scholarly journals USE OF EPORTFOLIO TOOL FOR REFLECTION IN ENGINEERING DESIGN

2015 ◽  
Author(s):  
Ryan Clemmer ◽  
Jennifer Spencer ◽  
Dale Lackeyram ◽  
Jason Thompson ◽  
Bahram Gharabaghi ◽  
...  
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Electronic Portfolios ◽  
Group Project ◽  
Soft Skill ◽  
Graduate Attributes ◽  
The Third ◽  
Lecture Material ◽  
The University ◽  
Insight Into

Electronic portfolios (ePortfolios) can be a beneficial tool to facilitate student learning, evaluate learning outcomes and showcase skills and experience. At the University of Guelph, the School of Engineering piloted the use of ePortfolios within the third year design course of the engineering design sequence of courses. With the implementation of graduate attributes by the CEAB, more “soft skill” attributes like individual and teamwork, project management, and lifelong learning are important skills developed by students within the design courses and can be assessed within an ePortfolio environment.Students submitted guided reflections related to major deliverables within the course. The reflections were assessed for the level of insight through rubrics in the learning management system. Overall, students improved their ability to reflect and provided good insight into their learning and roles within their group project. The response to the reflections by students was mixed. Many students found value in reflecting on their experience while other students were frustrated by the method of filling the reflection form.In the future, the objectives for reflection should be made clearer with supplementary documentation to the lecture material. Adjusting the timing of the reflections to correspond to less stressful periods of the semester and improving the ePortfolio process will help with student engagement.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

scholarly journals UFS Libraries COVID19 Survey Dataset

2021 ◽  
Author(s):  
Mahlaga Molepo ◽  
Mashia Shokane
Keyword(s):  
Academic Libraries ◽  
Information Services ◽  
Free State ◽  
Third Wave ◽  
The Third ◽  
The University ◽  
Insight Into ◽  
The Way

Whereas COVID-19 has changed the way academic libraries operate, the University of the Free State (UFS) Libraries have demonstrated resilience, and adaptability during the pandemic. The survey presents a first insight into the effectiveness of UFS libraries during the first, and second waves of COVID-19. Our data on the effectiveness of UFS libraries shows a fair to moderate library and information services. More research is needed to determine how academic libraries are coping during the third wave of COVID-19.

scholarly journals DESIGN DAYS BOOT CAMP 2.0: IMPROVEMENTS AND CONNECTIONS TO CEAB GRADUATE ATTRIBUTES

2019 ◽  
Author(s):  
Jennifer Howcroft ◽  
Igor Ivkovic ◽  
Matthew J. Borland ◽  
Maud Gorbet
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Systems Design ◽  
Boot Camp ◽  
First Year ◽  
Design Activity ◽  
Graduate Attributes ◽  
Design Activities ◽  
Intended Learning Outcomes

Engineering design is a critical skill that all engineering students are expected to learn and is often the focus of final year capstone projects and first-year cornerstone projects. In the Systems Design Engineering Department at the University of Waterloo, engineering design is introduced to the students during an intense two-day Design Days Boot Camp. Design Days was originally conceived of and run in Fall 2016. The Fall 2018 version, Design Days 2.0, included substantial improvements focused on adding two additional design activities and a writing activity, strengthening the connection with first year content, and providing a greater variety of team experiences. The methods of achieving the nine intended learning outcomes of Design Days 2.0 are discussed and connected to CEAB graduate attributes. This demonstrates that meaningful learning can be achieved during a two-day boot camp that will starts students on the path towards professional engineering. Other departments are encouraged to use the presented intended learning outcomes, graduate attributes connections, and Design Days 2.0 descriptions as a template for their own design boot camp. Finally, Design Days 2.0 inspired ideas for further improvements including the incorporation of a software-focused design activity, adding budgetary constraints, and providing an opportunity for student reflection.

scholarly journals ANALISA PEMBELAJARAN MATA KULIAH AKUNTANSI MENGGUNAKAN TEKNOLOGI INFORMASI DENGAN PENDEKATAN VISUAL LEARNING PADA MAHASISWA AKUNTANSI DI PERGURUAN TINGGI DI KOTA PALEMBANG

AKUNTABILITAS ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 129-136
Author(s):  
Muhammad Hidayat ◽  
Patmawati Patmawati ◽  
Dwirini Dwirini ◽  
Muhammad Ichsan Siregar
Keyword(s):  
Learning Outcomes ◽  
Visual Learning ◽  
Sampling Technique ◽  
Lecture Material ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Test Result ◽  
Accounting Student ◽  
High Information

The development of high information technology has an impact on the learning process carried out by lecturers in the classroom. The impact of this technology is the creation of lecture material in a visual form both in the form of pictures and videos that are able to provide an overview of the field of science being studied so that students become more interested in the field of science they are learning.  This Research is Experimental Research where the accounting student get pre-test and post-test after they get visual learning method. The population in this study is all accounting student at the University at Palembang City. Samples were taken using a purposive random sampling technique. Data was collected using a test result annd questionnaire. Data were analyzed by  Paired Sample T-Test. the results of the study showed that there were differences between the learning outcomes of conventional methods and learning using visual learning methods

scholarly journals Graduate Attributes: Intentional Mapping and Assessment Portfolios

2011 ◽  
Author(s):  
Peter Wolf ◽  
Warren Stiver
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
White Paper ◽  
Current Status ◽  
Program Leaders ◽  
Graduate Attributes ◽  
Faculty Input ◽  
Course Outcomes ◽  
Undergraduate Programs ◽  
The University

