GRADUATE ATTRIBUTERUBRICSFACULTY OF ENGINEERING

Faculty of Engineering

The University of Manitoba

Faculty of Engineering

Graduate Attribute Rubrics

June 2015

The Faculty of Engineering Graduate Attribute Rubrics are

intended as a pedagogical assessment tool for use by

University of Manitoba instructors of individual courses, as

well as for assessment at the program level, as applicable.

Forward

The development of this document was initiated by the University of Manitoba Faculty Of Engineering, and has been completed by Jillian Seniuk Cicek, PhD Candidate in Engineering Education, Paul Labossiere, PhD, PEng, Professor of Mechanical Engineering, and Ken Ferens, PhD, PEng, Professor Electrical and Computer Engineering.

We acknowledge the valuable contributions of Dr Sandra Ingram, Professor of Technical Communications in Engineering and advisor to Jillian Seniuk Cicek. We also extend our profound appreciation to the following Engineering Faculty: Dr Douglas Ruth, PEng, Design Chair and Dean Emeritus, Dr Ian Jeffrey, PEng, Professor of Electrical and Computer Engineering, Dr Anne Parker, Professor of Technical Communications in Engineering, Ms. S. Norma Godavari, Head Librarian, Donald W. Craik Engineering Library, Dr Jan Oleszkiewicz, PEng, Professor of Civil Engineering, and Dr Mark Torchia, Director of the University of Manitoba Centre for the Advancement of Teaching and Learning, who individually contributed their valuable time and expertise to numerous revisions of the rubrics.

Dr Ken Ferens lead the organizations of five successful Industry Forums; this effort facilitated the invaluable discussions between Engineering Faculty and Manitoba Industry members for the purposes of creating a common language via the rubrics. We are thankful to all participants of these Industry Forums, including the members of the following Manitoba Engineering Industries:

AECL - Whiteshell Laboratories, AECOM, Bituminex Paving Ltd., Bockstael Construction Limited, Buhler Versatile Inc., Crosier Kilgour & Partners Ltd., Director, Performance Engineering (Corporate), ERL Phase, FWS Group of Companies, IDERS, IMT, Infomagnetics, Inland Pipe, Intelligent Hospital Systems, JCA Electronics, JRS Mfg. Ltd., KGS Group, Lafarge, MacDon, Magellan Aerospace, Manitoba Hydro, Melet Plastics Inc., MMM Group Limited, New Flyer, Norscan, NRC, PCL Constructors Canada Inc., Price Industries Limited, Rogue Machines Inc., Seccuris Inc., Structures Solved Ltd., Terracon Development Ltd., Tetratech, Vector Construction Ltd., Versatile, Virtuistic, and Wardrop.

As well we are also thankful to the following participants representing the Engineering Faculty: Anne Parker, Norma Godavari, Danny Mann, Ian Jeffrey, Witold Kinsner, Dean McNeill, Douglas Ruth, Marolo Alfaro, Dimos Polyzios, Ahmed Shalaby, Madjid Birouk, Yunhua Luo, Sherif Sherif, Carolyn Geddert and Juan Abello.

Finally, we thankfully acknowledge the full support of Dr Jonathan Beaddoes, PhD, FCAE, for his leadership in this successful initiative.

The use of the material in this booklet is allowed for educational/assessment purposes by universities and industry as long as appropriate credits are given to the University of Manitoba Faculty of Engineering in all publications arising from the use of Rubrics.

Nariman Sepehri, PhD, PEng, FCAE, FASME, FCSME, Associate Dean (Undergraduate) JP Burak, MSc, PEng, Coordinator of Curriculum Management Curriculum Faculty of Engineering, University of Manitoba

June 2015

Rubrics: Rubrics are used for communicating the performance expectations for an activity. They are a way to provide transparent criteria for assessment for all stakeholders (faculty, instructors, students, alumni and Industry). Rubrics are descriptive, and thereby can be used as a tool to promote understanding, and to direct future instruction and learning. They can also be used for self and peer evaluation.

Development and Aims: The Faculty of Engineering Graduate Attribute Rubrics were developed collaboratively over the past year with individuals from the Faculties of Engineering and Education, Engineering Industry, and the University of Manitoba Centre for the Advancement of Teaching and Learning. Development was guided by other rubric exemplars, with the aim to: (i) Define foci and/or indicators for each graduate attribute; (ii) Divide each indicator into 4 performance levels; (iii) Target the level that indicates student competency.

Objectives: The creation of the rubrics was directed with the following objectives: (i) The foci and indicators adequately communicate the knowledge, skills, attitudes, values and behaviors that University of Manitoba engineering stakeholders agree define each CEAB graduate attribute; (ii) The competency level for each indicator is representative of what University of Manitoba engineering stakeholders agree defines proficiency; (iii) The language used in the rubrics is measurable, and consistent and agreeable to University of Manitoba engineering stakeholders.

Purpose: Rubrics are a tool conducive to outcomes-based education and assessment, a guiding principle for CEAB accreditation. The Faculty of Engineering Graduate Attribute Rubrics rubrics can be used to facilitate a common understanding and language for engineering stakeholders (faculty, instructors, students, alumni and Industry) regarding the 12 CEAB graduate attributes. They are intended as a pedagogical assessment tool for use by University of Manitoba instructors of individual courses, as well as for assessment at the program level, as applicable.

Page 1 of 16

1. A Knowledge Base for Engineering: Demonstrated competence in university level mathematics, natural sciences, engineering fundamentals, and specialized

engineering knowledge appropriate to the program.

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Mathematical and Scientific Terms: Ability to interpret (understand and apply) mathematical and scientific terms.

Demonstrates a skillful ability to interpret mathematical and scientific terms correctly.

Demonstrates an ability to interpret most mathematical and scientific terms correctly.

Demonstrates some ability to interpret mathematical and scientific terms correctly.

Demonstrates minimal or no ability to interpret mathematical and scientific terms correctly.

Knowledge Base for Engineering

Theory in Engineering Problems: Ability to understand and apply theory in engineering problems.

Demonstrates a comprehensive understanding of underlying theory and application to the problem.

Demonstrates an ability to understand the application of theory to the problem.

Demonstrates some ability to understand the application of theory to the problem.

Demonstrates minimal or no ability to understand the application of theory to the problem.

Mathematical Models: Ability to apply mathematical models to engineering problem and/or formulate engineering models.

Chooses an optimal mathematical model that applies to an engineering problem, and develops new models.

Chooses a mathematical model that applies to an engineering problem, and has some success in model development.

Chooses a mathematical model that applies to an engineering problem, but requires assistance in model development.

Demonstrates minimal or no understanding of the connection between mathematical models and engineering problems.

Calculus and Linear Algebra: Ability to apply calculus and/or linear algebra to solve engineering problems.

Demonstrates comprehensive application of calculus and/or linear algebra to solve engineering problems.

Demonstrates the ability to apply calculus and/or linear algebra in solving engineering problems.

Demonstrates some understanding of applications of calculus and/or linear algebra in solving engineering problems.

Demonstrates minimal or no understanding of applications of calculus and linear algebra in solving engineering problems.

Assumptions and Limitations: Ability to recognize essential/critical assumptions and limitations.

Evaluates assumptions /limitations with complete and persuasive rationale for their appropriateness. Awareness that conclusions may be limited by their accuracy.

Describes assumptions/limitations and offers complete rationale for why they are appropriate.

Describes assumptions/limitations, and offers some rationale for why they are appropriate.

Attempts to describe assumptions/limitations, but no rationale given.

Calculations: Ability to carry out calculations and/or use mathematical software.

Demonstrates skillful ability to carry out calculations. Calculations are relevant, correct and comprehensive, and are clearly and concisely presented. Mathematical software skillfully used.

