{"id":281267,"date":"2020-10-22T14:58:45","date_gmt":"2020-10-22T18:58:45","guid":{"rendered":"https:\/\/yfiledev.uit.yorku.ca\/?p=281267"},"modified":"2025-04-02T11:41:45","modified_gmt":"2025-04-02T15:41:45","slug":"lassonde-team-reinvents-renaissance-engineering-course","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2020\/10\/22\/lassonde-team-reinvents-renaissance-engineering-course\/","title":{"rendered":"Lassonde team reinvents Renaissance engineering course"},"content":{"rendered":"

Don\u2019t expect traditional subject matter or standard delivery from the team now teaching Renaissance Engineer 1: Communications, Ethics & Problem Solving at ¿ì²¥ÊÓƵ\u2019s Lassonde School of Engineering.<\/p>\n

\"Andrew

Andrew Maxwell<\/p><\/div>\n

\u201cWe always had a vision of the Lassonde School of Engineering as a different type of engineering school that embraces diversity, social science, the United Nations Sustainability Goals and experiential learning,\u201d says Professor Andrew Maxwell<\/strong>,\u00a0Bergeron Chair in Technology Entrepreneurship and one of the course\u2019s instructors. \u201cTo do that, we needed to transform the way we teach.\u201d<\/p>\n

Luckily for first-year engineering students,\u00a0the four faculty members involved with this mandatory course are among those at Lassonde most comfortable with online technology: Maxwell; Jeffrey Harris<\/strong>, an assistant\u00a0professor in the teaching stream; Mojgan\u00a0Jadidi<\/strong>, an assistant professor in the teaching stream; and Kai Zhuang<\/strong>, a\u00a0sessional instructor and\u00a0educational developer.<\/p>\n

\"Jeffrey

Jeffrey Harris<\/p><\/div>\n

\u201cIf you picked four people to embrace educational innovation at Lassonde, it would be the four of us,\u201d Maxwell noted. \u201cIt just happened that we were all teaching this course.\u201d<\/p>\n

The four decided to work as a team and reinvent the course \u2013 which was originally designed to pioneer the spirit of Renaissance engineering and has continually evolved \u2013 for a remote audience, with each person focusing on one area in-depth: communications, ethics, problem-solving and assessment. They had each taught all of the topics previously, so they had no qualms about dividing the work.<\/p>\n

\u201cTo transition to a fully online environment, we all thought about the pedagogy of remote teaching and learning and tried to incorporate a lot of the best practices for content delivery, engagement with students and assessment,\u201d said Zhuang. \u201cWe changed the whole course.\u201d<\/p>\n

Each student is assigned to one of the instructors as their guide through the course \u2013 their administrator and mentor \u2013 but they\u00a0are able to\u00a0benefit from the perspectives of all four.\u00a0Prior to the synchronous class session each week, students are asked to watch videos in preparation. Afterward, the students are asked to reflect on the material individually and\u00a0to complete related assignments. The faculty also ask them\u00a0to discuss\u00a0the material\u00a0in groups of five or six \u2013 groups that will remain the same throughout the\u00a0year\u00a0so the students get to know and rely upon each other \u2013 guilds, to use the course\u2019s Renaissance language.\u00a0The guild members are chosen based on their interest in various U.N. Sustainability Goals, since they will be the focus of a winter term project.<\/p>\n

\u201cTheir job as guild members is to support each other in class and at Lassonde,\u201d said Maxwell.\u00a0\u201cIt\u2019s a way of building community.\u201d<\/p>\n

\"Mojgan

Mojgan Jadidi<\/p><\/div>\n

The teaching assistants hired for the course aren\u2019t\u00a0just\u00a0the standard TAs, either.\u00a0In addition to the usual graduate student TAs, the team has\u00a0chosen\u00a0recent engineering graduates or upper-year undergraduates\u00a0who have experienced the Renaissance engineering course themselves. Zhuang created a training workshop for them that included some training in\u00a0coaching.<\/p>\n

