3.02 Problem analysis 3.02-GY3 Selects and applies appropriate model and analysis to solve problems GEOL 446/447 3.02 Problem analysis 3.02-GY4 Evaluates validity of results and model for error, uncertainty GEOL 446/447 3.04 Design 3.04-GY1 Identify problem and constraints including health and safety risks, applicable standards, economic, environmental, cultural and societal considerations GEOL 446/447 3.04 Design 3.04-GY2 Applies appropriate knowledge, judgement, and design in creating and analyzing conceptual design solutions to select best concept GEOL 446/447 3.04 Design 3.04-GY3 Creates and simulations, models, and/or prototypes at various points in design with complexity appropriate to design stage GEOL 446/447 3.04 Design 3.04-GY4 Assesses design performance on requirements, yield, reliability, and/or safety as appropriate GEOL 446/447 3.04 Design 3.04-GY5 Identifies possibilities for further improvement and conducts design review to evaluate performance of the overall process. GEOL 446/447 3.05 Engineering tools 3.05-GY1 Evaluates techniques, resources, and to identify their limitations with respect to needs GEOL 446/447 3.05 Engineering tools 3.05-GY2 Applies appropriate techniques, tools, and processes to accomplish a task GEOL 446/447 3.05 Engineering tools 3.05-GY3 Evaluates appropriateness of results from several engineering techniques and tools GEOL 446/447 3.06 Teamwork 3.06-GY1 Demonstrates capacity for initiative and technical or team leadership while respecting others' roles GEOL 446/447 3.06 Teamwork 3.06-GY2 Evaluates team effectiveness and plans for improvements GEOL 446/447 3.07 Communications 3.07-GY1 Writes and revises documents appropriate discipline-specific conventions GEOL 446/447 3.07 Communications 3.07-GY2 Demonstrates accurate use of technical vocabulary GEOL 446/447
Final Presentation A presentation on the final solution/implementation of the project - APSC-100 Oral Comm: Organization - APSC-100 Oral Comm: Content - APSC-100 Oral Comm: Slides - APSC-100 Oral Comm: Speakers - APSC-100 Oral Comm: Purpose and style The Table below summarizes which assignments were used to assess each of the indicators across the entire course. Module 1 Module 3 Indicators Assignment: Learning Styles and Professional Communication Problem Solving and Modeling Activity 1 (PSM1) Problem Solving and Modeling Activity 2 (PSM2) Problem Solving and Modeling Activity 4 (PSM4) Midterm Individual Assessment Final Individual Assessment Team Assignment 1: Project Definition (TA1) Team Assignment 2: Project and Information (TA2) Proposal Report Draft Proposal Report Report FEAS – 3.02-FY1 X X FEAS – 3.02-FY2 X X X FEAS – 3.02-FY3 X X X FEAS – 3.02-FY4 X X X FEAS – 3.04-FY1 X FEAS – 3.04-FY2 X X FEAS – 3.04-FY3 X FEAS – 3.04-FY4 X FEAS – 3.04-FY5 X FEAS – 3.04-FY6 X FEAS – 3.04-FY7 X FEAS – 3.06-FY1 X FEAS – 3.06-FY2 X X FEAS – 3.06-FY3 X X FEAS – 3.06-FY7 X X FEAS – 3.07-FY3 X X X FEAS – 3.08-FY2 X FEAS – 3.09-FY4 X FEAS – 3.10-FY3 X X FEAS – 3.11-FY1 X FEAS – 3.11-FY2 X FEAS – 3.11-FY3 X X FEAS – 3.12-FY1 X
APSC-100 (2010 -2011) MEA1: Mersey Venture Elevator Failure 1 (not demonstrated) 2 (marginal) 3 (meets expectations) 4 (outstanding) Mark (/4) Information summary 3.02-FY1: Identify problem Information not identified properly, no information, or information copied from assignment. Some important information or biases not identified, or trivial/incorrect information included. Identifies and unknown information, uncertainties, and biases. Meets expectations plus: Includes information from authoritative sources to inform process, model, and conclusions. /4 Proposed process 3.02-FY2: Create process No or inadequate process Process identified misses some important factors; some assumptions left unidentified or unjustified. Creates justified process for solving problem, suppored by information. Meets expectations plus: Comprehensive process model; comparison with other possible approaches. /4 3.02-FY3: Select model No analysis, or model/analysis selected is inappropriate Model selected, some errors in analysis or inappropriate assumptions. Selects and applies appropriate quantitative model and MATLAB analysis to solve problems, using reasonable approximations and assumptions. Meets expectations plus: Authoritative research used to defend assumptions and approximations made /4 Model results and conclusions 3.02-FY4: Evalute solution No evaluation of solution. Superficial evaluation of solution Evaluates validity of results and model for error, uncertainty expectations plus: Evaluates conclusions and presents potential improvements. /4 Recommendations 3.10-FY3: Describes ethical issues No or trivial recommendations Some important recommendations and implications missed. Makes supported recommendations to prevent future failures; describes implications to stakeholders. Meets expectations plus: Information, model, and conclusions used to make recommendations supported by authoritative information. /4
