3.1 Graduate attributes - EGAD

Questionnaire for the Schulich School of Engineering

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3.1 Graduate attributes

The higher education institution must demonstrate that the graduates of a program possess the attributes listed in Sections 3.1.1 to 3.1.12. The attributes will be interpreted in the context of candidates at the time of graduation. It is recognized that graduates will continue to build on the foundations that their engineering education has provided.

Engineering programs are expected to continually improve. There must be processes in place that demonstrate that program outcomes are being assessed in the context of these attributes, and that the results are applied to the further development of the program.

The process that is being followed at the Schulich School of Engineering for graduate attributes assessment is illustrated in Figure 3. This process was developed through a series of meetings and workshops with teaching faculty and representatives from each of the School’s eight B.Sc. programs starting in Fall 2008. In this section, we provide an overview of the School’s graduate attributes assessment plan; additional details on the process can be found in Exhibit 5(b).

Figure 3. Schulich School of Engineering Graduate Attributes Planning Flowchart

(a) Indicators

The first step in the graduate attribute assessment process involves identifying a set of measurable statements, or indicators, that identify the performance required to meet each graduate attribute: i.e.,

descriptors of what students must do to be considered competent in the attribute; the

measurable and pre-determined standards used to evaluate learning (27 January 2011 CEAB Questionnaire template)

The Schulich School of Engineering is using the CDIO (Conceive-Design-Implement-Operate) Syllabus, listed in Exhibit 5(c), as a starting point for developing program-specific indicators. The CDIO Syllabus is effectively a very detailed list of general engineering program outcomes developed by an international community of CDIO collaborators and validated via focus-group discussions, document research, surveys, workshops, and peer review that involved faculty,


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students, industry leaders, and senior engineering academics from a variety of universities. As shown in Exhibit 5(c), this syllabus has been mapped to ABET’s program outcomes for outcomes-based assessment in US engineering; as well, it has recently been mapped to the CEAB graduate attributes by Canadian CDIO collaborators1 as illustrated in Figure 4.

Figure 4. Relationship between the CDIO Syllabus and the CEAB Graduate Attributes

The mapping between the CDIO Syllabus and the CEAB graduate attributes results in a comprehensive list of outcomes that can be used as a starting point to develop specific indicators for each of the Schulich School of Engineering’s B.Sc. programs. For this part of the process, teaching faculty and program representatives reviewed and edited the CDIO Syllabus indicators to ensure that the descriptions aligned with the programs’ intended learning outcomes.

The concept of “key indicators” was adopted at the Schulich School of Engineering to keep the overall assessment process more coherent and manageable. In other words, Schulich School of Engineering programs identified a set of key indicators (from the long list of CDIO indicators) that capture the most important aspects of each of the twelve graduate attributes. This has resulted in a relatively small number of indicators per graduate attribute as described in Sections 3.1.1 to 3.1.12.

1. Cloutier G., Hugo R. and Sellens R., “Mapping the relationship between the CDIO Syllabus and the 2008

CEAB Graduate Outcomes”, Proceedings of the 6th International CDIO Conference, École Polytechnique,

Montréal, June 15-18, 2010.

CEAB Graduate Attributes Criteria 3.1 CDIO

Syllabus 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 3.1.8 3.1.9 3.1.10 3.1.11 3.1.12 1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5 4.6

Strong Correlation Good Correlation


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(b) Curriculum Mapping

The second step in the graduate attribute assessment process involves linking curriculum content/pedagogy to knowledge, practice and learning outcomes: i.e.,

a plotted representation (often in the form of a table) that shows the relationship

between the learning experiences (e.g., courses, co-ops, co-curricular activities),

instructional assessment methods, and intended learning for each aspect of a given

program so that the relationships and connections among all the elements are easily

seen (27 January 2011 CEAB Questionnaire template)

A curriculum map for all Schulich School of Engineering common core and capstone design courses was developed via a survey of common core and capstone design course instructors in the summer and fall of 2009 (curriculum mapping for the School’s eight B.Sc. programs is described in the program questionnaires). This survey was based on the CDIO Syllabus outcomes as noted in (a), and was implemented in the form a full introduce-teach-utilize (ITU) analysis (the ITU analysis survey is provided in Exhibit 5(d)).

The survey was conducted by a series of one-hour meetings with faculty involved in delivering common core courses and involved a series of questions of two types. First, the instructors used the CDIO syllabus to map learning activities and outcomes. For each category, the instructor was asked if the activity was introduced (i.e., superficial treatment to briefly expose the topic), taught (i.e., detailed coverage with assignments / exams) or utilized (i.e., assume the student is already skilled in this area) in their course. Secondly, eight questions were asked that focused on determining the intended learning outcomes of the course.

As noted in (a), the CDIO Syllabus provided a good starting point for the curriculum mapping exercise. The high level of detail of the syllabus enabled a comprehensive analysis of each of the graduate attributes as well as an opportunity to refine the CDIO outcomes into key indicators for Schulich School of Engineering courses.

The ITU analysis also required common core instructors to think about how course material is delivered (i.e., introduced or taught), or alternatively, if the student needs to bring knowledge and skills to the course (i.e., utilized). This has the potential to move the survey from a simple information gathering exercise to a learning tool for the course instructor.

The results of the curriculum mapping to common core courses is provided in Exhibit 5(e).

(c) Assessment

The third step in the graduate attribute assessment process involves establishing processes to identify, collect, and prepare data to evaluate the attainment of the key indicators described in (a) and (b). The basis for this work is the key indicators discussed previously: i.e., evidence should be collected on each key indicator.

At this stage of the process, specific courses were identified for direct assessment (using the curriculum map described previously), and decisions were made about the forms of indirect assessment to be used. To ensure that the results are aligned, at least three or four forms of evidence were identified for each of the key indicators. For example, for each key indicator a combination of direct and indirect assessments were planned:

• Direct assessment: in-class, summative assessments (e.g., final exam, final project);


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• Indirect assessment: surveys of final year students (in capstone courses), alumni surveys, and industry surveys.

An assessment plan was prepared for each graduate attribute to be assessed in the upcoming academic year. For example, the assessment plan for graduate attribute 3.1.6 “individual and team work” is shown in Figure 5. In each case, the key indicators and curriculum mapping are provided (columns 1 and 2) along with details of the assessment plan: i.e., the type of assessment (column 3), where it is performed (column 4), when it is performed (column 5), who is responsible for the assessment (column 6), and who is responsible for evaluating the results (column 7).

Figure 5. Assessment Plan for Graduate Attribute 3.1.6 “Individual and team work”

As can be seen in Figure 5, direct assessment involves in-class assessment in senior courses identified through the curriculum map. In some cases, attributes may be acquired in a single course, however in most cases attributes are introduced in junior courses, then practiced and built on in senior course. For example, although Figure 5 only shows a mapping to various common core courses (column 2), only the capstone design course (“ENXX500” in this example) is selected as a source of direct assessment for graduate attribute 3.1.6, “individual and team work” (column 4). In this case, the key indicators are taught in ENGG 200 and the capstone design course (ENXX500). They are utilized in ENGG 201, ENGG 225, ENGG 311, ENGG 317, ENGG 481, PHYS 369 (and many other program-specific courses).

Recognizing that graduate attributes must be interpreted in the context of candidates at the time of graduation, we focus primarily on summative, rather than formative assessments: i.e.,

• formative assessment: the assessment is used to promote learning; in the context of the classroom, this would be in the form of feedback to students; in the context of program assessment, the results can be used to see how students’ knowledge, skills and behaviors develop throughout a program of study;

• summative assessment: this is an assessment of student learning at a certain point in time; in the context of the classroom, this may take the form of a final exam or final project; in the context of program assessment, the assessment can be used to demonstrate student learning at the time of graduation.

Graduate Attribute: 3.1.6 "Individual and team work" 1 2 3 4 5 6 7

Key Indicators Courses Method(s) of Assessment

Source of Assessment

Time of Data Collection

Assessment Coordinator in 2011 Evaluation of Results

Faculty evaluations ENXX500 Fall & Winter ENXX500 instructor Student surveys ENXX500 Fall & Winter ENXX500 instructor Alumni surveys Online survey Winter Assessment Coordination Team

1. Identify the stages of team formation and life-cycle as well as the roles and responsibilities of team members

ENGG200, ENGG201, ENGG225, ENGG311, ENGG317, ENGG481, ENXX500 Employer surveys Online survey Winter Assessment Coordination Team

Engineering Undergraduate Studies Committee


2. Analyze the strengths and weaknesses of the team.




3. Execute the planning and facilitation of effective meetings.




4. Practice conflict negotiation and resolution.




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As a result, although direct assessments of the four key indicators listed in Figure 5 occur in the first year design and communication course (ENGG 200) and many of the other courses listed in column 2, only the assessment tools from the capstone design course are used to evaluate our students’ individual and team work at the time of graduation.

For the indirect assessments listed in Figure 5, we developed a 38-question survey to address graduate attributes 3.1.1 through 3.1.12. This survey used the key indicators described in (a) as a basis for the questions, and was implemented in the form of three separate surveys (provided in Exhibit 5(f)):

(1) a self-efficacy survey for final year students registered in the capstone design courses;

(2) a self-efficacy survey of one year post-graduation alumni;

(3) a graduate competencies survey of employers of our graduates.

In order to keep the survey relatively succinct, the graduate attributes were summarized in three to four survey questions as shown below (e.g., eight key indicators for 3.1.4 “design” were reduced to three survey questions). The list of key indicators were carefully reviewed and reformulated in the form of survey questions. In some cases, multiple key indicators could be combined into one question; however, in order to keep the length of the survey reasonable, some key indicators were not addressed in the survey. As can be seen by comparing the table below and Exhibit 5(f), the survey questions were re-sorted to spread the questions relating to each graduate attribute throughout the survey.

Graduate

Attribute

Survey

Question

How confident are you in your current ability to:

3.1.1 10 Use your technical knowledge to participate in a design discussion.

3.1.1 11 Describe a well-known experiment that proved an important scientific law.

3.1.1 20 Use mathematics to describe and solve engineering problems.

3.1.2 1 Apply your engineering knowledge and skills to solve a real-world problem.

3.1.2 16 Make assumptions that successfully simplify a complex problem to make it easier to work

with.

3.1.2 21 After solving a problem, evaluate your initial assumptions to see if they need to be

changed.


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Graduate

Attribute

Survey

Question


3.1.3 7 Generate a working hypothesis and a strategy to test it.

3.1.3 13 Synthesize information to reach conclusions that are supported by data and needs.

3.1.3 14 Analyze and interpret data.

3.1.4 24 Test a design solution to determine if it meets its specified needs.

3.1.4 28 Collect and interpret customer needs for a project you were given.

3.1.4 29 Analyze the trade-offs between alternative design approaches and select the one that is

best for your project.

3.1.5 2 Apply an appropriate engineering technique or tool to accomplish a task.

3.1.5 6 Adapt or extend an engineering technique to accomplish a complex task.

3.1.5 25 Describe the limitations of various engineering tools and choose the best one to

accomplish a task.

3.1.6 3 Get team members to make personal commitments to deliver what they had agreed to

do for a project.

3.1.6 8 Review your team’s strengths and weaknesses and tell others where the team might

need help.

3.1.6 12 Help two project team members with a strong and emotional disagreement resolve their

differences.

