scholarly journals A Snapshot of Entrepreneurship Education at Canadian Engineering Schools – A Representative Overview from EETI SIG Members

2020 ◽  
Author(s):  
Tate N. Cao ◽  
Kush Bubbar ◽  
Wayne H. Chang ◽  
Darren Meister ◽  
Claude Laguë ◽  
...  
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Current Practice ◽  
Entrepreneurship Education ◽  
Post Secondary ◽  
The Past ◽  
Current State ◽  
Approach To Teaching ◽  
Accelerated Growth ◽  
Business Acumen

With the rise of an innovation-based, technology-centric economy over the past two decades, there has been a shift in the market, enabling technological entrepreneurs to build business ventures that have realized accelerated growth and reached considerable scale. This “new economy” has created a need for individuals with a balanced skill set accompanying both business acumen, and technological innovation of complex systems.  In esponse to this need, post-secondary engineering education institutions are teaching more business and entrepreneurship content.  In Canada, most of the major post-secondary engineering education institutions offer some form of entrepreneurial education. However, approaches and programs offered by respective institutions vary in their approach to teaching engineering entrepreneurship, yielding a variety of different program implementations. There is, thus, a strong need to develop a Community of Practice focusing on engineering entrepreneurship education in Canada to foster a more rigorous and collaborative effort to evolve entrepreneurial teaching and learning.  This paper is a first attempt to document and interpret the current state of a select number of Canadian Engineering Entrepreneurship Education programs. The founding members of the Canadian Engineering Education Association’s (CEEA) Engineering Entrepreneurship and technology innovation (EETI) Special Interest Group (SIG) have collaboratively collected information regarding the current practice of Engineering Entrepreneurship education within their affiliated institutions. This paper examines the Institutional Context, Strategy, Business Infrastructure, as well as the programs employed for Teaching and Learning at both the Undergraduate and Graduate levels. Our goal is to present a snapshot of the current practice for which entrepreneurship education is delivered at the institutions for which the founding members of the EETI SIG reside, as well as, discuss how entrepreneurship intersects with the other areas of engineering education, for example, design, the maker space movement, and professionalism, as well as, many of the Canadian Engineering Accreditation Board’s twelve graduate attributes.

scholarly journals Introduction: The Scholarship of Teaching and Learning in Counselling Psychology

2021 ◽  
Vol 55 (1) ◽  
pp. 1-6
Author(s):  
Robert A. Roughley ◽  
Toupey Luft ◽  
Jill Cummings
Keyword(s):  
Canadian Journal ◽  
Teaching And Learning ◽  
Special Issue ◽  
Scholarship Of Teaching ◽  
Post Secondary ◽  
The Past ◽  
Counsellor Education ◽  
Faculty Scholarship ◽  
Regulatory Bodies ◽  
Counselling Psychology

Over the past 30 years, the field of counselling psychology has experienced many new insights and shifting practices into counsellor education, practitioner and faculty scholarship, and larger systems including post-secondary institutions, accreditation councils, and regulatory bodies. One of the central contributions to this expanding landscape is the Scholarship of Teaching and Learning (SoTL). In this introduction to the present special issue of Canadian Journal of Counselling and Psychotherapy, the authors outline the trends and developments in SoTL and discuss current applications of SoTL to the field of counselling psychology. They highlight the importance of these applications for moving the field of counselling forward. Each of the four articles within this special issue is described briefly through the lens of its contributions to SoTL within counselling psychology.

