scholarly journals TIPSHEETS FOR TEACHING GRADUATE ATTRIBUTES IN AN ONLINE ENVIRONMENT: FACULTY SUPPORT THAT IS ACCESSIBLE, CURRENT, RELEVANT, AND TANGIBLE

2021 ◽  
Author(s):  
Anita M. Parker ◽  
Nicole Dyck ◽  
Jason P. Carey
Keyword(s):  
Development Process ◽  
Lessons Learned ◽  
Course Delivery ◽  
Positive Outcomes ◽  
Faculty Support ◽  
Learning Context ◽  
University Of Alberta ◽  
Less Is More ◽  
Graduate Attributes ◽  
The University

Evidence-based teaching strategies (EBTs) are connected to positive outcomes for students.  Engineering instructors are tasked with using EBTs to scaffold student mastery of graduate attributes, now amidstan upsurge in online, remote course delivery.  The Graduate Attribute Tipsheet Series developed by theFaculty of Engineering at the University of Alberta provides instructors with current, relevant, and tangibleinformation in a succinct format that is mindful of their high workloads and time constraints. The tipsheet less-is more development process was careful and iterative to ensure only the most important, useful points from high quality, credible sources were included. Lessons learned from this initiative can be applied to future resources that support instructors in their use of EBTs in an online learning context and are responsive to the inevitable flux of teaching circumstances in engineering education.

#SAFESEXANDU: LESSONS LEARNED FROM THE UNIVERSITY OF ALBERTA

2019 ◽  
Vol 41 (5) ◽  
pp. 738-739
Author(s):  
Kaitlin Thomas ◽  
Virginia Goetz ◽  
Jamie Hilland ◽  
Joren Manz ◽  
Sung Min (Amy) Jo
Keyword(s):  
Lessons Learned ◽  
University Of Alberta ◽  
The University

scholarly journals A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

scholarly journals SCALABILITY OF A GRADUATE ATTRIBUTES ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS

2015 ◽  
Author(s):  
Steven Dew ◽  
Robert Driver ◽  
Glen Thomas ◽  
Mrinal Mandal ◽  
Phillip Choi
Keyword(s):  
Continuous Improvement ◽  
Individual Student ◽  
University Of Alberta ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Student Assessments ◽  
Improvement Process ◽  
Key Aspects ◽  
The University ◽  
Naive Approach

The recent Canadian Engineering Accreditation Board (CEAB) requirements mandating a graduate attributes (GA) assessment and continuous improvement process present a potentially huge burden for assessment, analysis and data management. Designing a robust GA management system and scaling to a large multi-program engineering faculty represents a significant challenge. This paper presents a hierarchical approach developed at the University of Alberta to address these challenges for one of the largest programs in Canada. A set of specific overarching principles has allowed us to significantly reduce the overall task. Key aspects include the exploitation of common indicators and measures where possible. The system currently employs 451 measures and 93,240 individual student assessments vs potentially about 1000 measures and 106 student assessments for a similar, but naïve, approach. A multiyear strategy is described to monitor progress and demonstrate a continuous improvement system.

scholarly journals STRIVING FOR TEACHING EXCELLENCE IN REMOTE COURSE DELIVERY: AN INTRANET RESOURCE HUB FOR ENGINEERING FACULTY

2021 ◽  
Author(s):  
Anita M. Parker ◽  
Nicole Dyck ◽  
Jason P. Carey
Keyword(s):  
Virtual Space ◽  
Course Delivery ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Teaching Excellence ◽  
Digital Resources ◽  
Teaching Online ◽  
University Of Alberta ◽  
Complex Integration ◽  
The University

Teaching online in higher education is a complex integration of educational technologies, good pedagogical practices, and content knowledge.  Concerns and resistance by instructors may be fueled by lack ofunderstanding and resources, to which faculty administration can respond with targeted, ongoing communication and education.  A faculty intranet initiative within the Faculty of Engineering at the University of Alberta was created to support instructors amidst their efforts to prepare and deliver online, remote versions of their courses for the Fall 2020 term.  The intranet infrastructure was well-suited for the relevant, timely, and tailored digital resources specific to engineering content and circumstances.  Beyond the COVID-19 pandemic, it is intended for the intranet to grow into a collaborative virtual space where users can share their knowledge, experience, and insights to build a community of practice.

scholarly journals UPDATE ON THE UNIVERSITY OF TORONTO GRADUATE ATTRIBUTE PROCESS

1969 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Development Process ◽  
Applied Science ◽  
Main Group ◽  
Science And Engineering ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The Past ◽  
Starting Point ◽  
The University

The Faculty of Applied Science and Engineering at the University of Toronto has been working through the development of a continuous curriculum improvement process for the past two years. The main group working on this is the Graduate Attributes Committee (GAC) which is made up of faculty representatives from each department. In this paper and presentation we will describe the process we have developed. In addition, we will show examples of the materials that the GAC has produced. Of particular interest are the extensive rubrics that have been developed that can be used as a starting point for professors tasked with assessing the learning outcomes identified for the Graduate Attributes. Faculty have begun to customize these generic rubrics for particular assignments, and examples will be shown of this work. The development process has resulted in reflection and discussion on our curriculum. The development process has also led to reflection on the difficulties involved in assessing the Graduate Attributes and compiling the data we collect. These issues will be explored briefly in the paper.

scholarly journals Developing Online Master's Programs for Teacher-Librarians

2021 ◽  
Author(s):  
Jennifer Branch-Mueller ◽  
Joanne De Groot
Keyword(s):  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Program ◽  
Master's Programs ◽  
University Of Alberta ◽  
Challenges And Opportunities ◽  
Distance Learning Program ◽  
Teacher Librarians ◽  
The University ◽  
The Impact

