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GRADUATE ATTRIBUTE

RUBRICS
FACULT Y 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.
1. A Knowledge Base for Engineering: Demonstrated competence in university level mathematics, natural sciences, engineering fundamentals, and specialized
engineering knowledge appropriate to the program.

Level 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Mathematical and Scientific Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Terms: interpret mathematical and interpret most mathematical and interpret mathematical and interpret mathematical and scientific
Ability to interpret (understand scientific terms correctly. scientific terms correctly. scientific terms correctly. terms correctly.
and apply) mathematical and
scientific terms.
Theory in Engineering Demonstrates a comprehensive Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Problems: understanding of underlying theory understand the application of understand the application of understand the application of theory
Ability to understand and apply and application to the problem. theory to the problem. theory to the problem. to the problem.
theory in engineering problems.

Mathematical Models: Chooses an optimal mathematical Chooses a mathematical model Chooses a mathematical model Demonstrates minimal or no
Ability to apply mathematical model that applies to an that applies to an engineering that applies to an engineering understanding of the connection
Knowledge Base for models to engineering problem engineering problem, and develops problem, and has some success in problem, but requires assistance in between mathematical models and
and/or formulate engineering new models. model development. model development. engineering problems.
Engineering models.

Calculus and Linear Algebra: Demonstrates comprehensive Demonstrates the ability to apply Demonstrates some understanding Demonstrates minimal or no
Ability to apply calculus and/or application of calculus and/or calculus and/or linear algebra in of applications of calculus and/or understanding of applications of
linear algebra to solve linear algebra to solve engineering solving engineering problems. linear algebra in solving calculus and linear algebra in solving
engineering problems. problems. engineering problems. engineering problems.

Assumptions and Limitations: Evaluates assumptions Describes assumptions/limitations Describes assumptions/limitations, Attempts to describe
Ability to recognize /limitations with complete and and offers complete rationale for and offers some rationale for why assumptions/limitations, but no
essential/critical assumptions persuasive rationale for their why they are appropriate. they are appropriate. rationale given.
and limitations. appropriateness. Awareness that
conclusions may be limited by
their accuracy.

Calculations: Demonstrates skillful ability to Demonstrates ability to carry out Demonstrates some ability to carry Demonstrates minimal or no ability to
Ability to carry out calculations carry out calculations. Calculations calculations. Calculations are out calculations. Only part of the carry out calculations. Calculations
and/or use mathematical are relevant, correct and relevant and correct. relevent calculations are done, attempted are wrong or irrelevant.
software. comprehensive, and are clearly Mathematical software used and may contain errors. Mathematical software used with no
and concisely presented. successfully. Mathematical software used with success.
Mathematical software skillfully some success.
used.

Statistical Analysis: Demonstrates a skillful ability to Demonstrates an ability to use Demonstrates some ability to use Demonstrates minimal or no ability to
Ability to use statistical concepts use statistical concepts to analyze statistical concepts to analyze statistical concepts to analyze use statistical concepts to analyze
to analyze data. data. data. data. Some errors in analysis. data. Major errors in analysis.

Interpretation of Data: Demonstrates a skillful ability to Demonstrates an ability to provide Demonstrates some ability to Demonstrates minimal or no ability to
Ability to interpret provide rational explanations, and rational explanations of provide explanations of provide explanation of mathematical
mathematical and/or visual on the basis of that information, mathematical and/or visual forms. mathematical and/or visual forms, and/or visual forms. Frequently
forms, including equations, can make fitting inferences. and makes occasional mistakes. misinterprets the information
diagrams, graphics, figures and presented.
tables.

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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Identify/Define Problem: Demonstrates a skillful ability to Demonstrates ability to Demonstrates some ability to Demonstrates minimal or no ability to
Ability to identify and/or identify/articulate a problem that is identify/articulate a problem that identify/articulate a problem that is identify/articulate a problem.
articulate a problem. strongly supported and clearly linked is clearly linked to the issues at partially connected to the issues at
to the issues at hand. hand. hand.

Contextualize Problem: Demonstrates a comprehensive and Demonstrates a clear Demonstrates some understanding of Demonstrates no understanding of how
Ability to understand the insightful understanding of how the understanding of how the problem how the problem fits within the the problem fits within the larger
problem within a larger context problem fits within the larger context. fits within the larger context. larger context. context.
(problem within a problem).

Formulate Strategies for Demonstrates a skillful ability to Demonstrates an ability to identify Demonstrates some ability to Demonstrates minimal or no ability to
Solving a Problem: identify multiple strategies for an appropriate strategy for identify a strategy for generating an identify a strategy for generating an
Ability to identify strategies for generating approaches to solve a generating approaches for solving approach for solving the problem. approach for solving a problem.
solving problems (brainstorming, problem, and has insight into the pros a problem. Strategy may or may not be
research, trial and error). and cons of those strategies. appropriate.

Recognize and Consider Demonstrates skillful recognition and Demonstrates recognition and Demonstrates some recognition and Demonstrates minimal or no
Assumptions: consideration of important consideration of important consideration of important recognition and consideration of
Ability to recognize and consider assumptions when solving a problem. assumptions when solving a assumptions when solving a problem. assumptions when solving a problem.
assumptions when solving a Evaluates and/or understands the problem.
problem. consequences of them.

Practical Problem
Propose/Create Multiple Demonstrates a skillful ability to Demonstrates an ability to propose Demonstrates some ability to Proposes solutions that indicate
Solving
Solutions: propose multiple solutions that multiple solutions that indicate propose a few solutions that indicate minimal or no comprehension of the
Ability to propose solutions to indicate a deep understanding of the comprehension of the problem. some comprehension of the problem. Minimal ability to create/play
address the problem and/or problem. Skillful ability to create/play Ability to create/play with new problem. Some ability to with new solutions.
create/play with solutions. with new and innovative solutions. solutions. create/play with new solutions.

Analyze, Evaluate and Select Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Solutions: analysis, evaluate and select analyze, evaluate and select analyze, evaluate and select analyze, evaluate or select
Ability to analyze, evaluate and optimal/practical solution. Thorough optimal/practical solution. Clear optimal/practical solution. Partial optimal/practical solution. Little or no
select optimal/practical and insightful explanation of feasibility explanation of feasibility and explanation of feasibility and explanation of feasibility and impact.
solution, including feasibility and impact. impact. impact.
and impact.

