Abstract
Engineering graduates from the current Canadian university system leave school expecting to be well-equipped for engineering practice. After years of intense study, these bright and eager engineering graduates plan to design cars, construct bridges, and develop computer systems. However, for some time, surveys have suggested that employers find engineering graduates to be weak in the field of engineering design, innovation, communication, and associated professional skills. It is not likely that this is the fault of the student, but one may question whether design and professional skills requirements in engineering curricula are adequate [1]. Industry feedback suggests that changes are required in Canadian engineering education.
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