Course-Based Learning outcomes as the Foundation for Assessment of Graduate Attributes - an Update on the Progress of Memorial University

Abstract

In 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing programs for progress toward assessment of graduate attributes. This represented a significant change from traditional inputs-based to outcomes-based accreditation. As engineering schools across Canada implement various approaches to meeting the CEAB requirements, this paper provides an update on the course-based learning outcomes approach taken by the Faculty of Engineering and Applied Science at Memorial University.