March is the season for “Capstone Design Project” presentations at Waterloo Engineering. These are events where groups of graduating students present and explain the design projects they have been working on for the past 8 to 12 months. Working on a significant, open-ended design project is a feature in all engineering programs in Waterloo and across Canada, to my knowledge. These “Design Symposia” are open to the public.
Where do the topics for these design projects come from? There are 3 typical sources: 1) some professors provide an idea, likely related to their ongoing research projects; 2) companies approach us with ideas that they would like someone to work on; 3) the student groups come up with their own ideas.
For companies, this is an opportunity to have some ideas explored in more detail and for free (other than some time spent). Many companies have some new ideas or side-projects that would be nice to do, but they don’t have the time or resources to follow-up on them right away. Having a student group work on it can help them scope-out the idea and see if it is worthwhile to pursue more aggressively in the future. For the students, they get more experience working on a real-world problem, possibly in an industry sector they want to learn more about. This can be a nice addition to the experience they already gained during their co-op work terms.
Student groups that come up with their own idea are often the source of new innovations and start-up companies that they build after graduation. At Waterloo, any novel idea that a student creates is owned by them. The university supports innovation and entrepreneurship, but doesn’t attempt to take it over in any way.
For high school students who are thinking about pursuing engineering, these projects are a good way to get a feeling for what you can do in the different disciplines. So check out these links for project titles or descriptions:
Civil, Environmental, Geological Engineering
Electrical & Computer Engineering
Systems Design Engineering
A couple of programs are missing their project lists, but will probably be updated in the coming days. See this link.
Engineering Five building at the University of Waterloo (Photo credit: Wikipedia)
One of Waterloo Engineering’s major features for the past 50+ years has been the co-operative education system (“co-op”), where students alternate every 4 months (more or less) between academic classes on-campus and relevant work experience somewhere out there in the “real world”. In our system, Engineering students get 6 work opportunities, therefore 6 x 4 months = 24 months of work experience before graduation. There are various websites available giving more information and other details, including this one or this one. Over the years I’ve heard a number of comments and questions about co-op, and thought it might be useful to summarize some of the common and interesting ones here.
Below is an article summarizing a study that measured the potential negative effects of bringing a laptop to lectures, i.e. you end up with lower grades. The study confirms what many professors informally observe, and what has been measured in other studies, such as a couple described in this document from Stanford’s website.
For note-taking in engineering classes, laptops are almost useless. Pen and paper may be old-fashioned, but it’s still the quickest and easiest medium for quick sketches, free body diagrams, derivations of equations full of Greek symbols, etc. We recommend (and some professors insist) that you leave the laptops at home or in your bag.
I see very few, if any, laptops in the lectures for the fourth-year (senior) courses I teach. Since fourth-year students are the ones who successfully got through the first three years, that’s probably a good hint for first year students. Continue reading
In the Globe & Mail newspaper, there is a short opinion article about the value of co-operative education (i.e. a structured mixing of academics and work experience). It’s written by one of our Systems Design Engineering graduates, Andrew D’Souza, who is now COO of the educational software company Top Hat (yet another Waterloo engineering student start-up).
Andrew’s points are similar to what Waterloo’s literature tries to get across, but he is much more blunt about it. For example, in the article he says:
If university degrees came with a 90-day refund policy, I think we’d see a lot of unemployed students waiting in the returns line. Co-op programs are as close to a “try before you buy” deal as we’ll see in higher education anytime soon.
He also explains how he started in university with some pre-conceived notions about a career path, and how these quickly changed once he saw what it was actually like during a co-op work term. Hence the “try before you buy” idea, and the remaining work terms are an opportunity to switch gears to alternative paths, as he explains. When I talk to our students, this is a fairly common point that comes up in one way or another.
It’s an interesting article from someone with first-hand experience and a few years after graduation to reflect back on how it helped shape his path.
We typically get a few questions each year about our failure rate. I’m never quite sure why people ask, or what they are expecting. Do they want to hear that the failure rate is high, so they are convinced it’s a tough (and therefore good) program? Or maybe they don’t want the failure rate to be high, because they are concerned that they won’t be successful? I’m not sure what the motivation for the question is, but anyways let’s examine failure rates. Continue reading
Here’s an interesting article from TalentEgg on a Toronto-based non-profit group that runs workshops “for women (and men) who want to learn computer programming and other technical skills in a social and collaborative way”.
Women Cracking The Code: Programming As A New Literacy | TalentEgg Career Incubator.
The group is called Ladies Learning Code, and it looks like quite a fun and interesting way to teach/learn. I can see this expanding to the Waterloo area, if it hasn’t already.
My colleague Dana pointed out this nice little video promoting the teaching and learning of coding (i.e. programming) What Most Schools Don’t Teach . While it seems to be aimed at elementary or secondary school, I can appreciate the sentiment.
It’s not that everyone should be an expert in C++ or whatever. The idea I like is that learning coding or programming develops problem solving and logic skills. the ability to think in terms of algorithms, with inputs, outputs, loops, counters, etc. Even if you never need to code again, that is a useful learning process. Continue reading