期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
出版社：The Canadian Engineering Education Association (CEEA)
摘要：As the Engineering Faculty at the University of Manitoba shifts its curriculum from an input-based to an outcomes-based pedagogy, data from diverse sources are being collected. Among them, indirect data are being gathered from students using a student exit survey. The survey has been developed over the past three years to explore graduating students’ perceptions of their aptitudes and their engineering program’s strengths and weaknesses in regards to the 12 CEAB graduate attributes. It is comprised of the 12 attributes, with each attribute further defined by six indicators. These indicators reflect the levels of Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain: knowledge, comprehension, application, analysis, synthesis and evaluation. The student exit survey was first administered to graduating mechanical engineering students at the end of Fall semester 2012 and then at the end of Fall semester 2013. This paper describes the second year of the study, and discusses the data comparatively with the findings from the first year. This study offers the Engineering Faculty an understanding of their Mechanical Engineering students’ experiences with and perceptions of the CEAB graduate attributes. It will be used to provide feedback at instructor, program and faculty levels as the University of Manitoba’s Faculty of Engineering continues to implement its cycle of program development and improvement.
