A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice

Marnie V. Jamieson; John M. Shaw

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Continuous Improvement in Engineering Leadership Development Programs
Tagged Division: Engineering Leadership Development
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--31950
Permanent URL: https://strategy.asee.org/31950
Download Count: 687

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Paper Authors

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Marnie V. Jamieson University of Alberta

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Marnie V. Jamieson, M. Sc., P.Eng. is an Industrial Professor in Chemical Process Design
In the Department of Chemical and Materials Engineering at the University of Alberta and holds an M.Sc. in Chemical Engineering Education. She is currently the William Magee Chair in Chemical Process Design, leads the process design teaching team, manages the courses and industry interface. Her current research focuses on the application of blended and active learning to design teaching and learning, program content and structure, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce Blended Learning into Engineering Capstone Design Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.

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John M. Shaw

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John M. Shaw obtained his B.A.Sc. degree in Chemical Engineering and his Ph.D. in Metallurgy and Material Science at the University of British Columbia, Vancouver, Canada, in 1981 and 1985 respectively. In 1985, he joined the Department of Chemical Engineering and Applied Chemistry at the University of Toronto, where he rose to the rank of professor. In 2001, he joined the Department of Chemical and Materials Engineering at the University of Alberta where he holds the NSERC industrial research chair in petroleum thermodynamics.

During his career he has developed expertise in the phase behavior, physiochemical and transport properties of hydrocarbon mixtures from coal liquids, heavy oils and condensate rich reservoir fluids to pure compounds. This led to the establishment of an NSERC (like NSF in the USA) Industrial Research Chair in 2001, a rare honour at that time. He has held visiting scientist/professor positions at the Technical University of Delft (Delft, The Netherlands), the Institut Francais du Petrole (Rueil-Malmaison, France), the Syncrude Canada Research Centre (Edmonton, Canada), the ITESM campus of the Technical University of Monterrey (Guadalajara, Mexico), UPPA (Pau, France) and the TOTAL Research Centre (Pau, France).

In his current role he develops enabling technologies, and methodologies for measuring and calculating thermophysical properties of hydrocarbons, and for selecting industrial processes related to the hydrocarbon production, transport and refining sectors with a global mandate.

He is an associate editor of Energy and Fuels, chairs the conference committee for PPEPPD 2019, chairs the international advisory boards for the European Community Project on Shale and the Environment (SxT) and for Science for Clean Energy (S4CE), another European Community Project (both are led by Alberto Striolo at University College London). He is on the advisory board for Fluid Phase Equilibria and is a member of the International Union of Pure and Applied Chemistry (IUPAC) Project on Recommended Reference Materials for Phase Equilibria Studies (led by Ala Bezyleva, NIST). He sat until recently on the advisory committee for the National High Magnetic Flux Laboratory Tallahassee (FTICR-MS facility, USA), and the Network Coordination Council for the Canadian Oilsands Network of Research and Development (CONRAD). He was a principal Investigator and theme leader for Carbon Management Canada (a Canadian national centre of excellence). He is called upon regularly for advice by government laboratories, universities, and corporations. He has an interest in e-learning, and he likes to ride bicycles and travel!

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Abstract

Applied track – _This abstract will describe a paper that addresses successful educational practices that develop leadership competencies and motivations among engineers, especially those supported by evidence of effectiveness, with a primary focus on application.

Abstract Teaching innovation, teamwork, leadership, and sustainable design are key deliverables for engineering programs and capstone design courses are often key evaluation targets for Canadian Engineering Accreditation Board (CEAB) site visits. The continual course improvement process requires reflection on the success of learning activities, the tools used for teaching, and alignment of learning outcomes, activities, and assessment. Peer evaluation and feedback tools can encourage student learning and leadership development. The method of data collection, the type of feedback and the contextual validity of the feedback may impact students’ development of useful team behaviours and personal strategies for working in team environments. Mixed method successive case study analysis provides insights enabling targeted improvements to learning activities, outcomes, assessment and the student and instructor course experiences. The method employs case based study of each iteration of the course with the intent of identifying key areas for continual improvement for learning efficacy and or course experience. Study assessment tools include student self-evaluations, peer and team evaluation and feedback tools, instructor evaluations, observations and reflections, and assessment of student results. These tools provide data for both qualitative and quantitative assessments for each course iteration and inform ongoing course and aligned learning activity development. At a major Canadian university, instructors with a diverse mix of industrial and academic experience teach chemical process design as a team. The instructors work in close collaboration with practicing professional engineers including industrial technical specialists, entrepreneurs, and academic colleagues with an industrial focus to prepare unique process design projects and to advise student teams. This community of practice offers students a window on engineering design practice, leadership, and innovation as they transition to the professional community. This paper explores the contribution of a community of practice to student leadership development, the achievement of CEAB graduate attributes, continual course improvement and the development of an innovation ecosystem.

Citation
Format

Jamieson, M. V., & Shaw, J. M. (2019, June), A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31950

TY - CPAPER
AB - Applied track – _This abstract will describe a paper that addresses successful educational practices that develop leadership competencies and motivations among engineers, especially those supported by evidence of effectiveness, with a primary focus on application.

Abstract
Teaching innovation, teamwork, leadership, and sustainable design are key deliverables for engineering programs and capstone design courses are often key evaluation targets for Canadian Engineering Accreditation Board (CEAB) site visits. The continual course improvement process requires reflection on the success of learning activities, the tools used for teaching, and alignment of learning outcomes, activities, and assessment. Peer evaluation and feedback tools can encourage student learning and leadership development. The method of data collection, the type of feedback and the contextual validity of the feedback may impact students’ development of useful team behaviours and personal strategies for working in team environments. Mixed method successive case study analysis provides insights enabling targeted improvements to learning activities, outcomes, assessment and the student and instructor course experiences. The method employs case based study of each iteration of the course with the intent of identifying key areas for continual improvement for learning efficacy and or course experience. Study assessment tools include student self-evaluations, peer and team evaluation and feedback tools, instructor evaluations, observations and reflections, and assessment of student results. These tools provide data for both qualitative and quantitative assessments for each course iteration and inform ongoing course and aligned learning activity development. At a major Canadian university, instructors with a diverse mix of industrial and academic experience teach chemical process design as a team. The instructors work in close collaboration with practicing professional engineers including industrial technical specialists, entrepreneurs, and academic colleagues with an industrial focus to prepare unique process design projects and to advise student teams. This community of practice offers students a window on engineering design practice, leadership, and innovation as they transition to the professional community. This paper explores the contribution of a community of practice to student leadership development, the achievement of CEAB graduate attributes, continual course improvement and the development of an innovation ecosystem.

AU - Marnie V. Jamieson
AU - John M. Shaw
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice
UR - https://strategy.asee.org/31950
DO - 10.18260/1-2--31950
ER -