Waterloo Professional Development Program (WatPD) · PDF fileduring the various phases of a project? ... » Apply a problem solving model to case studies using ... Waterloo Professional

WatPDWaterloo Professional Development Program

http://uwaterloo.ca

UNIVERSITY OF WATERLOOWaterloo Professional Development Program (WatPD)

519-888-4567, ext. 37376 | [email protected] | watpd.uwaterloo.ca

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mailto:watpd%40uwaterloo.ca?subject=

http://watpd.uwaterloo.ca

Contents

1 What is WatPD?3 PD1: Co-op Fundamentals5 PD3: Communication7 PD4: Teamwork9 PD5: Project Management11 PD6: Problem Solving13 PD7: Conflict Resolution15 PD8: Intercultural Skills17 PD9: Ethical Decision Making19 PD10: Professional Responsibility in Computing21 PD11: Processes for Technical Report Writing*23 PD12: Reflection and Learning in the Workplace*25 PD20: Engineering Workplace Skills l: Developing Reasoned Conclusions27 PD21: Engineering Workplace Skills ll: Developing Effective Plans29 PD22: Professionalism and Ethics in Engineering Practice31 Instructor Biographies

William M. Tatham Centre, University of Waterloo

* Formerly PD2

What Is WatPD?

WatPD is the University of Waterloo's Professional Development Program. It is designed to equip undergraduate students with the professional skills that are essential to becoming

successful members of the workforce.

While universities earn strong marks for their abilityto provide students with technical or discipline-specific knowledge, there is concern about a lack of professional skills in students and new graduates. These professional skills, such as communication, teamwork, and problem solving, are consistently ranked as the most important skills for success in the workplace.

WatPD offers online professional development courses that complement the students' academic programs and work-integrated learning experiences. Courses include topics such as Communication, Problem Solving, Ethical Decision Making, and Intercultural Skills.

As students complete WatPD courses, they enhance their professional skills. Employers

benefit by hiring well-rounded students who are able to complete tasks requiring both technical and professional skills. Students benefit with improved workplace performance, which can earn them increased responsibility in the workplace.

1 UNIVERSITY OF WATERLOO

Teaching Professional Skills in an Online Environment

To help students best learn and practice professional skills, WatPD courses are taken by students while they are employed or volunteering. This allows students to draw connections between the course content, their work or volunteer experience, and their skill set. The courses provide students with the theoretical foundation, tools, and knowledge required to reflect on and improve their professional skills. WatPD courses were created with the recognition that students balance multiple commitments each term. Courses require approximately 20 hours to complete, and are completed entirely outside of work commitments.

WatPD recognizes that the skills taught in the online courses are often refined over time through workplace experience. The goal of the WatPD program is to ensure that University of Waterloo students are formally introduced to professional skills at an earlier stage in their professional life so they can enhance these skills while working. Real world application, along with your mentoring, solidifies the concepts learned online.

Waterloo Students Enhance Their Skills in Three Ways*:

10%WatPD provides theory and experience to succeed

20%Mentors and supervisors offer guidance and feedback on their progress

70%Students apply their knowledge and continue to grow

* This model was adapted from The Career Architect Development Planner (1st ed.) by Michael M. Lombardo and Robert Eichinger

Get Involved and Support Student Success!

» Talk to your students about the importance of professional skills

» Ask your students to share and reflect upon what they are learning in their WatPD courses

» Review our courses, recommend a new course topic, or share your experiences

» If you notice improvements in your students’ professional skills, let us, and them, know!

To get involved and share your ideas, please email us at [email protected].

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“I think the WatPD program in general is a huge benefit. These days, almost everyone applying to jobs has the required hard skills to perform, but it’s the soft skills that set people apart.”

Employer Review

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PD1Co-op Fundamentals

“The course was well structured and went very in depth into what students should expect in a job setting. It prepared me very well for how to act and how to speak when in an office.”

Student Review

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PD1 Co-op Fundamentals

What is PD1?

