1. 2014 Final Year Engineering Student Survey - National Report Conducted by Ipsos Reid on behalf of Engineers Canada April 2014

2. NATIONAL Table of Contents Research Objectives3 Methodology4 Key Highlights6 Executive Summary8 Future Plans12 Intention to Apply for Licensure21 Licensing Knowledge32 Knowledge of Association of Professional Engineers 38 Knowledge of Professional Engineers Act 41 Career Assessment Tool44 Demographics49 Additional Analysis: Impact on Intention to Pursue Attendance at Workshop/Seminar54 Knowledge of PEA57 Knowledge of Licensing and Roles60 Knowledge of Organizational Responsibility63 2

3. NATIONAL Research Objectives The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs at Canadian universities do or do not intend to apply for their licence. In order to achieve this objective, the research seeks to understand the following:  The future career and/or education plans of final year engineering students;  The percentage of final year engineering students who intend to pursue a career in Engineering and the percentage who intend to apply for their P.Eng licence;  Final year engineering students’ level of knowledge of the Professional Engineers Act of their province. 3

4. NATIONAL Methodology  The online survey was conducted between January 27 to March 14, 2014 with final year engineering students.  All university Faculties of Engineering with CEAB accredited programs were invited to participate in the study and were asked to send the online survey to all final year engineering students registered in their Engineering program.  The link to the online survey was sent to the universities and each school was requested to send the survey link to all qualified students on January 27, 2014.  The survey was offered in both English and French.  A total of 39 universities participated in the research and 2,046 students completed the survey.  The margin of error for this study on the overall data (n=2,046) is ± 2.2%, 19 times out of 20. 4

5. NATIONAL Methodology (cont’d)  The following table outlines the number of completed interviews per participating province. The figures below represent final year engineering students registered in a Engineering program in that given province. 5 Province # of Completed Interviews % of Total British Columbia318 16% Alberta188 9% Saskatchewan69 3% Manitoba31 2% Ontario958 47% Quebec328 16% New Brunswick95 5% Newfoundland and Labrador23 1% Nova Scotia36 2% TOTAL2,046 100%

6. NATIONAL Key Highlights Compared to last year, we have observed declines in terms of students’ intentions to pursue a career in engineering and their intention to apply for licensure. While overall intentions on these measures remain strong, the softening of intentions is worth noting and something which should be monitored moving forward.  While the vast majority of students continue to report they are likely (definitely/ probably) to pursue a career in engineering (93% vs. 95% in 2013), fewer students definitely will than in the past (61% down from 65% last year).  Among those unlikely to pursue a career in engineering, the proportion who indicate it is because engineering is not what they thought it would be has increased year over year (38% vs. 27%).  Three-quarters (75%) of final year engineering students intend to go into the workforce immediately after graduating with their bachelors degree in Engineering, down from last year (78%).  Of the two in ten who intend on pursing more education, we have noticed a decline in those who intend to pursue an MBA (5% vs. 9%) and those who intend to pursue graduate studies in Quebec specifically (17% vs. 27%).  While eight in ten of all students indicate they are likely (definitely/ probably) to apply for licensure (79% vs. 82% in 2013), the proportion who definitely will pursue their P.Eng. Licence has declined from last year (49% vs. 55%), while those who probably will has increased slightly (30% vs. 28%).  The proportion of students who indicate that when they began their studies they definitely intended on pursuing a career in engineering has declined from year over year (57% vs. 62%), while those who were likely to do so has increased (36% vs. 30%). 6

7. NATIONAL Key Highlights (cont’d) However, there has been some positive shifts in terms of students’ knowledge regarding the engineering profession year over year. Compared to 2013, we notice increases in students’ knowledge about certain aspects of the engineering profession, including:  Students are more likely to be familiar with the Professional Engineers Act of their respective province than in 2013 (85% vs. 83%) due to an increase in those who indicate having a fair amount of knowledge about the act (34% vs. 30% last year).  At nearly eight in ten, students are more likely to be aware that a license is not required to practice engineering work under the supervision of a P.Eng (77% vs. 73% in 2013).  In terms of organizational responsibility, students are more likely to know that CEAB is the organization that accredits University engineering programs compared to 2013 (74% vs. 70%) and to think that the respective provincial engineering association licenses companies offering engineering services (53% vs. 50%). 7

8. NATIONAL Executive Summary Future Intentions: Continuing Education Versus Entering Workforce  Three quarters (75%) of final year engineering students say they intend to go into the workforce after graduating with their bachelors degree in Engineering, while nearly two in ten (17%) students intend to pursue more education.  Of those who plan to pursue more education, the vast majority intend to get their graduate degree in Engineering (74%), while around one in ten plan to pursue another professional degree (10%), a graduate degree in another area (8%) or an MBA (5%).  Among those students who plan to pursue more education, nearly half intend to study in Ontario (47%), followed by around two in ten who plan to go to Quebec (17%) and one in ten who think they will go outside of Canada (11%). Future Intentions: Engineering Career  Over nine in ten (93%) students say they are likely to pursue a career in engineering, of which six in ten definitely will (61%) while three in ten probably will (31%). Fewer than one in ten students probably (6%) –or- definitely (1%) will not pursue a career in engineering.  The top reason for not pursuing a career in engineering continues to be that engineering is not what they thought it would be (38%). Other common mentions include that there are better employment opportunities elsewhere (17%), that they never intended to pursue a career in engineering (12%) and that there are opportunities to earn more money elsewhere (10%).  At nine in ten (93%), the vast majority of students say that when they began their studies they planned to practice engineering upon completion of their program. Close to six in ten students began their undergraduate studies with a definite intention to pursue an engineering career (57%), while nearly four in ten said it was likely (36%). 8

