Category: Blog Post

Ability is nothing without opportunity.

Napoleon Bonaparte

AAA, which stands for All Ages & Abilities in engineering, is a term often associated with car insurance and roadside assistance services. However, in the field of engineering, AAA takes on a whole new meaning, emphasizing the importance of creating transportation systems that are accessible and equitable for all individuals, regardless of their age or abilities. By incorporating AAA standards into the design of road networks, including multi-use pathways, public transit, and bike lanes, engineers can effectively address the diverse needs of the community and ensure that their designs promote inclusivity.

The concept of AAA includes various factors that contribute to the overall accessibility and usability of transportation systems. It goes beyond simply accommodating motorized vehicles and recognizes the importance of providing safe and convenient options for pedestrians, cyclists, and public transit users. This approach aims to create a transportation network that caters to the needs of everyone, promoting sustainable modes of transportation and reducing reliance on private vehicles.

Additionally, AAA standards encompass the consideration of the specific needs of individuals with disabilities or limited mobility. By integrating features such as accessible curb ramps, pedestrian crossings with auditory signals, and tactile pavement markings, engineers ensure that the transportation system is inclusive and accessible to all members of the community. These design elements enable individuals with disabilities to navigate the road networks safely and independently, removing barriers and promoting equal access to transportation.

The use of AAA in engineering highlights the importance of designing road networks that prioritize accessibility, inclusivity, and safety for all individuals. By incorporating multi-use pathways, public transit options, bike lanes, and various accessibility features, engineers ensure that their designs cater to the needs of diverse communities, promoting active transportation, reducing congestion, and enhancing the overall quality of life for residents.

This approach can also be linked back to a learning design of ensuring accessibility, inclusivity, and equity for all learners involved. Examples of this can include when the world transitioned to online learning. By ensuring the adapted learning design is accessible by all ages and abilities, along with understanding each learners personal needs and barriers, a successful learning design can be created. This may look like having recored lectures available for those learners who are required to be responsible for siblings, or monitoring individual progress to account for problems learners may face at home in a changing world.

The construction industry can be metaphorically compared to a chain, where if one link fails, the entire chain breaks.

One of these vital chains is cooperative learning. Cooperative learning is a learning approach that emphasizes collaborative interaction among learners in small groups to achieve shared learning goals. It involves structuring activities in a way that students work together in a cooperative manner to complete tasks, solve problems, or learn new concepts.

In the context of engineering students, cooperative learning acts as a crucial link in the construction of their knowledge and skills. Just as a chain relies on each link to support the weight and integrity of the whole structure, cooperative learning plays a pivotal role in the development and success of engineering students. Furthermore, cooperative learning fosters the development of crucial skills necessary for engineering students. These skills include problem-solving, critical thinking, teamwork, and effective communication.

In the construction industry, various components need to come together seamlessly for a project to be completed successfully. Similarly, in cooperative learning, students must work together effectively, leveraging each other’s strengths and knowledge to achieve their shared learning goals. Each student’s contribution is like a link in the chain, essential for the collective understanding and progress of the entire group.

Connection to Learning Blueprint

In the development of the learning plan focusing on the selection of building materials, cooperative learning is an essential piece to include. After school, an engineering degree consists of collaboration in all work completed, and thus is it vital to include projects and assessments that focus on teamwork and the ability for small groups to apply their learnings to one another to achieve common goals.

This will be increasingly important in the grand scheme of choosing a building material for a specific project. It is easy for one person to be biased towards a certain project, even if it is not the best for the job, and by introducing cooperative learning the personal biases can be removed and a discussion can be utilized.

“This job is a great scientific adventure. But it’s also a great human adventure.”

Isaac Asimov, American writer, professor of biochemistry

Throughout my education, I’ve encountered various teaching methods that have shaped my learning experiences. In the workplace, interactions with supervisors and coworkers have presented valuable opportunities for growth. Drawing upon my experiences at BC Hydro, Lafarge, and EXP Engineering, I’ve been exposed to three teaching approaches: behaviourism, cognitivism, and constructivism. Each of these methods played a unique role in my professional development, offering valuable insights and enhancing my skill set.

Behaviourism at BC Hydro

During my time at BC Hydro, behaviourism played a role in my learning process. Supervisors and coworkers employed this approach by focusing on external skills I have brought and reinforcing positive behaviours. For instance, when I successfully completed a complex project such as a large concrete design, my supervisor and lead engineer would acknowledge my achievement with praise and recognition. This positive reinforcement motivated me to continue excelling in my work, reinforcing the desired behaviours and enhancing my job performance.

Cognitivism at Lafarge

At Lafarge, the teaching method shifted towards cognitivism. I had the opportunity to attend training sessions and workshops that were designed to expand our knowledge and enhance our problem-solving abilities. These learning experiences increased my critical thinking, as they encouraged us to analyze situations from different perspectives. By engaging in discussions with coworkers and participating in interactive activities, we developed a deeper understanding of the tasks at hand and acquired valuable cognitive skills.

Constructivism at EXP Engineering

My time at EXP Engineering provided a profound example of constructivism in action. This approach focuses on active learning, where individuals construct their own knowledge through hands-on experiences and collaboration. At EXP Engineering, I was assigned to a project team where we collectively worked on solving a complex engineering problem involving failing retaining walls. Through group discussions, brainstorming sessions, and practical experiments, we actively engaged in constructing knowledge. This approach encouraged creativity, teamwork, and problem-solving skills, enabling us to find innovative solutions to the challenges we faced.

Conclusion

Reflecting on my experiences at BC Hydro, Lafarge, and EXP Engineering, I have witnessed the power of different teaching methods in shaping my professional growth. Behaviourism at BC Hydro reinforced positive behaviours and motivated me to excel. Cognitivism at Lafarge enhanced my problem-solving abilities and expanded my knowledge base. Finally, constructivism at EXP Engineering encouraged active learning, collaboration, and creativity. As we navigate our careers, it is essential to recognize the impact that various teaching methods have on our development and embrace these opportunities for continuous learning and improvement.