Implement Solutions: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Ability to implement a practical implement a practical solution. implement a practical solution. implement a practical solution. implement a practical solution.
solution to address the problem.

Evaluate Solution Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Implementation: evaluate solution implementation with evaluate solution implementation evaluate solution implementation, evaluate solution implementation, with
Ability to evaluate solution comprehensive and/or insightful with consideration of impact. with some consideration of impact. minimal or no consideration of impact.
implementation and impact consideration of impact.
(performance, limitations, risk,
cost (time and money),
consequences of failure, risk).

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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Identifying Problems for Identifies relevant Identifies relevant Some ability to identify Minimal or no ability to identify
Investigation: problems/issues/topics with problems/issues/topics with problems/issues/topics that problems/issues/topics that may
Ability to identify minimal or no orientation, and is minimal orientation, that may or may not require or may not require investigation.
problems/issues/topics for able to select those that are require investigation. investigation.
investigation. pertinant/critical for
investigation.

Collection of Background Collects sufficient relevant Collects sufficient relevant Collects some relevant Minimal or no ability to collect
Information: background information from background information from background information from relevant background information.
Ability to gather background appropriate sources, and is able appropriate sources. appropriate sources.
information (existing to identify pertinant/critical
knowledge, research, and/or information.
indications of the problem).
Procedure: Selects/develops an optimal Selects/develops an Selects/develops a methodology Minimal or no ability to
Ability to select OR ability methodology or theoretical appropriate methodology or or theoretical framework that is select/develop a methodology or
to develop a methodology or framework. theoretical framework. somewhat appropriate. theoretical framework.
theoretical framework to
investigate a problem.

Examination and For experimental procedures, see Experimental Methods Rubric


Evaluation
Organizing Evidence: Organizes evidence with Organizes evidence to Organizes evidence in a way Minimal or no ability to organize
Ability to organize evidence perception, demonstrating demonstrate patterns, that is somewhat effective in evidence.
to demonstrate patterns, patterns, and highlighting differences and/or similarities demonstrating patterns,
and highlight differences differences and/or similarities important to the differences, and/or similarities
and/or similarities. integral to the investigation. investigation. that are applicable to the
investigation.

Conclusions and States logical conclusions and States logical conclusions and States conclusions and makes Minimal or no ability to state
Recommendations: makes insightful makes appropriate recommendations that may or conclusions or make
Ability to state conclusions recommendations, and identifies recommendations. may not be relevant to the recommendations.
and make recommendations those that are pertinent/critical. investigation.
as a result of the
investigation.

Limitations and Identifies all significant Identifies many important Identifies some limitations and Minimal or no ability to identify
Implications: limitations and implications. limitations and implications. implications. limitations or implications.
Ability to identify
limitations and 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.

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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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Lab Preparation: Exemplary materials are gathered and All required materials are Most required materials are All required materials are not
Ability to gather materials and recorded on the lab report with clarity gathered and recorded on the lab gathered; not all may be recorded gathered, nor recorded on the lab
record on lab report. and concision. report. The selected materials are on the lab report. The selected report. The selected materials are not
suitable for the procedure. materials are adequate for the all adequate and/or suitable for the
procedure. procedure.

Purpose: The hypothesis and research question The hypothesis and research The hypothesis and research The hypothesis and research question
Ability to state the hypothesis are skillfully specified, and the question are specified clearly, and question are specified, and the are not specified clearly, and the
and the research question, connection between the two is the connection between the two is connection between the two is connection between the two is vague
clarify the connection between explained in depth. The variables are explained. The variables are somewhat clear. Most variables are or missing. Most variables are not
them, and identify the variables. identified and discussed. identified. identified. identified.

Procedure: The procedure is efficienty followed The procedure is well followed and The procedure could be better The procedure is inadequately
Ability to follow experimental and student skillfully controls all student demonstrates control of followed, but student controls all followed, and student does not control
procedures, control variables, chosen variables. All procedural steps all chosen variables. All procedural chosen variables. Most procedural chosen variables. Many procedural
and record procedural steps are clearly and concisely recorded on steps are recorded on the lab steps are recorded on the lab steps are not entered on the lab
on lab report. lab report. report. report. report.

Data/Evidence Collection: Raw data/evidence, as well as units, Raw data/evidence, as well as Raw data/evidence, as well as units, Raw data/evidence, as well as units,
Ability to record raw are skillfully recorded. The data table units, are appropriately and are recorded although not as clearly are not recorded suitably. The data
data/evidence. is clearly and concisely, and/or clearly recorded. The data table is or suitably as they might be. The table is not labeled and/or formatted.
creatively labeled and formatted. appropriately labeled and data table may lack appropriate
Experimental Methods formatted. labels and/or format.

Data Presentation and Error Data are presented in ways to best Data are presented in ways to Data are presented in ways that Data are not presented clearly. Error
Analysis: enable comprehension and enable comprehension and somewhat aid comprehension and analysis is wrong or missing.
Ability to present data using interpretation, skillfully incorporating interpretation, incorporating error interpretation and incorporate error
charts, tables and/or graphs to error analysis. analysis. analysis, but presentation could be
enable comprehension and clearer.
interpretation, including error
analysis.
Evaluation of Experiment: The findings are interpreted The findings are interpreted and The findings are interpreted and The interpretation of the findings is
Ability to interpret findings, insightfully, and skillfully compared compared with values in the compared with values in the illogical, and the findings are not
compare them to values in the with values in the literature. literature. Weaknesses and literature, but not as fully or clearly compared with values in the literature.
literature, identify weaknesses Weaknesses and limitations are limitations are considered and as they might be. Not all of the Few or no weaknesses or limitations
and limitations, and propose analyzed and creative recommendations are made to weaknesses or limitations are are discussed; few or no
improvements. recommendations are made to address address them. discussed; few recommendations are recommendations are made to address
them. made to address them. them.

