CEEA/ACEG 2017 ConferenceRegistration

Registration is closed

Regular Rates

Professional Rate: $625.00
Student Rate: $225.00

Early Bird Rates

Professional Rate: $525.00
Student Rate: $200.00

Workshops

Learn MoreWorkshop A.1

June 04, 2017, 09:00 - 10:30

Engineering Education Methods: Engineering Case Writing, Steve Lambert

Engineering case studies are a representation of an engineering challenge that can be used to connect academic theory and engineering practice. Writing cases is often the best way to get the best fit between pedagogical objectives and case material, but few people have experience writing cases. In this workshop, participants will learn how to: identify essential features of a good case study, align cases with course learning objectives, identify appropriate case sources, and outline a suitable case study.

Learn MoreWorkshop A.2

June 04, 2017, 09:00 - 10:30

Engineering Education Assessment (CEAB GA): Incorporating CEAB Graduate Attributes Into a Mandatory Course "Leadership in Risk Management,” John R. Cocchio, Ellen Watson, Neil Anderson, and Lianne Lefsrud

This course addresses all 12 CEAB GAs; however, we propose to focus our workshop to examine upwards of six (6) graduate attributes, specifically: a) Investigation, b) Team work, c) Communication skills, d) Professionalism, e) Impact of technology, and f) Ethics and equity. In this workshop, participants will learn and apply a process to map these CEAB GA attributes to a course, and will critically evaluate course components in order to generate improvements in course content and delivery.

Learn MoreWorkshop A.3

June 04, 2017, 09:00 - 10:30

Engineering Leadership and Innovation: Sharing Best Practices on Engineering Leadership: a NICKEL (National Initiative on Capacity Building and Knowledge Creation) Workshop, Mike Klassen, and John Donald

Engineering leadership is a growing area of programming and research in engineering education in Canada. In this workshop, we want to develop relationships among engineering educators interested in introducing leadership to their students. Participants will gain understanding of the broader field of engineering leadership education and the wide range of programs, courses and activities being developed by other universities, place their own work within clusters of more specific practices (e.g. integrating teamwork into a design course; leading a stand-alone engineering leadership course; supporting student leaders to reflect on their learning), find out who to go to for more in-depth exchange and build relationships with other practitioners within this field in Canada, as a means to further learning exchange and collaboration.

Learn MoreWorkshop A.4

June 04, 2017, 09:00 - 10:30

Diversity in Engineering Education: Engineering Positive Space: Building a Faculty, Staff and Student Positive Space Network, Peter Eliot Weiss, Estelle Oliva-Fisher, and Cori Hanson

The Positive Space “campaign” has existed at our university for over twenty years and, uniquely, in the Faculty of Engineering for eight years. Its purpose is to raise awareness and discussion of LGBTQ issues and challenges in a collegial and non-judgmental atmosphere. Participants in this workshop will create a foundation for dealing with changing terminology, develop competencies for discussing LGBTQ issues, gain knowledge of available resources, people and events that support inclusivity, develop strategies for responding to homophobic and transphobic incidents, deepen awareness of LGBTQ issues on campus and more broadly, and gain knowledge of available resources, people and events that support inclusivity

Learn MoreWorkshop B.1

June 04, 2017, 10:45 - 12:15

Engineering Education Methods: Your Engineering Classroom Goes Flipped! How to get Started, Jeffrey Harris, Marnie Jamieson

In the flipped classroom, the roles of homework (application, analysis, synthesis and evaluation tasks) and lecture (knowledge and comprehension tasks) are reversed, allowing for higher-order learning in the classroom. The flipped classroom can be an effective teaching strategy in engineering. Participants in the workshop will learn about flipped classroom strategies, teaching best practices, and develop a plan to flip one lecture from a course they teach. The workshop will model the flipped classroom: participants will be asked to watch a brief video and answer a survey in advance of the workshop.

Learn MoreWorkshop B.2

June 04, 2017, 10:45 - 12:15

Engineering Education Assessment (CEAB GA): Indicators 2.0, Margaret Gwyn, Éric Germain, Michele Heng

Most Canadian Engineering schools have now been through one cycle of accreditation under the new graduate attributes model. An early step of this process was to define indicators; now, armed with a few years of experience and the comments of accreditation visitors, many programs are starting to think about their indicators again. In this workshop, participants will: learn CEAB’s official definition of “indicator”, be exposed to different real-life approaches towards indicators, create a list of criteria for assessing indicators, developed responses to common concerns about indicator review, critique a set of indicators, and decide what next steps to take at their own schools.