Demonstrates ability to carry out calculations. Calculations are relevant and correct. Mathematical software used successfully.

Demonstrates some ability to carry out calculations. Only part of the relevent calculations are done, and may contain errors. Mathematical software used with some success.

Demonstrates minimal or no ability to carry out calculations. Calculations attempted are wrong or irrelevant. Mathematical software used with no success.

Statistical Analysis: Ability to use statistical concepts to analyze data.

Demonstrates a skillful ability to use statistical concepts to analyze data.

Demonstrates an ability to use statistical concepts to analyze data.

Demonstrates some ability to use statistical concepts to analyze data. Some errors in analysis.

Demonstrates minimal or no ability to use statistical concepts to analyze data. Major errors in analysis.

Interpretation of Data: Ability to interpret mathematical and/or visual forms, including equations, diagrams, graphics, figures and tables.

Demonstrates a skillful ability to provide rational explanations, and on the basis of that information, can make fitting inferences.

Demonstrates an ability to provide rational explanations of mathematical and/or visual forms.

Demonstrates some ability to provide explanations of mathematical and/or visual forms, and makes occasional mistakes.

Demonstrates minimal or no ability to provide explanation of mathematical and/or visual forms. Frequently misinterprets the information presented.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; and University of Delaware College of Engineering Civil & Environmental Engineering

ABET Scoring Rubrics for Program Outcomes: Outcome 1: An ability to apply math and science in engineering. Retrieved on October 9, 2013 from: http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html

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2. Problem Analysis: An ability to use appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems in order to

reach substantiated conclusions. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Practical Problem Solving

Identify/Define Problem: Ability to identify and/or articulate a problem.

Demonstrates a skillful ability to identify/articulate a problem that is strongly supported and clearly linked to the issues at hand.

Demonstrates ability to identify/articulate a problem that is clearly linked to the issues at hand.

Demonstrates some ability to identify/articulate a problem that is partially connected to the issues at hand.

Demonstrates minimal or no ability to identify/articulate a problem.

Contextualize Problem: Ability to understand the problem within a larger context (problem within a problem).

Demonstrates a comprehensive and insightful understanding of how the problem fits within the larger context.

Demonstrates a clear understanding of how the problem fits within the larger context.

Demonstrates some understanding of how the problem fits within the larger context.

Demonstrates no understanding of how the problem fits within the larger context.

Formulate Strategies for Solving a Problem: Ability to identify strategies for solving problems (brainstorming, research, trial and error).

Demonstrates a skillful ability to identify multiple strategies for generating approaches to solve a problem, and has insight into the pros and cons of those strategies.

Demonstrates an ability to identify an appropriate strategy for generating approaches for solving a problem.

Demonstrates some ability to identify a strategy for generating an approach for solving the problem. Strategy may or may not be appropriate.

Demonstrates minimal or no ability to identify a strategy for generating an approach for solving a problem.

Recognize and Consider Assumptions: Ability to recognize and consider assumptions when solving a problem.

Demonstrates skillful recognition and consideration of important assumptions when solving a problem. Evaluates and/or understands the consequences of them.

Demonstrates recognition and consideration of important assumptions when solving a problem.

Demonstrates some recognition and consideration of important assumptions when solving a problem.

Demonstrates minimal or no recognition and consideration of assumptions when solving a problem.

Propose/Create Multiple Solutions: Ability to propose solutions to address the problem and/or create/play with solutions.

Demonstrates a skillful ability to propose multiple solutions that indicate a deep understanding of the problem. Skillful ability to create/play with new and innovative solutions.

Demonstrates an ability to propose multiple solutions that indicate comprehension of the problem. Ability to create/play with new solutions.

Demonstrates some ability to propose a few solutions that indicate some comprehension of the problem. Some ability to create/play with new solutions.

Proposes solutions that indicate minimal or no comprehension of the problem. Minimal ability to create/play with new solutions.

Analyze, Evaluate and Select Solutions: Ability to analyze, evaluate and select optimal/practical solution, including feasibility and impact.

Demonstrates a skillful ability to analysis, evaluate and select optimal/practical solution. Thorough and insightful explanation of feasibility and impact.

Demonstrates an ability to analyze, evaluate and select optimal/practical solution. Clear explanation of feasibility and impact.

Demonstrates some ability to analyze, evaluate and select optimal/practical solution. Partial explanation of feasibility and impact.

Demonstrates minimal or no ability to analyze, evaluate or select optimal/practical solution. Little or no explanation of feasibility and impact.

Implement Solutions: Ability to implement a practical solution to address the problem.

Demonstrates a skillful ability to implement a practical solution.

Demonstrates an ability to implement a practical solution.

Demonstrates some ability to implement a practical solution.

Demonstrates minimal or no ability to implement a practical solution.

Evaluate Solution Implementation: Ability to evaluate solution implementation and impact (performance, limitations, risk, cost (time and money), consequences of failure, risk).

Demonstrates a skillful ability to evaluate solution implementation with comprehensive and/or insightful consideration of impact.

Demonstrates an ability to evaluate solution implementation with consideration of impact.

Demonstrates some ability to evaluate solution implementation, with some consideration of impact.

Demonstrates minimal or no ability to evaluate solution implementation, with minimal or no consideration of impact.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

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3. Investigation: An ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data and

synthesis of information in order to reach valid conclusions. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Examination and Evaluation

Identifying Problems for Investigation: Ability to identify problems/issues/topics for investigation.

Identifies relevant problems/issues/topics with minimal or no orientation, and is able to select those that are pertinant/critical for investigation.

Identifies relevant problems/issues/topics with minimal orientation, that require investigation.

Some ability to identify problems/issues/topics that may or may not require investigation.

Minimal or no ability to identify problems/issues/topics that may or may not require investigation.

Collection of Background Information: Ability to gather background information (existing knowledge, research, and/or indications of the problem).

Collects sufficient relevant background information from appropriate sources, and is able to identify pertinant/critical information.

Collects sufficient relevant background information from appropriate sources.

Collects some relevant background information from appropriate sources.

Minimal or no ability to collect relevant background information.

Procedure: Ability to select OR ability to develop a methodology or theoretical framework to investigate a problem.

Selects/develops an optimal methodology or theoretical framework.

Selects/develops an appropriate methodology or theoretical framework.

Selects/develops a methodology or theoretical framework that is somewhat appropriate.

Minimal or no ability to select/develop a methodology or theoretical framework.

For experimental procedures, see Experimental Methods Rubric

Organizing Evidence: Ability to organize evidence to demonstrate patterns, and highlight differences and/or similarities.

Organizes evidence with perception, demonstrating patterns, and highlighting differences and/or similarities integral to the investigation.

Organizes evidence to demonstrate patterns, differences and/or similarities important to the investigation.

Organizes evidence in a way that is somewhat effective in demonstrating patterns, differences, and/or similarities that are applicable to the investigation.

Minimal or no ability to organize evidence.

Conclusions and Recommendations: Ability to state conclusions and make recommendations as a result of the investigation.

States logical conclusions and makes insightful recommendations, and identifies those that are pertinent/critical.

States logical conclusions and makes appropriate recommendations.

States conclusions and makes recommendations that may or may not be relevant to the investigation.

Minimal or no ability to state conclusions or make recommendations.

Limitations and Implications: Ability to identify limitations and implications.

Identifies all significant limitations and implications.

Identifies many important limitations and implications.

Identifies some limitations and implications.

Minimal or no ability to identify limitations or implications.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

Page 4 of 16

3. Investigation: An ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data and synthesis of

information in order to reach valid conclusions. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Experimental Methods

Lab Preparation: Ability to gather materials and record on lab report.

Exemplary materials are gathered and recorded on the lab report with clarity and concision.