3.1.6 35 At the start of a project, identify all the roles and responsibilities that your team will

need to complete it.

3.1.7 19 Deliver a clear and organized formal presentation to a group of professionals.

3.1.7 22 Interpret a formal technical drawing in your engineering discipline.

3.1.7 26 Use various written styles to communicate complex engineering concepts to your

colleagues.

3.1.7 30 Prepare a sketch of a design concept that is understood by your colleagues.


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Graduate

Attribute

Survey

Question


3.1.8 9 Identify processes in your project to ensure protection of the public and the public

interest.

3.1.8 15 Identify the regulatory policies that pertain to a project that you are working on.

3.1.8 38 Identify your professional responsibilities within a large engineering project.

3.1.9 4 Identify the interactions that an engineering project has with the economic, social,

health, safety, legal, and cultural aspects of society.

3.1.9 27 Apply technical, social, and environmental criteria to guide trade-offs between design

alternatives.

3.1.9 34 Incorporate sustainability considerations in project decision-making.

3.1.10 18 Admit when you have made a mistake.

3.1.10 36 Identify an ethical dilemma when it occurs in a project.

3.1.10 37 Analyze opposing positions on an issue and make a judgment based on the evidence.

3.1.11 17 Apply project cost management principles to ensure that a project is completed within

budget.

3.1.11 31 Identify and plan for risks in an engineering project.

3.1.11 33 Work with others to establish project objectives when different project tasks must be

completed.

3.1.12 5 Recognize your strengths and weaknesses when working on a specific problem.

3.1.12 23 Identify the best approach that is suited to your learning style.

3.1.12 32 Use technical literature or other information sources to fill a gap in your knowledge.

(d) Evaluation

The fourth step in the graduate attribute assessment process involves interpreting the data and evidence accumulated through the assessment process. This not only involves the collection of evidence of student learning, but also the setting of performance targets, and the interpretation of results. The intention is to determine the extent to which graduate attributes are attained and provide information to inform the School’s continuous improvement process.

As discussed in (c), the Schulich School of Engineering’s graduate attributes assessment plan involves the collection of multiple forms of evidence (both direct and indirect) for each key indicator. This validation approach – referred to as “cross-examination” or “triangulation” – is intended increase the confidence in the end result of the assessments (i.e., when the different methods lead to the same results).


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To manage the evaluation process for direct assessment in courses, Schulich School of Engineering instructors were requested to complete a reflective memo for their course that summarized the intended learning outcomes for the course (in the form of graduate attributes and key indicators), the teaching and assessment methods, student learning, and continuous improvement. For example, the reflective memo for the capstone design courses was organized as follows (reflective memo templates for the capstone design courses and ENGG 481 “Technology and Society” are provided in Exhibit 5(g)):

(1) Intended Learning Outcomes: the reflective memo for capstone design should report on graduate attributes and key indicators for 3.1.4 “design”, 3.1.6 “individual and team work”, and 3.1.7 “communication”;

(2) Teaching and Assessment Methods: the reflective memo should report on the teaching and assessment methods that were used to address the intended learning outcomes identified in (1);

(3) Student Learning: the reflective memo should report on how well students performed on each of the intended learning outcome in (1); where possible, instructors were requested to make reference to specific data to support their conclusion;

(4) Continuous Improvement: the reflective memo should report on actions taken during the semester to improve the subject as a result of previous reflections or input from students or colleagues.

Given that each graduate attribute is assessed along multiple dimensions as discussed in (c), a graduate attribute assessment plan as shown in Figure 6 was developed to summarize the assessments.

Figure 6. Graduate Attributes Assessment Summary

The assessment summary includes most of the information from the assessment plan, but is expanded to include the target performance for each indicator (column 7), an analysis of the results of the direct assessments and the indirect assessments, and actions that resulted from the evaluation. The “target performance” is the level of performance that we want our students to achieve. In this example our target performance is based on the percentage of students who achieve “satisfactory” or better on the assessment: the “satisfactory” assessment

Graduate Attribute: 3.1. 1 2 3 4 5 6 7

Key Indicators Courses Method(s) of Assessment

Source of Assessment Assessment Cycle Years(s) of Data Collection

Target Performance

Faculty evaluations Course(s) Tri-annual e.g., 2011, 2014 Student surveys Online survey annual 2011-2016 Alumni surveys Online survey annual 2011-2016

1. indicator no. 1 Course mapping

Employer surveys Online survey annual 2011-2016

85% satisfactory or better

Faculty evaluations Course(s) tri-annual e.g., 2012, 2015 Student surveys Online survey annual 2011-2016 Alumni surveys Online survey annual 2011-2016

2. indicator no. 2 Course mapping


90% satisfactory or better

Faculty evaluations Course(s) tri-annual ... Student surveys Online survey annual 2011-2016 Alumni surveys Online survey annual 2011-2016

... ...


...

Results (direct measures) 2011: a short summary of the evaluation of the direct measures results Results (indirect measures) 2011: a short summary of the evaluation of the indirect measures results Actions 2011: a short summary of the results from the feedback for continuous improvement process


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would be defined by the assessment tool used for the indicator (e.g., a rubric, a graded exam question, etc.).

Each of the Schulich School of Engineering programs are responsible for setting their own performance targets, which then become the basis for graduate attribute assessment. Given that the School is in the early stages of graduate attributes assessment, our programs are just beginning to establish performance targets for each of the graduate attributes (more details on each of the programs’ progress in this area are provided in the program questionnaires). Each department has been encouraged to look at both its program’s educational objectives and its students. For example, if a program’s curriculum has been designed with an emphasis on specific areas, its performance targets should reflect this. To establish initial performance targets, the performance of recent student cohorts will be reviewed: i.e., past performance in the courses identified in the curriculum map will be used as a starting point for each graduate attribute’s performance target (e.g., percentage of students who obtain a “C-” or higher).

(e) Feedback for Continuous Improvement

As shown in Figure 3, feedback for continuous improvement occurs at all stages of the graduate attributes assessment process, and as a result, involves a wide range of individuals at the Schulich School of Engineering. Given that direct and indirect assessments already started and that we have been collecting data since the Fall 2010 session, we are currently preparing our continuous improvement process. However, the systems are in place to ensure that the School's graduate attributes assessment process is refined and improved each year, and that the feedback from the evaluation stage is used to further develop and improve our B.Sc. programs.

The curriculum review systems at the Schulich School of Engineering have been in place for many years (e.g., curriculum committees, annual reviews, etc.): the graduate attributes assessment process complements existing processes by providing a positive environment for, and an enabler of, curriculum reform. At the Schulich School of Engineering, various groups and individuals are involved in this aspect of graduate attributes assessment and program development. More specifically, the feedback process involves teaching faculty, departmental curriculum committees, and the Schulich School of Engineering curriculum committee (the Engineering Undergraduate Studies Committee).

Since teaching faculty are primarily involved with teaching and learning activities in individual common core and program courses, their program development activities focus primarily on individual courses. For example, Schulich School of Engineering faculty members have been working with their departmental program assessment coordinators to develop forms of evidence for assessment: this work then provides feedback on the key indicators (e.g., are the indicators appropriate? can they be assessed in courses? etc.) and the curriculum mapping (e.g., is the mapping appropriate for the course?). As well, teaching faculty input on the reflective memo is being used as a form of self-assessment of teaching and learning in individual courses. For example, course instructors are asked to reflect on their students' performance and how the course can be improved in the context of the learning outcomes (i.e., the key indicators). This form of assessment is being used both to improve teaching and learning in Schulich School of Engineering courses, and as input to the curriculum review and development process.

As discussed in (d), the results of the direct and indirect assessments of each of the learning outcomes are summarized in assessment summaries (e.g., Figure 6). These summaries are


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prepared by the department and School assessment planning coordinators in collaboration with teaching faculty (e.g., using the reflective memo as a starting point), and used for program development by the departmental and Schulich School of Engineering curriculum committees. For example, the results of the graduate attributes assessments are being used by the curriculum committees to inform decision making around individual course topics, outcomes, instruction hours, etc., as well as decision making around the structure of a program's curriculum (e.g., sequencing of courses, selection of courses, etc.). More information on the departmental and School curriculum committees is provided in Section 3.4.8 in the program questionnaires and the School questionnaire respectively.

(f) The Graduate Assessment Process

As noted previously, work on the development of the Schulich School of Engineering's graduate attributes process began in Fall 2008. The planning timeline for the November 2011 CEAB visit is summarized in the following table:

Winter 2009

• Preliminary development of key indicators based on the CDIO Syllabus

Summer 2009 - Fall 2009

• Curriculum mapping in Common Core and B.Sc. in Mechanical Engineering using the Introduce-Teach-Utilize analysis

• Refinement of key indicators based on instructor interviews

Winter 2010

• CEAB Visit Planning Committee established to coordinate School-wide planning for the November 2011 site visit

• Associate Dean (Academic & Planning) meetings with engineering departments to review the accreditation process and introduce the new graduate attributes criterion

Summer 2010

• CEAB Visit Planning Committee retreat on CEAB graduate attributes planning

• Detailed planning for Fall 2010 / Winter 2011 sessions develop (Appendix 5(a))

• Refinement of key indicators for graduate attributes 3.1.4, 3.1.6, and 3.1.7 based on discussions with the School's design and communication instructors

• Development of the graduate attributes survey


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Fall 2010

• Pilot run of the capstone design self-efficacy survey in the first year design and communication course (ENGG 200)

• Refinement of the capstone design self-efficacy survey and development of the alumni and employer surveys

• Direct assessment of graduate attributes 3.1.4, 3.1.6, and 3.1.7 in courses

Winter 2011

• Direct assessment of graduate attributes 3.1.4, 3.1.6, 3.1.7, and 3.1.9 in courses

• Indirect assessment of all twelve graduate attributes using the capstone design, alumni, and employer surveys

Summer 2011

1. Meetings with departments to refine the key indicators and course mappings for graduate attributes 3.1.1, 3.1.8, 3.1.10, and 3.1.12

Fall 2011

1. Curriculum mapping of program courses in the Department of Chemical & Petroleum Engineering, the Department of Civil Engineering, the Department of Electrical & Computer Engineering, and the Department of Geomatics Engineering

2. Identification of senior program courses for Graduate Attributes 3.1.2, 3.1.3, 3.1.5, and 3.1.11 in the Department of Mechanical & Manufacturing Engineering

3. Review of the 2010/2011 assessments for Graduate Attributes 3.1.4, 3.1.6, 3.1.7, and 3.1.9 by the Assessment Coordination Team

Winter 2012

1. Identification of senior program courses for Graduate Attributes 3.1.2, 3.1.3, 3.1.5, and 3.1.11 in the Department of Chemical & Petroleum Engineering, the Department of Civil Engineering, the Department of Electrical & Computer Engineering, and the Department of Geomatics Engineering

2. Assessment of Graduate Attributes 3.1.2, 3.1.3, 3.1.5, and 3.1.11 in all departments

3. Presentation of the 2010/2011 assessments to the Engineering Undergraduate Studies Committee by the Assessment Coordination Team; these assessments will be used to inform the Engineering Undergraduate Studies Committee’s curriculum review

To enable an ongoing graduate attributes assessment process that is manageable, the Schulich School of Engineering is following the multiple-year data collection plan shown in Figure 7. This plan involves collecting data on four graduate attributes per year, and results in two to three sets of direct assessments of each of the graduate attributes in each (six year) accreditation


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cycle. Data on the indirect assessment of all twelve graduate attributes (via surveys) is collected every year.

