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 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 Approaching the Loop: A Brief Review of Effective Practises in Continuous Program Improvement

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
Closed Loop ◽  
Outcomes Assessment ◽  
Program Improvement ◽  
Engineering Programs ◽  
Learning Outcomes Assessment ◽  
Improvement Process ◽  
Closing The Loop

Using the results of outcomes basedassessment for the purposes of continuous improvement,or closing the loop, is a frequent topic of discussion inhigher education, and is becoming more commonplaceamongst Canadian engineering programs. There havebeen several organizations and institutions in the UnitedStates that have been investigating outcomes assessmentand how institutions use the data for improvementpurposes. Most notable of these are the National Institutefor Learning Outcomes Assessment and the schoolsparticipating the in the Wabash Study. Despite theseinvestigations and discussions, there is no clearconsensus of what a functioning closed loop resembles,due to the diversity that exists between one institution andthe next. Ultimately it will be the decision of an individualinstitution as to what the final process will resemble, butthere are some key or effective practises for continuousimprovement that can help institutions guide and shapetheir approach to closing the loop.This paper will briefly review the current landscape incontinuous improvement in higher education, and presenteffective practises, common themes and techniques forclosing the loop. The intent of this paper is to provide aresource collection of effective practises to help develop ameaningful, sustainable and practical data-informedcontinuous improvement process with a focus onengineering.

Mapping the Relationship Between the CDIO Syllabus and the CEAB Graduate Attributes

2012 ◽  
Vol 2 (2) ◽  
pp. 34-44 ◽  
Author(s):  
Guy Cloutier ◽  
Ronald Hugo ◽  
Rick Sellens
Keyword(s):  
Learning Outcomes ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
First Time ◽  
The Relationship

The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes require demonstrated learning outcomes for the first time. The Conceive, Design, Implement, Operate (CDIO) approach includes a set of outcomes in the form of the CDIO Syllabus. The Syllabus also provides guidance on how to document outcomes in order to meet the requirements of the CEAB Graduate Attributes. This article provides a framework for Canadian engineering programs to satisfy the CEAB requirement to demonstrate learning outcomes through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO syllabus; however, a CEAB accredited program may not meet all of the CDIO standards.

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 A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

2019 ◽  
Author(s):  
Philippe Kruchten ◽  
Paul Lusina
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Lessons Learned ◽  
Computer Engineering ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Capstone Courses ◽  
Evaluation Scheme ◽  
Capstone Design Courses ◽  
Capstone Design

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.  

scholarly journals The Relationship Between Obtaining the Academic Accreditation and Quality of Academic Performance: A Comparative Study: العلاقة بين الحصول على الاعتماد الأكاديمي وجودة الأداء الأكاديمي من وجهة نظر أعضاء هيئة التدريس- دراسة مقارنة بين الكليات العلمية الحاصلة وغير الحاصلة على الاعتماد الأكاديمي في جامعة الملك سعود 2013م -

2021 ◽  
Vol 5 (18) ◽  
pp. 87-25
Author(s):  
Ghada S. H. Alshamrani Ghada S. H. Alshamrani
Keyword(s):  
Academic Performance ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Educational Process ◽  
Faculty Members ◽  
Quality Performance ◽  
King Saud University ◽  
Quality Learning ◽  
The Relationship

This study aimed to identify the relationship between obtaining the academic accreditation and quality of academic performance with respect to some elements of the quality related to the students and faculty members as the most important elements of the inputs and outputs of the educational process. This study was conducted on faculty members in six of the scientific colleges at King Saud University in Riyadh, three of them obtained the accreditation and three of them did not. A Quotas sample has been withdrawn consisted of 296 single, where a questionnaire was distributed. The volume of responses was 246 weighing 83%. The study found out that (67.9 %) of the respondents in the colleges that received accreditation believes that there is a development in the quality of academic performance in college after obtaining the academic accreditation. The study also showed that (62.2 %) of the respondents in colleges who obtained the accreditation or did not obtain it believes that obtaining the accreditation necessarily leads to a quality in academic performance. As it turns out from the study that there is no relationship between obtaining academic accreditation and the quality of students that is, to obtain accreditation does not necessarily lead to quality learning outcomes of students, where it turns through the views of the respondents that the quality of the outputs of the educational process of students in colleges did not receive the accreditation is higher than in colleges obtained it. The results also showed that there is no relationship between obtaining an academic accreditation and quality performance among faculty members, it became clear that the faculty members in colleges who obtained the accreditation or did not obtain it agree on the quality of the performance of a faculty member.

scholarly journals Student’s Cognizance in Deploying Module Information Booklet (MIB)

2014 ◽  
Vol 2 (5) ◽  
pp. 42-50
Author(s):  
MUHD IQBAL MAKMUR ◽  
AMBIKAI S THURAISINGAM
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Time Management ◽  
Positive Impact ◽  
Learning Tool ◽  
Graduate Attributes ◽  
Information Booklet ◽  
The Relationship

It is a norm in the learning process for the students to have a different understanding on how the learning outcomes will apply to them upon completion of the module. Therefore, it is crucial for lecturers and students to have a clear direction on the objectives and learning outcomes of a particular module (Norton, 2009). The fiasco to understand the relationship between the knowledge acquired by the students and to emulate with the programme of study may result in failure to inculcate the desired graduate attributes. Angelides (et al, 2005), Campbell & Norton, (2007) and Norton, (2009) have studied to measure the usefulness of MIB. The purpose of this study is to analyse and understand the students’ cognizance in deploying the MIB as a learning tool. The study was conducted in Taylor's University whereby the students are required to utilize the MIB to understand their latitude of learning. The study has exhibited positive impact towards the students’ learning process and time management. Although the students encountered some challenges in understanding the learning outcomes, however, the MIB, has expedited them in coping with the peregrination to complete the syllabus.

Leadership matters: preparation program quality and learning outcomes

2019 ◽  
Vol 57 (2) ◽  
pp. 185-206 ◽  
Author(s):  
Yongmei Ni ◽  
Andrea K. Rorrer ◽  
Diana Pounder ◽  
Michelle Young ◽  
Susan Korach
Keyword(s):  
Learning Outcomes ◽  
Peer Relationships ◽  
Structural Equation ◽  
Learning Transfer ◽  
Leadership Preparation ◽  
Program Quality ◽  
Equation Modeling ◽  
Preparation Program ◽  
Content Type ◽  
The Relationship

Purpose Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates. Design/methodology/approach This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning. Findings The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships. Originality/value This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.

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