scholarly journals LEARNING THE LIFE SKILL: CEAB LIFELONG LEARNING GRADUATE ATTRIBUTE

2018 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Goal Setting ◽  
Engineering Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Engineering Programs ◽  
Course Materials ◽  
Learning Skill ◽  
Core Course ◽  
Lifelong Learning Skill

 Abstract –The focus of this paper is to present a baseline to a proposed longevity project for enhanced introduction of lifelong learning skill to engineering students. Lifelong learning is one of the twelve graduate attributes identified and evaluated by CEAB in the accreditation process of Canadian engineering programs. ENGN 326: Materials, Mechanics and Manufacturing is a third year core course with a broad scope of topics Students’ learning experience could be enriched if they adopt a proactive learning effort of setting weekly learning goals that could go beyond the set of topics given in the course syllabus. From their weekly submissions and their subsequent reflections, we tried to answer how realistic goals were set by the students and how much they were related to course materials. Comparisons to a similar study [1], presented in CEEA16 by the authors, have been made to show the effectiveness of SMART goal setting intervention to be given in an appropriate time before the first mid-term.

A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate

2021 ◽  
pp. 18-36
Author(s):  
Hyeon-Suk Kang ◽  
Kang-Ye Na
Keyword(s):  
Goal Setting ◽  
International Baccalaureate ◽  
Evaluation Criteria ◽  
Learning Goals ◽  
Backward Design ◽  
Course Materials ◽  
Innovative System

Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.

A 3D, Interactive Virtual Instruction Laboratory and a Virtual Model of a Reactor Control Room

2014 ◽  
Author(s):  
Ye Li ◽  
Imran Haddish ◽  
Xuefeng Zhu ◽  
Yoshinori Satoh ◽  
Rizwan Uddin
Keyword(s):  
Engineering Students ◽  
Nuclear Reactor ◽  
Learning Experience ◽  
Student Population ◽  
Educational Institutions ◽  
Nuclear Engineering ◽  
Operator Training ◽  
Engineering Programs ◽  
Virtual Instruction ◽  
Virtual Lab

Efficient and effective education and training of nuclear engineering students, nuclear reactor operators, their supervisors, and other personnel are critical for the safe operation and maintenance of any nuclear reactor, whether for research or commercial power generation. Radiation and reactor laboratories are a very important part of such training. Recent increase in the student population in nuclear engineering programs has put strains on laboratory resources. This increase in student population, constraints on resources and qualitative improvements in gaming technology have led researchers in the field of radiological and nuclear engineering to explore virtual, game-like models to provide the needed experience [1–3]. Though virtual lab experience may never completely replace an actual physical lab experience in educational institutions, in some ways virtual labs may provide a better experience than limited cookbook style executions in a physical lab or reactor operator training course. We have earlier reported our initial efforts toward the development of a generic virtual and interactive laboratory environment [3]. This virtual lab presents a fully immersive learning experience. We here report the specifics of a radiation lab in which half-life and shielding experiments can be conducted, and simulation-based real-physics data can be gathered.

scholarly journals Self Evaluation for Compliance with the 12 CDIO Standards

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
Engineering Ethics ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Practical Applications ◽  
Self Evaluation ◽  
Engineering Program

Throughout the 1980’s and 1990’s, collaboration began between universities, industry, and government to improve the quality and state of engineering education. Their paramount goal was to provide better ways to help students become successful engineers, possessing the necessary technical skills and expertise, exhibiting creativity, and having awareness of social, lawful, ethical, and environmental impacts as related to their profession. Traditionally, engineering programs emphasized the theoretical aspects required, while placing little emphasis on practical applications. An approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adopted by several universities within their engineering departments. At UOIT, the Mechanical Engineering curriculum has been developed around and continually evolves to line up with the goals of CDIO in terms of course and curriculum offerings for core and complementary engineering design courses, science, math, communications, engineering ethics, and humanities courses. Herein, we present an evaluation of the Mechanical Engineering program at UOIT against the twelve CDIO standards.

scholarly journals ONLINE EDUCATION – ENGINEERING STUDENTS’ PERSPECTIVE

2021 ◽  
Author(s):  
Gérard J. Poitras ◽  
Gabriel Cormier ◽  
Eric G. Poitras
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Educational Data Mining ◽  
Engineering Programs ◽  
Synchronous Learning ◽  
Final Exams ◽  
Important Correlation ◽  
Near Future

