Demonstrating and improving assessment of humanities-based graduate attributes can be challenging, as there are no easy metrics in order to do so. Engineering programs offer curricular and co-curricular programming in order to improve these attributes in their students and still find it challenging to determine if those initiatives are in fact effective. To those ends, in order to assess engineering accreditation humanities-based skills, a threeyear longitudinal study was implemented at a medium sized engineering school at a large research university. In particular, the survey focuses on engineering students selfperceptions of teamwork, communication skills, engineering ethics, professionalism, and lifelong learning in order to gather quantitative data that can be analysed for trends. This paper overviews the data gathered in the first year of the longitudinal study and offer preliminary explanations of those results and what they can offer to our understanding of humanities-based graduate attributes offered in our engineering programs.

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