It should be noted that this data collection plan is not meant to imply that classroom assessment is only performed in the years noted in Figure 7. Clearly, it is important for pedagogical reasons to have ongoing assessment in program courses; however, the data is not collected, analyzed, etc. for program assessment purposes during the off-cycle years. By reducing the number of direct assessments that departmental and School curriculum committees need to focus on in any given year, teaching faculty and curriculum committee members can apply a more concerted effort to the indicators, assessment tools, and curriculum review than if all twelve attributes were tackled each and every year.

The data collection plan shown in Figure 7 is intended to be flexible. For example, if the evaluation phase reveals that a graduate attributes needs to be monitored more closely, the data collection plan will be adapted to reflect the need. In this case, direct assessment of the attribute will be included in the assessment plan more frequently until the curriculum development process has addressed the concern.

More details on individual graduate attribute assessment are provided in the following subsections. In this questionnaire, we focus on the key indicators and the assessment plans for each of the graduate attributes; details on the evaluation of each of the graduate attributes are provided in the program questionnaires.


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Academic Year Graduate Attribute

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

3.1.1 A knowledge base for engineering

3.1.2 Problem analysis

3.1.3 Investigation

3.1.4 Design

3.1.5 Use of engineering tools

3.1.6 Individual and team work

3.1.7 Communication skills

3.1.8 Professionalism

3.1.9 Impact of engineering on society and environment

3.1.10 Ethics and equity

3.1.11 Economics and project management

3.1.12 Life-long learning

Notes:

1. = direct assessment in courses (ENGG 481, capstone in 10/11) and indirect assessment via surveys

2. = indirect assessment via surveys

Figure 7. Schulich School of Engineering Graduate Attributes Data Collection Plan


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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.

Graduate attribute 3.1.1 " a knowledge base for engineering " will be directly assessed in

courses in the Fall 2012 / Winter 2013 terms. The key indicators and curriculum mapping for "a

knowledge base for engineering " will be discussed in detail in Summer 2012; however, the

following list of key indicators (based on the School's 2009/2010 graduate attributes planning)

are currently being used for indirect assessments and will be used as a starting point for the

2012/2013 key indicators.

1. Standardized test(s): e.g., Force Concept Inventory, Mechanics Baseline Test.

2. Use mathematics to describe and solve engineering problems.

3. Use technical knowledge to inform engineering activities.

4. Describe a well-known experiment that proved an important scientific law.

3.1.2 Problem analysis

An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve

complex engineering problems in order to reach substantiated conclusions.

Plans are currently underway to directly assess "problem analysis" in program courses in the Fall

2011 / Winter 2012 terms. The data collection plan for this graduate attribute is shown in

Figure 8.

3.1.3 Investigation

An ability to conduct investigations of complex problems by methods that include appropriate

experiments, analysis and interpretation of data, and synthesis of information in order to

reach valid conclusions.

Plans are currently underway to directly assess "investigation" in program courses in the Fall

2011 / Winter 2012 terms. The data collection plan for this graduate attribute is shown in

Figure 9.


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Graduate Attribute: 3.1.2 “Problem analysis”

1 2 3 4 5 6 7

Key Indicators Courses Method(s) of

Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations Program course Fall or Winter

Student surveys Online survey Winter 2012 – ACT

Alumni surveys Online survey Winter 2012 – ACT

1. Apply engineering knowledge and skills to solve real-word problems.

CHEM209, ENGG201, ENGG202, ENGG233, ENGG200, MATH211, PHYS259, AMAT307, ENGG225, ENGG349, ENGG407

Employer surveys Online survey Winter 2012 – ACT





2. Make assumptions that successfully simplify a complex problem.







3. Evaluate initial assumptions used to formulate a solution to a problem.




Figure 8. Data Collection Plan for 3.1.2 "Problem analysis"


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Graduate Attribute: 3.1.2 “Problem analysis”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results




4. Elicit incomplete and ambiguous information.







5. Synthesize problem solutions and formulate summary recommendations.







6. Formulate a strategy for solving an engineering problem.




Figure 8. Data Collection Plan for 3.1.2 "Problem analysis" (continued)


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Graduate Attribute: 3.1.3 “Investigation”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results




1. Formulate an experimental concept and strategy to solve an engineering problem.

CHEM209, ENGG201, ENGG200, AMAT307, ENGG407






2. Generate a working hypothesis and strategy to test it.




Figure 9. Data Collection Plan for 3.1.3 "Investigation"


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Graduate Attribute: 3.1.3 “Investigation”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results




3. Analyze and interpret experimental data.







4. Synthesize information to reach conclusions that are supported by data and needs.




Figure 9. Data Collection Plan for 3.1.3 "Investigation" (continued)


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3.1.4 Design

An ability to design solutions for complex, open-ended engineering problems and to design

systems, components or processes that meet specified needs with appropriate attention to

health and safety risks, applicable standards, and economic, environmental, cultural and

societal considerations.

Graduate Attribute 3.1.4 "design" was directly assessed in courses and indirectly assessed via

surveys in the Fall 2010 / Winter 2011 terms. The data collection plan for common core courses

is shown in Figure 10; the assessment summaries for "design" are provided in the program

questionnaires.

3.1.5 Use of engineering tools

An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and

modern engineering tools to a range of engineering activities, from simple to complex, with an

understanding of the associated limitations.

Plans are currently underway to directly assess " use of engineering tools " in program courses

in the Fall 2011 / Winter 2012 terms. The data collection plan for this graduate attribute is

shown in Figure 11.

3.1.6 Individual and team work

An ability to work effectively as a member and leader in teams, preferably in a multi-

disciplinary setting.

Graduate Attribute 3.1.6 "individual and team work" was directly assessed in courses and

indirectly assessed via surveys in the Fall 2010 / Winter 2011 terms. The data collection plan

for common core courses is shown in Figure 12; the assessment summaries for "individual and

team work" are provided in the program questionnaires.


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Graduate Attribute: 3.1.4 Design

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations capstone design Fall & Winter 2011 – capstone

design instructor

Student surveys ENGG200 &

capstone design

Fall & Winter 2010 – W. Rosehart

2011 – ACT


1. Elicit and

interpret customer

needs.

ENGG200, ENGG513,

capstone design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


2. Interpret

ethical, social,

environmental,

legal and

regulatory

influences.

ENGG200, ENGG513,

capstone design


Engineering

Undergraduate

Studies Committee

Figure 10. Data Collection Plan for 3.1.4 "Design"


33

Graduate Attribute: 3.1.4 “Design”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


3. Identify and

explain system

performance

metrics.

ENGG200, ENGG513,

capstone design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


4. Select concepts

and analyze the

trade-offs among

and recombination

of alternative

concepts

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee

Figure 10. Data Collection Plan for 3.1.4 "Design" (continued)


34


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


5. Decompose and

assign function to

elements, and

define interfaces

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


6. Use prototypes

and test articles in

design

development

ENGG200, ENGG233,

capstone design


Engineering

Undergraduate

Studies Committee



35


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


7. Demonstrate

iteration until

convergence and

synthesize the

final design.

ENGG200, ENGG233,

capstone design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


8. Demonstrate

accommodation of

changing

requirements

ENGG200, ENGG233,

capstone design


Engineering

Undergraduate

Studies Committee



36

Graduate Attribute: 3.1.5 “Use of engineering tools”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results




1. Select the most

appropriate

engineering tool to

accomplish at task

from various

alternatives.

ENGG200, ENGG233


Engineering

Undergraduate

Studies Committee




2. Apply

appropriate

engineering

techniques or tools

to accomplish a

task.

ENGG200, ENGG233


Engineering

Undergraduate

Studies Committee

Figure 11. Data Collection Plan for 3.1.5 "Use of engineering tools"


37

Graduate Attribute: 3.1.5 “Use of engineering tools”

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results




3. Adapt or extend

an engineering

technique to

accomplish a task.

ENGG200, ENGG233


Engineering

Undergraduate

Studies Committee




4. Evaluate the

appropriateness of

results from

different

engineering

techniques and

tools.

ENGG200, ENGG233


Engineering

Undergraduate

Studies Committee

Figure 11. Data Collection Plan for 3.1.5 "Use of engineering tools" (continued)


38

Graduate Attribute: 3.1.6 "Individual and team work"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


1. Identify the

stages of team

formation and life-

cycle as well as

the roles and

responsibilities of

team members

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


2. Evaluate team

effectiveness and

plan for

improvements.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee

Figure 12. Data Collection Plan for 3.1.6 "Individual and team work"


39


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


3. Execute the

planning and

facilitation of

effective

meetings.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


4. Practice conflict

negotiation and

resolution.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee

Figure 12. Data Collection Plan for 3.1.6 "Individual and team work" (continued)


40


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


5. Assume

responsibility for

own work and

participate

equitably.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee


design instructor


capstone design


2011 – ACT


6. Exercise

initiative and

contribute to team

goal setting.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee



41


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


design instructor


capstone design


2011 – ACT


7. Demonstrate

capacity for

initiative and

technical or team

leadership while

respecting other’s

roles.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee



42

3.1.7 Communication skills

An ability to communicate complex engineering concepts within the profession and with

society at large. Such ability includes reading, writing, speaking and listening, and the ability

to comprehend and write effective reports and design documentation, and to give and

effectively respond to clear instructions.

Graduate Attribute 3.1.7 "communication skills" was directly assessed in courses and indirectly

assessed via surveys in the Fall 2010 / Winter 2011 terms. The data collection plan for common

core courses is shown in Figure 13; the assessment summaries for "communication skills" are

provided in the program questionnaires.

3.1.8 Professionalism

An understanding of the roles and responsibilities of the professional engineer in society,

especially the primary role of protection of the public and the public interest.

Graduate attribute 3.1.8 "professionalism" will be directly assessed in courses in the Fall 2012 /

Winter 2013 terms. The key indicators and curriculum mapping for "professionalism" will be

discussed in detail in Summer 2012; however, the following list of key indicators (based on the

School’s 2009/2010 graduate attributes planning) are currently being used for indirect

assessments and will be used as a starting point for the 2012/2013 key indicators.

1. Recognize and accept the goals and roles of the engineering profession.

2. Recognize and accept the responsibilities of engineers to society.

3. Recognize the way in which legal and political systems regulate and influence engineering.

4. Describe how professional societies license and set standards.

3.1.9 Impact of engineering on society and the environment

An ability to analyse social and environmental aspects of engineering activities. Such ability

includes an understanding of the interactions that engineering has with the economic, social,

health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of

such interactions; and the concepts of sustainable design and development and environmental

stewardship.

Graduate Attribute 3.1.9 "impact of engineering on society and the environment" was directly

assessed in the common core course ENGG 481 “Technology and Society” as shown in Exhibit

5(h) and indirectly assessed via surveys in the Fall 2010 / Winter 2011 terms. The data

collection plan for common core courses is shown in Figure 14; the assessment summaries for

"impact of engineering on society and the environment" are provided in the program

questionnaires.


