Student Perspectives

Farron Blanc

To me, the ILC is more than a new building, new professors, or a curriculum overhaul; it's a symbol of the
Faculty's aspirations and commitments to be the provider of the best engineering education in the world. The faculty is genuinely trying to make our time here at Queen's more effective and more enjoyable so that upon graduation, we will be better suited to serve society's needs through an enhanced understanding of ourselves and a desire for life-long learning.

Farron Blanc - Class of 2005



Richard Norman

For most of us I think the ILC is a big, tangible step in the introduction of the new Integrated Learning curriculum to the Faculty of Engineering and Applied Science. I look forward to seeing courses taking full advantage of this facility and its initiatives, as initial experiences with classes such as MECH 212 are very promising. It's always great to get to put theory in action.

Richard Norman - Class of 2006



Paula Mosbrucker

As a first-year student, my experience with integrated learning has taken the form of a course for the development of professional skills. The activities I have completed so far have allowed me to look beyond the material I am currently learning in class and into the future - into the choices and consequences I will have to deal with in the workplace. The intensive first week of Professional Skills forced all participants to evaluate their convictions and collaborate with others to produce solutions to problems that often had no "right answer". These discussions provided a unique forum for learning that is lacking in most traditional engineering classes. The Professional Skill course is easily the class that has stretched my abilities the most - and that I have enjoyed the most!"

Paula Mosbrucker - Class of 2007



Kate McCutcheon

I think the whole concept of the ILC is exciting! Bringing so many aspects of Engineering into one building means that we can have a much broader education. Whether it's participating in extracurricular activities or taking classes in another discipline, the ILC makes it easier for us to pursue our own interests, and really get the most out of our degrees. Also, the whole building is full of interactive and unique features, which highlight that there are many solutions to engineering problems, something that is not always obvious from a textbook.

Kate McCutcheon - Class of 2004



Ben Batson

The ILC will act as OUR gateway to the concept of taking the 'room' out of the 'classroom', simulating the learning place as a workplace. I am eager to see the effects of the ILC on the students here at Queen's. As an undergraduate student in Geological Engineering, I am particularly attracted to the environmental interests considered in the multidisciplinary development of the ILC and its infrastructure. Features such as the Green Wall and Site Investigation Unit are prime examples of how dedicated the Faculty of Engineering and Applied Science is to the recent move towards environmentally sound engineering solutions. Looking forward, I am interested in learning about the feasibility of a guest lecture series specific to the ILC. If such a roster could be initiated and maintained, I feel the student draw to the ILC would be that of an even greater respectful and professional outlook. I can't wait to use the new building and take advantage of all it has to offer!

Ben Batson - Class of 2006



Stephanie Grell

In today's technological and global marketplace, learning about engineering concepts in isolation isn't enough. Engineers must be able to work in a collaborative, multidisciplinary atmosphere where everyone involved brings their own real-world and academic background to the table or lab bench. I believe the ILC represents a great opportunity for Queen's Engineering students to work with each other, their professors and industry representatives to better prepare themselves for the world that awaits them after graduation. With dedicated rooms for the first year projects, group meetings and presentations, the ILC will provide students with a home where they can learn to work with others on real-world problems.

Stephanie Grell - Class of 2004