The Attribute Assessment Process at the University of Manitoba: Year Two

Cicek, Jillian Seniuk; Ingram, Sandra; Sepehri, Nariman

doi:10.24908/pceea.v0i0.4856

Cited by 5 publications

(18 citation statements)

References 11 publications

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“…The remaining data were collected via email. Recruiting participation and collecting data has remained a challenge throughout the three years of the study [10][19] [20], and the workshop was an attempt to alleviate this. Nonetheless, all the instructors used the workshop to discuss the checklist and ask questions as planned.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Changes were also made to the directions (both wording and layout) to further clarify what researchers intended instructors to report on. This was deemed important due to some of the confusion experienced by the instructors during the previous years of the study [10][19] [20].…”

Section: Methodsmentioning

confidence: 99%

“…It was inaugurated to introduce the checklist, field any questions and/or clarify any confusions, and to encourage instructors to respond to the checklist immediately and return it to the researchers. Both confusion and the rate of return of the checklist were found to be issues in the previous iterations of the study [10][19] [20], and the workshop was instituted to circumvent these.…”

Section: Methodsmentioning

confidence: 99%

“…Three years ago, in the Faculty of Engineering at the University of Manitoba, a study was initiated to explore how the 12 CEAB graduate attributes were manifest and measured in the engineering curriculum [10][19] [20]. The objectives of the study were to: (i) investigate how the CEAB attributes manifest in the curriculum; (ii) reflect on how they are measured; (iii) explore what instructors determine as the level that represents student competency for each attribute/indicator; and (iv) explore the extent to which the measurable attributes result in course content proficiency [10][19] [20].…”

Section: Introductionmentioning

confidence: 99%

“…The objectives of the study were to: (i) investigate how the CEAB attributes manifest in the curriculum; (ii) reflect on how they are measured; (iii) explore what instructors determine as the level that represents student competency for each attribute/indicator; and (iv) explore the extent to which the measurable attributes result in course content proficiency [10][19] [20]. The data were gathered using a checklist that instructors from the four engineering programs -Biosystems, Civil, Electrical and Computer, and Mechanical engineering -self-administered.…”

Section: Introductionmentioning

confidence: 99%

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The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

Cicek

Ingram

Sepehri

2015

PCEEA

Self Cite

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

Cicek

Ingram

Sepehri

2015

PCEEA

Self Cite

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Shaping futures: A dialogue on chemical engineering education

Chintalapati,

Evans,

Gladwin

et al. 2024

Can J Chem Eng

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Engineering as a discipline, profession, practice, and area of study continues to add substantial value in an increasingly complex world. With continually evolving complexity around the planet, such as the need for massive energy transition, global health technologies, or sustainable food systems, how might engineering education practices and theory be considered within these rapid and necessary changes? This paper presents an experiment of co‐creation through experiential reflection about the state of chemical engineering education. Four chemical engineering professors engaged in a dialogue, facilitated by a researcher in education, through collaborative and actionable research. This dialogue uncovered innovative possibilities, educational themes, experiences, and opportunities for others in the profession to consider. The process of dialogue also encouraged the development of an imaginative future sense‐making, known as futuring, through a collective experience. The findings reveal instructive perspectives on the shape of chemical engineering education that should be of value not only to engineers, but also other professionals, practitioners, or those in various science, technology, and math fields.

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The Faculty of Engineering Attribute Assessment Process at the University of Manitoba: Suggestions for Closing the Loop

Cicek

Ingram

Sepehri

2015

PCEEA

Self Cite

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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.

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The Attribute Assessment Process at the University of Manitoba: Year Two

Abstract: -

Cited by 5 publications

References 11 publications

The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

The Attribute Assessment Process in the Faculty of Engineering at the University of Manitoba: Year Three

Shaping futures: A dialogue on chemical engineering education

The Faculty of Engineering Attribute Assessment Process at the University of Manitoba: Suggestions for Closing the Loop

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