1st Year Design at the U of C

874 views

Published on

First Year Design and Communication at the University of Calgary

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
874
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
7
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

1st Year Design at the U of C

  1. 1. First Year Design & Communication at the University of Calgary Dr. Bob Brennan Associate Dean (Academic & Planning) Schulich School of Engineering Dr. Ayo Jeje Associate Dean (Teaching & Learning) Schulich School of Engineering
  2. 2. Outline <ul><li>Engineering Design </li></ul><ul><li>Fourth-year “Capstone Design” </li></ul><ul><li>First-year Design and Communication </li></ul><ul><li>Challenges </li></ul>
  3. 3. Engineering Design <ul><li>Canadian Engineering Accreditation Board (CEAB) </li></ul><ul><ul><li>Engineering design integrates mathematics, basic science, engineering sciences and complementary studies in developing elements, systems and processes to meet specific needs. It is a creative, iterative and often open-ended process subject to constraints which may be governed by standards or legislation to varying degrees depending upon the discipline. These constraints may relate to economic, health, safety, environmental, social or other pertinent interdisciplinary factors. </li></ul></ul>
  4. 4. Engineering Design <ul><li>CEAB Definition </li></ul><ul><ul><li>Engineering design integrates mathematics, basic science, engineering sciences and complementary studies in developing elements, systems and processes to meet specific needs. It is a creative, iterative and often open-ended process subject to constraints which may be governed by standards or legislation to varying degrees depending upon the discipline. These constraints may relate to economic, health, safety, environmental, social or other pertinent interdisciplinary factors. “Inquiry-based Learning” </li></ul></ul>
  5. 5. “Capstone Design” <ul><li>CEAB became more prescriptive in terms of how and where this content is taught in 1996: </li></ul><ul><ul><li>The engineering curriculum must culminate in a significant design experience which is based on the knowledge and skills acquired in earlier course work and which preferably gives students an exposure to the concepts of team work and project management. </li></ul></ul>
  6. 6. The Typical Capstone Design Model <ul><li>Two half-courses </li></ul><ul><ul><li>Design methodology and application </li></ul></ul><ul><li>Inquiry-based learning </li></ul><ul><ul><li>Problem or question driven  design projects </li></ul></ul><ul><ul><li>Small groups / self-directed  teams of 4-5 students </li></ul></ul><ul><ul><li>Critical discourse  design reviews </li></ul></ul><ul><ul><li>Interdisciplinary / research  projects tend to require interdisciplinary knowledge and/or research </li></ul></ul>F W F W 1st 2nd F W 3rd F W 4th Capstone
  7. 7. An Excellent Platform for Inquiry-based Learning …
  8. 8. Only in 4th Year? <ul><li>Common Core Curriculum Redesign (Spring 2000) </li></ul><ul><ul><li>Canadian Academy of Engineering, CEAB, U of C Curriculum Redesign Initiative </li></ul></ul><ul><ul><li>Experiential learning </li></ul></ul><ul><li>Result: 1st Year Design & Problem Solving Stream </li></ul><ul><ul><li>ENGG 251/253 “Design and Communications” </li></ul></ul><ul><ul><li>2 x H(1-4.5) in first year </li></ul></ul><ul><ul><li>Experiential learning design labs (ICT Building) </li></ul></ul>F W F W 1st 2nd F W 3rd F W 4th Capstone Inquiry-based Learning ??
  9. 9. * except ENCM, ENEL, ENSF ** except ENCH, ENOG * except computer, electrical and software engineering ** except chemical and oil & gas engineering
  10. 10. Operational Effect of Change <ul><li>1st Year Design & Communication </li></ul><ul><ul><li>600 students in 2002/2003 </li></ul></ul><ul><ul><li>expanded to 720 students in 2006/2007 </li></ul></ul><ul><li>Doubling of Instruction Hours </li></ul><ul><ul><li>ENGG 215/313: 953 hours </li></ul></ul><ul><ul><li>ENGG 251/253: 1880 hours (2819 hrs post-expansion) </li></ul></ul><ul><li>Increase in Teaching Resources </li></ul><ul><ul><li>Number of instructors increased by a factor of 4.5 </li></ul></ul><ul><ul><li>Number of teaching assistants increased by a factor of 3 </li></ul></ul>
  11. 11. First Year Design Labs “ Coaches” Instructors Design Studio Design Studio Design Studio Shop Broadcast
  12. 12. Experiential Learning Spaces
  13. 13. Tools of the Trade …
  14. 14. Design/Build Experiences Ready … Set … Go!
  15. 15. Challenges - Large Classes <ul><li>“ Hand-on” Design </li></ul><ul><ul><li>providing a significant “hands-on” design experience to 720 students </li></ul></ul><ul><li>Course Co-ordination </li></ul><ul><ul><li>getting the message out (communication) </li></ul></ul><ul><ul><li>managing a large teaching team </li></ul></ul><ul><ul><li>managing multiple student projects </li></ul></ul><ul><li>Course Objectives </li></ul><ul><ul><li>appropriate student projects </li></ul></ul><ul><ul><li>appropriate intended learning outcomes </li></ul></ul><ul><li>Space </li></ul><ul><ul><li>specialized teaching labs </li></ul></ul>
  16. 16. Challenges - Assessment <ul><li>Subjective </li></ul><ul><ul><li>“ good design” vs. “good design process” </li></ul></ul><ul><ul><li>Competency-based </li></ul></ul><ul><li>Broad range of assessment tools </li></ul><ul><ul><li>Performance assessment of processes or products </li></ul></ul><ul><ul><li>Oral communication </li></ul></ul><ul><ul><li>Portfolios </li></ul></ul><ul><li>Reliability </li></ul><ul><ul><li>Consistency across judges </li></ul></ul><ul><ul><li>Consistency across forms of assessment </li></ul></ul><ul><li>Grading </li></ul><ul><ul><li>Aggregating varied assessments into an overall letter grade </li></ul></ul>
  17. 17. Challenges - Instruction <ul><li>Teaching Workloads </li></ul><ul><ul><li>Teaching workload is approximately double that of other engineering science courses </li></ul></ul><ul><ul><li>Given that the model involves a fall term course and a winter term course, this requires higher than normal annual workloads </li></ul></ul><ul><li>Teaching Skill Sets </li></ul><ul><ul><li>These courses also require instructors with special skill sets that are not common in typical engineering departments: i.e., visual, oral and written communication. </li></ul></ul><ul><li>Teaching Assistants </li></ul><ul><ul><li>These courses rely heavily on a large team of teaching assistants </li></ul></ul><ul><ul><li>Like the instructors, the teaching assistants’ load is higher (60 hrs/term vs. 40 hrs/term) and they must have engineering design, visual, oral and written communication skills </li></ul></ul>

×