Design of an Introductory Engineering Design and Communication Course Which Integrates First Semester Courses

Bedi, Sanjeev; Hulls, Carol; Rennick, Chris; Robinson, Mary Ann; Melek, William

doi:10.24908/pceea.v0i0.9477

Cited by 5 publications

(4 citation statements)

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“…Instead of simply updating the labs with new exercises, the course instructor, with assistance from the Engineering IDEAs Clinic, developed a project that connects to what is taught in all five 3A courses. Significant work has been done on the integration of courses within the Engineering faculty at Waterloo [6] [7] [8] [9] over the last several years. Compared to prior work at Waterloo, this project redesign was different as it takes place not in a design course, but in a complex, third year engineering science course with a very steep learning curve.…”

Section: Methodsmentioning

confidence: 99%

An Integrative Project in Microprocessor Interfaces

Giannikouris

Rennick

2019

PCEEA

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In the third-year microprocessors course given to Mechatronics Engineering students at the University of Waterloo, the lab studies have been redesigned as a scaffolded project. The project aims to provide a more authentic learning opportunity that integrates concepts from the concurrent courses, as well as prior courses. The project was carefully designed to provide some student autonomy while ensuring competence can be achieved by students with a broad range of initial skill levels through the completion of authentic tasks. The impacts of the revised project on student learning were measured using pre- and postproject surveys, course grades and course critiques. Despite significant challenges that were encountered during the first two offerings, the results show that students perceived an increased competence in several key skills, and an increase was seen in overall course satisfaction.

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Section: Methodsmentioning

confidence: 99%

An Integrative Project in Microprocessor Interfaces

Giannikouris

Rennick

2019

PCEEA

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“…In 2014, the Dean of Engineering launched the Engineering Ideas Clinic (EIC) to implement the design lattice vision -and with it Design Days -across the faculty. At the onset, the EIC was comprised of a group of instructors and staff in the Mechatronics Engineering program who had been successfully implementing integrative, hands-on projects for several years (see Hulls et al (2014), Hulls et al (2015) and Bedi et al (2017) for more details on these early initiatives). After two years of successful growth, in 2016 Waterloo was awarded a new Chair in Design Engineering: the NSERC Chair in Immersive Design Engineering Activities (IDEAs) to continue spreading the concept to all years of all programs.…”

Section: Historymentioning

confidence: 99%

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

Hurst¹,

Rennick²,

Bedi³

2019

Proc. Int. Conf. Eng. Des.

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While design is fundamental to engineering practice, modern training in engineering design has almost exclusively moved to the classroom, providing students little exposure to holistic, real-world design experiences that are well-integrated with the rest of the academic curriculum. In this paper, we perform a short review of how the model of engineering education in Canada has evolved over the last two centuries, identify the current deficiencies in teaching design in engineering curricula, and review how Chairs in Design Engineering at various Canadian engineering schools have tackled this identified need. We then describe in detail how this problem is being addressed at the University of Waterloo through Engineering Design Days. This approach is presented as a design “lattice” around which other curriculum threads (math, natural sciences, engineering science, design etc.) can grow in an integrated way. Different Design Days examples from various engineering programs are described to illustrate the general structure. We conclude by assessing the program's impact and identifying opportunities for future development and assessment of the program's effectiveness.

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“…In addition to other topics relating to the engineering profession, it has significant design instruction, and has featured a design project since the program's inception. Since 2013, MTE100 has been a cornerstone course in the students' first term, integrating engineering design with the other subjects, most notably programming and chemistry (see [13], and [14] for more details on these integrative projects). MTE100 has three instructors in total, with one instructor changing from 2019 to 2020.…”

Section: Motivationmentioning

confidence: 99%