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 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.

scholarly journals DEVELOPMENT AND IMPLEMENTATION OF A CROSS DISCIPLINE CAPSTONE DESIGN EXPERIENCE AT THE UNIVERSITY OF MANITOBA

2017 ◽  
Author(s):  
W.C.D. DeGagne ◽  
Paul Labossiere
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Capstone Course ◽  
Engineering Program ◽  
Engineering Discipline ◽  
Respective Discipline ◽  
University Of Manitoba ◽  
The University ◽  
Capstone Design Courses ◽  
Capstone Design

One of the most effective and efficient ways for an engineering program to facilitate compliance with the Canadian Engineering Accreditation Board (CEAB) accreditation criteria is through capstone design projects and courses. Currently, the University of Manitoba Faculty of Engineering has several capstone design courses; however, each is independently focused on its own respective discipline. The resulting educational experience for students, though rigorous and challenging, is maintained within the boundaries of the students’ engineering discipline, thereby neglecting to provide the opportunity for students to work with people from multiple disciplines and across multiple fields. This style/mode of education, where students work in silos, arguably does not reflect real world engineering. Program representatives from the Faculty of Engineering agree. An interdisciplinary capstone course would provide a more rounded engineering education for students. Exposing students to other disciplines and facilitating their learning of the knowledge, skills and behaviours required to work in a multidisciplinary capacity will more effectively prepare students for the real world. Thus, to better comply with CEAB requirements and to increase the breadth and depth of students’ engineering education, an interdisciplinary capstone pilot course will be launched at the University of Manitoba.This paper explains how this multidisciplinary capstone pilot program has been developed, and touches on the early stages of its initiation and implementation.

scholarly journals Engineering Education at the University of Toronto

2013 ◽  
Author(s):  
Susan McCahan ◽  
Jason Bazylak ◽  
David Beach ◽  
Greg Evans ◽  
Jason Foster ◽  
...  
Keyword(s):  
Education Research ◽  
Leadership Development ◽  
Engineering Education ◽  
Graduate Program ◽  
Task Force ◽  
Peer Group ◽  
University Of Toronto ◽  
Use Of Technology ◽  
Engineering Education Research ◽  
The University

Engineering education research at the University of Toronto is very active and growing. We currently have multiple faculty involved in individual and collaborative projects, and two Ph.D. candidates. Project topics areas include: teaching and assessment of teamwork and leadership; development of professional identity through portfolios; inverted classroom teaching methods; teaching effectively to diverse student populations; retention and grittiness; use of technology in the classroom and innovative pedagogy; outcomes based assessment methods; and collaborating on a study in critical thinking. We maintain an informal research group called PEER (Practitioners in Engineering Education Research) that meets approximately monthly. PEER group is a community of practice intended to help members develop research projects and proposals, provide additional perspectives on results, and discussion of shared interests. This network has been very effective in leveraging individual expertise and supporting a vibrant research community. Our Faculty is now taking the next step to establish a pathway for students pursuing a Ph.D. in engineering education. A task force to create a research based graduate program in engineering education was initiated in January and is currently developing a plan. In this session we will talk about the projects that are on-going and the plans for the future.

scholarly journals BUILDING THE BIG PICTURE: A COMPARISON OF FIRST YEAR DESIGN COURSES IN ENGINEERING AND INDUSTRIAL DESIGN

2011 ◽  
Author(s):  
Brian Burns ◽  
Ron Britton
Keyword(s):  
Knowledge Base ◽  
Industrial Design ◽  
Core Material ◽  
First Year ◽  
Degree Programs ◽  
First Year Students ◽  
Big Picture ◽  
University Of Manitoba ◽  
The University ◽  
Associated Design

For the student entering engineering and associated design degree programs the challenge to master the range of fundamental knowledge skills is considerable in itself. In most disciplines the knowledge base on which student courses are constructed is both changing and growing at an increasing rate. As a result it is now difficult for any student to see how these technical, scientific and mathematical courses fit into the big picture of the discipline they plan to become part of. Their high school experience is limited to general awareness at best, but is largely focused on fundamental sciences. This is obvious in engineering, but is possibly more problematic for a student interested in industrial design, with the same core mathematics and physics requirements, yet often without the appropriate visual and creative courses. Additionally, first year students come from a range of backgrounds, which makes the initial courses relating core material to their chosen professions more difficult to focus. This paper details the work of two introductory first year courses – An Engineering course from the University of Manitoba is compared and contrasted with a Design Studio Course in the School of Industrial Design at Carleton University. In both courses the range of projects given may at first glance seem quite simple, but each has been designed and developed to build the bridge of understanding between fundamental skills and the profession it leads to. Both courses try to take full advantage of the opportunities the projects present within the limited time available. Success in such courses is usually achieved by ensuring that every project/challenge is not seen as ‘the design of a new something’, but that it is couched in an understandable reality. This might be achieved by the design process the students are expected to go through, the context in which the design challenge is set, the history and evolution that brought the project to this particular stage, the significant economic, social and business drivers, and of course the fundamental skills and knowledge base being developed. The aim of this paper is to help identify a pattern that other first year engineering/design courses could adopt or modify, as the challenge of ‘Building the Big Picture’ become more essential.

