1. 2013 Final Year Engineering Student Survey - Atlantic Report Conducted by Ipsos Reid on behalf of Engineers Canada April 2013

2. ATLANTIC Table of Contents Research Objectives3 Methodology4 Executive Summary6 Future Plans10 Application Intentions for Professional Engineering Licensure16 Licensing Knowledge26 Provincial Engineering Association32 Professional Engineers Act35 Demographics38 Additional Analysis: Impact on Intention to Pursue Attendance at Seminar/Workshop 42 Knowledge of the PEA45 Knowledge of Licensing and Roles48 Knowledge of Organizational Responsibility51 2

3. ATLANTIC Research Objectives The primary objective of this research is to understand the reasons why graduates of CEAB accredited engineering programs 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. ATLANTIC Methodology  The online survey was conducted between January 18 to March 15, 2013 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 starting January 18 (for Ontario universities) with a second set of links distributed January 24, 2013 (for all other schools). Each university was requested to send the survey link to all qualified students on either January 19, 2013 (Ontario) or January 25, 2013 (all other schools).  The survey was offered in both English and French. 4

5. ATLANTIC Methodology (cont’d)  At the national level, a total of 34 universities participated in the research and 2,501 students completed the survey.  Within the Atlantic provinces specifically (New Brunswick, Nova Scotia, Newfoundland), 3 schools participated and a total of n=106 students completed the survey.  The margin of error for this study (n=106) is ± 9.5%, 19 times out of 20.  For certain questions, the base size was too low to include in reporting. These include:  Q16, Q17 and Q18 (only n=2 responded to these questions)  Q23 (only n=3 responded to this question)  Please note: base sizes under n=30 are considered very small and should be interpreted with caution 5

6. ATLANTIC Executive Summary Future Intentions: Continuing Education Versus Entering Workforce  Over eight in ten (84%) final year engineering students say they intend to go into the workforce after graduating with their bachelors degree in Engineering.  One in ten (12%) students intend to pursue more education. Of this group, the vast majority (n=10) plan to pursue a graduate degree in engineering. Due to very small base sizes, results should be interpreted with caution.  Among those students who plan to pursue more education, Ontario and New Brunswick are mentioned most often as the location for further studies. Future Intentions: Engineering Career  Virtually all students (98%) say they are likely to pursue a career in engineering, eight in ten definitely will (83%) while slightly more than one in ten probably will (15%).  Very few students (2%) probably will not pursue a career in engineering, while none indicate they definitely will not.  Over nine in ten (95%) students say that when they began their studies they planned to practice engineering upon completion of their program. Seven in ten students began their undergraduate studies with a definite intention to pursue an engineering career (69%), while one quarter said it was likely (26%). 6

7. ATLANTIC Executive Summary (continued) Future Intentions: Engineering Career (continued)  Consistent with the overall level, over nine in ten students who intend to pursue a career in engineering say they were definitely (70%) or likely (26%) to pursue a career in the engineering field when they began their studies. Fewer than one in ten (5%) say they originally intended to pursue an alternate career. Future Intentions: Pursue Licensure  Four in ten of all students (40%) indicate that they definitely intend to apply for licensure, while nearly three in ten (28%) say they probably will. One quarter of student are unlikely to apply, of which nearly two in ten probably won’t (16%), while one in ten definitely won’t apply (9%). Fewer than one in ten don’t know (7%).  Of those students who specifically plan to pursue an engineering career, 40% indicate they definitely will and 29% probably will pursue their licence.  Of those who do not intend to immediately pursue their licence, eight in ten indicate that they probably or definitely will apply for licensure sometime down the road (81%), while one in ten do not foresee themselves applying in the future (11%) or don’t know (7%). Due to very small base sizes, results should be interpreted with caution.  Once told that a licence is required to legally refer to yourself as an engineer and practice as an engineer, the vast majority (n=8) of those who originally did not plan to pursue their licence now indicate they are definitely or probably to do so. Due to very small base sizes, results should be interpreted with caution. 7

8. ATLANTIC Executive Summary (continued) Future Intentions: Pursue Licensure (continued)  Of those who intend to pursue their licence, two-thirds of students plan to do so within one year (67%), of which exactly half will do so within six months (50%). Slightly more than one in ten intend to apply after a year (14%), while two in ten remain undecided (20%).  Among those students who plan to wait at least a year to apply for licensure or are unsure, the vast majority (n=28) cite the desire for required work experience as the reason for the delay or uncertainty.  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, over eight in ten (84%) say they are at least likely to apply within 6 months. Knowledge of Engineering Profession  At eight in ten (82%), the vast majority of students know that engineering is regulated by legislation, while one in ten believe it is not and 5% are unsure.  Students’ knowledge of the Professional Engineers Act of their respective province is varied, over four in ten students report having a fair amount (43%) or just a little knowledge (45%) about the Professional Engineers Act, while 3% claim to know a lot about it. Only 2% say they have never heard of the Act.  Nine in ten students know that a licence is required to perform engineering work independently (92%) while seven in ten know it is needed to use the title ‘Engineer’ (72%). Eight in ten meanwhile know that it is not required to practice engineering work under the supervision of a P.Eng (78%). 8

