As a CDIO collaborating member, the School of Mechanical and Electrical Engineering of Sheridan maintains a curriculum that is deeply rooted in skills-based learning, experiential learning, and engineering design. To ensure our graduates are agile and ready for the workforce, we are taking proactive measures to further improve their learning experiences. An important challenge still impeding our students knowledge acquisition is the perception that program courses have disjointed learning outcomes. The course map of programs is carefully designed in such a way that technical skills acquired in particular courses gradually build on each other. Despite the traditional existence of prerequisites and co-requisites, the inaccurate view that courses function independently persists among students and, occasionally, among faculty members. One feasible approach to tackle this pedagogical challenge is to combine various courses into an integrated learning block (ILB) having a unified mission and objective. At Sheridan's School of MEET, we are applying an ILB with three engineering courses offered within the same semester for all our B.Eng. degree programs. The ILB deliverables are based on the design of a chosen engineering system or subunit in a project-based learning (PBL) environment. The rationale of this paper is to share our framework for implementing an ILB in engineering programs and to examine the opportunities and challenges related to this type of curriculum design. In particular, we will discuss the methodology by which courses are selected to form an ILB while taking into account their appropriateness for an industry-driven PBL. This will be followed up with some of the strategies that are proposed to evaluate the performance of students in an ILB through formative and summative assessments based on CDIO competencies.
Media Usage in Post-Secondary Education and Implications for Teaching and Learning
Web 2.0已经渗透到学术生活中。在线信息服务在中学后教育中的使用导致教师教学方法以及学生的学习和学习行为发生了巨大变化。与此同时，传统的信息媒体，如教科书和印刷品，仍然是教学和学习的基本支柱。本文报道了一项关于西方大学学生和教师在教学中使用媒体的调查结果，突出了教师和学生在高等教育中使用新媒体和传统媒体的趋势。此外，该调查是一项国际研究计划的一部分，目前有来自10个国家的20所大学参与。此外，这项研究将有望成为正在进行的关于旨在促进在教学和学习中有效使用媒体的做法和政策的讨论的一部分。
Students' Acceptance of Arduino Technology Integration in Student-Led Science Inquiry: Insights from the Technology Acceptance Model
Seoul National University（首尔大学）；Department of Biology, Universitas Negeri Malang（万隆国立大学动物学系）；Graduate School of Education, Chung Yuan Christian University（中原大学教育学院）
Advancing Problem-Based Learning in Biomedical Engineering in the Era of Generative AI
Department of Electrical and Computer Engineering, Georgia Institute of Technology（电气与计算机工程系，佐治亚理工学院）；Wallace H. Coulter Department of Biomedical Engineering, Electrical and Computer Engineering, Georgia Institute of Technology and Emory University（沃尔什·哈·库尔特生物医学工程系，电气与计算机工程系，佐治亚理工学院和埃默里大学）
Training the next generation of physicians for artificial intelligence-assisted clinical neuroradiology: ASNR MICCAI Brain Tumor Segmentation (BraTS) 2025 Lighthouse Challenge education platform
Children's Hospital of Philadelphia（费城儿童医院）；Multiprofile Hospital for Active Treatment in Neurology and Psychiatry 'St. Naum'（圣瑙姆神经病学与精神病学多学科积极治疗医院）；Jena University Hospital, Friedrich Schiller University Jena（耶拿大学医院，弗里德里希·席勒耶拿大学）；University of Tubingen（蒂宾根大学）；Charité – Universitätsmedizin Berlin（柏林夏里特医学院）；Hospital of the University of Pennsylvania（宾夕法尼亚大学医院）；Teesside University（提赛德大学）
Performance of ChatGPT on the US Fundamentals of Engineering Exam: Comprehensive Assessment of Proficiency and Potential Implications for Professional Environmental Engineering Practice
IIHR – Hydroscience & Engineering, University of Iowa（爱荷华大学IIHR水文科学与工程研究所）；Civil and Environmental Engineering, University of Iowa（爱荷华大学土木与环境工程学院）；Electrical and Computer Engineering, University of Iowa（爱荷华大学电气与计算机工程学院）
本文评估基于 GPT-4 的 ChatGPT 在美国 FE 环境考试中的表现，发现非侵入式提示词修改可显著提升准确率，并探讨其教育应用、局限及考试诚信意义。
