scholarly journals Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign

2018 ◽  
Author(s):  
Bryson Robertson ◽  
Margaret Gwyn ◽  
LillAnne Jackson ◽  
Peter Wild
Keyword(s):  
Project Management ◽  
Communication Skills ◽  
Technical Writing ◽  
Writing Development ◽  
Engineering Curriculum ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Life Long Learning ◽  
Writing Competency ◽  
The University

This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.

scholarly journals CO-OP EMPLOYER EVALUATION OF THE GRADUATE ATTRIBUTES: A COMPARISON OF TWO APPROACHES

2015 ◽  
Author(s):  
Margaret L. Gwyn ◽  
Rishi Gupta
Keyword(s):  
Project Management ◽  
Knowledge Base ◽  
Cooperative Education ◽  
Assessment Tools ◽  
Graduate Attributes ◽  
Life Long Learning ◽  
The University ◽  
Close Integration

Cooperative education (co-op) is animportant and mandatory part of undergraduateengineering at the University of Victoria (UVic). Becauseof this close integration with the curriculum, the Facultyof Engineering has chosen to use co-op employerevaluations of students as part of the assessment of theCEAB graduate attributes. This paper will describe thetwo employer surveys currently in use at UVic: oneadministered by the university’s co-op office andrepurposed for attribute assessment; and a second,possibly unique in Canada, designed expressly foremployer assessment of the attributes. Results arepresented from each, showing our employers tend to rankstudents highly in attributes such as Knowledge Base,Ethics and Equity, and Life-Long Learning, but lower inEconomics and Project Management. When results fromthe two surveys are combined, we find systematicdifferences between the responses from the two tools. Weconclude that caution is needed when combining resultsfrom different assessment tools.

scholarly journals Determining the Content Validity of a Biosystems Engineering Program

2018 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Robert Renaud ◽  
Danny Mann ◽  
Sandra Ingram
Keyword(s):  
Content Validity ◽  
Sharp Contrast ◽  
Relative Importance ◽  
Attribute Importance ◽  
Graduate Attributes ◽  
Engineering Program ◽  
The University

This study was designed as an exploratorycase study to determine the relative importance anddependencies of the CEAB graduate attributes asperceived by engineering stakeholders of the University ofManitoba. The findings were used to examine the contentvalidity of the Biosystems Engineering program. Theoverarching objective was to explore how well theemphasis on graduate attributes development in theFaculty of Engineering at the University of Manitobareflect the graduate attribute importance reported by keystakeholders. Findings showed that all stakeholdersranked Individual and Teamwork and CommunicationsSkills as the top engineering competencies, and all CEABgraduate attributes were perceived to between 6.1% and10.9% relatively important. This was in sharp contrast tothe Biosystems Engineering program, which is comprisedof approximately 50% of the graduate attribute, AKnowledge Base for Engineering. In this paper, themethods and findings in the determination of the contentvalidity of an engineering program are presented anddiscussed.

scholarly journals GRADUATE ATTRIBUTE ASSESSMENT IN SOFTWARE ENGINEERING PROGRAM AT UNIVERSITY OF OTTAWA – CONTINUAL IMPROVEMENT PROCESS

2017 ◽  
Author(s):  
Aneta George ◽  
Timothy Lethbridge ◽  
Liam Peyton
Keyword(s):  
Data Collection ◽  
Performance Management ◽  
Information Analysis ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Attribute Information ◽  
Level Of Knowledge ◽  
Analysis System ◽  
The University

Management, measurement, and visualization of graduate attributes in a program can be complex and challenging. At the University of Ottawa, we have developed a Graduate Attribute Information Analysis system (GAIA) to support performance management of graduate attributes. It simplifies data collection and improves visualization of results with historical trend analysis at both the course level and the program level. Graduate attribute measurements are defined in a tool that can flexibly integrate internal indicators (such as tests, assignments, exam questions) or external indicators (such as surveys or feedback forms). We have mapped the assessment results with a four-scale rubric that allows the use of weighted grading when dominant and secondary components apply. And we support measurement-specific range boundaries to better match the expected level of knowledge students must achieve.

scholarly journals A FIRST THROW OF THE STONE: A PILOT OF REDESIGNED CO-OP WORK TERM REQUIREMENTS AT THE UNIVERSITY OF VICTORIA

2019 ◽  
Author(s):  
Margaret Gwyn ◽  
Joel B. Frey ◽  
Leo Spalteholz
Keyword(s):  
Student Engagement ◽  
Technical Writing ◽  
Graduate Attributes ◽  
The Past ◽  
Writing Course ◽  
And Performance ◽  
The One ◽  
The University

This paper describes the progress made over the past year on UVic’s project to redesign their co-op work term requirements. The new requirements are intended to increase the amount of instruction and assessment of higher-level Graduate Attributes in the program, to improve student engagement with and performance on work term requirement, and to replace a final year technical writing course that does not seem to be achieving its intended outcomes. A pilot of the one component of this project will run from May – August 2019. In this paper we will describe the material that has been developed for the pilot. We will also discuss the process by which the material was developed and the details of organizing the pilot.  

