Our rapidly changing world presents unprecedented opportunities and significant challenges.
The Stephen J.R. Smith Faculty of Engineering and Applied Science at Queen’s University is changing the face of engineering education, so future engineers can be leaders in the face of complex and multidisciplinary global issues.
Hear what our students have to say about Reimagining Engineering Education
We need problem-based learning that addresses global challenges, requires diverse perspectives and facilitates interdisciplinary problem solving.”
Multi-disciplinary real-world challenges, I want to make a difference.”
Real world problems don’t have an answer key. How are we supposed to solve nuanced problems if we've always been taught to only look for one solution?”
Engineers don’t exclusively work with Engineers. We need to create courses in every program that are jointly offered with non-engineering students to help build the understanding needed for multi-disciplinary collaboration.”
“Open spaces for different demographics to comfortably apply their skills and perspectives will generate more unique, innovative and relevant solutions.”
“Better preparation for workplace, increased interest, sought after skill development.”
This new model of engineering education will be technically rigorous, experientially focused, socially conscious and creatively inspired. It will ensure graduates have the knowledge and tools to not only create our technology and processes but to guide their evolution, and how they integrate with society and the world.
With the generous support of Queen’s Engineering alumnus and business entrepreneur Stephen Smith (Sc’72, LLD’17), a Smith Engineering education at Queen’s will become the clear choice for aspiring and globally minded problem solvers seeking to build a better future across all sectors of society.
This re-invention is not an incremental undertaking. To truly excel in this area, this endeavour must envision humanity’s needs in 10, 20 or even 50 years —and effect change at scale so the Faculty can educate our students to contend with these realities.
Engineering for humanity.
Our educational approach will involve framing problems with a deep understanding of users’ needs, ensuring that knowledge and creativity are applied to solutions to have the greatest positive impact. We will look beyond the boundaries of traditional engineering, incorporating perspectives from diverse disciplines and communities. Collaborative projects engage students with various stakeholders, fostering empathy and a sense of responsibility. Our goal is to instill a mindset where creative and critical thought are central to engineering practices and results tailored specifically for addressing the needs of humanity.
Problem based learning.
Students will work in collaborative teams on real-world challenges to build knowledge and skills. These authentic experiences provide autonomy for students to take ownership of learning, apply knowledge in practical settings, and reflect on relevance for future engineering activities. Problems drawn directly from current research, community needs and industry demands will vary in scope and complexity from realistic constraints to real-world scenarios. This approach involves developing suitably complex, open-ended problems, delivering appropriate instruction, facilitating effective teamwork, and providing consistent feedback.
Competency based assessment.
Instructors will assess and provide ongoing feedback to students on their progress toward competency (mastery) of clearly defined learning objectives and provide repeated opportunities to improve. This approach emphasizes the demonstration of mastery through the application of knowledge through various means, such as projects, presentations, portfolios, simulations etc. In addition, this assists graduating students to articulate their competencies to future employers and establish themselves as professionals.
Experiential learning.
By integrating insights from industry, community and research into our curriculum and beyond, we will ensure all students gain access to cutting-edge professional development and experiential learning opportunities. Students will have support to pursue a breadth of engaging experiences, such as international exchanges, leadership in student engineering groups and optional internship. From the outset, our holistic approach entwines career development into the classroom and co-curricular experiences, immersing students in meaningful research and the practical application of their studies.
A phased approach will be one where changes will be part of a consultative process with our students, faculty and staff. Smith Engineering will consult broadly within the community about how to implement within constraints, and identifying how we prioritize our time to achieve these goals.
Smith Engineering will employ strategies that promote the development of empathy, creativity and curiosity—expanding collaborations with industry and alumni to incorporate meaningful problems throughout curriculum, explicitly developing skills required for solving the complex problems of tomorrow from day one in our program.
The Faculty’s problem-based curriculum will be clearly tied to the UN’s Sustainable Development Goals. Students will learn to solve future real-world problems by addressing today’s problems in class in partnership with local and global community and industry partners. They will acquire strong technical skills and critical thinking skills to take culture, ethics and stakeholder engagement into consideration when tackling the important problems facing our world.
Experiential learning and competency-based assessment will instill confidence in students that they can develop skills at their own pace and clearly articulate them.
Smith Engineering’s faculty and alumni networks will play a critical role in collaborations with industry, business, non-profits, and policymakers to incorporate meaningful problems throughout the Faculty’s curriculum.
Positive impact on the global stage requires a global perspective, and solutions for a diverse humanity come from diverse teams. Humanity is an interdependent tapestry of voices, lived experiences, cultures and creeds—and engineering programs across the world are working to break down barriers to inclusivity and diversity.
Smith Engineering will build on the momentum in our field, recognizing that inclusivity is a moral obligation as well as a catalyst for innovation and uncovering novel paths to progress.
Changes to the Faculty’s programs and educational models will attract students from a broader set of backgrounds and with more diverse perspectives. Strategic faculty recruitment and support will give students access to a purposeful range of pedagogy. The problems Smith Engineering presents to its students will be global in nature and tackle the challenging interplay between technology and society.
We have an exciting opportunity to reimagine engineering education over the next few years. We are currently in the early stages and would like your input and involvement. There will be resources available to assist in the development of these changes. However, right now we are at the idea generation stage and would like to hear from you.
