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L’Appréciation des images en arts plastiques dans les programmes scolaires brésiliens et québécois
No full textIn Quebec and Brazil, appreciation is now recognized as an essential skill for leading students to judge the images that invade spaces, particularly digital ones. In recent decades, the importance given to appreciation has contributed to the recognition of the visual arts as a school discipline in its own right. However, recently and in these two countries, educational programs have adopted another posture, one that, in our opinion, endangers artistic teaching in schools. The appreciation in visual arts is a recent addition to the programs and its treatment reveals changes recently adopted by education which go against research in arts education. To support our remarks, we propose to analyze the appreciation in visual arts, in school programs in Quebec and Brazil.
Keywords: visual arts education, appreciation, curriculum, Brazil, Québec, DBAEEn Quebec y Brasil, la habilidad de “apreciar” ahora se reconoce como esencial para llevar a los estudiantes a juzgar las imágenes que invaden los espacios, particularmente los digitales. En las últimas décadas, la importancia otorgada a la apreciación ha contribuido al reconocimiento de las artes visuales como una disciplina escolar por derecho propio. Sin embargo, recientemente y en estos dos países, los programas educativos han adoptado otra postura y, en nuestra opinión, ponen en peligro la enseñanza artística en las escuelas. La apreciación es una incorporación reciente a los programas y su tratamiento revela cambios recientemente adoptados por la educación que van en contra de la investigación en educación artística. Para sustentar nuestras observaciones, proponemos analizar la apreciación en las artes visuales, en los programas escolares de Quebec y Brasil.
Palabras clave: enseñanza de las artes visuales, apreciación, programas escolares, Brasil, Quebec, DBAEAu Québec et au Brésil, l’appréciation est désormais reconnue essentielle face aux images qui envahissent les espaces, en particulier les espaces numériques. Au cours des dernières décennies, l’importance accordée à l’appréciation des images a contribué à la reconnaissance des arts plastiques comme une discipline scolaire à part entière. Cependant, depuis peu et dans les deux pays, les programmes éducatifs adoptent une autre position, et celle-ci, à notre avis, met en danger l’enseignement des arts dans les écoles. L’appréciation des images est un ajout récent à ces programmes et son traitement y révèle des changements récents opérés par l’éducation, changements qui vont à l’encontre des recherches dans l’enseignement des arts. Pour appuyer nos propos, nous analysons l’appréciation en arts plastiques dans les écoles au Québec et au Brésil.
Mots-clés : enseignements des arts plastiques, appréciation des images, programmes scolaires, Brésil, Québec, DBAE
Pilot Study: Student Experience of Climate Change Anxiety and Student Inclination Toward Ethical Behaviour
No full textIt is well established that climate change affects the emotional and psychological health of some individuals, with anxiety being a frequent presentation of the experience and anticipation of climate change. Engineers regularly engage with climate change topics as technology plays a significant role in the human adaptation to, and mitigation of, climate change throughout Canada and beyond. Professional engineers are also held to a high standard of ethics that holds paramount the health, safety, and wellbeing of the public, a requirement that may conflict with opportunities for personal, financial enrichment. In this pilot study, we explore correlations of anxiety and the experience of climate change on engineering student proclivity toward ethical behaviour. Preliminary results from a small cohort of participants show complex interactions between perceptions and experience of climate change and attitudes toward engineering ethics, with several archetypes proposed to serve as a foundation for a larger study. Understanding the influence of climate change on ethical behaviour and sources of student anxiety can help guide engineering educational practice toward greater effectiveness in a changing sociocultural environment
Care and Justice in Engineering Education
No full textThis paper offers a reflection on teaching Care Ethics in combination with Design for Social Justice. The goal of the reflection is to share ideas and challenges in implementing this important approach to ethics. The paper includes a comparison of Care ethics with traditional approaches to ethics, noting the weakness of those to handle the requirements of acting aspirationally. We then position Care ethics alongside design for social justice, as a way to put Care into practice. We explore our mixed success with classroom activities and student engagement with Care through design for social justice. We ask particularly how students might embody care beyond their immediate sphere of influence
Enquête sur les facteurs qui motivent les étudiants à participer aux compétitions d\u27ingénierie | Survey on Motivational Factors Driving Student Participation in Engineering Competitions
No full textCette étude explore les facteurs qui motivent les étudiant·e·s en génie à participer aux compétitions académiques. À travers une analyse quantitative et qualitative basée sur un sondage auprès d’étudiant·e·s du Québec et de l’Est du Canada, la recherche identifie les éléments clés influençant leur engagement. Les résultats montrent que la motivation est principalement intrinsèque, liée à l’apprentissage collaboratif, au développement des compétences disciplinaires et à la curiosité intellectuelle. L’appartenance à une communauté académique et la stimulation intellectuelle sont des moteurs essentiels de l’engagement étudiant. Contrairement aux attentes initiales, le fait de « penser et agir comme un ingénieur » n’est pas un facteur prioritaire. Les étudiant·e·s privilégient plutôt le défi intellectuel, la créativité et le travail en équipe. Les motivations extrinsèques, telles que la reconnaissance académique et les opportunités de carrière, bien que présentes, jouent un rôle secondaire. L’étude souligne l’importance d’adapter les approches pédagogiques en misant sur l’apprentissage expérientiel et collaboratif. Les compétitions de génie, en favorisant un environnement stimulant et interactif, constituent un levier puissant pour renforcer l’engagement et la persévérance des étudiant·e·s, préparant efficacement à leur future carrière.