scholarly journals USING RUBRICS IN A CAPSTONE ENGINEERING DESIGN COURSE

2015 ◽  
Author(s):  
Richard G. Zytner ◽  
John Donald ◽  
Karen Gordon ◽  
Ryan Clemmer ◽  
Jason Thompson
Keyword(s):  
Project Management ◽  
Engineering Design ◽  
Communication Skills ◽  
Design Problem ◽  
Management System ◽  
Final Report ◽  
Problem Analysis ◽  
Interim Report ◽  
Graduate Attributes ◽  
Capstone Project

Rubrics have been developed to assess the proposal,interim report, final report and proposal as related to theengineering capstone project, to better assess theperformance of the students and provide feedback to thestudents. The presentation will outline how the rubricswere developed and highlight some the challenges thatarose in implementing them. In addition, the rubrics werestructured to address the majority of graduate attributesoutlined by the Canadian Engineering AccreditationBoard (CEAB). As such the rubrics assess studentperformance in the following graduate attributes: design,problem analysis, investigation, communication skills,impact of engineering on society and environment, andeconomics and project management. Through thelearning management system used at the SOE, the rubricdata can also be collected and reviewed as part of thegraduate attribute process that has become an importantcomponent of the CEAB accreditation process.Challenges in using the learning management system willalso be discussed.

scholarly journals Integrating Information Literacy in the Engineering Curriculum: A Program Approach

2013 ◽  
Author(s):  
Nasser Saleh
Keyword(s):  
Information Literacy ◽  
Course Management System ◽  
Engineering Curriculum ◽  
Learning Modules ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Literacy Outcomes ◽  
Hands On ◽  
Program Approach

The paper summarizes a program-based model that has been developed at Queen's University to integrate an information literacy program into the undergraduate engineering program to meet CEAB graduate attributes in professional and design course. A program-level approach to information literacy is useful to define the purpose and goals of information literacy outcomes and also to capture evidence of student learning. It also informs instructional methods that can be developed in class or through the use of embedded learning modules at the course management system in addition to hands-on library workshops.

Hands on Efforts Designed to Increase Design and Manufacturing Preparedness of Undergraduate Students

2006 ◽  
Author(s):  
Alexandra Schonning ◽  
Daniel Cox
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Integrated Design ◽  
Undergraduate Curriculum ◽  
Engineering Program ◽  
Theory To Practice ◽  
Hands On ◽  
Design And Manufacturing ◽  
Research Findings ◽  
The University

In an effort to better prepare the future workforce for sought after engineering skills, the mechanical engineering program at the University of North Florida (UNF) has updated its undergraduate curriculum to reflect these needs and is also providing its students with opportunities outside of the academic curriculum. This paper addresses how objectives of increasing the design and manufacturing preparedness of undergraduate students, increasing students' skills in applying theory to practice, and at the same time improving the students' communication skills can be achieved. In meeting these objectives the program has developed a course, Integrated Design and Manufacturing, The course also helps to provide the students with research opportunities with the local industry, and organizes opportunities for the undergraduate students to attend conferences to present their research findings.

scholarly journals A FRAMEWORK FOR EXPLORING ETHICAL DILEMMAS IN A FIRST YEAR ENGINEERING COURSE

2018 ◽  
Author(s):  
Carol P. Jaeger ◽  
Peter M. Ostafichuk
Keyword(s):  
Student Development ◽  
Engineering Students ◽  
Student Feedback ◽  
First Year ◽  
Motivating Factors ◽  
Engineering Curriculum ◽  
Engineering Profession ◽  
Graduate Attributes ◽  
University Of British Columbia ◽  
The University

Abstract A module on professionalism and ethics was developed and introduced in a recent redesign of the first year engineering curriculum at The University of British Columbia (UBC). Motivating factors for including this content in first year included providing students with a fuller understanding of the engineering profession, introducing content to support student development in multiple Canadian Engineering Accreditation Board (CEAB) graduate attributes, and providing education and support for students in the responsible use of peer review.  Additionally, feedback from senior engineering students indicated that students would benefit from inclusion of professionalism and ethics content earlier in the curriculum. In this paper, the structure and content of the module specifically related to ethics will be described, student feedback for the module will be presented, and key learnings will be discussed.

CLEAR Opportunities: Technical Writing and Communication for Engineering Students

2014 ◽  
Vol 1716 ◽  
Author(s):  
Aditi Risbud
Keyword(s):  
Communication Skills ◽  
Research Program ◽  
Student Outcomes ◽  
Engineering Students ◽  
Technical Writing ◽  
Written Communication ◽  
Leadership Ethics ◽  
University Of Utah ◽  
Clear Communication ◽  
The University

ABSTRACTDespite being well versed in scientific and technical concepts, engineering students often struggle with technical writing and communication. The CLEAR (Communication, Leadership, Ethics and Research) program at the University of Utah prepares engineering undergraduates for success in their careers through coursework aimed to improve oral and written communication skills, teamwork and ethical understanding. Along with an evaluation of ongoing CLEAR curricula in engineering laboratory and design classes, we are developing tools to assess student outcomes as defined by ABET criteria. These outcomes will inform how best to implement CLEAR curricula at the University of Utah, and ensure our graduates are better prepared to join the engineering workforce.

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