43

Graduate Attribute: 3.1.7 "communication skills"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations capstone design Fall & Winter 2011 – capstone design instructor

Student surveys ENGG200 & capstone design

Fall & Winter 2010 – W. Rosehart 2011 – ACT


1. Construct logical and persuasive arguments.

COMS363, ENGG201, ENGG200, ENGG225, PHYS369, ENGG481, ENGG513







2. Practice conciseness, crispness, precision and clarity of language.

COMS363, ENGG201, ENGG200, ENGG225, PHYS369, ENGG481, ENGG513



Figure 13. Data Collection Plan for 3.1.7 "communication skills"


44


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results





3. Demonstrate writing with coherence and flow.

COMS363, ENGG201, ENGG225, ENGG349, ENGG481, capstone design







4. Practice writing with correct spelling, punctuation and grammar




Figure 13. Data Collection Plan for 3.1.7 "communication skills" (continued)


45


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations Capstone design Fall & Winter 2011 – capstone design instructor




5. Apply various written styles (informal, formal, memos, reports, etc.)








6. Demonstrate sketching and drawing.

ENGG200, capstone design





46


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results





7. Demonstrate construction of tables, graphs, and charts.

AMAT217, AMAT219, ENGG233, ENGG200, MATH211, PHYS259, CHEM357, ENGG311, ENGG225, ENGG349, PHYS369, capstone design



Faculty evaluations Capstone design Winter 2011 – capstone design instructor




8. Interpret formal technical drawings and renderings.

Capstone design





47


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results





9. Deliver clear and organized formal presentation following established guidelines.

CHEM209, ENGG200, ENGG225, ENGG481, capstone design



Faculty evaluations Capstone design Winter 2011 – capstone design instructor




10. Use appropriate referencing to cite previous work.






48


1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results





11. Adapt format, content, organization, and tone for various audiences.






49

Graduate Attribute: 3.1.9 "Impact of engineering on society and environment"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations ENGG481 Winter 2011 – M. Eggermont




1. Analyze the impact of engineering on the environment, social, knowledge and economic systems in modern culture.

ENGG200, ENGG481, ENGG513, capstone design







2. Describe the important contemporary political, social, legal and environmental issues and values.

ENGG209, ENGG481, capstone design



Figure 14. Data Collection Plan for 3.1.9 "Impact of engineering on society and the environment”


50

Graduate Attribute: 3.1.9 "Impact of engineering on society and environment"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results





3. Define the process by which contemporary values are set, and one’s role in these processes

ENGG209, ENGG481, capstone design



Figure 14. Data Collection Plan for 3.1.9 "Impact of engineering on society and the environment" (continued)


51

3.1.10 Ethics and equity

An ability to apply professional ethics, accountability, and equity.

Graduate attribute 3.1.10 "ethics and equity" will be directly assessed in courses in the Fall

2012 / Winter 2013 terms. The key indicators and curriculum mapping for "ethics and equity"

will be discussed in detail in Summer 2012; however, the following list of key indicators (based

on the School's 2009/2010 graduate attributes planning) are currently being used for indirect


1. Demonstrate an ability to make informed ethical choices.

2. Demonstrate knowledge of a professional code of ethics.

3. Evaluate the ethical dimensions of professional and scientific practice.

4. Demonstrate ethical practice.

3.1.11 Economics and project management

An ability to appropriately incorporate economics and business practices including project,

risk and change management into the practice of engineering and to understand their

limitations.

Plans are currently underway to directly assess "economics and project management" in

common core and program courses in the Fall 2011 / Winter 2012 terms. The data collection

plan for common core courses is shown in Figure 15.

3.1.12 Life-long learning

An ability to identify and to address their own educational needs in a changing world in ways

sufficient to maintain their competence and to allow them to contribute to the advancement

of knowledge.

Graduate attribute 3.1.12 "life-long learning" will be directly assessed in courses in the Fall

2012 / Winter 2013 terms. The key indicators and curriculum mapping for "life-long learning"

will be discussed in detail in Summer 2012; however, the following list of key indicators (based

on the School's 2009/2010 graduate attributes planning) are currently being used for indirect


1. Reflect on one’s skills, interests, strengths, and weaknesses.

2. Describe one’s own learning style.

3. Describe the importance of developing relationships with mentors.


52

Graduate Attribute: 3.1.11 "Economics and project management"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

Faculty evaluations ENGG209 Fall or Winter ENGG209 instructor



1. Apply the

concept of the

time value of

money to

engineering

projects.

ENGG200, ENGG209


Engineering

Undergraduate

Studies Committee

Faculty evaluations ENGG209 Fall or Winter ENGG209 instructor



2. Recognize the

role of financial

planning and

capital budgeting

in engineering

projects.

ENGG200, ENGG209


Engineering

Undergraduate

Studies Committee

Faculty evaluations Capstone design Fall or Winter Capstone design

instructor



3. Describe project

control for cost,

performance, and

schedule.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee

Figure 15. Data Collection Plan for 3.1.1 "Economics and project management"


53

Graduate Attribute: 3.1.11 "Economics and project management"

1 2 3 4 5 6 7


Assessment

Source of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results


instructor



4. Discuss the

estimation and

allocation of

resources in

engineering

projects.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee


instructor



5. Identify risks

and alternatives in

engineering

projects.

ENGG200, capstone

design


Engineering

Undergraduate

Studies Committee

Figure 15. Data Collection Plan for 3.1.1 "Economics and project management" (continued)

• Goals and agenda • The planning and facilitation of effective meetings • Team ground rules • Effective communication (active listening, collaboration, providing and obtaining information) • Positive and effective feedback • The planning, scheduling and execution of a project • Solutions to problems (team creativity and decision making) • Conflict negotiation and resolution

3.1.3 Team Growth and Evolution

• Strategies for reflection, assessment, and self-assessment • Skills for team maintenance and growth • Skills for individual growth within the team • Strategies for team communication and writing

3.1.4 Leadership

• Team goals and objectives • Team process management • Leadership and facilitation styles (directing, coaching, supporting, delegating) • Approaches to motivation (incentives, example, recognition, etc) • Representing the team to others • Mentoring and counseling

3.1.5 Technical Teaming

• Working in different types of teams : • Cross-disciplinary teams (including non-engineer) • Small team vs. large team • Distance, distributed and electronic environments • Technical collaboration with team members

3.2 COMMUNICATIONS [g] 3.2.1 Communications Strategy

• The communication situation • Communications objectives • The needs and character of the audience • The communication context • A communications strategy • The appropriate combination of media • A communication style (proposing, reviewing, collaborating, documenting, teaching) • The content and organization

3.2.2 Communications Structure

• Logical, persuasive arguments • The appropriate structure and relationship amongst ideas • Relevant, credible, accurate supporting evidence • Conciseness, crispness, precision and clarity of language • Rhetorical factors (e.g. audience bias) • Cross-disciplinary cross-cultural communications

3.2.3 Written Communication

• Writing with coherence and flow • Writing with correct spelling, punctuation and grammar • Formatting the document • Technical writing • Various written styles (informal, formal memos, reports, etc)

3.2.4 Electronic/Multimedia Communication

• Preparing electronic presentations • The norms associated with the use of e-mail, voice mail, and videoconferencing • Various electronic styles (charts, web, etc)

3.2.5 Graphical Communication

• Sketching and drawing • Construction of tables, graphs and charts • Formal technical drawings and renderings

3.2.6 Oral Presentation and Inter-Personal Communications

• Preparing presentations and supporting media with appropriate language, style, timing and flow • Appropriate nonverbal communications (gestures, eye contact, poise) • Answering questions effectively

3.3 COMMUNICATIONS IN FOREIGN LANGUAGES 3.3.1 English 3.3.2 Languages of Regional Industrialized Nations 3.3.3 Other Languages 4 CONCEIVING, DESIGNING, IMPLEMENTING AND OPERATING SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT 4.1 EXTERNAL AND SOCIETAL CONTEXT [h] 4.1.1 Roles and Responsibility of Engineers

• The goals and roles of the engineering profession • The responsibilities of engineers to society

4.1.2 The Impact of Engineering on Society

• The impact of engineering on the environment, social, knowledge and economic systems in modern culture

4.1.3 Society's Regulation of Engineering

• The role of society and its agents to regulate engineering • The way in which legal and political systems regulate and influence engineering • How professional societies license and set standards • How intellectual property is created, utilized and defended

4.1.4 The Historical and Cultural Context

• The diverse nature and history of human societies as well as their literary, philosophical, and artistic traditions

• The discourse and analysis appropriate to the discussion of language, thought and values 4.1.5 Contemporary Issues and Values [j]

• The important contemporary political, social, legal and environmental issues and values • The process by which contemporary values are set, and oneÕs role in these processes • The mechanisms for expansion and diffusion of knowledge

4.1.6 Developing a Global Perspective

• The internationalization of human activity • The similarities and differences in the political, social, economic, business and technical norms

of various cultures • International inter-enterprise and inter-governmental agreements and alliances

4.2 ENTERPRISE AND BUSINESS CONTEXT 4.2.1 Appreciating Different Enterprise Cultures

• The differences in process, culture, and metrics of success in various enterprise cultures: • Corporate vs. academic vs. governmental vs. non-profit/NGO • Market vs. policy driven • Large vs. small • Centralized vs. distributed • Research and development vs. operations • Mature vs. growth phase vs. entrepreneurial • Longer vs. faster development cycles • With vs. without the participation of organized labor

4.2.2 Enterprise Strategy, Goals, and Planning

• The mission and scope of the enterprise • An enterprise’s core competence and markets • The research and technology process • Key alliances and supplier relations • Financial and managerial goals and metrics • Financial planning and control • The stake-holders (owners, employees, customers, etc.)

