Collaborative Specialization in Engineering Education

What is the EngEd?

The Collaborative Specialization in Engineering Education is an interdisciplinary initiative designed for students within home programs in engineering or education who are interested in pursuing courses and research in engineering education. This opportunity allows students to join a small community of scholars interested in research and learning at the nexus of education and engineering practice. Upon successful completion of the requirements of the home department and the specialization, students receive the notation “Completed Collaborative Specialization in Engineering Education” on their transcript.

What courses do I take?

A core course provides students with an introduction to engineering learning, knowledge, assessment, and culture and community, while the theoretical foundations, methods, and topics related to engineering education research are explored in a seminar course.

How does the research work?

Research is supervised by a graduate faculty member in a home department (see below for participating degrees, departments and faculty). Opportunities exist to assess and apply research findings as part of instructional initiatives within the Faculty of Applied Science & Engineering.

Participating Degress Programs and Affililated Faculty Members

Chemical Engineering & Applied Chemistry, MASc, PhD

Prof. Greg Evans
Prof. Emily Moore
Prof. Doug Reeve

Leadership, Higher Education and Adult Education, MA, MEd, PhD

Prof. Ruth Childs
Prof. Creso Sá
Prof. Stephanie Waterman
Prof. Leesa Wheelahan

Mechanical & Industrial Engineering, MASc, PhD

Prof. Mark Chignell
Prof. Elham Marzi
Prof. Susan McCahan
Prof. Deborah Tihanyi

Programs

Master’s Level

Admission Requirements

Applicants must be admitted to a participating graduate unit and comply with the admission procedures of that unit before applying to the Collaborative Specialization in Engineering Education.

Students may then submit the following to the EngEd administrator:

  1. a completed registration form
  2. a curriculum vitae (CV)
  3. a personal statement explaining how their program of study and specific research interests relate to engineering education
  4. a letter of recommendation from a faculty member confirming their willingness to supervise and support the student’s research and outlining why the student would be well suited for the Engineering Education Collaborative Specialization
Specialization Requirements

Students must satisfy the requirements of both the home degree program and the graduate unit.

Students must complete a total of 0.5 full‐course equivalents (FCEs) as follows:

  • the core course (APS 1204H) Instructional Design in Engineering Education (0.5 FCE)
  • continuous participation in a seminar series (CR/NCR) APS 1205Y (0 FCE)

Students must undertake the major paper or thesis required by the home degree program with a focus on engineering education under the supervision of a collaborative specialization core faculty member.

Doctoral Level

Admission Requirements

Applicants must be admitted to a participating graduate unit and comply with the admission procedures of that unit before applying to the Collaborative Specialization in Engineering Education.

Students may then submit the following to the EngEd administrator:

  1. a completed registration form
  2. a curriculum vitae (CV)
  3. a personal statement explaining how their program of study and specific research interests relate to engineering education
  4. a letter of recommendation from a faculty member confirming their willingness to supervise and support the student’s research and outlining why the student would be well suited for the Engineering Education Collaborative Specialization
Specialization Requirements

Students must satisfy the requirements of both the home degree program and the graduate unit.

Student must complete a total of 1.0 full‐course equivalents (FCEs) as follows:

  • the core course (APS 1204H) Instructional Design in Engineering Education (0.5 FCE)
  • an elective course in engineering education (0.5 FCE); see the elective course list
  • continuous participation in a seminar series (CR/NCR) APS 1206Y (0 FCE)
  • PhD students will attend the seminar series in Year 1, deliver a seminar on their research topic in Year 2, and design and deliver one or more instructional workshops in their final year, in addition to making a final presentation on their research

Students must complete the major paper or thesis required by the home degree program with a focus on engineering education under the supervision of a collaborative specialization core faculty member.

Where a student has completed the core course (APS 1204H) at the master’s level, the student will complete an alternate elective course (see elective course list) approved by the collaborative specialization Director.