APSC-100 (2010-2011) Written Communications Rubric 1 (not demonstrated) 2 (marginal) 3 (meets expectations) 4 (outstanding) Mark (/4) Purpose and style Unclear purpose. Tone and style inappropriate. Audience needs not met. Some aspects of presentation don’t achieve purpose. purpose is met. Formal tone and style appropriate to audience Professional tone and style. Authoritative and convincing /4 Coherence and Format Sequence, transitions, formatting Poorly organized; rambling, lacks unity; Inconsistent writing/formatting; lacks transitions; many gaps or redundancies. Handwritten material. Organization sometimes unclear; some unsuitable sections, minor gaps or redundancies, minor formatting problems; some wordy expressions . "This is/There is/It is" … Organized, appropriate sections, uniformly and correctly formatted; little irrelevant information. Focused, logically organized; skillful and varied transitions. Professionally formatted. No irrelevant information /4 Graphical communications Figures and tables not related to text. Improper referencing of figures. List of tables/figures missing. Some figures and tables not discussed in text. Figure/table captions missing. Incomplete/ inconsistent list of tables/ figures. Figures and tables referred to in text, captioned. Appropriate lists of figures/tables. Figures and tables professionally formatted, integrated into text, complementing text /4 Correctness Numerous grammar errors; disorganized sentence structure; inappropriate units or significant digits; acronyms not defined Some grammar/ punctuation errors; spelling; incomplete sentences. Relatively free of grammar/ punctuation errors; specified; acronyms and symbols defined No typos or grammatical errors; attractively and professionally formatted. /4 Information 3.07-FY3: Summarizes accurately Erroneous or incomplete conclusions drawn from sources, or inappropriate quality or quantity of background information. Sources summarized with minor misconceptions. Summarizes and paraphrases appropriate sources accurately with appropriate citations Multiple authoritative, objective, reliable sources used; cited and formatted properly /4 Overall: /
APSC-100 (2010-2011) Oral Communications Rubric Team Number: Date: Evaluator: 1 (not demonstrated) 2 (marginal) 3 (meets expectations) 4 (outstanding) Mark (/4) Purpose & Style Unclear purpose. Tone and style inappropriate. Audience needs not met. Some aspects of presentation don’t achieve purpose. Clear purpose is met Formal tone and appropriate to audience Professional tone and style Authoritative and convincing Organization Sequence; transitions. Methods to emphasize content (illustrations, repetition) Insufficient content; poorly organized; rambling; not understandable Organization sometimes unclear; some unsuitable sections; disconnected. Some useful information missing. Organized; appropriate information; generally smooth transitions between topics Slides logical, easy to follow; detailed, impressive depth of thought; excellent transitions between topics Content Minimal content that does not demonstrate appropriate progress on project. Generally appropriate content but some information missing. Appropriate content covering project background, scope, relevant information, design options, and work completed. Excellent content and evidence of detailed thought and analysis. Slides Mechanics, acronyms, units, graphics Numerous typos and grammatical errors; unprofessional and inconsistent formatting; figures and tables unclear or unrelated Some typos; some inconsistency in formatting; some acronyms and symbols not defined; inappropriate use of figures/tables Relatively free of and grammatical errors Slides uniformly formatted Acronyms and symbols defined; appropriate graphics Slides free of typos and grammatical errors; slides uniformly formatted and professional; material and graphics support main ideas Speakers Volume, speed, cadence, English usage; questions. Use of aids Hard to understand/hear the speaker; speaking far too fast/slow; questions not satisfactorily answered; reading from notes Generally understood with some volume, pitch and speed issues; some questions answered incorrectly; reading off of slides Understandable, appropriate volume, pitch and speed; questions generally answered correctly; aids used properly Professional variation in volume, speed; very knowledgeable and clear when handling questions; aids used very well Overall:
APSC-100 Module 3: Final team evaluation 1 (not demonstrated) 2 (marginal) 3 (meets expectations) 4 (outstanding) Mark Information Management 3.04-FY4: Gathers info No significant information used, not cited; blatant plagiarism. Insufficient usage; improper citations. Gathers and uses information from appropriate sources, including applicable standards, patents, regulations as appropriate, with proper citations Uses information from multiple authoritative, objective, reliable sources; and formatted properly /4 Project Management 3.11-FY1: Manage time and money No useful timeline or budget described; poorly managed project; safety issues Poor timeline or budget; infrequent meetings; minor safety problems Plans and efficiently manages time and money; team effectively used meetings; safety considerations are clear Efficient, excellent project plan presented; detailed budget; potential foreseen and mitigated /4 Design process 3.04-FY1: Uses process No discussion of design process. Generic design process described. Describes design process used to design system, component, or process to solve complex problem. Comprehensive design process described, with appropriate iterations and revisions based on project progress /4 Social, environmental, and financial factors 3.09-FY4: Sustainability in decisions