This paper explores the development of the Teacher-Librarianship by Distance Learning Program at the University of Alberta in Edmonton, Alberta, Canada. It explores the development of the program from 1997 onwards, discusses the challenges and opportunities of Learning Management Systems, and explores key changes in the program over time. One key change has been the impact of technological changes and advances on teaching and learning. Participatory Culture and Connectivism are explained and the implications for this program are discussed. The authors understandings of teaching and learning in online environments have changed over the past 15 years. Key lessons learned and future plans are also highlighted.

scholarly journals CURRICULUM ENHANCEMENT AND EVALUATION OF GRADUATE ATTRIBUTES AND OUTCOMES THROUGH STUDENT-RUN FORUMS

2011 ◽  
Author(s):  
Dario Schor ◽  
Kathryn Marcynuk ◽  
Matthew Sebastian ◽  
Witold Kinsner ◽  
Ken Ferens ◽  
...  
Keyword(s):  
Student Performance ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Educational Institutions ◽  
Computer Engineering ◽  
Graduate Attributes ◽  
Capstone Project ◽  
University Of Manitoba ◽  
Areas Of Interest ◽  
The University

The evolution of a curriculum involves changes at many different levels such as daily changes to reflect questions or areas of interest of a particular class, improvements to an established course based on observations from the professor, or more significant changes to streams of courses at a departmental level, or adaptation to suggested accreditation guidelines such the recent new Canadian Engineering Accreditation Board (CEAB) graduate attributes and outcomes. Most educational institutions have means of collecting data and assessing individual courses or streams of courses based on student performance, course evaluations, and professor assessments. However, since more can be done to gauge the collective effect of changes before students get to their final year capstone project or go into industry, a student-run curriculum forum has been established.This paper presents some of the lessons learned from the bi-annual student-run curriculum forums in the Department of Electrical and Computer Engineering at the University of Manitoba. Based on the experience acquired so far, this paper outlines the organization of the curriculum forums, suggestions on guided discussions, ways to present feedback, and means of communicating to students how their feedback is being used to improve the curriculum.

Centres for Health Evidence Demonstration Project

2013 ◽  
Author(s):  
Tracy Stewart ◽  
Denise Koufogiannakis ◽  
Robert S.A. Hayward ◽  
Ellen Crumley ◽  
Michael E. Moffatt
Keyword(s):  
Evidence Based Practice ◽  
Demonstration Project ◽  
Evidence Based ◽  
Research Opportunities ◽  
University Of Alberta ◽  
Information Usage ◽  
University Of Manitoba ◽  
The University ◽  
Hospital Wards ◽  
Support Evidence

This paper will report on the establishment of the Centres for Health Evidence (CHE) Demonstration Project in both Edmonton at the University of Alberta and in Winnipeg at the University of Manitoba. The CHE Project brings together a variety of partners to support evidence-based practice using Internet-based desktops on hospital wards. There is a discussion of the CHE's cultural and political experiences. An overview of the research opportunities emanating from the CHE Project is presented as well as some early observations about information usage.

scholarly journals Is the Letter ‘t’ in the Word ‘gourmet’? Disruption in Task-Evoked Connectivity Networks in Adults with Impaired Literacy Skills

NeuroSci ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 75-94
Author(s):  
Kulpreet Cheema ◽  
William E. Hodgetts ◽  
Jacqueline Cummine
Keyword(s):  
Developmental Disorders ◽  
Brain Networks ◽  
Literacy Skills ◽  
Resting State Networks ◽  
Skilled Readers ◽  
University Of Alberta ◽  
Domain Specific ◽  
Probe Task ◽  
The University ◽  
General Networks

Much work has been done to characterize domain-specific brain networks associated with reading, but very little work has been done with respect to spelling. Our aim was to characterize domain-specific spelling networks (SpNs) and domain-general resting state networks (RSNs) in adults with and without literacy impairments. Skilled and impaired adults were recruited from the University of Alberta. Participants completed three conditions of an in-scanner spelling task called a letter probe task (LPT). We found highly connected SpNs for both groups of individuals, albeit comparatively more connections for skilled (50) vs. impaired (43) readers. Notably, the SpNs did not correlate with spelling behaviour for either group. We also found relationships between SpNs and RSNs for both groups of individuals, this time with comparatively fewer connections for skilled (36) vs. impaired (53) readers. Finally, the RSNs did predict spelling performance in a limited manner for the skilled readers. These results advance our understanding of brain networks associated with spelling and add to the growing body of literature that describes the important and intricate connections between domain-specific networks and domain-general networks (i.e., resting states) in individuals with and without developmental disorders.

Paper2Wire – A Case Study of User-Centred Development of Machine Learning Tools for UX Designers

i-com ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 19-32
Author(s):  
Daniel Buschek ◽  
Charlotte Anlauff ◽  
Florian Lachner
Keyword(s):  
Machine Learning ◽  
Development Process ◽  
User Study ◽  
Concept Development ◽  
Lessons Learned ◽  
Design Tool ◽  
Learning Tools ◽  
Interface Elements ◽  
Industry Partner

Abstract This paper reflects on a case study of a user-centred concept development process for a Machine Learning (ML) based design tool, conducted at an industry partner. The resulting concept uses ML to match graphical user interface elements in sketches on paper to their digital counterparts to create consistent wireframes. A user study (N=20) with a working prototype shows that this concept is preferred by designers, compared to the previous manual procedure. Reflecting on our process and findings we discuss lessons learned for developing ML tools that respect practitioners’ needs and practices.

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