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 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 INCORPORATING EMPLOYER AND STUDENT ASSESSMENTS INTO A GRADUATE ATTRIBUTE ASSESSMENT PLAN

2017 ◽  
Author(s):  
Margaret Gwyn
Keyword(s):  
Assessment Tools ◽  
Multiple Sources ◽  
Graduate Attributes ◽  
Student Assessments ◽  
Full Picture ◽  
The University ◽  
Future Plans ◽  
Assessment Reports

When faced with assessing the Canadian Engineering Accreditation Board (CEAB) graduate attributes, most programs will start by focusing oninstructor assessments. Course instructors are uniquely positioned to assess their students’ learning, and instructor assessments are sufficient to meet CEAB accreditation requirements. However, for a full picture, data from multiple sources is always desirable. At the University of Victoria, we have chosen to include co-op employer and student assessments in our graduateattribute assessment plan. In this paper, we present the assessment tools we have identified and created, and outline the system we have developed to sustainably produce assessment reports every term for every program. We highlight some of the challenges we have faced, and conclude by discussing our future plans

scholarly journals ASSESSING GRADUATE ATTRIBUTES AS DESCRIBED BY CEAB: AN EXPLORATORY STUDY IN A FIRST YEAR DESIGN COURSE

2013 ◽  
Author(s):  
Daniel Dupuis ◽  
Christian St-Pierre
Keyword(s):  
Team Work ◽  
Assessment Tools ◽  
Assessment Process ◽  
First Year ◽  
Study Cohort ◽  
Learning Context ◽  
Graduate Attributes ◽  
Life Long Learning ◽  
Scoring Rubrics ◽  
Feedback Delivery

During the fall of 2012, an experimental validation of the integration and assessment of six out of the twelve CEAB’s graduate attributes has been performed in the first year design course “GSC-1000 – Méthodologie de design en ingénierie”. Taking advantage of the authenticity of the learning context, and focusing on the necessity to develop just as authentic assessment tools, scoring rubrics have been extensively used in the assessment process. Automated data analysis algorithms have been embedded in the engineering faculty’s Intranet in order to facilitate the transition from the scoring rubric to a set of efficiently interpretable diagrams, supporting the assessor in its feedback delivery to learners. Results suggest that, at the beginning of the program, the study cohort presents an overall level of performance slightly below expectations in attributes 3.1.4 - Design, 3.1.6 - Individual and team work, and 3.1.9 - Impact of engineering on society and the environment, as expected for attribute 3.1.12 - Life-long learning, slightly above expectations for attribute 3.1.11 - Economics and project management, and dramatically below acceptability for attribute 3.1.7 - Communication skills.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Study of graduate attributes of the university of Sydney and implications for building Chinese world-class universities

2021 ◽  
pp. 002072092098431
Author(s):  
Rui Zhao ◽  
Wan-Bing Shi
Keyword(s):  
System Theory ◽  
Comparative Study ◽  
High Position ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
World Class ◽  
World Class Universities ◽  
The University ◽  
Relationship Of

The graduate attributes of the University of Sydney innovatively include the enabling conceptions and the translation conceptions of attributes and ensure that they are specifically oriented, reasonably structured and comprehensively designed. These scientifically constructed graduate attributes of the University of Sydney prove strong efficiency by the university taking up a high position in QS Graduate Employability Rankings in recent years. Chinese top-level universities, in the process of building world-class universities, also face the task of revising the graduate attributes and substantially enhancing the quality of talents cultivation, and can, therefore, learn the successful experience to revise their own graduate attributes on the basis of universities’ history, vision and specialty, on the premise of a sound cognition of the connotation, levels, and relationship of graduate attributes, and by means of System Theory, Phenomenography and comparative study.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals Global neurosurgery: models for international surgical education and collaboration at one university

2018 ◽  
Vol 45 (4) ◽  
pp. E5 ◽  
Author(s):  
Joao Paulo Almeida ◽  
Carlos Velásquez ◽  
Claire Karekezi ◽  
Miguel Marigil ◽  
Mojgan Hodaie ◽  
...  
Keyword(s):  
Organizational Support ◽  
Surgical Education ◽  
Care Delivery ◽  
Surgical Care ◽  
Outcome Evaluation ◽  
Assessment Tools ◽  
Ethical Challenges ◽  
University Of Toronto ◽  
The World ◽  
The University

OBJECTIVEInternational collaborations between high-income (HICs) and low- and middle-income countries (LMICs) have been developed as an attempt to reduce the inequalities in surgical care around the world. In this paper the authors review different models for international surgical education and describe projects developed by the Division of Neurosurgery at the University of Toronto in this field.METHODSThe authors conducted a review of models of international surgical education reported in the literature in the last 15 years. Previous publications on global neurosurgery reported by the Division of Neurosurgery at the University of Toronto were reviewed to exemplify the applications and challenges of international surgical collaborations.RESULTSThe most common models for international surgical education and collaboration include international surgical missions, long-term international partnerships, fellowship training models, and online surgical education. Development of such collaborations involves different challenges, including limited time availability, scarce funding/resources, sociocultural barriers, ethical challenges, and lack of organizational support. Of note, evaluation of outcomes of international surgical projects remains limited, and the development and application of assessment tools, such as the recently proposed Framework for the Assessment of International Surgical Success (FAIRNeSS), is encouraged.CONCLUSIONSActions to reduce inequality in surgical care should be implemented around the world. Different models can be used for bilateral exchange of knowledge and improvement of surgical care delivery in regions where there is poor access to surgical care. Implementation of global neurosurgery initiatives faces multiple limitations that can be ameliorated if systematic changes occur, such as the development of academic positions in global surgery, careful selection of participant centers, governmental and nongovernmental financial support, and routine application of outcome evaluation for international surgical collaborations.

scholarly journals Assessing Undergraduate Student Learning in Political Science: Development and Implementation of the “PACKS” Survey

2017 ◽  
Vol 50 (01) ◽  
pp. 204-208 ◽  
Author(s):  
Emily Sydnor ◽  
Nicole Pankiewicz
Keyword(s):  
Social Sciences ◽  
Assessment Tools ◽  
Faculty Involvement ◽  
University Of Virginia ◽  
Assessment Data ◽  
The Social ◽  
Full Participation ◽  
Online Assessments ◽  
The University ◽  
Assessment Requirements

ABSTRACT This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this type of assessment, including the challenge of obtaining the highest number of respondents. They recommend using a strong incentive to ensure full participation, such as an advising hold that prevents students from registering until they complete the assessment. The authors contend that implementing survey-based assessment tools is an ideal way for departments to meet their accrediting institutions’ assessment requirements.

Letting Industry Hold the Reins

1994 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Dianne L. Watts
Keyword(s):  
Academic Performance ◽  
Public Sector ◽  
Cooperative Education ◽  
Business Information Systems ◽  
Business Information ◽  
Public Sector Organizations ◽  
Private And Public ◽  
Early Decision ◽  
The University ◽  
Students Success

South Australian private and public sector organizations directly influence the quality and quantity of graduates through ownership of a unique cooperative education undergraduate course in business information systems. Sponsors meet monthly to set objectives and oversee management of the programme within the University framework. Academics work with sponsors to deliver educational objectives and to strengthen links with industry. The outcomes have been students' success in attaining high levels of academic performance; graduates' success in securing appropriate career positions; and employers' satisfaction with graduate employee's productivity and rapid assimilation into industry. These measurements of success vindicate an early decision to make industry the ‘owners' of the programme.

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