All required materials are gathered and recorded on the lab report. The selected materials are suitable for the procedure.

Most required materials are gathered; not all may be recorded on the lab report. The selected materials are adequate for the procedure.

All required materials are not gathered, nor recorded on the lab report. The selected materials are not all adequate and/or suitable for the procedure.

Purpose: Ability to state the hypothesis and the research question, clarify the connection between them, and identify the variables.

The hypothesis and research question are skillfully specified, and the connection between the two is explained in depth. The variables are identified and discussed.

The hypothesis and research question are specified clearly, and the connection between the two is explained. The variables are identified.

The hypothesis and research question are specified, and the connection between the two is somewhat clear. Most variables are identified.

The hypothesis and research question are not specified clearly, and the connection between the two is vague or missing. Most variables are not identified.

Procedure: Ability to follow experimental procedures, control variables, and record procedural steps on lab report.

The procedure is efficienty followed and student skillfully controls all chosen variables. All procedural steps are clearly and concisely recorded on lab report.

The procedure is well followed and student demonstrates control of all chosen variables. All procedural steps are recorded on the lab report.

The procedure could be better followed, but student controls all chosen variables. Most procedural steps are recorded on the lab report.

The procedure is inadequately followed, and student does not control chosen variables. Many procedural steps are not entered on the lab report.

Data/Evidence Collection: Ability to record raw data/evidence.

Raw data/evidence, as well as units, are skillfully recorded. The data table is clearly and concisely, and/or creatively labeled and formatted.

Raw data/evidence, as well as units, are appropriately and clearly recorded. The data table is appropriately labeled and formatted.

Raw data/evidence, as well as units, are recorded although not as clearly or suitably as they might be. The data table may lack appropriate labels and/or format.

Raw data/evidence, as well as units, are not recorded suitably. The data table is not labeled and/or formatted.

Data Presentation and Error Analysis: Ability to present data using charts, tables and/or graphs to enable comprehension and interpretation, including error analysis.

Data are presented in ways to best enable comprehension and interpretation, skillfully incorporating error analysis.

Data are presented in ways to enable comprehension and interpretation, incorporating error analysis.

Data are presented in ways that somewhat aid comprehension and interpretation and incorporate error analysis, but presentation could be clearer.

Data are not presented clearly. Error analysis is wrong or missing.

Evaluation of Experiment: Ability to interpret findings, compare them to values in the literature, identify weaknesses and limitations, and propose improvements.

The findings are interpreted insightfully, and skillfully compared with values in the literature. Weaknesses and limitations are analyzed and creative recommendations are made to address them.

The findings are interpreted and compared with values in the literature. Weaknesses and limitations are considered and recommendations are made to address them.

The findings are interpreted and compared with values in the literature, but not as fully or clearly as they might be. Not all of the weaknesses or limitations are discussed; few recommendations are made to address them.

The interpretation of the findings is illogical, and the findings are not compared with values in the literature. Few or no weaknesses or limitations are discussed; few or no recommendations are made to address them.

Courtesy and Safety: Ability to be courteous to others, attentive to safety, and tidy in the lab.

While working in the lab, the student demonstrates exemplary behaviour in courtesy and safefy, and leaves the area spotless.

While working in the lab, the student is attentive to safety, respectful to instructors and peers, and neat, cleaning the area before leaving.

While working in the lab, the student is mostly attentive to safety, respectful to instructors and peers, and neat, Might need reminders to leave the area clean.

While working in the lab, the student is unattentive to safety, disrespectful to others, and messy, leaving the area untidy even after being reminded.

Experimental Methods Rubric adapted from: Rubric for Conducting an Experiment in the Lab (From Stevens, D. D., & Levi, A. J. (2005). Introduction to Rubrics: An assessment tool to save grading time, convey effective feedback and promote student

learning. Sterling, VA: Stylus Publishing; pp. 96-97.) Retrieved on October 8, 2013 from http://writing.colostate.edu/guides/teaching/commenting/experiment.cfm

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4. Design: An ability to design solutions for complex, open-ended engineering problems and to design systems, components or processes that meet specified

needs with appropriate attention to health and safety risks, applicable standards, and economic, environmental, cultural and societal considerations. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Design Process

Understanding the Design Process: Ability to explain the design process including the importance of needs, specifications, concept generation, selection and evaluation.

Demonstrates a comprehensive ability to understand and explain a design process.

Demonstrates an ability to understand and explain a design process.

Demonstrates some ability to understand and explain a design process.

Demonstrates minimal or no ability to understand and explain a design process.

Problem Solving: Considering Solutions: Ability to develop an approach to solve a problem.

Considers multiple approaches to solving a problem, and develops a logical, consistent plan. Recognizes consequences of solution and can articulate reason for choosing solution.

Considers multiple approaches to solving a problem, which is justified and considers consequences.

Considers a few approaches to solving a problem; doesn't always consider consequences.

Considers a single approach to solving a problem. Does not consider consequences.

Implementing Design Strategy: Ability to execute a solution to an open-ended problem taking into consideration design requirements and pertinent contextual elements.

Demonstrates a skillful (thorough/insightful/creative) ability to execute a solution taking into consideration all design requirements and pertinent contextual elements.

Demonstrates an ability to execute a solution taking into consideration design requirements and some contextual elements.

Demonstrates some ability to execute a solution that attends to the problem, but omits some design requirements and/or pertinent contextual elements.

Demonstrates minimal or no ability to execute a solution. Solution does not directly attend to the problem.

Evaluating Final Design: Ability to evaluate/confirm the functioning of the final design.

Demonstrates a skillful (thorough /insightful) ability to evaluate/confirm the functioning of the final design, with deliberation for further improvement.

Demonstrates an ability to evaluate/confirm the functioning of the final design. The evaluation is complete and has sufficient depth.

Demonstrates some ability to evaluate/confirm the functioning of the final design, but the evaluation lacks depth and/or is incomplete.

Demonstrates minimal or no ability to evaluate/confirm the functioning of the final design.

Creative Thinking

Innovation: Ability to recognize and incorporate innovation when considering an idea.

Demonstrates a comprehensive recognition and incorporation of innovation when considering an idea.

Demonstrates an ability to recognize and incorporate innovation when considering an idea.

Demonstrates some recognition and incorporation of innovation when considering an idea.

Demonstrates minimal or no recognition of innovation when considering an idea.

Connecting and Integrating: Ability to connect, integrate and transform ideas into solutions.

Demonstrates a skillful ability to connect, integrate and transform innovative ideas into innovative solutions.

Demonstrates an ability to connect, integrate and transform ideas into solutions.

Demonstrates some ability to connect, integrate and transform ideas into solutions.

Demonstrates minimal or no ability to connect, integrate and transform ideas into solutions.

Exploring New Directions: Ability to incorporate new ideas, ways or tactics (alternate, divergent, contradictory and/or potentially high risk perspectives or ideas) when developing a design/approaching an assignment.

Demonstrates an ability to actively pursue and evaluate new ideas, ways or tactics beyond the guidelines of the assignment, while considering risks.

Demonstrates an abilty to identify and evaluate new ideas, ways or tactics within the guidelines of the assignment, while considering some risks.

Demonstates some ability to out identify/or evaluate new ideas, ways or tactics within the guidelines of the assignment.

Demonstrates minimal or no ability to identify or evaluate new ideas, ways or tactics.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

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5. Use of Engineering Tools: An ability to select, apply, adapt, extend and create appropriate tools (resources, software, techniques, hardware, equipment) to a

range of engineering activities, from simple to complex, with an understanding of the associated limitations. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Use of Engineering Tools

Understand Tools: Ability to describe and explain the principles behind and applicability of engineering tools.

Demonstrates skillful ability to describe and explain the principles behind and applicability of engineering tools.

