Core Courses

This page provides short summaries of our core courses and course involvements within the engineering curriculum for all departments. We’re still filling this page out, so some are still missing; please bear with us as we complete this list.

Civil Engineering

CIV282, Engineering Communication: Key principles of effective engineering communication – written, oral, and visual – are taught in lectures and activity based tutorials, then applied to two technical reports and one group oral presentation tied to their Introduction to Civil Engineering and Urban Engineering Ecology courses.

CIV382, Engineering Portfolio: With the help of a communication instructor, students collect pieces of civil engineering work from their industry, academic, and extra-curricular experiences to build a portfolio in preparation for their entry into the profession.

CIV331, Transport I: In this course, students compose a position paper on a local transportation topic and a poster on the economic, social, and environmental impact of a large scale infrastructure project, supported by lectures on argument structure and poster design.

CME368, Engineering Economics: In this course, students write an in depth analysis of green growth and its role in sustainable development, supported by lectures on relevant rhetorical strategies relevant.

Chemical Engineering:

CHE299, Communication: Students develop written, verbal and visual communication skills through two activity-based tutorials a week, in which team and individual exercises support current projects in the core curriculum.

CHE230, Environmental Engineering: Our involvement in this course is focused on the environmental consulting project, in which students work in groups to devise and propose an environmental site assessment plan.

CHE326, Thermodynamics: In this course, students present their lab reports using four genres: abstracts, formal reports, presentations and poster sessions; we provide instruction on all genres, train TAs on best practices for instruction in these genres, and assess student posters.

CHE430, Plant Design: In addition to providing TA training for this course, we give feedback on student presentations during their project management meetings, and offer practice sessions in advance of the final presentations.

Electrical and Computer Engineering:

ECE297, Communication and Design: Students work in teams of three on a term-long software design project that last the entire term. Communication Instructors meet student teams on a weekly basis, guiding them in their written and oral communication.

ECE496, Capstone Design: Communication Instructors provide written and oral feedback to student teams for a Draft Proposal assignment and for practice oral presentations.

Engineering Strategies and Practice: 

APS 111/112/113/111T/112T, Engineering Strategies and Practice: ESP is a foundational design course sequence that uses the engineering design process as a context for developing skills essential to the practice of engineering: team dynamics, problem solving, independent learning, communication, systems thinking. This two-course sequence – ESP I in the Fall term and ESP II in the Winter term – challenges students to design engineering solutions for a client’s everyday problem, taking into account factors outside of the technical such as environmental, societal, ethical, and human factors. In reporting a solution, students make use of effective written, oral, and graphical professional communication.

Industrial Engineering:

MIE350, Design and Analysis of Information Systems: We support the term-long design project by helping to run a Requirements workshop, providing instruction on the progress report and final presentation, and training TAs on effective grading practices.

MIE240, Human Centre Systems Design: We support the multiple assignments associated with the term-long design project by training TAs in effective grading practices and providing students with regular in-tutorial instruction on designing more effective, discipline-specific reports and presentations.

Materials Science Engineering:

MSE290, Communication I: Students work in teams of three researching and reporting on work-related areas of opportunity in their field. With the assistance of two MSE TAs, we guide students in developing their oral presentation skills and their ability to write effective self-assessments.

MSE390, Communication II: Students work individually on a self-selected state-of-the-art research project, reporting in a short written report and in a poster presentation on their findings. Students learn to use research reference managers and proposal writing skills in preparation for their final deliverables.

Mechanical Engineering:

MIE243, Mechanical Engineering Design I: In addition to a term project, students begin creating a design portfolio in this course that documents and analyzes their professional competencies. Students receive instruction on professional communication and teamwork in a design setting.

MIE221, Manufacturing Engineering: Our involvement focuses on the labs, integrating communication components into the lab assignments and training TAs to teach and evaluate these components.

MIE301, Kinematics and Dynamics of Machines: Here, we collaborate with the course instructor and TAs on developing assignments and assessment tools for the term project, as well as providing training on working with student teams and giving effective feedback.

MIE315, Design for the Environment: In this course, we work with the course instructors and TAs on developing assignments and assessment tools for the term consulting project, as well as providing training on working with student teams and giving effective feedback. We also deliver two lectures on effective communication within a consulting context.

Mineral Engineering:

MIN250, Surface Mining: Through lectures on principles of argument, writing, and oral presentation that they apply to a paper and a group presentation on Special Topics in Surface Mining. This assignment supplements the core theoretical and practical content of the course, giving students an opportunity to learn how to apply these principles to communication in and about the mineral industry.

MIN430, Mining Environmental Management: We provide consultations on communicating their group environmental assessment through a report, poster and presentation.

MIN466/67, Capstone Design: Students develop posters for their pre-feasibility studies, including an initial mine design, supported by consultations and a lecture on visual rhetoric and poster design.