The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!

Jamieson, Marnie V.; Church, Len; Vagi, F.; Pick, William M.; Onuczko, Tracy; Nychka, John A.; Nocente, Norma; Shaw, John M.

doi:10.24908/pceea.v0i0.5752

Cited by 6 publications

(17 citation statements)

References 14 publications

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“…T A B L E 1 Key metacognitive strategies for engineering students [1][2][3][4]6,11,12,[14][15][16][17][18][19]26,27,35]…”

Section: What Defines An Engineering Learning Culture? Why Is It Rementioning

confidence: 99%

“…Planning and organization [1,3,6,15,[17][18][19]26,35] Students must learn how to plan, monitor, and evaluate short and long-term tasks. Writing and thinking about tasks is required.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

“…Setting and pursuing goals [2,6,15,18,19,26,27,35] Goal setting provides motivation and accountability in learning and in engineering.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

“…Self evaluation and monitoring [1][2][3][15][16][17]19,26,27,35] Self evaluation with respect to goal progress, achievement, knowledge, and cognitive and emotional regulation.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

“…[11,12] The engineering education and practice framework was developed using qualitative analyses of interdisciplinary and graduate attribute literature [11] and the ongoing use of a continual improvement process. [1][2][3][4]11,12,[16][17][18][19] The framework provides general guidance on the key types of learning experiences required and the continual improvement process is used to more effectively target course improvements needed for students to excel. It can help guide a plan for short and long-term course and program development.…”

Section: Introductionmentioning

confidence: 99%

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Teaching engineering for a changing landscape

Jamieson

Shaw

2019

Can J Chem Eng

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Engineering educators face a rapidly changing, and ever more challenging world. Rapidly evolving industry demands, accreditation agencies, and students themselves are calling for an engineering education with integrated multidisciplinary design knowledge, leadership, communication, business, education, entrepreneurship, sustainability, and lifelong learning explicitly included in their undergraduate programs. Students still need the core content knowledge of thermodynamics, mass, energy, and momentum balances and fluxes. They also need integrated socio‐contextual knowledge to evaluate a design for sustainability and demonstrate a net positive social benefit. There is only so much time available in an undergraduate program and learning takes time. These challenges are driving changes to both what and how we teach our students to integrate broader competencies and enhance engineering student graduate attribute achievement. A framework for engineering education includes fundamental and socio‐contextual knowledge integrated with metacognitive and professional skill development. This contribution provides practical ideas for how to infuse these dimensions into courses, support the developing engineering practice, and deepen student engagement with their courses.

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“…T A B L E 1 Key metacognitive strategies for engineering students [1][2][3][4]6,11,12,[14][15][16][17][18][19]26,27,35]…”

Section: What Defines An Engineering Learning Culture? Why Is It Rementioning

confidence: 99%

“…Planning and organization [1,3,6,15,[17][18][19]26,35] Students must learn how to plan, monitor, and evaluate short and long-term tasks. Writing and thinking about tasks is required.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

“…Setting and pursuing goals [2,6,15,18,19,26,27,35] Goal setting provides motivation and accountability in learning and in engineering.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

“…Self evaluation and monitoring [1][2][3][15][16][17]19,26,27,35] Self evaluation with respect to goal progress, achievement, knowledge, and cognitive and emotional regulation.…”

Section: Metacognitive Strategy Descriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching engineering for a changing landscape

Jamieson

Shaw

2019

Can J Chem Eng

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Identifying Alternate Resources and Adjusting Expectations for Senior Design Projects During the COVID-19 Pandemic of 2020

Goldberg

2020

Biomed Eng Education

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In March 2020, the COVID-19 pandemic required capstone design course instructors to transition to online learning. Student project teams were denied access to resources needed to construct and test prototypes scheduled to be delivered to project sponsors and clients at the end of the semester. Face-to-face collaboration was replaced with virtual team meetings. At Marquette University, efforts to identify (1) barriers to completing projects, (2) potential alternate prototyping resources, (3) adjustments to expectations of teams, and (4) changes to course deliverable requirements were completed. The results of these activities, the thought process used to guide students through the search for alternate resources, and final outcomes of student projects along with a discussion of what was learned from this experience are presented.

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A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice

Jamieson¹,

Shaw²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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and holds an M.Sc. in Chemical Engineering Education. She is currently the William Magee Chair in Chemical Process Design, leads the process design teaching team, manages the courses and industry interface. Her current research focuses on the application of blended and active learning to design teaching and learning, program content and structure, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce Blended Learning into Engineering Capstone Design Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.

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The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!

Abstract: -The

Cited by 6 publications

References 14 publications

Teaching engineering for a changing landscape

Teaching engineering for a changing landscape

Identifying Alternate Resources and Adjusting Expectations for Senior Design Projects During the COVID-19 Pandemic of 2020

A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice

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