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.  

Graduate Programs in Project Management

2003 ◽  
pp. 222-233
Author(s):  
Daniel Brandon
Keyword(s):  
Project Management ◽  
Graduate Programs ◽  
Management Program ◽  
Professional Organizations ◽  
Degree Programs ◽  
Research Information ◽  
The World ◽  
Specific Discipline ◽  
The University ◽  
Academic Area

Presented in this chapter is research regarding graduate programs in the relatively new academic area of Project Management. A number of professional organizations have developed around the world to address and foster this specific discipline. Several universities also recognized the fact that Project Management involves distinct skills, and that the traditional degree programs and courses in business schools and other schools do not adequately cover and integrate these skills. The particulars of the research information concern degree and certificate offerings, program and course organization, delivery mechanisms, and the organizational location of the program within the university. The author’s university is interested in developing a graduate Project Management program, and research conclusions toward this interest are presented.

Postgraduate Student Research Realities in Uganda

2020 ◽  
pp. 150-172
Author(s):  
Joseph Ssenyonga ◽  
Proscovia B. Nakiganda
Keyword(s):  
Doctoral Students ◽  
Graduate Programs ◽  
Postgraduate Education ◽  
First Year ◽  
Postgraduate Student ◽  
Prospective Students ◽  
Graduate Studies ◽  
Student Research ◽  
Master's Students ◽  
Graduate Research

Globally, there is a high quest for graduate education with many prospective students aspiring to attain advanced qualifications to obtain a better career path and higher income. Besides, postgraduate education fosters skills development. However, in Uganda, many students enroll in different graduate programs but fail to complete them in the stipulated timeframe. Furthermore, most of the master's students tend to successfully finish their first year which basically has the coursework component yet fail to complete the second year that has the research component. Doctoral students make little progress when it comes to their research. The authors will examine general research preparation, writing, and methodology skills that are critical to graduate studies and research. With the necessary support, mentoring, and planning, graduate research can be made a better process for students and supervisors.

scholarly journals Industry Forum III: Towards A Common Language

2015 ◽  
Author(s):  
K. Ferens ◽  
J. Seniuk Cicek ◽  
N. Sepehri ◽  
W. Kinsner ◽  
J.P. Burak ◽  
...  
Keyword(s):  
Engineering Education ◽  
Work Force ◽  
Common Language ◽  
Education Literature ◽  
New Graduates ◽  
University Of Manitoba ◽  
Perceptions And Expectations ◽  
The University ◽  
New Hires

Engineering Education literature acknowledgesthat the language Academia uses to assess the abilities ofengineering students may not be the same as the languageIndustry uses to measure the abilities of new graduates at thetime they enter the work force. It also suggests that theunderstanding and expectations of Industry may differ fromAcademia. If the language, perceptions and expectations aredifferent, so too could be Industry’s assessment of theknowledge, skills and attitudes of new engineering graduates.Consequently, Industry may need to spend additional resourcesto develop the abilities of new hires to meet their own needs.The Industry Forum III was conducted in partnership withmembers of Manitoba Industry and members of Academia fromthe Faculty of Engineering at the University of Manitoba withthe objective to develop a common language that Industry andAcademia can use in concert to measure the abilities of newengineering graduates. This paper details the findings from theforum, as well as the changes made to the University ofManitoba graduate attribute rubrics in the pursuit of a commonlanguage for our engineering stakeholders.

scholarly journals DEVELOPING PARTNERSHIPS WITH THE FIRE SERVICE TO ENHANCE FIRE PROTECTION ENGINEERING EDUCATION OPPORTUNITIES

2011 ◽  
Author(s):  
David Torvi
Keyword(s):  
Engineering Education ◽  
Fire Protection ◽  
Fire Service ◽  
Research Projects ◽  
Fire Protection Engineering ◽  
Graduate Research ◽  
Research Organizations ◽  
The University ◽  
Fire Codes ◽  
Protection Engineering

Fire protection engineering is increasing in importance in Canada and other countries, especially with recent changes to building and fire codes. Fire protection engineering design is highly interdisciplinary, which can present challenges when developing courses in this area. At the University of Saskatchewan, this challenge has been partially addressed through partnerships with the fire service, and other universities and research organizations. This paper discusses the importance of considering the fire service in the design process, and provides examples of partnerships with the fire service in the Mechanical Engineering undergraduate program and in graduate research projects.

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