Transcript Quality Assurance of Engineering Undergraduate Education

Quality Assurance of Engineering
Undergraduate Education:
The Canadian Experience
Bachelors of Engineering and Technology in Modern Industry,
Science and Business, June 17 – 18, 2004, Moscow, Russia
J. O’Brien, M.A.Sc., P.Eng.
D. Wolfe, P.Eng.
Engineering in Canada

A self-regulated profession
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Constitution Act of 1867
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Philosophy:
Members of the profession are “best qualified to determine the
appropriate standard of professional competence and ethics
required for the protection of the public”.
Associations/Ordre: Overview
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12 regulatory entities
Established via provincial/
territorial legislation
>160,000 P.Eng.
– 18,000 trained outside Canada
Associations/Ordre: Membership
Association/Ordre
PEI
Licenses*
150
Nova Scotia
4,500
New Brunswick
2,000
Newfoundland & Labrador
2,000
Québec
45,000
Ontario
63,000
Manitoba
4,500
Saskatchewan
3,000
Alberta
35,000
British Columbia
16,500
Yukon
150
Northwest Territories & Nunavut
300
*including EITs, limited licenses, retired P.Eng.
Associations/Ordre: Responsibilities
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Right to title (exclusive scope of practice)
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Set standards for licensure
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Ensure compliance
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Take enforcement action
Requirements for Licensure
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Undergraduate degree
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Engineering experience
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Ethics and law
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Good character
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Communication skills
Canadian Council of Professional Engineers
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Federation of provincial/territorial associations that
license engineers
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Represents profession nationally and internationally
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Prepares national criteria and guidelines
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Accredits university engineering educational
programs
The Canadian Educational System
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Education is a provincial/territorial responsibility
– 13 provinces/territories = 13 education systems
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3 educational stages:
– Elementary (primary)
– Secondary
– Post-secondary

Elementary + Secondary = 12 years
Elementary and Secondary Schooling
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Publicly-funded
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Starts at 6 years of age
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Attendance compulsory to age 15 or 16 years
Post-secondary Education

Governed by provinces/territories
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Universities and colleges
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Funding from:
–
–
–
–
Provinces/territories
Federal Government
Tuition
External sources
Engineering Education

3 degree levels:
– Bachelor’s
– Master’s
– Doctoral
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Entrance requirements consistent across Canada:
– Complete secondary education (12 years)
– Common suite of secondary school courses (math, physics,
language)
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Minimum 4 years of study
Engineering Education (cont’d.)
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36 post-secondary institutions
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71 fields of study
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236 accredited programs
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50,000 students
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8,700 graduates per year
Canadian Engineering Accreditation Board
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Goals:
– Quality assurance
– Continuous improvement
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Develops criteria, processes, procedures
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Advises Associations/Ordre
Accreditation: Purpose


Competence in engineering plus understanding of
impact of engineering on society
Emphasis on:
– quality of students
– academic and support systems and staff
– educational facilities

To identify those engineering programs that meet
accreditation criteria
Accreditation: Assumptions

Undergraduate programs only
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Program, not departments, faculties, or schools
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16 years of education
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Criteria:
– Input-based
– Outcomes-based
– Constant evolution
Accreditation: International Activities
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Mobility for engineers and quality assurance of
international qualifications
External Initiatives:
– Mutual Recognition Agreements
– Washington Accord
– Substantial Equivalency Visits
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Internal Initiatives:
– Facilitate licensure for internationally-trained
engineers
International Engineering Graduates
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Engineering in Canada
– 96% employment rate
– Salaries 50% higher than national average
– Range of disciplines and employers
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FC21: From Consideration to Integration
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Determine barriers
Enhance processes
Public safety not to be compromised
Academic and professional standards are maintained
FC21: From Consideration to Integration
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3 phases
1. Data collection
2. Analysis and identification of enhancements
3. Implementation of process improvements
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Preliminary Findings
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Understanding licensure requirements across Canada
Assessment of academic qualifications
Timeframe for licensure
Possible Conclusions:
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Quality assurance provided by International agreements and
“substantial equivalency”
Communication is key
Future Considerations
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Increasing importance of international activities
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Assurance that high standards are maintained
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Facilitating licensure of internationally trained
engineers in Canada
– Referrals to other professions
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Facilitating mobility for Canadian-trained engineers
Questions?
FOR MORE INFORMATION...
Tel:
613-232-2474
Fax:
613-230-5759
e-mail: [email protected]
Web:
www.ccpe.ca