scholarly journals Adapting CEAB Graduate Attributes to Promote Graduate Student Success in the Canadian Engineering Community

2018 ◽  
Author(s):  
Susan Caines ◽  
Leonard M. Lye
Keyword(s):  
Graduate Program ◽  
Assessment Process ◽  
Skills Development ◽  
Assessment Methodology ◽  
Professional Skills ◽  
Engineering Programs ◽  
Engineering Community ◽  
Program Accreditation ◽  
Initial Application ◽  
Graduate Student Success

 Abstract –Graduate engineering programs at Memorial University’s Faculty of Engineering and Applied Science are not accredited and as such there is no information available on non-technical professional skills development. These skills are essential for successful entry into the Canadian engineering community. To assess the current graduate program, an assessment methodology was developed based on the CEAB graduate attribute assessment process used for undergraduate program accreditation. An initial application of this methodology to Process Engineering indicates that all professional skills are not covered for all students. This lead to modifications for current programing that will ensure all students are exposed to the skills needed for a successful career in engineering.

scholarly journals Utilizing the CDIO syllabus to reveal CEAB Graduate Attribute Pathways in a Mechanical Engineering Curriculum

2018 ◽  
Author(s):  
Alexandra Meikleham ◽  
Robert Brennan ◽  
Ron J. Hugo
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Skills Development ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Engineering Programs

Many Canadian engineering programs offercourses through a pre-requisite approach: coursework,and therefore knowledge, is assumed to build throughout aprogram. The pre-requisite approach allows postsecondaryinstitutions to monitor the pathway a studenttakes throughout a program, and is assumed to be informedby knowledge journeys. In our experience, however, prerequisitesmay only be loosely based on scaffoldeddevelopment of student learning. Course pathwayssometimes place a greater emphasis on administrativeconvenience and historical relationships, rather thanreflect an up-to-date or meaningful developmental journey.These “pathways” appear to be particularly tenuous whenit comes to professional skills development, despite anincreasing emphasis on their importance (see Canada’sGraduate Attributes 6-12 (Canadian EngineeringAccreditation Board, 2017)). The pre-requisite model mayreinforce a bureaucratic approach to professional skillsdevelopment, inhibiting flexibility and innovation in coursedelivery by allowing administration, rather than learningoutcomes to guide student learning

Academic motivation and professional skills development in the Specialty of Social Sciences and Tourism at a public university [Motivación académica y desarrollo de competencias profesionales en la Especialidad de Ciencias Sociales y Turismo de una universidad pública]

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Ana Cecilia De Paz Lazaro ◽  
Jessica Luz Palomino Collantes
Keyword(s):  
Social Sciences ◽  
Academic Motivation ◽  
Public University ◽  
Skills Development ◽  
Professional Skills ◽  
Research Results ◽  
Competencias Profesionales ◽  
High Level ◽  
The Relationship

The objective of the research is to determine the relationship between academic motivation and the professional skills development in the specialty of Social Sciences and Tourism. The study is quantitative and the design is non-experimental correlational translational. The results indicate that there is a high level relationship (0.914) between the independent academic motivation variable and the professional competences development in the Specialty of Social Sciences and Tourism. In conclusion, motivation is directly related to the professional skills development in the specialty of Social Sciences and Tourism. The research results conclude that there is a high relationship between the variables.

STUDENT’S PROFESSIONAL SKILLS DEVELOPMENT BY OUT-OF-CLASS DISPATCHING CONTROL TASKS

2020 ◽  
Author(s):  
Наталья Ленмировна Бацева
Keyword(s):  
Educational Program ◽  
Skills Development ◽  
Professional Skills ◽  
Dispatching Control

В статье представлен опыт реализации внеаудиторной самостоятельной работы студентов по дисциплине «Оперативное управление в энергетике» образовательной программы «Цифровая энергетика». На примере показано, какие компетенции могут быть развиты при выполнении профессионально-ориентированных задач. The author presents the experience of out-of-class student’s work implementation for dispatching control course. This course belongs to the educational program “Digital Energy”. Using the example, the list of developed skills is demonstrated when a student takes on the professionally oriented out-of-class tasks.