Report from the 2nd Int. Workshop on Education through Advanced Software Engineering and Artificial Intelligence (EASEAI '20)

2021 ◽  
Vol 46 (2) ◽  
pp. 28-29
Author(s):  
Benoît Vanderose ◽  
Julie Henry ◽  
Benoît Frénay ◽  
Xavier Devroey
Keyword(s):  
Artificial Intelligence ◽  
Software Engineering ◽  
Engineering Education ◽  
State Of The Art ◽  
Future Directions ◽  
The Past ◽  
Software Engineering Education ◽  
Current State ◽  
Amount Of Knowledge ◽  
Software Engineering Tools

In the past years, with the development and widespread of digi- tal technologies, everyday life has been profoundly transformed. The general public, as well as specialized audiences, have to face an ever-increasing amount of knowledge and learn new abilities. The EASEAI workshop series addresses that challenge by look- ing at software engineering, education, and arti cial intelligence research elds to explore how they can be combined. Speci cally, this workshop brings together researchers, teachers, and practi- tioners who use advanced software engineering tools and arti cial intelligence techniques in the education eld and through a trans- generational and transdisciplinary range of students to discuss the current state of the art and practices, and establish new future directions. More information at https://easeai.github.io.

scholarly journals Institutions - Industry – Society Collaborative Learning Bring Success in Engineering Education in India

2019 ◽  
Vol 8 (6S3) ◽  
pp. 1680-1682
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Real Life ◽  
Western Education ◽  
Educational Methods ◽  
The Past ◽  
The People ◽  
Education In India ◽  
Teaching Learning ◽  
In The Beginning

Education is one which is the continuous event which shifts the people or whole society from the dark to light. From the past few decades’ education and educational methods made drastic changes in our real life. Teaching and learning process has been made enormous growth in our society. Engineering education is literally different from the general teaching learning scenario. In this world, whatever we are seeing, feeling and experiencing all except the belongings from the nature are invented or innovated by engineering education. In the beginning of the era we are unaware about engineering background also we are not finding answers for the basic questions which are raised in our day to day life like why? how? what? when and where etc. But the engineering has proven that all uncertainties to the world even though which are not close to the imagination. This growth happened in Indian engineering is not up to comparable with worldwide growth. It is very clearly indicate that till we have to improve many things in our education systems. Even though we are competent to produce multiple lakhs of engineers per year, they are not qualified for availing the job directly. Many engineers are just fit in the job but that jobs are not relevant to their qualifications. Even though we are following our own systems as well as western education system which will not satisfied our needs.

scholarly journals Foreword

2020 ◽  
pp. xix-xx
Author(s):  
Sarah Guth
Keyword(s):  
Case Studies ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
The Past ◽  
Global Pandemic ◽  
Approach To Teaching

This collection of case studies could not come at a more auspicious time, and not only because of the global pandemic that is affecting all of our lives. Virtual exchange is often presented as an innovative approach to teaching and learning across cultures, but inherent in the word ‘innovative’ is the concept of something being ‘new’. As a practice, as well as a focus of research, different forms of virtual exchange have been around for over three decades. What is perhaps ‘new’ is the exponential growth of the field in the past five years, and the coming together of a community of practitioners, researchers, and funders who now place their different models under the umbrella term of ‘virtual exchange’.

scholarly journals A signature pedagogy for entrepreneurship education

2019 ◽  
Vol 26 (2) ◽  
pp. 243-254 ◽  
Author(s):  
Colin Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Content Type ◽  
Signature Pedagogy ◽  
Minimalist Approach ◽  
New Thinking ◽  
Innovative Solution ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Increasing Demand

Purpose The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE. Design/methodology/approach This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated. Findings This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship. Practical implications There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching. Originality/value This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

Exploring Issues and Challenges of Project-Based Learning for Teaching and Learning

2018 ◽  
pp. 98-117
Author(s):  
Chien Yu ◽  
Sang Joon Lee ◽  
Wei-Chieh Wayne Yu ◽  
Angela Lenoir Walton
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Innovative Approach ◽  
Educational Practices ◽  
Current State ◽  
Approach To Teaching ◽  
State Of Research

Project-based learning is an innovative approach to teaching and learning. Given the current state of research on project-based learning, many benefits and contributions have been explored in education. The purpose of this chapter is to examine current educational practices of project-based learning for teaching and learning, and to keep up-to-date on the issues and challenges pertinent to the project-based learning strategy. In addition to reviewing the benefit and effectiveness of project-based learning, the chapter also discusses some strategies and guidelines for designing and implementing this approach in teaching and learning.

scholarly journals The use of sprayed concrete in the strengthening of earthquake risk buildings

