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This paper describes the third year of a study at the University of Manitoba aimed at exploring how the Canadian Engineering Accreditation Board (CEAB) graduate attributes are manifested and measured in the Faculty of Engineering’s curriculum. Instructors from the Departments of Biosystems, Civil, Electrical and Computer, and Mechanical Engineering were asked to consider the presence of four attributes and their subsequent indicators in one engineering course taught in the 2013-14 academic year. The attributes were: A Knowledge Base for Engineering, Individual and Team Work, Impact of Engineering on Society and the Environment, and Economics and Project Management. Data were gathered using a self-administered checklist, which was introduced to instructors in a workshop setting. The checklist has evolved over the three years in an effort to define student attribute competency levels and to create an assessment tool that meets the needs of both the researchers and the instructors, as we work together to examine the graduate attributes in our courses and implement an outcomes-based assessment protocol. The data from this third year give us the ability to report on how the remaining four CEAB graduate attributes are presently manifest and measured in our engineering faculty, to look for evidence of outcomes-based assessment, to evaluate the checklist as an assessment tool, and to reflect on the overall process.

THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE