The Accreditation Board is committed to consulting with regulators, higher education institutions, Engineering Deans Canada, undergraduate engineering students, and other stakeholders. Through a variety of consultations, stakeholders provide different perspectives that contribute to shaping changes made to the CEAB accreditation criteria, policies, and/or procedures.
Reports and closed consultations
| Topic | Brief description | Consultation report with recommendations | Supporting document(s) |
|---|---|---|---|
| (2025) Consultation on revisions to the CEAB Interpretive Statement on Curriculum Content for Options and Dual-Discipline Programs | The Accreditation Board directed the P&P Working Group to review the Interpretive Statement on Curriculum Content for Options and Dual-Discipline Programs (Working Group) to consult interest holders on the revisions to the Interpretive Statement as it relates to CEAB accreditation criteria and procedures. | N/A | Current Interpretive Statement Revised Interpretive Statement |
| (2021) CEAB 30 by 30 Working Group Report | Engineers Canada's Strategic Priority 3: Recruitment, retention, and professional development of women in the engineering professionhighlights the need to drive cultural change in the engineering profession in order to attain the goal of "30 by 30". This report includes recommendations for how CEAB accreditation can assist in advancing a culture more conducive to the 30 by 30 goals. | Report on the 2022 consultation on the CEAB 30 by 30 Working Group Report |
The CEAB 30 by 30 Working Group Report |
| (2021) Required Visit Materials Working Group Report | To determine a consistent set of required materials for CEAB visits has been on the Minimum Path and Weakest Link principles and based on best practices of audits. Balancing the needs of CEAB visiting teams with the resource concerns expressed by HEIs. | Consultation Report: The Required Materials for a CEAB Visit Working Group | The Required Materials for a CEAB Visit Working Group Report |
| (2020) Interpretive statement on licensure expectations and requirements (clauses 8 and 9) | At the request of the EDC, the P&P Committee reviewed elements of the Interpretive Statement on licensure expectations and requirements. Changes were proposed and adopted which ensure the Interpretive Statement reflects modern pedagogical practices when counting AUs. | Consultation report: Interpretive Statement on Licensure Expectations and Requirements Consultation |
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| (2020) Engineering Design Task Force | To develop a single, accurate, and comprehensive definition of and interpretive statement on "Engineering Design" as it relates to Graduate Attribute #4: Design and "design" as a curriculum component. | Report on the 2020 consultation of the Engineering Design Task Force | Initial report: Engineering design task force report |
| (2019) Beyond the AU Engineers Canada paper recommendations | This paper proposes that the curriculum measurement for minimum engineering program length and for curriculum elements be decoupled. This paper recommended the minimum program AU requirement be 1,850 AUs based on a four-year model program. This paper recommended a percentage approach to define minimum curriculum elements be adopted. This paper recommended that a model four-year program schedule | Report on the 2019 consultation on the Curriculum content measurement:Beyond the AU paper recommendations | Initial report: Curriculum content measurement: Beyond the AU |
| (2018) Statistical analysis on the time-variance of accreditation units (2001-2017) | The objective of this report is to analyze and assess statistically significant trends in the time variance of accreditation units (AU) allocated by engineering programs in Canada. Through this analysis, the aim is to provide a clearer picture of the efforts required by postsecondary institutions to adapt to changing academic requirement criteria, as established by Engineers Canada, over time. | Statistical Analysis on the Time-Variance of Accreditation Units (2001-2017) | N/A |
| (2018) AU Task Force Report | The review of the definition of the Accreditation Unit (AU) to identify and define a process to evolve AUs to cope with the changes in engineering education. | Report on the AU Task Force's 2018 consultation | Initial report: AU Task Force report to Engineers Canada |