No consideration of these factors. Factors mentioned but no clear evidence of impact on decision making. Incorporated appropriate social, environmental, and financial factors in decision making Well-reasoned analysis of these factors, with risks mitigated where possible /4 Implementation Insufficient implementation Sufficient implementation but some opportunities not or feedback at proposal not incorporated in implementation Appropriate effort, analysis, and/or construction demonstrated to implement product, process, or system Outstanding implementation /4 Evaluation 3.04-FY7: Compares solution No evaluation of design solution Some factors missed in evaluating design solution Compares the design solution against the project objectives and functional specifications, providing qualitative evaluation appropriate Comprehensive evaluation of design solution, with recommendations for future work or implementation /4
Written communication Poorly constructed report Some organization problems, formatting problems, redundancy, spelling grammar/errors Report achieves goal using formal tone, properly formatted, concisely written, appropriate use of figures, few spelling/grammar errors Professional tone, convincing argument, authoritative, skillful transitions /4
Figure 4 Threshold Target 1 - Not Demonstrated 2 - Marginal 3 - Meets Expectations 4 - Outstanding Final Report Written Communication Poorly constructed report Some organization problems, minor formatting problems, redundancy, spelling/grammar errors Report achieves goal formal tone, properly formatted, concisely written, appropriate use of figures, few spelling/grammar errors Professional tone, convincing argument, authoritative, skillful transitions Team Assignment 2 Communication: Conciseness Wordy expressions, including "This is/There is/It is" structures. Many redundancies or gaps Some irrelevant information, wordy phrases, redundancies, and/or gaps Concise prose, few extraneous words. Little irrelevant information Concise, meaningful text, with no irrelevant information. Appropriate use of varied sentence structures. Figure 5 Threshold Target 1 - Not Demonstrated 2 - Marginal 3 - Meets Expectations 4 - Outstanding Proposal Report - Coherence & Format: Sequence, transitions, formatting Poorly prganized; rambling, lacks unity; Inconsistent writing/formatting; lacks transitions; many gaps or redundancies. Handwritten material Organization sometimes unclear; some unsuitable sections, minor gaps or redundancies, minor formatting problems; some wordy expressions "This is/There is/It is" Organized, appropriate sections, uniformly and correctly formatted; little irrelevant information. Focused, logically organized, skillful and varied transitions. Professionally formateed. No irrelevant information
Proposal Report - Correctness Numerous grammar errors; disorganized sentence structure; inappropriate units or significant digits; acronyms not defined Some grammar/ punctuation errors; spelling; incomplete sentences. Relatively free of grammar/ punctuation errors; specified; acronyms and symbols defined No typos or grammatical errors; attractively and professionally formatted. Proposal Report - Graphical Communications Figures and tables not related to text. Improper referencing of figures. List of tables/figures missing. Some figures and tables not discussed in text. Figure/table captions missing. Incomplete/ inconsistent list of tables/ figures. Figures and tables referred to in text, captioned. Appropriate lists of figures/tables. Figures and tables professionally formatted, integrated into text, complementing text Proposal Report - Purpose & Style Unclear purpose. Tone and inappropriate. Audience needs not met. Some aspects of presentation don’t achieve purpose. Clear purpose is met. Formal tone and style appropriate to audience Professional tone and style. Authoritative and convincing Figure 6 1 - Not Demonstrated 2 - Marginal 3 - Meets Expectations 4 - Outstanding Oral Communication - Content Minimal content that does not demonstrate appropriate progress on project. Generally appropriate content but some information missing. Appropriate content covering project background, scope, relevant information, design options, and work completed. Excellent content and evidence of detailed thought and analysis. Oral Communication - Organization: Sequence; transitions. Methods to emphasize content (illustrations, repetition) Insufficient content; poorly organized; rambling; not understandable Organization sometimes unclear; some unsuitable sections; disconnected. Some useful information missing. Organized; appropriate information; generally smooth transitions between topics Slides logical, easy to follow; detailed, impressive depth of thought; excellent transitions between topics Oral Communication - Purpose & Style Unclear purpose. Tone and style inappropriate. Some aspects of presentation don’t achieve purpose. Clear purpose is met. Formal tone and style appropriate to audience Professional tone and style. Authoritative and convincing
