scholarly journals The Process of Continual Improvement of Engineering Programs at the University of Manitoba: Now and Next

2013 ◽  
Author(s):  
Nariman Sepehri ◽  
Witold Kinsner ◽  
Jean-Paul Burak ◽  
Cyrus Shafai ◽  
Udaya Annakkage ◽  
...  
Keyword(s):  
Program Improvement ◽  
Curriculum Management ◽  
Engineering Programs ◽  
Continual Improvement ◽  
Effective Feedback ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Improvement Process ◽  
University Of Manitoba ◽  
The University

This paper describes the process that has been implemented for continual improvement of the Engineering programs at the University of Manitoba. The continuous improvement process developed is founded on: (i) assessment of graduate attributes, (ii) evaluation of student success, and (iii) further improvement of the programs. Graduate attributes are assessed both directly and indirectly. The direct assessment of attributes is through course-embedded procedures, while the indirect assessment is through compilation of many activities at both the Program, Department and Faculty levels, as well as via effective feedback from the students and the external engineering community. Together these assessments provide important information for the newly- established Curriculum Management Committee (CMC) to identify/prioritize needs, make recommendations and oversee the implementation of improvements. We describe steps taken to ensure a sustainable continuous program improvement process.

scholarly journals SCALABILITY OF A GRADUATE ATTRIBUTES ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS

2015 ◽  
Author(s):  
Steven Dew ◽  
Robert Driver ◽  
Glen Thomas ◽  
Mrinal Mandal ◽  
Phillip Choi
Keyword(s):  
Continuous Improvement ◽  
Individual Student ◽  
University Of Alberta ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Student Assessments ◽  
Improvement Process ◽  
Key Aspects ◽  
The University ◽  
Naive Approach

The recent Canadian Engineering Accreditation Board (CEAB) requirements mandating a graduate attributes (GA) assessment and continuous improvement process present a potentially huge burden for assessment, analysis and data management. Designing a robust GA management system and scaling to a large multi-program engineering faculty represents a significant challenge. This paper presents a hierarchical approach developed at the University of Alberta to address these challenges for one of the largest programs in Canada. A set of specific overarching principles has allowed us to significantly reduce the overall task. Key aspects include the exploitation of common indicators and measures where possible. The system currently employs 451 measures and 93,240 individual student assessments vs potentially about 1000 measures and 106 student assessments for a similar, but naïve, approach. A multiyear strategy is described to monitor progress and demonstrate a continuous improvement system.

scholarly journals Faculty Level Support of Graduate Attribute Assessment and Continuous Improvement Process

2018 ◽  
Author(s):  
Aneta George ◽  
Liam Peyton
Keyword(s):  
Continuous Improvement ◽  
Computer Engineering ◽  
Information Analysis ◽  
Engineering Programs ◽  
Continuous Improvement Process ◽  
Common Process ◽  
Improvement Process ◽  
Faculty Level ◽  
Analysis System ◽  
The University

We survey the approaches taken at several universities for faculty level support of graduate attribute assessment and continuous improvement process and present the approach taken at the University of Ottawa. Our approach consists of a common process for continuous improvement across programs, supported by templates for key tasks, and a common set of performance indicators for graduate attribute assessment supported by our Graduate Attribute Information Analysis system. We demonstrate our approach across three engineering programs (electrical engineering, computer engineering and software engineering) and report on specific issues encountered and results obtained. 

scholarly journals RECONCILING GRADUATE ATTRIBUTE ASSESSMENT WITH EXISTING OUTCOME-BASED ASSESSMENT

2015 ◽  
Author(s):  
D. Kennedy ◽  
K. Abercrombie ◽  
M. Bollo ◽  
J. Jenness
Keyword(s):  
Learning Outcomes ◽  
Program Improvement ◽  
Program Quality ◽  
Faculty Members ◽  
Subjective Expectations ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Improvement Process ◽  
One To One ◽  
The Relationship

