Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs.

The implementation of Students-as-Partners (SaP) with instructors in the co-development of curriculum is becoming an increasingly popular pedagogical model.   Enhanced learning outcomes, student satisfaction, and skill development have been demonstrated as a result of SaP work. Engineering educators stand to benefit from this approach, however further investigation is needed to better understand the implications of SaP work on curriculum development processes. Thus, the primary goal of this paper is to provide an analysis of the complexities of the Students-as-Partners approach from an experiential lens of curriculum design in first-year engineering.  This study uses a collaborative auto-ethnographic approach to draw from instructor and student written reflections on the process and experiences of working within the SaP model on a first-year engineering curriculum development project. Common themes were identified and synthesized from individual reflections. Important considerations of a partnership include creating a positive climate, pre-existing perceptions of power, framing the project with intention, and taking advantage of niche areas of expertise. Various forms of motivation were also found to influence the partnership dynamics and outcomes. Restraints of partnerships in general were identified in the unequal student representation and the difficult balance of providing guidance and instilling ownership. These findings provide key considerations to engineering educators who may find the SaP approach a viable option in curriculum development processes.

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Support taking through bracing or leaning while performing manual tasks is known to enhance the capability of the operator. However, simulation of this natural and biomechanically signicant behaviour in a DHM environment is either not possible or calls for signicant expertise and planning on the part of the simulation engineer. While manual simulation is time-consuming and error-prone, an algorithmic procedure is expected to enhance eciency and versatility in the simulation of diverse work environments and what-if scenarios. This paper presents a computational method for determining the location of and reaction at a support point on a given surface that is most advantageous for performing a task. The method also evaluates dierent possible support combinations and the associated optimal postures for performing a given task. The method is illustrated through one-handed reach and supported sitting tasks. Given the task and the environment, the simulation is performed without the need for any user intervention.

Educational innovations and just-in-time supports spread more quickly through social networks thanthrough traditional dissemination avenues. Therefore, in coordinating national level support efforts for the shift to online and remote learning during the COVID-19 pandemic, one of the principal strategies of theEngineering Collaboration for Online and Remote Education (E-CORE/CIEL) Project was to developnational Communities of Practice (CoPs) to foster connections between instructors. Using an autoethnographic process, this reflective paper aims to synthesize the learnings from the team working to cultivate these CoPs. The analysis of the reflections provides insight on: the needs of the Canadian community of engineering educators during a year of remote education, the perceivedbenefits of engaging in CoPs, considerations for cultivating CoPs in different contexts, andrecommendations for future cross-institutional CoP efforts.