3.07 Communications 3.2.6a Prepare a presentation with appropriate language, style, timing and flow APSC291/292 3.07 Communications 3.2.6b Prepare and deliver a presentation with appropriate language, style, timing and flow APSC291/292 3.07 Communications 3.2.6c Prepare presentation materials with appropriate language, style, timing and flow APSC291/292 3.07 Communications 3.2.6d Use appropriate nonverbal communications (gestures, eye contact, poise) APSC291/292 3.07 Communications 4.3.1 Apply the language/format of goals and requirements APSC291/292 3.11 Economics Gather appropriate information, categorize it, and determine the economic attractiveness of an engineering project APSC-221 3.11 Economics 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 APSC-221 3.11 Economics a project from scoping to completion, including scheduling APSC-221 3.11 Economics for the management of risks and changes required for project APSC-221 3.11 Economics Describes new enterprise formation, business planning and the economic attractiveness of the enterprise. APSC-221 Graduating year MME specific information for the graduating year is detailed in section 3.1 of the main body of the questionnaire. Curriculum mapping In addition to mapping indicators to courses as shown above, a survey of instructors in the faculty was conducted to look at the alignment between the curriculum and the graduate attributes. Each course instructor was asked to respond to a set of questions about each course they teach. The questions were as follows: What methods of instruction do you use in your course? (respondents select from list provided) MY1 MY3 MY4 MY5
and conclusions, supported by authoritative information. APSC-100 (2010-2011) Written Communications Rubric 1 (not demonstrated) 2 (marginal) 3 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. Clear 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, 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; units specified; acronyms and symbols defined No typos or grammatical errors; attractively and professionally formatted. /4 Information usage 3.07-FY3: Summarizes accurately Erroneous or incomplete conclusions 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 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; cited 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 open-ended 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 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 taken, 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 where appropriate Comprehensive evaluation of design solution, with recommendations for future work or implementation /4 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 /4
accurately. At the end of the semester approximately 15% of the student teams were deemed to be below target on written communications, as measured by their final report. Figure 12 Figure 13 Threshold Target 1 - Not Demonstrated 2 - Marginal 3 - Meets Expectations 4 - Outstanding Final Report 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 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 14 Threshold Target
1 - Not Demonstrated 2 - Marginal 3 - Meets Expectations 4 - Outstanding Proposal Report - Coherence & Format: Sequence, transitions, formatting Poorly prganized; rambling, 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; units 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 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 Figure 15
1 - Not Demonstrated 2 - Marginal 3 - 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. 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 Oral Communication - Slides: Mechanics, acronyms, units, graphics Numerous 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 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; Generally understood with some volume, pitch and speed issues; some questions answered incorrectly; 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
3.05 Engineering tools 3.05-FY1 Selects appropriate measurement devices or techniques to accomplish a task 3.05-GY1 Evaluates techniques, resources, and tools to identify their limitations with respect to needs 3.05-FY2 Follows protocols when using techniques, skills and tools 3.05-GY2 Applies appropriate techniques, and processes to accomplish a task 3.05-FY3 Demonstrates correct use of testing apparatus, databases and models 3.05-GY3 Evaluates appropriateness of results from several engineering techniques and tools 3.06 Teamwork 3.06-FY1 Recognizes a variety of working and learning preferences 3.06-GY1 Demonstrates capacity for initiative and technical or team leadership while respecting others' roles 3.06-FY2 Applies principles of conflict management to resolve team issues 3.06-GY2 Evaluates team effectiveness and plans for improvements 3.06-FY3 Assumes responsibility for own work and participates equitably 3.06-FY4 Describes own temperament 3.06-FY5 Critically analyzes results from a temperament sorter, defending opinion of how well results apply 3.06-FY6 Analyzes impact of own temperament on group work 3.06-FY7 Exercises initiative and contributes to team goal-setting 3.07 3.07-FY1 Writes using standard formats Adapts format, content, organization, and tone for various audiences 3.07-GY1 Writes and revises documents using appropriate discipline-specific conventions 3.07-FY2 Writes standard grammar and mechanics 3.07-GY2 Demonstrates accurate use of technical vocabulary 3.07-FY3 Summarizes and paraphrases written work accurately with appropriate citations 3.07-GY3 Demonstrates confidence in formal and informal oral communications 3.07-FY4 Delivers clear and organized formal presentation following established guidelines 3.07-GY4 Uses appropriate referencing to cite previous work
3.12-FY4 Describes own learning style 3.12-GYX Identifies resources and professional associations that address own ongoing professional development (Later year) 3.12-FY5 Identifies appropriate technical literature and other information sources to meet a need 3.12-GYX Recognizes the need to keep current regarding new developments in field (Later year) 3.12-FY6 Critically evaluates the procured information for authority, currency, and objectivity. 3.12-FY7 Describes connections between past experience and future projects 3.12-FY8 Selects project planning strategies based on past experience
select the grade range that most accurately reflects your overall academic average in the Queen’s engineering program. Appendix 3.1C: Definitions and Guidelines Criterion 3.1 The institution must demonstrate that the graduates of a program possess the attributes under the following headings. The attributes will be interpreted in the context of candidates at the time of graduation. It is recognized that graduates will continue to build on the foundations that their engineering education has provided. 3.1.1 A knowledge base for engineering: Demonstrated competence in university level mathematics, natural sciences, engineering fundamentals, and specialized engineering knowledge appropriate to the program. 3.1.2 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. 3.1.3 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. 3.1.4 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. 3.1.5 Use of engineering tools: An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools to a range of engineering activities, from simple to complex, with an understanding of the associated limitations. 3.1.6 Individual and team work: An ability to work effectively as a member and leader in teams, preferably in a multi-disciplinary setting. 3.1.7 Communication skills: An ability to communicate complex engineering concepts within the profession and with society at large. Such ability includes reading, writing, speaking and