| This thesis presents quantitative and qualitative techniques for assessing learning outcomes in engineering education, with specific focus on demonstrating compliance with Canadian Engineering Accreditation Board Graduate Attributes criteria. Through the application of Factor Analysis (an extension on traditional quantitative analysis) to the results from a closed-ended survey, correlations between the survey questions were identified. These correlations can be used to simplify attribute assessments, since by identifying correlated attributes in a course, the assessment of those attributes can be performed together. Meanwhile, the application of Grounded Theory (a form of qualitative analysis) to open-ended survey and interview responses identified learning outcomes that were not identified in the course's prescribed learning outcomes. Additionally, Grounded Theory was used to identify desired course improvements. Through these contributions to the CEAB assessment process, both Factor Analysis and Grounded Theory are demonstrated as viable techniques for performing learning outcomes assessment in engineering education. |
