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 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 Analysis of Engineering Accreditation Process and Outcomes: Lessons Learned for Successful First Time Application

2020 ◽  
Vol 19 (9) ◽  
pp. 281-300
Author(s):  
Tahar Ayadat ◽  
Andi Asiz
Keyword(s):  
Computer Aided Design ◽  
The United States ◽  
Accreditation Process ◽  
Lessons Learned ◽  
Engineering Programs ◽  
Engineering Program ◽  
Senior Design ◽  
Program Compliance ◽  
Aided Design ◽  
First Time

The aims of the paper are to share and analyze engineering accreditation experience starting from the preparation through the outcome, and to discuss lessons learned particularly for first-time applicants. Securing accreditation from a well-recognized international body, such as the Accreditation Board for Engineering and Technology (ABET) can indicate quality of an engineering program. To qualify for an accreditation up to six- to seven-year period, an engineering program must meet a set of accreditation standards or criteria. The article is not limited only for new engineering programs outside the United States who are willing to pursue engineering accreditation from ABET, but it is applicable for an existing accredited program who will undergo next accreditation cycle. The authors presented and analyzed detail accreditation experience for a new established Civil Engineering (CE) Program at Prince Mohammad bin Fahd University (PMU) in Saudi Arabia. Although the ABET website provides detail procedure for the accreditation steps, the detail cases experienced by the PMU CE program will enrich knowledge on how to prepare and handle successful international accreditation. The authors also discussed issues raised during the accreditation activities, including program compliance with the nine ABET criteria, and presented key lessons to prepare for a smooth accreditation process. The main significant result of the accreditation exercise about continuous improvement was summarized in term of the curriculum upgrade, including adding another semester for senior design course and offering new sustainability engineering course, and adding computer aided design course at the early semester.

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.  

Being Educated in a New Nuclear Engineering Program: A Graduate Student Perspective

2013 ◽  
Author(s):  
Hector Medina
Keyword(s):  
Undergraduate Students ◽  
Educational Program ◽  
Faculty Members ◽  
Student Perspective ◽  
Nuclear Engineering ◽  
Engineering Programs ◽  
Engineering Program ◽  
Virginia Commonwealth University ◽  
First Time ◽  
Phd Program

Due to the advent of a dramatic increase in the demand for nuclear professionals, a number of universities are either strengthening their existing nuclear engineering programs or starting them for the first time. Following this trend, Virginia Commonwealth University, in Richmond, Virginia, in 2009 began to offer a program in Nuclear Engineering within the Department of Mechanical Engineering. As a student within the PhD program, the author presents his perspective — as well as observations from some undergraduate students — of being educated in a new Nuclear Engineering program. From his perspective, the author presents some mechanisms that have made this new program evolve. Additionally, herein are included some ideas applied by the author in order to carry out successful research — while overcoming the limitations of a new program: spontaneous and embedded innovation, networking, and creativity. It is hoped that the present paper will provide positive feedback to faculty members and motivate students, in any new educational program, particularly, in this renaissance of education, in the nuclear engineering field.

scholarly journals Development of Integrated Curricula for the Master of Engineering Programs using the CDIO Framework

2019 ◽  
Vol 9 (3) ◽  
pp. 44
Author(s):  
Harold Jan Redonda Terano
Keyword(s):  
The Philippines ◽  
Engineering Programs ◽  
Skill Sets ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Integrated Curricula ◽  
Frame Work ◽  
Industry Needs ◽  
Current Curriculum

This research presents the revision of the current curriculum of the Master of Engineering program at Camarines Sur Polytechnic Colleges in the Philippines through series of consultations and FGDs with the faculty and students of the graduate pro-gram and industry practitioners, and the development of integrated curricula using CDIO framework. Standards 1, 2, 3, 4 and 5 and syllabus v2.0 of the CDIO frame-work were used in the development of the integrated curricula. Graduate attributes were developed, and the result of the industry needs survey served as one of the bases in the integration of various skill sets in the integrated curricula for the master of engineering programs.

scholarly journals Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning

2021 ◽  
Vol 11 (11) ◽  
pp. 756
Author(s):  
Pradeep Vailasseri ◽  
John M. Long ◽  
Matthew Joordens
Keyword(s):  
Learning Outcomes ◽  
University Education ◽  
Integrated Learning ◽  
Learning Models ◽  
Engineering Programs ◽  
Learning Framework ◽  
Engineering Program ◽  
Similar Work ◽  
Industry Engagement ◽  
Work Integrated Learning

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

scholarly journals ASSESSING CEAB GRADUATE ATTRIBUTES AT RYERSON UNIVERSITY: FRAMEWORK AND INGREDIENTS FOR SUCCESS

2011 ◽  
Author(s):  
Said Easa ◽  
Mohamed Lachemi
Keyword(s):  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
New Criterion ◽  
Assessment Results

The Canadian Engineering Accreditation Board (CEAB) has recently introduced a new criterion for accreditation of engineering programs. The criterion included 12 graduate attributes. Each engineering program must have a system in place for assessing these attributes and using the assessment results to continuously improve the engineering program. The development of a system for assessing CEAB graduate attributes at Ryerson University has started in April 2010. This paper highlights the developed system, including framework, elements, process, and ingredients for success.

scholarly journals TEACHING AND ASSESSING “LIFELONG LEARNING” IN ENGINEERING COMMUNICATION COURSES

2017 ◽  
Author(s):  
Laura Patterson ◽  
Carolyn Labun ◽  
Jannik Eikenaar
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Accreditation Process ◽  
Traditional Methods ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Communication ◽  
Engineering Program

Recent changes to CEAB’s accreditation process have resulted in the need for engineering programs in Canada to find ways to assess critical graduate attributes. While many of the attributes can be measured through traditional methods, others are more subtle and challenging to assess. One that can be particularly challenging both to teach and assess is lifelong learning. As its name suggests, lifelong learning is a process that begins before and continues after a person’s formal education; it is a learner-initiated activity or habit of mind. As such, educators must develop ways to ensure that students understand the importance of learning itself, both during and after their formal engineering studies.Technical Communication courses are excellent vehicles for delivering and reinforcing the skills and competencies associated with lifelong learning. This paper will explore how “Lifelong Learning” as a CEAB graduate attribute can be taught and assessed in communication courses (APSC 176 and APSC 201) housed in an engineering program at UBC’s School of Engineering. This paper will also explore the next steps in developing appropriate metrics for determining the success of these courses in  meeting this element of accreditation.

scholarly journals The Development and Teaching of Corrosion Course in an Engineering Program

2015 ◽  
Author(s):  
Susan Caines ◽  
John Shirokoff
Keyword(s):  
Learning Outcomes ◽  
Measured Data ◽  
Engineering Practice ◽  
Laboratory Course ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Course Of Study

The development and teaching of a corrosion course that includes laboratories in a senior level engineering program is outlined and discussed with respect to their learning outcomes, graduate attributes, assessment and practical value. The laboratory course of study complements the overall course in terms of building on a student’s background in electrochemical theory, corrosion concepts, engineering practice, analyzing data, and comparing measured data to theory.

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