scholarly journals ENHANCING ENGINEERING EDUCATION WITH INDIGENOUS CULTURES, PEDAGOGIES, KNOWLEDGES, AND PERSPECTIVES: A SERIES OF FACULTY WORKSHOPS

2019 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Afua Mante ◽  
Marcia Friesen ◽  
Randy Herrmann
Keyword(s):  
Engineering Education ◽  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Indigenous Students ◽  
Education Practice ◽  
Indigenous Perspectives ◽  
University Of Manitoba ◽  
Ultimate Objective ◽  
The University

In the Faculty of Engineering at the University of Manitoba, we are committed to creating belonging for Indigenous and non-Indigenous students and faculty by fostering shared values and developing a shared approach to engineering education. In the spirit of this commitment, a team of four from the Faculty of Engineering has been funded to design a series of seven engineering specific faculty workshops to help build good relationships between Indigenous and non-Indigenous engineering students, faculty, and staff. Our goal is to enrich engineering education by learning how engineering is relevant to Indigenous Peoples from Indigenous perspectives, with the ultimate objective to integrate Indigenous values, knowledges, perspectives, and design principles into engineering teaching and learning in relevant, genuine, and good ways. This Engineering Education Practice Paper presents the design of the seven workshops, and briefly introduces the conceptual framework that guides the team’s approach.  

scholarly journals PATHWAYS BETWEEN ENGINEERING AND EDUCATION FACULTIES: EFFORTS TO ESTABLISH AN ENGINEERING EDUCATION GRADUATE PROGRAM AT THE UNIVERSITY OF MANITOBA

2015 ◽  
Author(s):  
Sandra Ingram ◽  
Richard Hechter ◽  
Jillian Seniuk Cicek ◽  
Douglas Ruth
Keyword(s):  
Graduate Students ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Graduate Programs ◽  
Learning Processes ◽  
University Of Manitoba ◽  
The University ◽  
The U.S ◽  
Technical Area

Engineering education is a recognized field of research and inquiry that draws on a number of established disciplines to enhance the practice and teaching of engineering. Within the last ten years, some universities in the U.S. and abroad have developed engineering education graduate programs with an emphasis on drawing from the education discipline in particular. These programs range in scope from those in which graduate students maintain a technical area of expertise alongside a focus on pedagogy to more interdisciplinary collaborations with education faculties. In Canada, such programs are still in development and the more recent movement towards outcomes-based assessment in engineering schools to satisfy changing accreditation requirements, has further mobilized an institutional interest in teaching and learning processes. This paper reports on the evolution of such a program, combining the expertise of both engineering and education faculties at the University of Manitoba to achieve this synergy.

scholarly journals THE IMPACT OF INDIGENOUS KNOWLEDGES AND PERSPECTIVES IN ENGINEERING EDUCATION: ONE STUDENT’S STORY

2021 ◽  
Author(s):  
George Kilada ◽  
Victoria Thomsen ◽  
Jillian Seniuk Cicek ◽  
Afua Adobe Mante ◽  
Randy Herrmann
Keyword(s):  
Engineering Education ◽  
Narrative Structure ◽  
Problem Solution ◽  
Indigenous Knowledges ◽  
Narrative Study ◽  
Narrative Interview ◽  
The Future ◽  
University Of Manitoba ◽  
The University ◽  
The Impact

A qualitative narrative study was designed to examine the impact on students’ learning when an Elder came to speak to students in a Technology, Society and the Future course in the Price Faculty of Engineering at the University of Manitoba. This study accounts for one student’s story as heard through an open-ended narrative interview facilitated by a team of researchers, and restoried into a problem-solution narrative structure. The preliminary findings highlight the impact of the Elder’s teachings on the student, the importance of Indigenous People’s Knowledges and perspectives in engineering education, and the importance of making space for students to reflect on these learnings.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Teaching Engineering Ethics in the Classroom

