scholarly journals Integrating Information Literacy in the Engineering Curriculum: A Program Approach

2013 ◽  
Author(s):  
Nasser Saleh
Keyword(s):  
Information Literacy ◽  
Course Management System ◽  
Engineering Curriculum ◽  
Learning Modules ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Literacy Outcomes ◽  
Hands On ◽  
Program Approach

The paper summarizes a program-based model that has been developed at Queen's University to integrate an information literacy program into the undergraduate engineering program to meet CEAB graduate attributes in professional and design course. A program-level approach to information literacy is useful to define the purpose and goals of information literacy outcomes and also to capture evidence of student learning. It also informs instructional methods that can be developed in class or through the use of embedded learning modules at the course management system in addition to hands-on library workshops.

scholarly journals Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign

2018 ◽  
Author(s):  
Bryson Robertson ◽  
Margaret Gwyn ◽  
LillAnne Jackson ◽  
Peter Wild
Keyword(s):  
Project Management ◽  
Communication Skills ◽  
Technical Writing ◽  
Writing Development ◽  
Engineering Curriculum ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Life Long Learning ◽  
Writing Competency ◽  
The University

This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.

scholarly journals DESIGN FOR THE FUTURE: INTEGRATING INTERNATIONAL DEVELOPMENT INTO CANADIAN UNDERGRADUATE ENGINEERING CURRICULUM

2011 ◽  
Author(s):  
Janna Hamilton ◽  
Jenna Shultz
Keyword(s):  
International Development ◽  
Engineering Design ◽  
Cultural Sensitivity ◽  
Community Integration ◽  
Political Stability ◽  
Development Project ◽  
Engineering Curriculum ◽  
Undergraduate Engineering ◽  
Hands On ◽  
The Future

With an ever-increasing need to address the future of engineered sustainability in our global communities, a simple, brief, study of sustainability factors in undergraduate engineering curriculum is no longer adequate.  With exponentially rising problems in the global society such as water contamination and shortages, food processing needs, ineffective irrigation practices, technology shortfalls, and underdeveloped sanitation practices, engineering curriculum today must address these international development issues, along with sustainability concepts, using effective, hands-on methods to prepare Canadian graduates for the competitive and challenging workforce they will enter.  In this contribution, the importance of considering international development problems in the engineering design component of undergraduate curriculum is analyzed.  We then go on to discuss the various methods that can be utilized to implement and teach an international development curriculum.   International development engineering curriculum should not only focus on the hands-on design requirements, but should introduce the student to issues such as education, health care, political stability, and economy in the developing world.  Topics such as cultural sensitivity and community integration, which are concerns that must be an integral part of any international development project, should also be incorporated into this curriculum.  Finally, a case study is presented in which a Canadian university has successfully enhanced their first-year engineering design curriculum by integrating international development problems into their syllabus.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

scholarly journals Adapting Existing Assessment Tools For Use in Assessing Engineering Graduate Attributes

2012 ◽  
Author(s):  
Alan Chong ◽  
Lisa Romkey
Keyword(s):  
Quantitative Measurement ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Engineering Curriculum ◽  
Design Assessment ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Senior Research ◽  
Assessment Strategies ◽  
Current Curriculum

Recently, changes to the Canadian Engineering Accreditation requirements, following the example set by ABET, have called for the measurement of 12 graduate attributes in the engineering curriculum. Some attributes, such as “Knowledge Base,” lend themselves to forms of quantitative measurement; others, such as “Investigation” and “Communication” are inherently difficult to measure quantitatively and comprehensively. To assess these attributes authentically within our current curriculum, methods for adapting existing tools – that both satisfy the objectives of the actual course and the needs of graduate attributes assessment – must be found. This paper describes the process and challenges involved in adapting existing tools for assessment to measure such graduate attributes, specifically in a large senior research thesis course in a multidisciplinary engineering program. These challenges include balancing both the needs of multiple parties involved in the assessment, maintaining rubric usability, reliability and validity, as well as appropriately matching rubric elements to attributes. Despite these tensions, the results provided by this process provide insight about rubric design, assessment strategies and the students’ strengths and weaknesses within the graduate attributes, providing valuable information to feed back into the graduate attribute and continual curriculum improvement processes.

Hands-on information literacy activities

2003 ◽  
Vol 29 (4) ◽  
pp. 269
Author(s):  
Elizabeth Blakesley Lindsay
Keyword(s):  
Information Literacy ◽  
Literacy Activities ◽  
Hands On
Sign in / Sign up

Export Citation Format

Share Document