Demonstrates ability to describe and explain the principles behind and applicability of engineering tools.

Demonstrates some ability to describe and/or explain the principles behind and applicability of engineering tools.

Demonstrates minimal or no ability to describe and/or explain the principles behind and applicability of engineering tools.

Identify and Use Tools: Ability to identify and use relevant tools for an engineering activity.

Demonstrates skillful ability to identify and use the most relevant tools for a range of engineering activities.

Demonstrates an ability to identify and use relevant tools for an engineering activity.

Demonstrates some ability to identify and use tools for an engineering activity, but may not identify the most relevant tool.

Demonstrates minimal or no ability to identify or use tools for an engineering activity.

Create Tools: Ability to create engineering tools.

Demonstrates skillful ability to create engineering tools.

Demonstrates an ability to create engineering tools.

Demonstrates some ability to create engineering tools with guidance.

Demonstrates minimal or no ability to create engineering tools.

Evaluate Tools: Ability to identify the limitations in the use of engineering tools, and their underlying assumptions.

Demonstrates skillful ability to evaluate the limitations of tools and discusses the assumptions.

Demonstrates the ability to identify the limitations of tools and understands the assumptions.

Demonstrates some ability to identify the limitations of tools and some understanding of the assumptions.

Demonstrates minimal or no ability to identify the limitations of tools and understand the assumptions.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

Page 7 of 16

6. Individual and Teamwork: An ability to work effectively as a member and leader in teams, including in multidisciplinary settings.

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Individual Contributions Within

a Team

Individual Idea Contributions: Ability to contribute useful ideas to advance work of team.

Routinely contributes useful ideas to advance the work of team.

Contributes useful ideas to advance the work of the team.

Sometimes contributes useful ideas to advance work of team.

Rarely contributes useful ideas to advance the work of the team.

Individual Work Contributions: Ability to carry out individual responsibilities.

Designated jobs are accomplished by deadline; completed work is carefully and meticulously prepared and meets all requirements.

Designated jobs are accomplished by deadline; completed work meets requirements.

Designated jobs are accomplished by deadline; completed work meets most requirements.

Some designated jobs are accomplished by deadline; completed work meets some requirements.

Individual Preparation and/or Contribution to Team Meetings: Ability to prepare and/or to contribute to team meetings.

Thoroughly and carefully prepared for team meetings. Contributes by sharing information and knowledge.

Prepared for team meetings. Provides contributions.

Usually prepared for team meetings. Provides some contributions.

Routinely fails to prepare for team meetings. Provides little or no contributions.

Time Management: Ability to manage time (estimate, prioritize, establish deadlines/ milestones, follow timeline, plan for contingencies, adapt to change).

Demonstrates the ability to manage time, including communicating and/or reacting and adapting to changes.

Demonstrates the ability to manage time, including communicating and/or reacting to changes.

Demonstrates some ability to manage time.

Demonstrates minimal or no ability to manage time.

Credit and Accountability: Ability to share credit and accept accountability when working in a team.

Shares credit and always accepts accountability.

Shares credit and accepts accountability.

Sometimes shares credit and accepts accountability.

Has difficulty or does not share credit or accept accountability.

Team Skills

Leadership Skills: Ability to lead a team. (i) Mentors and

accepts mentoring from others. (ii) Demonstrates capacity for initiative while respecting others' roles. (iii) Facilitates others' involvment. (iv) Evaluates team effectiveness and plans for improvements.

Exemplifies leadership skills.

Demonstrates leadership skills.

Demonstrates some leadership skills at times.

Demonstrates minimal or no leadership skills.

Working with Others: Ability to listen to, collaborate with, and champion the efforts of others.

Skillfully listens to, collaborates with, and champions the efforts of others.

Listens to, collaborates with, and champions the efforts of others.

Sometimes listens to, collaborates with, and champions others' efforts.

Rarely listens to, collaborates with, or champions others' efforts.

Promoting Positive Team Atmosphere:

Ability to foster a positive and productive team atmosphere and keep team members working together. (i) Is courteous and respectful with team members; (ii) Demonstrates a positive attitude using verbal and non-verbal cues, and tone. (iii) Inspires team members; (iv) Helps and encourages team members.

Always upholds and promotes a constructive team atmosphere by exhibiting courtesy, respect and a positive attitude, and by offering motivation and assistance. Works tirelessly to try to keep people working well together.

Promotes a constructive team atmosphere by exhibiting courtesy, respect and a positive attitude, and by offering motivation and assistance. Tries to keep people working together.

Sometimes promotes a constructive team atmosphere by exhibing courtesy, respect and a positive attitude, and offering motivation and assistance. At times tries to keep people working together.

Rarely supports a constructive team climate with regards to courtesy, respect, attitude, motivation and assistance. Does not try to keep people working together.

Addresses Conflict: Ability to identify, respond to and resolve potentially damaging conflict among team members.

Identifies and responds to negative conflict in a prompt and helpful manner. Fortifies team relations and productivity through skillful conflict mediation.

Identifies and responds to negative conflict, and is able to mediate it.

Sometimes identifies conflict and tries to manage it.

Rarely identifies and/or addresses conflict.

Management of Multidisciplinary Teams: Ability to appreciate, understand and work with multidisciplinary team members.

Has great appreciation for and understanding of disciplines outside of own. Works profitably with multidisciplinary team members.

Has appreciation for and understanding of disciplines outside of own. Works effectively with multidisciplinary team members.

Has some appreciation for and understanding of disciplines outside of own, but works less effectively with multidisciplinary team members.

Has no appreciation for or understanding of disciplines outside of own. Is unable to work effectively with multidisciplinary team members.

Rubrics informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; and University of Delaware College of Engineering Civil & Environmental Engineering

ABET Scoring Rubrics for Program Outcomes: Outcome 11: The ability to function on (multidisciplinary) teams. Retrieved on October 9, 2013 from: http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.htm

Page 8 of 16

7. Communication Skills: An ability to communicate complex engineering concepts within the profession and with society at large. Such ability includes reading,

writing, speaking and listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear

instructions. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Technical Communication Skills

Purpose: Ability to identify the reason for the communication, choose the best communication for the task, and use the purpose to guide the communication.

Purpose is clear and effectively guides the communication. Choice of communication is optimal.

Purpose is evident, and mostly guides the communication. Choice of communication is effective.

Purpose is somewhat clear and somewhat guides the communication. Choice of communication is somewhat effective.

Purpose is unclear. Does not guide the communication. Choice of communication is ineffective.

Main Idea: Ability to communicate the main idea.

Main idea is clearly and precisely stated.

Main idea is understandable.

Main idea is somewhat understandable.

Main idea is difficult to understand.

Supporting Materials: Ability to use information sources (texts, journals, research) and/or generate materials (examples, statistics, analogies) to support the purpose and main idea, and establish credibiity.

Demonstrates skillful use of superior, trustworthy, pertinent and compelling materials that support the purpose and main idea.

Demonstrates consistent use of trustworthy, appropriate and pertinent materials that support the purpose and main idea.

Demonstrates an attempt to use trustworthy, appropriate and pertinent materials that support and develop the purpose and main idea.

Demonstrates minimal or no attempt to use trustworthy, appropriate and pertinent materials to support the purpose and/or main idea.

Organization: Ability to structure ideas to move logically forward. E.g., For written communication both macro (introduction, paragraphs, sequence of content, conclusion) and micro organization (sentences, transitions) are considered.

Materials are seamlessly arranged in a logical sequence and both macro and micro elements enhance the work and the reader's comprehension.

Material moves logically forward, and both macro and micro elements are clear, coherent, and easy to follow.

Materical has some logical order and is somewhat coherent or easy to follow.

Material has little logical order, and is often unclear, inconherent and difficult to follow.

