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- ItemOpen AccessThe 13th International CDIO Conference Proceedings - Full Papers(2017-06) Brennon, Robert; Edström, Kristina; Hugo, Ronald J; Roslöf, Janne; Songer, Robert; Spooner, DanielThe 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
- ItemOpen Access2018 University of Calgary Conference on Postsecondary Learning and Teaching: Students as Creators, Drivers, Innovators and Collaborators(2018-05) Kenny, Natasha; Jeffs, CherylThe 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.
- ItemOpen Access2019 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, NatashaHow 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.
- ItemOpen AccessA 20th century pediatrician and the emergence of modern day pediatrics(2007) Berger, Mike
- ItemOpen Access21st Century Benchmarks for Library Technologies(2012-05-18) Sadler, ShawnaFrom 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.
- ItemOpen Access5th 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.
- ItemOpen Access5th Rocky Mountain Muscle Symposium(Faculty of Kinesiology, 2023-05-19) Joumaa, Venus; Hessel, Anthony; Nishikawa, Kiisa; Millard, Matthew; Han, Seong-won; Bell, Kaylyn; Leonard, Tim; Kaya, Motoshi; Corr, David; Swank, Douglas; Corvelyn, Marlies; Sahani, Ridhi; Mazara, Nicole; Moo, Eng Kuan; Granzier, Henk; Oldshue, Ashley; Adkins, Amy; Loya, Amy; Boldt, Kevin; Desloovere, Kaat; Fukutani, Atsuki; Martino, Giovanni; De Beukelaer, Nathalie; Horslen, Brian; Agen, Anouk; Costamanga, Domiziana; Swank, Doug; Holt, NatalieProceedings from the 4th Rocky Mountain Muscle Symposium, Canmore Nordic Centre, June 19-21, 2023.
- ItemEmbargoAboriginal Man and Environments on the Plateau of Northwest America(The University of Calgary, 1971) Stryd, Arnoud H.; Smith, Rachel A.
- ItemOpen AccessAbstracts from the Vancouver 2008 CAPE Symposium(2008-09-27T19:46:55Z) Scott B. PattenThe 2008 CAPE Symposium was sponsored by the Faculty of Health Sciences at Simon Fraser University. This pdf document contains the abstracts of papers and posters presented at the Symposium.
- ItemOpen AccessAcademic libraries and the pandemic: lessons learned and future plans(2023-04-28) Mahsud, Khadija; Ansar, SumayyaIn this video poster presentation, the presenters will discuss how their library, at an overseas Canadian university, responded to the COVID-19 pandemic, as well as share what their “new normal” looks like. While our library’s function as a physical hub was severely hampered, it continued to play its role as a resource and saw more and more patrons turn to it for academic support. Given the disruption of normal library services, including the opportunity to seek information through the physical library help desk, blended services were offered through restricted physical library access and digital resources. Parallel to online class delivery, the library introduced an increased number of electronic devices, discussion forums, course-specific digital resources and chat services for engaging our university community. Even though we are now once again engaging face-to-face, there remains a need for instruction and resources to navigate an online environment (Ziv & Bene, 2022). In the case of students, especially those suffering from social inequalities, it can be harmful to buy into the myth that they are digital natives (Enyon, 2020), with the know-how to operate in and analyze online environments. Similarly, faculty may no longer need the level of support they did during emergency remote teaching, but there is always room for improving teaching-with-technology methods. The pandemic cemented the core role libraries play in promoting and supporting information and digital literacy. The presentation will discuss the practices that the library is consciously continuing with post-pandemic. References Enyon, R. (2020). The myth of the digital native: Why it persists and the harm it inflicts. In Burns, T. and F. Gottschalk (Eds.), Education in the Digital Age: Healthy and Happy Children (pp. 131 - 143). OECD Publishing. https://doi.org/10.1787/1209166a-en Ziv, N., & Bene, E. (2022). Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation. College & Research Libraries, 83(6), 905–925. https://doi.org/10.5860/crl.83.6.905
- ItemOpen AccessThe Academic Support Peer Program: How developmental advising creates mutually beneficial mentorship(2013-05-15) Ross, Roxanne; Huggins, Carina; Stewart, Julie; Elliot, Claire; Siu, Jack
- ItemOpen AccessAccess to Health Care Services:Recommendations for Homeless Shelters from Women Shelter Consumers(2009) Newman, Jennifer; Walsh, Christine A.
- ItemOpen Access
- ItemOpen AccessAction-Based Psychosocial Reconciliation Approach: Canadian Counselling Psychological Contribution to Interpersonal Reconciliation in Post-Genocide Rwanda(2019-10) Minami, MasahiroThe author introduces rural communities in post-Genocide Rwanda, where needs for interpersonal and psychosocial reconciliation between survivors and perpetrators of the 1994 Genocide against the Tutsis are grave. The author illuminates unintended yet common side effects of forgiveness-seeking as a method of interpersonal reconciliation, including the dignity injuries this approach has brought to survivors. An overview of an alternative approach to interpersonal reconciliation, termed Action-Based Psychosocial Reconciliation Approach, will be introduced along with its conceptual-empirical foundations and beneficial effects. The second half of the paper discusses the author’s personal reflections on how his training in the context of Canadian counselling psychology has shaped and continues to guide his ongoing work supporting community psychosocial reconciliation in Rwanda. The author shares his views on the relational signature of the counselling psychological approach, its applied nature, a directionality of scholarship, its harmonious fit with the field of mental health services research and praxiological epistemology, and ethicality of engagements. The author concludes with a call to fellow Canadian counselling psychologists for their active participation in international/global endeavours.
- ItemOpen AccessActive learning techniques for improving note-taking skills(2015-05-13) Sandblom, NicoleA recent study by Mueller and Oppenheimer (2014) sparked my interest into more carefully considering student note-taking. Perhaps every instructor and student has strong opinions about “notes”. What should be the instructor role in note-taking? What should be the student role? What previous experience do our students bring about note-taking and what are their expectations about our role? One of the seven research-based principles outlined by Ambrose et al. (2010) emphasizes our key role in developing self-directed learners. In this context, how can we enhance note-taking in the classroom? Bonner and Halliday (2006) recommended addressing note-taking strategies deliberately and explicitly throughout a course. This session will involve a brief presentation about my attempts to assist first-semester first-year students with note-taking in a large class lecture-based setting. An additional concern involves how students make meaning of learning activities that are not lecture-based; sometimes getting students to take notes during these settings can be even more challenging. Participants will be engaged in discussions about our own current practices surrounding notes, distinctions between our presenter notes and/or slides versus student-developed study notes, and concerns around technological issues about note-taking. Each participant will: 1. Learn about strategies for developing note-taking skills within the classroom, 2. Discuss current practices, 3. Discuss current challenges and consider strategies to identify and overcome them.