» PD1 explains the employment process to provide students with strategies for on-the-job success

» Students develop their résumé writing and interview preparation skills using employer recommended best practices

» Students are introduced to Waterloo’s suite of resources, such as career and student advisors, workshops, and online learning materials

What Do PD1 Students Do?

» Develop a résumé and receive in-person feedback prior to applying to jobs

» Practice interview preparation skills through text-based assessments and a mock interview

» Learn strategies for job hunting, networking, and on-the-job-success

» Consider challenges associated with starting work in a new environment through ‘Success On The Job’ exercises

“I found the résumé assignment was most helpful. I did not realize before the course how much my résumé was lacking…The résumé feedback was most helpful and I feel much more confident with my current résumé than ever before.” Student Review


PD3Communication

“Overall it was a good course. Thank you for helping improve my communication skills in the workplace.”

Student Review

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PD3 Communication

What is PD3?

» PD3 emphasizes effective workplace communication, allowing students to assess, monitor, and improve their own communication skills » Students discuss and practice communication across a wide range of forms and genres, including giving and receiving feedback, casual conversation, presentations, and group meetings » Students learn to recognize and guard against racial, cultural, generational, and gender-based biases in their communication and their workplaces


» Reflect on their personal communication styles through self-assessment activities

» Develop approaches for creating presentations, leading meetings, and communicating with peers at varying levels of workplace hierarchies

» Practice being concise and informative by developing a three-minute briefing presentation » Learn how to respond professionally to conflict and miscommunication in the workplace through a case study

Questions for Discussion

Talking to your students about their PD courses helps them draw connections between course concepts and their real-world applications. Consider sharing your insight on the following topics:

» What is your preferred communication style? What strengths and weaknesses do you find associated with this communication style?

» What advice do you have for those preparing and delivering public presentations?

» What are your tips for being an effective contributor to a meeting?

» What are your pet peeves with respect to email communication? When would you avoid email and use other forms of communication?

“Some of the main strengths of the course are that it helps me to understand my own communication strength and weakness. It allows me to improve my communication skills more effectively. Moreover, it taught me to be conscious about the ethos when communicating with others which is very important in the workplace.”

Student Review


PD4Teamwork

“I will be able to use the things that I learned about [in PD4] for the rest of my career.”

Student Review

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PD4 Teamwork

What is PD4?

» PD4 introduces students to teamwork and small-group communication theories that encompass the diverse nature of small groups

» Students develop the ability to think critically about how individuals behave in a team setting and apply theories of teamwork and small-group communication to their own behaviours » Students gain an understanding of how perception, attitudes and beliefs, and social norms contribute to how messages are sent and received in teams and small group settings


» Practice effective teamwork strategies in the workplace and reflect on their impact

» Critically reflect on their experiences working in teams and how teams function in real life settings

» Compile resources from the course content to act as a guide for future application in dynamic small-group settings



» What are three attributes that you find most valuable when working in a team or small-group setting and why?

» Can you describe any implicit or explicit rules or procedures that you have experienced which help in the pursuit of a team’s goal?

» What constructive strategies do you employ to help facilitate teamwork?

“A strength of this course was that it related the content to real life situations, so I was able to see how the theory could be applied in real life.” Student Review


PD5Project Management

“Great introduction to project management and covers a variety of different topics. Well organized simulations and case studies.”

Student Review

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PD5 Project Management

What is PD5?

» PD5 introduces students to basic project management techniques that are used in contemporary workplaces » Students learn common project management practices and how to address the human and organizational issues that arise when managing projects

» Students are introduced to the Project Management Body of Knowledge (PMBOK) and provided with preparatory material for the Certified Associate in Project Management (CAPM)® exam


» Develop a stakeholder communication strategy to ensure stakeholders are effectively managed through a complex project management simulation

» Identify organizational structures and the variables that affect project management within those structures

» Practice project budgeting and develop a work breakdown structure based on a case study



» What communication strategies do you use to effectively manage stakeholders during the various phases of a project?