9. ATLANTIC Executive Summary (continued) Knowledge of Engineering Profession (continued)  The vast majority of students are able to correctly identify that their respective provincial engineering association is the organization responsible for licensing engineers (82%) and that it also regulates the practice of professional engineers (74%). Comparatively, nearly nine in ten students know that CEAB is the organization that accredits University engineering programs (86%).  Students are split however on which organization licenses companies offering engineering services, six in ten believe it is CEAB (60%), while half feel it is their respective provincial engineering association (52%) and almost two in ten don’t know (16%). 9

10. Future Plans 10

11. ATLANTIC Plans After Graduation 11 Q12. Which of the following best describes your current plans after you graduate? Base: All respondents 2013 (n=106) Q13. Which of the following best describes the education you plan to pursue? Base: Respondents who said “more education” in Q12, 2013 (n=12). Current Plans After GraduationEducational Intentions  Over eight in ten students intend on going into the workforce after graduation, while one in ten plan to pursue more education.  Among those who plan to further their education, the vast majority (n=10) plan to pursue a graduate degree in engineering. Due to very small base sizes, results should be interpreted with caution.  Over eight in ten students intend on going into the workforce after graduation, while one in ten plan to pursue more education.  Among those who plan to further their education, the vast majority (n=10) plan to pursue a graduate degree in engineering. Due to very small base sizes, results should be interpreted with caution. Go into the workforce (n=89) Pursue more education (n=13) Don't know/Unsure (n=2) Pursue a graduate degree in engineering (n=10) Pursue an MBA (n=1) Pursue another professional degree (n=1) Pursue another Type of education (n=1)

12. ATLANTIC Location of Anticipated Graduate Education 12 Q13B. Where do you plan to pursue graduate education? Base: Pursue more education after graduation - (n=12) Location of Graduate Intentions  Among those students who plan to pursue more education, Ontario and New Brunswick are mentioned most often as the location for further studies. Due to very small base sizes, results should be interpreted with caution. Ontario (n=3) New Brunswick (n=3) Nova Scotia (n=1) Newfoundland/ Labrador (n=1) Outside of Canada (n=1) Don't know/ Unsure (n=3)

13. ATLANTIC Intention to Pursue Engineering Career 13 Q14. When you complete your education, do you plan to pursue a career in the engineering field? Base: All respondents 2013 (n=106) No (Low 2 Box) Do You Plan to Pursue a Career in the Engineering Field?  Virtually all students intend on pursuing a career in the engineering field after completing their education. 98% (n=104) 2% (n=2) Yes (Top 2 Box) Yes, I definitely will (n=88) Yes, I probably will (n=16) No, I probably won‘t (n=2) No, I definitely won't (n=0)

14. ATLANTIC Career Plans When Studies Commenced  At over nine in ten, nearly all students say that when they began their studies they planned to practice engineering upon completion of their program. 14 Q18. When you began your studies, did you plan to practice engineering when you completed your program? Base: All respondents 2013 (n=106) Did You Plan to Practice Engineering When You Began Your Studies? 95% (n=101) Yes (Top 2 Box) 5% (n=5) No (Low 2 Box) Yes, definitely (n=73) Yes, it was likely (n=28) No, it was unlikely (n=5) No, I definitely did not (n=0)

15. ATLANTIC Current and Prior Career Intentions (among students who intend to pursue a career in engineering)  Similar to the overall level, nearly nine in ten students who intend to pursue a career in engineering say they were definitely or likely to do so when they began their studies. 15 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=104) No (Low 2 Box) Yes (Top 2 Box) 4% (n=4) 96% (n=100) Yes, definitely (n=73) Yes, it was likely (n=27) No, it was unlikely (n=4) No, I definitely did not (n=0)

16. Application Intentions for Professional Engineering Licensure 16

17. ATLANTIC Intention to Apply for Licensure  Four in ten students (40%) indicate that they definitely intend to apply for licensure, while nearly three in ten (28%) probably will. One quarter of students are unlikely to apply, of which 16% probably won’t and 9% definitely won’t apply, while 7% don’t know. 17 Q21. Do you intend to apply for licensure as a Professional Engineer (P.Eng.)? Base: All respondents 2013 (n=106) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) 68% (n=72) 25% (n=27) Yes, I definitely will (n=42) Yes, I probably will (n=30) No, I probably won‘t (n=17) No, I definitely won't (n=10) Don’t know/ Unsure (n=7)

