Engineering Design

I have been part of the teaching/research team for ENGG 160 since its first offering in 2020. I taught it in 2020 and 2022, and as part of the continuous improvement process, the lead instructor and I have been conducting research on the course since 2021. The course is unique in that it is offered in a blended format (and fully online during COVID) with team-based learning and competency-based grading, and we are particularly interested in students' feedback on course format, team experiences, and based on the results of the 2021 study, the experiences of students from underrepresented groups. Similarly, I am also conducting research on underrepresented students' experiences on design teams in all years and disciplines of the engineering undergraduate program. Students who have worked with us on this project are shown with names underlined, below.

our combined results from 2021 "suggest semi-structured synchronous online team and student instructor interactions contributed to student autonomy, belonging, community, and motivation for most first-year students. Further, the study provides strong evidence of the need to attend, through course design, to factors related to self-determination and intrinsic motivation during exceptional circumstances such as a pandemic, also raising questions for online and hybrid courses of the future: how can we optimize active learning in large classes? What is best done synchronously versus asynchronously? Will the tools we used for connecting students during the pandemic continue to be a useful part of course design? And how can we adjust our courses over time as both instructors and students gain more experience with online learning?" - Miller-Young et al. (accepted)

Previous work related to this project:

Jamieson, M. V., Ead, A. S., Rowe, A., Miller-Young, J., & Carey, J. P. (2022). Design at Scale in a First-Year Transdisciplinary Engineering Design Course. International Journal of Engineering Education, 38(1), 14-24. (open access preprint)

Other engineering education topics I've worked on:

Miller-Young, J. E. (2013). Calculations and expectations: How engineering students describe three-dimensional forces. Canadian Journal for the Scholarship of Teaching and Learning, 4(1), 4. https://doi.org/10.5206/cjsotl-rcacea.2013.1.4

Miller-Young, J. (2013, June). Using peer instruction pedagogy for teaching dynamics: Lessons learned from pre-class reading quizzes. Proceedings of the Canadian Engineering Education Association (CEEA). https://doi.org/10.24908/pceea.v0i0.4918

Maw, S., Miller-Young, J., & Morris, A. (2012, June). First year engineering computing courses in Canadian engineering programs. Proceedings of the annual meeting of the Canadian Engineering Education Association, Montréal, QU. https://doi.org/10.24908/pceea.v0i0.4635