Audience needs not met. Oral Communication - Slides: Mechanics, acronyms, units, graphics Numerous typos and grammatical errors; unprofessional and inconsistent formatting; figures and tables unclear or unrelated Some typos; some inconsistency in formatting; some acronyms and symbols not defined; inappropriate use of figures/tables Relatively free of typos and grammatical errors. Slides uniformly formatted. Acronyms and symbols defined; appropriate graphics Slides free of typos and grammatical errors; slides uniformly formatted and professional; material and graphics support main ideas Oral Communication - Speakers: Volume, speed, cadence, English usage; questions. Use of aids Hard to understand/hear the speaker; speaking far too fast/slow; questions not satisfactorily answered; reading from notes Generally understood with some volume, pitch and speed issues; some questions answered incorrectly; reading off of slides Understandable, appropriate volume, pitch and speed; questions generally answered correctly; aids used properly Professional variation in volume, pitch, speed; very knowledgeable and clear when handling questions; aids used very well Figure 7 Figure 8 Figure 9 Figure 10 Professionalism Individual professional behaviour, punctuality, responsibility, and communication etiquette was assessed on the team design projects at the middle and end of the projects. Additionally, a indicator was assessed that required students to deal with an ethical dilemma using PEO’s code of ethics (this indicator overlaps with the Ethics and Equity attribute). The student scores are shown below. Generally graders felt that the students showed appropriate professional behaviour on teams,
Analyzes impact of own temperament on group work Exercises initiative and contributes to team Writes using standard formats Adapts format, content, organization, and tone for various audiences Writes and revises documents using appropriate conventions Writes using standard grammar and mechanics Demonstrates accurate use of technical vocabulary Summarizes and paraphrases written work accurately with appropriate citations Demonstrates confidence in formal and informal oral communications Delivers clear and organized formal presentation following established guidelines Uses appropriate referencing to cite previous work Creates effective figures, tables, and drawings employing standard conventions to compliment text. Uses graphics to explain, interpret, and assess information Describes role of protection of the public and public interest in decision making Integrates standards, codes of practice, and legal and regulatory factors into decision-making processes (as appropriate) Demonstrates punctuality, responsibility and appropriate communication etiquette Demonstrates professional bearing Participates actively in meetings, helps to generate ideas Impact of engineering Describes relationship between human activity and earth systems Considers economic, social, and environmental factors and/or impacts in decisions
Describes management techniques for sustainable development Evaluates among goals and concepts Describes relevant legal requirements governing engineering activities Explains the societal, enterprise, and/or technical context of the system Incorporates sustainability considerations in decision making (societal and ecological) Evaluates technical, social, and environmental trade-offs among goals and concepts Ethics and equity Demonstrates behaviour congruent with academic integrity expectations of university and faculty Identifies and iterates items from the professional codes of conduct Describes ethical issues and how they affect the individual, the company and the public Describes consequences of deviating from professional codes of conduct and university code of conduct Economics Plans and efficiently manages time and money Gather appropriate information, categorize it, and determine the economic attractiveness of an engineering project Establishes appropriate project scope, after consultation with client, based on available resources. Measure the financial impact of risks that are associated with the engineering project and consider the risk and return relationship as a component of
determining economic attractiveness Plan maps out project with milestones and delegation. Plans a project from scoping to completion, including scheduling Plans for the management of risks and changes required Describes new enterprise formation, business planning and the economic attractiveness of the enterprise. Describe a project's sustainability and broader contribution and impact on the enterprise, environment and society Lifelong learning Uses information effectively, ethically, and legally to accomplish a specific purpose, including clear attribution of Information sources. Critically evaluates procured information for authority, currency, and objectivity. Identifies a specific learning need or knowledge gap. Demonstrate skills of Makes accurate use of technical literature and other information sources. Describes professional and academic societies in the discipline and how new knowledge enters discipline. year) Describes own learning style Identifies resources and professional associations that address own ongoing
professional development (Later year) Identifies appropriate technical literature and information sources to meet a need Recognizes the need to keep current regarding new developments in field (Later year) Critically evaluates the procured information for authority, currency, and objectivity. Describes connections between past experience and future projects Selects project planning strategies based on past experience