ACEG/CEEA 2019 ConférenceInscription

La période d'inscription est ouverte avril 2, 2019 CDT

La période d'inscription hâtive s'applique jusqu'au mai 1, 2019 CDT

Frais réguliers

Frais professionnel: $675.00
Frais étudiant: $250.00

Frais d'inscription hâtive

Frais professionnel: $575.00
Frais étudiant: $225.00


Pour en savoir plusCEEA Institute for Educational Research

June 08, 2019, 09:00 - 17:00

The CEEA Institute for Engineering Teaching and Educational Research (IETER) will run on Saturday June 8, 2019 (immediately proceeding the conference). The workshops will be held concurrently (choose one!) in the same location as the CEEA 2019 conference. The fee for the Institute is $200.00 plus HST. Watch for details. 

Pour en savoir plusCEEA Institute for Engineering Teaching

June 08, 2019, 09:00 - 17:00

The CEEA Institute for Engineering Teaching and Educational Research (IETER) will run on Saturday June 8, 2019 (immediately proceeding the conference). The workshops will be held concurrently (choose one!) in the same location as the CEEA 2019 conference. The fee for the Institute is $200.00 plus HST. Watch for details. 

Pour en savoir plusWorkshop 1A - Creating a meaningful industry-based capstone design course

June 09, 2019, 08:45 - 10:15

Philippe Kruchten and Paul Lusina (UBC)

Capstone design courses with projects defined by industry partners provide rich learning experiences to engineering students. In this workshop, we will discuss some of the key issues you may run into when setting up an industry partner capstone course. In this workshop we will address: timeline, scheduling, partner recruitment, project elicitation, legal and financial implications, staffing and scheduling, project allocation and group formation, student evaluation, accreditation and graduate attributes.

Pour en savoir plusWorkshop 1B - Metacognition and LifeLong Learning

June 09, 2019, 08:45 - 10:15

Greg J Evans (Toronto), Marnie V Jamieson (Alberta)

Lifelong learning is becoming increasingly important to the career success of engineering graduates. Metacognition is knowledge of cognition and regulation of cognition. In terms of engineering student learning, the instruction of metacognition can be viewed as “learning about learning” so as to “learn how to learn” and to identify ones own learning needs. This framing fits well with the “knowing and doing” applied knowledge construct inherent to engineering. In addition, metacognition informs the processes of professional development and continual course improvement.

This workshop will describe the instruction of metacognition as a mechanism to support self-directed and lifelong learning. Concepts relevant to metacognition, self directed learning and lifelong learning will be introduced and their application will be described in relation to the instruction of engineering courses. Participants will complete an inventory, as a guide to reflect on their own approaches to teaching and this learning will be discussed in relation to promoting awareness of metacognition in their students. Participants will be able to consider how they can use metacognition in their own teaching and course development process.

Pre work is required for this workshop. Participants will need to access, complete, and score a metacognitive awareness inventory prior to the workshop.

Pour en savoir plusWorkshop 1C - Research and Assessment Instruments - Finding and Choosing them

June 09, 2019, 08:45 - 10:15

Johannes Strobel (Missouri)

The assessment, evaluation and research enterprise lives and dies with the quality of instrumentation and which instruments to use. Yet, finding the right instrument involves so many more questions: theoretical framework, questions of quality of the instrument (validated / reliability tested / fair). appropriateness for the population to study, usefulness of the research setting or the design of study. In addition, sometimes new instruments need to be developed or existing ones need to adapted. The production and modification does not only carry higher cost of time and resources, it also carries the risk of being of lesser quality

This interactive workshop has the following learning goals:
- Participants will be able to go from theory to instrument when designing their studies
- Participants will learn differences of instrument classes and how to use them (psychometric vs. evaluatory etc.)
- Participants will learn the basics of instrument development and adaptation, particularly on what pitfalls to avoid and how to maintain integrity of the instruments

This 90 minute workshop will provide an overview. The facilitator models practices based on needs and topic areas indicated by the participants

The facilitator has a technical background, a Ph.D. in education and is actively involved in engineering education research having received funding from NSF and private foundations. His most recent NSF grant analyzes the extent of engineering education as a research community and maps its research questions and methodologies utilized.

