Validating & implementing engineering graduate attribute rubrics in a biosystems engineering curriculum

Abstract

This study was designed to validate and implement a set of graduate attribute rubrics in the Biosystems Engineering curriculum in the Faculty of Engineering at the University of Manitoba in Canada. One researcher worked individually with ten professors to develop 14 rubrics for 12 courses. Content-related and substantive-related validity were established. Pre and post surveys were conducted to measure professors' understanding of graduate attributes and rubrics, and their perceptions regarding this study. Findings showed that while working with the researcher, some professors were channeled to think deeply about teaching and assessing, often in ways that were new to them. There was evidence of the professors achieving constructive alignment by engaging in reverse curricular design. The use of the rubrics ranged from supporting learning outcomes, to marking students' work, to developing course materials. The professors appreciated the efficiency and effectiveness of receiving individual support to develop these assessment tools, as they cited time as an impediment to designing and using rubrics. Overall, continued individual support in developing assessment tools would be valuable in facilitating the change in practices and beliefs that is required to sustain outcomes-based education and importantly, to effectively support student learning.