With online learning moving into the long term, the mental and academic impacts on students arelikely to be challenging. Preliminary results obtained from three different student surveys are presented and analyzed for different cohorts of undergraduate engineering students enrolled in an engineering program at the Université de Moncton. The first survey was administered during the last week of the Winter semester, before the final exams period. This survey was administered by the Engineering Faculty and created to get an overview of students experience during their online learning sessions. Specifically, the goal of this survey was to get information on which technical tools work best for distance learning during their online sessions and to improve future online learning sessions. Another survey was completed at the end of the Fall 2020 online learning semester. About half of all engineering students completed the surveys and a preliminary analysis was conducted. Finally, a third survey was administered during the Winter 2021 online learning semester. The aim of this study is to evaluate and analyze the results of these surveys using educational data mining. This work will provide an overview of the online learning experience during the end of the Winter 2020 semester and the academic year 2020-2021 and establish relations between classroom and online learning environments. New data analysis may help to accelerate and improve future hybrid classroom-online learning pedagogy since permanent changes are expected in the near future for many engineering programs. This study shows that students vary in their abilities to adapt to this new reality. Most prefer recorded audio clipsof PowerPoint presentations beforehand combined with online synchronous learning using video conferencing software. This suggests that effective online learning requires extra time from educators to better prepare class sessions. Furthermore, there is an important correlation between the level of student motivation and their appreciation level of online learning.

scholarly journals Does Program Compliance with CDIO Warrant Automatic Compliance with CEAB Accreditation Criteria for 2014?

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
System Component ◽  
Engineering Programs ◽  
Engineering Program ◽  
Program Compliance ◽  
Recent Approach ◽  
Standards Of Accreditation

An accreditation board takes the responsibility of evaluating an institute’s engineering program, granting it accreditation upon the satisfaction that it meets a minimum standard in terms of academic and professional quality of the faculty, laboratories, equipment, computing facilities, and students’ work within the engineering curriculum. In Canada, the Canadian Engineering Accreditation Board (CEAB) ensures that engineering programs meet the necessary educational standards as acceptable for licensure, and that engineering education delivered by the institute continues to improve. In recent years, accreditation boards have prescribed “outcome-based” assessments of engineering design curriculums. These criteria focus on the ability of students to apply knowledge of mathematics, science, and engineering science, extending to designing and conducting experiments, analyzing data, as well as developing a system, component, or process to meet certain needs. A recent approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adapted by several universities within their engineering departments. But should a program’s compliance with the CDIO standards warrant automatic compliance with CEAB (Canadian Engineering Accreditation Board) accreditation standards? Following the CDIO approach and using the outcome-based standards of accreditation boards may suggest so. Herein, we will provide an assessment of the Mechanical Engineering program in terms of the CDIO approach and look at its relationship with the CEAB standards.

scholarly journals SHORT DESIGN PROJECTS FOR AN INTRODUCTORY THERMOFLUIDS ENGINEERING COURSE

2015 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Theoretical Work ◽  
Lessons Learned ◽  
Team Work ◽  
Engineering Programs ◽  
Design Project ◽  
Introductory Course ◽  
Design Projects ◽  
Second Year

The Faculty of Engineering at Dalhousie University offers a common introductory course that covers the basic principles of thermodynamics and fluid mechanics in a unified manner. This introductory course is a mandatory part of the curriculum for all engineering programs offered at Dalhousie. In this course, students are required to perform six laboratory experiments, and since 2012 students have also completed short, four-week design projects.The short design project helps students to acquire more of the graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB), including design, communication, and team work skills. They also provide students with a well-deserved break from purely theoretical work in lectures and tutorials, and a chance to develop some hands-on abilities.This paper describes the lessons learned from the last three design projects, which were focused on modifications to a Ranque-Hilsch vortex tube, design of a pop-pop boat, and design of a double pipe heat exchanger. The primary challenges have been the limited engineering design experience possessed by students in their third semester of studies, the heavy workload that second-year engineering students already have, and the relatively large class size. Even though there are clear challenges related to integrating a design project into a large second-year class, the results seem to indicate that these design projects provide a positive learning experience for the students.

scholarly journals Goal-Setting among Biology Undergraduates during a Free-Choice Learning Experience at a Regional Zoo

2021 ◽  
Vol 2 (4) ◽  
pp. 610-624
Author(s):  
Ashley B. Heim ◽  
Emily A. Holt
Keyword(s):  
Goal Setting ◽  
Free Choice ◽  
Learning Experience ◽  
Learning Goals ◽  
Free Choice Learning ◽  
Informal Settings

Free-choice learning occurs when individuals have autonomy in what and how they learn, and often takes place in informal settings such as zoos. To describe goal-setting and -achievement of biology undergraduates at a regional zoo, we primarily asked: (1) What types of learning goals do students set for themselves for a trip to the zoo?; and (2) What activities do students intend to engage in on a zoo trip? Participating students completed the first portion of a goal-setting assessment prior to entering the zoo, which asked students to develop learning and activity goals for themselves. At the conclusion of the zoo trip, students completed the second portion of this survey, which asked whether students achieved their goals, and if not, why. We found that most students devised learning goals related to gaining knowledge and identified passive interactions with animals as activities they hoped to engage in during their trip.

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