9. NATIONAL Executive Summary (continued) Future Intentions: Engineering Career (continued)  Over nine in ten students (95%) who intend to pursue a career in engineering after graduating say they were definitely (59%) or likely (35%) to intend to pursue a career in the engineering field when they began their studies.  Of those who do not intend to pursue a career in the engineering field, seven in ten (69%) indicate they were definitely (21%) or likely (48%) to plan on pursuing a career in engineering when they began their studies, while one-third say that was never their intention (32%). Future Intentions: Pursue Licensure  Half of all students (49%) indicate that they definitely intend to apply for licensure, while a further three in ten (30%) say they probably will. Around one in ten probably/ definitely won’t apply (13%) or don’t know (9%)  Similarly, of those students who specifically plan to pursue an engineering career, half (52%) indicate they definitely will and 30% probably will pursue their licence.  Of those who do not intend to immediately pursue their licence, four in ten indicate that they probably or definitely will apply for licensure sometime down the road (42%), while half do not foresee themselves applying in the future (50%).  The most commonly cited reasons for not ever pursuing their licence are that it is not necessary for their career plans (41%) or a lack of interest (27%). Other common mentions include plans to pursue a different career path altogether (16%) or plans to work outside the country (13%).  Once informed that a P. Eng is required to practice engineering, three in ten (28%) students who did not intend to pursue their licence change their mind and indicate they are probably or definitely likely to do so. 9

10. NATIONAL Executive Summary (continued) Future Intentions: Pursue Licensure (continued)  Of those who intend to pursue their licence, the majority plan to do so within one year (60%), of which four in ten will do so within six months (43%). Two in ten plan to apply after a year (21%) or remain undecided (19%).  Among those students who plan to wait at least a year to apply for licensure or are unsure, the vast majority (87%) cite the desire to get more required work experience before applying for licensure.  Upon learning that the fee for the first year of the Engineering-in-Training [EIT] program can be waived if they apply within six months of graduation, fully nine in ten (89%) students who originally intended on waiting more than six months to apply are now very (58%) or somewhat likely (31%) to do so within that timeframe. Knowledge of Engineering Profession  Over eight in ten students (85%) know that engineering is regulated by legislation. Around one in ten students are unsure (8%) or believe the profession is not regulated (7%).  Students’ knowledge of the Professional Engineers Act of their respective province is varied, one-third report having a fair amount of knowledge (34%), half say they know just a little (48%) while very few know a lot (3%). Around one in ten have heard of it, but know nothing about it (13%) and only 2% have never heard of the Act.  The vast majority of students know that a licence is required to perform engineering work independently (85%), while closer to three-quarters are correct that a licence is required to use the title ‘Engineer’ (74%) or that it is not required to practice engineering work under the supervision of a P.Eng (77%). 10

11. NATIONAL Executive Summary (continued) Knowledge of Engineering Profession (continued)  Nine in ten students are able to correctly identify that their respective provincial engineering association is responsible for licensing engineers (90%) and that it also regulates the practice of professional engineers (82%). Comparatively, seven in ten students know that CEAB is the organization that accredits University engineering programs (74%).  Students are less certain about which organization licenses companies offering engineering services, just over half believe it is the respective provincial engineering association (53%), while three in ten think it is CEAB (30%) and one quarter don’t know (24%). Appetite for Career Assessment Tool  At nearly nine in ten (86%), the vast majority of students think it would have been very (47%) or somewhat helpful (38%) to have had a tool in high school that would help determine if they would have been a good fit for engineering studies.  An identical proportion of students (86%) feel that a career assessment would be helpful, of which nearly half indicate it would be very helpful (45%) and slightly fewer somewhat helpful (41%).  Most students feel that a career assessment tool would be most helpful in their 3 rd year of school (44%), followed by around one quarter who mention either their 2 nd year (24%) or 4 th year (23%), while only one in ten mention 1 st year (10%).  Only 4% of students report being aware of Engineers Canada’s Career Focus program. 11

12. Future Plans 12

13. NATIONAL Educational Intentions Plans After Graduation 13 Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=2501); 2014 (n=2046) Q13. Which of the following best describes the education you plan to pursue? Base: respondents who said “more education” in Q12, 2013 (n=398); 2014 (n=355) Current Plans After Graduation  At three quarters, the vast majority of students intend on going into the workforce after graduation, lower than in 2013, while around two in ten plan to pursue more education.  Among those who plan to further their education, fully three quarters plan to pursue a graduate degree in engineering, while around one in ten plan to pursue another professional degree, a graduate degree in another area or an MBA. Compared to 2013, students are less likely to plan to pursue an MBA after graduation.  At three quarters, the vast majority of students intend on going into the workforce after graduation, lower than in 2013, while around two in ten plan to pursue more education.  Among those who plan to further their education, fully three quarters plan to pursue a graduate degree in engineering, while around one in ten plan to pursue another professional degree, a graduate degree in another area or an MBA. Compared to 2013, students are less likely to plan to pursue an MBA after graduation. Go into the workforce (n=1541) (n=1946) Pursue more education (n=355) (n=404) Don’t know/ Unsure (n=102) (n=105) Pursue a graduate degree in engineering (n=263) (n=280) Pursue another professional degree (n=32) (n=33) Pursue a graduate degree in another area of study (n=26) (n=27) Pursue an MBA (n=14) (n=37) Don’t know/ Unsure (n=7) (n=16)

14. NATIONAL Location of Anticipated Graduate Education 14 Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation - 2013 (n=398); 2014 (n=355) Location of Graduate Intentions  Among those students who plan to pursue more education, nearly half intend to study in Ontario, followed by around two in ten who plan to go to Quebec and one in ten who think they will go outside of Canada.  Compared to 2013, students are less likely to intend to study in Quebec.  Among those students who plan to pursue more education, nearly half intend to study in Ontario, followed by around two in ten who plan to go to Quebec and one in ten who think they will go outside of Canada.  Compared to 2013, students are less likely to intend to study in Quebec. Ontario (n=159) (n=163) Quebec (n=61) (n=109) Outside of Canada (n=40 ) ( n=50) British Columbia (n=23) (n=5) Alberta (n=17) (n=19) Manitoba (n=6) (n=5) Saskatchewan (n=3) Nova Scotia (n=5) (n=6) New Brunswick (n=5) (n=4) Newfoundland/Labrador (n=0) (n=2) Don’t know/Unsure (n=30) (n=27)