A methodology for e-banking risk assessment using fuzzy logic and Bayesian network

2021 ◽  
Vol 19 (3) ◽  
pp. 101-124
Author(s):  
Ako Rita Erhovwo ◽  
Okpako Abugor Ejaita ◽  
Duke Oghorodi
Keyword(s):  
Risk Assessment ◽  
Fuzzy Logic ◽  
Bayesian Network ◽  
Operational Risk ◽  
Assessment Process ◽  
Exposure Level ◽  
Model Assessment ◽  
Assessment Methodology ◽  
Risk Assessment Process ◽  
Risk Assessment Methodology

Risk assessment methodology in general has been around for quite a while, its prominence in the E-banking field is a fairly recent phenomenon. We are at the point where risk assessments are critical to the overall function of banks. Banks are required to assess the processes underlying their operations against potential threats, vulnerabilities, and their potential impact, which helps in revealing the risk exposure level, and the residual risks. Identifying clearly a risk assessment methodology is often the first step of assessing and evaluating risk associated with an organization operation. This paper presents a risk assessment methodology for Ebanking Operational Risk. The proposed risk assessment methodology consists of four major steps: a risk model, assessment approach, analysis approach and a risk assessment process. The main tool of the proposed risk assessment methodology is the risk assessment process. The assessment process gives detailed explanation with respect to which models or techniques may be applied and how they are expressed. In this paper the risk assessment technique is built upon fuzzy logic (FL) concept and Bayesian network (BN). In fuzzy logic, an element is included with a degree of membership. Bayesian network is an inference classifier that is capable of representing conditional independencies. The Bayesian and fuzzy logic–based risk assessment process gives good predictions for risk learning and inference in the E-banking systems. Keywords: Fuzzy logic, Bayesian network, risk assessment methodology, operational risk, Ebanking

USING PROBLEM-BASED LEARNING IN BUSINESS PROFESSIONAL SKILLS DEVELOPMENT

2018 ◽  
Author(s):  
Dayse Liz das Graças Conceição ◽  
Cristiana Fernandes de Muÿlder ◽  
Ericson Marquiere Reis Silva ◽  
Deise Kinsk Reis Silva
Keyword(s):  
Problem Based Learning ◽  
Skills Development ◽  
Professional Skills ◽  
Business Professional

Resistance to Organizational Change in Academia

2021 ◽  
pp. 1451-1471
Author(s):  
Devi Akella ◽  
Grace Khoury
Keyword(s):  
Organizational Change ◽  
Resistance To Change ◽  
Change Agents ◽  
Assessment Process ◽  
Evidence Based ◽  
Self Assessment ◽  
College Planning ◽  
Program Accreditation ◽  
Employee Resistance

Resistance to change happens to be a phenomenon in which both the change agents and change recipients are equally responsible for all forms of resistance. Resistance and its various forms are an outcome of the change agents' observations and their interpretations of the conversations, behavior, and reactions of the change recipients. This chapter uses auto-ethnographic reflexive narratives of two change agents involved in the self-assessment process at a college planning to seek US-based business program accreditation to make sense of the change process. The purpose of this chapter is to emphasize the under-reflected role of the change agents and how they influence and affect the behavior of change recipients and thereby contribute towards employee resistance. The chapter also emphasizes the crucial role of reflection and introspection in the sensemaking activities of the change agents in the entire change initiative and thereby adds evidence-based organizational change and development initiatives in an academic setting where research is limited.

scholarly journals Professional skills development for mathematics undergraduates

2019 ◽  
Vol 9 (3) ◽  
pp. 374-386
Author(s):  
Ewan Russell ◽  
Peter Rowlett
Keyword(s):  
Teaching Style ◽  
Skills Development ◽  
Design And Development ◽  
Professional Skills ◽  
Content Type ◽  
Module Design ◽  
Before And After ◽  
Key Competencies ◽  
Academic Year ◽  
Practical Implications

Purpose The purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module. Design/methodology/approach Literature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years. Findings Several key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted. Research limitations/implications Numbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject. Practical implications This study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills. Originality/value Undergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.

The Evolution of eLearning Within a Software Engineering Graduate Program

2021 ◽  
pp. 244-262
Author(s):  
Sharon Andrews
Keyword(s):  
Software Engineering ◽  
Graduate Program ◽  
Lessons Learned ◽  
Course Delivery ◽  
Online Course ◽  
Student Centered ◽  
Engineering Programs ◽  
Advantages And Disadvantages ◽  
Online Software

This chapter presents the journey taken by one of the top online software engineering programs in the nation as experienced by the program chairperson, reflecting upon the evolution of distant education efforts from two-way satellite synchronous course delivery to 100% online course delivery as well as other blended modes of delivery and instruction. This discussion will include the advantages and disadvantages encountered organized within a student-centered, instructor-centered, course-product, and program-centered focus followed by lessons learned. The chapter provides a practical and revealing encapsulation of salient issues surrounding the operation of an online STEM graduate program of interest to readers seeking shared operational experiences from long-term significant elearning efforts.

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