CED3601 ASSESSMENT 6: RUBRICS FOR ASSESSING GRADUATE ATTRIBUTES

STUDENT NUMBER:

Graduate Attributes being assessed:

Graduate Attribute 5:
Graduate Attribute 7: Graduate Attribute 9:
Graduate Attribute 3: Engineering methods,
Sustainability and impact of Independent learning
Engineering design skills and tools, including
engineering activity ability
information technology

Perform procedural design Demonstrate competence to Demonstrate critical awareness

Demonstrate competence to
and synthesis of use appropriate engineering of the sustainability and impact
engage in independent
components, systems, methods, skills and tools, of engineering activity on the
learning through well-
engineering works, products including those based on social, industrial and physical
developed learning skills.
or processes. information technology environment.

Process Synthesis Sustainability of the process

Detailed design of heat
(including mass and in terms of the safety and Literature Review
exchanger
energy balances) environmental impact

Moderators Signature:

Date:
 GA 3. Engineering Design: Perform procedural design and synthesis of components, systems, engineering works, products or processes.

GRADUATE ATTRIBUTE MET: ☐YES ☐NO

Indicators
Level 4 Level 3 Level 2 Level 1 Examiner Moderator

Strong Competent Developing Needs Work

DE.1 - Demonstrates a Demonstrates an Demonstrates some Does not understand
Understands comprehensive ability to understand ability to understand or demonstrates a
the problem and ability to understand and explain design and explain design limited understanding
design scope and explain a design problem and scope. scope. the problem
(i.e., context and problem and scope.
need for a
design solution)
and plan and
formulate criteria
for an acceptable
design solution.
DE.2 - Develops Considers multiple Considers multiple Considers a few Considers a single
design process approaches to approaches to solving approaches to solving approach to solving a
by solving a problem a problem, which is a problem; doesn't problem. Does not
demonstrating and develops a justified and considers always consider consider
ability to develop logical, consistent consequences. consequences. consequences.
an approach to plan. Recognizes
solve the consequences of
problem solution and can
articulate reason for
choosing solution.
Indicators
Level 4 Level 3 Level 2 Level 1 Examiner Moderator

Strong Competent Developing Needs Work

DE.3 - Develops Demonstrates a skilful Demonstrates an Demonstrates some Demonstrates
,implements , (through/insightful/creative) ability to execute a ability to execute a minimal or no ability
recommends, ability to execute a solution solution taking into solution that attends to execute a
and justifies a taking into consideration all consideration design to the problem but solution. Solution
final design design requirement and requirements and omits some design does not directly
pertinent contextual some contextual requirements and/ or attend to the
elements. elements pertinent contextual problem.
elements.

DE.4 – Demonstrates a skilful Demonstrates an Demonstrates some Demonstrates

Evaluates a (through/insightful) ability ability to ability to evaluate / minimal or no ability
final design evaluate/confirm the evaluate/confirm the confirms the to evaluate/ confirm
functioning of the final functioning of the final functioning of the the functioning of the
design, with deliberation for design. The final design, but the final design.
further improvement. evaluation is evaluation lacks
complete and has depth and/ or is
sufficient depth. incomplete.
Adapted from McGill University, Graduate Attribute Indicator Rubrics
 Graduate Attribute 5: Engineering methods, skills and tools, including information technology.
Demonstrate competence to use appropriate engineering methods, skills and tools, including those based on information technology.

