Abstract
Herein, we summarize the development and implementation of processes to meet the CEAB's graduate attributes and continuous program improvement criteria at McGill University's Faculty of Engineering. This involved determining roles and responsibilities, developing tools for measuring graduate attributes, conducting pilot projects, and refining our process. Like other institutions, we have encountered obstacles: changes to CEAB reporting requirements, resource constraints, resistance to change, and the challenge of finding a learning management system that is adaptable to our needs. We concluded that it was necessary to adopt processes that i) were initially rudimentary, but could then be scaled up, and ii) were flexible enough to respond to the changing reporting requirements. Pedagogical assistance provided by McGill University's Teaching and Learning Services was also beneficial in developing the new outcomes-based assessment procedures.
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