Tailoring Communication: Ability to use language that is appropriate for: (i) the genre (written, verbal or electronic communications, i.e., texts & emails); (ii) the target audience; (iii) the company/persons that the communicator is representing.

Communication is skillfully crafted to suit the genre, the level of target audience, and the company/persons represented.

Communication is suitable for the genre, the target audience and the company/persons represented.

Some consideration of the genre, the target audience and the company/persons represented are taken within the communication. Communication may contain some detail or technical content that are unsuitable.

Minimal or no consideration of the genre, the target audience or the company/persons represented is taken within the communication. Communication contains details or technical content that are unsuitable.

Clarity and Conciseness: Ability to use language that clearly and concisely conveys meaning and supports the purpose of the work.

Uses language that conveys meaning with clarity and parsimony, and enhances the purpose of the work.

Uses language that clearly and concisely conveys meaning, and supports the purpose of the work.

Uses language that generally conveys meaning, is somewhat concise, and supports the purpose of the work.

Uses language that may be unclear and/or inconcise, may sometimes impede meaning, and minimally supports the purpose of the work.

Mechanics: Ability to use language that is mechanically correct (punctuation, spelling, grammar).

Communication contains very few or no errors.

Communication contains some errors, but errors do not detract from meaning.

Communication contains errors. Errors may be distracting.

Communication contains many errors. Errors impede meaning.

Genre and Conventions: Ability to understand and use conventions intrinsic to engineering genres (formal/informal reports, lab reports, final completion reports, proposals, presentations).

Demonstrates thorough/sophisticated understanding of and skillful use of the conventions inherent within the engineering genre.

Demonstrates understanding of and use of the conventions inherent within the engineering genre.

Demonstrates some understanding of and attempts to use the conventions inherent within the engineering genre.

Demonstrates minimal or no understanding of or effort to use the conventions inherent within the engineering genre.

Page 9 of 16

Visuals for Written

Communication

Illustrations (Graphs, Tables, Figures and Diagrams): Ability to use illustrations properly to support ideas (citations, position on page, integration, design and support of ideas).

Illustrations are skillfully used to support ideas (correctly cited, skillfully positioned on page, well integrated and designed; they enhance points, explain, interpret, and assess information).

Illustrations are properly used to support ideas (correctly cited, positioned on page, integrated and designed; they support, explain and interpret information).

Illustrations are for the most part properly used to support ideas (an attempt is made to correctly cite, position on page, integrate, and/or design, and to support, explain or interpret information).

Illustrations are used, but minimally support ideas, and are not properly cited, positioned on page, integrated and/or designed. They do not support, explain or interpret information.

Formatting/Layout/Design of Communication: Ability to use appropriate or precribed format, which is effectively designed, clearly labeled, neatly and professionally presented.

The appropriate/prescribed format is precisely followed. Design is exemplary. Headings are clear and add to the overall meaning of, and/or enhance the communication. Work is exceptionally neat and professionally presented. Format compels reading.

The appropriate/ prescribedformat is followed. Design is effective; headings are clear, and work is neatly and professionally presented. Format invites reading.

The appropriate/ prescribed format is followed in most portions of the communication. Design is somewhat effective; headings are somewhat clear, and work is for the most part, neatly presented.

The appropriate/ prescribed format is not followed. Design of communication is ineffective; headings are unclear, and work is not neatly presented. Format does not invite reading.

General Communication Skills

Active Listening: Ability to pay attention to a speaker, summarize key ideas and supporting information.

Demonstrates skillful ability to actively listen by rephrasing/repeating all of the speaker's key ideas and supporting information.

Demonstrates ability to actively listen by rephrasing/repeating most of the speaker's key ideas and supporting information.

Demonstrates some ability to actively listen by rephrasing/repeating some of the speaker's key ideas and supporting information.

Demonstrates minimal or no ability to actively listen to the speaker. Is unable to rephrase/repeat key ideas and/or supporting information. May be distracting to others.

Following Instructions: Ability to follow instructions (spoken and/or written).

Is able to concisely and effectively follow spoken and/or written instructions.

Is able to follow spoken and/or written instructions.

Is partially able to follow spoken and/or written instructions.

Is unable to follow spoken and/or written instructions.

Giving/Writing Instructions: Ability to give/write clear directions or instructions, convey the sequence of steps and use clear examples/references.

Gives/writes clear and concise directions or instructions. Skillfully conveys the sequence of steps and uses model examples/references. Listener/reader easily and smoothly follows instructions.

Gives/writes clear directions or instructions. Conveys the sequence of steps and uses clear examples/references. Listener/reader can follow the instructions.

Gives/writes somewhat clear directions or instructions. Generally conveys the sequence of steps; uses some examples/references. Listener/reader can for the most part follow the instructions.

Gives/writes unclear directions or instructions. For the most part does not convey the sequence of steps. Uses few or no examples/references. Listener/reader has difficulty following the instructions.

Asking Questions: Ability to recognize and/or construct meaningful and relevant questions.

Demonstrates a skillful ability to recognize and construct meaningful and relevant questions.

Demonstrates an ability to recognize and construct meaningful and/or relevant questions.

Demonstrates some ability to recognize and/or construct meaningful or relevant questions.

Demonstrates minimal or no ability to recognize or construct meaningful or relevant questions. May not be inclined to ask questions.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; University of Delaware College of Engineering

Civil & Environmental Engineering ABET Scoring Rubrics for Program Outcomes: Outcome 12a: An ability to communicate effectively (written). Retrieved on October 9, 2013 from:

http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html; and “Listening” © 2010 Waypoint Outcomes. All rights reserved. Retrieved from http://rubriclibrary.com/assessment-methodologies/course-embedded-

assessment/basic-listening-rubric/

Page 10 of 16

7. Communication Skills: An ability to communicate complex engineering concepts within the profession and with society at large. Such ability includes reading, writing, speaking

and listening, and the ability to comprehend and write effective reports and design documentation, and to give and effectively respond to clear instructions.

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Key Ideas: Organization and Articulation Ability to present strong key ideas and supporting details with clarity and concision (logical sequencing, clear transitions between points, introduction, supporting details and summary).

Presentation logically and skillfully structured. Key ideas are compelling, and articulated with exceptional clarity and concision. Introduction, supporting details and summary are clearly evident and memorable, and ascertain the credibility of the speaker.

Presentation has clear structure and is easy to follow. Key ideas are clearly and concisely articulated, and are interesting. There is sufficient detail to ascertain speaker's authority, and presentation includes an introduction and summary.

Presentation has some structure. Key ideas generally identifiable, although not very remarkable. Introduction, supporting details and/or summary may be too broad, too detailed or missing. Credibility of the speaker may be questionable at times.

Presentation rambles. Not organized; key ideas are difficult to identify, and are unremarkable. No clear introduction, supporting details and summary. Speaker has no credibility.

Tailoring Communication: Ability to use language that is appropriate for: (i) the target audience; (ii) the company/persons that the communicator is representing.

Communication is skillfully crafted to suit level of target audience and is appropriate for company/persons represented.

Communicator takes into consideration the target audience and company/persons represented. Communication contains details and/or technical content that are suitable for level of target audience.

Communicator takes some consideration of the target audience and company/persons represented. Communication may still contain some detail or technical content that are unsuitable for level of target audience.

Communicator takes minimal or no consideration of the target audience or company/persons represented. Communication may contain details or technical content that are unsuitable for level of target audience.

Communication Skills for Oral

Reports

Time Management: Ability to complete presentation in the time allocated.

Presentation fits perfectly within time constraint.

Presentation fits within time constraint, though presenter might have to subtely rush or slow down.

Presentation does not quite fit within time constraint; presenter has to rush or slow down at end.

Presentation is unsuitablably short or unreasonably long.

