期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：This paper describes the findings from a three-year longitudinal study at the University of Manitoba designed to explore how the Canadian Engineering Accreditation Board (CEAB) graduate attributes are manifested and measured in the Faculty of Engineering’s curriculum. Instructors from the Departments of Biosystems, Civil, Mechanical, and Electrical and Computer Engineering were asked to consider the presence of four of the 12 CEAB attributes and their subsequent indicators in one engineering course taught in one academic year. Each year, four different attributes were targeted, chosen to reflect both the traditional/technical and the professional/workplace competencies. Data were collected using a selfadministered checklist, which evolved over the three years of the study in an effort to more clearly define student attribute competency levels, and to develop a common language and understanding in regards to the graduate attributes and the process of outcomes-based assessment. This final phase of the study enables us to understand how all 12 of the CEAB graduate attributes are manifest and measured across our engineering curricula, to discuss our findings within the context of outcomes-based assessment and accreditation protocols, and to strategize ways to close the loop.
