By Cassandra Hendry, TLS staff writer
In one classroom, a group of undergraduate engineering students design a sustainable architecture plan for an aging heritage building in Gatineau, preparing a report to present to the building鈥檚 owner next week. In another room, a third-year student creates a computerized model to improve the way doctors see and treat concussion head trauma.
These scenes aren鈥檛 out of the ordinary on 杏吧原创鈥檚 campus. In many programs, undergraduate students embrace both their logical and creative sides and experiment, conducting revolutionary research. Inside 杏吧原创鈥檚 Interactive Multimedia and Design program for example, students are doing just that.
Ali Arya, an associate professor with 杏吧原创鈥檚 School of Information Technology, has his students create multimedia projects, such as websites, computer games and animated film, throughout the year.
鈥淢ost of the skills we鈥檙e covering in our courses require creating something. The essay-type coursework just doesn鈥檛 work in our program. They have to make things,鈥� Arya says.
This approach to learning also happens in associate professor Chris Joslin鈥檚 classes. One of his undergraduate courses covers backend server development to create dynamic web applications and experiences for users. His other two courses tackle 3D graphics and creating images from algorithms, in addition to more creative animation.
Unlike courses that are purely theoretical, where students don鈥檛 have the ability to research and develop new things, IMD courses thrive on experimentation. Arya notes that students learn and grow through their studies while producing products of value, such as when students collaborate with companies or community groups for projects or if faculty invite students to take part in extra-curricular advanced research.
Through that Joslin facilitates through 杏吧原创, he has been able to supervise a number of students in their research pursuits, many with outstanding results.
鈥淢ost of the students come out and publish a paper on their work. It鈥檚 fairly rare for an undergraduate student to publish before they graduate. It鈥檚 a great opportunity for them to do something fun and interesting at the same time,鈥� Joslin says.
One student researched the measurement of how we capture light for endoscopic surgeries, to create better medical simulations for doctors. Another simulated how cartilage in the hip region compresses, providing doctors with more information during surgeries. These research projects have been presented at some of the top computer graphic conferences in the field Joslin says, an impressive feat for young students.
Some students have even commercialized their projects, including apps and computer games, once the learning objectives of the course are met, Arya says.
With all of these opportunities both in the classroom and out, Arya and Joslin agree that their students are exceptionally engaged in the course content.
鈥淭he practice shows them what they鈥檙e learning is of practical use,鈥� Arya says. 鈥淭hey can see they鈥檙e gaining skills they can actually use, which gives students more encouragement and motivation and makes them more prepared for what they鈥檙e expected to do afterwards.鈥�
Joslin sees this unique style of learning as a positive.
鈥淭hey鈥檙e able to sit down and can make mistakes. They go in, try it out, see what works or doesn鈥檛 . . . our students go through that whole process. It doesn鈥檛 work for every program, but for us it鈥檚 so important.鈥