Jillian Seniuk Cicek is a PhD Candidate in Engineering Education in the Faculty of Graduate Studies, and a research assistant and sessional instructor for the Centre for Engineering Professional Practice and Engineering Education in the Faculty of Engineering at the University of Manitoba, in Winnipeg, Canada. Her areas of investigation include exploring innovative ways to teach and assess the CEAB graduate attributes; Engineering stakeholder perceptions of the CEAB graduate attributes; program accreditation; outcomes-based teaching and assessment; student-centered instruction and active learning strategies; instructor pedagogical practices and belief-systems; experiences of Engineering newcomers; and Engineering Education graduate students' identities.
Professor Sheridan is an Assistant Professor, Teaching Stream at the Troost Institute for Leadership Education in Engineering (ILead) and the Institute for Transdisciplinary Studies in Engineering Education and Practice (ISTEP) at the University of Toronto. Prof. Sheridan teaches teamwork and leadership in the first-year cornerstone design courses and oversees the integration of teamwork and leadership learning into the upper-year courses. She previously designed an online team-based self- and peer-assessment system that was used in multiple Canadian universities. She has also taught leadership and teamwork courses at Northwestern University, where she is a Leadership Fellow.
Prof. Sheridan holds a BASc and MASc in Mechanical Engineering, and a PhD in Engineering Leadership Education. She has previously worked on large plant-design teams in industry, and on algorithms to develop co-operative multi-agent systems in robotics.
Elizabeth Kuley is a graduate of civil engineering at the University of Saskatchewan and currently completing a Masters of Science studying the retention of engineering students at the University of Saskatchewan.
Robyn Paul is a second-year PhD student at the Schulich School of Engineering at the University of Calgary. Her work is looking at using best practices from ecofeminism to deconstruct the culture of engineering education and bring awareness to engineering
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