GRADUATE ATTRIBUTE MET: ☐YES ☐NO

Indicators Level 4 Level 3 Level 2 Level 1 Examiner Moderator

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

Identify and Use Demonstrates skillful Demonstrates some Competent

Tools: Demonstrates an ability Demonstrates minimal
ability to ability to
Ability to identify and to or no
identify and use the identify and use tools for
use relevant tools for an identify and use relevant ability to identify or use
most relevant tools for a an engineering activity
engineering activity. tools for an engineering tools for an engineering
range of engineering but may not identify the
activity. activity.
activities. most relevant tool.
Create Tools: Demonstrates some Demonstrates minimal Competent
Ability to create Demonstrates skillful Demonstrates an ability
ability to create or no
engineering tools. ability to create to create engineering
engineering tools with ability to create
engineering tools. tools.
guidance. engineering tools.
Evaluate Tools: Demonstrates the ability Demonstrates some Demonstrates minimal Competent
Ability to identify the Demonstrates skillful
to ability to or no
limitations in the use of ability to
identify the limitations of identify the limitations of ability to identify the
engineering tools, and evaluate the limitations
tools and understands tools and some limitations of tools and
their underlying of tools and discusses
assumptions. the understanding of the understand the
the assumptions.
assumptions. assumptions. assumptions.
Adapted from University of Manitoba, Graduate Attribute Rubrics
GA 7. Sustainability and Impact of Engineering Activity:

Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.

GRADUATE ATTRIBUTE MET: ☐YES ☐NO

Indicators Examiner Moderator

Level 4 Level 3 Level 2 Level 1
Strong Competent Developing Needs Work
1 - Understands the • Considers and evaluates • Demonstrates • Demonstrates some • Demonstrates
social, diverse interactions of understanding of diverse understanding of diverse minimal
environmental, engineering on society and interactions of engineering interactions of understanding of
economic, health, the environment. on society and the engineering on society diverse interactions
safety, legal and/or environment. and the environment. of engineering on
cultural aspects of society and the
engineering environment.
activities
2 - Understands • Formulates sustainable • Demonstrates a good • Understands the three • Cannot define or
and/or applies the development into a set of grasp of the three pillars of dimensions of sustainable apply the concepts of
concepts of design objectives and sustainable development development (social sustainable
environmental evaluation criteria for as well as the trade-offs justice, environmental development or
stewardship, engineering project between them preservation, economic sustainable design •
sustainable design alternatives • Knows how they affect growth) but does not Does not know how
and sustainable • Develops novel methods engineering know how they relate to sustainability is
development for evaluating the design/implementation engineering linked to uncertainty
sustainability of engineering • Uses methods to measure •Understands that
designs uncertainty and knows they sustainability entails
• Fully integrates measures can apply in the context of designing for the future
of uncertainty in the sustainability which is uncertain
sustainability evaluation of
engineering designs and
projects
3 - Conducts • Fully quantifies the • Identifies environmental • Identifies a list of • Is incapable of
social and/or environmental and social impacts and knows potential environmental identifying potential
environmental impacts associated with different methods to impacts of a project in environmental
impact analyses engineering project estimate environmental his/her branch of impacts of a specific
alternatives impacts of engineering engineering but cannot project in his/her
• Uses a diversity of designs in his/her branch of estimate them branch of
approaches to "measure" engineering • Knows the difference engineering
the sustainability of designs • Uses a learned approach between single objective • Is not familiar with
(e.g., life cycle analysis, to measure the and multiple objective different methods to
multi-criteria analysis, or sustainability of designs measures for quantify the
monetary valuation) (e.g., life cycle analysis, sustainability evaluation of sustainability of
multi-criteria analysis, or designs different designs
monetary valuation)

4 - Identify Identifies, explains, and Identifies some solutions to Identifies and explains Minimal or no ability
solutions to evaluates multiple solutions challenges in society and multiple solutions to to identifying
challenges in to challenges in society and the environment. challenges in society and solutions to
society and the the environment. the environment. challenges in society
environment and the environment.
 GA 9. Independent Learning: Demonstrate competence to engage in independent and life-long learning through well-developed learning
skills.

