scholarly journals A SHORT ONLINE COURSE TARGETING PROFESSIONALISM, THE IMPACT OF ENGINEERING ON SOCIETY AND THE ENVIRONMENT, AND ETHICS AND EQUITY

2020 ◽  
Author(s):  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Engineering Students ◽  
Online Course ◽  
Continual Improvement ◽  
Additional Training ◽  
Graduate Attributes ◽  
Improvement Process ◽  
Mcgill University ◽  
Curriculum Map ◽  
The Creation ◽  
The Impact

Understanding the role and responsibilities of Professional Engineers is of immediate relevance to those who aspire to enter the profession. These obligations most prominently manifest themselves in three of the twelve graduate attributes: Professionalism; the Impact of engineering on society and the environment; and Ethics and equity. Following an analysis of the curriculum map of programs that was performed as part of the CEAB-mandated Continual Improvement process at McGill University, it was concluded that our students could benefit from additional training in the aforementioned three graduate attributes. To this end, a required, 0-credit, online course was created to further expose and train Engineering students in all programs on these three important topics. The present paper will i) review the motivation behind the creation of this new course, ii) describe the evolution of its format and design, and iii) discuss the course’s contents and implementation.

scholarly journals FINDING THE GAPS: THE DEVELOPMENT OF A NETWORK FOR GRADUATE ATTRIBUTE PROFESSIONALS

2018 ◽  
Author(s):  
Margaret Gwyn
Keyword(s):  
Engineering Education ◽  
Full Time ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Important Resource ◽  
Highly Educated ◽  
Professional Network ◽  
Improvement Process ◽  
Informal Community

Abstract – To help fulfill the Canadian Engineering Accreditation Board’s new requirements, many institutions are creating positions focused on graduate attributes and the continual improvement process (GACIP). Due to the very recent development of this role, people hired as graduate attribute professionals (GAPs) have no established community in which to network and develop.  In addition, the very nature of these positions is not well defined. This paper describes the development of the Graduate Attribute Professional Network, an informal community of people whose jobs are focused on GACIP, and the results of a survey conducted with its members. GAPs are found to generally be highly educated people, usually with an engineering background, many of whom have experience as educators. They tend to be new to their roles, to be spending 50% or less of full-time hours on GACIP-related duties, and to be involved in every aspect of graduate attribute assessment and the continual improvement process. GAPNet is an important resource to support these individuals who are so involved in engineering education and accreditation in Canada.  

scholarly journals The Impact of Entrepreneurship on Engineering Education

2017 ◽  
Author(s):  
Majed Jarrar ◽  
Hanan Anis
Keyword(s):  
Engineering Education ◽  
Technological Innovation ◽  
Direct Observation ◽  
Engineering Students ◽  
Graduate Attributes ◽  
Start Up ◽  
Hands On ◽  
Survey Results ◽  
The University ◽  
The Impact

Engineering schools are integrating entrepreneurship within their curriculum in order to equip their students with the capacity to adapt quickly to technological innovation. The University of Ottawa has developed an entrepreneurship course that is open to all engineering students, and aims to provide them with a hands-on approach to starting and growing a technology start-up. This paper is centred on assessing the students who took this course. The results of the survey analyze the impact entrepreneurship has had on their engineering skillset. This skillset reflects the graduate attributes that the Canadian Engineering Accreditation Board (CEAB) expects engineering students to develop. We will observe whether this impact has changed since the inception of this course in 2012 and throughout 5 course cycles. Using the survey results as well as the direct observation during those semesters, we present our analysis on how these outcomes can be replicated in other environments.

scholarly journals ENHANCEMENT OF STUDENT LEARNING THROUGH SELF-REFLECTION

2019 ◽  
Author(s):  
Laura Soriano ◽  
Danny Mann ◽  
Marcia R. Friesen
Keyword(s):  
Student Learning ◽  
Engineering Students ◽  
Educational Activity ◽  
Self Reflection ◽  
Graduate Attributes ◽  
Portfolio Development ◽  
University Of Manitoba ◽  
The University ◽  
The Impact

Recent accreditation requirements by the Canadian Engineering Accreditation Board (CEAB) have forced engineering educators to focus on the outcomes of their teaching efforts. Faculty members are rapidly gaining expertise in the assessment of the 12 graduate attributes, and it is envisioned that emphasis on outcomes-based assessment will improve both the quality of the overall curriculum and individual course instruction. Nevertheless, the ultimate goal of any educational activity is to foster student learning. It is anticipated that students will gain a better understanding of the graduate attributes being covered in their courses if they are given the opportunity to self-reflect upon their educational experiences and achievements. The portfolio is the tool most often used to achieve this goal of self-reflection. A project has been undertaken in the Department of Biosystems Engineering at the University of Manitoba to assess the impact of self-reflection on student learning. During the fall of 2018, a series of voluntary workshops were organized i) to introduce Biosystems Engineering students to the purpose and art of self-reflection, ii) to describe self-reflection in the context of the Canadian Engineering Accreditation Board graduate attributes, iii) to introduce the e-portfolio tool, iv) to develop the skill of self-reflective writing, and v) to demonstrate the link between e-portfolio development and career success. The purpose of the paper is to describe the workshop series, the focus groups that followed the workshop series, and the theoretical framework within which the work is positioned.    

scholarly journals The Process of Continual Improvement of Engineering Programs at the University of Manitoba: Now and Next

2013 ◽  
Author(s):  
Nariman Sepehri ◽  
Witold Kinsner ◽  
Jean-Paul Burak ◽  
Cyrus Shafai ◽  
Udaya Annakkage ◽  
...  
Keyword(s):  
Program Improvement ◽  
Curriculum Management ◽  
Engineering Programs ◽  
Continual Improvement ◽  
Effective Feedback ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Improvement Process ◽  
University Of Manitoba ◽  
The University

