{"id":394734,"date":"2025-04-24T14:49:05","date_gmt":"2025-04-24T18:49:05","guid":{"rendered":"https:\/\/www.yorku.ca\/yfile\/?p=394734"},"modified":"2025-04-24T15:04:33","modified_gmt":"2025-04-24T19:04:33","slug":"engineering-students-use-advanced-technology-to-bolster-career-readiness","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2025\/04\/24\/engineering-students-use-advanced-technology-to-bolster-career-readiness\/","title":{"rendered":"Engineering students use advanced technology to bolster career readiness"},"content":{"rendered":"\n

Engineering students at York University have been learning tips to fine tune their interpersonal skills with the help of technology.<\/h3>\n\n\n\n
<\/div>\n\n\n\n

Lassonde School of Engineering<\/a>\u2019s three-month pilot project that offered Bodyswaps \u2013 an artificial intelligence (AI)-driven, virtual reality (VR) platform that promotes interpersonal skills \u2013 to its first-year and co-op students wrapped up March 31.  <\/p>\n\n\n\n

\u201cWe're exploring new ways of learning for students and providing them opportunities to try things and perfect their soft skills, their interpersonal skills, in a safe space,\u201d says Tanveer Bhimani<\/strong>, instructional and learning designer in York\u2019s Lassonde Education Innovation Studio. \u201cThis is a space where they're not being judged [and] where it can just be OK to fail and get good feedback.\u201d <\/p>\n\n\n

\n
\"Tanveer
Tanveer Bhimani<\/figcaption><\/figure>\n<\/div>\n\n\n

Bodyswaps was available to three groups: students in the first-year course Engineering Design Principles (ENG1102) who could earn course credit; co-op students; and those in the work-integrated-learning (WIL) Digital Technologies program at the Markham Campus<\/a>.  <\/p>\n\n\n\n

Bodyswaps gives students personalized feedback on their interaction with the platform, something that is almost impossible for professors to do for the more than 850 co-op students and 650 first-year engineering students, Bhimani says. For example, co-op or WIL students might complete a mock interview module to help prepare for job seeking and will get feedback on how to improve. The feedback is personalized and immediate and may include cues for body language and prompts to clarify responses.  <\/p>\n\n\n\n

Students could also work on their communication, collaboration and conflict management skills, Bhimani says.  <\/p>\n\n\n\n

The modules aim to bridge the gap between academic qualifications and practical job skills to help students secure job placements. They are designed to be short, interactive sessions (most are 15 minutes with some longer sessions for more in-depth practice), such as the hour-long module on public speaking and presentation skills. Students can repeat modules to continue improving.  <\/p>\n\n\n\n

Bodyswaps is accessible via computers and VR headsets and is available 24\/7, increasing availability and accessibility to students, says Mayolyn Dagsi<\/strong>, manager of co-op programs and business partnerships at Lassonde.  <\/p>\n\n\n\n

\"I think it's particularly helpful because there are students who are hesitant to ask for help, hesitant to do mock interviews with a co-op coordinator right away,\u201d she says. \"Sometimes co-op interviews come up quickly, and the students have to confirm within 48\u202fhours. Being able to do a module any time and practise while they are waiting for an appointment with their co-op coordinator can help them feel prepared.\u201d <\/p>\n\n\n

\n
\"Lassonde
Lassonde Innovation Studio<\/figcaption><\/figure>\n<\/div>\n\n\n

It\u2019s all part of Lassonde\u2019s effort to combine technical expertise and human interaction skills so students are career-ready. In this way, Lassonde is setting a new standard for interactive learning, Bhimani says.  <\/p>\n\n\n\n

The three-month pilot was funded by eCampusOntario, a not-for-profit organization supported by the Ministry of Colleges and Universities that fosters innovation, collaboration and digital-by-design education in Ontario\u2019s colleges, Indigenous institutes and universities.\u202f<\/strong> <\/p>\n\n\n\n

The project has been well-received, Bhimani says, and Lassonde is interested in exploring whether the model could be applied elsewhere in the University.    <\/p>\n\n\n\n

\u201cAt Lassonde, we see this pilot not as a one-off change, but as part of a shift in how we prepare students for an evolving work world,\u201d says Sal Paneduro<\/strong>, director of educational innovation at the Lassonde School of Engineering.  <\/p>\n\n\n\n

\u201cBy integrating AI-powered experiential learning in first-year design courses, co-op readiness and the Digital Technologies fully work-integrated program at Markham Campus, we\u2019re building an ecosystem where human interaction skills are developed with the same intentionality as technical ones. <\/p>\n\n\n\n

\u201cThis isn\u2019t just educational technology,\u201d says Paneduro. \u201cIt\u2019s a new approach to designing immersive learning systems that are aligned with the future of engineering and science practice.\u201d <\/p>\n\n\n\n

With files from Julie Carl<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Through a pilot program featuring an immersive artificial intelligence and virtual reality platform, Lassonde students are developing crucial skills that will help set them apart in the job 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