Abstract
Although all accredited engineering programs in Canada are assessed by the same governing body, each institution has its own set of expectations regarding its distribution of effort, the types of research conducted by its faculty, and the way it delivers its curriculum. Individual departments and programs each have their own strengths and challenges, but collectively they share the responsibility of educating tomorrow’s engineers.This paper presents a summary of the results of a descriptive study examining three aspects of engineering education in Canada: the balance and types of research, teaching, and service that engineering educators are doing, the level to which engineering educators are engaging with engineering education research, and the look and feel of the learning environment that undergraduate engineering students experience in accredited engineering programs in Canada.
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