This paper describes the process that has been implemented for continual improvement of the Engineering programs at the University of Manitoba. The continuous improvement process developed is founded on: (i) assessment of graduate attributes, (ii) evaluation of student success, and (iii) further improvement of the programs. Graduate attributes are assessed both directly and indirectly. The direct assessment of attributes is through course-embedded procedures, while the indirect assessment is through compilation of many activities at both the Program, Department and Faculty levels, as well as via effective feedback from the students and the external engineering community. Together these assessments provide important information for the newly- established Curriculum Management Committee (CMC) to identify/prioritize needs, make recommendations and oversee the implementation of improvements. We describe steps taken to ensure a sustainable continuous program improvement process.

scholarly journals CENTRALIZED OUTCOME-BASED ASSESSMENT PROCESS AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Data Analysis ◽  
Organizational Structure ◽  
Management System ◽  
Learning Management System ◽  
Assessment Process ◽  
Engineering Programs ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Essential Component ◽  
Mcgill University

Abstract - Compliance with the Graduate Attributes and Continual Improvement criteria is an essential component of the accreditation of engineering programs in Canada. In response to this requirement, McGill University’s Faculty of Engineering established a centralized process in which 1) a uniform organizational structure was established, 2) a set of common graduate attribute indicators was developed, 3) the current Learning Management System (D2L) was integrated into the assessment of the graduate attributes, 4) universal indirect assessments for all programs were designed, 5) consistent data analysis and interpretation processes were implemented, and 6) standardized guidelines for continual improvement were created. The implementation of this process, its strengths, and recommendations to increase its efficiency and sustainability are discussed in this paper.  

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

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.

Multimedia: Myths and Realities

2013 ◽  
Author(s):  
Andy Large ◽  
Jamshid Behesti ◽  
Alain Breuleux ◽  
Andre Renaud
Keyword(s):  
Educational Context ◽  
User Group ◽  
Information Industry ◽  
Primary School Students ◽  
School Students ◽  
Still Images ◽  
Information Product ◽  
Mcgill University ◽  
The Impact

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia products for schools.

Trading faces: Complete AI face doubles avoid the uncanny valley

2020 ◽  
Author(s):  
Christopher Welker ◽  
David France ◽  
Alice Henty ◽  
Thalia Wheatley
Keyword(s):  
Artificial Intelligence ◽  
Sexual Orientation ◽  
Uncanny Valley ◽  
Torture Survivors ◽  
The Uncanny ◽  
The Creation ◽  
Full Face ◽  
The Impact

Advances in artificial intelligence (AI) enable the creation of videos in which a person appears to say or do things they did not. The impact of these so-called “deepfakes” hinges on their perceived realness. Here we tested different versions of deepfake faces for Welcome to Chechnya, a documentary that used face swaps to protect the privacy of Chechen torture survivors who were persecuted because of their sexual orientation. AI face swaps that replace an entire face with another were perceived as more human-like and less unsettling compared to partial face swaps that left the survivors’ original eyes unaltered. The full-face swap was deemed the least unsettling even in comparison to the original (unaltered) face. When rendered in full, AI face swaps can appear human and avoid aversive responses in the viewer associated with the uncanny valley.

Automated system for creating training programs for mass professional users

2020 ◽  
pp. 21-27
Author(s):  
V.K. Grigoriev ◽  
A.A. Biryukova ◽  
A. Yu. Volk ◽  
A.S. Ilyushechkin
Keyword(s):  
Experimental Verification ◽  
Training Programs ◽  
Automated System ◽  
Software Product ◽  
Learning Programs ◽  
E Learning ◽  
The Creation ◽  
The Impact

The article discusses the automation of the creation and use of e-learning programs. The impact of automating the learning of a large number of users on the effectiveness of the introduction of a new software product is analyzed. The methods and algorithms that increase the efficiency of creating electronic training programs on example of the author’s automated system “Tutor Builder” are described. The results of experimental verification of the automated system are provided.

Data and visual displays in the Journal of Ecology 1996–2016

2020 ◽  
pp. 147387162098012
Author(s):  
Alon Friedman
Keyword(s):  
Best Practices ◽  
Pearson Correlation ◽  
Single Species ◽  
Data Type ◽  
Reliability Test ◽  
Visual Displays ◽  
Domain Type ◽  
Academic Publications ◽  
The Creation ◽  
The Impact

Scholars in scientific disciplines face unique challenges in the creation of visualizations, especially in publications that require insights derived from analyses to be visually displayed. The literature on visualizations describes different techniques and best practices for the creation of graphs. However, these techniques have not been used to evaluate the impact of visualizations in academic publications. In the field of ecology, as in other scientific fields, graphs are an essential part of journal articles. Little is known about the connections between the kind of data presented and domain in which the researchers conducted their study that together produces the visual graphics. This study focused on articles published in the Journal of Ecology between 1996 and 2016 to explore possible connections between data type, domain, and visualization type. Specifically, this study asked three questions: How many of the graphics published between 1996 and 2016 follow a particular set of recommendations for best practices? What can Pearson correlations reveal about the relationships between type of data, domain of study, and visual displays? Can the findings be examined through an inter-reliability test lens? Out of the 20,080 visualizations assessed, 54% included unnecessary graphical elements in the early part of the study (1996–2010). The most common type of data was univariate (35%) and it was often displayed using line graphs. Twenty-one percent of the articles in the period studied could be categorized under the domain type “single species.” Pearson correlation analysis showed that data type and domain type was positively correlated ( r = 0.08; p ≤ 0.05). Cohen’s kappa for the reliability test was 0.86, suggesting good agreement between the two categories. This study provides evidence that data type and domain types are equally important in determining the type of visualizations found in scientific journals.

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