4.2.3 Technical Entrepreneurship

• Entrepreneurial opportunities that can be addressed by technology • Technologies that can create new products and systems • Entrepreneurial finance and organization

4.2.4 Working Successfully in Organizations

• The function of management • Various roles and responsibilities in an organization • The roles of functional and program organizations • Working effectively within hierarchy and organizations • Change, dynamics and evolution in organizations

4.3 CONCEIVING AND ENGINEERING SYSTEMS [c] 4.3.1 Setting System Goals and Requirements

• Market needs and opportunities

• Customer needs • Opportunities which derive from new technology or latent needs • Factors that set the context of the requirements • Enterprise goals, strategies, capabilities and alliances • Competitors and benchmarking information • Ethical, social, environmental, legal and regulatory influences • The probability of change in the factors that influence the system, its goals and resources

available • System goals and requirements • The language/format of goals and requirements • Initial target goals (based on needs, opportunities and other influences) • System performance metrics • Requirement completeness and consistency

4.3.2 Defining Function, Concept and Architecture

• Necessary system functions (and behavioral specifications) • System concepts • The appropriate level of technology • Trade-offs among and recombination of concepts • High level architectural form and structure • The decomposition of form into elements, assignment of function to elements, and definition of

interfaces 4.3.3 Modeling of System and Ensuring Goals Can Be Met

• Appropriate models of technical performance • The concept of implementation and operations • Life cycle value and costs (design, implementation, operations, opportunity, etc.) • Trade-offs among various goals, function, concept and structure and iteration until convergence

4.3.4 Development Project Management

• Project control for cost, performance, and schedule • Appropriate transition points and reviews • Configuration management and documentation • Performance compared to baseline • Earned value recognition • The estimation and allocation of resources • Risks and alternatives • Possible development process improvements

4.4 DESIGNING [c] 4.4.1 The Design Process

• Requirements for each element or component derived from system level goals and requirements

• Alternatives in design • The initial design • Experiment prototypes and test articles in design development • Appropriate optimization in the presence of constraints • Iteration until convergence • The final design • Accommodation of changing requirements

4.4.2 The Design Process Phasing and Approaches

• The activities in the phases of system design (e.g. conceptual, preliminary, and detailed design) • Process models appropriate for particular development projects (waterfall, spiral, concurrent,

etc.) • The process for single, platform and derivative products

4.4.3 Utilization of Knowledge in Design

• Technical and scientific knowledge • Creative and critical thinking, and problem solving • Prior work in the field, standardization and reuse of designs (including reverse engineer and

redesign) • Design knowledge capture

4.4.4 Disciplinary Design

• Appropriate techniques, tools, and processes • Design tool calibration and validation • Quantitative analysis of alternatives • Modeling, simulation and test • Analytical refinement of the design

4.4.5 Multidisciplinary Design

• Interactions between disciplines • Dissimilar conventions and assumptions • Differences in the maturity of disciplinary models • Multidisciplinary design environments • Multidisciplinary design

4.4.6 Multi-Objective Design (DFX) Design for:

• Performance, life cycle cost and value • Aesthetics and human factors • Implementation, verification, test and environmental sustainability • Operations • Maintainability, reliability, and safety • Robustness, evolution, product improvement and retirement

4.5 IMPLEMENTING [c] 4.5.1 Designing the Implementation Process

• The goals and metrics for implementation performance, cost and quality • The implementation system design: • Task allocation and cell/unit layout • Work flow • Considerations for human user/operators

4.5.2 Hardware Manufacturing Process

• The manufacturing of parts • The assembly of parts into larger constructs • Tolerances, variability, key characteristics and statistical process control

4.5.3 Software Implementing Process • The break down of high level components into module designs (including algorithms and data

structures) • Algorithms (data structures, control flow, data flow) • The programming language • The low-level design (coding) • The system build

4.5.4 Hardware Software Integration

• The integration of software in electronic hardware (size of processor, communications, etc) • The integration of software with sensor, actuators and mechanical hardware • Hardware/software function and safety

4.5.5 Test, Verification, Validation, and Certification

• Test and analysis procedures (hardware vs. software, acceptance vs. qualification) • The verification of performance to system requirements • The validation of performance to customer needs • The certification to standards

4.5.6 Implementation Management

• The organization and structure for implementation • Sourcing, partnering, and supply chains • Control of implementation cost, performance and schedule • Quality and safety assurance • Possible implementation process improvements

4.6 OPERATING [c] 4.6.1 Designing and Optimizing Operations

• The goals and metrics for operational performance, cost, and value • Operations process architecture and development • Operations (and mission) analysis and modeling

4.6.2 Training and Operations

• Training for professional operations: • Simulation • Instruction and programs • Procedures • Education for consumer operation • Operations processes • Operations process interactions

4.6.3 Supporting the System Lifecycle

• Maintenance and logistics • Lifecycle performance and reliability • Lifecycle value and costs • Feedback to facilitate system improvement

4.6.4 System Improvement and Evolution

• Pre-planned product improvement • Improvements based on needs observed in operation

• Evolutionary system upgrades • Contingency improvements/solutions resulting from operational necessity

4.6.5 Disposal and Life-End Issues

• The end of useful life • Disposal options • Residual value at life-end • Environmental considerations for disposal

4.6.6 Operations Management

• The organization and structure for operations • Partnerships and alliances • Control of operations cost, performance and scheduling • Quality and safety assurance • Possible operations process improvements • Life cycle management

Exhibit 5: Graduate Attributes Assessment Resources

Exhibit 5(d): Introduce-Teach-Utilize (ITU) Suvey

Nine Questions to Benchmark Curriculum and Instruction

Course ______________________________ Instructor(s) ______________________ Person Being Interviewed _____________________________ Interviewer ________________________________________ Date________________ • What is it you would most like to improve when it comes to the quality of student learning in this course? • OUTPUT Function: Describe what a student will be able to do after successful completion of this course (in

terms of knowledge, skills, and attitudes)? • Mapping Exercise: What learning outcomes from the CDIO Syllabus (see Page 6) at the x.x.x level of detail

are addressed in this course (using categories Introduce, Teach, or Utilize given on Page 5)? • INPUT Function: What areas of knowledge from previous courses does your course use / need to be

improved? • When do students get feedback during this course? How do they use the feedback? • What are the most motivating aspects of the course to students? • What are the least motivating aspects of the course to students? • Describe the main tasks and roles of the instructor(s) in this course. What resources are available, and how

are they used? Are the resources adequate or too demanding, as the course is organized today?

• What other comments would you like to make about teaching this course?

Explanations of Introduce, Teach, Utilize

Introduce: • Touch on or briefly expose the students to this topic • No specific learning objective of knowledge retention is linked to this topic • Typically less than one hour of dedicated lecture/discussion/laboratory time is spent on this topic • No assignments/exercises/projects/homework are specifically linked to this topic • This topic would probably not be assessed on a test or other evaluation instrument Example: At the beginning of class an example is given of the operation of an engineering system (4.6) to motivate an aspect of the design. But, no explicit discussion of the design or analysis of operation is presented. Example: An ethical problem or dilemma (2.5) is presented to the students that sets the context for an example or lecture. But, no explicit treatment of ethics or its role in modern engineering practice is presented. Teach: • Really try to get students to learn new material • Learning objective is to advance at least one cognitive level (e.g. no exposure to knowledge,

knowledge to comprehension, comprehension to application, etc.) • Typically, one or more hours of dedicated lecture/discussion/laboratory time are spent on this topic • Assignments/exercises/projects/homework are specifically linked to this topic • This topic would probably be assessed on a test or other evaluation instrument Example: The process and methodology of product design (4.4) are explicitly presented to and practiced by the students on a project or assignment. Example: Several workshops are presented on working in teams and group dynamics (3.1), and a coach works with students on understanding teamwork throughout the semester’s team project. Utilize: • Assumes the student already has a certain level of proficiency in this topic • No specific learning objective is linked to this topic, but the student will use knowledge of this topic

to reach other learning objectives • No time explicitly allotted to teaching this topic • Assignments/exercises/projects/homework are not designed to explicitly teach this topic • Tests or other evaluation instruments are not designed to explicitly assess this topic Example: When teaching a topic other than communication, students are expected to utilize their skills in preparing oral presentations (3.2) which explain their work. But, no further explicit instruction in communications is given. Example: When working in a laboratory session, students are expected to utilize their skills of experimentation (2.2). But, no further explicit instruction on techniques of experimentation are given.


Exhibit 5(e): Curriculum Map

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.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize1.1 Knowledge of AMAT 217Underlying Sciences AMAT 219

CHEM 209 CHEM 209ENGG 201ENGG 202 ENGG 202

ENGG 233ENGG 200

MATH 211AMAT 307CHEM 357ENGG 311 ENGG 311

ENGG 317ENGG 319ENGG 225 ENGG 225ENGG 349 ENGG 349ENGG 407PHYS 369

capstone

1.2 Core Engineering AMAT 217 ENGG 201Fundamental AMAT 219Knowledge CHEM 209

ENGG 202ENGG 233

ENGG 200 ENGG 200MATH 211AMAT 307CHEM 357

ENGG 311 ENGG 311ENGG 317

ENGG 319ENGG 225ENGG 349

ENGG 407 ENGG 407ENGG 513 ENGG 513

capstone

3.1.2 Problem analysis: An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems in order to reach substantiated conclusions.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.1.1 Problem * Evaluate data and symptoms AMAT 217Identification and * Analyze assumptions and sources of bias AMAT 219Formulation * Demonstrate issue prioritization in context CHEM 209

of overall goals ENGG 201* Formulate a plan of attack (incorporating model, ENGG 202 ENGG 202 analytical and numerical solutions, qualitative ENGG 233 ENGG 233 analysis, experimentation and consideration ENGG 200 ENGG 200 of uncertainty) MATH 211

PHYS 259AMAT 307

CHEM 357ENGG 311 ENGG 311ENGG 317ENGG 319ENGG 225ENGG 349ENGG 407PHYS 369

ENGG 513 ENGG 513capstone capstone

2.1.2 Modeling * Employ assumptions to simplify complex AMAT 217 systems and environment AMAT 219* Choose and apply conceptual and qualitative CHEM 209 models ENGG 201* Choose and apply quantitative models and ENGG 202 simulations ENGG 233 ENGG 233

ENGG 200 ENGG 200MATH 211

PHYS 259CHEM 357ENGG 311

ENGG 317ENGG 225 ENGG 225

ENGG 349PHYS 369

capstone

2.1.3 Estimation and * Estimate orders of magnitutde, bounds AMAT 217Qualitative Analysis and trends AMAT 219

* Apply tests for consistency and errors (limits, ENGG 201 units, etc.) ENGG 202* Demonstrate the generalization of analytical ENGG 200 ENGG 200 solutions MATH 211

PHYS 259AMAT 307CHEM 357

ENGG 311ENGG 317ENGG 319

ENGG 225ENGG 407

PHYS 369ENGG 513capstone

2.1.4 Analysis with * Elicit incomplete and ambiguous information AMAT 217Uncertainty * Apply probabilistic and statistical models of AMAT 219

events and sequences ENGG 200 ENGG 200* Practice engineering cost-benefit and risk PHYS 259 analysis CHEM 357* Discuss decision analysis ENGG 349* Schedule margins and reserves PHYS 369

ENGG 513capstone

2.1.5 Solution and * Synthesize problem solutions CHEM 209Recommendation * Analyze essential results of solutions and test ENGG 201

data ENGG 202* Analyze and reconcile discrepancies in results ENGG 233* Formulate summary recommendations ENGG 200 ENGG 200* Appraise possible improvements in the problem AMAT 307

3.1.2 Problem analysis: An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems in order to reach substantiated conclusions.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize

solving process ENGG 311ENGG 317

ENGG 319ENGG 225

ENGG 349ENGG 407ENGG 513 ENGG 513

capstone

3.1.3 Investigation: An ability to conduct investigations of complex problems by methods that includeappropriate experiments, analysis and interpretation of data, and synthesis of information in order to reach valid conclusions.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.2.1 Hypothesis * Select critical questions to be examined CHEM 209Formation * Formulate hypotheses to be tested ENGG 201

* Discuss controls and control groups ENGG 200 ENGG 200AMAT 307ENGG 311ENGG 319ENGG 407

capstone

2.2.2 Survey of Print * Choose the literature research strategy CHEM 209and Electronic * Demonstrate information search and identification ENGG 201Literature using library tools (on-line catalogs, databases, ENGG 200 ENGG 200

search engines) ENGG 225* Demonstrate sorting and classifying the primary capstone information* Question the quality and reliability of information* Identify the essentials and innovations contained in the information* Identify research questions that are unanswered* List citations to references

