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.

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.

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 Assessment of nursing students in clinical practice - An intervention study of a modified process

2017 ◽  
Vol 7 (11) ◽  
pp. 111 ◽  
Author(s):  
Rita Baumgartner ◽  
Cecilia Häckter Ståhl ◽  
Katri Manninen ◽  
Ann-Marie Rydholm Hedman
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Intervention Study ◽  
Assessment Tool ◽  
Qualitative Content Analysis ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Learning Goals ◽  
The University ◽  
Modified Assessment

Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors.Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data.Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced.Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers’ involvement can be seen as a form of professional development of the supervisors’ group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

Automated Outcomes-Based Assessment Process for Traditional and Project-Based Engineering Instruction

2004 ◽  
Author(s):  
Philip S. Schmidt ◽  
Theresa L. Jones
Keyword(s):  
Quality Improvement ◽  
Mechanical Engineering ◽  
Assessment Process ◽  
Pilot Testing ◽  
University Of Texas ◽  
Design Basis ◽  
Rapid Generation ◽  
The University ◽  
Implementation Plans ◽  
Research And Design

An outcomes-based assessment process called QQI, an acronym for Quantity-Quality-Improvement, has been developed and pilot-tested in several courses, both traditional and project-based, in mechanical engineering at the University of Texas at Austin. An online version of the QQI survey instrument has been created which automates collection of data and rapid generation of reports to faculty. The QQI process, including the instrument and report generator, research and design basis, and results of pilot testing, are described and department-wide implementation plans are discussed.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

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.

Utilizing Multimedia Tools in Undergraduate Thermodynamics

2005 ◽  
Author(s):  
Ella Fridman ◽  
Susan Shelangoskie
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Engineering Curriculum ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Web Based ◽  
Multimedia Tools ◽  
Course Material ◽  
The University ◽  
To Receive

It is well known that the thermodynamics is one of the most complicated subjects for students in the mechanical engineering curriculum. The new web-based Guided Self-Assessment Tool (GSATool) developed at the University of Toledo enables students to become actively engaged in the process of learning, to receive immediate feedback, to recognize their own strengths and weaknesses with the course material, and to better gauge their own learning levels and needs. The present paper describes the GSATool, its specifics and applications.

Present and Future of the Senior Education in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 129-140 ◽  
Author(s):  
Erik Selecký
Keyword(s):  
New Technologies ◽  
Present Situation ◽  
Final Part ◽  
Active Aging ◽  
Third Age ◽  
The Third ◽  
The Future ◽  
The University ◽  
Academic Year

The main goal of this paper is to define the basic terms and functions in the field of seniors education. We analyse the Slovak Government politics concerning active aging and we relate it to economical issues. Another section focuses on senior education by means of the University of the Third Age in Slovakia. Actual statistics of the academic year 2012/2013 are provided here. In the final part, the present situation and the future of senior education in Slovakia are compared, and we also discuss the issue of new technologies in senior education.

scholarly journals Building Indicators by Consensus for Common Attributes

2018 ◽  
Author(s):  
Rania Al-Hammoud ◽  
Jason Grove ◽  
Andrew Milne ◽  
Mehrdad Pirnia ◽  
Derek Wright ◽  
...  
Keyword(s):  
Outcomes Assessment ◽  
Assessment Process ◽  
Graduate Attributes ◽  
Whole Process ◽  
New Process ◽  
Methods And Techniques ◽  
The Common ◽  
To Come ◽  
The University

 Abstract – To address the new process of graduate attributes (GAs) assessment as required by the Canadian Engineering Accreditation Board (CEAB), the University of Waterloo (UW) employed six Graduate Attributes Lecturers (GALs) and four Accreditation Assistants (AAs) with a key role of leading the outcomes assessment process in each of the engineering departments. The GALs work collaboratively with each other and their departments to come up with a process of outcomes assessment. The collaboration methods and techniques used by the GALs in developing shared indicators for the common GAs are proving to be highly effective, and have led to significant progress. One of these methods is a structured brainstorming sessions for developing measurable performance indicators for the common GAs. The following paper describes in detail the collaboration methods and techniques used by the GALs and AAs to develop shared indicators for the professional skills GAs. The paper also discusses the factors that proved to be successful in the whole process as well as the challenges faced by the team.  

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