15. NATIONAL Intention to Pursue Engineering Career 15 Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=2501); 2014 (n=2046) No (Low 2 Box) Do You Plan to Pursue a Career in the Engineering Field?  Over nine in ten students intend on pursuing a career in the engineering field after completing their education.  Compared to 2013, the proportion who definitely will pursue a career in engineering has declined.  Over nine in ten students intend on pursuing a career in the engineering field after completing their education.  Compared to 2013, the proportion who definitely will pursue a career in engineering has declined. 2014: 93% (n=1900) 2013: 95% (n=2366 ) 2014: 7% (n=146) 2013: 5% (n=135) Yes, I definitely will (n=1257) (n=1625) Yes, I probably will (n=643) (n=741) No, I probably won‘t (n=129) (n=110) No, I definitely won't (n=17) (n=25) Yes (Top 2 Box)

16. NATIONAL Reasons for Not Pursuing Engineering 16 Q16. What is the primary reason you decided to pursue a career outside of Engineering? Base: Respondents who said No (definitely /probably) in Q14 2013 n=135; 2014 (n=146) Reasons for Not Pursuing Engineering  The top reason for not pursuing a career in engineering continues to be that engineering is not what they thought it would be and it is referenced significantly more so than in 2013. Other common mentions include that there are better employment opportunities elsewhere, that they never intended to pursue a career in engineering and that there are opportunities to earn more money elsewhere. Engineering is not what I thought it was going to be (n=55) ( n=36) Better employment opportunities in another field (n=21) Never intended to pursue a career in engineering (n=18) (n=17) Opportunities to earn more money in another field (n=14) (n=9) Interested in other things (n=10) (n=6) Pursue alternative education/career (n=6) (n=4) To learn other skills/be multidisciplinary (n=1) (n=3) Canadian forces/military career (n=1) (n=2) Unprofessionalism from the employers (n=6) (n=1) Other mentions (n=13) (n=1) Don’t know/ Unsure (n=1) (n=2)

17. NATIONAL Intended Career Outside of Engineering  Among those who do not intend to pursue a career in Engineering, a wide variety of career options are mentions of which medicine, research, IT and management/ planning represent the top mentions. 17 Q17. What type of career do you plan to pursue? Base: Respondents who said No (definitely /probably) in Q14,2013 (n=135); 2014 (n=146) Intended Career Outside of Engineering (Does Not Plan to Pursue Engineering Career) Mentions may add to more than 100% as respondents were able to provide more than one response Medicine (n=22) ( n=16) Research (n=19) (n=8) IT/Information Technology (NET) (n=12) (n=1) Management/Planning (NET) (n=9) (n=13) Education (n=6) (n=5) Marketing (n=5) (n=3) Military (n=4) (n=3) Architecture (n=4) Law/law firm (n=3) (n=6) Other mentions (n=47) (n=43) Don’t know/ Unsure (n=5) (n=8)

18. NATIONAL Career Plans When Studies Commenced  Over nine in ten report that when they began their studies they intended on practicing engineering upon completion, of which nearly six in ten indicate they definitely intended to do so, while closer to four in ten felt it was likely. Compared to 2013, students are less likely to indicate they definitely intended to do so, while more indicate it was likely. 18 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All respondents 2013 (n=2501); 2014 (n=2046) Did You Plan to Practice Engineering When You Began Your Studies? 2014: 93% (n=1894) 2013: 92% (n=2297) Yes (Top 2 Box) 2014: 7% (n=152) 2013: 8% (n=204) No (Low 2 Box) Yes, definitely (n=1156) (n=1559) Yes, it was likely (n=738) (n=738) No, it was unlikely (n=x127 (n=168) No, I definitely did not (n=25) (n=36)

19. NATIONAL Current and Prior Career Intentions (among students who intend to pursue a career in engineering)  Over nine in ten students who intend to pursue a career in engineering say they were definitely or likely planned to do so when they began their studies.  Compared to 2013, fewer students indicate that they definitely were planning on pursuing a career in engineering when they began their studies, while more indicate it was likely.  Over nine in ten students who intend to pursue a career in engineering say they were definitely or likely planned to do so when they began their studies.  Compared to 2013, fewer students indicate that they definitely were planning on pursuing a career in engineering when they began their studies, while more indicate it was likely. 19 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who intend to pursue a career in engineering 2013 (n=2366); 2014 (n=1900) No (Low 2 Box) Yes (Top 2 Box) Yes, definitely (n=1126) (n=1524) Yes, it was likely (n=668) (n=685) No, it was unlikely (n=82) (n=124) No, I definitely did not (n=24) (n=33) 2014: 95% (n=1794) 2013: 93% (n=2209) 2014: 6% (n=106) 2013: 7% (n=157)

20. NATIONAL Current and Prior Career Intentions (among students who do not intend to pursue a career in engineering)  Of those who do not intend to pursue a career in the engineering field, seven in ten indicate they were definitely or likely to plan on pursuing a career in engineering when they began their studies, while one-third say that was not their intention. 20 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: Students who do not intend to pursue a career in engineering 2013 (n=135); 2014 (n=146) No (Low 2 Box) Yes (Top 2 Box) Yes, definitely (n=30) (n=35) Yes, it was likely (n=70) (n=53) No, it was unlikely (n=45) (n=44) No, I definitely did not (n=1) (n=3) 2014: 69% (n=100) 2013: 65% (n=88) 2014: 32% (n=42) 2013: 35% (n=47)

21. Application Intentions for Professional Engineering Licensure 21

22. NATIONAL Intention to Apply for Licensure  At eight in ten, the vast majority of students intend on applying for licensure, of which nearly half definitely, will lower than in 2013, while three in ten probably will. Around one in ten do not intend on applying for their P. Eng or don’t know. 22 Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=2501); 2014 (n=2046) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) 2014: 79% (n=1617) 2013: 82% (n=2061) 2014: 13% (n=256) 2013: 11% (n=268) Yes, I definitely will (n=995) (n=1365) Yes, I probably will (n=622) (n=696) No, I probably won‘t (n=184) (n=198) No, I definitely won't (n=72) (n=70) Don’t know/ Unsure (n=173) (n=172)