October 17, 2024: Visiting Speaker: Jim Nicell on the Future-Proofing of Engineering Education
September 13, 2024: Information Update
July 31, 2024: Workshop: 3T Play with Dr. Siara Isaac on Teaching Transversal Skills for Engineering Students
June 20, 2024: Visiting Speaker: Dr. Sujatha Srinivasan on Purposeful Engineering
May 30, 2024: Dean's Teaching and Learning Showcase
April 23, 2024: Town Hall: Faculty and Staff Call to Action
May 6, 2024: Second Annual CBA Symposium
February 21, 2024: Visiting Speaker: Dr. Ann Witmer on Contextual Engineering
February 8, 2024: Student Town Hall II
December 4, 2023: Student Town Hall I
November 3, 2023: Students, Staff, and Faculty Town Hall
November 2, 2023: Momentum meets Magnitude: Reimagining Engineering Education Launch
A ThoughtExchange is like a survey, but better!
You will be asked an open-ended question and anonymously submit your thoughts. You will then have the opportunity to see other people's thoughts and rate them on a scale of 1-5 based on how strongly you agree with them. You can always come back to your survey later on and add or rate more thoughts.
Watch the video below to learn more.
Smith Engineering can't reimagine the future of engineering without the support and input of our community. As such, we ask that you fill out our ThoughtExchanges, attend our Town Halls, and make sure your voice counts.
Past or Closed ThoughtExchanges
Faculty and Staff: What do you think our top priority should be for our reimagined engineering education?
Launched: February 7, 2024
Closed: February 18, 2024
This exchange took place prior to the faculty and staff call to action information session, hosted by Dean Deluzio. The purpose of the information session was to discuss our vision to improve engineering education, and how faculty and staff are a vital part of this process and the next steps.
View ThoughtExchange results
Students: What do you think our top priority should be for our reimagined engineering education?
Launched: January 22, 2024
Closed: February 2, 2024
As part of Reimagining Engineering Education we launched a student ThoughtExchange to gather student input. This exchange took place prior to the student townhall session hosted by Dean Deluzio. The purpose of the townhall was to facilitate an open discussion on our goals and vision for the future of engineering education. This exchange played a crucial role in informing the discussion during the townhall, by identifying the priorities of our current students.
View ThoughtExchange results
Stephen Smith, BSc’72, LLD’17, is one of Canada’s leading entrepreneurs in the financial services industry. He is renowned for innovation in information technology and financial structuring in the Canadian mortgage industry. He earned a Bachelor of Science (Honours) in Electrical Engineering from Queen’s University (’72) and a Master of Science (Economics) from the London School of Economics and Political Science. In 2017, he received an honorary degree from Queen's University. Mr. Smith is the Chairman and CEO of Smith Financial Corporation, which has significant equity investments in a range of financial services businesses: First National Financial Corporation, Canada Guaranty Mortgage Insurance Corporation, Fairstone Bank of Canada, Peloton Capital Management, Equitable Bank, Glass Lewis & Co. and Home Capital Group.
Our new name marks the start of a transformative era in engineering education.
The logo for Smith Engineering at Queen's is a dynamic symbol of this evolution, expressing our commitment to the engineers of tomorrow and our mission to foster positive global change.
Crafted with building blocks, the logo represents the layered challenges and diverse solutions engineers engage with every day, and when animated it comes alive, capturing the energizing spirit of invention, re-invention and transformation.
This is our future-focused identity.
This is Smith Engineering.
Meet the Interdisciplinary Team (comprised of the Guiding Team and the Departmental Lead Committee) along with the broader Committees and Working Groups, guiding the Reimagining Engineering Education initiative (not pictured: Brian Vriens). Join us as we break down traditional barriers and explore new frontiers in engineering education.
The Guiding Team
Role: The Guiding Team sets the standards for excellence and ensures alignment across all aspects of our vision to reimagine engineering education. Comprised of experienced educators, thought leaders, and forward-thinking innovators, the Guiding Team plays a key role in shaping the future of engineering education. They drive the development of a bold, ambitious vision that challenges norms and inspires a new generation of engineering graduates.
Members:
Departmental Lead Committee
Role: The Departmental Lead Committee is the essential link between the Guiding Team and the departments, ensuring clear and effective communication. The committee proposes strategies to achieve the goals set by the Guiding Team, develops recommendations, and assesses resource and funding needs.
Members:
Student Liaison Committee
Role: The Student Liaison are the primary student advisory to the Guiding Team, offering a structured and effective channel for student input. They act as ambassadors and advocates for student perspectives, ensuring that their needs and ideas are communicated and considered in decision-making processes. This role is essential in shaping a student-centered approach within the Reimagining Engineering Education initiative.
Members:
Admissions Working Group
Role: The Admissions Working Group evaluates the current student admission process to determine if changes are needed. The group analyzes existing practices, assesses their effectiveness, and proposes improvements to ensure the process aligns with the goals and values of Smith Engineering.
Members:
Impact Working Group
Role: The Impact WG documents the process and impact of the Reimagining Engineering Education transformation, supporting broader transformations in STEM education in Canada and globally. They plan for and make decisions about collecting evidence to evaluate impact.
Members:
Space Working Group
Role: The Space Working Group determines the future teaching and research space needs of the Faculty. This includes determining the type and size of space required, as well as identifying current deficiencies in teaching and research facilities.
Members: