We are pleased to report the launching of Special Interest Groups (SIGs). Based on interest expressed at CEEA-ACEG 2017, you will have received an invitation to join through our SLACK group. If you were not in attendance at the CEEA-ACEG2017 and would be interested in joining or starting a SIG the contact information is listed below.
A special interest group (SIG) is a group of current CEEA-ACEG members working together to advance a common goal relevant to the mission of CEEA-ACEG. CEEA-ACEG’s mission is to:
“Enhance the competence and relevance of graduates from Canadian Engineering schools through continuous improvement in engineering education and design education.”
On an annual basis, SIGs need to reconfirm the intent of their members to remain members of their SIG. This will take place when renewing CEEA-ACEG membership each year.
Starting a SIG involves the submission of an initial membership list containing at least 5 active CEEA-ACEG members all expressing an interest to form a specific SIG, with at least 1 person offering to Chair the SIG. Each SIG will be responsible for developing a mandate that will guide the formation and activities of the SIG . During the pilot year the development of a clear mandate and specific goals should be a priority for the SIG, with the intent to submit them to the Membership committee by May 2018. If necessary, the Membership Committee will work with SIGs to ensure that each mandate fits the CEEA-ACEG mission. Mandates will then be sent to the CEEA-ACEG Office and will be uploaded on the CEEA-ACEG website until such time as the SIG indicates that its mission has changed. CEEA-ACEG should, on a regular basis, provide an opportunity for CEEA-ACEG members to initiate SIGs. This may occur at annual CEEA-ACEG meetings and/or through announcements in the CEEA-ACEG Newsletter. All members of SIGs must be current CEEA-ACEG members.
To join a SIG please contact the Chair. To start a new one, please contact Melissa Alexander.
1. Provide resources to educators to improve engineering design education
a. Develop a repository of design focused teaching material
b. Identify best practices for teaching and evaluation of design and related areas, such as critical thinking, decision making and communication
c. Disseminate best practices via appropriate channels, such as CEEA
2. Facilitate knowledge transfer from research to practice
a. Identify current knowledge gaps
b. Provide a forum for discussing and synthesizing relevant research
3. Facilitate a Community of Practice for Engineering Design Educators to share and build upon past experiences
a. Identify areas of interest for current educators
b. Develop and communicate an understanding of the design education landscape in Canada
c. Facilitate collaboration between design educators on new educational initiatives
d. Promote the development of cross-departmental and cross-faculty of multidisciplinary student design projects, in recognition of the need for engineers to collaborate with and learn from engineers from other disciplines as well as non-engineers.
The mandate of the Design Education and Communication SIG is to foster the creation of a community of practice surrounding engineering design education in Canada. This will provide a setting for the discussion, evaluation and development of strategies, tools and methods for teaching engineering design and supporting students in learning engineering through design.. A particular focus will be the transfer of knowledge between educators in order to share best practices and identify common areas of interest for new directions in design education.
Chair: Brian Frank
To enhance the capacity for engineering education research in Canada.
1. Advocating for engineering education research funding, working with NCDEAS, NSERC, SSHRC, and the federal government.
2. Developing skills and expertise for engineering education research in Canada
3. Identifying what are the engineering education research priorities in Canada
4. Connecting to other SIGs, like to Engineer 2050
Chair: Peter Weiss
To fostering conversations about what is happening in institutions across Canada, to discuss diversity issues unique to Canada in relation to our students and staff, and make meaning of their experience in Engineering; to identify and mitigate barriers in Engineering Education. We want to develop an ethnographic understanding of experience of under-represented groups in Engineering.
Would like to use the SIG to learn about what other institutions are doing: learn from opportunities and their mistakes. We have an interest in sharing ideas, in using CEEA as a forum.
We want to advocacy for research and research support for the subject of Equity, Diversity and Inclusivity in Engineering Education in Canada. We want to focus, in particular, on what the experience of diversity is in Engineering Faculties in Canada. We also want to create opportunities for students who are interested in getting involved in Engineering Education
Initiatives we are interested in:
We are not sure what resources are available and what are the expectations for next year? Last year, the CEEA Conference asked for a poster, will they want a poster this year? But to sum up, we are interested in a meeting for the SIG, perhaps a special symposium, and a review paper on current research in Diversity in Engineering Education.
Chair: Deena Salem
Chair: Nadine Ibrahim
To facilitate discussion on the identity and attributes of the Engineer of 2050, who will both shape and respond to future global trends. This understanding will be facilitated through input from engineering educators, administrators, students and professional organizations on the future of technological development and the engineering profession. Activities include leveraging literature and resources to inform, guide and support new thought about the future of engineers and the profession, and sharing of resources to formulate ideas about the future and develop new engineering education strategies. Findings will be disseminated to the CEEA-ACEG membership, engineering institutions, the profession and other interested stakeholders.
Chair: Patrick Dumond
The goal of the Engineering Competition Teams SIG is to foster discussion related to the experiential learning opportunities provided by engineering design competitions and the best ways in which these competitions can be set up and used within and outside the engineering curriculum to maximize their educational potential.
Organizing engineering competition symposium for leaders.
Chair: Tate Cao
Chair: Lydia Wilkinson
A network of educators, academics and artists working within or studying the intersection between humanities and engineering; engineerswho engage in areas beyond engineering, and non-engineers who bring their perspectives to an engineering environment.
A space for conversations/ideas/pedagogies that incorporate and expand our understanding of these intersections; providing opportunities and strategies for exposing/connecting engineers to engineering students, ideas, practices; providing a dialogue and meeting space for artists and academics studying the impact of these opportunities. This year at CEEA: a special session with a panel of non-engineers sharing their perspectives.
Chair: Rachel Figueiredo
1. Promoting the effective and ethical exchange, use, and management of information in engineering education through collaboration between librarians, information specialists, educators, students, publishers, and content creators.
2. Further integrating libraries in engineering education as a support both for current academic work and future lifelong learning.
3. Understanding the uniquely Canadian landscape in engineering education and adapting to best support users, educators, and practitioners within this context.
4. Promoting the inclusion of diverse individuals in engineering librarianship and increasing the participation of underrepresented groups within the community.
Chair: Agnes d'Entremont
To support the development, use, and dissemination of open educational resources (OER) for engineering, and provide central place for CEEA-ACEG members to find collaborators for OER projects among other Canadian engineering educators.
OER includes both open access resources (those that are available for use as a whole work but not modification) and open source resources (those that are available for both use and modification, and sometimes re-publishing with modifications). Resources may include images, textbooks, lecture slides, computer code, videos, artifacts, CAD files, homework problems, etc.