Project Team
- Carolyn Labun. Professor of Teaching, School of Engineering (Lead Applicant)
- Cindy Bourne, PhD candidate (Faculty of Education) and Manager, Learning and Academic Support, Learning Centre, AVP Students
- Megan Briskham, Curriculum & Accreditation Assistant, School of Engineering
- Yang Cao, Associate Professor of Teaching and Associate Director Undergraduate, School of Engineering
- Shelir Ebrahimi, Sessional Instructor, School of Engineering, School of Engineering
- Jannik Eikenaar, Sessional Instructor, School of Engineering, School of Engineering
- Ayman Elnaggar, Assistant Professor of Teaching, School of Engineering
- Richard Klukas, Associate Professor, School of Engineering
- Renee Leboe, Engineering Advisor, School of Engineering
- Laura Patterson, Senior Instructor, School of Engineering
- Ahmad Rteil, Assistant Professor, School of Engineering
- Ray Taheri, Associate Professor of Teaching, School of Engineering
- Claire Yang, Associate Professor of Teaching, School of Engineering
Themes
- Professional Skills and Competencies
Year
2017
About the Project
Introduction to Engineering (I2E) is a co-curricular program that introduces all first-year engineering students to graduate attributes supporting personal and professional development. Embedded in the first year of study and developed further in three pillar courses (second-year design, third-year project management, and fourth-year capstone), I2E is the cornerstone for three optional certificate programs under development by the School of Engineering (SOE): Engineering Leadership, Global or Humanitarian Engineering, Professional and Technical Communication. I2E introduces students to engineering attributes (required by the Canadian Engineering Accreditation Board) that will support their academic and professional success: individual and teamwork skills, professionalism, ethics and equity, and life-long learning. I2E supports engineering students in developing healthy and sustainable practices, positive and robust engineering identities, and the metacognitive skills (self-analysis, self-knowledge) necessary for mature professional behavior. Assessment mechanisms (including reflection) and formative feedback will help students incorporate their learning in their lives, both as students and as professionals.