CREATIVE TRANSFER IN THE ENGINEERING CLASSROOM

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.7371 ◽

2017 ◽

Cited By ~ 1

Author(s):

Ken Tallman ◽

Christina Mei

Keyword(s):

Engineering Education ◽

Engineering Students ◽

Undergraduate Curriculum ◽

Research Data ◽

Creative Activity ◽

Creative Processes ◽

Metacognitive Development ◽

Undergraduate Engineering ◽

Undergraduate Engineering Education ◽

Advanced Knowledge

This research on creativity in undergraduate engineering education asks whether undergraduate engineering students in a Fall 2016 course will develop enriched creative skills in other learning and professional environments as a result of having taken the course. The motivation for this study comes from the need for a clearer understanding of how and where to teach creativity in the undergraduate curriculum and a clearer understanding of how students transfer skills and knowledge from one setting to another. As well as studying students’ creative growth, the research will analyze students’ metacognitive development. What do students learn about how they learn by taking thiscourse? Is this knowledge valuable? Are students able to better articulate their creative processes once they have finished the course? Have they found ways to make use of this advanced knowledge? The results from this research are preliminary and inconclusive, but appear promising. Research data at present consists primarily of audiorecorded interviews with consenting students, and more data is likely required to provide better certainty about whether students have been able to transfer their creative activity from this course to other situations.

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Experiences of Belonging in Engineering Undergraduate Education at Queen’s

Inquiry@Queen's Undergraduate Research Conference Proceedings ◽

10.24908/iqurcp.8511 ◽

2018 ◽

Author(s):

Amy Buitenhuis

Keyword(s):

Engineering Education ◽

Undergraduate Education ◽

Engineering Students ◽

Engineering Profession ◽

Socialization Process ◽

Undergraduate Engineering ◽

Engineering Program ◽

Canadian Context ◽

Undergraduate Engineering Education

The purpose of this study is to explore the role that the engineering undergraduate degree plays in the socialization process of professional engineers. I will look at how exclusion is normalized through undergraduate education. To do this, I will analyze the history and content of the Iron Ring Ceremony. This ceremony has symbolic significance to engineering students as it marks the completion of the undergraduate degree. It is also a ceremony unique to Canada, which will provide insights into the engineering profession in the Canadian context. I will also conduct interviews with 12 graduates of the Queen's undergraduate engineering program to gain insights into how engineering undergraduate education plays a role in shaping engineering identities. I will use my findings regarding the Iron Ring Ceremony to understand feelings of belonging and patterns of exclusion and inclusion throughout undergraduate engineering education.

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

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14952 ◽

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.

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