23. NATIONAL Intention to Apply for Licensure -Pursuing Engineering Career  Among those students who intend to pursue a career in engineering, more than half definitely intend to apply for licensure, lower than in 2013, while a further three in ten probably will. Less than one in ten probably/ definitely won’t apply or don’t know. 23 Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who intend to pursue a career in the engineering field 2013 (n=2366); 2014 (n=1900) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) Yes, I definitely will (n=987) (n=1354) Yes, I probably will (n=590) (n=659) No, I probably won‘t (n=127) (n=147) No, I definitely won't (n=51) (n=54) Don’t know/ Unsure (n=145) (n=152)

24. NATIONAL Foresee Applying in Future P.Eng. 24 Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=268); 2014 (n=256) Do You Ever Foresee Yourself Applying for Licensure?  Of those students who do not plan on applying for licensure, half do not foresee themselves applying in the future, while four in ten feel that they definitely or probably will apply for licensure sometime down the road and one in ten don’t know.  Compared to 2013, there has been a directional increase in the proportion who probably won’t apply in the future.  Of those students who do not plan on applying for licensure, half do not foresee themselves applying in the future, while four in ten feel that they definitely or probably will apply for licensure sometime down the road and one in ten don’t know.  Compared to 2013, there has been a directional increase in the proportion who probably won’t apply in the future. No (Low 2 Box) Yes (Top 2 Box) 2014: 42% (n=108) 2013: 46% (n=122) 2014: 50% (n=128) 2013: 44% (n=118) Yes, I definitely will (n=61) (n=64) Yes, I probably will (n=47) (n=58) No, I probably won‘t (n=111) (n=100) No, I definitely won't (n=17) (n=18) Don’t know/ Unsure (n=20) (n=28)

25. NATIONAL Reasons for Not Applying for Licensure  Among those who do not ever intend to pursue licensure, the most cited reasons are that it is not necessary for their career plans or a lack of interest. Other common mentions include plans to pursue a different career path altogether or plans to work outside the country.  Compared to 2013, students are more likely to indicate that a P. Eng is unnecessary for their career plans and less likely to report that they plan to pursue a career in engineering or that a P. Eng would not be of benefit to them.  Among those who do not ever intend to pursue licensure, the most cited reasons are that it is not necessary for their career plans or a lack of interest. Other common mentions include plans to pursue a different career path altogether or plans to work outside the country.  Compared to 2013, students are more likely to indicate that a P. Eng is unnecessary for their career plans and less likely to report that they plan to pursue a career in engineering or that a P. Eng would not be of benefit to them. 25 Q23. Why do you not intend to apply for licensure as a Professional Engineer (P.Eng)? Base: Respondents who do not ever foresee themselves applying for licensure, 2013 (n=118); 2014 (n=128) Why do you not intend to pursue the P.Eng. Licence? Unnecessary (for career plans/ goals) (n=53) (n=32) No interest (in pursuing an engineering career) (n=34) (n=36) Prefer to pursue/ continue on a different career path (n=20) (n=13) Will be working outside of Canada (n=16) (n=14) Pursuing career in software (engineer/ developer) (n=8) (n=18) Pursuing a career in medicine (n=8) Career will not be advanced/ little benefit to me by applying (n=5) (n=17) Too much added responsibility (n=5) (n=2) Cost/ fees mentions (n=5)

26. NATIONAL Interest Once Told P.Eng. Licence is Required to Practice 26 Q24. Since a license is required to legally refer to yourself as an engineer, or to practice as an engineer, do you plan to apply for your P.Eng. licence? Base: Respondents who do not intend to apply for licensure or are not sure, 2013 (n=318); 2014 (n=321) Given that a Licence is Required to Practice Engineering, Do You Intend to Apply?  Once informed that a P. Eng is required to practice engineering, three in ten indicate that they definitely or probably will apply, while four in ten definitely or probably will not and one-third don’t know.  Compared to 2013, students are less likely to feel that they probably will apply.  Once informed that a P. Eng is required to practice engineering, three in ten indicate that they definitely or probably will apply, while four in ten definitely or probably will not and one-third don’t know.  Compared to 2013, students are less likely to feel that they probably will apply. No (Low 2 Box) Yes (Top 2 Box) 2014: 28% (n=90) 2013: 33% (n=106) 2014: 39% (n=126) 2013: 38% (n=121) Yes, I definitely will (n=34) (n=27) Yes, I probably will (n=56) (n=78) No, I probably won‘t (n=107) (n=96) No, I definitely won't (n=19) (n=25) Don’t know/ Unsure (n=105) (n=92)

27. NATIONAL Application Timeframe 27 Apply Within 1 Year (Top 2 Box) When Do You Plan to Apply for Licensure? Q27. Do you intend to apply for licensure...? Base: Respondents who plan to apply for licensure, 2013 (n=2288); 2014 (n=1815)  At six in ten, the majority of those who plan to apply for licensure intend to do within six months of graduation, while two in ten plan to apply within a year of graduating, more than a year after or don’t know. 2014: 60% (n=1090) 2013: 61% (n=1391) Within six months after graduation (n=771) (n=998) Within a year after graduation (n=319) (n=393) More than a year after graduation (n=387) (n=457) Don't know/unsure (n=338) (n=440)

28. NATIONAL Reasons for Waiting to Apply 28 Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondent who apply for licensure more than a year after graduation or don't know/unsure about when applying for licensure ‘ 2013 (n=897); 2014 (n=725) Mentions <2% are not shown Why Do You Plan to Wait More Than a Year to Apply?  Of those who intend on waiting more than a year to apply, virtually all indicate the desire to achieve the required experience before applying. I want to achieve required experience (n=632) (n=777) Taking time off/ pursuing other interests (n=12) (n=11) Intend to get a graduate degree (n=16) (n=24) Not sure if needed in chosen field of work (n=13) (n=17)

