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Spring 2016
enhance the interactions between instructors and student design teams in the face of increasing enrollment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines
engagement and satisfaction, and will include post course interview and survey data. This thesis contributes to the development of a continuous improvement process for teaching and learning for Chemical Engineering students, by creating a blended course design based on constructive alignment with program
objectives, learning activities and performance based assessment consistent with the Canadian Engineering Accreditation Board Graduate Attribute Assessment. Examination of factors that impact the quality of the learning experience for students and instructors, studying the impacts of changes, tool