Conferences

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The 13th International CDIO Conference Proceedings - Full Papers
(2017-06) Brennon, Robert; Edström, Kristina; Hugo, Ronald J; Roslöf, Janne; Songer, Robert; Spooner, Daniel
The CDIO approach is an innovative educational framework for producing the next generation of engineers. The aim is an education that supports students in the acquisition of strong technical fundamentals while simultaneously developing the necessary professional skills required of a practicing engineer. This is done by providing students with dual-impact learning experiences that are based upon the lifecycle of an engineering project, the Conceiving – Designing – Implementing – Operating (CDIO) of real-world products, processes, and systems. Throughout the world, more than 135 institutions have adopted CDIO as the framework of their curriculum development. The Annual International Conference is the main meeting of the CDIO Initiative and it includes presentations of papers as well as special seminars, workshops, roundtables, events and activities. The 13th International CDIO Conference takes place in Calgary, Canada, June 18–22, 2017, hosted by the Schulich School of Engineering at the University of Calgary. The organizers together with the City of Calgary welcome you to the event! The main theme of this year is Engineering Education in the Digital Age. It is visible in the keynote presentations, paper presentations, roundtables and workshops. The rich topical program will facilitate lively discussion and contribute to further advancement of engineering education. The conference includes two types of contributions, Full Papers and Projects in Progress. The Full Papers fall into three tracks: Advances in CDIO, CDIO Implementation, and Engineering Education Research. All Full Papers have undergone a full single-blind review process to meet scholarly standards. The CDIO Projects in Progress contributions describe current activities and initial developments, and were selected by the program committee co-chairs based on the submitted abstracts. Originally, 170 abstracts were submitted to the conference. The authors of the accepted Full Paper abstracts submitted 108 Full Paper manuscripts to the peer review process. During the review, 310 review reports were filed by 91 members of the 2017 International Program Committee. Acceptance decisions were made based on these reviews. The reviewers’ constructive remarks served as valuable support to the authors of the accepted full papers when they prepared the final versions of their contributions. We want to address our warmest thanks to those who participated in the rigorous review process. This publication contains the 102 accepted full papers that will be presented at the conference, of which 5 are Advances in CDIO; 48 CDIO Implementation; and 11 Engineering Education Research. These papers have been written by 173 different authors representing 30 countries. This book is available as an electronic publication only. In addition to the Full Papers, 32 CDIO Project in Progress contributions will be presented at the conference and are not included in this publication. We hope that you find these contributions valuable in developing your own research, curriculum development, and teaching practice, ultimately furthering the engineering profession. We also hope that you benefit through the truly unique community of practice that exists within the CDIO Initiative. A total of 80 universities from 35 countries, representing six continents, will be present during the conference. Seize the opportunity to discuss and share with colleagues, as global awareness and partnerships are of major importance in the education of the next generation of engineers. Wishing all of you a wonderful CDIO 2017 experience! Calgary, June 15, 2017
Open Access
2018 University of Calgary Conference on Postsecondary Learning and Teaching: Students as Creators, Drivers, Innovators and Collaborators
(2018-05) Kenny, Natasha; Jeffs, Cheryl
The significant problems we face cannot be solved at the same level of thinking we were at when we created them. – Albert Einstein Who do we send into the world? A world that faces significant challenges and presents endless opportunities. As teachers, we now recognize that we need to nurture kind, informed and courageous individuals — innovators, creators, collaborators, producers, scholars, designers, builders — capable of understanding multiple perspectives and solving problems in order to drive positive, enduring change. Acknowledgement of this need has triggered a transformative shift in postsecondary education from “teaching” to “learning” in the last 25 years. Formerly viewed as institutions to provide instruction to consumers of information, universities are increasingly seen as places to “produce learning” — where the very purpose of education is to elicit student discovery and construction of knowledge, where success is measured in terms of the quality of student learning and of the students themselves. In other words, an approach to learning that has the student at its core. Building on a body of scholarly work and initiatives from Healey and Harrington (2016), Marquis et al. (2016), Cook-Sather (2014), Barr and Tagg (1995), the Students as Producers Initiative from the University of Lincoln, Vanderbilt University, and others, the 2018 University of Calgary Conference on Postsecondary Learning and Teaching “Students as Creators, Drivers, Innovators and Collaborators ” invites you to explore student-directed learning — and the scholarship, approaches, practices and issues that surround it — in the postsecondary context.