Courtesy and Safety: While working in the lab, the student While working in the lab, the While working in the lab, the While working in the lab, the student is
Ability to be courteous to demonstrates exemplary behaviour in student is attentive to safety, student is mostly attentive to safety, unattentive to safety, disrespectful to
others, attentive to safety, and courtesy and safefy, and leaves the respectful to instructors and respectful to instructors and peers, others, and messy, leaving the area
tidy in the lab. area spotless. peers, and neat, cleaning the area and neat, Might need reminders to untidy even after being reminded.
before leaving. leave the area clean.

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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Understanding the Design Demonstrates a comprehensive Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability
Process: ability to understand and explain a understand and explain a design understand and explain a design to understand and explain a design
Ability to explain the design design process. process. process. process.
process including the importance
of needs, specifications, concept
generation, selection and
evaluation.

Problem Solving: Considering Considers multiple approaches to Considers multiple approaches to Considers a few approaches to Considers a single approach to
Solutions: solving a problem, and develops a solving a problem, which is solving a problem; doesn't always solving a problem. Does not
Ability to develop an approach logical, consistent plan. justified and considers consider consequences. consider consequences.
to solve a problem. Recognizes consequences of consequences.
solution and can articulate reason
for choosing solution.

Design Process
Implementing Design Strategy: Demonstrates a skillful Demonstrates an ability to execute Demonstrates some ability to Demonstrates minimal or no ability
Ability to execute a solution to (thorough/insightful/creative) a solution taking into execute a solution that attends to to execute a solution. Solution
an open-ended problem taking ability to execute a solution taking consideration design requirements the problem, but omits some does not directly attend to the
into consideration design into consideration all design and some contextual elements. design requirements and/or problem.
requirements and pertinent requirements and pertinent pertinent contextual elements.
contextual elements. contextual elements.

Evaluating Final Design: Demonstrates a skillful (thorough Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability
Ability to evaluate/confirm the /insightful) ability to evaluate/confirm the functioning evaluate/confirm the functioning to evaluate/confirm the
functioning of the final design. evaluate/confirm the functioning of the final design. The evaluation of the final design, but the functioning of the final design.
of the final design, with is complete and has sufficient evaluation lacks depth and/or is
deliberation for further depth. incomplete.
improvement.

Innovation: Demonstrates a comprehensive Demonstrates an ability to Demonstrates some recognition Demonstrates minimal or no
Ability to recognize and recognition and incorporation of recognize and incorporate and incorporation of innovation recognition of innovation when
incorporate innovation when innovation when considering an innovation when considering an when considering an idea. considering an idea.
considering an idea. idea. idea.

Connecting and Integrating: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability
Ability to connect, integrate and connect, integrate and transform connect, integrate and transform connect, integrate and transform to connect, integrate and
transform ideas into solutions. innovative ideas into innovative ideas into solutions. ideas into solutions. transform ideas into solutions.
solutions.
Creative Thinking

Exploring New Directions: Demonstrates an ability to actively Demonstrates an abilty to identify Demonstates some ability to out Demonstrates minimal or no ability
Ability to incorporate new ideas, pursue and evaluate new ideas, and evaluate new ideas, ways or identify/or evaluate new ideas, to identify or evaluate new ideas,
ways or tactics (alternate, ways or tactics beyond the tactics within the guidelines of the ways or tactics within the ways or tactics.
divergent, contradictory and/or guidelines of the assignment, while assignment, while considering guidelines of the assignment.
potentially high risk perspectives considering risks. some risks.
or ideas) when developing a
design/approaching an
assignment.
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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Understand Tools: Demonstrates skillful ability to Demonstrates ability to Demonstrates some ability to Demonstrates minimal or no
Ability to describe and describe and explain the describe and explain the describe and/or explain the ability to describe and/or explain
explain the principles behind principles behind and applicability principles behind and principles behind and the principles behind and
and applicability of of engineering tools. applicability of engineering applicability of engineering applicability of engineering tools.
engineering tools. tools. tools.

Identify and Use Tools: Demonstrates skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to identify and use identify and use the most identify and use relevant tools identify and use tools for an ability to identify or use tools for
relevant tools for an relevant tools for a range of for an engineering activity. engineering activity, but may an engineering activity.
engineering activity. engineering activities. not identify the most relevant
Use of Engineering tool.
Tools

Create Tools: Demonstrates skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to create engineering create engineering tools. create engineering tools. create engineering tools with ability to create engineering tools.
tools. guidance.

Evaluate Tools: Demonstrates skillful ability to Demonstrates the ability to Demonstrates some ability to Demonstrates minimal or no
Ability to identify the evaluate the limitations of tools identify the limitations of identify the limitations of tools ability to identify the limitations
limitations in the use of and discusses the assumptions. tools and understands the and some understanding of the of tools and understand the
engineering tools, and their assumptions. assumptions. assumptions.
underlying 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.

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6. Individual and Teamwork: An ability to work effectively as a member and leader in teams, including in multidisciplinary settings.
Level 4 Level 3 Level 2 Level 1
Focus Areas INDICATORS
Strong Competent Developing Needs Work
Individual Idea Contributions: Routinely contributes useful ideas to Contributes useful ideas to Sometimes contributes useful ideas Rarely contributes useful ideas to
Ability to contribute useful ideas to advance the work of team. advance the work of the team. to advance work of team. advance the work of the team.
advance work of team.

Individual Work Contributions: Designated jobs are accomplished by Designated jobs are accomplished Designated jobs are accomplished by Some designated jobs are
Ability to carry out individual deadline; completed work is carefully by deadline; completed work deadline; completed work meets accomplished by deadline;
responsibilities. and meticulously prepared and meets meets requirements. most requirements. completed work meets some
all requirements. requirements.

Individual Individual Preparation and/or Thoroughly and carefully prepared for Prepared for team meetings. Usually prepared for team meetings. Routinely fails to prepare for team
Contributions Within Contribution to Team Meetings: team meetings. Contributes by sharing Provides contributions. Provides some contributions. meetings. Provides little or no
a Team Ability to prepare and/or to contribute information and knowledge. contributions.
to team meetings.

Time Management: Demonstrates the ability to manage Demonstrates the ability to Demonstrates some ability to Demonstrates minimal or no
Ability to manage time (estimate, time, including communicating and/or manage time, including manage time. ability to manage time.
prioritize, establish deadlines/ reacting and adapting to changes. communicating and/or reacting to
milestones, follow timeline, plan for changes.
contingencies, adapt to change).