» What budgeting strategies do you use to allocate resources and manage risk?

» What are some common issues you have seen that crop up in project teams? How do you mitigate these issues?

» Do you use any project management tools? How do they help you to manage projects?

“The case studies and simulations were comprehensive and thorough, allowing for a real-world application of project management skills and concepts.”

Student Review


PD6Problem Solving

“I enjoyed how applicable [the course] was to real life work place situations as well as in academic group projects. There are so many problems in life and this course taught me practical skills.”

Student Review

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PD6 Problem Solving

What is PD6?

» PD6 introduces students to problem solving models designed to help resolve common workplace challenges

» Students learn to analyze and categorize problems and then to propose and implement solutions accordingly

» Students practice communication and creativity as they learn to apply a variety of problem solving strategies


» Apply a problem solving model to case studies using detailed analyses to produce an implementation plan

» Complete activities that strengthen positive communication skills and provide a foundation for solving real-world workplace problems

» Use the problem solving process to create a personalized action plan to be used as a reference when dealing with problems in the future



» What specific steps do you take when you are faced with a problem in the workplace?

» When deciding between a number of potential solutions, what factors do you consider?

» What barriers commonly arise when solving problems? How do you minimize their impact?

» What additional steps do you take when solving a problem that you have not previously encountered?

“The course provides me with enough real situations and improves my problem-solving skills. It prepared me for future situations in which I will need to solve problems effectively.”

Student Review


PD7Conflict Resolution

“The topic of conflict resolution is highly relevant to all workplaces, and even important in any kind of teamwork — including during school projects and within my friend circle. The course gave very practical and easy to understand strategies for understanding and dealing with conflict.”

Student Review

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PD7 Conflict Resolution

What is PD7?

» PD7 introduces students to theories and approaches governing effective conflict resolution in the workplace » Students are equipped with the tools to deal with difficult people and resolve conflict effectively in their professional, academic, and private lives

» Students are given the opportunity to reflect on their preferred communication styles and personal experience with workplace conflict


» Reflect on their workplace experiences with conflict, negotiation, and mediation to develop self-awareness regarding personal contribution to conflict

» Investigate high-level conflict resolution concepts like escalation, types of power, intent-action-effect model, and triangulation

» Sharpen conflict resolution techniques through assignments based around theoretical models and real-life examples



» Have you come across formal resolution policies in your professional career? If so, have you ever been in a situation where it was necessary to consult the policy?

» What challenges have you faced while navigating the power dynamics in your workplace?

» What are the rights and responsibilities your company has outlined for its employees?

» What strategies would you employ when dealing with a difficult situation or conflict?

“The conflict solving ideas learned can be related to previous conflict experiences, which makes me think that it could help me in resolving conflicts in the future since it is applicable to real life.”

Student Review


PD8Intercultural Skills

“I think [the course] covers the important topic of how cultural backgrounds play a role in the workplace, especially in a country as multi-cultural as Canada.” Student Review

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PD8 Intercultural Skills

What is PD8?

» PD8 provides students with the knowledge and skills necessary to work effectively in culturally diverse environments

» Students are introduced to cultural differences in communication and working styles

» Students work through intercultural examples and scenarios to apply course concepts and connect their personal experiences to real-world situations


» Analyze effective intercultural communication techniques, modern workplace dilemmas, and the challenges of cross-cultural teamwork

» Reflect on their experiences with cultural differences and intercultural communication in the workplace

» Choose a country of interest and assess the roles of context, directness, formality, and expressiveness in communication compared with home-country communication styles

» Develop strategic questions that could be posed to a new supervisor when acclimating to an international workplace environment



» Have you ever worked in an organization outside of North America? What did you learn about working styles and intercultural communication from your experience?

» Have you experienced a conflict or misunderstanding in the workplace due to cultural differences?

» When conducting international business, what strategies do you employ to manage differences in culture?

