Graduate Attributes Assessment Program

Abstract

PurposeIn this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content.Design/methodology/approachThe paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.FindingsThe online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.Research limitations/implicationsThis research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,Practical implicationsThe GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.Social implicationsThe GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship.Originality/valueTo date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile.

Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

“…The 21st Century Skills and the 4th Industrial Revolution is are creating demands for new jobs whichneednewskillssetsanddisplacingexistingjobsaswellasgivingrisetowhollynewones. Thisexternalpressuretoaligntotheneedsofindustryandenhancegraduates'employabilityhas resultedinuniversitiesmakingeffortstodefinethequalitiesthatdistinguishtheirgraduates (Lipan, Irwin, Nordmann and Perkins, 2020;ElAtia, Ipperciel, Zaiane, Bakhshinategh and Thibaudeau, 2020).Therefore,theGECsofferedininstitutionsofhigherlearningespeciallyforthosewhoare doing engineering and technology programs should embrace this transformation brought by the 4thIndustrialRevolution.Theinstitutionsofhigherlearningneedtobeattheforefrontofthenew educationtransformationandwaveofglobaleconomicdevelopment.Theskillsthatwillberequired inthefuturearedifferentandthereisaneedtocontinuouslyreviewthecurriculumtoalignitwith thesocio-economicandtechnologicaldemands.Therefore,GECsaremeanttoprovideanatmosphere thatfostersintentionallearningacrossmultipledisciplinesbydevelopingintellectualandpractical skills,aswellaspromotingpersonalandsocialresponsibility.However,theresultsfromthestudy showthisisfarfrombeingachieved.…”

Analysis of Higher Education Teaching Data Based on Data Mining Technology

“…These 17 courses are: computer organization principle (X1), computer circuit foundation (X2), data structure (X3), computer network (X4), discrete mathematics (X5), microcomputer interface technology (X6), operating system (X7), C++ object-oriented programming (X8), database principle and technology (X9). algorithm design and analysis (X10), JSP/ASP WEB technology (X11), JAVA language programming (X12), hardware curriculum design (X13), computer information security (X14), software engineering (X15), programming language curriculum design (X16), C programming foundation (X17) [4][5][6].…”

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

“…3 The International Engineering Alliance (IEA) is a non-profit organization that establishes and enforces international standards for engineering education to ensure quality and mobility. 4 Queen's University, the University of Calgary, UBC, the University of Toronto, Dalhousie, and the University of Guelph (Frank et al, 2011;Kaupp et al, 2012;Kaupp & Frank, 2016;Stiver et al, 2010;Stiver, 2011), Ryerson University (Easa, 2013;Salustri & Neumann, 2016;Shehata & Schwartz, 2015), Concordia University (Gopakumar et al, 2013;Hamou-Lhadj et al, 2015), the University of Manitoba (Seniuk-Cicek et al, 2014;Sepheri, 2013), the University of Alberta (Dew et al, 2013;ElAtia & Ipperciel, 2015a, 2015bElAtia et al, 2016;ElAtia et al, 2020;Ivey, 2017;Ivey et al, 2018;Parker et al, 2019;Watson et al, 2018), the University of Victoria (Gwyn, 2016(Gwyn, , 2017Gwyn & Gupta, 2015), and Memorial University (Spracklin-Reid & Fisher, 2012…”