scholarly journals INTRODUCTION OF AN ACTIVE LEARNING COMPONENT THROUGH RESEARCH REPORTS IN A LABORATORY COURSE

2018 ◽  
Author(s):  
Juan Abelló ◽  
Paul Labossière
Keyword(s):  
Active Learning ◽  
Mechanical Engineering ◽  
Student Feedback ◽  
Learning Skills ◽  
Laboratory Course ◽  
Credit Hours ◽  
Student Teams ◽  
University Of Manitoba ◽  
Upper Level ◽  
The University

Abstract –Mechanical Engineering Laboratories is a third-year course at the University of Manitoba that covers the application of mechanical engineering principles to relevant experimental problems. The course spans two terms, counts for two credit hours per term and traditionally required student teams to prepare formal laboratory reports only. An active learning component was introduced by assigning students to write research reports on topics that would otherwise have been covered in the lectures. This allowed us to enable additional laboratory groups during former lecture slots and accommodate the program’s enrollment increase from 80 to 120 students. Introducing research reports also allowed students to learn independently, research beyond the level of detail in the course if they wished, and practice their lifelong learning skills along with teamwork skills. Most students did well in this component of the course.  Student feedback comments on the research reports were mostly positive. This experience suggests that an active learning component through research reports in lieu of some lectures may be a useful active learning tool in an upper-level laboratory course.  

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 UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

Structuring Senior Design Capstone to Develop Competencies

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Learning Community ◽  
Mechanical Engineering ◽  
Oil And Gas ◽  
Energy Industry ◽  
Student Outcome ◽  
Engineering Programs ◽  
University Of Oklahoma ◽  
Senior Design ◽  
Student Teams ◽  
The University

Senior Design Capstone is a required component of many undergraduate engineering programs. The School of Aerospace and Mechanical Engineering at the University of Oklahoma has incorporated industry sponsored design projects, with Experiential Learning as the model, to develop technical and meta-competencies through the Senior Design Practicum Program. The Mechanical Engineering Capstone program has been developed to provide a learning environment, where students in teams work closely with an industry sponsor and a faculty advisor. The student teams work as a consulting group to produce useful results on an open-ended project to the sponsors’ satisfaction within the constraints of time and budget. Three major program elements, are (1) Student teams to learn and perform the tasks to achieve the desired goals of the project (2) Sponsor to define the problem, guide and accept or reject the results, and (3) Faculty to advise, coordinate, and evaluate. The Capstone program has targeted the energy industry, with a focus on oil and gas, which has a very strong presence in the region. The program, working closely with industry partners as mentors, prepares students for the energy industry. The student outcome and program are evaluated with extensive participation from industry. The program was implemented during 2002–2003. Over the last 10-years the program been able to sustain and grow. The plan that was used to sustain the program relied on developing a learning community of students, faculty and industry to support development of student competencies.

Teaching of Mechatronics Through an Elective Course

2002 ◽  
Author(s):  
S. R. Habibi ◽  
A. Williams
Keyword(s):  
Mechanical Engineering ◽  
Student Feedback ◽  
First Year ◽  
Elective Course ◽  
The University ◽  
Industrial Demand

A mechatronics course has been recently introduced as a 4th year elective at the University of Saskatchewan Department of Mechanical Engineering. The necessity and the rational for this training are reviewed. A curriculum for the course is proposed supported by student feedback following its first year of introduction. The curriculum and the structure of the course is such that training in mechatronics may be provided through an elective course. Notwithstanding, the merits of establishing a degree in mechatronics are discussed given the strong industrial demand for this topic.

Beaches, Temples, and Flying Proas

2020 ◽  
pp. 165-187
Author(s):  
Kirk Johnson ◽  
Heather Garrido ◽  
Alyssa Gordon ◽  
M. G. Remitera-Huavas ◽  
Artemia Perez ◽  
...  
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Objectives ◽  
Classroom Setting ◽  
Learning Approaches ◽  
Years Of Experience ◽  
Learner Centered ◽  
Upper Level ◽  
The University ◽  
Learner Centered Pedagogy

Our mission at educators, teachers, professors, and yes, even guides and facilitators on the journey of knowledge and learning for students in higher education must be to strive each and every day to foster an environment within the classroom and even beyond its walls that seeks to empower the learners to take charge of their own learning and to endeavor to find approaches and strategies that most effectively contribute to the outcomes of stated learning objectives. In this chapter, the authors analyze five years of experience within the classroom setting in upper level sociology courses at the University of Guam. The experience centers around strategies and approaches in three broad areas of learner-centered pedagogy that include flipping the classroom, collaborative, and active learning approaches.

Using e-assessment to support flipped-style teaching

2017 ◽  
Vol 15 (2) ◽  
pp. 34 ◽  
Author(s):  
Karen Henderson
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Student Feedback ◽  
Teaching Approach ◽  
First Year ◽  
Mathematics Students ◽  
The West ◽  
Group Activities ◽  
Reading Material ◽  
The University

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at the centre of the learning process. For the module described here, a highly scaffolded approach was employed. A workbook containing gapped lecture notes was created as well as a handbook containing exercise sheets and extra reading material. Each week students were expected to independently: watch screencasts and fill in the relevant gaps in their workbooks; take a formative e-assessment; try some basic questions from the exercise sheet and optionally do some extra reading and/or work through a Maple file. During the following two hour class, TurningPoint questions and group activities were used to encourage active learning. Student feedback of this new teaching approach has been very positive.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political.  Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quite apart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba.  In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

scholarly journals CAPSTONE DESIGN IN MECHANICAL ENGINEERING AT THE UNIVERSITY OF WESTERN ONTARIO

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Mechanical Engineering ◽  
Primary Sources ◽  
Career Goals ◽  
Engineering Programs ◽  
Engineering Program ◽  
Student Teams ◽  
Wide Range ◽  
The University ◽  
Centres Of Excellence ◽  
Capstone Design

All engineering programs in Canada must culminate in a significant design experience. This paper describes the capstone design course in the Mechanical Engineering Program at the University of Western Ontario. Self-selected student teams choose from several types of projects: faculty-defined projects, student-defined entrepreneurial projects, student design competitions, and industry-sponsored projects. These choices accommodate a wide range of interests and career goals. The primary sources of project funding are industry sponsorship fees and matching funding through the Ontario Centres of Excellence Connections Program. The majority of project expenses are for parts, materials, prototype construction and testing.

High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

2020 ◽  
pp. 152102512095208
Author(s):  
Kajsa C. Larson ◽  
Megan S. Downing ◽  
Joseph Nolan ◽  
Mark Neikirk
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Retention Rate ◽  
High Impact ◽  
Credit Hours ◽  
Active Learning Strategies ◽  
Student Philanthropy ◽  
The University

High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: SOME PRELIMINARY FINDINGS

2012 ◽  
Author(s):  
Roger Graves ◽  
Anne Parker ◽  
Kathryn Marcynuk
Keyword(s):  
Mechanical Engineering ◽  
Civil Engineering ◽  
Computer Engineering ◽  
Writing Assignments ◽  
Methods Of Evaluation ◽  
University Of Manitoba ◽  
The University

Based on our compilation of the course outlines from the Departments of Electrical and Computer Engineering, Civil Engineering and Mechanical Engineering, this paper will focus on our preliminary findings. This study – as part of a larger, multi- disciplinary project – analyzes how often students write in Engineering courses and, when they do, what genres of documents they are being asked to write. While each department includes writing components, their methods of evaluation are different. Consequently, each department emphasizes writing differently, as exemplified in their different evaluation weightings, and this emphasis has some important implications for the Faculty of Engineering at the University of Manitoba.

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