Credit and Accountability: Shares credit and always accepts Shares credit and accepts Sometimes shares credit and accepts Has difficulty or does not share
Ability to share credit and accept accountability. accountability. accountability. credit or accept accountability.
accountability when working in a team.

Leadership Skills: Exemplifies leadership skills. Demonstrates leadership skills. Demonstrates some leadership skills Demonstrates minimal or no
Ability to lead a team. (i) Mentors and at times. leadership skills.
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.
Working with Others: Skillfully listens to, collaborates with, Listens to, collaborates with, and Sometimes listens to, collaborates Rarely listens to, collaborates
Ability to listen to, collaborate with, and champions the efforts of others. champions the efforts of others. with, and champions others' efforts. with, or champions others' efforts.
and champion the efforts of others.

Promoting Positive Team Atmosphere: Always upholds and promotes a Promotes a constructive team Sometimes promotes a constructive Rarely supports a constructive
Ability to foster a positive and constructive team atmosphere by atmosphere by exhibiting team atmosphere by exhibing team climate with regards to
productive team atmosphere and keep exhibiting courtesy, respect and a courtesy, respect and a positive courtesy, respect and a positive courtesy, respect, attitude,
team members working together. positive attitude, and by offering attitude, and by offering attitude, and offering motivation motivation and assistance. Does
(i) Is courteous and respectful with team motivation and assistance. Works motivation and assistance. Tries to and assistance. At times tries to not try to keep people working
members; (ii) Demonstrates a positive attitude tirelessly to try to keep people keep people working together. keep people working together. together.
Team Skills using verbal and non-verbal cues, and tone.
working well together.
(iii) Inspires team members; (iv) Helps and
encourages team members.

Addresses Conflict: Identifies and responds to negative Identifies and responds to Sometimes identifies conflict and Rarely identifies and/or addresses
Ability to identify, respond to and conflict in a prompt and helpful negative conflict, and is able to tries to manage it. conflict.
resolve potentially damaging conflict manner. Fortifies team relations and mediate it.
among team members. productivity through skillful conflict
mediation.

Management of Multidisciplinary Has great appreciation for and Has appreciation for and Has some appreciation for and Has no appreciation for or
Teams: understanding of disciplines outside of understanding of disciplines understanding of disciplines outside understanding of disciplines
Ability to appreciate, understand and own. Works profitably with outside of own. Works effectively of own, but works less effectively outside of own. Is unable to work
work with multidisciplinary team multidisciplinary team members. with multidisciplinary team with multidisciplinary team effectively with multidisciplinary
members. members. members. 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

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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 4 Level 3 Level 2 Level 1
Focus Areas INDICATORS
Strong Competent Developing Needs Work
Purpose: Purpose is clear and effectively guides Purpose is evident, and mostly Purpose is somewhat clear and Purpose is unclear. Does not guide the
Ability to identify the reason for the communication. Choice of guides the communication. Choice somewhat guides the communication. Choice of
the communication, choose the communication is optimal. of communication is effective. communication. Choice of communication is ineffective.
best communication for the task, communication is somewhat
and use the purpose to guide the effective.
communication.

Main Idea: Main idea is clearly and precisely Main idea is understandable. Main idea is somewhat Main idea is difficult to understand.
Ability to communicate the main stated. understandable.
idea.

Supporting Materials: Demonstrates skillful use of superior, Demonstrates consistent use of Demonstrates an attempt to use Demonstrates minimal or no attempt to
Ability to use information trustworthy, pertinent and compelling trustworthy, appropriate and trustworthy, appropriate and use trustworthy, appropriate and
sources (texts, journals, materials that support the purpose and pertinent materials that support pertinent materials that support and pertinent materials to support the
research) and/or generate main idea. the purpose and main idea. develop the purpose and main idea. purpose and/or main idea.
materials (examples, statistics,
analogies) to support the
purpose and main idea, and
Technical establish credibiity.
Communication Skills Organization: Materials are seamlessly arranged in a Material moves logically forward, Materical has some logical order and Material has little logical order, and is
Ability to structure ideas to logical sequence and both macro and and both macro and micro is somewhat coherent or easy to often unclear, inconherent and difficult
move logically forward. micro elements enhance the work and elements are clear, coherent, and follow. to follow.
E.g., For written communication the reader's comprehension. easy to follow.
both macro (introduction,
paragraphs, sequence of content,
conclusion) and micro
organization (sentences,
transitions) are considered.
Tailoring Communication: Communication is skillfully crafted to Communication is suitable for the Some consideration of the genre, Minimal or no consideration of the
Ability to use language that is suit the genre, the level of target genre, the target audience and the the target audience and the genre, the target audience or the
appropriate for: audience, and the company/persons company/persons represented. company/persons represented are company/persons represented is taken
(i) the genre (written, verbal or represented. taken within the communication. within the communication.
electronic communications, i.e., Communication may contain some Communication contains details or
texts & emails); (ii) the target detail or technical content that are technical content that are unsuitable.
audience; (iii) the unsuitable.
company/persons that the
communicator is representing.
Clarity and Conciseness: Uses language that conveys meaning Uses language that clearly and Uses language that generally Uses language that may be unclear
Ability to use language that with clarity and parsimony, and concisely conveys meaning, and conveys meaning, is somewhat and/or inconcise, may sometimes
clearly and concisely conveys enhances the purpose of the work. supports the purpose of the work. concise, and supports the purpose of impede meaning, and minimally
meaning and supports the the work. supports the purpose of the work.
purpose of the work.

Mechanics: Communication contains very few or Communication contains some Communication contains errors. Communication contains many errors.
Ability to use language that is no errors. errors, but errors do not detract Errors may be distracting. Errors impede meaning.
mechanically correct from meaning.
(punctuation, spelling,
grammar).
Genre and Conventions: Demonstrates thorough/sophisticated Demonstrates understanding of Demonstrates some understanding of Demonstrates minimal or no
Ability to understand and use understanding of and skillful use of the and use of the conventions and attempts to use the conventions understanding of or effort to use the
conventions intrinsic to conventions inherent within the inherent within the engineering inherent within the engineering conventions inherent within the
engineering genres engineering genre. genre. genre. engineering genre.
(formal/informal reports, lab
reports, final completion
reports, proposals,
presentations).

