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The following resources may be useful for the CEAB accreditation process:<\/p>\n The following resources may be useful for the CEAB accreditation process:<\/p>\n
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\n The International Engineering Alliance (IEA) Graduate Attributes and Professional Competency Profiles<\/a> outline Graduate Attributes and their relationship to professional competencies from an international, rather than purely Canadian, context. It provides some context for language used in the CEAB graduate attributes, including the meaning of \u00e2\u20ac\u0153complex\u00e2\u20ac\u009d problems.\n<\/p>\n \n Unsure of the ways that Graduate Attribute-based assessment and program review differs from AU methods? This page outlines\u00c2\u00a05 standard approaches to accreditation<\/a> along with strengths, limitations and suggestions.\n<\/p>\n \n Borrowing from schools that have already undergone the accreditation process, we\u00e2\u20ac\u2122ve prepared step-by-step outlines for\u00c2\u00a0planning program evaluation<\/a> and suggestions for beginning the\u00c2\u00a0process<\/a>.\n<\/p>\n \n Suggestions are offered on what to include as you map <\/a>your program and is supplemented by a detailed PowerPoint<\/a> presentation, created by Peter Wolf at the University of Guelph.\n<\/p>\n \n Learn how colleagues from other disciplines work to incorporate cycles of continuous curriculum review<\/a> into their accreditation processes.\n<\/p>\n \n Improving teaching and learning through a continuous\u00c2\u00a0improvement process (article<\/a>)\n<\/p>\n \n Assessment for Improving the Curriculum (Michigan Engineering<\/a>)\n<\/p>\n \n Program-based review and assessment: Tools and techniques for program improvement (UMass, Amherst<\/a>)\n<\/p>\n \n Guidelines for collecting and triangulating data<\/a> on student learning are provided.\n<\/p>\n \n Information on selecting and writing indicators<\/a> that define the Graduate Attributes in the context of your own program is provided. A vocabulary list<\/a> to better define expectations for learning is also included as is information on setting targets and thresholds<\/a>, and creating rubrics<\/a>.\n<\/p>\n \n For help in selecting indicators that accurately reflect your institution’s interpretation of the Graduate Attributes, this comprehensive list of skills<\/a> put together by CDIO may prove helpful.\n<\/p>\n \n Principles of good practice for assessing student learning (DePaul University<\/a>)\n<\/p>\n \n Engineering Subject Centre Guide<\/a>: Assessment of Learning Outcomes\n<\/p>\n \n Special assessment edition<\/a> of the European Journal of Engineering Education\n<\/p>\n \n A direct method for teaching and assessing professional skills<\/a> (Kranov, Hauser & Olsen)\n<\/p>\n \n Development of a scale to measure life-long learning<\/a> (Kirby, Knapper, Lamon & Egnatoff)\n<\/p>\n \n Because attribute-based assessment invites the involvement of all stake-holders, we’ve included information on including students in the assessment process. Here you’ll find a Graduate Attribute Self-Assessment Questionnaire<\/a> that was adapted from one used at the University of Dalhousie and an article on the use of e-portfolios<\/a> from the students’ perspective.\n<\/p>\nGetting Started<\/h4>\n
<\/p>\nCurriculum Mapping<\/h4>\n
<\/p>\nContinuous Curriculum Improvement<\/h4>\n
<\/p>\nCollecting Data on Student Learning<\/h4>\n
<\/p>\nAssessment<\/h4>\n
<\/p>\nSample Cases<\/h4>\n
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