“I am now aware that people from different cultures will interact with me differently based on the norms of their culture — therefore, I am now far less likely to assume that someone is “rude,” rather, that they are simply different, or from a different culture at least!”

Student Review


PD9Ethical Decision Making

“I enjoyed thinking about the ethical issues while going through the course material. It provided me with a different perspective on life.”

Student Review

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PD9 Ethical Decision Making

What is PD9?

» PD9 provides students with a framework to make sound ethical decisions in their workplaces » Students are introduced to the concepts and ideas that govern professional ethics, including examples from the worlds of philosophy, game theory, and economics

» Students learn how to reconcile the tenets of professional ethics with the competitive demands of the global workplace


» Analyze a variety of ethical topics, including why good people make bad decisions, moral hazard, and personal responsibility in group contexts

» Apply course concepts to ethical dilemmas presented in weekly games and interactive video presentations

» Reflect on their personal ethical views and the effect their actions have on others



» Have you ever faced a professional ethical dilemma? How did you arrive at the right decision?

» How do you manage differences in ethical views between you and your co-workers, employees, and superiors?

» To what extent do you allow your personal ethical views to influence the decisions you make as a professional?

“Great course! As a person who previously looked at decision-making as a purely rational exercise, the introduction to social action problems and the impact of incentives changed how I view ethical decisions.”

Student Review


PD10Professional Responsibility in Computing

“I like this course for its informative nature and case studies. It is really effective at giving an awareness of the ethical and legal playing ground in the digital world.”

Student Review

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PD10 Professional Responsibility in Computing

What is PD10?

» PD10 introduces students to the ethical and legal issues of professional computing » The course focuses on content creators, but it is equally relevant to users of software who have an interest in the legality of the software they use every day

» Students enrich their knowledge, understanding, and awareness of their responsibilities related to computing


» Read and assess end-user license agreements and warranties to identify the rights and responsibilities of the creator and user

» Analyze a variety of situations, including privacy violation, software user and provider responsibility, and safety-critical software products to determine the potential legal or ethical considerations

» Apply copyright law and other intellectual property rights to a product or derived work



» How does copyright law come into play in your workplace? Do you have any ideas on how to better navigate it?

» What does ethical responsibility have to do with software from your perspective?

» What is your experience with license agreements? Do you think twice before clicking “I Accept”?

“Course content is extremely relevant to the software development field, particularly the paper-work aspects that we have very little exposure to and usually leave to other departments to handle. Would see this all as extremely useful if you intend to develop and release your own software, such as open source projects.”

Student Review


PD11Processes for Technical ReportWriting

“The course undoubtedly helped me develop skills to improve my ability to write a technical report. The Waterloo Writing Works modules were also useful in sharpening my writing skills. The course was very well laid out and organized, with plenty of resources available for use.”

Student Review

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PD11 Processes for Technical Report Writing

What is PD11?

» PD11 introduces students to the process of writing a technical report, including the purposes, audiences, and forms of technical report writing

» Students develop analytical, critical-thinking, and report writing skills through the completion of a technical report

» Students learn how to identify a problem or topic for a technical report, how to conduct research, how to address the audience’s needs in a report, and the importance of the revision process


» Identify problems in their workplace that would serve as a suitable topic for a technical report » Conduct secondary research to inform and support the findings in their technical report

» Provide constructive feedback on a peer’s technical report to further develop their writing skills » Draft, revise, and polish a technical report on a topic of their choice that meaningfully connects work and school



» Have you ever written a report for this or another job? What challenges did you experience? What advice can you give?

» In your experience, how can making deliberate connections between work and academics make work more meaningful?

» Do you have a formal process for giving or seeking feedback on projects? Where do you look for feedback? What are some struggles you have faced when receiving feedback?

» Do you find that written communication skills are often strong or have room for improvement in your organization? What are some specific areas that you would recommend for improvement?

“The course gave clear strategies for brainstorming up an issue and picking a good problem, as well as tips on improving grammar with examples.”