Page 8 of 16
Illustrations (Graphs, Tables, Illustrations are skillfully used to Illustrations are properly used to Illustrations are for the most part Illustrations are used, but minimally
Figures and Diagrams): support ideas (correctly cited, support ideas (correctly cited, properly used to support ideas (an support ideas, and are not properly
Ability to use illustrations skillfully positioned on page, well positioned on page, integrated and attempt is made to correctly cite, cited, positioned on page, integrated
properly to support ideas integrated and designed; they enhance designed; they support, explain position on page, integrate, and/or and/or designed. They do not support,
(citations, position on page, points, explain, interpret, and assess and interpret information). design, and to support, explain or explain or interpret information.
integration, design and support information). interpret information).
of ideas).

Formatting/Layout/Design of The appropriate/prescribed format is The appropriate/ The appropriate/ prescribed format The appropriate/ prescribed format is
Communication: precisely followed. Design is prescribedformat is followed. is followed in most portions of the not followed. Design of communication
Ability to use appropriate or exemplary. Headings are clear and add Design is effective; headings are communication. Design is somewhat is ineffective; headings are unclear,
precribed format, which is to the overall meaning of, and/or clear, and work is neatly and effective; headings are somewhat and work is not neatly presented.
effectively designed, clearly enhance the communication. Work is professionally presented. Format clear, and work is for the most part, Format does not invite reading.
Visuals for Written labeled, neatly and exceptionally neat and professionally invites reading. neatly presented.
Communication professionally presented. presented. Format compels reading.

Active Listening: Demonstrates skillful ability to actively Demonstrates ability to actively Demonstrates some ability to Demonstrates minimal or no ability to
Ability to pay attention to a listen by rephrasing/repeating all of listen by rephrasing/repeating actively listen by actively listen to the speaker. Is unable
speaker, summarize key ideas the speaker's key ideas and supporting most of the speaker's key ideas rephrasing/repeating some of the to rephrase/repeat key ideas and/or
and supporting information. information. and supporting information. speaker's key ideas and supporting supporting information. May be
information. distracting to others.

Following Instructions: Is able to concisely and effectively Is able to follow spoken and/or Is partially able to follow spoken Is unable to follow spoken and/or
Ability to follow instructions follow spoken and/or written written instructions. and/or written instructions. written instructions.
(spoken and/or written). instructions.

Giving/Writing Instructions: Gives/writes clear and concise Gives/writes clear directions or Gives/writes somewhat clear Gives/writes unclear directions or
Ability to give/write clear directions or instructions. Skillfully instructions. Conveys the directions or instructions. Generally instructions. For the most part does
directions or instructions, convey conveys the sequence of steps and sequence of steps and uses clear conveys the sequence of steps; uses not convey the sequence of steps. Uses
the sequence of steps and use uses model examples/references. examples/references. some examples/references. few or no examples/references.
clear examples/references. Listener/reader easily and smoothly Listener/reader can follow the Listener/reader can for the most Listener/reader has difficulty following
follows instructions. instructions. part follow the instructions. the instructions.
General Communication
Skills
Asking Questions: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Ability to recognize and/or recognize and construct meaningful recognize and construct recognize and/or construct recognize or construct meaningful or
construct meaningful and and relevant questions. meaningful and/or relevant meaningful or relevant questions. relevant questions. May not be inclined
relevant questions. questions. 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 9 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 Presentation logically and skillfully Presentation has clear structure and is Presentation has some structure. Key Presentation rambles. Not organized;
Articulation structured. Key ideas are compelling, easy to follow. Key ideas are clearly and ideas generally identifiable, although key ideas are difficult to identify, and
Ability to present strong key ideas and articulated with exceptional clarity concisely articulated, and are not very remarkable. Introduction, are unremarkable. No clear
and supporting details with clarity and concision. Introduction, supporting interesting. There is sufficient detail to supporting details and/or summary introduction, supporting details and
and concision (logical sequencing, details and summary are clearly evident ascertain speaker's authority, and may be too broad, too detailed or summary. Speaker has no credibility.
clear transitions between points, and memorable, and ascertain the presentation includes an introduction missing. Credibility of the speaker may
introduction, supporting details and credibility of the speaker. and summary. be questionable at times.
summary).

Tailoring Communication: Communication is skillfully crafted to Communicator takes into consideration Communicator takes some Communicator takes minimal or no
Ability to use language that is suit level of target audience and is the target audience and consideration of the target audience consideration of the target audience or
appropriate for: appropriate for company/persons company/persons represented. and company/persons represented. company/persons represented.
(i) the target audience; represented. Communication contains details and/or Communication may still contain some Communication may contain details or
(ii) the company/persons that the technical content that are suitable for detail or technical content that are technical content that are unsuitable
communicator is representing. level of target audience. unsuitable for level of target audience. for level of target audience.

Communication Time Management: Presentation fits perfectly within time Presentation fits within time constraint, Presentation does not quite fit within Presentation is unsuitablably short or
Skills for Oral Ability to complete presentation in constraint. though presenter might have to subtely time constraint; presenter has to rush unreasonably long.
the time allocated. rush or slow down. or slow down at end.
Reports