29. NATIONAL Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived? Impact of Waiving EIT Fees on Likelihood to Apply within Six Months 29 Q29. If you knew that by applying for licensure within 6 months of graduation you are eligible to have the application and first year EIT program fees waived, how likely would you be to apply for licensure within that time frame? Base: Respondents who do not know or intend to apply for licensure >6mths after graduation, 2013 (n=1290); 2014 (n=1044) Likely (Top 2 Box) Unlikely (Low 2 Box)  Once told that EIT fees are waived for those applying within six months of graduation, fully nine in ten students who originally intended on waiting more than six months to apply are now very or somewhat likely to do so within that timeframe. 2014: 89% (n=935) 2013: 90 (n=1166) x 2014: 7% (n=72) 2013: 6% (n=76) x Very likely (n=607) (n=750) Somewhat likely (n=328) (n=416) Somewhat unlikely (n=55) (n=47) Very unlikely (n=17) (n=29) Don't know / Unsure (n=37) (n=48)

30. NATIONAL Intended Country of Application 30 Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=2288); 2014 (n=1815) Abroad Where Do You Intend to Apply for Licensure? Mentions may add to more than 100% as respondents were able to select more than one response  Among those students who intend on applying for licensure sometime in the future, virtually all intend on doing so in Canada, while two in ten plan to apply in the US and slightly fewer abroad. 2014: 16% (n=242) 2013: 16% (n=288) Canada (n=1797) (n=2260) US (n=378) (n=420) Europe (n=152) (n=185) Asia (n=90) (n=103) Other (n=46) (n=60)

31. NATIONAL Province of Intended Licensure 31 Q26. Please select the provinces and/or territories in which you intend on applying for licensure. Base: Respondents who plan to apply for licensure in Canada, 2013 (n=2260); 2014 (n=1797)  Nearly half of students who intend on applying for licensure plan on doing so in Ontario, followed by one- third who intend on applying in Alberta, three in ten in British Columbia and two in ten in Quebec. Ontario (n=923) (n=1139) Alberta (n=583) (n=747) British Columbia (n=484) (n=681) Quebec (n=363) (n=437) Saskatchewan (n=116) (n=138) New Brunswick (n=75) (n=102) Nova Scotia (n=71) (n=80) Manitoba (n=62) (n=60) Newfoundland/Labrador (n=60) (n=54) Yukon/ Northwest Territories/ Nunavut (n=31) (n=35) Prince Edward Island (n=26) (n=27) Don’t know/Unsure (n=77) (n=78)

32. Licensing Knowledge 32

33. NATIONAL Engineering Regulated by Legislation 33 Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All Respondents 2013 (n=2501); 2014 (n=2046) Is the Practice of Engineering Regulated by Legislation?  At more than eight in ten, the vast majority of students know that engineering is regulated by legislation, while one in ten students are unsure or believe the profession is not regulated. Yes (n=1748) (n=2098) No (n=143) (n=152) Don’t know/ Unsure (n=155) (n=251)

34. NATIONAL Licensing for Roles within Engineering  At over eight in ten, the vast majority of students know that a licence is required to perform engineering work independently (85%). Closer to three quarters know that a licence is required to use the title ‘Engineer’ or that it is not required to practice engineering work under the supervision of a P.Eng.  Compared to 2013, students are more likely to know that a license is not required to work under the supervision of a P.Eng.  At over eight in ten, the vast majority of students know that a licence is required to perform engineering work independently (85%). Closer to three quarters know that a licence is required to use the title ‘Engineer’ or that it is not required to practice engineering work under the supervision of a P.Eng.  Compared to 2013, students are more likely to know that a license is not required to work under the supervision of a P.Eng. 34 Q8. As far as you know, is a licence required before being able to do the following in... Base: All respondents 2013 (n=2501); 2014 (n=2046) Is a Licence Required Before Being Able to Do the Following? Practice engineering work independently Use the title 'Engineer' Practice engineering work under the supervision of a P.Eng.

35. NATIONAL Knowledge of Licensing and Roles 35 Q8. As far as you know, is a licence required before being able to do the following in.. Base: All respondents 2013 n=(2501); 2014 (n=2046) Knowledge Level of Engineering Practices Requiring a Licence High/Moderate (Top 2 Box) Little/None (Top 2 Box)  Nine in ten final year engineering students have at least a moderate level of knowledge of when a licence is required to legally perform actions/ duties within the engineering profession and half were correct in all three fronts, a statistically significant increase compared to 2013. One in ten have either little or no knowledge on the subject. 2014: 90% (n=1842) 2013: 89% (n=2226) 2014: 10% (n=204) 2013: 11% (n=275) x High (n=1017) (n=1185) Moderate (n=825) (n=1044) Low (n=147) (n=196) None (n=57) (n=79) * Knowledge Levels Defined High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8

36. NATIONAL Organizational Responsibilities  At nine in ten, the vast majority of students are able to correctly identify that the respective provincial engineering association is the organization responsible for licensing engineers, while eight in ten know that it also regulates the practice of professional engineers. Three quarters know that CEAB is the organization that accredits University engineering programs, higher than in 2013, while students are less certain about which organization licenses companies offering engineering services, just over half believe it is the respective provincial engineering association, higher than last year, while three in ten think it is CEAB and one quarter don’t know. 36 Which Organization is Responsible for Each of the Follow Activities? Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=2501); 2014 (n=2046) Accredits University Eng. programs Licences companies offering engineering services to the public Licences P.Eng.Promotes the interests of professional engineers Regulates practice of Eng. Mentions may add to more than 100% as respondents were able to select more than one response

37. NATIONAL Knowledge of Organizational Responsibility 37 Knowledge Level of Organizational Responsibility within the Engineering Profession Q9. Please indicate the organization responsible for each of the activities/ procedures listed below. Base: All respondents 2013 (n=2501); 2014 (n=2046) High/ Moderate (Top 2 Box) Little/ None (Top 2 Box)  Nine in ten students have at least a moderate level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession, of which nearly four in ten had perfect knowledge higher than in 2013. One in ten have either low level or no knowledge on the subject. 2014: 91% (n=1064) 2013: 89% (n=2243) x 2014: 9% (n=182) 2013: 11% (n=261) x High (n=766) (n=832) Moderate (n=1098) (n=1411) Low (n=111) (n=143) None (n=71) (n=118) Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9