Open Access
2019 University of Calgary Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, April 29 to May 1, 2019
(2019-04) Snow, Jessica; Jeffs, Cheryl; Kenny, Natasha
How do we transform education, spark curiosity, drive innovation and prepare students to thrive in their chosen careers? What does learning look like in a postsecondary institution that emphasizes entrepreneurial, creative and critical thinking? How do we design teaching and scholarship that are informed by and contribute to our local, national and international communities? Increasingly, experiential learning is prioritized in higher education. Students demand relevant and meaningful learning experiences and employers expect them to be equipped with the skills required by a changing workforce. This program contains details of the three-day conference and includes biographies of the keynote speakers, session descriptions and presenters.
Open Access
A 20th century pediatrician and the emergence of modern day pediatrics
(2007) Berger, Mike
Open Access
21st Century Benchmarks for Library Technologies
(2012-05-18) Sadler, Shawna
From multi-surface computing walls and touch tables to visualization walls and “magic” globes, new technologies are offering bold ways of accessing and creating information, changing library practices, and energizing a new generation of learners. This panel represents the leading edge of technologists as they push the boundaries of their resources and imagination.
Open Access
5th Annual Designing Libraries Conference Program
(2016-09)
Designing Libraries brings together leading experts from a variety of disciplines who share the common vision of creating innovative environments that meet the current and future needs of students and researchers. This year’s conference covers a broad range of topics, from visualization, virtual reality and maker spaces to innovation in design and architecture. In attendance are librarians, educators, architects and technology innovators from across North America and around the world. Much work has been done here at the University of Calgary to envision nextgeneration libraries. Our library is currently leading a North American study, funded by The Andrew W. Mellon Foundation, to explore the role of academic libraries in enhancing multi-disciplinary research. Scholars from a variety of specializations have contributed.
Embargo
Aboriginal Man and Environments on the Plateau of Northwest America
(The University of Calgary, 1971) Stryd, Arnoud H.; Smith, Rachel A.
Open Access
Abstract Appendix
(Cambridge Scholars Publishing, 2009) Petermann, Lisa; Sun, Kerry; Stahnisch, Frank W.
Open Access
Abstracts from the 2001 Sebastian K. Littmann Research Day
(2007-04-18T20:29:37Z)
Open Access
Abstracts from the 2002 Sebastian K. Littmann Research Day
(2007-04-21T19:56:25Z)
Open Access
Abstracts from the 2003 Sebastian K. Littmann Research Day
(2007-04-21T19:57:22Z)
Open Access
Abstracts from the 2004 Sebastian K. Littmann Research Day
(2007-04-21T19:58:23Z)
Open Access
Abstracts from the 2005 Sebastian K. Littmann Research Day
(2007-04-21T19:59:19Z)
Open Access
Abstracts from the 2006 Sebastian K. Littmann Research Day
(2007-04-21T20:00:37Z)
Open Access
Abstracts from the 2007 Sebastian K. Littmann Research Day
(2007-03-09T01:13:00Z)
These are the abstracts from the 20th Annual Sebastian K. Littmann Research Day. The event was held at the Village Park Inn in Calgary Alberta on March 2, 2007.
Open Access
Abstracts from the 2008 Sebastian K. Littmann Research Day
(2008-05-10T00:57:43Z)
Open Access
Abstracts from the 2009 Sebastian K. Littmann Research Day
(2009-05-07T04:09:51Z)
These are the abstracts from the 2009 Sebastian K. Littmann Research Day.
Open Access
Abstracts from the 2013 CAPE Scientific Symposium
(2013-10-11) Scott B. Patten; Canadian Academy of Psychiatric Epidemiology
These are the abstracts from CAPE's 2013 Scientific Symposium
Open Access
Abstracts from the 2013 Sebastian K. Littmann Research Day
(2013-03-11) Scott B. Patten
The Sebastian K. Littmann Research day for 2013 was held on March 1st at the Kinsmen Learning Centre, Alberta Children's Hospital. These are the abstracts from the event.
Open Access
Abstracts from the 2014 Scientific Symposium
(2015-07-28) Canadian Academy of Psychiatric Epidemiology
These are the abstracts from the 2014 CAPE Symposium held September 10, 2014 in Toronto.