Learn MoreWorkshop B.3

June 04, 2017, 10:45 - 12:15

Engineering Leadership and Innovation: A Lego Challenge to Develop Engineering Leadership Skills, Robyn Paul, Arin Sen, Emily Wyatt

At the University of Calgary, we have found that one of the most effective ways to engage first year engineering students in a conversation about Engineering Leadership is to have them participate in a fun and engaging activity followed by impactful and tangible reflections. In this workshop, participants will experience a hands-on activity that teaches engineering leadership skills with the use of Lego, identify the components of developing an activity that provide students with professional development skills through engaged experiences and reflection activities that deepen that engagement and learning.

Learn MoreWorkshop B.4

June 04, 2017, 10:45 - 12:15

Diversity in Engineering Education: Enhancing Engineering Education through Collaboration Across Disciplines to Create Health and Assistive Technologies, Shalaleh Rismani, Emma M. Smith, Mike Van der Loos, Bill Miller

The development of assistive technologies requires expertise from a range of professionals to ensure devices are relevant, usable, and sustainable. While there may be efforts made to collaborate across disciplines, these are often fragmented and insufficient. While most professionals understand the importance of input from others outside their field, we may struggle to define what form meaningful collaboration should take. At the end of this workshop, participants will be able to identify three benefits to collaboration across disciplines in engineering and health professional education, identify three risks of fragmented or insufficient collaboration in the development of health and assistive technologies, apply a model of Interprofessional Education (IPE) to engineering and health professional education, and identify challenges and opportunities in their own teaching environments for the implementation of collaborative professional education.

Learn MoreCANCELLED Workshop C.3

June 04, 2017, 13:00 - 14:30

Engineering Leadership and Innovation: Sustainable Game - Teaching Trade and Sustainable Development, Rodrigo Cutri

In a negotiation, the variables of power, time, and information directly influence decision making. The goal of this game is to promote reflection concerning trading, teamwork, and human influence on the sustainable development of Earth. In this workshop, participants will learn, practice and reflect on negotiation techniques.

Learn MoreWorkshop C.1

June 04, 2017, 13:00 - 14:30

Engineering Education Methods: Decoding Our Threshold Concepts, Gordon Stubley, Trevor Holmes, Julie Timmermans

Research from the past decade suggests that focusing our attention on identifying “bottlenecks” or “threshold concepts” – troublesome and sometimes transformational ideas – can help us to design courses and programs around concepts that have great potential to impact deep and lasting change in student learning (Meyer, J. H. F., & Land, R. (2003). In this workshop, participants will learn how to recognize concepts within a course/program that are more important than others and worthy of greater attention, identify a troublesome or transformational concept in their own course or program, and identify the steps that novice learners can take to achieve expert understanding of the threshold concept.

Learn MoreWorkshop C.2

June 04, 2017, 13:00 - 14:30

Engineering Education Assessment (CEAB GA): Speaking with Data, Jake Kaupp

In order to avoid being “data-rich and insight poor,” we must develop methods and tools to understand the data that we possess and move towards insight and understanding. We have to be able to effectively visualize or "see" what the data is telling us. We also need to be able to communicate with data, to present its story to others, and to engage them in being part of the process rather than just a consumer. This is critical for many engineering educators who routinely seek to engage students to be a more active partner in assessment and encourage reflective practice. In this workshop, participants will engage in broad thinking about creating visualizations of academic data, identify information/design elements of effective visualizations, improve upon common approaches to visualize academic data, develop a guided workflow to create, present and distribute visualizations in reports and identify different tools and methods to visualize academic data.