38. 38 Provincial Engineering Association

39. NATIONAL Attendance of provincial engineering association Seminar 39 Q11. Have you ever attended a workshop/ seminar/ talk given by a provincial engineering association representative? Base: All respondents 2013 (n=2501); 2014 (n=2046) Ever Attend a Provincial Engineering Association Seminar?  Over four in ten report having attended a provincial engineering association seminar, higher than in 2013. Yes (n=907) (n=893) No (n=1062) (n=1508) Don’t know/ Unsure (n=77) (n=100)

40. NATIONAL Association with provincial engineering association’s SMP 40 Q32. Which of the following best describes your association with the [provincial engineering association]’s Student Membership Program (SMP)? Base: All respondents 2013 (n=2501); 2014 (n=2046) Aware (Top 3 Box)  At two-thirds, the majority of students are aware of provincial engineering association Student Membership Programs (SMP), of which three in ten are currently a member, two in ten are interested in becoming a member while one in ten have heard of it but are not interested. 64% (n=1289) 66% (n=1667) Currently a member (n=611) (n=912) Heard of it and interested in becoming a member (n=422) (n=521) Heard of it but not interested in becoming a member (n=256) (n=234) Never heard of it (n=757) (n=834)

41. Professional Engineers Act 41

42. NATIONAL Professional Engineers Act 42 Q6. The practice of engineering is regulated by the Professional Engineers Act of [respective province]. Which of the following best describes how much you know about the Professional Engineers Act of ? Base: All respondents 2013 (n=2501); 2014 (n=2046) Familiar (Top 3 Box) How Much Do You Know About the Professional Engineers Act ?  At nearly nine in ten, the vast majority of students report being familiar with the Professional Engineers Act of their respective province. One-third report having a fair amount of knowledge, higher than in 2013, half say they know just a little while very few know a lot. Around one in ten have heard of it, but know nothing about it and only 2% have never heard of the Act. 2014: 85% (n=1739) 2013: 83% (n=2065) x A lot (n=66) (n=58) A fair amount (n=698) (n=751) Just a little (n=975) (n=1256) Heard of it, but know nothing about it (n=257) (n=352) Never heard of it (n=50) (n=84)

43. NATIONAL Professional Engineers Act 43 Q7. Where did you first hear about the Professional Engineers Act of [respective province]? Base: Respondents who know about the Act 2013 (n=2065); 2014 (n=1739) Where Did You First Hear About the Professional Engineers Act ? Mentions <5% are not shown 2014: 73% (n=1264) 2013: 73% (n=1495) University prof or course  Most students continue to report having heard about the Professional Engineers Act of their province through a university law and ethics course or a university professor or administrator. From a University Law & Ethics Course (n=685) (n=777) From a University professor /administrator (n=579) (n=718) From a representative of.... (n=148) (n=159) From a family member or friend (n=125) (n=162) From a professional engineer (n=115) (n=168)

44. Career Assessment Tool 44

45. NATIONAL Helpfulness of Engineering Fit Tool During High School 45 Q33E. Would it have been helpful in high school to have had a tool to help determine if you would be a good fit for engineering studies and for a successful career in engineering? Base: 2014 n=2046  At nearly nine in ten, the vast majority of students think it would have been helpful to have had a tool in high school that would help determine if they would have been a good fit for engineering studies. (n=42) (n=965)(n=785)(n=211)(n=85) 86% (n=1750) Helpful (Top 2 Box) 14% (n=296) Not Helpful (Top 2 Box)

46. NATIONAL Helpfulness of Career Assessment Tool During University 46 Q17a. Would a tool to help you decide if you should pursue a career in consulting, technical engineering, sales engineering, project management, academe, etc., be helpful to you? Base: All respondents 2014 (n=2046)  Nearly nine in ten feel that a career assessment would be helpful, of which nearly half indicate it would be very helpful. (n=910)(n=829)(n=241)(n=66) 86% (n=1739) Helpful (Top 2 Box) 15% (n=307) Not Helpful (Top 2 Box)

47. NATIONAL Career Assessment Tool- 2014 47 Q17b. At what stage in the engineering education process do you feel this career assessment tool would be most helpful? Base: All respondents 2014 (n=2046)  At more than four in ten, most students feel that a career assessment tool would be most helpful in their 3 rd year of school, followed by around one quarter who mention either their 2 nd year or 4 th year, while only one in ten mention 1 st year. (n=199)(n=488)(n=894) (n=465)

48. NATIONAL Awareness of Career Focus Program 48 Q17c. Are you aware that Engineers Canada has developed a new program called Career Focus which includes a tool that can assess your chances of success in engineering? Base: All respondents 2014 (n=2046)  Only 4% report being aware of Engineers Canada’s Career Focus program. (n=76) (n=1970)

49. Demographics 49

50. NATIONAL Pre-Graduation Work Experience 50 Q33 Have you been able to obtain pre-graduation engineering work experience? Base: Respondents applied for license or Don't know/ Unsure (n=195)  Nearly six in ten report having been able to obtain pre-graduation work experience, while two in ten have not or are not sure what qualifies. (n=113)(n=39) (n=43)

51. NATIONAL Parent (n=474) (n=555) Other family member (n=292) (n=332) Teacher (n=225) (n=296) Friend/Acquaintance (n=219) (n=236) Other (n=73) (n=11) Inspiration for Pursuing Engineering 51 Q33B. Thinking back to before you began your current undergraduate program, would you say there was a particular individual(s) or role model(s) who inspired you to study engineering specifically? Base: All respondents, 2013 (n=2501); 2014 (n=2046) Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 n=1095. Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering. 2014 (n=929)  Just under half of students feel a particular individual inspired them to enter engineering specifically.  Of those who felt inspired, half cite a parent as that individual who motivated them while three in ten mention another family member, one quarter cite a teacher and slightly fewer a friend/ acquaintance.  In terms of gender, the vast majority indicate that it was a male who inspired them.  Just under half of students feel a particular individual inspired them to enter engineering specifically.  Of those who felt inspired, half cite a parent as that individual who motivated them while three in ten mention another family member, one quarter cite a teacher and slightly fewer a friend/ acquaintance.  In terms of gender, the vast majority indicate that it was a male who inspired them. Mentions <5% are not shown Yes %

