Her research areas include outcomes-based teaching and assessment methods and tools, student-cantered instruction (SCI), the Canadian Engineering Accreditation Board (CEAB) graduate attributes and accreditation activities, and engineering students’ identities. The Faculty has eight engineering programs and seven science programs. In 2008, the CEAB (Canadian Engineering Accreditation Board) updated their criteria and procedures (CEAB, 2010), moving toward a model that emphasizes continuous improvement as well as program outcomes. "CDIO as an Enabler for Graduate Attributes Assessment: A Canadian Case Study.". All engineering students across Canada are expected to graduate with a set of engineering attributes that have been defined by the Canadian Engineering Accreditation Board (CEAB). Canadian Engineering Accreditation Board - CEAB • Given the new CEAB accreditation system, there is a need for a more explicit incorporation of the “professional skills” found in the CEAB graduate attributes in the implementation (and evaluation) of capstone courses. These courses are said to participate in the AAS system. What is accreditation and why is it important? Engineers Canada accredits Canadian undergraduate programs in engineering. PEO) •Accreditation - performed to ensure that graduates of an engineering program are academically qualified to be licensed as a professional engineer More specifically, as shown in Table 1, the CDIO syllabus can be viewed in the context of a typical program assessment planning flow chart (Rogers, 2004) where Level 1 refers to the first level of detail of the CDIO syllabus such as 2.0 Personal and Professional Skills and Attributes) and Level 2 and Level 3 refer to the second and third level of detail, respectively. (2012). —¢¥Nü¯þÞ>®f‰[§Ås€†ôò%. The Canadian Engineering Accreditation Board is in charge of setting the standards of ... according to a specific list of 12 graduate attributes. The left side of Figure 1 shows how the Schulich School of Engineering assessment planning process relates to the CDIO approach, and how it builds on the CDIO syllabus mapping of Cloutier et al. In this Student outcomes (a)-(k) … describe what students are expected to know and be able to do by the time of graduation (ABET, 2010). Consultation Group – Engineering Instruction and Accreditation . The development of the assessment system was overseen by the FEAS Quality Assurance Council, which included several working groups and university representatives. ø€Ïé%v¹x3ZêÈR7F•ãÜnV¾ëõÐ>`¿ÀÎ_…¡Üò°a CEAB graduate attribute planning and the CDIO syllabus. This is not to say that outcomes-based assessment is not practiced in Canada – other national accreditation boards (e.g., medicine) have been relying on outcomes-based assessment for years and many of our colleagues use it as part of their teaching and learning strategies. More specifically, the CEAB graduate attributes shown in Figure 1 directly correspond to ABET student outcomes (ABET, 2010). year students’ perceptions of the Canadian Engineering Accreditation Board (CEAB) Graduate Attribute competencies as developed within their Engineering program3-5. The Graduate Attribute Assessment System (GAAS) web application enables the recording of graduate attribute assessment as required by the Canadian Engineering Accreditation Board. CDIO as an Enabler for Graduate Attributes Assessment: A Canadian Case Study: 10.4018/ijqaete.2012040105: Recent changes to the criteria for engineering accreditation in Canada emphasize continuous curriculum improvement through outcomes-based assessment. 3.1.1 A knowledge base for engineering: Demonstrated competence in university level mathematics, natural sciences, engineering fundamentals, and specialized engineering knowledge appropriate to the program.

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