\u201cThey meet every other week with the students to act as mentors for them during their first-year experience,\u201d said Harris.<\/p>\n

The course material this year is also a bit different from the past syllabus.<\/p>\n

\u201cOne thing we\u2019re emphasizing a lot more this year is equity, diversity and inclusion (EDI),\u201d said Harris. \u201cWhen you have\u00a0a number of\u00a0different perspectives, you get better ideas \u2013 ideas that work for more people. We also want to open our students\u2019 eyes to how they should treat each other; they need to develop empathy. Teamwork is a big part of being a professional, so we need engineers who know how to treat each other well.\u201d<\/p>\n

Maxwell noted that the ethics section of the course, too, is always changing as the world changes.<\/p>\n

\u201cEvery time there are advances in technology, new ethical issues arise that we\u2019ve never before considered,\u201d he said.\u00a0We use examples from current events, as well as case studies. We emphasize to our students that people\u00a0my\u00a0have the best intentions, but there can be a negative impact. We\u2019re consciously making this a bigger part of the course.\u201d<\/p>\n

The communications section of the course also needs regular tweaking, said\u00a0Jadidi.<\/p>\n

\u201cWe definitely have a section on fake reporting and one about how\u00a0students\u00a0can learn to present their arguments about technology in a way the public\u00a0an\u00a0understand,\u201d she said.<\/p>\n

\"Kai

Kai Zhuang<\/p><\/div>\n

As for problem solving,\u00a0the Lassonde team takes a different approach from many other schools where\u00a0the students\u00a0are presented\u00a0with a problem and asked\u00a0to solve it. At Lassonde, the\u00a0teaching team\u00a0first asks\u00a0the students to identify the problem.<\/p>\n

\u201cWe want to help them understand the importance of defining a problem before proceeding,\u201d Maxwell said. \u201cWe also offer additional immersive activities outside of class, such as hackathons, that that require them to apply this skill and others they\u2019ve learned.\u201d<\/p>\n

Then, there\u2019s the revolutionized\u00a0grading\u00a0system\u00a0for the course. During the semester, students won\u2019t receive numerical grades; the only options are Exceeds Expectations, Meets Expectations or Revise and Resubmit.\u00a0The final course grade is a letter grade, but it will be based on assignments, not an exam. In addition,\u00a0the team is\u00a0trying to co-ordinate due dates for major assignments with other professors who teach first-year courses.<\/p>\n

\u201cWe\u2019re trying to look at the first year holistically so we can be sure our students are set up for success,\u201d said Harris, the first-year coordinator.<\/p>\n

The overarching motivation behind the course redesign is innovation.<\/p>\n

\u201cWe try\u00a0things\u00a0and the result is innovative,\u201d said Maxwell. \u201cWe want to share our passion for research and new knowledge with students and hope they get excited, too.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Four faculty members from the Lassonde School of Engineering are working together to teach a core first-year Renaissance engineering course. Each faculty member brings their own unique expertise to the course, which is delivered online. The team views the first-year course holistically so they can be sure that students are set up for long-standing success as future changemakers in University and beyond.<\/p>\n","protected":false},"author":5,"featured_media":237074,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"categories":[25,8,64,13],"tags":[4],"yfileauthor":[],"qualifier":[],"yfile-author":[],"tags-to-show":[],"workflow":[],"class_list":["post-281267","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-editors-picks","category-features","category-innovatus","category-teaching-learning","tag-yfile"],"acf":{"internal_publish_date":null,"original_image":null},"yoast_head":"\nLassonde team reinvents Renaissance engineering course - YFile<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.yorku.ca\/yfile\/2020\/10\/22\/lassonde-team-reinvents-renaissance-engineering-course\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Lassonde team reinvents Renaissance engineering course - YFile\" \/>\n<meta property=\"og:description\" content=\"Four faculty members from the Lassonde School of Engineering are working together to teach a core first-year Renaissance engineering course. 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