2.2.3 Experimental * Formulate experimental concept and strategy CHEM 209Inquiry * Discuss the precautions when humans are ENGG 201

used in experiments ENGG 233* Execute experimental construction ENGG 200 ENGG 200* Execute test protocols and experimental PHYS 259 procedures CHEM 357* Execute experimental measurements ENGG 311* Analyze and report experimental data ENGG 317* Compare experimental data vs. available ENGG 225 models PHYS 369

capstone capstone

2.2.4 Hypothesis * Discuss the statistical validity of data CHEM 209Test and Defense * Discuss the limiations of data employed ENGG 201

* Prepare conclusions, supported by data, needs PHYS 259 and values ENGG 311* Appraise possible improvements in knowledge ENGG 317 discovery process ENGG 225

PHYS 369capstone

4.5.5 Test,Verification, * Discuss test and analysis procedures (hardware ENGG 233Validation and vs. software, acceptance vs. qualification) capstone capstoneCertification * Discuss the verification of performance to

system requirements* Discuss the validation of performance to customer requirements* Explain certification to standards

3.1.4 Design: An ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified needs with appropriate attention to health and safety risks, applicablestandards, and economic, environmental, cultural and societal considerations.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.3.1 Thinking * Identify and define a system, its behavior, and CHEM 209Holistically its elements ENGG 202 ENGG 202

* Use trans-disciplinary approaches that ensure the ENGG 200 ENGG 200 system is understood from all relevant CHEM 357 perspectives ENGG 225* Identify the societal, enterprise and technical ENGG 349 context of the system ENGG 513* Identify interactions external to the system, and capstone capstone the behavioral impact of the system

2.3.2 Emergence and * Discuss the abstractions necessary to define and CHEM 209Interactions in model system ENGG 202Systems * Identify the behavioral and functional properties ENGG 233

(intended and unintended) which emerge from CHEM 357 the system ENGG 311* Identify the important interfaces among elements ENGG 349* Recognize evolutionary adaptation over time ENGG 513

capstone capstone

2.3.3 Prioritization * Locate and classify all factors relevant to the CHEM 209and Focus system in the whole ENGG 233

* Identify the driving factors from among the whole ENGG 200 ENGG 200* Explain resource allocations to resolve the driving CHEM 357 issues ENGG 225

ENGG 349ENGG 513

capstone capstone

2.3.4 Tradeoffs, * Identify tensions and factors to resolve through ENGG 233Judgement and trade-offs ENGG 200 ENGG 200Balance in Resolution * Choose and employ solutions that balance CHEM 357

various factors, resolve tensions and optimize ENGG 225 the system as a whole ENGG 349* Describe flexible vs. optimal solutions over the ENGG 513 system lifetime capstone capstone* Appraise possible improvements in the system thinking used

4.3.1 Setting System * Identify market needs and opportunities ENGG 200 ENGG 200Goals and * Elicit and interpret customer needs ENGG 513Requirements * Identify opportunities that derive from new capstone capstone

technology or latent needs* Explain factors that set the context of the requirements* Identify enterprise goals, strategies, capabilities and alliances* Locate and classify competitors and benchmarking information* Interpret ethical, social, environmental, legal and regulatory influences* Explain the probability of change in the factors that influence the system, its goals and resources available* Interpret system goals and requirements* Identify the language/format of goals and requirements* Identify initial target goals (based on needs, opportunities and other influences)* Explain system performance metrics* Interpret requirement completeness and consistency

4.3.2 Defining * Identify necessary system functions (and ENGG 233Function, Concept behavioral specifications) ENGG 200 ENGG 200and Architecture * Select system concepts capstone capstone

* Identify the appropriate level of technology* Analyze trade-offs among and recombination of concepts* Identify high level architectural form and structure* Discuss the decomposition of form into elements, assignment of function to elements, and definition of interfaces

3.1.4 Design: An ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified needs with appropriate attention to health and safety risks, applicablestandards, and economic, environmental, cultural and societal considerations.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize

4.3.3 Modeling of * Locate appropriate models of technical capstone capstoneSystem and Ensuring performanceGoals Can Be Met * Discuss the concept of implementation and

operations* Discuss life cycle value and costs (design, implementation, operations, opportunity, etc.)* Discuss trade-offs among various goals, function, concept and structure and iteration until convergence

4.4.1 The Design * Choose requirements for each element or ENGG 233Process component derived from system level goals and ENGG 200 ENGG 200

requirements ENGG 311* Analyze alternatives in design ENGG 317* Select the initial design capstone* Use prototypes and test articles in design development* Execute appropriate optimization in the presence of constraints* Demonstrate iteration until convergence* Synthesize the final design* Demonstrate accommodation of changing requirements

4.4.2 The Design * Explain the activities in the phases of system ENGG 233Phasing and design (e.g., conceptual, preliminary, and ENGG 200 ENGG 200Approaches detailed design) ENGG 513

* Discuss process models appropriate for particular capstone development projects (waterfall, spiral, concurrent, etc.)* Discuss the process for single, platform and derivative products

4.4.3 Utilization of * Utilize technical and scientific knowledge ENGG 233 ENGG 233Knowledge in Design * Practice creative and critical thinking, and ENGG 200 ENGG 200

problem solving CHEM 357* Discuss prior work in the field, standardization capstone and reuse of designs (including reverse engineer and redesign)* Discuss design knowledge capture

4.4.4 Disciplinary * Choose appropriate techniques, tools, and ENGG 233Design processes ENGG 200 ENGG 200

* Explain design tool calibration and validation capstone* Practice quantitative analysis of alternatives* Practice modeling, simulation and test* Discuss analytical refinement of the design

4.5.1 Designing the * State the goals and metrics for implementation ENGG 200 ENGG 200Implementation performance, cost and quality ENGG 513 ENGG 513Process * Recognize the implementation system design capstone

4.6.1 Designing and * Interpret the goals and metrics for operational ENGG 233Optimizing Operations performance, cost, and value

* Explain operations process architecture and development* Explain operations (and mission) analysis and modeling

3.1.5 Use of engineering tools: An ability to create, select, apply, adapt, and extend appropriate techniques,resources, and modern engineering tools to a range of engineering activities, from simple to complex, with an understanding of the associated limitations.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize1.3 Advanced Eng. ENGG 201Fundamental ENGG 317Knowledge ENGG 407 ENGG 407

capstone capstone

4.5.2 Hardware * Describe the manufacturing of parts ENMF 417Manufacturing * Describe the assembly of parts into larger ENGG 513 ENGG 513Process constructs capstone

* Define tolerances, variability, key characteristics and statistical process control

4.5.3 Software * Explain the break down of high-level components ENGG 233Implementing into module designs (including algorithms and ENGG 200 ENGG 200Process data structures) ENGG 513 ENGG 513

* Discuss algorithms (data structures, control flow, capstone data flow)* Describe the programming language* Execute low-level design (coding)* Describe the system build

4.5.4 Hardware * Describe the integration of software in electronic ENGG 513 ENGG 513Software Integration hardware (size of processor, communications, capstone

etc.)* Describe the integration of software integration with sensor, actuators and mechanical hardware* Describe hardware/software function and safety

3.1.6 Individual and team work: An ability to work effectively as a member and leader in teams, preferably in a multi-disciplinary setting.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize3.1.1 Forming * Identify the stages of team formation and life- ENGG 201Effective Teams cycle ENGG 202

* Interpret task and team processes ENGG 200 ENGG 200* Identify team roles and responsibilities PHYS 259* Analyze the goals, needs and characteristics ENGG 311 (work styles, cultural differences) of individual ENGG 225 team members ENGG 317* Analyze the strengths and weaknesses of the PHYS 369 team ENGG 481* Discuss ground rules on norms of team ENGG 513 confidentiality, accountability, and initiative capstone capstone

3.1.2 Team Operation * Choose goals and agenda ENGG 200 ENGG 200* Execute the planning and facilitation of PHYS 259 effective meetings ENGG 311* Apply team ground rules ENGG 225* Practice effective communication (active listening, ENGG 317 collaboration, providing and obtaining PHYS 369 information) ENGG 481* Demonstrate positive and effective feedback ENGG 513* Practice the planning, scheduling and execution capstone capstone of a project* Formulate solutions to problms (creativity and decision making)* Practice conflict negotiation and resolution

3.1.3 Team Growth * Discuss strategies for reflection, assessment, and ENGG 200 ENGG 200and Evolution self-assessment ENGG 311

* Identify skills for team maintenance and growth ENGG 225* Identify skills for individual growth within the ENGG 481 team ENGG 513* Explain strategies for team communication and capstone capstone writing

3.1.4 Leadership * Explain team goals and objectives ENGG 200 ENGG 200* Practice team process management ENGG 513* Practice leadership and facilitation styles capstone (directing, coaching, supporting, delegating)* Explain approaches to motivation (incentives, example, recognition, etc.)* Practice representing the team to others* Describe mentoring and counseling

3.1.5 Teachnical * Describe working different types of teams ENGG 513Teaming * Cross-disciplinary teams (including non-engineers) capstone

* Small team vs. large team* Distance, distributed and electronic environments* Demonstrate technical collaboration with team members

3.1.7 Communication skills: An ability to communicate complex engineering concepts within the profession and with society at large. Such ability includes reading, writing, speaking and listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear instructions.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize3.2.1 Communications * Analyze the communication situation ENGG 200 ENGG 200Strategy * Choose a communications strategy ENGG 209 ENGG 209

ENGG 481capstone

3.2.2 Communications * Construct logical, persuasive arguments ENGG 201Structure * Construct the appropriate structure and ENGG 233

relationship amongst ideas ENGG 200 ENGG 200* Choose relevant, credible, accurate supporting ENGG 311 evidence ENGG 225* Practice conciseness, crispness, precision and PHYS 369 clarity of language ENGG 209 ENGG 209* Analyze rhetorical factors (e.g., audience bias) ENGG 481* Identify cross-disciplinary cross-cultural ENGG 513 communications capstone

3.2.3 Written * Demonstrate writing with coherence and flow AMAT 217 AMAT 217Communication * Practice writing with correct spelling, AMAT 219 AMAT 219

punctuation and grammar CHEM 209* Demonstrate formatting the document ENGG 201* Demonstrate technical writing MATH 211* Apply various written styles (informal, formal PHYS 259 memos, reports, etc.) ENGG 311

ENGG 225ENGG 349

PHYS 369ENGG 209 ENGG 209

ENGG 481capstone capstone

3.2.4 Electronic / * Demonstrate preparing elecronic presentations AMAT 217Multimedia * Identify the norms associated with the use of AMAT 219Communication email, voice mail, and videoconferencing ENGG 200 ENGG 200

* Apply various electronic styles (charts, web, etc.) MATH 211ENGG 311ENGG 349ENGG 481capstone

3.2.5 Graphical * Demonstrate sketching and drawing AMAT 217Communication * Demonstrate construction of tables, graphs AMAT 219

and charts CHEM 209* Interpret formal technical drawings and ENGG 201 renderings ENGG 202 ENGG 202

ENGG 233ENGG 200 ENGG 200MATH 211PHYS 259CHEM 357ENGG 311 ENGG 311ENGG 225ENGG 349PHYS 369


3.2.6 Oral Presentation * Practice preparing presentations and CHEM 209& Interpersonal supporting media with appropriate language, ENGG 200 ENGG 200Communication style, timing and flow ENGG 225

* Use appropriate nonverbal communications ENGG 421 (gestures, eye contact, poise) ENGG 481* Demonstrate answering questions effectively capstone

