Open AccessRUBRICS AS A VEHICLE TO DEFINE THE TWELVE CEAB GRADUATE ATTRIBUTES, DETERMINE GRADUATE COMPETENCIES, AND DEVELOP A COMMON LANGUAGE FOR ENGINEERING STAKEHOLDERS
Author(s) -
Jillian Seniuk Cicek,
Sandra Ingram,
Nariman Sepehri,
J.P. Burak,
Paul Labossière,
Danny Mann,
Douglas Ruth,
Anne Parker,
Ken Ferens,
Norma Godavari,
Jan A. Oleszkiewicz,
Aidan Topping
Publication year - 2015
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.5876
Subject(s) - rubric , accreditation , set (abstract data type) , process (computing) , computer science , mathematics education , medical education , psychology , medicine , programming language , operating system
This paper discusses the evolution of a set ofrubrics for the 12 CEAB graduate attributes in theFaculty of Engineering at the University of Manitoba. Therubrics are intended as a pedagogical assessment tool forinstructors of individual courses as applicable, and forassessment at the program level. Individuals from faculty,industry and the University of Manitoba Centre for theAdvancement of Teaching and Learning have beeninvolved in the process of evaluating and revising boththe content and wording of the rubrics in order that theymeet the following criteria: (i) the foci and indicatorsadequately communicate the knowledge, skills, attitudes,values and behaviours that our engineering stakeholdersagree do define each attribute; (ii) the competency levelfor each indicator is representative of what engineeringeducators and stakeholders agree defines proficiency;and (iii) the language in the rubrics is consistent andagreeable to all engineering stakeholders. These rubricsare expected to accomplish a number of outcomes-basedpedagogical and accreditation goals, including: dividingthe attributes into teachable and measurable foci andindicators; defining competency levels; and becoming avehicle for the development of a common language forfaculty, students and industry when they discuss, teach,assess and acquire the knowledge, skills and behavioursof the CEAB graduate attributes. This paper reports onthe evolution of these rubrics, and outlines plans for theircontinued development and use within the faculty.