This work reviews best practices in first-year engineering design courses at 40

The purpose of this Participatory Action Research (PAR) project is to share with the CEEA-ACEG membership the Indigenous initiatives being taken in CEAB accredited engineering programs across Canada. We received contributions from 24 institutions and 4 organizations, from which 11 categories of initiatives emerged. The intention is to create an ethical space where Indigenous and non-Indigenous engineering educators can learn from one another, and work together guided by Etuaptmumk (Two-Eyed Seeing), to advance Indigenous ways of knowing and being in engineering in Canada. This project is ongoing. Contact us if you wish to contribute and/or engage in the projects arising from this work.

No abstract

Abstract

Professor Bazylak brings his engineering, education, and design experience to his role at the University of Toronto. His primary duty is coordinating and teaching an award winning first year design and communications course (Engineering Strategies and Practice). As well he conducts action-based research into improving the learning experience of undergraduate engineering students and increasing diversity in the profession, particularly women and Aboriginals (Native Americans). Professor Bazylak started his career as a manufacturing engineer in a new product introduction division of a large telecommunication manufacturer. He returned to academia joining the University of Victoria first as an engineering co-operative education coordinator and then as an engineer-in-residence. He joined the University of Toronto as a teaching focused professor where he is heavily involved in design education and diversity studies. Prof. Ruth A Childs, University of TorontoRuth Childs is an associate professor in the Department of Leadership, Higher and Adult Education at the University of Toronto and a past president of the Canadian Educational Researchers' Association. She teaches courses in research design and measurement theory and has conducted many studies investigating the design and equity of large-scale assessments, admissions processes, and other evaluation systems. Her most recent large research projects investigated how elementary students deal with uncertainty when answering multiple-choice questions and what Ontario's universities are doing to improve access for underrepresented groups. Methodology for Studying Gendered Differences Amongst Secondary Student Perceptions of Engineering AbstractThe causes of under-representation of females in engineering continue to evade the engineering profession. The literature contains many research studies investigating the reasons behind this under-representation, but no definitive causes have been determined. Another unexplained phenomenon is the non-uniform female enrolment across the different engineering disciplines, with disciplines such as chemical engineering having a higher female enrolment than mechanical engineering. We hypothesize that secondary students' gendered perceptions of the engineering profession and education programs, the disciplines, the typical engineering skill set, and selfevaluation against this skill set partially explain the under-representation and non-uniform discipline subscription. This focus of this work, which is the first stage of this multi-stage project, was to design and validate a survey tool to test our hypothesis.