Pour en savoir plusWorkshop 1D - Introduction to and Using Open Educational Resources (OER): Part A

June 09, 2019, 08:45 - 10:15

Grant McSorley (UPEI), Nadine Ibrahim (Waterloo) and other OER SIG members

Are you interested in learning about or possibly using open educational resources (OER)? Want to reduce student costs and have flexibility in adapting materials from other instructors? This workshop will cover all the basics - what open educational resources are, where you can find them (repositories), how you can evaluate them (rubrics, reviews, ratings) and how you can use them in your classroom. We will touch on limitations of OER and copyright/licensing issues (including the differences between open access and OER). OER can include open textbooks, online homework, videos, CAD files, lecture slides, and more.

Pour en savoir plusWorkshop 1E - Outcome-Based Accreditation Made Simple II

June 09, 2019, 08:45 - 10:15

Mohamed Ismail (Penn State)

The new outcome-based accreditation process is still in its early phase of development. The process is complex, costly, and time-consuming. The purpose of this workshop is to simplify the new outcome-based process and introduce the workshop participants a set of tools and artifacts that can be used to facilitate the data collection, engage the faculty and the students, and create a data-driven continuous improvement system.

Pour en savoir plusWorkshop 2A - Evidence-Based Customer Requirements Analysis

June 09, 2019, 10:30 - 12:00

Robert Fleisig (McMaster)

In this workshop, participants will be introduced to an approach and mindset to learning from customers based on methods borrowed from qualitative research. Participants will be introduced to the concept, learn from an industrial case study, experience using the methods in a hands-on design activity, followed by discussion on how to teach based this approach. This approach is useful in engineering design project work where students must interact with customers, clients, and users.

Pour en savoir plusWorkshop 2B - Fostering diversity, equity & inclusion in Canadian engineering education

June 09, 2019, 10:30 - 12:00

Katherina V. Tarnai-Lokhorst (Camosun)

Diversity, equity and inclusion are topics that have been incorporated in recent years into the lexicon of most educational institutions through policy development. Yet, how can educators incorporate these policies in their work, through course content and classroom environment, and effect real social change?

This workshop expands on a recent study that identified trends between inclusive teaching techniques and increases to male and female students’ sense of belonging in a class or program, suggesting a systemic potential towards lasting diversity in engineering. Workshop participants will be encouraged to consider scenarios from their classrooms where students may become isolated by the course activities. During the workshop, the facilitator(s) will guide participants in identifying inclusive teaching practices and techniques they can use within their content areas.

Participants will be encouraged to consider future research opportunities within the topics of diversity, equity & inclusion in engineering education for knowledge sharing and dissemination.

Pour en savoir plusWorkshop 2C - Automated Assessment Management Systems - Sharing Experiences and Learning about the Market

June 09, 2019, 10:30 - 12:00

Sean Maw and Joel Frey (Saskatchewan)

Automated assessment systems can assist instructors in marking assignments, tests, and exams. Their potential is considerable and it behooves us to learn more about them. This workshop will give attendees four opportunities. The first is to determine what your needs are for such a system. The second is to understand where/how such a system can best be used. The third is to learn about these systems and to see what systems are available. The fourth is to appreciate the various features, strengths and weaknesses of various systems. If you have experience or expertise with such a system, a fifth opportunity also exists. We would like to formally include you in the workshop delivery team. Please contact Sean Maw ( for more details.

Pour en savoir plusWorkshop 2D - Integrating, Building and Sharing Open Educational Resources (OER): Part B

June 09, 2019, 10:30 - 12:00

Agnes d'Entremont, Jonathan Verrett, Negar M. Harandi (UBC), Deena Salem, Rick Sellens (Queen's) and other OER SIG members

Interested in integrating existing open educational materials in your course (such as modifying an open textbook)? Or maybe you want to build OER from scratch, and share it so other instructors can use your material? This is the workshop for you! We will discuss several ways to share resources (including platforms and software tools), facilitator experiences with building/using/sharing OER, and funding availability for OER creation. We will cover basic do’s and don’ts, particularly around licensing and including other works within your OER. We will touch on practical support - how OER rubrics may help with design, who at your institution can help with copyright, etc.

