Join us in Canmore, Alberta for the 2014 5th Annual Conference!

Brian Frank, Jake Kaupp, Susan Mccahan and Peter Wolf

This is an overview of using learning outcomes, and tools like curriculum mapping, course planning tables, and rubrics for data-informed curriculum improvement processes. Participants will work in teams on case studies to plan where, when and how to assess outcomes. Participants will also develop an assessment and development plan for particular indicators, including collecting the data, and how might it be used for program improvement.

Ron Britton and Douglas Ruth

This workshop is designed to model a post-graduate course entitled “The Engineering Design Process” which has been taught at the University of Manitoba for about a decade. This workshop will model an abbreviated version of the course in its question-response structure, that focuses on a number of books that address aspects of engineering design. Participants in this workshop will read one book in advance of the workshop, prepare two questions based on this reading, and then participate in a round-table discussion that will address the questions prepared by attendees. This workshop requires advance preparation and is limited to 12 participants. If you are interested in finding out more about this workshop, or participating in it please email Patricia Sheridan, Workshops coordinator ([email protected]) by Friday, May 16th, and she will put you in contact with the workshop facilitators. Note: This is a two-workshop session and will run for four hours. Only those who have read the text and submitted questions will be allowed to participate.

Sean Maw

In many communities across the land, engineers regularly visit primary and secondary school classrooms with outreach activities designed to encourage Canadian youth to consider our profession as a career. Many of the engineers who lead these outreach activities do so without significant collegial interaction and/or professional development for this kind of activity. This workshop will help change that. It will allow those of us who engage in such activities to come together and share our experiences and best practices. Over the course of the workshop, attendees will first be separated by age groups that they work with, and then by the subject matter that they present. We’ll finish, as a plenary group, by talking about general presentation strategies and tactics as well as the nature and identity of the organizations that arrange such outreach activities. We hope that this workshop will serve as a springboard for future outreach sessions at upcoming CEEA conferences.

Jason Foster, Alan Chong, Patricia Kristine Sheridan and Lydia Wilkinson

This workshop will explore strategies for developing a shared vocabulary and shared values around design assessment. Targeted towards instructors of courses that leverage the expertise of staff from a variety of fields and specializations, this workshop will discuss the effectiveness of different methods of creating inter-subjective agreement between course staff, in particular in relation to design quality, design innovation, and design communication. This workshop will take the form of an interactive best-practices session that will discuss how to create assessment modes that encompass all perspectives and provide students with feedback on all components of their work (both technical and non-technical).

Doug Wagner, Jason Bazylak and David Demontigny

The intention of the proposed workshop is twofold. First to give a practical exposure to participants with an interest in, but little to no experience with the use of the inverted, or flipped classroom technique for the delivery of engineering concepts in a post‐secondary setting. Secondly to give participants with previous experience with inverted classrooms the opportunity to contribute their experience to a common pool of knowledge and to develop a network of like‐minded educators for future consultation and collaboration. The workshop will explore: practical tools for low-cost implementations, designing classroom assignments/experiences based on inverted classrooms, assessment of student learning, and sample videos. We intend to produce a summary and/or proceedings from the workshop to share with the participants after the conference.

Brian Frank, Jake Kaupp, Susan Mccahan, Peter Ostafichuk and Peter Wolf

This workshop is intended for people who are responsible for leading or coordinating a data-informed curriculum improvement process in a department or faculty. It reviews some existing processes at Canadian universities, change management, sustaining initiatives, working with other faculty, and collecting, evaluating, and using data. Participants will work in teams on case studies to interpret data from a fictional university, and make recommendations for curriculum changes. This workshop will also discuss approaches to aggregating, visualizing, and evaluating outcomes data.

Ron Britton and Douglas Ruth

This workshop is designed to model a post-graduate course entitled “The Engineering Design Process” which has been taught at the University of Manitoba for about a decade. This workshop will model an abbreviated version of the course in its question-response structure, that focuses on a number of books that address aspects of engineering design. Participants in this workshop will read one book in advance of the workshop, prepare two questions based on this reading, and then participate in a round-table discussion that will address the questions prepared by attendees. This workshop requires advance preparation and is limited to 12 participants. If you are interested in finding out more about this workshop, or participating in it please email Patricia Sheridan, Workshops coordinator ([email protected]) by Friday, May 16th, and she will put you in contact with the workshop facilitators. Note: This is a two-workshop session and will run for four hours. Only those who have read the text and submitted questions will be allowed to participate.