Historically, accreditation of engineering programs has relied on the use of input-based assessment of a program by framing major categories and identifying accreditation unit totals for each category. Beginning in 2014, compliance with an outcomes-based assessment of program quality and implementation of a program improvement process is also required.The introduction of graduate attributes assessment at BCIT prompted faculty members to question the relationship between existing learning outcomes and indicators of graduate attributes. Since both outcomes and indicators are written to describe competencies, faculty hypothesized that correlation exists between them.Upon further investigation, faculty, staff, and administrators at BCIT came to understand that there is a relationship between learning outcomes and indicators of graduate attributes, but they are not synonymous. Indicators are required to build a normalizing bridge between outcomes and attributes. They provide a rational relationship between a curriculum’s individual course learning outcomes and the twelve graduate attributes mandated by the Canadian Engineering Accreditation Board.. This is especially important for subjective expectations of learning where there is not an obvious one-to-one relationship between learning outcomes and attributes

scholarly journals INVESTIGATING THE RELATIVE IMPORTANCE OF THE CEAB GRADUATE ATTRIBUTES: STUDY DESIGN AND INITIAL FINDINGS

2018 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Danny Mann ◽  
Robert Renaud
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Common Knowledge ◽  
Lead Author ◽  
Relative Importance ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Manitoba ◽  
The University ◽  
Phd Thesis

Abstract - This study represents the PhD thesis research of the lead author. The greater study is designed as a mixed-methods explanatory case study. The overarching objective is to explore whether the CEAB graduate attributes are emphasized in the engineering programs in the Faculty of Engineering at the University of Manitoba in the most optimal way. The first phase of the study is designed to determine the relative importance and the levels of dependencies of the graduate attributes across three engineering stakeholder groups: faculty, students, and industry members.  In this paper, the design and methodology of the first phase of this mixed methods research study are explained, and the preliminary findings from the participation rates and participants’ familiarity with the graduate attributes on the survey data are presented.  Results show that a sizable percentage of students, faculty and industry members are not highly familiar with the CEAB graduate attributes.  Therefore, work to develop a common knowledge about the CEAB graduate attributes needs to continue.  

scholarly journals A Three-Level Software Support Platform for the Graduate Attribute-Curriculum Improvement Process

2018 ◽  
Author(s):  
David Taylor
Keyword(s):  
Database System ◽  
Administrative Structure ◽  
Software Support ◽  
Engineering Programs ◽  
Continual Improvement ◽  
Improvement Process ◽  
Curriculum Improvement ◽  
The University

Since 2014, the Canadian Engineering Accreditation Board (CEAB) has required that accredited engineering programs implement a process of Graduate Attribute Assessment and Continual Improvement (GA/CI). At the University of Ottawa, the GA/CI process has beendesigned around three levels of administration (Faculty,Program and Course) that also utilizes Vena Solution’scloud database system structured around Excel. This paperdescribes the Faculty’s three-tiered administrative structure and discusses the implementation of the Vena system at each of these levels.

scholarly journals Cohort Analysis and Reporting for Graduate Attribute Assessment

2018 ◽  
Author(s):  
Aneta George ◽  
Liam Peyton
Keyword(s):  
Performance Management ◽  
Performance Indicators ◽  
Cohort Analysis ◽  
Information Analysis ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Historic Data ◽  
And Performance ◽  
Analysis System ◽  
The University

The Graduate Attribute Information Analysis system (GAIA) was developed at the University of Ottawa to support data collection and performance management of graduate attributes for engineering programs at the program level and at the course level [10]. This paper reports on our research to develop support for cohort analysis and reporting by providing a single consistent view of graduate attributes (GA) and performance indicators for groups of students who started and finished an engineering program at the same time. This is supported by two special purpose reports: Graduate Attribute Report per Cohort (GAR/C) and Course Progression Report per Cohort (CPR/C). The former shows average GA data per attribute, the latter tracks student achievement as students progress in their program. It also adds to the historic data trend analysis for a program. Furthermore, a COOP Progress Report per cohort (COOPR/C) is generated.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

scholarly journals FINDING THE GAPS: THE DEVELOPMENT OF A NETWORK FOR GRADUATE ATTRIBUTE PROFESSIONALS

2018 ◽  
Author(s):  
Margaret Gwyn
Keyword(s):  
Engineering Education ◽  
Full Time ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Important Resource ◽  
Highly Educated ◽  
Professional Network ◽  
Improvement Process ◽  
Informal Community