52. NATIONAL Permanent Residency 52 Mentions <2% are not shown Q34. For statistical purposes, we would like to know the location of your permanent residence. Please select the statement that most appropriately describes your current residency status: ? Base: All respondents, 2013 n=2501; 2014 (n=2046) Q35. You indicated that you are attending university in but are a permanent resident of another province/territory. Please select the province or territory in which you are a permanent resident. Base: Respondents who are not permanent residents of, 2013 (n=195); 2014 (n=202)  Eight in ten students are permanent residents of the province they are studying in, while one in ten are a resident of another province/ territory or are an international student.  Of those who are a permanent resident of another province, around half are from Western Canada- Alberta (33%) or British Columbia (16%). Compared to 2013, students attending school in another province/territory are less likely to be from BC and more likely to be from Nova Scotia  Eight in ten students are permanent residents of the province they are studying in, while one in ten are a resident of another province/ territory or are an international student.  Of those who are a permanent resident of another province, around half are from Western Canada- Alberta (33%) or British Columbia (16%). Compared to 2013, students attending school in another province/territory are less likely to be from BC and more likely to be from Nova Scotia Resident of Another Province/Territory: I am a permanent resident of [Province] (n=1675) (n=2154) I am attending an [Province] university but I am a permanent resident of another province/territory (n=202) (n=195) I am an international student attending an [Province] university (n=169) (n=152) Alberta (n=67) (n=57) British Columbia (n=33) (n=49) Ontario (n=27) (n=26) Nova Scotia (n=25) (n=18) Quebec (n=19) (n=11) Prince Edward Island (n=8) (n=10) Manitoba (n=8) (n=9) New Brunswick (n=5) (n=1) Saskatchewan (n=4) (n=6) Newfoundland/ Labrador (n=4) (n=4)

53. NATIONAL Engineering Disciplines 53 Q3/Q3B. Please indicate the engineering discipline in which you are currently studying by selecting one of the following options. Base: All respondents, 2013 n=2501; 2014 (n=2046) Mentions <3% are not shown  The most popular disciplines continue to be mechanical engineering, civil engineering, electrical engineering and chemical engineering. Mechanical Engineering (n=404) (n=557) Civil Engineering (n=349) (n=445) Electrical Engineering (n=277) (n=368) Chemical Engineering (n=221) (n=208) Computer Engineering (n=79) (n=101) Software Engineering (n=89) (n=99)

54. Impact of Provincial Engineering Association Seminar/ Workshop Attendance 54

55. NATIONAL Workshop/Seminar Attendance & Intention to Pursue Engineering Career  At the overall level, intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.  Compared to 2013, students who have attended are less likely to definitely be likely to pursue a career in engineering and more likely to probably do so.  At the overall level, intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar.  Compared to 2013, students who have attended are less likely to definitely be likely to pursue a career in engineering and more likely to probably do so. 55 HAS ATTENDED A PROVINCIAL ENGINEERING ASSOCIATION WORKSHOP / SEMINAR HAS NOT ATTENDED A PROVINCIAL ENGINEERING ASSOCIATION WORKSHOP / SEMINAR 2013201420132014 AB n=893n=907n=1508n=1062 Yes, Definitely 70% 64% 63% 60% 625578948639 Yes, Probably 25% 30% 32%A 33% 225269477345 No, Probably 4% 6% 5% 7% 32507271 No, Definitely 1% 1110117 Top 2 Box Yes 95% 93% 95% 93% 8508471425984 Low 2 Box No 6% 7% 6% 7% 43608378 Intentions to Pursue Career within the Engineering Field

56. NATIONAL Workshop/Seminar Attendance & Intention to Apply for Licensure  There is no difference in students’ level of intention to apply for licensure between those who have attended a workshop/ seminar and those who have not.  Compared to 2013, overall likelihood to apply for licensure has declined but more so among students who have attended a seminar.  There is no difference in students’ level of intention to apply for licensure between those who have attended a workshop/ seminar and those who have not.  Compared to 2013, overall likelihood to apply for licensure has declined but more so among students who have attended a seminar. 56 HAS ATTENDED A PROVINCIAL ENGINEERING ASSOCIATION WORKSHOP / SEMINAR HAS NOT ATTENDED A PROVINCIAL ENGINEERING ASSOCIATION WORKSHOP / SEMINAR 2013201420132014 AB n=893n=907n=1508n=1062 Yes, Definitely 61%51%52%48% 545459779506 Yes, Probably 24%30% 216274446320 No, Probably 6%8%9%10% 5775130101 No, Definitely 2%4%3%4% 19324737 DK/Not Sure 6%7% 9% 566710698 Top 2 Box Yes 85%81% 78% 7617331225826 Low 2 Box No 9%12% 13% 76107177138 Intention to Apply for the Professional Engineers Licensure

57. Impact of Knowledge of the Professional Engineers Act 57

58. NATIONAL Knowledge of Professional Engineers Act & Intention to Pursue Engineering Career A LOT / FAIR AMOUNT JUST A LITTLE KNOW NOTHING/ NEVER HEARD OF 201320142013201420132014 ABC n=809n=764n=1256n=975n=436n=307 Yes, Definitely 73% BC70% BC63% C59% C55%51% 590532795570240155 Yes, Probably 23%25%31% A33%38% AB42% AB 185189390326166128 No, Probably 3%5% 7% A6%7% 273857712620 No, Definitely 1% 7514844 Top 2 Box Yes 96%94% B94%92%93%92% 7757211185896406283 Low 2 Box No 4%6% 8% A7%8% 344371793024 58 Intentions to Pursue Career within the Engineering Field  The higher the level of knowledge regarding the Professional Engineers Act, the more likely the student is to be definitely likely to pursue a career in engineering.