2016 ◽  
pp. 1334-1349
Author(s):  
Josep M. Basart
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Public Welfare ◽  
Social Responsibilities ◽  
Teaching Responsibilities ◽  
Ethics Courses ◽  
And Training ◽  
Insight Into

Engineering students are introduced to their profession's ethical and social responsibilities along with their education and training at university. This might be the only time and place where public welfare engagement may be promoted by the institution and acknowledged by students. Their future behavior as engineers heavily depends on the understanding and commitment they may develop during this process. The purpose of this chapter is to discuss the main points related to the teaching and learning of Engineering Ethics at universities. In order to gain insight into this complex educational scene, a set of questions are formulated and explored. The discussion of these questions amounts to explain what Engineering Education consists of, how to integrate Engineering Ethics courses into the curriculum and develop instructional designs for classroom teaching, who should assume teaching responsibilities, and finally, what Engineering Ethics goals should be. For each query, the primal issues, controversies, and alternatives are discussed.

Indigenous Students in Higher Education in the United States

Education ◽  
2020 ◽  
Author(s):  
Robin Zape-tah-hol-ah Minthorn
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Indigenous Peoples ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
The United States ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Student Affairs Professional ◽  
Shed Light

This article attempts to highlight literature that focuses on Indigenous students, including the various areas that work to support and honor Indigenous students, faculty, staff, and communities. Only since 2000 has there been more literature produced by Indigenous scholars that honors Indigenous peoples’ lived experiences. This article attempts to focus on Indigenous-authored and Indigenous-centered literature whose goal is to shed light on how we better support Indigenous students through representation, research, teaching, and learning to the praxis of being an Indigenous student affairs professional and faculty member.

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.  

scholarly journals COLLABORATIVE DESIGN PRACTICE INVOLVING PARTNERS FOR THE ADVANCEMENT OF COLLABORATIVE ENGINEERING EDUCATION (PACE)

2011 ◽  
Author(s):  
J. Mikkelsen ◽  
A. Steeves ◽  
W. L. Cleghorn ◽  
P. Bastani ◽  
R. Pattani ◽  
...  
Keyword(s):  
Engineering Education ◽  
Collaborative Design ◽  
Engineering Students ◽  
Pilot Project ◽  
General Motors ◽  
Collaborative Engineering ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Automobile Components ◽  
The University

This paper describes efforts to develop a collaborative design project involving third year mechanical engineering students from the University of British Columbia (UBC) and the University of Toronto (U of T). Selected students enrolled in a core kinematics and dynamics course at U of T were partnered with selected students enrolled in a core machine design course at UBC. These project groups were given the task of designing an automotive product specified by the industrial client, General Motors. The pilot project required students make full use of the advanced design resources provided under the Partners for the Advancement of Collaborative Engineering Education (PACE) program. This pilot project was performed as a simulation of real world automotive design where design offices around the globe participate in concurrent design of new automobile components and systems.

scholarly journals THE GRADUATE SPECIALIZATION IN ENGINEERING EDUCATION

2021 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Marcia Friesen ◽  
Danny Mann ◽  
Nishant Balakrishnan ◽  
Renato Bezerra Rodrigues ◽  
...  
Keyword(s):  
Engineering Education ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Degree Programs ◽  
University Departments ◽  
Substantial Growth ◽  
Graduate Research ◽  
University Of Manitoba ◽  
Engineering Education Research ◽  
The University

There has been substantial growth in the formal focus on the pedagogy of engineering in the last two decades. Formalized pathways in Engineering Education (Eng.Ed), including Master’s and Ph.D. degree programs and university departments, have been established in several prestigious universities globally, with many founded in the U.S.. Interest in Eng.Ed in Canada has also grown, but up until very recently there has only been one formal pathway for graduate research in this field. In Fall 2020, the Department of Biosystems Engineering at the University of Manitoba welcomed the first three doctoral students into the Graduate Specialization in Eng.Ed (GSEE).  In this paper we discuss the motivations for, and objectives and benefits of the GSEE, and describe its development. We share challenges encountered, and opportunities envisioned, and theintentions and motivations of the three graduate students who chose this pathway. We reflect on the importance of Eng.Ed programs for the advancement of engineering education research and the development of the discipline in Canada. Descriptions of our efforts and challenges areintended to help the development of additional Eng.Ed specializations or graduate programs in Canada.