Abstract – To help fulfill the Canadian Engineering Accreditation Board’s new requirements, many institutions are creating positions focused on graduate attributes and the continual improvement process (GACIP). Due to the very recent development of this role, people hired as graduate attribute professionals (GAPs) have no established community in which to network and develop.  In addition, the very nature of these positions is not well defined. This paper describes the development of the Graduate Attribute Professional Network, an informal community of people whose jobs are focused on GACIP, and the results of a survey conducted with its members. GAPs are found to generally be highly educated people, usually with an engineering background, many of whom have experience as educators. They tend to be new to their roles, to be spending 50% or less of full-time hours on GACIP-related duties, and to be involved in every aspect of graduate attribute assessment and the continual improvement process. GAPNet is an important resource to support these individuals who are so involved in engineering education and accreditation in Canada.  

scholarly journals CREATING FACULTY BUY-IN: LEADERSHIP CHALLENGES IN IMPLEMENTING CEAB GRADUATE ATTRIBUTES

2013 ◽  
Author(s):  
Govind Gopakumar ◽  
Deborah Dusart-Gale ◽  
Ali Akgunduz
Keyword(s):  
Course Design ◽  
Program Improvement ◽  
Faculty Members ◽  
Curricular Innovation ◽  
Engineering Programs ◽  
Leadership Challenges ◽  
Graduate Attributes ◽  
Educational Culture ◽  
Program Innovation ◽  
High Degree

In 2009 the Canadian Engineering Accreditation Board (CEAB) announced its intention requiring all undergraduate engineering programs in Canada to utilize twelve graduate attributes for assessing the capacities of its students. In response, engineering faculties across the country have been experimenting with creating processes that incorporate these graduate attributes as a means to stimulate program improvement to achieve curricular and program innovation. Many of the support resources (like the inter-university collaboration EGAD, for example) have focused largely in three directions – definitional, programmatic and information management challenges faced by different engineering programs.Less attention has been given to identifying and addressing leadership challenges faced by faculty administrators in piloting curricular and programmatic changes such as the CEAB graduate attributes. We argue that these challenges result from fundamental features of university educational culture: faculty members place great value upon autonomy in their workplace, and likewise expect a high degree of intellectual independence in designing courses. The introduction of CEAB attributes, together with the mandated changes they will bring to course design, is perceived by faculty members as an external imposition. Such a perception we suggest introduces some scepticism in the faculty about its efficacy leading to a disengagement from the change process. Thorough attention to these cultural factors impacting on graduate attributes adoption is crucial to the implementation of successful curriculum development.Describing these challenges in detail, this paper will outline some pathways that can circumvent these impediments to curricular innovation.

scholarly journals INDUSTRY PERCEPTIONS OF GRADUATE ATTRIBUTE REQUIREMENTS FOR THE WORKPLACE

2015 ◽  
Author(s):  
Donald S. Petkau
Keyword(s):  
Accreditation Process ◽  
The Other ◽  
Alternative View ◽  
Professional Skills ◽  
Graduate Attributes ◽  
New Graduates ◽  
New Graduate ◽  
University Of Manitoba ◽  
Areas Of Concern ◽  
The University

At the Faculty of Engineering at the University of Manitoba research has been undertaken to determine the level of student competency in the graduate attributes as set forth by the CEAB accreditation process. This study takes an alternative view and seeks to understand the current industry requirements for a new graduate employee based on the graduate attributes. It consisted of a questionnaire completed by two groups of engineers working in a major energy corporation in the Province of Manitoba. One group consisted of senior engineers with a minimum of 15 years experience while the other was of new graduates with at minimum 18 months of service. The groups were asked to complete a questionnaire on the level of competency they felt was required for new graduates entering the workplace. This paper describes the process and the analysis of the information. Results were compared with an assessment of a new graduate’s competency levels. The information shows that while a student’s competency levels at graduation may be lower than expected they still generally meet the requirements of the workplace. Information also shows that areas of concern are not in the technical areas but rather in the professional skills.

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