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2007 St.Lawrence Section Meeting

Authors

Chirag Variawa

issues and some(as in the case of the Rowing Club) are actually resolved because of the approaches outlined inthe student CDS reports. Furthermore, since ESP II is a first year course, it also acts to retain asmany engineering students due to the nature of the course. Professor McCahan also notes that,“due to these ESP courses, many departments in the faculty have elected to remove upper yeardesign courses… and this is a source of concern.” (3) The students, in fact, echo this opinion as80% of the participants say that they have few-to-none PBL-based courses in their undergraduatecurriculum, except for ESP II. Although this proves that PBL courses are in high demand amongmany students, having them relate to real-world issues is also very

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2007 St.Lawrence Section Meeting

Authors

Doug Reeve P.Eng.; Annie Simpson; Veena Kumar; Emma Master; Dave Colcleugh; Greg Evans P.Eng.

AppliedChemistry and was funded to be implemented Faculty-wide in 2006. The programincludes department-based co-curricular activities, a new senior-level course onleadership and support for leadership development in extra-curricular clubs and studentgovernment. As an example of Leaders of Tomorrow co-curricular activity, the thirteen-week, Friday-afternoon summer program is described. The Vision, Mission, Values, andBeliefs for Leaders of Tomorrow were developed through extensive discussion anddebate, incorporating the perspectives of faculty, staff and students. Our Vision: Anengineering education that is a lifelong foundation for transformational leaders andoutstanding citizens.IntroductionLeaders of Tomorrow, The University of Toronto Faculty of

Collection

2007 St.Lawrence Section Meeting

Authors

Chioma Ekpo

invariably declare, “I want a job,” or ask, “Will you find me a job?” Theprevalent perception among students, faculty, and the industries we serve, is that the program’sgoal is to find students jobs. In fact, since 2004, our primary goal has been to provide studentswith the tools they need to self-assess and identify their interests, skills, and passion as a meansof connecting them with opportunities that will advance their career objective. The purpose ofthe program is thus shaped within a wider framework concerned with student development,rather than the narrow objective of simply finding a job. The idea is that if a student is notengaged and challenged in the workplace, if a student does not achieve the right “fit,”productivity is affected and

Collection

2007 St.Lawrence Section Meeting

Authors

Chirag Variawa; Susan McCahan

Evaluation of the Accessibility of Engineering Vocabulary Chirag Variawa and Susan McCahan University of TorontoAbstract:Do engineering instructional materials at the university level contain identifiable barriers tosuccess unrelated to course objectives? This is a growing concern as the population of studentsbecomes more diverse. And if there are barriers, how prevalent is this issue and can thesebarriers be characterized in a way that allows the instructor to easily identify and remove ormitigate them? In response to these questions, a research study is being conducted to at theUniversity of Toronto to look at the accessibility of the language used on

Collection

2007 St.Lawrence Section Meeting

Authors

Colin Campbell; Steve Lambert; Oscar Nespoli

Waterloo Engineering Design Case Studies Group Colin Campbell, Steve Lambert, Oscar Nespoli University of Waterloo, Ontario, Canada (http://design.uwaterloo.ca)1. AbstractIn this paper we provide an overview of the Waterloo Engineering Design Case Studies Group inthe Faculty of Engineering at the University of Waterloo. The mission of the three membergroup (growing to five) is: to develop a culture of learning excellence based on the philosophyof design and the mechanism of cases.The group’s essential goals are to: give engineering students necessary design skills andexperience to design innovative products, foster teamwork and multi

Collection

2007 St.Lawrence Section Meeting

Authors

Deborah Tihanyi; Margaret N. Hundleby

.[8] E. Guba and Y. Lincoln, Fourth Generation Evaluation, Newbury Park, CA: Sage, 1989.[9] J. Lave and E. Wenger, Situated Learning, New York: Cambridge UP, 1991, 2006.[10] E. Wenger, Communities of Practice: Learning, Meaning and Identity, New York: Cambridge UP, 1998, 2005.[11] G. E. Dieter, Engineering Design: A Materials and Process Approach, 3rd ed., McGraw-Hill Ryerson, 2000,1991, 1983, in Engineering Strategies and Practice, Custom Publication for University of Toronto, McGraw-HillRyerson, 2004.Biographical InformationDeborah Tihanyi is a Lecturer in the Engineering Communication Program in the Faculty of Applied Science andEngineering at the University of Toronto, where she has taught for the past six years. She has presented papers

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2007 St.Lawrence Section Meeting

Authors

Willem H. Vanderburg

preventiveapproaches in a new curriculum developed at the Centre for Technology and SocialDevelopment at the University of Toronto. Eventually this approach could help society addressthe ever-more pressing challenges of this century.Our Current Knowledge InfrastructuresThe evolution of contemporary ways of life is deeply affected by the decisions of countlessspecialists based on an established intellectual and professional division of labour. Thesespecialists belong to groups responsible for advancing and applying a body of knowledge.Jointly, these bodies of knowledge constitute knowledge infrastructures that support the manydecisions that evolve these ways of life. The following three characteristics of these knowledgeinfrastructures are of concern. First