Open AccessOutcomes Assessment and Curriculum Improvement Through the Cyclical Review of Results - A Model to Satisfy CEAB-2009 Accreditation Requirements
Author(s) -
Guy Cloutier,
Rick Sellens,
Ronald J. Hugo,
R. Camarero,
Clément Fortin
Publication year - 2010
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.3086
Subject(s) - graduation (instrument) , curriculum , accreditation , syllabus , context (archaeology) , control (management) , computer science , xml , cdio , work (physics) , engineering management , medical education , process management , engineering , mathematics education , psychology , pedagogy , medicine , artificial intelligence , world wide web , geography , mechanical engineering , archaeology
In Canada, engineering programs will soon have to
show that: i. graduates possess specific attributes,
ii. outcomes are assessed in their context, iii. results
are used to improve the program. This paper presents
a model to meet all three criteria, and provides
curriculum control options to fulfil CEAB conditions.
It defines proficiency levels and information flow,
from stakeholders’ surveys to the fusion of data.
Control modules, pre-graduation work experience and
post-graduation reviews gather internal and external
observations. Coverage of the CEAB attributes by the
CDIO Syllabus is summarised. Its utility for meeting
objectives about the 12 attributes is clarified. An XML
tool upholds coherence between learning objectives
and targeted proficiency levels. More than merely
instructive, this model displays the characteristics of a
convincing demonstration for the CEAB.