59. NATIONAL Knowledge of Professional Engineers Act & Intention to Apply for Licensure  Students with a higher level of knowledge regarding the Professional Engineers Act are more likely to intend to apply for licensure (definitely or probably). However, the majority of students regardless of their knowledge intend to apply after graduation. 59 A LOT / FAIR AMOUNTJUST A LITTLE KNOW NOTHING / NEVER HEARD OF 201320142013201420132014 ABC n=809n=764n=1256n=975n=436n=307 Yes, Definitely 64% BC56% BC52% C47% C44%37% 519424656457192114 Yes, Probably 23%28%30% A31%31% A35% A 188211374304134107 No, Probably 6%7%9% A10% A 12% A 4652107954537 No, Definitely 3% 2%4% 242030411611 DK /Not Sure 4%8% 7% A8%11% AB12% AB 345789784938 Top 2 Box Yes 87% BC83% BC82% C78% C75%72% 7056351030761326221 Low 2 Box No 9% 11%14% A 16% A 70721371366148 Intention to Apply for the Professional Engineers Licensure

60. Impact of Knowledge of Licensing and Roles 60

61. NATIONAL Knowledge of Licensing and Roles & Intention to Pursue Engineering Career  At the overall level, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.  Compared to 2013, those with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.  At the overall level, knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field.  Compared to 2013, those with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering. 61 HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE 20132014201320142013201420132014 DEFG n=1183n=1017n=1043n=825n=196N=147n=79n=57 Yes, Definitely 66% F61%66% F63%56% 57%63% 780623690516110824536 Yes, Probably 29%32%28%30%38% DE39% E 35% 34632029024674573120 No, Probably 4%6%5%7%6%5%4%2% 4764495611831 No, Definitely 1% --- 10 1471000 Top 2 Box Yes 95%93%94%92%94%95%96%98% 11269439807621841397656 Low 2 Box No 5%7%6%8%7%5%4%2% 577463 12831 Intentions to Pursue Career within the Engineering Field * Knowledge Levels Defined High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8

62. NATIONAL Knowledge of Licensing and Roles & Intention to Apply for Licensure  Students with a high or moderate degree of knowledge of roles and licensing requirements are significantly more likely than those with a low level of knowledge to intend to apply for licensure.  Compared to 2013, those with a moderate or high level of knowledge are less likely to be definitely likely to apply for licensure.  Students with a high or moderate degree of knowledge of roles and licensing requirements are significantly more likely than those with a low level of knowledge to intend to apply for licensure.  Compared to 2013, those with a moderate or high level of knowledge are less likely to be definitely likely to apply for licensure. 62 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE 20132014201320142013201420132014 DEFG n=1183n=1017n=1043n=759n=196n=131n=79n=48 Yes, Definitely 57%49% F55%50% F41%38%43%46% 67449757741680563426 Yes, Probably 27%29%27%32%35%34%32% 32029428326068502518 No, Probably 7%10% E8%7%10%13% EG8%4% 861068657201962 No, Definitely 3%4%2%3%4% - 363826 8602 Top 2 Box Yes 84%78%82% 76%72%75%77% 9947918606761481065944 Low 2 Box No 10%14% E11%10%14%17% E8%7% 12214411283282564 * Knowledge Levels Defined High: All Correct (3) in Q8 Moderate: 2 Correct in Q8 Low: 1 Correct in Q8 None: Zero (0) Correct in Q8

63. Impact of Knowledge of Organizational Responsibility 63

64. NATIONAL Knowledge of Organizational Responsibility & Intention to Pursue Engineering Career  Overall, knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career. However, students with a high or moderate degree of knowledge are significantly more likely to be definitely likely to pursue a career in engineering.  Compared to 2013, students with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering.  Overall, knowledge of organizational responsibility has no significant impact on intention to pursue an engineering career. However, students with a high or moderate degree of knowledge are significantly more likely to be definitely likely to pursue a career in engineering.  Compared to 2013, students with a high level of knowledge are less likely to be definitely likely to pursue a career in engineering. 64 Intentions to Pursue Career within the Engineering Field HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE 20132014201320142013201420132014 HIJK n=832n=766n=1408n=1098n=143n=111n=118n=71 Yes, Definitely 69% JK62% K65% K62% K57%58%52%48% 57147691168382646134 Yes, Probably 26%28%29%32%38% HI37%43% HI41% H 22021741535655415129 No, Probably 4%9%5% 3%5%4%9% 306770515556 No, Definitely 1% 3% 1161281112 Top 2 Box Yes 95%91%94%95% 89% 7916931326103913710511263 Low 2 Box No 5%10% I6%5%4%5% 11% I 417382596668 Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9

65. NATIONAL Knowledge of Organizational Responsibility & Intention to Apply for Licensure  Students with a high, moderate or low degree of knowledge are significantly more likely to intend to apply for licensure than those with no knowledge.  Compared to 2013, those with a high, moderate or low degree of knowledge are less likely to definitely intend to apply for licensure.  Students with a high, moderate or low degree of knowledge are significantly more likely to intend to apply for licensure than those with no knowledge.  Compared to 2013, those with a high, moderate or low degree of knowledge are less likely to definitely intend to apply for licensure. 65 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE 20132014201320142013201420132014 HIJK n=832n=766n=1408n=1098n=143n=111n=118n=71 Yes, Definitely 57% K50% JK55% K50% JK54% K40%38%31% 47338677054377444522 Yes, Probably 27%30%27%30%31%39% I31%34% 22823138732445433624 No, Probably 8%9%8% 5%9%8%17% HI 677011492710 12 No, Definitely 3% 4%1%4%3%4% 222542402443 Top 2 Box Yes 84% K81% K82% K79% K85% K78% K69%65% 7016171157867112878146 Low 2 Box No 11%13%11%13%6%14%12%25% 8995156132914 15 Knowledge Levels Defined High: All Correct in Q9 (4) Moderate: 2 or 3 Correct in Q9 Low: 1 Correct in Q9 None: All Incorrect (0) in Q9

66. April 2014 Ipsos Reid Public Affairs 300 -160 Bloor Street East Toronto, Ontario, Canada M4W 1B9 Sandra Guiry, Vice President Phone: 416-324-2018 eMail: Sandra.Guiry@ipsos.com Michael Howell, Associate Vice President Phone: 416-572-4407 eMail: Michael.Howell@ipsos.com