期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2021
卷号：2021
页码：1-6
DOI：10.24908/pceea.vi0.14824
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：After 2009, accredited Canadian engineering schools began to develop processes to map the Canadian Engineering Accreditation Board-Graduate Attributes(CEAB-GAs) to their curriculum and integrate ways to measure them. At around the same time, several Canadian universities embarked on a process to identifytheir own University-wide Graduate Attribute (UGAs). UGAs are assumed to be applicable across study disciplines; i.e. the university experience as a whole.To address the need to assess students on the basis of the CEAB GAs and the UGAs in the Faculty of Engineering and develop the basis for an integrated graduate attribute management system, an interdisciplinary team conducted a yearlong qualitative study with the purpose of exploringthe intersection of the UGAs with CEAB-GAs. The key objectives were to develop a mapping process between the two sets and to explore management strategies for assessing both sets of graduate attributes. Two independent teams performed the mapping exercise using a sequential mixed methods study design. A qualitative exploratory mapping study was followed by a quantitative aggregation of the mapping results. Integration of the qualitative and quantitative study results was completed as part of the interpretation of the results. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes such as the CEAB-GAs. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to implementation and assessment of UGAs.