Learn MoreWorkshop C.4

June 04, 2017, 13:00 - 14:30

Diversity in Engineering Education: Building a Community of Reflective and Responsive Researchers, Jillian Seniuk Cicek, Penny Kinnear, Patricia Sheridan, Deborah Tihanyi

Building on last year’s workshop “The Responsive Researcher”, which explored the complexities and challenges in engineering education research, this year’s iteration is aimed at providing a starting point for a sustainable community that allows for the sharing of knowledge, resources, and connections among engineering education researchers. Participants will identify personal/disciplinary assumptions about “valid” and “invalid” research methods within discipline(s) and “rigour,” and how these assumptions feed into engineering education research, explore the role and practice of reflection in research, and develop strategies to incorporate these understandings into individual research practice

Learn MoreWorkshop D.1

June 04, 2017, 14:45 - 16:15

Engineering Education Methods: Engineering Arts Opportunities – Approaches  to Integrating the Arts into the Engineering Curriculum, Deborah Tihanyi, Lydia Wilkinson, Ken Tallman

Arts opportunities for engineers can increase engagement, critical thinking, teamwork and confidence in multidisciplinary environments. At the University of Toronto, we offer a series of in-house Humanities electives for engineers that focus on developing interest and abilities in the creative arts. In addition to these high-level initiatives, we can find ways to integrate arts into our regular classroom activities, by developing modules, assignments or exercises that engage the creativity of our students as engineers. In this workshop, participants will identify an arts-based course, or new or existing project for arts integration, become familiar with arts techniques and activities currently used in engineering electives, brainstorm activities for their arts-initiative, develop and share insights with colleagues working on similar projects.

Learn MoreWorkshop D.2

June 04, 2017, 14:45 - 16:15

Engineering Education Assessment (CEAB GA): Addressing the Pedagogical Challenges of Lifelong Learning, Robin Sacks

Lifelong learning is the arguably the least well understood and most difficult to assess of the CEAB attributes. In this workshop, participants will explore elements of lifelong learning from various disciplinary perspectives; assess the various definitions, models and vocabulary associated with lifelong learning and identify relevant and useful elements of lifelong learning for engineers and Faculties of Engineering; and begin to co-construct an engineering-specific model of lifelong learning.

Learn MoreWorkshop D.3

June 04, 2017, 14:45 - 16:15

Engineering Leadership and Innovation: Coaching: Exploring Student Leadership Development in Teams and Organizations, Todd Murphy, Adam Goodman, Patricia Kristine Sheridan

While leadership coaching is increasingly prominent and valued in private and public organizations, university faculties have been slow to adopt coaching as a pedagogy. Coaching provides students with a mode for developing their leadership and teamwork skills in project teams/student organisations while creating an intentional and reflective understanding of their leadership skills and capabilities. This workshop guides participants through a condensed version of the coaching training available at the Northwestern University’s Center for Leadership. In this workshop participants will gain understanding of and appreciation for the coaching process, identify situations in their teaching practice in which a coaching approach may be beneficial, establish and practice the skills and techniques involved in coaching students, and become aware of their abilities to coach and be coached.

Learn MoreWorkshop D.4

June 04, 2017, 14:45 - 16:15

Diversity in Engineering Education: Ideation Techniques for Design, Marnie Jamieson, Sean Maw

Many engineering students (and faculty) think ideation means brainstorming. However, other ideation techniques can often provide a more effective and productive session. The purpose of this workshop is to share experience and experiment with various ideation techniques to equip design instructors with additional tools for providing a richer ideation experience to support creative and innovative design at their home institution. Participants will identify effective ideation techniques including ones that may already be used by attendees, explain the bases and purposes of different techniques, and develop experience and skill with ideation techniques by applying them in a group setting. Pre–workshop work is requested. Prospective attendees will be asked to consider which ideation techniques they know and/or use, and the effectiveness of the techniques.

Learn MoreWorkshop E.1

June 04, 2017, 16:30 - 18:00

Engineering Education Methods: Engineering Mathematics – So What?, Bryan Karney, Sasha Gollish, Anne Mather

Mathematics is central to engineering because it is the primary means by which engineers are able to model systems to solve most technical engineering problems. In addition, it allows engineers to understand the consequences of their intended actions, designs, operations and technical systems. Many undergraduate engineering programs delegate the instruction of their mathematics courses to mathematics departments. These courses are often based in abstract, rather than applied, mathematics with few or no examples rooted in engineering. A more student-centred approach may be to offer these mathematics courses through the faculty of engineering in order to provide students with a more integrated learning experience, one that could still be grounded in abstract mathematics, but with applied, engineering examples. Participants will discuss the dynamic between applied (concrete) and abstract mathematics, identify barriers to providing this kind of mathematics education to undergraduates, and assess the extent to which there is a real and/or perceived mathematical deficiency in subsequent engineering courses (i.e. any undergraduate engineering courses that use mathematics after the foundational mathematics course).

