June 15, 2019
June 15, 2019
June 19, 2019
Educational Research and Methods
Similar to the changes brought about by ABET’s adoption of student learning outcomes, changes to engineering accreditation requirements in Canada in 2009 initiated a shift to outcomes-based education and emphasis on continual program improvement. A list of 12 attributes was introduced – competencies that can be mapped on to the ABET General Criterion 3: Student Outcomes. The Canadian Engineering Accreditation Board (CEAB) requires all students graduating from CEAB accredited engineering programs demonstrate these competencies. This has presented a challenge: how best to teach and assess them? Generally, the CEAB graduate attributes were/are accepted as offered: 12 individual competencies, with emphasis often placed on the first listed – Engineering Knowledge, Problem Analysis, Investigation, Design, and Engineering Tools – the more ‘traditional’ engineering skills – even if this emphasis was not intended by CEAB. In fact, research in the field indicates that teamwork and communication skills – competencies found in the ‘middle’ of the list – are top competencies for engineering practice. Additionally, the need to investigate potential clusters of competencies has been emphasized in this research, identified as a gap in both engineering education and research.
Considering the research, and motivated to inform engineering education curricular design and improvement at the University of Manitoba, an exploratory case study was designed in part to investigate how the CEAB graduate attributes cluster for a new engineer in engineering practice as perceived by key engineering stakeholders. The data consisted of perceived similarities between each possible pair of graduate attributes collected from engineering student, faculty and industry stakeholders. Multidimensional scaling analysis showed that the 12 graduate attributes can be conceptualized as four clusters, which we have suggested be titled, Problem Solving Skills, Interpersonal Skills, Ethical Reasoning, and Creativity and Innovation. These findings, supported by the relevant literature, highlight the need to further explore how engineering competencies cluster in practice to add empirical support for program changes aimed toward educating the whole engineer.
Seniuk Cicek, J., & Renaud, R. (2019, June), Determining the Dependencies of Engineering Competencies for Engineering Practice: An Exploratory Case Study Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32628
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015