Dave Goldberg – Big Beacon and Engineers Without Borders, Canada

A recent piece in Huffington Post (please link to: http://huff.to/1fMFck5) by Lassonde School of Engineering Dean, Janusz Kozinski, talked about the ways in which engineering education has been a passion killer historically and ways in which that situation might change. This active workshop engages participants to reflect on ways in which engineering education has been a buzz kill and ways in which much of the intrinsic motivation outside the classroom might be brought inside. The workshop begins with a participant-directed inventory of ways in which engineering education has been a passion killer. It continues with several stories of students unleashed, drawing on experiences from Olin College, the Illinois Foundry for Innovation in Engineering Education, and Engineers without Borders, Canada. Participant reflections on passion and intrinsic motivation lead to a deeper reflection on participant experiences, the problem of scalability and how it connects to passion and intrinsic motivation. The workshop concludes with brainstorming and consideration of action takeaways for change back on campus.

Qusay Mahmoud

The diversity of mobile hardware and software platforms is one of the major challenges in developing applications for smartphones. Such applications are developed on one platform such as Microsoft Windows, Apple Mac OS X, or Linux, and deployed on a totally different platform such as a smartphone or a tablet computer. Integrating mobile application development into computing education can raise the level of excitement and satisfaction among students, however, the variety of mobile platforms and cross-platform development tools available today may lead to confusion and frustration among instructors and students. This workshop will help participants understand the opportunities, challenges, and the different technologies that can be used to develop mobile applications for a variety of platforms, including: iOS, Android, BlackBerry, and Windows Phone Mobile, with a particular focus on using HTML5/JavaScript/CSS and cross-platform development tools to develop highly interactive mobile apps. This workshop will be of particular interest to faculty interested in integrating smartphones and mobile application design and development into their courses.

Suzanne Kresta, John Nychka and Ken Cor

We have all written – or worse yet – set – midterms where the students and the professor seem to have been attending different classes. This workshop considers ways of designing midterms that give robust and accurate outcomes assessment using the following elements: i) testing what was taught using an examination blueprint, learning objectives, and cognitive levels, ii) formatting the exam to increase accuracy and reduce grading time, iii) staging cognitive levels in the test questions so that students can self-assess the depth of their learning, and iv) shifting from tests of accuracy and number crunching to tests of critical thinking, understanding and deeper learning. Since students study by doing old exams, well-designed test questions impact many generations of students, and can change the way students learn – so the payback for a well-designed exam produces significant benefits for many years.

CEEA 2014 Keynote Speaker

Jay Ingram, Science Broadcaster

Iconic broadcaster Jay Ingram is one of Canada’s best-known and most popular science personalities. Ingram has hosted both the premier radio science program in Canada, CBC’s Quirks and Quarks, and its TV counterpart, Discovery Channel Canada’s Daily Planet. In 2010, Ingram was appointed as a member to the Order of Canada for a lifetime of service in science communication. He has received several awards for his work, including honorary degrees from Carleton University, McGill University, McMaster University, King’s College and the University of Alberta. A prolific author, Ingram has written 12 books – most recently, Fatal Flaws – most of which have been best-sellers. His books have been translated into 12 languages. Since 2005, he has been Chair of the Science Communications Program at the Banff Centre. He is also co-founder and Chair of the arts and engineering mash-up called Beakerhead, which began in September 2013 in Calgary.

CEEA 2014 Keynote Overview:

People, corporations and governments are trying to figure out the elusive recipe for innovation – trying to make people and their professions ‘creative’. Collaboration is key but there are flaws in the human psyche that make that difficult. It’s also true that collaboration might not always take shape the way you’d expect. Jay will present the case study of Watson and Crick, and Lennon and McCartney. Why did they succeed brilliantly while thousands of their contemporaries failed?

Session 1a (Orchid)
Graduate Student Work/Programs

Session Ib (Orchid)
Pedagogy I

Session 2 (Lady Slipper)
Professional Development

Session 3 (Arnica)
Industry/Academic/Regulatory Prtnrships

Session 4 (Crocus)
Program Development

CEEA 2014 Keynote Speaker

Marlo Raynolds PhD, Vice President, Market Development, BluEarth Renewables Inc.

Prior to joining BluEarth Renewables, Marlo lead the Pembina Institute, a nationally recognized energy think-tank, as its Executive Director for seven years. With over 15 years of experience in the energy sector, Marlo is responsible for evaluating, improving and expanding BluEarth’s markets. Marlo is a Board Member of the Canadian Wind Energy Association. He holds a PhD in mechanical engineering (University of Alberta), a B.Sc. in Systems Design engineering (University of Waterloo), and a Master’s degree in management and leadership (McGill University). He is also an Adjunct Assistant Professor of Sustainable Development at the Haskayne School of Business, University of Calgary and was recognized as one of Canada’s “Top 40 Under 40” for 2008. Marlo was awarded a Diamond Jubilee Medal in 2012. Marlo is the father of two young children living in a solar powered home, and enjoys a wide range of outdoor activities.

