Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign
Proceedings of the Canadian Engineering Education Association (CEEA)(2018)
Abstract
This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.
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Key words
Engineering Education,Outcome-Based Education,Curriculum Development,Vocational Education,Accreditation
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