(You can attend this workshop without attending Workshop A if you already have a basic understanding of OER)

Pour en savoir plusWorkshop 2E - EGAD Workshop: Aggregating data to inform program improvement

June 09, 2019, 10:30 - 12:00

Brian Frank, Nerissa Mulligan and Jake Kaupp (Queen's), Pete Ostafichuck (UBC), John Donald (Guelph)

This workshop will focus on comparing different approaches to aggregating data, in order to use task-level scores assigned to individual students and demonstrate that a student cohort possessed a certain graduate attribute. Workshop participants will be shown different examples of aggregating data from several Canadian Institutions. After seeing the strengths and weaknesses of the different examples, participants will be able to apply similar methods to their own data.

Pour en savoir plusWorkshop 3A - Boosted creativity

June 09, 2019, 13:00 - 14:30

Sophie Morin and Catherine Beaudry (Polytechnique Montréal), Christophe Lecante (TKM)

The need to train creative engineers no longer seems to be challenged by educators and industrials. However, how to obtain this result raises more practical issues. In the last decades multiple researchers, in engineering and other fields, have tried to clarify the matter and suggested different strategies. In her thesis, Morin studied a cognitive approach to teaching creativity to future engineers and proved its relevance and effectiveness. Deconstructing the creative process in smaller cognitive processes and practising these pathways seem like appropriate strategies.
From a completely different perspective, the field of Big Data and data mining is making great progress with more usable and effective tools to optimize what can be analyze with the amount of data available. From this viewpoint, Escandón-Quintanilla proved in her studies that the use of Big Data was effective to increase creativity in an engineering ideation process.
Following those lines, this workshop wants to involve participants in a creative process supported by a newly developed methodology. In small groups, participants, will be invited to reflect on a specific matter related to engineering education. They will do so following 4 different steps combining the random stimuli technique and the use of a data mining tool (IP Metrix).
The methodology is novel, original and useful because participants are able to consider dimensions not usually explored when using the two perspectives separately. The steps allow participants to take part in a divergent process as well as a convergent process supported by both a creative technique and a scientometric approach. The methodology is still being studied and developed, so the opportunity to have engineers/educators experience it would be very interesting and enriching.

Pour en savoir plusWorkshop 3B - Beyond active learning techniques: Thinking critically for developing active learning experiences

June 09, 2019, 13:00 - 14:30

Richard Aleong (Purdue), Dorothy Missingham (Adelaide)

The use of Active Learning (AL) approaches to foster student engagement and meaningful learning has become widely accepted across many disciplines in higher education, including in engineering education. With the widespread diffusion of these approaches, a number of AL techniques and methods have become available to engineering faculty. However, it can be a challenge for us, as educators, to determine the best ways to utilize AL in our classrooms as active learning methods may be implemented in specific ways to accomplish particular instructional objectives. To promote the adoption and effective implementation of active learning, this workshop aims to support beginning and experienced educators in thinking critically and reflectively about active learning techniques.

Pour en savoir plusWorkshop 3C - The Problem Analysis and Memorization Diagnostic - A tool to discourage surface learning through assessments

June 09, 2019, 13:00 - 14:30

Karen Gordon, Julie Vale, Ryan Clemmer and Sarah Dedecker (Guelph)

This workshop introduces a diagnostic tool to assist instructors in determining how well a surface learner will perform on their assessment. Assessments are scored on four criteria: number, difficulty, and newness of concepts; level of guidance provided; amount of prior practice; and open-endedness of the problem. The tool is oriented toward courses and curriculums with a problem-solving focus (i.e., one in which the newness of situations or problems is integral) but can be used in any course or curriculum.