Delivery (verbal): Delivery makes the presentation Delivery makes the presentation Delivery makes the presentation Delivery detracts from the
Ability to use diction, enunciation, compelling. interesting. understandable. presentation.
volume, pacing to effectively
deliver the presentation.
Delivery (non-verbal): Excellent delivery: Good delivery: Has minor difficulties with non-verbal Major difficulties with the non-verbal
Evidence of Preparation: Sustained and comfortable eye Makes eye contact delivery of presentation: delivery of the presentation.
Ability of presenter to: contact Can be heard easily Effort to maintain eye contact Sporadic or no eye contact
Speak easily with few aids Can be clearly heard Speaks comfortably with some aids At times difficult to hear or understand Hard to understand or hear
(notecards/slides) May overuse/underuse aids
Speaks confidently with few aids Does not block screen Uses aids excessively or not at all
Control posture and gestures At times hesitates, makes mistakes, or
Does not block screen No distracting nervous habits loses place; presentation seems Reads from paper
Position oneself in relation to
audience, podium and slides No distracting, nervous habits Speaker appears comfortable memorized Stands in front of screen
Control distractions (nervous habits, Speaker is polished At times blocks screen Nervous habits are distracting
stall words) Displays nervous habits (pauses, tapping, (pauses, tapping, um-ing
Audience Rapport: um-ing etc.) etc.)
Speaker appears tentative
Ability of presenter to: Speaker appears uncomfortable.
Sustain eye contact
Scan audience
Visual Aids: Visual aids are skillfully/creatively Visual aids are well designed, used and Visual aids are somewhat well Visual aids poorly designed (difficult to
Ability to design, use and integrate designed, skillfully used and seamlessly integrated into the presentation. The designed, used and integrated into the read; poor level of detail; missing
visual aids (slides, illustrations, integrated into the presentation. The presentation looks professional. presentation. The presentation looks captions or labels; misspelled words),
props, demonstrations) that presentation looks polished and somewhat professional. and poorly used/overused. The
effectively support and focus the professional. presentation looks unprofessional.
presentation.

Appearance/Attire of Presenter: Professional appearance/attire that is Appearance/attire is appropriate for Appearance/attire is not quite Little or no consideration of
Ability to adopt an well suited for presentation. presentation. appropriate for the presentation. appearance/attire taken.
appearance/attire that is
appropriate to the presentation.
Q & A with Audience: Seamless transition from presentation to Smooth transition from presentation to Q Some ability to transition from Minimal or abrupt transition from
Ability to transition from Q & A. Skillfully manages and responds to & A. Listens carefully and responds presentation to Q & A. Understands presentation. May not actively listen to
presentation, listen to, answer and questions; gauges questioners' courteously, knowledgeably and clearly most questions, responds somewhat questions, or provide knowledgeable
manage questions from the understanding; is able to clarify answers to questions. knowledgeably and/or somewhat answers, and/or may be unable to
audience. for diverse audiences and objectives. succinctly. 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 10 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 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Behaviour and Demonstrates exemplary behavior Demonstrates appropriate Demonstrates some appropriate Demonstrates inappropriate
Responsibility: and assumes responsibility for behavior and recognizes the behavior and some recognition behavior and minimal or no
Ability to exhibit own actions. Models collegiality need to assume responsibility of the need to assume responsibility for own actions.
appropriate behaviour and among peers and faculty. for own actions. Is collegial responsibility for own actions. Rarely collegial among peers and
assume responsibility for Attendance is regular. among peers and faculty. Demonstrates some collegiality faculty. Noticeably absent.
own actions. Attendance is regular. among peers and faculty. Often
in attendance.

APEGM Code of Ethics and Demonstrates exemplary Demonstrates awareness and Demonstrates some awareness Demonstrates minimal or no
Professional Engineering awareness, understanding and understanding of the APEGM and understanding of the APEGM awareness of the APEGM Code of
Act of Manitoba: promotion of the APEGM Code of Code of Ethics and the Code of Ethics and the Ethics and the Professional
Awareness and Ethics and the Professional Professional Engineering Act of Professional Engineering Act of Engineering Act of Manitoba.
understanding of the APEGM Engineering Act of Manitoba. Able Manitoba. Able to interpret Manitoba.
Code of Ethics and the to evaluate and judge applicable applicable circumstances
Professional Engineering Act circumstances using these codes. using these codes.
of Manitoba, and the
primary role of the engineer
Professionalism to protect the public and the
public interest.
Manitoba Workplace Health Demonstrates exemplary personal Demonstrates awareness of Demonstrates some awareness Demonstrates minimal or no
and Safety Act: and workplace health and safety the importance of personal of the importance of personal awareness of the importance of
Awareness of the importance behaviour, and promotes and workplace health and and workplace health and personal and workplace health
of, and demonstration of, workplace health and safety safety principles, and/or safety. Does not often and safety. Ignores personal and
the principles of personal behaviour in others. demonstrates personal and demonstrate personal and workplace health and safety
and workplace health and workplace health and safety workplace health and safety principles.
safety. behaviour. behaviour.

Registration as a Demonstrates thorough Demonstrates comprehension Demonstrates some Demonstrates minimal or no


Professional Engineer: comprehension of the of the implications of, and the comprehension of the comprehension of the implications
Understands the implications implications of, and promotes the process for, becoming a P.Eng. implications of, and the process of, or the process for, becoming a
of, and the process for, process for, becoming a P.Eng.May for, becoming a P.Eng. P.Eng.
becoming a Registered demonstrate commitment by
Professional Engineer. being a student member of
APEGM.

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 11 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 4 Level 3 Level 2 Level 1
INDICATORS
Focus Areas
Strong Competent Developing Needs Work
Considers Diverse Considers, explains and Considers and explains Some consideration of diverse Minimal consideration of
Perspectives: evaluates multiple diverse multiple diverse perspectives perspectives when diverse perspectives when
Ability to consider other perspectives when when investigating investigating engineering investigating engineering
cultural, disciplinary, and investigating engineering engineering impact on society impact on society and impact on society and
ethical perspectives when impact on society and and environment. environment. environment.
investigating engineering environment.
impact on society and
environment.
Considers Impact: Considers, explains and Considers and explains the Some consideration of the Minimal or no consideration of
Impact of Engineering on Ability to consider the evaluates the impact of impact of engineering impact of engineering the impact of engineering
Society and the impact of engineering engineering interventions on interventions on society and interventions on society and interventions on society and
Environment interventions (decisions and society and environment. environment. environment. environment.
technology) on society and
environment (historical
and/or contemporary).
Solutions for Societal and Identifies, explains and Identifies and explains Identifies some solutions to Minimal or no ability to
Environmental Challenges: evaluates multiple solutions to multiple solutions to challenges in society and the identifying solutions to
Ability to identify solutions challenges in society and the challenges in society and the environment. challenges in society and the
to challenges in society and environment. environment. environment.
the environment.

