The rapid emergence of generative AI has intensified concerns about academic integrity and prompted a reassessment of traditional evaluation methods. At the same time, assessments must remain aligned with the course’s learning outcomes and pedagogical approach. In recent years, our teaching team has implemented structured oral examinations as an alternative assessment strategy. Oral exams enable instructors to directly evaluate students’ reasoning, conceptual understanding, and communication skills, which are dimensions that are difficult to measure through written assignments and nearly impossible to outsource to AI tools.
Initially delivered remotely and later conducted in person, the exams follow a consistent format: students receive a short preparation period and then respond to a series of conceptual, individualized questions. This structure emphasizes authentic thinking and personal engagement with the course material while maintaining fairness through standardized questions.
Across multiple cohorts, oral examinations have been well received and have provided a credible, efficient, and integrity‑focused approach to final assessment. They offer comparable workload to traditional exams yet yield clearer insight into individual learnings while serving as an effective potential barrier against generative AI‑assisted cheating.
Un lien Zoom sera envoyé aux personnes inscrites pour l'option à distance le jour précédant la séance.
Associate Professor
Vice-Dean, Programs
School of Engineering Design and Teaching Innovation
Department of Chemical and Biological Engineering
Andrew Sowinski is the Vice-Dean, Programs in the Faculty of Engineering at the University of Ottawa. He leads initiatives in program development, curriculum innovation, and enhancing the student experience. With a Ph.D. in Chemical Engineering from the University of Ottawa, his expertise lies primarily in engineering education.
Throughout his career, Andrew has played a vital role in shaping pedagogical practices, particularly through the School of Engineering Design and Teaching Innovation. His teaching and research focus on innovative instructional approaches, student-centered learning, and curriculum enhancement—efforts recognized with his Chair in University Teaching.
Andrew has received multiple commendations and awards for excellence in teaching. His work continues to influence departmental strategy and contribute to student success within the Faculty of Engineering.
Associate Professor
Department of Chemical and Biological Engineering
Clémence Fauteux-Lefebvre is an Associate Professor in the Department of Chemical and Biological Engineering at the University of Ottawa, with a cross-appointment to the School of Engineering Design and Teaching Innovation. Her research focuses on sustainable multifunctional materials, nanostructured catalysts, and innovative reactor design. She leads collaborative projects in clean energy, high-value chemical synthesis, and waste valorization, working closely with academic, industrial, and government partners. She has supervised more than 40 undergraduate and graduate research trainees.
Her interest in teaching and pedagogical innovation began during her graduate studies, where she taught multiple courses, completed specialized training, and presented at the Canadian Engineering Education Association. Since joining the University of Ottawa, she has developed new courses, implemented flipped learning, and created a bilingual French–English Chemical Engineering Lexicon to support student success. Her teaching emphasizes sustainable learning practices, active engagement, and supportive peer and instructor networks. She received the Faculty of Engineering’s John V. Marsh Award for Excellence in Teaching in 2023, she is a recipient of one of the Excellence in Education Prizes in 2024-2025 and of the Award for Excellence in Teaching in 2025 from University of Ottawa.