scholarly journals ONE SETTLER STUDENT’S STORY ON INCORPORATING INDIGENOUS KNOWLEDGES IN ENGINEERING CURRICULA

2021 ◽  
Author(s):  
Victoria Thomsen ◽  
Jill Seniuk Cicek ◽  
Afua Mante ◽  
Shawn Bailey ◽  
Farhoud Delijani
Keyword(s):  
Engineering Education ◽  
Indigenous Peoples ◽  
Knowledge Exchange ◽  
Indigenous Communities ◽  
Cultural Knowledge ◽  
Boundary Crossing ◽  
Active Listening ◽  
Indigenous Knowledges ◽  
The University ◽  
The Impact

The University of Manitoba Price Faculty of Engineering is actively working on initiatives to increaseIndigenous representation and ideology in engineering education. The initiatives aim to create ethical and equitable space for Indigenous Peoples, so their knowledges and perspectives are visible and valued in the Price Faculty of Engineering community. An Elder-in- Resident presented to an engineering ethics class the realities Indigenous communities face and how to work with Indigenous Peoples at the intersection of engineering projects such as oil and gas, hydroelectricity, andcommunity infrastructure. This study uses the threedimensional space narrative methodology and boundarycrossing theory to realize the impact on students’ learning.  The student’s perspective negotiated and represented in this study acts as an artifact of boundary crossing and provides insight into the exchange of cross-cultural knowledge. Findings reveal a distinction between relationship and knowledge, where knowledge exchange is dependent on the relationship between people. Key factors contributing to a relationship include identifying each other’s historical backgrounds; situational contexts, and values, which require active listening; genuine curiosity; empathy; and time. The research presented in this paper is part of a more extensive case study exploring the impact onstudents’ learning when integrating Indigenous knowledges and perspectives into engineering education and is approved by the University of Manitoba’s Research Ethics Board.

A Regional University Perspective on Engineering Education of Multi-Cultural Freshman Students From South Pacific Countries

2013 ◽  
Author(s):  
Krishnil R. Ram ◽  
Roneel V. Sharan ◽  
Mohammed Rafiuddin Ahmed
Keyword(s):  
Engineering Education ◽  
Student Performance ◽  
Engineering Students ◽  
South Pacific ◽  
Quality Teaching ◽  
First Year ◽  
Skill Sets ◽  
Ethics And Economics ◽  
Regional University ◽  
The University

Of late, there is a growing need for quality engineers who have the ability to solve complex engineering problems with reasonable knowledge of ethics and economics. This has led many universities to pursue accreditation by professional engineering bodies. While the accreditation process installs a standardized system of quality teaching, it is important that the engineering entrants have a degree of understanding that allows implementation of quality teaching methods. This study looks at the performance of first year engineering students in a bid to identify major issues that students face in a Bachelor of Engineering program. The learning of students in the School of Engineering and Physics at the University of the South Pacific is influenced by interactions of at least 12 different cultures from the 12 member countries of the university. The study looks at how students perform across cultures in the first year mechanical engineering courses, mainly engineering mechanics and engineering graphics & design. The general trend over the last five years shows that while the student numbers in the program have been increasing, student performance in one course seems to be improving but declining in the other; the two courses differ considerable in contents, required skill sets, and assessment methodologies. The study also presents possible reasons for the varied performance by considering issues such as cultural and academic backgrounds, use of teaching tools and resources, and revisions to the course and program and looks at how multi-cultural engineering education can be improved. The number of female students taking up engineering as their major is also looked at and positive trends are seen with female participation increasing from 7.6% in 2008 to 13.9% in 2013.

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