SURVEYING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES

based teaching and assessment along with the traditional input-based teaching and assessment, data are being collected in a variety of forms. Some of the indirect data being gathered comes from students in the form of the Student Exit Survey. This survey was developed to measure students ’ perception of how well their program prepared them with regards to the CEAB twelve graduate attributes. The survey asked students to consider a large number of indicators for each of the graduate attributes. The indicator list was originally constructed with the intention of sufficiently defining each attribute for the five engineering programs in the faculty while providing variety and choice. Therefore, the list was fairly extensive, and at times iterative and unwieldy. When revisiting the original Student Exit Survey, two factors ascended in importance: student feedback on their personal attribute competencies as developed within their program, and how to define attribute competency levels. To establish competency levels and make indicators more manageable for faculty and students, the indicators for each attribute were revised to reflect the six levels o