This study explores the factors that motivate engineering students to participate in academic competitions. Through a quantitative and qualitative analysis based on a survey conducted among students from Quebec and Eastern Canada, the research identifies key elements influencing their engagement. The results show that motivation is primarily intrinsic, driven by collaborative learning, the development of disciplinary skills, and intellectual curiosity. A sense of belonging to an academic community and intellectual stimulation are essential drivers of student engagement. Contrary to initial expectations, “thinking and acting like an engineer” is not a primary motivational factor. Instead, students prioritize intellectual challenges, creativity, and teamwork. Extrinsic motivations, such as academic recognition and career opportunities, while present, play a secondary role. The study highlights the importance of adapting pedagogical approaches by focusing on experiential and collaborative learning. Engineering competitions, by fostering a stimulating and interactive environment, serve as a powerful lever to enhance student engagement and perseverance, effectively preparing them for their future careers
Correlations between Motives to Enter Engineering Studies and Engineering Self-Identity from a Pan-Canadian Undergraduate
No full textUnderstanding why students enter engineering has the potential to help formulate retention strategies and refine our understanding of engineering self-identity. This study explores the self-reported motives for entering engineering and engineering self-identity from a survey spanning six Canadian engineering schools and over 2000 respondents. Three underlying research questions are explored to test the hypotheses that motives to enter engineering correlate with self-identity and vary by demographic factors and year of enrolment. Analyses found that self-reported motivation for entering engineering did vary significantly by year, and that the most frequent factors were a mix of intrinsic and extrinsic, including “I like solving problems” and “I wanted to make good money”. Eight of the motivational factors were significant predictors of engineering self-identity, including “Being encouraged by an academic advisor”, and “Participating in outreach programs”
Developing an Online Cybersecurity Literacy Awareness Module for Post-Secondary Students
No full textThe Internet, a cornerstone of modern engineering innovation, has profoundly reshaped our lives. Despite technological advancements in security, cyberattacks are escalating, with user awareness being a critical mitigation factor. This research investigates cybersecurity awareness and online safety practices among postgraduate students at a Canadian university, recognizing the particular importance of digital safety literacy for future engineers who will design, build, and manage critical digital infrastructure. A campus-wide survey assessed students\u27 experiences with online safety incidents and their awareness levels. Findings revealed over 75% encountered incidents, yet fewer than 20% knew relevant Canadian laws, and 87% were unsure how to report issues. Informed by these results, we developed a tailored online safety module covering prevalent threats like phishing, online abuse, and reporting mechanisms, aiming to enhance digital literacy. An initial pilot study focusing specifically on the phishing component was conducted with senior software engineering students to assess its preliminary effectiveness. Results indicated that even students with cybersecurity backgrounds initially struggled with sophisticated phishing attempts. This paper outlines the module design, pilot implementation findings, and discusses implications for enhancing online safety awareness
Methods for Evaluating Engineering Occupational Exposure to Artificial Intelligence
No full textAs artificial intelligence (AI) technologies advance rapidly, their impact on the engineering profession is potentially imminent. This paper provides a systematic review and comprehensive comparison of existing methods to assess occupational exposure to AI applications. By evaluating 36 papers and reports, we categorize the methods into five themes: expert opinions, qualitative surveys, quantitative approaches, deep learning techniques including Natural Language Processing (NLP), and analyses utilizing previous models. The strengths and weaknesses of each method are examined based on key metrics, including analysis time, strength of data sources, reliability, and specificity at a task level. This review offers insights into the strengths of current approaches and provides recommendations for addressing limitations in assessing AI\u27s potential disruption of the workforce
Evaluating Student Anxiety as a Predictor of Stem Performance Using Storytelling and Machine Learning
No full textAnxiety can be a formidable barrier in STEM. Incorporating anxiety-informed pedagogy presents a potential approach to overcome this challenge, such as ‘Breadboardia,’ a graphical storybook to learn electronics. In this paper, machine learning (ML) was employed to predict students’ STEM performance based on their self-scored anxiety levels. Throughout, ML concepts are introduced to encourage their adoption in educational research. The instrument was administered to 200 high-school girls prior, immediately thereafter, and two weeks following exposure to ‘Breadboardia.’ A sentiment analysis was also performed to evaluate student perceptions of the storybook. Preliminary results suggest that the participants remained largely neutral towards the storybook, independent of their performance on technical questions. Initial prediction model results are promising, with average errors of 1.5% on training data and 23.1% on testing data. These models elucidate how ML techniques can be leveraged in engineering pedagogy and inform the development of targeted interventions that enhance engagement