期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2012
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Faculty at the University of New Brunswick have worked collaboratively to develop a streamlined monitoring process for graduate attributes intended to be easy to understand, efficient, and comply with intentions laid out by the Canadian Engineering Accreditation Board. The monitoring process is made up of two parts: An assessment-focused model for monitoring student progress, and a course mapping exercise for monitoring learning opportunities. In monitoring student progress, typical student assessments are used as opportunities for students to demonstrate that expectations are being met in the context of attributes. This provides a transparent mechanism for instructors to produce evidence that their students are developing attributes. To date, expectations for six of the twelve attributes have been articulated in a rubric, and four of the attributes have been tracked. Our experience thus far indicates that our monitoring process allows us 1) to uniformly express expectations regarding graduating student attributes across programs, 2) to indentify assessments which provide opportunities for our students to demonstrate the behaviors outlined in our expectations, and 3) to use results of the assessments to easily summarize data about the attributes of our graduating students.