Personal and Collective Recognizes the responsibility Recognizes the responsibility Some recognition of the Minimal or no recognition of
Responsibility: of engineers and evaluates the of engineers and identifies the responsibility of engineers and the responsibility of engineers
Ability to recognize the consequences of engineering consequences of engineering the consequences of and the consequences of
individual and collective interventions on society and interventions on society and engineering interventions on engineering interventions on
responsibility of engineering environment. environment. society and environment. society and environment.
and its interventions on
society and the
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 12 of 16
10. Ethics and Equity: An ability to apply professional ethics, accountability, and equity.

Level 4 Level 3 Level 2 Level 1


Focus Areas INDICATORS
Strong Competent Developing Needs Work
Ethical Issue Recognition Approaches all situations with Able to approach situations Some ability to approach Minimal or no ability to approach
and Behaviour: awareness and consideration of with consideration of ethical situations with consideration of situations with consideration of
Ability to recognize and act the ethical issues involved, and issues, and acts to resolve ethical issues, and/or some ethical issues.
on ethical issues (personal, actively works to resolve them. them. ability to act to resolve them.
professional and corporate).
Equity: Approaches all situations with Able to approach situations Some ability to approach Minimal or no ability to approach
Ability to recognize consideration of equitable issues with consideration of situations with consideration of situations with consideration of
equitable issues (ethnicity, involved, and actively behaves equitable issues, and acts with equitable issues, and behaves equitable issues.
gender, age, sexual with inclusivity. inclusivity. with some regard for inclusivity.
orientation, faith,
geography, socio-economic
status, etc.), and
acts/behaves with
Ethics and Equity inclusivity.
Accountability: Always assumes responsibility for Assumes responsibility for own Recognizes the need to assume Minimal or no ability to recognize
Recognizes the need to own actions. actions. responsiblity for own actions, the need to assume responsibility
assume responsibility for but may not always act on this for own actions. May blame others
own actions. recognition. for own issues and problems.

Proper Use of Others Always recognizes and applies Recognizes and applies proper Some recognition and Minimal or no recognition and/or
Work: proper ethical use of intellectual ethical use of intellectual application of proper ethical application of proper ethical use
Ability to recognize, property, copyrighted materials, property, copyrighted use of intellectual property, of intellectual property,
understand and apply proper and others research. materials, and others copyrighted materials, and copyrighted materials, or others
ethical use of intellectual research. others research. research.
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 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 13 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.
Level 4 Level 3 Level 2 Level 1
Focus areas INDICATORS
Strong Competent Developing Needs Work
Project Management Proposal: Demonstrates an ability to create Demonstrates an ability to create Demonstrates some ability to Demonstrates minimal or no
(see Individual & Ability to understand the problem, a comprehensive proposal that a proposal that addresses the create a proposal, which may not ability to create a proposal.
Teamwork Rubric for the clients needs, and propose a skillfully addresses the problem problem and the clients needs. fully address the problem and/or
plan. and the clients needs. the clients needs.
Team Management)

Budget: Demonstrates a skillful ability to Demonstrates an ability to create Demonstrates some ability to Demonstrates minimal or no
Ability to create and/or adhere to create and/or adhere to a and/or adhere to a budget. create and/or adhere to a ability to create or adhere to a
a budget. budget. Budget covers all Budget covers all applicable budget. Budget covers most budget.
applicable areas, with room for areas of project. applicable areas.
contingencies.

Risk Analysis: Identifies all risks related to the Identifies risks related to the Identifies some basic risks, and is Identifies few basic risks. May
Ability to identify risks (physical, project. Accurately estimates the project. Estimates the likelihood able to estimate some of the inaccurately estimate the
emotional, monetary, risks of likelihood of the risks, and the of the risks, and the gravity of likelihood of the risks, and the likelihood of the risks, and/or
repute, etc.) related to a project, gravity of their effects. their effects. gravity of their effects. the gravity of their effects.
consider the likelihood of the risks,
and the gravity of their effects.

Economics
Time and Change Management: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to estimate time on task, manage time and change. manage time and change. manage time and change. ability to manage time and
establish deadlines/milestones, change.
follow timeline, monitor and
complete project. Ability to plan
for contingencies and adapt to
change.
Quality Assurance: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to understand and assure understand quality assurance. understand quality assurance. understand quality assurance. ability to understand quality
that work meets assurance.
expectations/specifications/
standards (project,
client/professor, industry, etc.).

Economics Principles: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to comprehend and employ comprehend and employ comprehend and employ comprehend and employ ability to comprehend and/or
economic principles of an economic principles, including economic principles, including economic principles, including employ economic principles,
engineering project, including cost versus value. cost versus value. cost versus value. including cost versus value.
short-term cost vs. long-term
value.

Evaluation of Project Outcomes: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no
Ability to evaluate the project and evaluate project outcomes and evaluate project outcomes and evaluate project outcomes and ability to evaluate project
adapt for subsequent projects. adapt for subsequent projects. adapt for subsequent projects. adapt for subsequent projects. 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 14 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.
Level 4 Level 3 Level 2 Level 1
Focus Areas INDICATORS
Strong Competent Developing Needs Work
Interest and Curiosity: Demonstrates a skillful ability to Demonstrates an ability to explore a Demonstrates some ability to Demonstrates minimal or no ability to
Inclination/ability to explore a explore a subject/topic thoroughly, subject/topic, generating a variety explore a subject/topic, providing explore a subject/topic,
subject/topic in the pursuit of generating a variety of knowledge, of knowledge, demonstrating some knowledge, demonstrating demonstrating minimal interest or
knowledge. possibly specialized or obscure, fascination and curiosity. mild interest and growing curiosity. curiosity.
demonstrating deep fascination and
curiosity.

Initiative: Creates and seeks additional Finds and pursues additional Some inclination to explore Minimal or no inclination to identify
Inclination/ability to explore opportunities for learning. opportunities for learning. additional opportunities for additional opportunities for learning.
additional opportunities for learning.
learning.

Adaptabliity to New Situations: Demonstrates a skillful ability to apply Demonstrates an ability to apply Demonstrates some ability to apply Demonstrates minimal or no ability to
Ability to apply prior knowledge, prior knowledge, skills and/or prior knowledge, skills and/or prior knowledge, skills and/or apply prior knowledge, skills and/or
skills and/or behaviours to new behaviours in an innovative way to new behaviours to new situations. behaviours to new situations. behaviours to new situations.
situations. situations.

