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.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA

1969 ◽  
Author(s):  
Sandra Ingram ◽  
Jillian Seniuk Cicek ◽  
Nariman Sepehri
Keyword(s):  
Assessment Process ◽  
Recent Effort ◽  
Computer Engineering ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Graduate Attributes ◽  
Hard Skills ◽  
University Of Manitoba ◽  
The University ◽  
Target Attributes

This paper describes a recent effort at the University of Manitoba to identify how CEAB graduate attributes are manifested and measured in the engineering curriculum. For this study, four attributes were chosen: Investigation and Design, part of the engineering hard skills, and Professionalism and Lifelong learning as representative of the professional skills of engineering. One third year course each from the Departments of Biosystems, Civil, Mechanical, and Electrical and Computer Engineering were selected to examine the four target attributes during the 2011 Fall term. The respective instructors were involved in completing a self-administered checklist with the intent to survey instructors’ understanding of how the four CEAB attributes were manifest in their courses, and mapping the targeted attributes to the identified courses. Results show that there is much more research needed in this area, with continued emphasis on the manifestation of the twelve CEAB attributes in individual courses, as well as research on student proficiency, and methods of communicating assessment. Although this study did not set out to compare the attributes to one another, there was some evidence that of the four attributes being measured across the four courses, hard skills were more prominently assessed than professional skills.

scholarly journals Restricted: Increasing Access to the Reference Collection

2015 ◽  
Vol 36 (2) ◽  
pp. 59
Author(s):  
Carla Epp ◽  
Laura Hochheim
Keyword(s):  
General Hospital ◽  
Policy Change ◽  
The Other ◽  
Academic Hospital ◽  
Library System ◽  
Reference Collection ◽  
University Of Manitoba ◽  
Victoria General Hospital ◽  
The University ◽  
General Collection

<strong>Abstract: Introduction:</strong> The objective of this project was to determine whether or not a hospital library reference collection is still necessary or justified. Two academic hospital libraries moved all reference books to the general collection to see whether increased access to these materials would increase their use. <strong>Description:</strong> All reference books were updated to circulating status and shelved in the circulating collection. As these items were used, statistics were gathered in the integrated library system (ALMA). Statistics were gathered from August 2014 to January 2015. Circulation statistics for equivalent periods prior to and during the project were compared to determine whether changing access to the collection increased use. <strong>Outcomes:</strong> Uses of the reference collection items doubled at Seven Oaks General Hospital (SOGH) and more than tripled at Victoria General Hospital (VGH). The percentage of reference titles used tripled at SOGH and doubled at VGH. <strong>Discussion:</strong> The change to circulating status significantly increased access to and use of the reference collection. This borrowing policy change for the reference collection will be recommended to the other hospital libraries within the University of Manitoba.

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 THE FACULTY OF ENGINEERING ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA: SUGGESTIONS FOR CLOSING THE LOOP

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Longitudinal Study ◽  
Assessment Process ◽  
Computer Engineering ◽  
Final Phase ◽  
Graduate Attributes ◽  
Closing The Loop ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the findings from athree-year longitudinal study at the University ofManitoba designed to explore how the CanadianEngineering Accreditation Board (CEAB) graduateattributes are manifested and measured in the Faculty ofEngineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Mechanical, andElectrical and Computer Engineering were asked toconsider the presence of four of the 12 CEAB attributesand their subsequent indicators in one engineering coursetaught in one academic year. Each year, four differentattributes were targeted, chosen to reflect both thetraditional/technical and the professional/workplacecompetencies. Data were collected using a selfadministeredchecklist, which evolved over the three yearsof the study in an effort to more clearly define studentattribute competency levels, and to develop a commonlanguage and understanding in regards to the graduateattributes and the process of outcomes-based assessment.This final phase of the study enables us to understand howall 12 of the CEAB graduate attributes are manifest andmeasured across our engineering curricula, to discussour findings within the context of outcomes-basedassessment and accreditation protocols, and to strategizeways to close the loop.

Why it’s Worth Going to University

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Young People ◽  
The Other ◽  
New Graduates ◽  
Working Lives ◽  
Recent Graduates ◽  
The Media ◽  
American Book ◽  
Student Finance ◽  
The University ◽  
Year 2000

You may well have gone to university. If so, would you do it all over again? I expect so. One survey of recent graduates found 96 per cent of them would do it again. If you haven’t gone but are thinking about going to university you should almost certainly go for it. You won’t regret it. It may well turn out to be one of the most rewarding and transforming experiences of your life. But what is it that makes more and more of us go to university when the media are full of stories of graduates who are unemployed and the usual clichés that too many people go to university? And why are record numbers of young people going even after the changes in student finance, which I helped to bring in, mean that graduates are likely to be paying back more over their working lives? Just look at the newspaper headlines: . . . Thousands of new graduates out of work, figures show. Expansion of the university sector has destroyed its status. UK graduates are wasting degrees in lower-skilled jobs. Today’s university students are being sold a lie. . . . Is College Worth It? is a very fair question, and the American book with that title answers with a clear ‘No’ for many people, many courses, and many institutions. The conventional wisdom is that going to university is often an expensive waste of time. But for most students the truth is the opposite. For most young people it is a deeply rewarding, life-changing experience. And it matters particularly if you come from a poor background because then it really could transform your chances in life. I meet parents who think that too many people go to university but definitely want their own child to go—it is the other parents’ kids who aren’t supposed to go. But the other parents might not see it that way. A survey of mothers of children born in the year 2000 showed that even for the mothers with the lowest qualifications 96 per cent wanted their child to go to university.