Delivery (verbal): Ability to use diction, enunciation, volume, pacing to effectively deliver the presentation.

Delivery makes the presentation compelling.

Delivery makes the presentation interesting.

Delivery makes the presentation understandable.

Delivery detracts from the presentation.

Delivery (non-verbal): Evidence of Preparation: Ability of presenter to: • Speak easily with few aids

(notecards/slides)

• Control posture and gestures • Position oneself in relation to

audience, podium and slides • Control distractions (nervous habits,

stall words)

Audience Rapport: Ability of presenter to: • Sustain eye contact

• Scan audience

Excellent delivery: • Sustained and comfortable eye

contact • Can be clearly heard • Speaks confidently with few aids • Does not block screen • No distracting, nervous habits • Speaker is polished

Good delivery: • Makes eye contact • Can be heard easily • Speaks comfortably with some aids • Does not block screen • No distracting nervous habits • Speaker appears comfortable

Has minor difficulties with non-verbal delivery of presentation: • Effort to maintain eye contact • At times difficult to hear or understand • May overuse/underuse aids • At times hesitates, makes mistakes, or

loses place; presentation seems memorized

• At times blocks screen • Displays nervous habits (pauses, tapping,

“um-ing” etc.) • Speaker appears tentative

Major difficulties with the non-verbal delivery of the presentation. • Sporadic or no eye contact • Hard to understand or hear • Uses aids excessively or not at all • Reads from paper • Stands in front of screen • Nervous habits are distracting

(pauses, tapping, “um-ing” etc.)

• Speaker appears uncomfortable.

Visual Aids: Ability to design, use and integrate visual aids (slides, illustrations, props, demonstrations) that effectively support and focus the presentation.

Visual aids are skillfully/creatively designed, skillfully used and seamlessly integrated into the presentation. The presentation looks polished and professional.

Visual aids are well designed, used and integrated into the presentation. The presentation looks professional.

Visual aids are somewhat well designed, used and integrated into the presentation. The presentation looks somewhat professional.

Visual aids poorly designed (difficult to read; poor level of detail; missing captions or labels; misspelled words), and poorly used/overused. The presentation looks unprofessional.

Appearance/Attire of Presenter: Ability to adopt an appearance/attire that is appropriate to the presentation.

Professional appearance/attire that is well suited for presentation.

Appearance/attire is appropriate for presentation.

Appearance/attire is not quite appropriate for the presentation.

Little or no consideration of appearance/attire taken.

Q & A with Audience: Ability to transition from presentation, listen to, answer and manage questions from the audience.

Seamless transition from presentation to Q & A. Skillfully manages and responds to questions; gauges questioners' understanding; is able to clarify answers for diverse audiences and objectives.

Smooth transition from presentation to Q & A. Listens carefully and responds courteously, knowledgeably and clearly to questions.

Some ability to transition from presentation to Q & A. Understands most questions, responds somewhat knowledgeably and/or somewhat succinctly.

Minimal or abrupt transition from presentation. May not actively listen to questions, or provide knowledgeable answers, and/or may be unable to answer questions succinctly.

Rubric informed by: University of Delaware College of Engineering Civil & Environmental Engineering ABET Scoring Rubrics for Program Outcomes: Outcome 12a: An ability to communicate effectively (written) and Outcome 12b: An ability to communicated effectively (oral). Retrieved on

October 9, 2013 from: http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html; and by Dr. Anne Parker and Aidan Topping, Faculty of Engineering, University of Manitoba, 2014.

Page 11 of 16

8. Professionalism: An understanding of the roles and responsibilities of the Professional Engineer in society, especially the primary role of protection

of the public and the public interest. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Professionalism

Behaviour and Responsibility: Ability to exhibit appropriate behaviour and assume responsibility for own actions.

Demonstrates exemplary behavior and assumes responsibility for own actions. Models collegiality among peers and faculty. Attendance is regular.

Demonstrates appropriate behavior and recognizes the need to assume responsibility for own actions. Is collegial among peers and faculty. Attendance is regular.

Demonstrates some appropriate behavior and some recognition of the need to assume responsibility for own actions. Demonstrates some collegiality among peers and faculty. Often in attendance.

Demonstrates inappropriate behavior and minimal or no responsibility for own actions. Rarely collegial among peers and faculty. Noticeably absent.

APEGM Code of Ethics and Professional Engineering Act of Manitoba: Awareness and understanding of the APEGM Code of Ethics and the Professional Engineering Act of Manitoba, and the primary role of the engineer to protect the public and the public interest.

Demonstrates exemplary awareness, understanding and promotion of the APEGM Code of Ethics and the Professional Engineering Act of Manitoba. Able to evaluate and judge applicable circumstances using these codes.

Demonstrates awareness and understanding of the APEGM Code of Ethics and the Professional Engineering Act of Manitoba. Able to interpret applicable circumstances using these codes.

Demonstrates some awareness and understanding of the APEGM Code of Ethics and the Professional Engineering Act of Manitoba.

Demonstrates minimal or no awareness of the APEGM Code of Ethics and the Professional Engineering Act of Manitoba.

Manitoba Workplace Health and Safety Act: Awareness of the importance of, and demonstration of, the principles of personal and workplace health and safety.

Demonstrates exemplary personal and workplace health and safety behaviour, and promotes workplace health and safety behaviour in others.

Demonstrates awareness of the importance of personal and workplace health and safety principles, and/or demonstrates personal and workplace health and safety behaviour.

Demonstrates some awareness of the importance of personal and workplace health and safety. Does not often demonstrate personal and workplace health and safety behaviour.

Demonstrates minimal or no awareness of the importance of personal and workplace health and safety. Ignores personal and workplace health and safety principles.

Registration as a Professional Engineer: Understands the implications of, and the process for, becoming a Registered Professional Engineer.

Demonstrates thorough comprehension of the implications of, and promotes the process for, becoming a P.Eng.May demonstrate commitment by being a student member of APEGM.

Demonstrates comprehension of the implications of, and the process for, becoming a P.Eng.

Demonstrates some comprehension of the implications of, and the process for, becoming a P.Eng.

Demonstrates minimal or no comprehension of the implications of, or the process for, becoming a P.Eng.

Rubrics informed by University of Delaware College of Engineering Civil & Environmental Engineering ABET Scoring Rubrics for Program Outcomes: Outcome 8: An understanding of Professional and ethical responsibility. Retrieved on October 9, 2013

from http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html. Informed by Rubrics for Outcome Assessment. Retrieved on October 9, 2013 from:

http://webcache.googleusercontent.com/search?q=cache:4Gwd7haic2wJ:www.bae.uky.edu/academics/abet/Rubrics%2520Draft%2520July%25202012.docx+&cd=1&hl=en&ct=clnk&gl=ca&client=safari

Page 12 of 16

9. Impact of Engineering on Society and the Environment: An ability to consider and analyze social and environmental aspects of

engineering activities. Such ability includes an understanding of the interactions that engineering has with the economic, social, health, safety,

legal, and cultural aspects of sustainable design and development and environmental stewardship. Level 0 Level 1 Level 2 Level 3

Focus Areas

INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Impact of Engineering on Society and the

Environment

Considers Diverse Perspectives: Ability to consider other cultural, disciplinary, and ethical perspectives when investigating engineering impact on society and environment.

Considers, explains and evaluates multiple diverse perspectives when investigating engineering impact on society and environment.

Considers and explains multiple diverse perspectives when investigating engineering impact on society and environment.

Some consideration of diverse perspectives when investigating engineering impact on society and environment.

Minimal consideration of diverse perspectives when investigating engineering impact on society and environment.

Considers Impact: Ability to consider the impact of engineering interventions (decisions and technology) on society and environment (historical and/or contemporary).

