This paper explores graduate attribute assessment across Canadian engineering programs. Research papers from the 2010-2017 CEEA conferences were reviewed to gather a snapshot of how graduate attributes are assessed in the classroom. The purpose of the review is to begin the process of identifying gaps in GA assessment. The analysis is based on a framework by Wiggins and McTighe in Understanding by Design. A discrepancy in diagnostic, formative and summative assessment was found.

Understanding motivation theory can support engineering educators in effective course design and provide insight into the individual and contrasting motivations of engineering students. This paper explores why there is value for educators to understand motivation theory and how learner orientations influence motivation. A categorization of 2010-2018 CEEA conference proceedings that address student motivation then sets the background for how instructors can use motivation theory to inform course design in lower level technical courses, upper level technical courses, design courses, and assessment.

In this paper, we provide an overview of an integrated mathematics curriculum that is a key element of an engineering articulation program (polytechnic to university). This integrated approach to teaching mathematics is a logical extension of the integrated curriculum models that have been gaining popularity for undergraduate engineering education since the 1960’s, and is well suited to the fast-paced nature of an engineering articulation program. We provide background on the engineering articulation program and the integrated mathematics curriculum, and provide reflections on the implementation of this approach.

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