The workshop will begin with a brief (10min) presentation on key aspects of problem analysis skills, impacts of student motivation, and student perceptions of memorization and assessment fairness. This presentation will be followed by an introduction to the diagnostic tool, including an interactive activity where the authors will guide the participants through the use of the diagnostic tool via a set of example assessment scenarios. In the remaining time, participants will have the opportunity to use the diagnostic tool on one of their own assessments and discuss the results with peers. Feedback relating to the use of the diagnostic will be elicited from the group to help further refine and develop the use of the diagnostic. It is expected that participants will gain insight into what motivates students to use surface learning methods and how assessments can be altered to discourage the use of these surface learning approaches.

Pour en savoir plusWorkshop 3D - Wh{y, at, o} is (an) Engineer(ing): A workshop for engineering educators

June 09, 2019, 13:00 - 14:30

Mark Abbott and Stephen Mattucci (Engineering Change Lab), Deborah Tihanyi, Lydia Wilkinson, Patricia Sheridan (Toronto)

This workshop explores participants’ concepts of what engineering is, and the implications of these conceptions on society and teaching in the post-secondary environment. Participants will explore where their beliefs around engineering come from, how they relate to the STS literature, what they mean for the engineering profession and their contribution to society at large. After exploring these beliefs, participants will consider how their current understandings of engineering equip them to deal with contemporary issues related to technology. Using this broader frame of the function of engineering and society, participants will be invited to imagine how the understandings of engineering can be enhanced, and the implications for this change on teaching engineering. Questions produced from this exploration will be discussed by panelist experts that present different perspectives on these beliefs in a follow-up panel during the conference (see corresponding panel abstract, "Wh{y, at, o} is (an) Engineer(ing): Perspectives from beyond").

Pour en savoir plusWorkshop 3E - Preparing for your upcoming CEAB accreditation visit

June 09, 2019, 13:00 - 14:30

This workshop is designed specifically for the individuals within Engineering Higher Education Institutions (HEIs) who are responsible for preparing for an CEAB accreditation visit. Topics to be covered include:

• an overview of the Canadian Engineering Accreditation Board’s (CEAB) accreditation processes and criteria;

• highlights of recent changes to criteria, processes, and documentation requirements; 

• tips on how to prepare to receive an accreditation visit;

• approaches to demonstrating compliance with CEAB criteria.

Pour en savoir plusWorkshop 4A - Doing Empathy in Engineering - An Interactive Workshop

June 09, 2019, 14:45 - 16:15

Johannes Strobel (Missouri), Angela van Barneveld, (Lakehead)

Over the last decade, professional bodies and engineering educators have embraced a broader view of competencies that engineers need regarding knowledge, abilities, and ways of working, many of them including communication skills and professional responsibilities. Empathy – or standing in somebody else’s shoes – plays an essential role in such social interactions within personal and professional contexts. Empathetic design, for example, is deemed the most comprehensive form of human-centered design and empathic communication skills enable engineers to develop personal connections with users and stakeholders. Research with over 2000 practicing engineers has shown the value of empathy in the workplace and recommendations for integration into engineering curriculum.

Learning Goals
The learning goals of this interactive workshop are twofold: (1) Through the use of an interactive game, participants will gain awareness of their current empathy competencies including communication and perspective taking. (2) Participants will be able to identify areas in engineering practice in which empathy plays a crucial role and develop a plan of action for next steps towards incorporating empathy into practice.

This 90-minute workshop is highly interactive, alternating between group activities, personal reflections and infusions from existing research on empathy in engineering.

The facilitators of this workshop are highly experienced professional developers and engineering education researchers with years of industry experience and an active research agenda on empathy in engineering.