Staying Current: Demonstrates an active and thorough Demonstrates engagement in Demonstrates some engagement in Demonstrates minimal or no awareness
Engaged in staying current in the engagement, and promotes staying staying current in the chosen field. staying current in the chosen field. or appreciation for staying current in
chosen field. current and immersed in the chosen the chosen field.
Lifelong Learning field.

Asking Questions: Demonstrates a skillful ability to Demonstrates an ability to Demonstrates some ability to Demonstrates minimal or no ability to
Ability to recognize and/or recognize and construct meaningful recognize and construct meaningful recognize and/or construct recognize or construct meaningful or
construct meaningful and pertinent and pertinent questions. and/or pertinent questions. meaningful or pertinent questions. pertinent questions. May not be
questions. inclined to ask questions.

Handling Constructive Criticism: Demonstrates a skillful ability to seek, Demonstrates an ability to accept Demonstrates some ability to accept Demonstrates minimal or no ability to
Ability to accept and use accept and use constructive feedback. and use constructive feedback. and/or use constructive feedback. accept and use constructive feedback.
constructive feedback (desists from
quarreling; considers others' points
of view; shows appreciation for
feedback; implements change).
Reflection (Lessons Learned): Reflect with depth and insight on Demonstrates an ability to reflect Demonstrates some ability to reflect Demonstrates minimal or no ability to
Ability to reflect on (analyze and experiences/situations. Skillfully on experiences/situations. on experiences/situations. reflect on experiences/situations.
evaluate) experiences/situations, applies what is learned from Demonstrates learning through Demonstrates some learning through Tends to repeat mistakes.
and apply results from reflections to reflections to subsequent reflection. reflection.
subsequent experiences/situations. experiences/situations.
(Learns from successes and
mistakes, and recognizes
limitations.)
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 15 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 4 Level 3 Level 2 Level 1
Focus Areas INDICATORS
Strong Competent Developing Needs Work
Formulate a Topic /Define Demonstrates the ability to succinctly Demonstrates the ability to Demonstrates some ability to Demonstrates minimal or no ability to
Research Scope: articulate a topic. Clearly and articulate a topic. Determines the articulate a topic, but the research articulate a topic. Difficulty
Ability to frame a topic, concisely determines the research research scope, identifies key scope is either too expansive or too determining the research scope,
determine research scope, scope, identifies essential concepts concepts and drafts research limited. Can identify some key identifying key concepts and/or
identify essential concepts and and outlines research questions. questions. concepts and draft some research drafting research questions.
define research questions. questions. Work needs refining.

Execute a Search Strategy and Demonstrates the ability to use Demonstrates the ability to use an Demonstrates the ability to use Demonstrates minimal or no ability to
Retrieve Needed Information: efficient and effectively-designed assortment of search strategies to search strategies to retrieve some formulate simple searches effectively.
Ability to use search strategies search strategies to retrieve the most retrieve relevant and appropriate information sources, but strategies Performs very basic keyword searches
and access information. relevant and appropriate information information sources. Refines are mainly simplistic and limited, (single words and/or simple phrases),
sources. Effectively and recurrently search as needed. and search scope too broad for task which retrieve unacceptably large
refines search. at hand. (Does not use controlled numbers of hits. Information is
vocabularies.) Information is found selected randomly, with little or no
within a narrow range of sources. applicability or value.

Select and Evaluate Selects a variety of sources which Selects variety of sources which Selects some relevant sources, but Selects few sources with little breadth,
Information and Sources thoroughly covers the range of covers the range of research and includes irrelevant sources. Chosen i.e., many sources are from the same
Critically: research and directly relates to relates to concepts or answers information is somewhat connected journal or web site, or from non-
Ability to use criteria to select concepts or answers research research questions. Demonstrates to research concepts or questions. referred articles and/or very general
and evaluate sources and questions. Able to skillfully analyze ability to distinguish between Rarely evaluates information for web sites. Chosen information is not
information. information sources based on relevant and irrelevant reliablity, validity, accuracy, connected to research concepts or
reliablity, validity, accuracy, authority, information. Usually selects authority, purpose, currency or questions. Selects sources using limited
purpose, currency, relevance, sources using multiple criteria, relevance. Many sources are not criteria, such as reliability, validity,
partiality and audience. Sources are such as reliablity, validity, authoritative, neither is there a accuracy, authority, purpose, currency
balanced and mostly authoritative. accuracy, authority, purpose, variety or balance of sources. or relevance.
Research/ currency, and relevance. Sources
Information Literacy not always balanced.

Use Information to Realize an Condenses, organizes and integrates Condenses, organizes and Able to summarize several sources, Has difficulty condensing and
Objective: information from a variety of sources integrates information from most but has difficulty integrating/making integrating information from many
Ability to use information from a to effectively and fully, realize a sources to support purpose. the connections necessary to sources, so does not accomplish the
variety of sources to achieve an specific purpose. Relates the relevancy Relates the relevancy of most support the purpose, (i.e., the proposed purpose.
intended purpose. of each source to the topic. sources to the topic. information needs to be The information is disjointed and/or
synthesized). used incorrectly/ineffectively, i.e.,
misrepresented. Direct quotes from
sources may be overused.

Legal and Ethical Use of Properly and legally cites all Properly and legally cites most Some evidence of properly and Has quoted directly from sources
Information: information sources. Gets permission information sources. For legally citing information sources. without properly and legally citing
Ability to appropriately employ to use information sources. appropriate cases gets permission Does not always get permission to information sources (plagiarism); or
strategies to demonstrate an Demonstrate complete comprehension to use information sources. use information sources. does not know about getting permission
ability to recognize, understand of the legal and ethical boundaries Demonstrates comprehension of Demonstrates some comprehension to use information sources. Does not
and apply proper ethical and when using intellectual property, the legal and ethical boundaries of the legal and ethical boundaries understand the legal and ethical
legal use of intellectual copyrighted materials and research. when using intellectual property, when using intellectual property, boundaries when using intellectual
property, copyrighted materials copyrighted materials and copyrighted materials and research. property, copyrighted materials and
and research (i.e., proper use of research. research.
references and citations, and
restating, quoting and
summarizing; allegiance to
original context; differentiation
between public and original
knowledge).
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.

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