1989 ◽  
Vol 22 (3) ◽  
pp. 167-171 ◽  
Author(s):  
J. M. Leuchars
Keyword(s):  
New Zealand ◽  
Current Practice ◽  
State Of The Art ◽  
Earthquake Risk ◽  
Concrete Walls ◽  
Sprayed Concrete ◽  
Earthquake Loads ◽  
The Past ◽  
Current State

Sprayed concrete has become an accepted efficient strengthening system for the strengthening and upgrading of masonry earthquake risk buildings. The standard of sprayed concrete in New Zealand has improved greatly over the past five years and has now reached a stage where the finish achieved matches that of formed fair faced concrete. The current state of the art in New Zealand in the preparation, placement and finishing of the concrete is described. The design of the sprayed concrete walls for earthquake loads is described with particular attention being paid to the Author's current practice for detailing and placement of reinforcing.

The Past in the Present

2020 ◽  
pp. 91-127
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Vital Role ◽  
Archaeological Research ◽  
Research And Practice ◽  
Demographic Profile ◽  
The Past ◽  
Training Research ◽  
Approach To Teaching

In order to examine the issues that perpetuate inequalities in archaeology in higher education and their consequences, this chapter addresses the areas of gender, sexuality, ethnicity, disability, and socioeconomics, in both the global demographic profile of the profession, and in archaeological research and practice. It begins by considering these areas separately, but ultimately argues that these categories are inextricably entwined and interrelated. The chapter reflects on ways that using an assemblage approach to teaching and learning can create a more equitable system for students, lecturers, and all involved in archaeological pedagogic assemblages, including research, professional practice, and the heritage sector more broadly. At the heart of the argument presented in this chapter is the notion that training, research, and practice all intersect to play a vital role in the wider assemblages of teaching and learning in archaeology.

scholarly journals Expanding on #YouDoYou: Reflections from the 2015 Cohort of 3M National Student Fellows on Exploring Authenticity in Education

2016 ◽  
Vol 9 ◽  
pp. 19
Author(s):  
Karen Young ◽  
Justine Baek ◽  
Piper Riley Thompson ◽  
Wali Shah ◽  
Vrindy Spencer ◽  
...  
Keyword(s):  
Secondary Education ◽  
Education System ◽  
Teaching And Learning ◽  
Status Quo ◽  
Decision Makers ◽  
Academic Life ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Current State ◽  
The Status

The fourth cohort of 3M National Student Fellows explores the current state of our post-secondary education system across Canada and opportunities to further tune into practice in order to pursue an authentic and meaningful academic life. Six of the 2015 3M National Student Fellows propose recommendations for decision-makers at post-secondary institutions across Canada to challenge the status quo through embracing varied methods of teaching and learning.

scholarly journals Unplugged Programming: The future of teaching computational thinking?

Pedagogika ◽  
2018 ◽  
Vol 68 (3) ◽  
Author(s):  
George Aranda ◽  
Joseph Paul Ferguson
Keyword(s):  
Distributed Cognition ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Digital Devices ◽  
The Past ◽  
Hands On ◽  
The Future ◽  
Approach To Teaching ◽  
Pencil And Paper ◽  
Epistemological Pluralism

Abstract: We currently live in digital times, with educators increasingly coming to realise the need to prepare students to productively participate in such a coding-infused society. Computational Th inking (CT) has emerged as an essential skill in this regard. As with any new skill, the ways it is theorised and practiced vary greatly. In this paper, we argue for the importance of Unplugged Programming (UP) as a hands-on and practical approach to teaching and learning, which emphasises embodied and distributed cognition. UP has the potential to open up what it means to enact CT in the classroom when computational devices are put to the side. Preparing for the issues of the future is a matter of reconnecting with the past, in particular with ideas such as epistemological pluralism. By appreciating the diversity of ways that students can undertake CT and teachers can support them in doing so – from coding with digital devices to pencil-and-paper programming – we can work to make the classroom a place in which students can explore and undertake CT in rich and diverse ways.

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