Pour en savoir plusWorkshop 4B - Implementing an Integrated Learning System for Second Year Engineering

June 09, 2019, 14:45 - 16:15

Yani Jazayeri, Robyn Paul, Laleh Behjat and Mike Potter (Calgary)

This session will profile an initiative in our department to re-design the approach to student learning. In this initiative, we show how we have significantly altered the delivery methodology of the engineering curriculum, by taking advantage of the interconnections between subjects. We implemented a pilot project for second year electrical engineering where a group of 36 students were taught all five of their courses in an integrated format. We believe that by focusing heavily on providing context to material that students learn, improved learning happens. The intention of the integrated teaching development is to provide the students with authentic learning experiences, with the ultimate goal of fostering in the students:
• a better appreciation for the interconnections between subjects
• better retention of knowledge and skills
• self-reflection on their learning
• an appreciation for how they can become better lifelong learners
In the first part of the session, we will reflect back on our experiences from this initiative, share lessons learned, and discuss what future may hold for the initiative. In the second part, we will have an active learning module where the participants will take part on a simulated 30-minutes activity to integrate the topics discussed in the first part of the session. The audience will participate in a SCRUM activity similar to what the students in the course experienced.
The audience will be asked to design an audio player to appreciate the scope of the student project in this initiative and to see how close non-experts can get to the actual architecture of the player.
The audience will then participate in a reflection exercise, similar to what the students in the initiative experienced.

Pour en savoir plusWorkshop 4C - Building Student Resilience: Improving Student Mental Health

June 09, 2019, 14:45 - 16:15

Rachel Clarke (New Brunswick)

Fostering an environment for proactive mental health educations has been a gap in most higher education institutions. Building Student Resilience dives into the success of the pilot course the University of New Brunswick undertook to address this gap in Winter semester 2019. Addressing the learning, successes, and challenges of piloting a mental health program for engineering students.

Pour en savoir plusWorkshop 4D - Integrating entrepreneurship in engineering education

June 09, 2019, 14:45 - 16:15

Hanan Anis (Ottawa)

The idea of integrating entrepreneurship with engineering education seems to pick up whenever there is a volatile or gloomy forecast of the economy. That is why entrepreneurial education is currently one of the fastest growing undergraduate subjects in North American universities, having more than quadrupled in the last 30 years. This workshop explores the effort that the University of Ottawa has implemented to expose engineering students to entrepreneurial education both inside and outside the classroom. This includes the development of an undergraduate course, an internship program, a summer school, competitions and most recently an accelerator program. In this workshop, you will gain an understanding of the benefits and the challenges in such an integration.

Pour en savoir plusWorkshop 5A - An Open Space Approach to Developing Projects for Improving Engineering Design Education

June 09, 2019, 16:30 - 18:00

Grant McSorley (UPEI), Mark Driscoll (McGill), Yang Cao (UBC), Minha Ha (York), Ralph Buchal (Western)

Engineering design can be defined as:

“[A] systematic, intelligent process in which designers generate, evaluate, and specify concepts for devices, systems, or processes whose form and function achieve clients' objectives or users' needs while satisfying a specified set of constraints.” [1]

In response to perceived gaps in engineering skills, identified by both professional bodies and academics, during the last decade engineering design education has played a larger role within the overall curriculum. In a transition from the previous “engineering science” centered curriculum, the introduction of project-based design courses intends to form a link between theory and applied engineering practice.

The mandate of the Design Education SIG is to foster the creation of a community of practice surrounding engineering design education in Canada. This provides 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 is the transfer of knowledge between educators in order to share best practices and identify common areas of interest for new directions in design education.

Throughout the year, various topics related to design education will be discussed in the context of the SIG, for example:
Designerly Ways of Thinking, Perceiving, Knowing - What are they? How do we learn/teach them?
Peer Assessment in Design Projects
Embedding Design into Traditional Courses

This workshop is an opportunity for SIG members as well as other interested CEEA members to brainstorm and develop collaborative projects to advance the practice of design education. This will take the form of an Open Space Technology (OST) session. Open Space events are ones where “participants create and manage their own agenda of parallel working sessions around a central theme of strategic importance” [2] and is “an innovative, highly democratic consultative process that has gained international recognition as a leading edge large group consultation methodology” [3]. In this way, participants will be able to identify, and develop projects to investigate and address, the most pressing issues they see in delivering design education.