3.1.8 Professionalism: An understanding of the roles and responsibilities of the professional engineer in society, especially the primary role of protection of the public and the public interest.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize4.1.1 Roles and * Recognize and accept the goals and roles of ENGG 201Responsibility of the engineering profession ENGG 202Engineers * Recognize and accept the responsibilities of ENGG 233

engineers to society ENGG 317ENGG 481ENGG 513capstone capstone

4.1.3 Society's * Accepts the role of society and its agents to ENGG 200Regulation of regulate engineering ENGG 317Engineering * Recognize the way in which legal and political ENGG 481

systems regulate and influence engineering ENGG 513* Describe how professional societies license capstone and set standards* Describe how intellectual property is created, utilized and defended

3.1.9 Impact of engineering on society and the environment: An ability to analyze social andenvironmental aspects of engineering activities. Such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of such interactions; and the concepts of sustainable design and development andenvironmental stewardship.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize4.1.2 The Impact * Analyze the impact of engineering on the ENGG 201of Engineering on environment, social, knowledge and economic ENGG 202Society systems in modern culture ENGG 233

ENGG 200CHEM 357ENGG 317

ENGG 481ENGG 513capstone capstone

4.1.4 The Historical * Describe the diverse nature and history of human ENGG 201and Cultural Context societies as well as their literary, philosophical, ENGG 233

and artistic traditions ENGG 200* Describe the discourse and analysis appropriate CHEM 357 to the discussion of language, thought and ENGG 311 values ENGG 317

ENGG 225ENGG 349

ENGG 481ENGG 513

4.1.5 Contemporary * Describe the important contemporary political, ENGG 201Issues and Values social, legal and environmental issues and CHEM 357

values ENGG 311* Define the process by which contemporary ENGG 317 values are set, and one's role in these ENGG 209 ENGG 209 processes ENGG 481* Define the mechanisms for expansion and ENGG 513 diffusion of knowledge capstone

4.1.6 Developing a * Describe the internationalization of human activity ENGG 200Global Context * Recognize the similarities and differences in the CHEM 357

political, social, economic, business and technical ENGG 311 norms of various cultures ENGG 317* Recognize international inter-enterprise and ENGG 209 intergovernmental agreements and alliances ENGG 481

ENGG 513

3.1.10 Ethics and equity: An ability to apply professional ethics, accountability, and equity.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.5.1 Professional * Demonstrate one's ethical standards and ENGG 200 ENGG 200Ethics, Integrity, principles ENGG 513 ENGG 513Responsibility & * Demonstrate the courage to act on principle capstoneAccountability despite adversity

* Identify the possiblility of conflict between professionally ethical imperatives* Demonstrate an understanding that it is acceptable to make mistakes, but that one must be accountable for them* Practice proper allocation of credit to collaborators

2.5.2 Professional * Discuss a professional bearing ENMF 417Behavior * Explain professional courtesy ENGG 513 ENGG 513

* Identify international customs and norms of capstone interpersonal contact

3.1.11 Economics and project management: An ability to appropriately incorporate economics and businesspractices including project, risk, and change management into the practice of engineering and to understand their limitations.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.4.7 Time and * Discuss task prioritization AMAT 217 AMAT 217Resource Management * Explain the importance and/or urgency of tasks AMAT 219 AMAT 219

* Explain efficient execution of tasks CHEM 209ENGG 201 ENGG 201ENGG 202 ENGG 202ENGG 233

ENGG 200 ENGG 200MATH 211

AMAT 307ENGG 311

ENGG 319ENGG 225

ENGG 349ENGG 407

ENGG 209ENGG 481


4.2.2 Enterprise * State the mission and scope of the enterprise ENGG 225Strategy, Goals, and * Recognize an enterprise's core competence and ENGG 209 ENGG 209Planning markets ENGG 481

* Recognize the research and technology process capstone capstone* Centralized vs. distributed* Recognize key alliances and supplier relations* List financial and managerial goals and metrics* Recognize financial planning and control* Describe stake-holder relations (with owners, employees, customers, etc.)

4.3.4 Development * Describe project control for cost, performance, ENGG 200 ENGG 200Project Management and schedule ENGG 513

* Explain appropriate transition points and reviews capstone capstone* Explain configuration management and ENME 599 documentation* Interpret performance compared to baseline* Define earned value process* Discuss the estimation and allocation of resources* Identify risks and alternatives* Describe possible development process improvements

4.5.6 Implementation * Describe the organization and structure for capstone capstoneManagement implementation

* Discuss sourcing, partnering, and supply chains* Recognize control of implementation cost, performance and schedule* Describe quality and safety assurance* Describe possible implementation process improvements

4.6.6 Operations * Describe the organization and structure forManagement operations

* Recognize partnerships and alliances* Recognize control of operations cost, performance and scheduling* Describe quality and safety assurance* Define life cycle management* Recognize possible operations process improvements

3.1.12 Life-long learning: An ability to identify and to address their own educational needs in a changing world in ways sufficient to maintain their competence and to allow them to contribute to the advancement of knowledge.

CoursesCDIO Syllabus Topics CDIO Learning Outcomes Introduce Teach Utilize2.4.5 Awareness of * Reflect on one's skills, interests, strengths, AMAT 217One's Personal weaknesses AMAT 219Knowledge, Skills * Discuss the extent of one's abilities, and one's CHEM 209and Attitude responsibility for self-improvement to overcome ENGG 202

important weaknesses ENGG 233* Discuss the importance of both depth and ENGG 200 ENGG 200 breadth of knowledge AMAT 307

CHEM 357ENGG 317ENGG 319

ENGG 225ENGG 349

ENGG 407ENGG 481


2.4.6 Curiosity and * Discuss the motivation for continued self- AMAT 217Life-long Learning education AMAT 219

* Demonstrate the skills of self-education CHEM 209* Describe one's own learning style ENGG 201* Describe the importance of developing ENGG 233 relationships with mentors CHEM 357

ENGG 311ENGG 317ENGG 225 ENGG 225ENGG 349ENGG 209ENGG 481

ENGG 513capstone

2.5.4 Staying Current * Discuss the potential impact of new scientific CHEM 209on the World of discoveries ENGG 201Engineering * Describe the social and technical impact of new ENGG 202

technologies and innovations ENGG 233* Discuss a familiarity with current practice/ ENGG 200 ENGG 200 technology in engineering ENGG 311* Explain the links between engineering theory ENGG 317 and practice ENGG 225

ENGG 481ENGG 513

capstone


Exhibit 5(f): Surveys (final year, alumni, employer)


Exhibit 5(g): Reflective Memo Templates (ENGG 481,

capstone)

Schulich School of Engineering Page 1 of 3 Reflective Memo – Capstone Design

Schulich School of Engineering Capstone Design Reflective Memo for 2010-2011

Course Number and Title:

Term(s):

Instructor(s):

1) CEAB Graduate Attributes and Performance Indicators (Learning Outcomes)

3.1.4 Design: An ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified needs with appropriate attention to health and safety risks, applicable standards, and economic, environmental, cultural and societal considerations.

1. Elicit and interpret customer needs.

2. Interpret ethical, social, environmental, legal and regulatory influences.

3. Identify and explain system performance metrics.

4. Select concepts and analyze the trade-offs among and recombination of alternative concepts.

5. Decompose and assign function to elements, and define interfaces.

6. Use prototypes and test articles for design validation.

7. Demonstrate iteration until convergence and synthesize the final design.

8. Demonstrate accommodation of changing requirements.


9. Identify the stages of team formation and life-cycle as well as the roles and responsibilities of team members.

10. Evaluate team effectiveness and plan for improvements.



13. Assume responsibility for own work and participate equitably.

14. Exercise initiative and contribute to team goal setting.

15. Demonstrate capacity for initiative and technical or team leadership while respecting other’s roles.






19. Practice writing with correct spelling, punctuation and grammar.

20. Apply various written styles (informal, formal, memos, reports, etc.).


22. Demonstrate construction of tables, graphs and charts.





2) Teaching and Assessment Methods What teaching and assessment methods did you use to address the learning outcomes identified in Section 1?

3) Student Learning How well did the students perform on each learning outcome? (Where possible, make reference to specific data to support your conclusion.)

4) Continuous Improvement What actions did you take this semester to improve the subject as a result of previous reflections or input from students or colleagues?

What did you learn about your teaching and assessment methods this semester?

What actions do you recommend to improve this subject in the future?


Attachments 1. Course Outline

2. Copies of assessments described in Section 2

3. Copies of scoring guides or rubrics used to evaluate the assessments described in Section 2

4. Results of the assessments described in Section 3 (e.g., class records of the assessments)

Schulich School of Engineering Page 1 of 3 Reflective Memo – ENGG 481

Schulich School of Engineering Technology & Society Reflective Memo for 2010-2011

Course Number and Title:

Term(s):

Instructor(s):























3.1.9 Impact of engineering on society and the environment: An ability to analyze social and environmental aspects of engineering activities. Such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of such interactions; and the concepts of sustainable design and development and environmental stewardship.


20. Describe the important contemporary political, social, legal and environmental issues and values

21. Define the process by which contemporary values are set, and one's role in these processes








2. Copies of assessments described in Section 2

3. Copies of scoring guides or rubrics used to evaluate the assessments described in Section 2

4. Results of the assessments described in Section 3 (e.g., class records of the assessments)


Exhibit 5(h): Reflective Memo – ENGG 481


Schulich School of Engineering ENGG 481 Reflective Memo for 2010-2011

Course Number and Title: ENGG 481 Technology & Society

Term(s): Winter 2011

Instructor(s): Marjan Eggermont























3.1.9 Impact of engineering on society and the environment: An ability to analyze social and environmental aspects of engineering activities. Such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety, legal, and cultural aspects of society, the uncertainties in the prediction of such interactions; and the concepts of sustainable design and development and environmental stewardship.





The lectures for ENGG 481 were presented by layering each lecture on top of the next. Each week a theme was introduced and described historically from 1800 to the present. The next theme was then shown alongside the one from the previous week, so that by the end of the semester we were looking at material from about 11 or 12 themes simultaneously. This showed the students how all areas of society are linked and how technology influences theses areas. The lectures are available in the ENGG 481 binder – examples of themes are Energy, Production Processes, Communication, Computation, Medicine, Design, Financial Engineering, etc.

Students were asked to keep a notebook for lecture material and expand on the lecture material each week by adding two pages of research on a topic (of their choice) that was discussed in class that week. This notebook was assessed at week 6 and at the end of term using Rubric 2. Examples of research notes can be found in the ENGG 481 binder.

Students each participated in a block of seminars lasting 4 weeks. They gave an oral presentation at the end of the block during which each student had to speak and present (Rubric 1). They then completed an individual response (timeline) to the seminar video. Examples can be found in the ENGG 481 binder and on the CDs.

Students also had two large individual projects due in week 7 and 13 of the course. The first one was an analysis project (Rubric 3) looking at the impact of a technology and it’s impact on society using global engineering attributes. A popular choice was social media and the differences in use in the west versus the past few months in the Middle East. Examples of Analysis Projects can be found in the ENGG 481 binder and on the CDs. This assignment focused heavily on Section 1 - 3.1.9 Impact of engineering on society and the environment.