Learn MoreWorkshop E.2

June 04, 2017, 16:30 - 18:00

Engineering Education Assessment (CEAB GA): EGAD Workshop, Brian Frank, Marnie Jamieson, Peter Weiss

This EGAD workshop will allow participants to work in groups to examine continuous program improvement processes of fictitious but realistic programs. Participants will take on the role of external reviewers, and examine the process, data, and program changes made by programs in short case studies that focus on one graduate attribute. The case studies will be adapted from anonymized real Canadian programs, providing an opportunity to examine multiple approaches.

Learn MoreWorkshop E.4

June 04, 2017, 16:30 - 18:00

Diversity in Engineering Education: Building and Tracking Interpersonal and Teamwork Skills in Engineering Students, William Rosehart, Marjan Eggermont, Genevieve Hoffart, Thomas O’Neill, Nicole Larson

Real-world engineering practice requires a strong set of both technical and professional skills. Team-based work is currently implemented with the assumption that students will instinctively develop teamwork skills through these experiences. Unfortunately, simply participating in team projects does not necessarily allow students to develop strong teamwork capabilities – it could even reinforce dysfunctional habits. In our experience, it is helpful to make students aware of which specific behaviours lead to effective teamwork. To help address this issue, a collaborative project between the Individual and Team Performance Lab (ITP) in psychology and the Schulich School of Engineering has resulted in the creation of evidence-based team and individual assessments and participative activities. In this workshop, participants will learn about ITP Metrics and how you can utilize our suite of tools to develop and track interpersonal and teamwork skills in your students, become familiar with the online assessment platform, learn how debrief the assessments through a participative activity, design an application of the tools for your own classroom/program and become aware of additional resources beyond what was covered in the workshop (e.g., debrief slides and activities for assessments; team contracts; communication training framework – SUIT).

Additional Options

Workshop E.3

Cost: $0.00

Engineering Leadership and Innovation: Engineering Education Student Meet and Greet - Jillian Seniuk Cicek, Patricia Sheridan, Liz Kuley

CEEA membership has been growing steadily since the first CEEA conference in 2010, and as it has grown, an increasing number of students have committed to engineering education, both as an area of research and as a profession. The primary goal of this workshop is to provide students attending CEEA2017 the opportunity to meet and network with other engineering education students. Participants will engage in a meet and greet activity, followed by round table discussions of successes, challenges, and opportunities that they’ve met in their education and/or in their engineering education research. This workshop is designed to connect with, and build our network of CEEA students, aligning with CEEA’s mission to “enhance the competence and relevance of graduates from Canadian Engineering schools through continuous improvement in engineering education and design education,” and the goal of “engaging students and student groups broadly for input and feedback.” If you are a CEEA student member, please plan to join this workshop! We look forward to meeting you!

Banquet - Guest Ticket

Cost: $90.00

THERE ARE NO LONGER TICKETS TO THE BANQUET AVAILABLE!

This is for guest tickets only - all conference attendees should respond under Conference Attendee Banquet. 

Sunday Social - Guest Ticket

Cost: $45.00

This is for guest tickets only - all conference attendees should respond under Conference Attendee Banquet.

Conference Attendee Banquet

Cost: $0.00

THERE ARE NO LONGER TICKETS TO THE BANQUET AVAILABLE - If you are registering after the registration cut off of May 28, 2017 we may not be able to guarantee a spot at the banquet

Conference Attendee Welcome Social

Cost: $0.00

Cancellation and Refund Policy

Notification of conference registration cancellation must be received by phone, mail, or fax by May 4, 2017 in order to receive a refund of a paid registration fee, less an administration fee of $100 CAD.

After May 4, 2017 cancellations will be subject to a processing fee of 50% of the total cost.

Registrations may be transferred without an administration fee upon notification by May 20, 2017.  

Memberships will not be refunded.

Join us in Toronto in June 2017!

University of Toronto

Toronto, Ontario

June 4, 2017 - July 7, 2017

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