GRADUATE ATTRIBUTE MET: ☐YES ☐NO

Indicators Level 4 Level 3 Level 2 Level 1 Examiner Moderator

Strong Competent Developing Needs Work
IL.1 - Planning and Demonstrates a skillful Demonstrates a good Demonstrates some Demonstrates minimal
Monitoring: ability to take initiative, ability to take initiative, basic ability take or no ability to
Takes initiative by plan and monitor plan and monitor initiative, plan and take initiative, plan and
identifying learning progress. progress. monitor progress. monitor progress.
needs, setting learning
goals and strategies,
and reviewing
progress towards
achieving goals.
IL.2 - Engages in Strives for the deepest Is unsatisfied with Focuses on Lacks basic
self- direction and possible superficial memorization, understanding in many
self- evaluation. understanding. explanations or learns mechanical areas but makes no
Ability to reflect on Identifies limitations in understanding; procedures. Does not attempt remedy
Lifelong Learning

(analyze and evaluate) traditional questions look outside the situation.

learning understanding in an assumptions. Engages course content. Demonstrates minimal
experiences/situations, area. in self-study on topics Demonstrates some or no ability to
and apply results from
Attempts rigorous of interest. ability to reflect reflect on
reflections to
subsequent solutions to Demonstrates a fairly on experiences/situations.
experiences/situations problems. good ability to reflect experiences/situations. Tends to repeat
Reflect with depth and on Demonstrates some mistakes.
insight on experiences/situations. learning through
experiences/situations. Demonstrates learning reflection.
Skillfully applies what through reflection.
is learned from
reflections to
subsequent
experiences/situations.
IL.3- Adapts Generates a solution Recognizes parallels, Realizes a new Unable to identify
learning strategies to a new problem by analogies or problem analogies or parallels
to new conditions: drawing from similarities to a more relates to a familiar between problems;
Ability to apply prior numerous situations; familiar situation situation, but fails to slight variations make
knowledge, similarities are found
 skills and/or with significantly Is able to adapt from make the all necessary familiar problems
behaviours to new different situations; known approach adaptations unsolvable
situations. final solution is highly Is able to generate few
novel, adept and/or new tactics as needed
elegant
IL.4-Applies Demonstrates a skillful Demonstrates an Demonstrates some Demonstrates no
appropriate ability to explore an ability to explore an independent ability to independent ability to
knowledge and extra subject/topic extra subject/topic explore an extra explore an extra
skills to learning independently. independently. subject/topic. subject/topic
activities: Relates and applies Relates academic Relates academic Unable to relate
learning to a range of learning to practical learning to some academic learning to
practical issues. issues in the field practical issues in the practical issues
field
Independent In-depth analysis

IL.5-Locates Demonstrates the Demonstrates the Demonstrates the Demonstrates minimal

required ability to use ability to use an ability to use or no ability to
information efficient and effectively assortment of search search strategies to formulate simple
designed search strategies to retrieve retrieve some searches effectively.
strategies to retrieve relevant and information sources, Performs very basic
the most relevant and appropriate but strategies are keyword searches
appropriate information sources. mainly simplistic and (single words and/or
information sources. Selects sufficient limited, and search simple phrases), which
Selects a variety of sources which scope too broad for retrieves Information
sources which covers the research task at hand. with little or no
thoroughly covers the questions. Information is found applicability.
research questions. Demonstrates ability to within a narrow range Selects few sources
Able to skillfully distinguish between of sources. with little breadth,
analyze resources relevant and irrelevant Selects some relevant Chosen information is
partiality and information. Usually sources, but not connected to
audience. Sources are selects sound sources. includes irrelevant research questions.
balanced and mostly sources. Selects sources using
authoritative. limited criteria.
IL.6- Utilizes Condenses, organizes Condenses, organizes Chosen information is Has difficulty
information and integrates and integrates somewhat connected condensing and
effectively and information from a information from most to research concepts integrating information
ethically variety of sources sources to support or questions. Rarely from many
to effectively and fully, purpose. Relates the evaluates information. sources, so does not
realize a specific relevancy of most Some evidence of accomplish the
purpose. Relates the sources to the topic. properly and legally proposed purpose.
relevancy of each Cites most information citing information The information is
source to the topic. sources correctly. sources. disjointed and/or used
Cites all information Able to summarize incorrectly/ineffectively,
sources appropriately. several sources, i.e., misrepresented.
but has difficulty Direct quotes from
integrating/making sources may be
the connections overused. Has quoted
necessary to support directly from sources
the purpose. without properly and
legally citing
information sources
(plagiarism).

Adapted from University of Manitoba, Graduate Attribute Rubrics