Assessment of the students’ self-efficacy regarding the CEAB graduated attributes
Open accessAbstract
To meet the accreditation criteria set forth by the Canadian Engineering Accreditation Board, institutions are required to provide evidence that their graduates exhibit proficiency in 12 specific attributes. These attributes are usually assessed by instructors, albeit with some reliability and validity concerns. In an effort to enhance the variety of data sources, a study has been initiated to measure students' perceived sense of competency in relation to these graduate attributes. To assess their self-efficacy, 207 first to fourth year undergraduate students of sixteen courses were asked to voluntarily respond to a survey during the last three weeks of the fall 2023 semester. The statistical analysis of the gathered data reveals that students' self-efficacy is the lowest toward the graduate attribute 9 related to the impact of engineering on society and the environment. Therefore, a program improvement is recommended to enhance the students’ self-efficacy regarding this graduate attribute.
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There is a lack of consistency in how different instructors assess the same competency, leading to concerns about the reliability and validity of the data.
“Furthermore, there is a lack of consistency in how different instructors assess the same competency, leading to concerns about the reliability and validity of the data [7].”
From Examining longitudinal patterns and course-level correlations in CEAB graduate attributes (2026) · cites this paper as [7]
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Redesigning a non-technical graduate attribute assessment tool
Saxe, A., & Razavinia, N. (2025) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.2025.19639 · Cited by 1 · see citing works
Examining longitudinal patterns and course-level correlations in CEAB graduate attributes
Poitras, E. G., Poitras, G. J., & Ozyonum, E. (2026) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.2026.21655
Management of Accreditation Processes for Engineering Programs
Azuceno, L. L., Miller-Young, J. E., & Ortíz, R. A. G. (2026) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.2026.21538
- Authors
- Terriault, P., & Gagnon, C.
- Affiliations
- École de Technologie Supérieure (CA)
- ORCID
- Terriault, Patrick
- Venue
- Proceedings of the Canadian Engineering Education Association (CEEA)
- Publisher
- Queen's University Library
- Published
- 2024-12-20
- ISSN
- 2371-5243 (ISSN-L)
- OpenAlex
- W4405764992
- Cited by
- 2
- References
- 12
- Citations by year
- 2026: 1 · 2025: 1
- FWCI
- 0.30
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Proceedings of the Canadian Engineering Education Association (CEEA) (publishedVersion, cc-by-nc)
- Topics
- Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Social Sciences › Education › Higher Education and Employability
- Keywords
- student self-efficacy, engineering accreditation, Canadian Engineering Accreditation Board, engineering education, perceived competence, program improvement, undergraduate engineering students
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