期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.10524
出版社：The Canadian Engineering Education Association (CEEA)
摘要：At the University of Toronto, Engineering Science students are typically introduced to the engineering codes and standards that they are expected to incorporate into framing and responding to engineering design challenges in their first year of study. In our experience, however, students do not always appreciate that these codes and standards may not reflect the interests of key (and potentially under-represented) stakeholders, and thus may not be appropriate for their engineering context. To encourage our students to adopt a more critical perspective when working with codes and standards, we exposed them to case examples of contentious regulations, and highlighted the objectives, people, and processes behind the development of these works. Our examples focus on common products to which first-year students can relate, such as handrails and stairs. By exposing our students to the people and processes by which codes and standards are developed, and to the controversies associated with contentious policy decisions, we expect that students will adopt a rigorous approach to using engineering codes and standards in their design activities.
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