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Outcomes Assessment and Curriculum Improvement Through the Cyclical Review of Results - A Model to Satisfy CEAB-2009 Accreditation Requirements

Guy Cloutier, Richard W. Sellens, Ronald J. Hugo, Ricardo Camarero and Clément Fortin

Paper (2010)

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Résumé

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.

Subjects: 2100 Mechanical engineering > 2100 Mechanical engineering
Department: Department of Mechanical Engineering
PolyPublie URL: https://publications.polymtl.ca/55785/
Conference Title: Canadian Engineering Education Association (CEEA) Conference, 2010
Conference Location: Queen's University Kingston, Ontario
Conference Date(s): 2010-06-07 - 2010-06-09
Journal Title: Proceedings of the Canadian Engineering Education Association (CEEA)
DOI: 10.24908/pceea.v0i0.3086
Official URL: https://doi.org/10.24908/pceea.v0i0.3086
Date Deposited: 02 Oct 2023 11:26
Last Modified: 09 Nov 2023 15:57
Cite in APA 7: Cloutier, G., Sellens, R. W., Hugo, R. J., Camarero, R., & Fortin, C. (2010, June). Outcomes Assessment and Curriculum Improvement Through the Cyclical Review of Results - A Model to Satisfy CEAB-2009 Accreditation Requirements [Paper]. Canadian Engineering Education Association (CEEA) Conference, 2010, Queen's University Kingston, Ontario (6 pages). Published in Proceedings of the Canadian Engineering Education Association (CEEA). https://doi.org/10.24908/pceea.v0i0.3086

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