scholarly journals From Our Perspective: Undergraduate And Faculty Women In Electrical And Computer Engineering Programs On Recruitment, Retention, And What Really Works

2020 ◽  
Author(s):  
Amy Malady ◽  
Whitney Bopp ◽  
Alexa Jones ◽  
Brittany McNair ◽  
Kim Norris ◽  
...  
Keyword(s):  
Computer Engineering ◽  
Engineering Programs ◽  
Faculty Women

Experiences in starting computer engineering programs (panel session)

2000 ◽  
Vol 32 (1) ◽  
pp. 401-402
Author(s):  
Manuel A. Pérez-Quiñones ◽  
Robert Bryant ◽  
Fred Springsteel ◽  
Anne-Louise Radimsky ◽  
Daniel D. McCracken
Keyword(s):  
Computer Engineering ◽  
Engineering Programs ◽  
Panel Session

scholarly journals Curriculum Management and CEAB Outcome Reporting: Recent Activities at the University of British Columbia

2013 ◽  
Author(s):  
S. Nesbit ◽  
S. Wilton ◽  
A. Ivanov ◽  
T. Froese ◽  
R. Sianchuk
Keyword(s):  
Learning Goals ◽  
Student Perspective ◽  
Management Approach ◽  
Computer Engineering ◽  
Curriculum Management ◽  
Engineering Programs ◽  
Assessment Protocol ◽  
University Of British Columbia ◽  
Data Collection Process ◽  
Working Together

Since 2010, the departments of Civil Engineering, and Electrical and Computer Engineering have partnered in the development of a program assessment protocol aimed at determining how well graduating students achieve independently created Program Learning Goals (PLGs). More recently, the departments are working together to prepare for CEAB Accreditation visits in 2014. This has been a fruitful partnership in part because of the very different undergraduate engineering programs offered by the two departments.This paper reports the curriculum management approach that has emerged from the collaboration between the twoengineering departments, data that has been collected to test hypothesized assessment protocols, and results from a pilot data collection process developed for CEAB outcomes and continual improvement purposes. The paper highlights the management approach, which is based on the conceptualization of the engineering programs as socio-curricular systems, the development of PLG indices, and results from the pilot CEAB outcomes reporting that involves the collection of triangulated data, i.e. the collection of data from the faculty perspective, the student perspective, and the perspective of the Professional Engineering community.

scholarly journals PEDAGOGICAL RESEARCHES CONDUCTED AT UNIVERSITÉ DE SHERBROOKE

2013 ◽  
Author(s):  
Gérard Lachiver
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Computer Engineering ◽  
Faculty Involvement ◽  
Engineering Programs ◽  
Research Activities ◽  
One Year ◽  
Pedagogical Research ◽  
Teaching Learning

The USherbrooke Faculty of Engineering is recognized as a leader in innovation and research in engineering education. The Université de Sherbrooke was the second university in Canada to offer co-op programs for its students in 1966 and is now among the top 10 higher education institutions in North America for the significance of its co-op system. The faculty of engineering was the first in Canada to offer an undergraduate mechanical engineering program based on professional competencies with design as the ultimate competency integration activity - the backbone of the entire program. In 2001, we introduced completely redesigned electrical and computer engineering programs based on two complementary frameworks. The first one is a competency-based framework used to have a better alignment between teaching/learning activities, program objectives and competences development. The second one, called the learning framework, introduces a paradigm shift from passive to active learning methodologies with the deployment of problem and project based learning situations. Over the years, the faculty of engineering has developed many original approaches to both design of curriculum and faculty organisation. We also developed considerable expertise to improve teaching and learning especially integration of curriculum elements, the development of team skills and of a professional culture, the use of design projects extending over more than one year with links to industry, the use of portfolio to track competencies development, active learning environment such as problem and project-based learning and in utilising novel assessment techniques to improve learning. All these initiatives have been made possible by creating winning conditions to involve faculty members in pedagogical research activities and implementation methodologies. To do that we provided institutional financial support (faculty, university), encouragement, teaching load relief, recognition of faculty involvement in tenure and promotion, professional support for CEAB accreditation requirements, etc.

scholarly journals SOME CHALLENGES IN THE DESIGN AND EDUCATION OF INTELLIGENT MACHINES AND SYSTEMS

2011 ◽  
Author(s):  
Witold Kinsner ◽  
Yingxu Wang
Keyword(s):  
Undergraduate Students ◽  
Human Perception ◽  
Physical World ◽  
Practical Reasons ◽  
Computer Engineering ◽  
Human Beings ◽  
Engineering Programs ◽  
Intelligent Machines ◽  
Design Paradigm ◽  
Systemic Problems

Numerous attempts are being made to develop machines that could act not only autonomously, but also in anTo achieve such an ambitious goal requires solutions to many problems, ranging from human perception, attention, concept creation, cognition, consciousness, executive processes guided by emotions and value, and symbiotic conversational human-machine interactions. This paper discusses some of the challenges emerging from this new design paradigm, including systemic problems, design issues, teaching the subjects to undergraduate students in electrical and computer engineering programs, research related to design. increasingly intelligent and cognitive manner. Such cognitive machines ought to be aware of their environments which include not only other machines, but also human beings. Such machines ought to understand the meaning of information in more human-like ways by grounding knowledge in the physical world and in the machines' own goals. The motivation for developing such machines range from self-evidenced practical reasons such as the expense of computer maintenance, to wearable computing in health care, and gaining a better understanding of the cognitive capabilities of the human brain.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

2019 ◽  
Author(s):  
Philippe Kruchten ◽  
Paul Lusina
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Lessons Learned ◽  
Computer Engineering ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Capstone Courses ◽  
Evaluation Scheme ◽  
Capstone Design Courses ◽  
Capstone Design

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.  

scholarly journals External Assessment of Engineering Programs

2012 ◽  
Author(s):  
Ken Ferens
Keyword(s):  
Focus Group ◽  
Work Force ◽  
Computer Engineering ◽  
Engineering Programs ◽  
External Assessment ◽  
New Graduates ◽  
Life Long Learning ◽  
Secondary Purpose ◽  
University Of Manitoba

This paper reports on an Industry Focus Group Forum, which was held 20 October 2011. The purpose of the forum was to obtain local Industry’s perception and opinions of the strengths and weaknesses of new engineering graduates from the Department of Electrical and Computer Engineering, University of Manitoba at the time they enter the work force. Key strengths of best-in-class engineering employees were identified, such as attitude, knowledge base, creativity, communication, and initiative. While these were the attributes of best-in-class employees, they represented goals to which new graduates should aspire. The industry members also identified weaknesses of new engineering graduates, such as life-long learning, practical aspects, engineering tools, and communication. The strengths and weaknesses were mapped to Canadian Engineering Accreditation Board attributes for validation. The secondary purpose of the forum was to establish a process by which the Faculty can assess their graduates at the time they enter the workforce. The process involved external opinions of the quality of the Faculty’s new graduates.

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