Student Review


PD12Reflection and Learning in the Workplace

"Learning about metacognition and self-reflection was very important for my personal and professional growth."

Student Review

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PD12 Reflection and Learning in the Workplace

What is PD12?

» PD12 introduces students to critical workplace skills such as understanding workplace environments and norms, taking responsibility and showing initiative, and adapting to changes in the workplace

» Students reflect on their experiences, knowledge, and skills to reinforce the importance of self-awareness, expression, and metacognition, or thinking-about-thinking in the workplace

» Students are taught about SMART goal setting, making effective apologies, making amends, and organizational culture


» Reflect on their skillset and on the consequences of not knowing what they do not know in the workplace » Establish, monitor, and revise their professional goals throughout the term

» Respond to a variety of workplace scenarios including accepting assigned work, recognizing and adapting to changing circumstances, and making amends after a mistake » Write a reflective report about what they learned in the workplace during the term or connections they made to their prior experiences, and how they can transfer this learning moving forward



» How do you set your professional performance goals? What advice do you give students about setting goals?

» How do you analyze and reflect on performance in your organization? Is it a formal or informal process?

» What are some strategies that you use when adapting to changing circumstances or coping with insufficient information? » What challenges have you encountered with regards to making apologies and amends after a mistake has been made?

» What are your suggestions for observing and adapting to the organizational culture of a new workplace?


PD20Engineering Workplace Skills l: Developing Reasoned Conclusions

“The course had some aspects that I could immediately implement into my workplace such as: how to research and find information properly, and how to examine that information without biases."

Student Review

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PD20 Engineering Workplace Skills l: Developing Reasoned Conclusions

What is PD20?

» PD20 introduces engineering students to critical thinking and communication in the workplace » Students are taught the importance of gathering good information, determining what conclusions they may draw, and how to communicate their findings

» Students reinforce their understanding of course principles by reflecting on their previous and current work experiences


» Evaluate deductive arguments and assess the strength of evidential reasoning

» Identify biases and errors of reasoning through real-world examples

» Reflect on the impact of their personal ethical views and communication styles in the workplace



» How do you handle situations when you do not know the solution to a problem?

» When making a decision, how do you determine that you have not overlooked any relevant information?

» What do you do when current procedures conflict with the Professional Engineers Ontario Code of Ethics?

"The course helped me link my previous preconceptions and realize my bias or why I was accused of being wrong. This led me to correct my behaviour to become a better teammate and worker in the workplace environment. It has held countless benefits in my applications to real life scenarios and allowed me to solve conflicts on my own." Student Review


PD21Engineering Workplace Skills ll: Developing Effective Plans

“Great, relevant, up-to-date content with relevant examples and assignment problems.”

Student Review

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PD21 Engineering Workplace Skills ll: Developing Effective Plans

What is PD21?

» PD21 introduces engineering students to the engineering design process as a framework for developing effective plans » Students learn to define and solve problems within the context of engineering design

» Students explore aspects of engineering practice with varied, multi-disciplinary design scenarios


» Generate specifications that capture the requirements of a hypothetical client

» Collect design information from a variety of sources; generate and evaluate solution concepts that meet the clients’ needs

» Apply the engineering design process to an engineering problem of their choosing



» Do you think engineering is a creative profession? Why or why not?

» How do you make use of the engineering design process in your workplace?

» How do you use project management in your day-to-day work?

“I learned how to critically analyze problems and break down large engineering problems into smaller, manageable subtasks.”

Student Review


PD22Professionalism and Ethics in Engineering Practice

“The material was interesting, and it was very clear how these skills would be applicable in the real world.”

Student Review

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PD22 Professionalism and Ethics in Engineering Practice

What is PD22?

