Supporting teaching practice, program improvement, and accreditation efforts in an engineering program

Abstract

This paper emphasizes the essential role of a support person for faculty teaching and assessing the Canadian Engineering Accreditation Board (CEAB) graduate attributes as part of an ongoing accreditation cycle. It details the continuous program improvement process adopted by the Department of Biosystems Engineering at the University of Manitoba, and the role of engineering stakeholders. It recounts a study that details the supportive efforts of a Research Associate who helped to validate and implement rubrics with individual professors as outcomes-based tools for teaching and assessing the 12 CEAB graduate attributes, which resulted in the creation of 14 rubrics for 12 courses. Findings included new pedagogical understandings, the appreciation of individual support from the Research Associate, and the continued use of rubrics; the work led most professors to think deeply and in new ways about teaching and assessment. There was evidence that six professors engaged in ‘reverse design’, developing rubrics with targeted learning outcomes and course materials in mind. The work led to critical improvement in teaching practices and evidence of continual program improvement. Despite overall engagement and success, some professors continued to struggle with the concept and use of rubrics. In sum, this experience emphasizes the benefit of a dedicated person to support professors to implement rubrics, and in creating and sustaining an outcomes-based assessment culture in the department.