Before the workshop, participants will be provided with terms of reference regarding topics that have been discussed throughout the year or raised by SIG members, as well any working documents or survey results that may be relevant. These will serve as seeds for initial brainstorming surrounding projects.

While OST is an open, democratic process, the proposed organization is as follows (2 x 90 min):

15 min: Intro of participants, objectives
15 min: Intro to Open Space Technology and method
20 min: Small group targeted brainstorming
10 min: Feedback to larger groups
30 min: Post-it Brainstorming and break
20 min: Topic grouping and planning
50 min: Discussion session (s)
Keeping with the OST philosophy, participants will be free to move between groups as their interests direct them
20 min: Feedback to group & wrap up

An important aspect of OST sessions is that all ideas are recorded and made available to participants. The facilitators will ensure that collaborative spaces, such as google docs, are prepared in advance, and will disseminate results post-workshop. This may take the form of an evolving project portfolio and call for additional collaborators (if warranted).

[1] Dym, C., et al. (2013). “Engineering Design Thinking, Teaching, and Learning” in Journal of Engineering Education 94 (1).
[2] Herman, M (N.D.). “What Is Open Space Technology?” Available at
[3] O’Connor, D. & Cooper, M. (2005). “Participatory Processes: Creating a "Marketplace of Ideas" with Open Space Technology” in The Innovation Journal 10(1).

Pour en savoir plusWorkshop 5B - Professional Practice and Career Development: How to Teach the Unteachable?

June 09, 2019, 16:30 - 18:00

Riadh Habash (Ottawa)

This workshop explores a transforming approach that is based on LCP as a new reality. LCP involves active and personalized learning, reflective practice, and redesign of learning tasks to provide teachers and learners with a platform of knowledge acquisition, creation, collaboration, and application. This process requires teachers to play a key role by encouraging, identifying and fostering creativity. The concept of personalized learning is employed to get away from the notion of “lesson” by designing topic- case- project-based forms of learning. The ultimate goal is to envision new approaches and to discuss some motivating pedagogies that help teaching the diverse topics related to professional practice and career development.

Pour en savoir plusWorkshop 5C - Researching Our Practice: Using Action Research in the Engineering Classroom

June 09, 2019, 16:30 - 18:00

Deborah Tihanyi, Lisa Romkey and Kimia Moozeh (Toronto)

The workshop will provide participants with an overview of action research, including its underlying theoretical perspective. A particular focus will be on methods and methodologies that support an interpretivist and/or constructivist perspective, as we examine the practice of acting as both “teacher” and “researcher”.

Workshop participants will engage in an activity that simulates the generation and analysis of qualitative data from an action research project. Through taking on the roles of students and instructor(s) in a simulated classroom activity, participants will work to identify strategies for data collection (and observation) in teaching practice. Participants will have the opportunity to discuss their findings and place them into a larger context of the engineering education landscape. This discussion will allow participants to plan for possible ways to implement this kind of research in their own classrooms.

Pour en savoir plusWorkshop 5D - Including the Arts in engineering education

June 09, 2019, 16:30 - 18:00

Hanan Anis and Justine Boudreau (Ottawa)

The benefits of exposing engineering students to the arts are well known. This includes creativity, interpersonal communication skills, interdisciplinary sensitivity and culture and civic responsibility. However, integrating the arts in engineering education is more challenging for a variety of well-known reasons. This workshop explores the benefits as well as the challenges faced in doing precisely that over the past 3 years at the University of Ottawa. The workshop will include a panel of stakeholders involved in developing a design challenge as well as in an engineering design course. The panel will help you gain various perspectives including that of the instructors, teaching assistants and students in including the arts in engineering at the University of Ottawa.

Politique d'annulation et de remboursement

Notification of conference registration cancellation must be received by phone or e-mail by May 3, 2019 in order to receive a refund of a paid registration fee, less an administration fee of $100 CAD.

After May 3, 2019 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, 2019.  

Memberships will not be refunded.

Apprendre pour apprendre - Préparation de futures Ingénieurs

University of Ottawa

Ottawa, Ontario

juin 8, 2019 - juin 12, 2019

This is a question?