A NOVEL FACULTY-WIDE APPROACH TO TEACHING SECOND YEAR ENGINEERING DESIGN AND PROFESSIONAL PRACTICE

• Published in: Proceedings of the Canadian Engineering Education Association (CEEA) 2012-06
• Main Authors: Strong, David S, Frank, Brian
• Format: Article
• Language: English
• ISSN: 2371-5243; 2371-5243
• DOI: 10.24908/pceea.v0i0.4639

In the 2011-2012 academic year Queen’s University introduced a new second year faculty-wide design course as part of its initiative to create a four year Engineering Design and Practice Sequence (EDPS) in all engineering programs. This paper discusses the structure, delivery, results, and feedback on the first offering of the second year EPDS course. Based on learning objectives developed by a faculty-wide curriculum committee, the one-term course was designed with a novel hybrid delivery process. The structure incorporates common instructional material and integrated projects across all departments during the first half of the course, and continues with discipline-oriented projects to enhance and reinforce the overall learning objectives through the latter half. Over 600 second year students from the Faculty of Engineering and Applied Science were enrolled, and more than a dozen instructors and 34 teaching assistants were involved in the course delivery over both academic terms. Details of the course structure, examples of instructional material and projects, and feedback from all representative parties are discussed.