Considers, explains and evaluates the impact of engineering interventions on society and environment.

Considers and explains the impact of engineering interventions on society and environment.

Some consideration of the impact of engineering interventions on society and environment.

Minimal or no consideration of the impact of engineering interventions on society and environment.

Solutions for Societal and Environmental Challenges: Ability to identify solutions to challenges in society and the environment.

Identifies, explains and evaluates multiple solutions to challenges in society and the environment.

Identifies and explains multiple solutions to challenges in society and the environment.

Identifies some solutions to challenges in society and the environment.

Minimal or no ability to identifying solutions to challenges in society and the environment.

Personal and Collective Responsibility: Ability to recognize the individual and collective responsibility of engineering and its interventions on society and the environment.

Recognizes the responsibility of engineers and evaluates the consequences of engineering interventions on society and environment.

Recognizes the responsibility of engineers and identifies the consequences of engineering interventions on society and environment.

Some recognition of the responsibility of engineers and the consequences of engineering interventions on society and environment.

Minimal or no recognition of the responsibility of engineers and the consequences of engineering interventions on society and environment.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; and by Dr. Jan Oleszkiewicz, Faculty of

Engineering, University of Manitoba, 2014.

Page 13 of 16

10. Ethics and Equity: An ability to apply professional ethics, accountability, and equity. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Ethics and Equity

Ethical Issue Recognition and Behaviour: Ability to recognize and act on ethical issues (personal, professional and corporate).

Approaches all situations with awareness and consideration of the ethical issues involved, and actively works to resolve them.

Able to approach situations with consideration of ethical issues, and acts to resolve them.

Some ability to approach situations with consideration of ethical issues, and/or some ability to act to resolve them.

Minimal or no ability to approach situations with consideration of ethical issues.

Equity: Ability to recognize equitable issues (ethnicity, gender, age, sexual orientation, faith, geography, socio-economic status, etc.), and acts/behaves with inclusivity.

Approaches all situations with consideration of equitable issues involved, and actively behaves with inclusivity.

Able to approach situations with consideration of equitable issues, and acts with inclusivity.

Some ability to approach situations with consideration of equitable issues, and behaves with some regard for inclusivity.

Minimal or no ability to approach situations with consideration of equitable issues.

Accountability: Recognizes the need to assume responsibility for own actions.

Always assumes responsibility for own actions.

Assumes responsibility for own actions.

Recognizes the need to assume responsiblity for own actions, but may not always act on this recognition.

Minimal or no ability to recognize the need to assume responsibility for own actions. May blame others for own issues and problems.

Proper Use of Others’ Work: Ability to recognize, understand and apply proper ethical use of intellectual property, copyrighted materials, and research.

Always recognizes and applies proper ethical use of intellectual property, copyrighted materials, and others’ research.

Recognizes and applies proper ethical use of intellectual property, copyrighted materials, and others’ research.

Some recognition and application of proper ethical use of intellectual property, copyrighted materials, and others’ research.

Minimal or no recognition and/or application of proper ethical use of intellectual property, copyrighted materials, or others’ research.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; and University of Delaware College of

Engineering Civil & Environmental Engineering ABET Scoring Rubrics for Program Outcomes: Outcome 8: An understanding of Professional and ethical responsibility. Retrieved on October 9, 2013 from:

http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html

Page 14 of 16

11. Economics and Project Management: An ability to appropriately incorporate economics and business practices including project, risk and change

management into the practice of engineering and to understand their limitations.

Focus areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Project Management (see Individual &

Teamwork Rubric for Team Management)

Economics

Proposal: Ability to understand the problem, the client’s needs, and propose a plan.

Demonstrates an ability to create a comprehensive proposal that skillfully addresses the problem and the client’s needs.

Demonstrates an ability to create a proposal that addresses the problem and the client’s needs.

Demonstrates some ability to create a proposal, which may not fully address the problem and/or the client’s needs.

Demonstrates minimal or no ability to create a proposal.

Budget: Ability to create and/or adhere to a budget.

Demonstrates a skillful ability to create and/or adhere to a budget. Budget covers all applicable areas, with room for contingencies.

Demonstrates an ability to create and/or adhere to a budget. Budget covers all applicable areas of project.

Demonstrates some ability to create and/or adhere to a budget. Budget covers most applicable areas.

Demonstrates minimal or no ability to create or adhere to a budget.

Risk Analysis: Ability to identify risks (physical, emotional, monetary, risks of repute, etc.) related to a project, consider the likelihood of the risks, and the gravity of their effects.

Identifies all risks related to the project. Accurately estimates the likelihood of the risks, and the gravity of their effects.

Identifies risks related to the project. Estimates the likelihood of the risks, and the gravity of their effects.

Identifies some basic risks, and is able to estimate some of the likelihood of the risks, and the gravity of their effects.

Identifies few basic risks. May inaccurately estimate the likelihood of the risks, and/or the gravity of their effects.

Time and Change Management: Ability to estimate time on task, establish deadlines/milestones, follow timeline, monitor and complete project. Ability to plan for contingencies and adapt to change.

Demonstrates a skillful ability to manage time and change.

Demonstrates an ability to manage time and change.

Demonstrates some ability to manage time and change.

Demonstrates minimal or no ability to manage time and change.

Quality Assurance: Ability to understand and assure that work meets expectations/specifications/ standards (project, client/professor, industry, etc.).

Demonstrates a skillful ability to understand quality assurance.

Demonstrates an ability to understand quality assurance.

Demonstrates some ability to understand quality assurance.

Demonstrates minimal or no ability to understand quality assurance.

Economics Principles: Ability to comprehend and employ economic principles of an engineering project, including short-term cost vs. long-term value.

Demonstrates a skillful ability to comprehend and employ economic principles, including cost versus value.

Demonstrates an ability to comprehend and employ economic principles, including cost versus value.

Demonstrates some ability to comprehend and employ economic principles, including cost versus value.

Demonstrates minimal or no ability to comprehend and/or employ economic principles, including cost versus value.

Evaluation of Project Outcomes: Ability to evaluate the project and adapt for subsequent projects.

Demonstrates a skillful ability to evaluate project outcomes and adapt for subsequent projects.

Demonstrates an ability to evaluate project outcomes and adapt for subsequent projects.

Demonstrates some ability to evaluate project outcomes and adapt for subsequent projects.

Demonstrates minimal or no ability to evaluate project outcomes or adapt for subsequent projects.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; the University of Delaware College of Engineering Civil & Environmental Engineering

ABET Scoring Rubrics for Program Outcomes: Outcome 7: A knowledge of professional practice issues such as procurement of work, bidding versus quality-based selection processes, and the interactions of design and construction professionals in executing a project. Retrieved on October 9, 2013

from http://www.ce.udel.edu/ABET/Current%20Documentation/ABET_scoring_rubrics_index.html; SLLO Project: Student Leader Learning Outcomes: Division of Student Affairs. Risk Management Rubric. Texas A & M University. Rubrics from SLLO Project. Copyright © 2013 Department of

Student Life Studies, Texas A&M University. All Rights Reserved. Powered by Drupal Content Management • Hosted by the Department of IT, Division of Student Affairs. Retrieved on October 15, 2013 from: http://sllo.tamu.edu/rubrics.

Page 15 of 16

12. Lifelong Learning (Ability to Learn): An ability to identify and to address their own educational needs in a changing world in ways sufficient to maintain

their competence and to allow them to contribute to the advancement of knowledge.

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Lifelong Learning

Interest and Curiosity: Inclination/ability to explore a subject/topic in the pursuit of knowledge.

Demonstrates a skillful ability to explore a subject/topic thoroughly, generating a variety of knowledge, possibly specialized or obscure, demonstrating deep fascination and curiosity.