» PD22 provides an in-depth look at the importance of professional standards and ethical behaviour for professional engineers » The course introduces students to professional engineering bodies and provincial legislation that regulate engineering practice in Ontario

» Students explore their ethical obligations by examining issues, including environmental ethics, conflict of interest, and workplace health and safety


» Evaluate hypothetical situations and case studies using systems of values and pieces of legislation that set standards for professional engineers’ behaviour, such as the PEO Code of Ethics

» Analyze case studies from engineering disciplines using ethical perspectives, regulatory principles, and their personal experience

» Construct a thesis and structurally sound supporting argument in a capstone essay that synthesizes key course principles



» What are your obligations to your employer, your coworkers, your subordinates, and to the public as a professional engineer? Are there any obligations that are specific to your workplace?

» What kinds of ethical dilemmas do you face as an employee? What about issues related to workplace health and safety or conflicts of interest?

» What are some ways you could avoid ethical dilemmas in the context of your workplace?

» Does your organization have its own code of conduct?

“This course was great as it helps me have a better understanding regarding professional engineering. I found the ethical concepts and analysis very interesting and could apply them to my work. Overall a very good course.”

Student Review

Instructor Biographies

» JENNIFER WOODSIDE, PD1Jennifer Woodside is a member of the Co-operative Education & Career Action (CECA) leadership team at the University of Waterloo. She is accountable for the management of the Centre for Career Action and the development, continuous improvement, and innovative deployment of career development support to University of Waterloo students, alumni, and staff. Jennifer holds a Masters of Science and a Bachelor of Arts and Science (both from McMaster University), as well as certificates in Career Development (Conestoga College) and Solution-focused Brief Coaching (University of Toronto).

» DR. ANDREW MCMURRY, PD3Dr. Andrew McMurry’s primary teaching duties are in the Rhetoric and Professional Writing program at the undergraduate level, and in the Rhetoric and Communication Design program at the graduate level at the University of Waterloo. He regularly teaches courses on environmental discourse, new media, rhetorical criticism, semiotics, and writing. Andrew received his Ph.D in English from Indiana University.

» DR. ROBERT DANISCH, PD4Dr. Robert Danisch is currently Associate Professor in the Speech Communication program at the University of Waterloo. He has a Ph.D in Communication from the University of Pittsburgh (2004) and a BA in History and Philosophy from the University of Virginia, where he was an Echols Scholar. His research interests concern rhetorical theory and public communication within democratic societies. Rob joined the University of Waterloo in Fall 2011 after spending seven years at Concordia University in Montreal.

» DR. PETER CARR, PD5Dr. Peter Carr earned a BSc (Hons) in AppliedEconomics at Northeast London Polytechnic, and an MSc and a Ph.D at the School of Industrial and Manufacturing Science at Cranfield University, both in the United Kingdom. He is currently a professor in the Department of Management Sciences at the University of Waterloo. His research interests are in supply chain management, project management, information technology management, and collaboration in online education.

» LYNN LONG, PD6Lynn Long is currently the Educational Programming Developer for both the Equity Office and the Conflict Management and Human Rights Office at the University of Waterloo. Lynn began her undergraduate studies as a co-op chemistry student at the University of Waterloo and completed a degree in Education at the University of Western Ontario. Lynn has continued her studies in the areas of adult education and eLearning while teaching at a variety of educational institutions.

» MARLENE GRIFFITH WRUBEL, PD6Marlene Griffith Wrubel is currently a student advisor on the University of Waterloo team for Co-op. Marlene completed her undergraduate degree at Wilfrid Laurier University, a Masters of Education degree at Illinois University, and along the way, she obtained certificates in human resources management and insolvency counselling. She has taught faculty how to use two learning management systems and has developed and delivered workshops on topics such as successful supervision, managing conflict in the workplace, promoting reflection and creativity in the online environment, and diversity training.

» BETTY PRIES, PD7Betty Pries specializes in workplace, organizational, and congregational disputes, both as a mediator and as a trainer throughout Canada, in the United States, and in the Philippines. She is a regular instructor with Conrad Grebel University College at the University of Waterloo. Betty has been certified as a mediator by Mediation Services and has received her designation as Chartered Mediator through Alternative Dispute Resolution Canada. She has both a Bachelor of Arts degree as well as a Master’s degree in Theological Studies. Betty is a member of Alternative Dispute Resolution Ontario.

