Minha R Ha | York University (original) (raw)
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Conference Presentations by Minha R Ha
Proceedings of American Society for Engineering Education 2020 Annual Conference, 2020
Proceedings 2019 Canadian Engineering Education Association (CEEA-ACEG19) Conference, 2019
Today there is a growing emphasis on responsible engineering design, which commits its practice t... more Today there is a growing emphasis on responsible engineering design, which commits its practice to sustainable, ethical, equitable outcomes in the broader societal level. For engineers involved in the design, development, and implementation of existing and emerging technologies, such responsibility requires skillfulness on multiple fronts, for example: facilitating the integration of cross-disciplinary expertise and knowledge; translating a detailed problem understanding from its sociocultural settings into technical requirements; and negotiating requirements and priorities with key internal and external stakeholders. In order to understand how design engineers access, acquire, and effectively utilize knowledge outside their technical disciplines, especially pertaining to the human and social contexts of the design problem and designer practice, an online survey and in-depth interviews were conducted with professional engineers. The paper discusses potentially important design engineer capabilities that engineering educators should consider. We welcome discussions and feedback on our ongoing work.
– An exploratory study on the students' learning processes in design project settings led to the ... more – An exploratory study on the students' learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of 'fit' or belonging in engineering. Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.
—Design education is the backbone of the undergraduate Mechanical Engineering (ME) curriculum at ... more —Design education is the backbone of the undergraduate Mechanical Engineering (ME) curriculum at Lassonde School of Engineering (LSE). ME students take project-based design courses every year of their program. Students in the design courses were surveyed and interviewed, in order to examine the key learning outcomes and their development over the undergraduate years. Early-stage coding and analysis on the interview data have resulted in (1) the identification of possible threshold concepts in each year of project-based design learning, (2) the variation and changes in the meaning of design across cohorts, and (3) the three-level factors to design team success. Recommendations are proposed for the instructional training and course structure to enhance their support for design team project experience and outcomes.
Establishing a culture of teaching excellence among faculty with limited prior instructional trai... more Establishing a culture of teaching excellence among faculty with limited prior instructional training raises both practical and philosophical challenges. This paper argues that the departmental unit plays a critical role in setting the conditions necessary for faculty engagement, and that multiple strategies can be coordinated to target change in the teaching norms. The paper introduces the Integrated Course Design and Documentation (ICDD) project at the Department of Mechanical Engineering, York University. The ICDD project demonstrates several of our approaches to effecting change in individual behaviour towards student-centered pedagogy. They include: (1) making the solution easy for the faculty; (2) making the solution a stand-alone resource that the faculty themselves can develop over time; (3) speaking the language of the faculty (relevance, contextualization); and (4) providing the social, organizational, and practical support for faculty to make the transition. Overall, we argue that any effort to create and sustain change must be multi-faceted, and must include: enabling the instructors as the key agents of change; promoting collaboration among faculty; lowering practical barriers to change by developing technical, administrative, and educational resources that are fit to the local context.
Papers by Minha R Ha
2020 ASEE Virtual Annual Conference Content Access Proceedings
Proceedings of the Canadian Engineering Education Association (CEEA)
Journal of Nuclear Fuel Cycle and Environment
Proceedings of the Canadian Engineering Education Association (CEEA)
An exploratory study on the students’ learning processes in design project settings led to the di... more An exploratory study on the students’ learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of ‘fit’ or belonging in engineering.Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.