CEEA 2014 Keynote Overview:

Dr. Marlo Raynolds will draw on his experience in both the non-profit and corporate sector within the Alberta energy sector to share his views on the need to rebuild public trust in order to gain acceptance to develop both our non-renewable and renewable resources nationwide. He will both suggest and ask, what role do our future engineers need to play in rebuilding trust? And how might that come about?

Session 5 (Orchid)
Minerva/Safety

Session 6 (Lady Slipper)
Online/Blended Learning

Session 7 (Arnica)
Evaluation/Assessment

Session 8 (Crocus)
Accreditation/Outcomes I

Session 5 (Orchid)
Minerva/Safety

Session 6 (Lady Slipper)
Online/Blended Learning

Session 7 (Arnica)
Evaluation/Assessment

Session 8 (Crocus)
Accreditation/Outcomes I

Constructive Conflict Team Training: Empirical Evidence and Demo

Thomas O’Neill, Genevieve Hoffart, Matthew McLarnon, Marjan Eggermont, William Rosehart and Robert Brennan

Engineering project teams are frequently used in education in order to develop teamwork skills, and team members are expected to work together to tackle increasingly complex design projects. A major objective of using teams in engineering education is to offer students the needed experiences to succeed in an increasingly connected workforce. Recent discoveries in team research involving first-year engineering teams at the University of Calgary and Western University indicate that four team types can be used to classify conflict experiences. Given that some team types were more effective than others, we developed and evaluated a 90-minute constructive conflict training program.

In a two-hour session we plan to describe our research findings (30 minutes) and demo the training activities (90 minutes). Attendees will be engaged in the training activities, and they will be provided with all training materials. These materials can be implemented and adapted for use in the attendees’ own courses.

Special Session: Natural snapshots on progress and discussion

Brian Frank, Jake Kaupp, Susan Mccahan, Peter Wolf and Peter Ostafichuk

This is an open session on current activities and questions/discussion about graduate attribute processes. The EGAD group is doing a survey of every engineering school in Canada to ask for a very brief summary of what the university is doing, and key issues or questions the university is facing. Questions may include outcomes based assessment processes generally, software tools, and questions of other programs. This session will include an overview of the national status, and a group discussion of key issues and questions raised across the country. The EGAD group hopes that one outcome of the survey and special session is a list of questions and suggestions from the community to CEAB.

Memorial University
McGill University
University of Alberta

Dalhousie
University of Calgary
Carleton University

Session 9 (Orchid)

Developing and Managing Multi-disciplinary Design Courses Projects

Balancing and integrating theory and practice in first year

Integrating engineering economics, business practices, and entrepreneurship into the curriculum

Increasing First Nations Involvement in Engineering

Collaboration for shared online learning objects

Session 12 (Orchid)
EWB/Social Impact/Outreach

Session 12 (Orchid)

CEEA 2014 Keynote Speaker

Twyla Hutchison, M.Sc., P.Eng. Acting Executive Assistant – Director’s Office, Water Resources, City of Calgary

Interested in the largest natural disaster in Canadian history? Twyla will be providing a general overview of how flooding occurs in the Bow and Elbow River watersheds. Due to the challenges with flood forecasting and limited response times, it is essential for the City of Calgary to continually improve their emergency response plans. Twyla will share some of the information embedded in the response plans and how this contributed to the City’s response during the 2013 flood event. Just how large was the 2013 flood event? What are some of the impacts it had on the rivers within the City? There has been a large amount of work in this past year on recovery but also increasing resiliency throughout the City. An overview of some of this work will be provided and a view of how much work is required moving forward.

Session 16 (Orchid)
Integrated/Multidisciplinary Learning

Session 17 (Lady Slipper)
Design II

Session 18 (Arnica)
Accreditation/Outcomes IV

Engineering Positive Space: Promoting Inclusivity

Peter Weiss, Susan McCahan, and Jason Bazylak

The goal of the workshop is to assist participants in developing strategies for creating an actively inclusive environment for LGBTQ students, staff, faculty and allies at their school. We will do this through presenting some issues, discussing as groups and working interactively through case studies. We will also introduce the participants to the Positive Space program. This program is built on a social network and distributed action model that supports development of inclusive environments. The participants will create an action plan for at least one initiative they would like to implement at their own school.