» DR. SVITLANA TARABAN-GORDON, PD8Dr. Svitlana Taraban-Gordon oversees all aspects of the Centre for Teaching Excellence teaching development programs directed at graduate students and postdoctoral fellows at the University of Waterloo. Her primary role involves co-ordinating three teaching certificate programs as well as working with graduate students and postdoctoral fellows through individual consultations, workshops, and teaching observations. Svitlana spent six years at York University where she completed her Ph.D in Education (Language, Culture and Teaching) in 2006.


» DR. GREG ANDRES, PD9, PD20Dr. Greg Andres studied at numerous educational institutions throughout Canada. He earned his first Bachelor’s degree in Theology from a small college in southern Saskatchewan. At the University of Waterloo, Greg successfully obtained a Bachelor’s and Master’s degree in Philosophy. He attended the University of Western Ontario for his Doctoral studies. Since then, Greg has returned to the University of Waterloo to pursue his passion for teaching. His enthusiasm and thought-provoking lectures engage students and frequently result in animated debates in and out of the classroom.

» DR. JO ATLEE, PD10Dr. Jo Atlee is currently a Full Professor in the Cheriton School of Computer Science at the University of Waterloo, where she is a researcher and teacher in software engineering, focusing on software requirements and design, modelling of software systems, and automated analysis of software models. She helped to found the Software Engineering (BSE) degree program at the University of Waterloo and was its first Director. She earned her BSc double degree in Computer Science and Physics at the College of William and Mary, and MSc and Ph.D degrees in Computer Science at the University of Maryland. She then moved to the University of Waterloo (and to Canada) to start her academic career and has never been happier.

» DR. JAY DOLMAGE, PD11Dr. Jay Dolmage completed a Masters in Creative Writing and English Literature at the University of Windsor and a Ph.D at Miami University of Ohio. He is currently the Associate Chair of the department of English. He believes that all students have the right and the ability to learn—and that the best classes bring together the most diverse groups of students in ways that mutually benefit all. He believes that teaching writing teaches important intellectual habits and can be a form of civic engagement, in addition to the academic and job-related skills students can gain.

» DR. LINDA CARSON, PD12Dr. Linda Carson is a former Air Force brat andlapsed Mathie who came out okay. She is an interdisciplinary Waterloo alumna who has taught in two different faculties and earned degrees from three. She studies drawing expertise and teaches art and psychology. In the event of an emergency, Linda is prepared to evacuate carrying only her Blackberry, her sketchbook, and her Diet Coke.

» DR. PETER TEERTSTRA, PD21Dr. Peter Teertstra completed his undergraduate degree in Engineering at Calvin College and his MASc and Ph.D degrees in Mechanical Engineering at the University of Waterloo. In 2003, Peter began teaching in the Mechanical Engineering department, and in 2010, he became the Director of the Sedra Student Design Centre. In the past four years, the SDC has grown from 10 to 28 student teams and has launched a 3D Print Centre, which serves all University of Waterloo students and staff. Peter also chairs the organizing committees for the FIRST Robotics and High School EV Challenge competitions held each year at the University of Waterloo.

» DOUGLAS WILHELM HARDER, PD22Douglas Wilhelm Harder is a lecturer in the Department of Electrical and Computer Engineering at the University of Waterloo where he had graduated from the Master of Mathematics program. Previously, he worked five years as a software developer at Waterloo Maple, Inc.

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UNIVERSITY OF WATERLOOWaterloo Professional Development Program (WatPD)

519-888-4567, ext. 37376 | [email protected] | watpd.uwaterloo.ca

WA

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mailto:watpd%40uwaterloo.ca?subject=

http://watpd.uwaterloo.ca

Documents

Waterloo Professional Development Program (WatPD) · PDF fileduring the various phases of a project? ... » Apply a problem solving model to case studies using ... Waterloo Professional