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The CEAB accreditation requirement of graduate attributes and continual improvement processes (GACIP) has been a pervasive topic in the annual CEEA conference proceedings since 2010. The proceedings are a rich primary source of work being done in Canadian tertiary institutions. This narrative review of the literature consolidates and discusses the relevant CEEA papers for 2010-2017 in a manner that is useful to leadership and decision-makers at accredited faculties of Engineering nationwide. Four guiding research questions were asked of this literature: (1) What general frameworks are being implemented as accredited faculties of Engineering across Canada approach GACIP?; (2) What are the specific activities and methods of one or more of the GACIP steps?; (3) What are the roles and responsibilities of people involved?; and (4) What perspectives are taken in response to the CEAB accreditation criteria, including concerns, issues, and benefits? A qualitative content analysis was conducted on 106 papers meeting selection criteria. Emergent topics were used to form the discussion.

Fiber reinforced polymer (FRP) rebar can serve as a noncorrosive alternative to conventional steel rebar for use in concrete reinforcement. By combining pultrusion and braiding into a single manufacturing process called braidtrusion, FRP rebar consisting of both unidirectional and off-axis fibers can be produced. In this study, a variation on the braidtrusion process was introduced, utilizing an impregnation ring and dieless curing system to produce high quality FRP rebar in a continuous manner. The resulting rebar was characterized to assess the quality and consistency of the manufacturing process. Degree of cure, braid angle, crosssectional area, and fiber volume fractions were measured, and a general examination of the rebar microstructure was conducted. In addition, analytical equations based on previous works were presented to predict braid angle and cross-sectional area of the resulting rebar based on manufacturing parameters. The predictions made using these equations were found to be in good agreement with the experimental results, and can be used to facilitate future design and manufacturing of FRP rebar. POLYM. COMPOS., 00:000-000,

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Traditional steel rebar used for concrete reinforcement can be susceptible to corrosion. One solution to this problem is to substitute fiber reinforced polymer (FRP) rebar in the place of steel. However, conventional unidirectional FRP rebars are limited by a linear elastic failure mode at relatively low ultimate strains. In this study, FRP rebar was developed to behave in a pseudoductile manner, where a progressive failure was achieved based on the composite architecture. Hybrid FRP rebar consisting of a unidirectional carbon fiber core encased in a braided aramid fiber overwrap was manufactured, and a model was developed to reflect the tensile response of the rebar based on constituent material properties and geometric parameters. Experiments were conducted in order to validate the model, which was successful in reflecting the pseudoductile tensile behavior exhibited by the rebar. POLYM. COM-POS., 39:1582-1593, 2018

In 2016 and 2017, the Faculty of Engineering made significant efforts to review the state of all programs, and our course learning outcomes and redevelop them as necessary. This review was driven by new Canadian Engineering Accreditation Board (CEAB) requirements to report course learning outcomes as part of the Course Information Sheets. This paper looks at the work done in collaboration with the University’s Center for Teaching and Learning (CTL) in undertaking this initiative.Generally speaking, the experiences gained through this process were that learning outcomes benefit the instructors, students, and program alignment; regular workshops and one-on-one interactions improved the culture around learning outcomes amongst faculty members; having up-to-date learning outcomes must be a continuing process; learning outcomes are invaluable in ensuring continuity and consistency in course offerings; and, pedagogical/teaching service units are valuable partners in propagating pedagogical knowledge.

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