RUBRICS AS A VEHICLE TO DEFINE THE TWELVE CEAB GRADUATE ATTRIBUTES, DETERMINE GRADUATE COMPETENCIES, AND DEVELOP A COMMON LANGUAGE FOR ENGINEERING STAKEHOLDERS

This paper discusses the evolution of a set of rubrics for the 12 CEAB graduate attributes in the Faculty of Engineering at the University of Manitoba. The rubrics are intended as a pedagogical assessment tool for instructors of individual courses as applicable, and for assessment at the program level. Individuals from faculty, industry and the University of Manitoba Centre for the Advancement of Teaching and Learning have been involved in the process of evaluating and revising both the content and wording of the rubrics in order that they meet the following criteria: (i) the foci and indicators adequately communicate the knowledge, skills, attitudes, values and behaviours that our engineering stakeholders agree do define each attribute; (ii) the competency level for each indicator is representative of what engineering educators and stakeholders agree defines proficiency; and (iii) the language in the rubrics is consistent and agreeable to all engineering stakeholders. These rubrics are expected to accomplish a number of outcomes-based pedagogical and accreditation goals, including: dividing the attributes into teachable and measurable foci and indicators; defining competency levels; and becoming a vehicle for the development of a common language for faculty, students and industry when they discuss, teach, assess and acquire the knowledge, skills and behaviours of the CEAB graduate attributes. This paper reports on the evolution of these rubrics, and outlines plans for their continued development and use within the faculty.