Dick, Brian

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    Enabling hands-on, team-based project work during COVID-19
    (American Society of Engineering Education, 2021-08-09) Dick, Brian
    COVID-19 has impacted delivery of the first-year engineering design curriculum throughout the post-secondary system. At Vancouver Island University (VIU), instruction of the first-year curriculum shifted to an entirely remote learning environment where students were not expected to be in physical contact at any point during the term. This presented a significant challenge to delivering its learning outcomes and activities, particularly hands-on, team-based project work. At VIU, students typically complete a cornerstone design project in the second term of their firstyear of studies. Due to COVID-19, this project was modified to allow for completion within a virtual learning environment. Teams of three or four students were tasked to cooperatively create a rolling ball structure, built in isolation, but delivered and assembled at the University campus by the course instructor and its technician. This structure was required to form a path for a rolling ball, and interact with its neighbouring structures to create seamless track. Collectively, all team structures (a total of ten) formed a ring allowing for continuous ball movement once started. These pass-off points between each structure were determined collaboratively between both teams and individuals. This paper describes how a team-based cornerstone project experience was managed, and its impact on the student experience.
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    Long-term impact of COVID-19 on the first-year engineering experience at a mid-sized teaching focused university
    (American Society of Engineering Education, 2022-08-23) Dick, Brian
    This paper discusses the COVID-19 adaptions made within the first-year engineering design curriculum, and reflects on their impact fulfilling the required learning outcomes, mitigating student mental health issues, and addressing academic misconduct. It will further articulate the adaptations that are planned to be continued within the first-year experience as students return for face-to-face instruction. The impact of these changes will continue to be studied over the coming academic year.
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    First-year core engineering curriculum for the BC post-secondary sector: Final report
    (British Columbia Council on Admissions and Transfer, 2016-09) Dick, Brian
    The BC Council on Admissions and Transfer (BCCAT) Engineering Articulation Committee expressed its desire to explore the feasibility of developing a common, first-year engineering curriculum within the BC post-secondary sector in May-2014. In February 2015, the BCCAT approved this initiative as a Transfer Innovation (TI) project.
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    First-year common engineering curriculum for the BC post-secondary sector - implementation phase: Final report
    (British Columbia Council on Admissions and Transfer, 2018-11) Dick, Brian; Cao, Yang; Gwyn, Margaret; Kirkey, Jennifer; Rudecki, Barbara; Switlishoff, Elroy; Todoruk, Tara
    This report examines a first-year core engineering curriculum for the BC post-secondary sector and its implementation.
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    First-year common engineering curriculum for the BC post-secondary sector
    (Canadian Engineering Education Association, 2018-03-07) Dick, Brian
    Demand for engineering education has grown in recognition of its importance to the provincial economy, while engineering education capacity continues to lag. Engineering schools in British Columbia traditionally offer a common first-year of study that provides a foundation of science, mathematics, and engineering design before students specialize in second year. The British Columbia Council on Admission and Transfer (BCCAT) Engineering Articulation committee believed this transition served as a natural transfer point and undertook a year-long consultative process to establish the feasibility of developing a common, first-year engineering curriculum within the BC post-secondary sector. This study found that although there exists some diversity within the first-year engineering programs at accredited receiving institutions, sufficient curriculum overlap allowed for a sector-wide common first-year engineering curriculum. This proposed curriculum suggests a content framework for students in all regions of the province to begin the first year of engineering studies at their institution of choice, and subsequently transfer to any of the major research institutions for degree completion.