Computer-Based Assessments

This work examines the impact of transitioning from paper-based to computer-based exams in a programming course for electrical and computer engineering students. The goal is to align assessments with real-world programming practices, ensuring students develop essential skills such as debugging, testing, and problem-solving. Paper-based exams, which often carry greater weight in final grades, risk disconnecting students from these practical skills, as they may rely heavily on external help during labs, assuming the exam format does not require the same competencies. By adopting computer-based exams, we aim to bridge this gap and provide a more holistic evaluation of students’ programming abilities. This work is under review for the Canadian Engineering Education Association (CEEA) 2025.

Exploring the Benefits of Cross-Disciplinary Learning in Engineering Education

This project investigates the impact of integrating interdisciplinary concepts into programming labs and assignments, drawing on principles from Dynamics and Electrical Fundamentals. By embedding these core engineering concepts into a first-year programming course, we aim to foster a broader perspective, enhance problem-solving skills, and spark greater engagement among students. Our approach involved designing assignments that incorporated cross-disciplinary content and others without such integration, enabling comparative analysis. This work was submitted to the American Society for Engineering Education (ASEE) 2025.