Course List

Core Courses

APS 1204H Instructional Design in Engineering Education
APS 1205Y Engineering Education Seminar – Master’s Level
APS 1206Y Engineering Education Seminar – Doctoral Level

Elective Courses (PhD level only)

Department of Curriculum, Teaching and Learning

CTL 1018H Introduction to Qualitative Inquiry in Curriculum, Teaching and Learning
CTL 1041H Research Methods in Education
CTL 1042H Instrument Development in Education
CTL 1306H Qualitative Research Methods in Education: Concepts and Methods
CTL 1842H Mixed Methods Research in Education: Combining Qualitative and Quantitative Inquiries
CTL 1846H Assessment for Teaching and Learning
CTL 1608H Constructive Learning and Design of Online Environments
CTL 1028H Constructive Feedback in Teaching
CTL 1032H Knowing and Teaching
CTL 1047H Self‐Assessment
CTL 1206H Teaching and Learning Science
CTL 1207H Teaching and Learning about Science: Issues and Strategies in Science, Technology, Society and Environment (STSE) Education
CTL 1211H Action Research in Science, Mathematics and Technology Education
CTL 1215H Teaching and Learning about Science and Technology: Beyond Schools
CTL 1218H Culture and Cognition in Mathematics, Science and Technology Education
CTL 1603H Introduction to Knowledge Building

Faculty of Applied Science & Engineering

APS 1003H Professional Education and Instruction
APS 1001H Project Management
APS 1010H Cognitive and Psychological Foundations of Effective Leadership
APS 1011H Concepts and Application of Authentic Leadership
APS 1501H Leadership and Leading in Groups and Organizations
APS 1018H History and Philosophy of Engineering
APS 520H Technology, Engineering, and Global Development
APS 530H Appropriate Technology & Design for Global Development
JEI 1901H Technology, Society and the Environment I
APS 1012H Management of Innovation in Engineering
APS 1013H Applying Innovation in Engineering
MIE 1402H Experimental Methods in Human Factors Research
MIE 1403H Analytical Methods in Human Factors Research
MIE 1413H Statistical Models in Empirical Research
MIE 1415H Analysis and Design of Cognitive Work

Faculty of Information

KMD 2001H Human‐Centred Design

Additional information

If you would like additional information about this specialization, please contact:

istep@utoronto.ca | 416-978‐2821

The Collaborative Specialization in Engineering Education
Faculty of Applied Science & Engineering
Institute for Studies in Transdisciplinary Engineering Education & Practice (ISTEP)
55 St. George St. Rm723
Toronto, Ontario M5S 0C9
Canada

 

Featured students

darlee

DARLEE GERRARD, received her Hon. B.Sc. from U of T, her B.Ed. at Brock University and Master’s degree at Memorial University. She is currently completing her Ph.D. in Curriculum Studies and Teacher Development through EngEd and the Ontario Institute for Studies in Education. Darlee is investigating early intervention strategies, access to post-secondary education in STEM (science, technology, engineering and math) and developing new approaches to experiential and co-curricular learning. She continues to work toward diversifying participation in higher education. Darlee works in the Engineering Outreach Office in the Faculty of Applied Science and Engineering, coordinating outreach programs for pre-university youth alongside current undergraduate and graduate students.  
 

Albert Huynh

ALBERT HUYNH excels at seeing deeper pictures, finding connections and appreciating diverse perspectives. It's this attitude that balances his B.Sc. in Chemical Engineering with his current work as a M.Sc. student in Industrial Engineering at U of T (specializing in Engineering Education). Having worked prolifically as a teaching assistant and instructor, Albert constantly strives to connect with material and students across a breadth of disciplines, emphasizing transfer and practical applications. Albert's current research builds bridges into affective psychology by looking at the relationship between psychological stress and problem solving in engineering. The hope of this work is to improve mental health offerings to students while increasing their capacity to solve complex problems.  
 

Andrea Jovanovic

ANDREA JOVANOVIC is a graduate student in the Department of Mechanical and Industrial Engineering and the new Collaborative Program in Engineering Education. She has a Bachelor's degree in Industrial Engineering specializing in human factors, with a minor in Psychology, from U of T. She is currently a Teaching Assistant in the Psychology for Engineers course and has assisted extensively in the development of lab exercises and materials. She is doing her Master's thesis research on how to design more effective and engaging instruction on cognitive neuroscience targeted towards engineers. 

kimiasmall

KIMIA MOOZEH received her Hon. B.Sc. in Evolutionary Biology and Chemistry from U of T in 2013. For her fourth year undergraduate thesis, she worked under the supervision of Prof. Jik Chin in the Department of Chemistry. The project involved investigating the stability of imidazolidine rings through experimentation and computation. She pursued her Master’s degree in Chemistry with Prof. Chin as well, where she developed an artificial enzyme for amino acid racemization. A passion for teaching, combined with her background in Chemistry, motivated Kimia to join Dr. Greg Evans’ EngEd group in 2015. Her research involves improving the learning outcomes of the chemical engineering undergraduate laboratories by bridging the learning from a larger context to the underlying fundamentals.