The final delivery for the course was a visual book report. This report was due at the end of term. Students were asked to read a technology-related non-fiction book (Examples: Omnivores Dilemma, The End of Oil, The Post-American World, Can Asians Think?, Citizen Engineer). They had to summarize each chapter via a data visualization – examples were given via the website The Periodic Table of Visualization Methods. I


think many of our engineers will have to give presentations in future where they have to summarize large amounts of data and information in concise easy to read slides or reports. This exercise hopefully exposed them to the many different forms information can take. Examples of book reports are also available in the ENGG 481 binder.

Tables 1 through 3 provide a summary of the assessment methods used in ENGG 481 to address the learning outcomes in Section 1. Table 1. Assessment Methods for Graduate Attributed 3.1.6 Individual and team work

(Not all indicators were addressed due to limited group work opportunities) Performance Indicator / Learning Outcome Evidence


Seminar presentation (Rubric 1)


Seminar presentation (Rubric 1)

Table 2. Assessment Methods for Graduate Attributed 3.1.7 “Communication Skills” Performance Indicator / Learning Outcome Evidence


Visual book report project (Rubric 2)








Notebook research, analysis project (Rubric 3), visual book report, individual seminar response

13. Demonstrate sketching and drawing. Visual book report project (Rubric 1)




Group oral presentation (Rubric 1)


All projects


Group presentation, individual responses, project requirements (Rubrics 1-3).

Table 3. Assessment Methods for Graduate Attributed 3.1.9 “Impact of engineering on society and the environment”


Performance Indicator / Learning Outcome Evidence


Analysis Project (Rubric 3 “Awareness of technology’s impact”, “Interconnectedness”)


Analysis Project (Rubric 3 “Interconnectedness”, “Impact of global economy”, “Impact of decisions”)


Analysis Project (Rubric 3 “Impact of culture”, “Impact of ideology”, “Participation”)


My main goal for ENGG 481 was to address graduate attribute 3.1.9 “Impact of engineering on society and the environment” and use 3.1.7 as a conduit to obtain that goal. In order to assess student performance in the three graduate attributes noted in section 1, the following summative assessments were used:

• 3.1.6 Individual and team work: Seminar Presentation (Rubric 1)

• 3.1.7 Communication skills: Book Review (Rubric 1) and Lecture Notebook (Rubric 2)

• 3.1.9 Impact of engineering on society and the environment: Analysis Project (Rubric 3)

Based on the Winter 2011 assessment results, individual student performance in each of the graduate attributes is summarized in Figure 1. As can be seen in this figure, the majority of students were assessed as “Proficient” or higher: i.e., for graduate attribute 3.1.9 “Impact of engineering on society and the environment”, 46% of the class was assessed “proficient” and 53% of the class was assessed “advanced”.


One of my goals was to keep students coming to lecture and to interest them enough in the material that doing the additional research was something they looked forward to. Unsolicited e-mails and notes from the students indicated that this was indeed the case.


Figure 1. Summary of Graduate Attributes Assessments in ENGG 481


That it was perhaps a bit too ambitious. I received over 1,000 items to grade – well worth it in the end and it was great to see how creative and original everyone was when given the chance. I may need to re-evaluate some of the projects for next time. I would hate to lose the outcome however. I do not think a midterm and final capture the thinking of the students – it was great to see and very moving at times.


Keep meaningful open-ended projects. Most of the assignments were designed so students could tailor their work to their own interests (to a certain degree). Try to find creative solutions to similar projects while doing slightly less marking.



2. Rubric 1

3. Rubric 2

4. Rubric 3

COURSE OUTLINE Winter 2011

1. Calendar Information

ENGG 481 Technology and Society

An interpretive course on the interrelationship between technology and society. The first

part of the course surveys significant historical developments within disciplinary areas

such as energy, materials, production processes, structures, transport, communications,

and computation. Sequence within each area: discovery, development, application, impact, future. Social and economic consequences are also considered. The latter part

of the course explores contemporary problems of society and technology.

Course Hours: H(3-1.5S)

2. Learning Outcomes

At the end of this course, you will:

• be able to perform a critical analysis of the impact of engineering solutions in a

global context

• be able to form opinions on how technology contributes to changes in society

and vice versa

• acquire basic knowledge of many technological advances in history

• be familiar with contemporary technologies and potential future directions in technology

3. Timetable

Section Days of the

Week

Start

Time

Duration

(Minutes)

Location

L01 TuTh 11:00 am 75 min. ENA 201

S01 Tu 5:00 pm 75 min. A 142

S02 We 5:00 pm 75 min. A 142

S03 Th 5:00 pm 75 min. A 142

4. Course Instructors

Course Coordinator

Section Name Phone Office Email

All M. Eggermont 403-210-9888 ICT 253 [email protected]

Other Instructors: N/A

Teaching Assistants

Section Name Phone Office Email

Schulich School of Engineering page 2 of 2

Course Outline

TBA

TBA

5. Examinations

The following examinations will be held in this course: N/A

6. Use of Calculators in Examinations

N/A

7. Final Grade Determination

The final grade in this course will be based on the following components:

Component Weight

Seminar presentation 10 %

Seminar response 10 %

Lecture notebook 15 %

Analysis project part 1 30 %

Final book review 35 %

TOTAL 100 %

8. Textbook

Textbook information will be discussed the first day of classes.

9. Course Policies

All Schulich School of Engineering students and instructors have a responsibility to

familiarize themselves with the policies described in the Schulich School of Engineering Advising Syllabus available at:

http://schulich.ucalgary.ca/undergraduate/advising

10. Additional Course Information

Rubric 1 - Communication

The presenter … No

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Clearly stated the purpose of the presentation

Was well organized

Was knowledgeable about the subject

Answered questions authoritatively

Spoke clearly and loudly

Maintained eye contact with the audience

Appeared confident

Adhered to time constraints

Had main points that were appropriate to the central topic

Accomplished the stated objectives

Rubric 2 - Notebook Midterm Feedback

Advanced An entry for every lecture, including both class presentations.Strong detail in all research entries.Some image use.

Proficient An entry for every lecture.Good detail in most research entries.

Basic One or more missing entries.Sketchy or abbreviated detail in most research entries.

Novice Only one or two entries.Minimal work present.

By the Metiri Group in cooperation with NCREL

Indicator Novice Basic Proficient Advanced

Awareness of technology’s impact on interconnections between nations/ individuals, global economy

Student is unaware of the role that technology plays in enabling a global economy. He/she knows at a very superficial level that technology links individuals from different nations.

Student is aware that technology plays an important role in linking nations/individuals and in enabling the global economy. However, this knowledge is general, limited (e.g., student may define technology too narrowly), or includes significant misconceptions.

Student has some understanding of the ways in which technology has been an essential part of the global economy. He/she understands some of the effects technology has had in linking nations /individuals and enabling exchange of goods, services, and information.

Student understands - beyond grade-level expectations -how technology links nations/individuals, how it enables the global economy, and how it changes the nature of the resources (e.g. information vs. goods) that can be traded.

Understanding of the interconnected-ness of the global economy

Student does not understand that economies of nations impact one another.

Student is aware that national economies impact one another, but this knowledge is general and sparse.

Student is aware that economic conditions of one nation can impact those of other nations, but he/she is not aware of political/social/ environmental issues raised by economic interdependence.

Student understands – beyond grade-level expectations – how economies impact each other; he/she can think critically about political/ social/ environmental issues raised by economic interdependence.

Understanding of the impact of global economy on political decision-making

Student is unaware of the impact of economic considerations on political decision-making. He/she may be largely unaware of political events and international economic conditions.

Student is generally aware that political decisions are shaped by economic considerations; however, he/she has little knowledge of specific considerations and national/ international policies.

Student is aware of some of the economic considerations that drive political decisions. However, this knowledge is somewhat limited or tends to cast issues in black and white terms.

Student possesses knowledge – beyond grade level expectations – of economic considerations that drive specific national policies and decisions. He/she can critically evaluate the gains and losses that result from these policies.

Understanding the impact of decisions made

Student has no knowledge of the impacts of

Student understands very generally that

Student understands how some specific

Student has an excellent understanding of

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by national, international organizations on societies, environment, economies

decisions made by national/international organizations. He/she has little knowledge of these organizations or their functions.

national and international organizations impact societal, environmental, and micro-economic conditions, but is unaware of specific policies/decisions that impact his/her world.

decisions made by national/international organization impact many facets of his/her day-to-day world; however, knowledge is limited or tends to cast issues in black and white.

the way specific decisions made by national/international organizations impact his/her day-to-day world. He/she is able to evaluate these issues critically and thoroughly.

Understanding of the impact of culture on political relationships

Student is unaware of the ways in which culture impacts national/personal political decision-making.

Student understands that culture impacts national/personal political decision-making, but his/her view tends to cast these issues in black and white. Knowledge is either sparse or includes significant misconceptions.

Student understands some specific ways in which culture impacts national/personal political decision-making.

Student has an excellent understanding of the ways in which culture impacts decision-making of specific nations/groups. This understanding is fair and takes into account multiple cultural perspectives.

Understanding of the impact of ideology, culture on decisions related to technology and access

Student is unaware of differences in societies’ access to technology and information; he/she is unaware that political ideologies and culture impact individuals’ access to these resources.

Student understands at a general level that nations differ in the degree to which they allow citizens access to technology/ information. However, this knowledge is sparse.

Student understands some of the ideological and cultural issues that drive national decisions about access to technology and information.

Student has specific and well-developed knowledge of ways in which access to technology/information is impacted by culture and political ideology. He/she is able to transfer this knowledge when learning about similar issues with which he/she is unfamiliar.

Participation in the global society

In many cases it has not occurred to the student that persons in other nations directly influence his/her life socially,

The student has a growing awareness of the global nature of the world. He/she is interested in the study of international policy

The student recognizes his/her own role as an individual in a global society. As such he/she - when guided -participates

The student is aware of how his/her actions and the actions of his/her country exert influence globally. He/she


politically, and economically.

and affairs—but action is limited to learning and reflection.

locally through economic, political, or social means (e.g., donations to relief efforts, contributions to international social, health, or environmental concerns).

seeks to understand the global impact of personal actions (e.g., consumerism based on company policies, consumption of energy, or recycling), and acts accordingly.

References and Links:

Anderson, Sarah, John Cavanagh, Thea Lee, and the Institute for Policy Studies. Field Guide to the Global Economy. New York, NY: The New Press, 2000. Annan, Kofi. Speech to Harvard University, September 17, 1998. Castells, Manuel. The Rise of the Network Society. Oxford, U.K.: Blackwell, 1996. Drucker, Peter (2001, November 3). The Next Society. The Economist, Special Supplement, pgs. 3-20 The Economist (2001). Pocket World in Figures, 2001 ed. London, U.K.: Profile Books Foreign Policy Association (2000). Citizen’s Guide to U.S. Foreign Policy: The Critical Issues. NY: Foreign Policy Association Friedman, Thomas L. (1999). The Lexus and the Olive Tree: Understanding Globalization. NY: Farrar, Straus & Giroux Friedman, Thomas L. (2001)Presentation to the Indiana Humanities Council. Naisbitt, John (1994). Global Paradox. New York: Avon Sassen, Saskia (1988). The Mobility of Labor and Capital. Cambridge, U.K.: Cambridge University Press

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3.1 Graduate attributes - EGAD

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