scholarly journals Understanding CEAB's Graduate Attributes Criterion As A Department: The University Of Manitoba Biosystems' Experience

2012 ◽  
Author(s):  
Danny D Mann ◽  
Jason Morrison
Keyword(s):  
Learning Outcomes ◽  
Preliminary Investigation ◽  
Course Development ◽  
Graduate Attributes ◽  
The Past ◽  
University Of Manitoba ◽  
The University ◽  
Preparatory Exercises

With the approach of the accreditation visit by the Canadian Engineering Accreditation Board, it falls to the faculties and departments to interpret, understand and transition into use the latest accreditation criterion on graduate attributes. Over the past two years Biosystems has utilized our small size to perform several preparatory exercises to understand graduate attributes and how they relate to classes offered by our department. This has included several iterations of assessing the level of competency expected from students, an explanation of how attributes are developed by each course, development of learning outcomes, an integration of these ideas into course outlines and a preliminary investigation into how to report these items in a summative and informative manner. This work presents the process followed, observations on how it could be shortened and a brief discussion of the difficulties aligning course-based assessments to curriculum wide needs.

scholarly journals Toward a New Venture: Building Partnerships with Faculty

2004 ◽  
Vol 65 (4) ◽  
pp. 334-348 ◽  
Author(s):  
Ada M. Ducas ◽  
Nicole Michaud-Oystryk
Keyword(s):  
Comparative Data ◽  
The Other ◽  
New Venture ◽  
Current Article ◽  
University Of Manitoba ◽  
The University ◽  
The Impact

In spring 2000, the authors undertook a study to examine the extent of collaboration between librarians and faculty at the University of Manitoba and to identify the current and future roles of librarians. Two surveys were designed—one directed at faculty, the other at librarians. The current article reports the results of the librarian survey and presents some comparative data between the two surveys. This study demonstrates the extent to which their opinions intersect and examines the quality of the partnership. It measures the impact of the collaboration and describes areas where it could be enhanced and expanded. In addition, the study identifies new roles for librarians that would further enhance the partnership between faculty and librarians.

Reconciling the Perceptions and Aspirations of Stakeholders in a Technology Based Profession

2011 ◽  
pp. 3230-3240
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Soft Skills ◽  
Technical Skills ◽  
The Other ◽  
Working Relationships ◽  
Organizational Goals ◽  
New Graduates ◽  
Information Systems Professionals ◽  
The University ◽  
Technical Professionals

Information systems professionals help to achieve business and organizational goals through the use of information technology.a The information systems (IS) profession is teamoriented and project-based. It involves a blend of business knowledge and understanding, technical skills, and working relationships with business and technical professionals. The skills and knowledge involved range from traditional computing, wide ranging business related studies, to “soft” skills useful in working with individuals and teams to achieve organizational objectives. IS students are first and foremost concerned with future employability. Employers, on the other hand, often indicate that they want new graduates who can be immediately productive in their environment. Are the aspirations of students and employers fundamentally incompatible? How can IS educators help to find a workable and satisfying balance? How can information systems educators achieve a better fit between the workplace and the university “studyplace”?

Industry Focus Group Forum Approach for Assessing Undergraduate Engineering Program Outcomes

1969 ◽  
Author(s):  
Ken Ferens ◽  
Witold Kinsner
Keyword(s):  
Focus Group ◽  
Work Force ◽  
Learning Outcome ◽  
Program Outcomes ◽  
New Graduates ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
University Of Manitoba ◽  
The University

This paper shares the experiences of conducting an industry focus group forum to assess the undergraduate engineering program at the University of Manitoba. In the first meeting, the objective of the industry focus group was to identify gaps between expected and (perceived) actual abilities of new graduates at the time they enter the work force, and to construct learning outcome statements, with the intention that they be used to guide developers to redesign the curriculum and program so that the graduates would meet local industry expectations in terms of knowledge, skills, and attitudes. There were 21 gap areas identified, and significant correlation of the gaps was found with other industry surveys; however, there were some notable differences.

scholarly journals RUBRICS AS A VEHICLE TO DEFINE THE TWELVE CEAB GRADUATE ATTRIBUTES, DETERMINE GRADUATE COMPETENCIES, AND DEVELOP A COMMON LANGUAGE FOR ENGINEERING STAKEHOLDERS

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri ◽  
J.P. Burak ◽  
Paul Labossiere ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
Common Language ◽  
Graduate Attributes ◽  
University Of Manitoba ◽  
The University

This paper discusses the evolution of a set ofrubrics for the 12 CEAB graduate attributes in theFaculty of Engineering at the University of Manitoba. Therubrics are intended as a pedagogical assessment tool forinstructors of individual courses as applicable, and forassessment at the program level. Individuals from faculty,industry and the University of Manitoba Centre for theAdvancement of Teaching and Learning have beeninvolved in the process of evaluating and revising boththe content and wording of the rubrics in order that theymeet the following criteria: (i) the foci and indicatorsadequately communicate the knowledge, skills, attitudes,values and behaviours that our engineering stakeholdersagree do define each attribute; (ii) the competency levelfor each indicator is representative of what engineeringeducators and stakeholders agree defines proficiency;and (iii) the language in the rubrics is consistent andagreeable to all engineering stakeholders. These rubricsare expected to accomplish a number of outcomes-basedpedagogical and accreditation goals, including: dividingthe attributes into teachable and measurable foci andindicators; defining competency levels; and becoming avehicle for the development of a common language forfaculty, students and industry when they discuss, teach,assess and acquire the knowledge, skills and behavioursof the CEAB graduate attributes. This paper reports onthe evolution of these rubrics, and outlines plans for theircontinued development and use within the faculty.

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