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

A Team-Based Undergraduate Module in Embodiment Design

1999 ◽  
Author(s):  
Brian W. Henson
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Design Process ◽  
Mechanical Engineering ◽  
Reliability And Validity ◽  
Embodiment Design ◽  
3D Solid ◽  
The University ◽  
3D Solid Modeling ◽  
Level 2

Abstract This paper describes a new module in embodiment design that updates the teaching of engineering design at Level 2 in the School of Mechanical Engineering at the University of Leeds. The new module is team-based, uses a 3D solid modeling system and emphasizes the process over the product of the design process. The module replaces one in which students worked alone to produce a detailed drawing of a sub-assembly at a drafting board. The development and content of the module, and the congruency of the learning outcomes with the level objectives, are described. Problems associated with the reliability and validity of assessing process-oriented team-based projects are considered.

scholarly journals Understanding CEAB's Graduate Attributes Criterion As A Department: The University Of Manitoba Biosystems' Experience

2012 ◽  
Author(s):  
Danny D Mann ◽  
Jason Morrison
Keyword(s):  
Learning Outcomes ◽  
Preliminary Investigation ◽  
Course Development ◽  
Graduate Attributes ◽  
The Past ◽  
University Of Manitoba ◽  
The University ◽  
Preparatory Exercises

With the approach of the accreditation visit by the Canadian Engineering Accreditation Board, it falls to the faculties and departments to interpret, understand and transition into use the latest accreditation criterion on graduate attributes. Over the past two years Biosystems has utilized our small size to perform several preparatory exercises to understand graduate attributes and how they relate to classes offered by our department. This has included several iterations of assessing the level of competency expected from students, an explanation of how attributes are developed by each course, development of learning outcomes, an integration of these ideas into course outlines and a preliminary investigation into how to report these items in a summative and informative manner. This work presents the process followed, observations on how it could be shortened and a brief discussion of the difficulties aligning course-based assessments to curriculum wide needs.

scholarly journals Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

2019 ◽  
Vol 9 (1) ◽  
pp. 76-91 ◽  
Author(s):  
Rachel Maxwell ◽  
Alejandro Armellini
Keyword(s):  
Learning Outcomes ◽  
Content Type ◽  
Integrated Framework ◽  
Graduate Attributes ◽  
Student Progression ◽  
Tangible Benefit ◽  
Change Framework ◽  
The University ◽  
Personal Literacy ◽  
Practical Implications

Purpose The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

scholarly journals UPDATE ON THE UNIVERSITY OF TORONTO GRADUATE ATTRIBUTE PROCESS

1969 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Development Process ◽  
Applied Science ◽  
Main Group ◽  
Science And Engineering ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The Past ◽  
Starting Point ◽  
The University

The Faculty of Applied Science and Engineering at the University of Toronto has been working through the development of a continuous curriculum improvement process for the past two years. The main group working on this is the Graduate Attributes Committee (GAC) which is made up of faculty representatives from each department. In this paper and presentation we will describe the process we have developed. In addition, we will show examples of the materials that the GAC has produced. Of particular interest are the extensive rubrics that have been developed that can be used as a starting point for professors tasked with assessing the learning outcomes identified for the Graduate Attributes. Faculty have begun to customize these generic rubrics for particular assignments, and examples will be shown of this work. The development process has resulted in reflection and discussion on our curriculum. The development process has also led to reflection on the difficulties involved in assessing the Graduate Attributes and compiling the data we collect. These issues will be explored briefly in the paper.

scholarly journals PSXIV-40 Utilization of a group project in an introductory animal science course to concurrently develop collaborative work skills and increase animal science industry awareness

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 478-479
Author(s):  
Taylor Barnes ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Performance Indicators ◽  
Public Perception ◽  
Soft Skills ◽  
Learning Outcome ◽  
Teaching Methodology ◽  
Professional Conduct ◽  
Group Project ◽  
Animal Science ◽  
Soft Skill

Abstract It is expected that students entering the workforce should have skills to allow them to effectively perform in the workplace. However, there is a gap between expected development of these “soft skills” and their actual attainment by students. Due to this discrepancy, Texas A&M has developed university mandated learning outcomes that address soft skills within course content. The objective of this paper is to present teaching methodology useful for achieving Texas A&M University level learning outcomes as they relate to the “Professional Conduct” learning outcome, as assessed via performance indicators such as working collaboratively, feedback, and conflict management. Additionally, this project aims to help bridge the gap in understanding between current animal science industry practices and public perception. This project titled “Ag-vocating for Animal Science Industry Practices” utilizes methods appropriate for large classes, conducted face-to-face or online, and targets students at the introductory level. Based on criteria from education literature, the semester-long project is broken down into multiple low stakes assignments comprising half of the project points which allows for multiple feedback opportunities from both the group members and the professor. These assignments include a Catme survey to assign groups based on interest and schedule, as well as submitting topic-related articles, a script, a rough-draft video, final video, and peer assessment survey online through eCampus, the university’s learning management system. This utilization of this collaborative project fulfills university undergraduate learning outcome of demonstrating professional conduct measured by attainment performance indicators such as “identify characteristics of a functional team” and “accept objective and constructive criticism.” This is an innovative approach to assessing soft skill development within the context of the animal science discipline. In conclusion, this project is useful in evaluating groupwork skills in undergraduates, as well as providing students with an opportunity to critically analyze industry practices.

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