Demonstrates an ability to explore a subject/topic, generating a variety of knowledge, demonstrating fascination and curiosity.

Demonstrates some ability to explore a subject/topic, providing some knowledge, demonstrating mild interest and growing curiosity.

Demonstrates minimal or no ability to explore a subject/topic, demonstrating minimal interest or curiosity.

Initiative: Inclination/ability to explore additional opportunities for learning.

Creates and seeks additional opportunities for learning.

Finds and pursues additional opportunities for learning.

Some inclination to explore additional opportunities for learning.

Minimal or no inclination to identify additional opportunities for learning.

Adaptabliity to New Situations: Ability to apply prior knowledge, skills and/or behaviours to new situations.

Demonstrates a skillful ability to apply prior knowledge, skills and/or behaviours in an innovative way to new situations.

Demonstrates an ability to apply prior knowledge, skills and/or behaviours to new situations.

Demonstrates some ability to apply prior knowledge, skills and/or behaviours to new situations.

Demonstrates minimal or no ability to apply prior knowledge, skills and/or behaviours to new situations.

Staying Current: Engaged in staying current in the chosen field.

Demonstrates an active and thorough engagement, and promotes staying current and immersed in the chosen field.

Demonstrates engagement in staying current in the chosen field.

Demonstrates some engagement in staying current in the chosen field.

Demonstrates minimal or no awareness or appreciation for staying current in the chosen field.

Asking Questions: Ability to recognize and/or construct meaningful and pertinent questions.

Demonstrates a skillful ability to recognize and construct meaningful and pertinent questions.

Demonstrates an ability to recognize and construct meaningful and/or pertinent questions.

Demonstrates some ability to recognize and/or construct meaningful or pertinent questions.

Demonstrates minimal or no ability to recognize or construct meaningful or pertinent questions. May not be inclined to ask questions.

Handling Constructive Criticism: Ability to accept and use constructive feedback (desists from quarreling; considers others' points of view; shows appreciation for feedback; implements change).

Demonstrates a skillful ability to seek, accept and use constructive feedback.

Demonstrates an ability to accept and use constructive feedback.

Demonstrates some ability to accept and/or use constructive feedback.

Demonstrates minimal or no ability to accept and use constructive feedback.

Reflection (Lessons Learned): Ability to reflect on (analyze and evaluate) experiences/situations, and apply results from reflections to subsequent experiences/situations. (Learns from successes and mistakes, and recognizes limitations.)

Reflect with depth and insight on experiences/situations. Skillfully applies what is learned from reflections to subsequent experiences/situations.

Demonstrates an ability to reflect on experiences/situations. Demonstrates learning through reflection.

Demonstrates some ability to reflect on experiences/situations. Demonstrates some learning through reflection.

Demonstrates minimal or no ability to reflect on experiences/situations. Tends to repeat mistakes.

Rubrics informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; Alberta Education Online Guide to

Implementation. Retrieved from: http://www.learnalberta.ca/content/ssmt/html/docs/askingpowerfulquestions.pdf. For Constructive Criticism, adapted from: Rubric For The Role Play Of Accepting Criticism. Retrieved from:

http://www.cccoe.net/social/constructcritrubric.htm

Page 16 of 16

12. Lifelong Learning: An ability to identify and to address their own educational needs in a changing world in ways sufficient to maintain their competence and to

allow them to contribute to the advancement of knowledge. Level 0 Level 1 Level 2 Level 3

Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1

Strong Competent Developing Needs Work

Research/ Information Literacy

Formulate a Topic /Define Research Scope: Ability to frame a topic, determine research scope, identify essential concepts and define research questions.

Demonstrates the ability to succinctly articulate a topic. Clearly and concisely determines the research scope, identifies essential concepts and outlines research questions.

Demonstrates the ability to articulate a topic. Determines the research scope, identifies key concepts and drafts research questions.

Demonstrates some ability to articulate a topic, but the research scope is either too expansive or too limited. Can identify some key concepts and draft some research questions. Work needs refining.

Demonstrates minimal or no ability to articulate a topic. Difficulty determining the research scope, identifying key concepts and/or drafting research questions.

Execute a Search Strategy and Retrieve Needed Information: Ability to use search strategies and access information.

Demonstrates the ability to use efficient and effectively-designed search strategies to retrieve the most relevant and appropriate information sources. Effectively and recurrently refines search.

Demonstrates the ability to use an assortment of search strategies to retrieve relevant and appropriate information sources. Refines search as needed.

Demonstrates the ability to use search strategies to retrieve some information sources, but strategies are mainly simplistic and limited, and search scope too broad for task at hand. (Does not use controlled vocabularies.) Information is found within a narrow range of sources.

Demonstrates minimal or no ability to formulate simple searches effectively. Performs very basic keyword searches (single words and/or simple phrases), which retrieve unacceptably large numbers of hits. Information is selected randomly, with little or no applicability or value.

Select and Evaluate Information and Sources Critically: Ability to use criteria to select and evaluate sources and information.

Selects a variety of sources which thoroughly covers the range of research and directly relates to concepts or answers research questions. Able to skillfully analyze information sources based on reliablity, validity, accuracy, authority, purpose, currency, relevance, partiality and audience. Sources are balanced and mostly authoritative.

Selects variety of sources which covers the range of research and relates to concepts or answers research questions. Demonstrates ability to distinguish between relevant and irrelevant information. Usually selects sources using multiple criteria, such as reliablity, validity, accuracy, authority, purpose, currency, and relevance. Sources not always balanced.

Selects some relevant sources, but includes irrelevant sources. Chosen information is somewhat connected to research concepts or questions. Rarely evaluates information for reliablity, validity, accuracy, authority, purpose, currency or relevance. Many sources are not authoritative, neither is there a variety or balance of sources.

Selects few sources with little breadth, i.e., many sources are from the same journal or web site, or from non-referred articles and/or very general web sites. Chosen information is not connected to research concepts or questions. Selects sources using limited criteria, such as reliability, validity, accuracy, authority, purpose, currency or relevance.

Use Information to Realize an Objective: Ability to use information from a variety of sources to achieve an intended purpose.

Condenses, organizes and integrates information from a variety of sources to effectively and fully, realize a specific purpose. Relates the relevancy of each source to the topic.

Condenses, organizes and integrates information from most sources to support purpose. Relates the relevancy of most sources to the topic.

Able to summarize several sources, but has difficulty integrating/making the connections necessary to support the purpose, (i.e., the information needs to be synthesized).

Has difficulty condensing and integrating information from many sources, so does not accomplish the proposed purpose. The information is disjointed and/or used incorrectly/ineffectively, i.e., misrepresented. Direct quotes from sources may be overused.

Legal and Ethical Use of Information: Ability to appropriately employ strategies to demonstrate an ability to recognize, understand and apply proper ethical and legal use of intellectual property, copyrighted materials and research (i.e., proper use of references and citations, and restating, quoting and summarizing; allegiance to original context; differentiation between public and original knowledge).

Properly and legally cites all information sources. Gets permission to use information sources. Demonstrate complete comprehension of the legal and ethical boundaries when using intellectual property, copyrighted materials and research.

Properly and legally cites most information sources. For appropriate cases gets permission to use information sources. Demonstrates comprehension of the legal and ethical boundaries when using intellectual property, copyrighted materials and research.

Some evidence of properly and legally citing information sources. Does not always get permission to use information sources. Demonstrates some comprehension of the legal and ethical boundaries when using intellectual property, copyrighted materials and research.

Has quoted directly from sources without properly and legally citing information sources (plagiarism); or does not know about getting permission to use information sources. Does not understand the legal and ethical boundaries when using intellectual property, copyrighted materials and research.

Rubric informed by: Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities; and by Norma Godavari, Faculty of

Engineering, University of Manitoba, 2014.