Lower division engineering courses are important yet hard to teach as many students find these highly abstracted material hard to comprehend. Recent studies have suggested that flipped classroom teaching has potential to improve the teaching and learning of lower division engineering courses. While some educators are optimistic about the potential…

Standards-based grading (SBG) tightly links student assessment to course learning objectives, providing students with meaningful feedback. A well-designed SBG system should ease first-year engineering (FYE) students' transition to tertiary education by setting clear expectations and enabling self-monitoring of learning progress. However, when…

In order to develop the evaluative skills necessary for successful performance of design, a senior, Geotechnical Engineering course was revised to immerse students in the complexity of the design process utilising a project-based learning (PBL) approach to instruction. The student-centred approach stresses self-directed group learning, which…

This paper introduces a graduate course, continuum mechanics, which is designed for and taught to graduate students in a Mechanical Engineering (ME) program. The significance of continuum mechanics in engineering education is demonstrated and the course structure is described. Methods used in teaching this course such as topics, class…

This paper presents a series of activities and educational strategies related to the teaching of digital electronics in computer engineering. The main objective of these methodologies was to develop a final tutored coursework to be carried out by the students in small teams. This coursework was conceived as consisting of advanced problems or small…

A summer academy is held for grade 9-12 high school students at the University of Toronto, Toronto, ON, Canada, every year. The academy, dubbed the Da Vinci Engineering Enrichment Program (DEEP), is a diverse program that aims to attract domestic and international high school students to engineering and sciences (and possibly recruit them). DEEP…

Undergraduate and graduate engineering training differ significantly. The former looks to established protocols and formulas to design and control processes while the latter often involves questioning established protocols and formulas to better suit and describe phenomena. Although we do not dispute the benefits of practical hands-on approaches,…

A video-based format was used during a graduate seminar course designed to educate students on the nature of catalysis, to help transfer information among students working on similar problems, and to improve communication skills. The mechanics of and student reaction to this seminar course are discussed. (JN)

Students complete a project at Ohio University to understand the process of plant design. This and other goals of a plant design course are discussed, including student/instructor presentations and typical problems confronted by the instructors of the course. (JN)

Outlines a graduate course, "Microbial Systems Analysis," for students in chemical and environmental engineering or engineering mechanics, as well as microbiology, ecology and biotechnology. Describes the objectives, structure and laboratory experiments for the course. (YP)

Explores the inclusion of risk reduction, as it relates to the handling of hazardous materials, within the chemical engineering curriculum and current teaching efforts on this topic at the University of Louisville. Includes common course outlines, selected textbooks and other required materials, guest lecture list by topic, and examples of…

Four European universities have developed a transnational taught master's course in construction management which requires study in three countries. The development of the course is explained, course objectives are given, and the structure and curriculum of the course is outlined, together with a description of the international approach to…

Discusses the use of varied resources to conduct undergraduate systems design courses at the Drexel University with the support of the Sloan Foundation. The purpose is to provide students with an ability to develop solutions to problems encountered in a real, living, and dynamic situation. (CC)