Journal of Nuclear Fuel Cycle and Environment
Proceedings of the Canadian Engineering Education Association, 2017
Proceedings of the Canadian Engineering Education Association, 2013
Proceedings of the Canadian Engineering Education Association, 2017
Proceedings of American Society for Engineering Education 2020 Annual Conference, 2020
Proceedings 2019 Canadian Engineering Education Association (CEEA-ACEG19) Conference, 2019
Today there is a growing emphasis on responsible engineering design, which commits its practice t... more Today there is a growing emphasis on responsible engineering design, which commits its practice to sustainable, ethical, equitable outcomes in the broader societal level. For engineers involved in the design, development, and implementation of existing and emerging technologies, such responsibility requires skillfulness on multiple fronts, for example: facilitating the integration of cross-disciplinary expertise and knowledge; translating a detailed problem understanding from its sociocultural settings into technical requirements; and negotiating requirements and priorities with key internal and external stakeholders. In order to understand how design engineers access, acquire, and effectively utilize knowledge outside their technical disciplines, especially pertaining to the human and social contexts of the design problem and designer practice, an online survey and in-depth interviews were conducted with professional engineers. The paper discusses potentially important design engineer capabilities that engineering educators should consider. We welcome discussions and feedback on our ongoing work.
– An exploratory study on the students' learning processes in design project settings led to the ... more – An exploratory study on the students' learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of 'fit' or belonging in engineering. Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.
—Design education is the backbone of the undergraduate Mechanical Engineering (ME) curriculum at ... more —Design education is the backbone of the undergraduate Mechanical Engineering (ME) curriculum at Lassonde School of Engineering (LSE). ME students take project-based design courses every year of their program. Students in the design courses were surveyed and interviewed, in order to examine the key learning outcomes and their development over the undergraduate years. Early-stage coding and analysis on the interview data have resulted in (1) the identification of possible threshold concepts in each year of project-based design learning, (2) the variation and changes in the meaning of design across cohorts, and (3) the three-level factors to design team success. Recommendations are proposed for the instructional training and course structure to enhance their support for design team project experience and outcomes.
Establishing a culture of teaching excellence among faculty with limited prior instructional trai... more Establishing a culture of teaching excellence among faculty with limited prior instructional training raises both practical and philosophical challenges. This paper argues that the departmental unit plays a critical role in setting the conditions necessary for faculty engagement, and that multiple strategies can be coordinated to target change in the teaching norms. The paper introduces the Integrated Course Design and Documentation (ICDD) project at the Department of Mechanical Engineering, York University. The ICDD project demonstrates several of our approaches to effecting change in individual behaviour towards student-centered pedagogy. They include: (1) making the solution easy for the faculty; (2) making the solution a stand-alone resource that the faculty themselves can develop over time; (3) speaking the language of the faculty (relevance, contextualization); and (4) providing the social, organizational, and practical support for faculty to make the transition. Overall, we argue that any effort to create and sustain change must be multi-faceted, and must include: enabling the instructors as the key agents of change; promoting collaboration among faculty; lowering practical barriers to change by developing technical, administrative, and educational resources that are fit to the local context.
2020 ASEE Virtual Annual Conference Content Access Proceedings
Proceedings of the Canadian Engineering Education Association (CEEA)
Journal of Nuclear Fuel Cycle and Environment
Proceedings of the Canadian Engineering Education Association (CEEA)
An exploratory study on the students’ learning processes in design project settings led to the di... more An exploratory study on the students’ learning processes in design project settings led to the discovery of important tensions that students experience in their engineering program. Adopting a Critical Discourse Analysis perspective, an we conducted an analysis of dominant images and discourses in engineering student interviews. The results highlighted key conflicting messages about what it means to succeed in engineering education, what engineering means, and who the engineering student is. Certain ideological beliefs posed as serious barriers and threats to mutually respectful and healthy peer relations, resulting work outcomes, and a sense of ‘fit’ or belonging in engineering.Simultaneously, students demonstrated abilities to critique existing narratives and offer alternative meanings. It is this critical, moral agency of our students that amplifies the call for educational reform towards social justice through, and within, engineering.
Journal of Nuclear Fuel Cycle and Environment
Proceedings of the Canadian Engineering Education Association, 2017
Proceedings of the Canadian Engineering Education Association, 2013
Proceedings of the Canadian Engineering Education Association, 2017