18. ATLANTIC Intention to Apply for Licensure- Pursuing Engineering Career  Among those students who intend to pursue a career in engineering, four in ten students (40%) indicate that they definitely intend to apply for licensure, while a further three in ten (29%) say they probably will. One quarter of students are unlikely to apply for licensure, of which 14% probably won’t and 10% definitely won’t apply. 18 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=104) Do You Intend To Apply for Licensure? No (Low 2 Box) Yes (Top 2 Box) 69% (n=72) 24% (n=25) Yes, I definitely will (n=42) Yes, I probably will (n=30) No, I probably won‘t (n=15) No, I definitely won't (n=10) Don’t know/ Unsure (n=7)

19. ATLANTIC Foresee Applying in Future P.Eng. 19 Q22. Do you ever foresee yourself applying for licensure as a Professional Engineer (P.Eng.)? Base: Respondents who said ‘no’ in Q21 2013 (n=27) Do You Ever Foresee Yourself Applying for Licensure?  Of those students who do not plan on –or- are not sure if they will apply for licensure, the vast majority (81%) indicate that they probably or definitely will apply for licensure sometime down the road, while one in ten (11%) do not foresee themselves applying in the future or don’t know (7%). Due to very small base sizes, results should be interpreted with caution. No (Low 2 Box) Yes (Top 2 Box) 81% (n=22) 11% (n=3) Yes, I definitely will (n=14) Yes, I probably will (n=8) No, I probably won‘t (n=3) No, I definitely won't (n=0) Don’t know/ Unsure (n=2)

20. ATLANTIC Interest Once Told P.Eng. Licence is Required to Practice 20 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=12) Given that a Licence is Required to Practice Engineering, Do You Intend to Apply?  Once told that a licence is required to legally refer to yourself as an engineer and practice as an engineer, the vast majority of those who originally did not plan or were unsure of their intentions now indicate they are definitely or probably likely to apply for licensure. Due to very small base sizes, results should be interpreted with caution. No (Low 2 Box) Yes (Top 2 Box) 67% (n=8) 25% (n=3) Yes, I definitely will (n=6) Yes, I probably will (n=2) No, I probably won‘t (n=2) No, I definitely won't (n=1) Don’t know/ Unsure (n=1)

21. ATLANTIC Application Timeframe 21 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=102)  Two-thirds of students who intend to apply for licensure plan to do so within one year (67%), of which exactly half think they will apply within six months of graduation (50%). Slightly more than one in ten intend to apply after a year (14%), while two in ten remain undecided (20%). 67% (n=68) Within six months after graduation (n=51) Within a year after graduation (n=17) More than a year after graduation (n=14) Don't know/unsure (n=20)

22. ATLANTIC Reasons for Waiting to Apply 22 Q28. Why do you intend to wait more than a year to apply for the P.Eng.? Base: Respondents who said >1yr or don’t know/unsure in Q27, 2013 (n=34) Why Do You Plan to Wait More Than a Year to Apply?  Among those students who plan to wait at least a year to apply for licensure or are unsure, the vast majority cite the desire for required work experience as the reason for the delay or uncertainty. Due to small base sizes, results should be interpreted with caution. I want to achieve the required experience before applying (n=28) Intend to obtain a graduate degree (n=2) Uncertain about my career path/ life plans (n=1) Want to pursue other studies/ further my education (n=1) Not sure I need it (in my chosen field of work) (n=1) Taking time off/ pursuing other interests (n=1) Don't Know/ Unsure (n=1)

23. ATLANTIC Impact of Waiving EIT Fees on Likelihood to Apply within Six Months 23 Q29. If you knew that by applying for licensure within 6 months of graduation you could be 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 >6 months after graduation, 2013 (n=51) Likely (Top 2 Box) Unlikely (Low 2 Box) (n=81) Would you Apply Within 6 Month if Eligible to Have 1st Year EIT Fees Waived?  Upon learning that they could be eligible to have their first year EIT fees waived, six in ten (61%) students who intend to apply for licensure more than a year after graduation say that they are very likely to apply within six months. One-quarter (24%) are somewhat likely to apply within six months, while less than one in ten are unlikely to apply (8%) in that timeframe or don’t know (8%). 84% (n=43) x 8% (n=4) x Very likely (n=31) Somewhat likely (n=12) Somewhat unlikely (n=2) Very unlikely (n=2) Don't know / Unsure (n=4)

24. ATLANTIC Intended Country of Application 24 Q25. Where do you intend to apply for licensure? Base: Respondents who ever plan to apply for licensure, 2013 (n=102) 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  Nearly all final year engineering students (96%) who intend to apply for licensure plan to apply in Canada. Fewer than one in ten also plan to apply in the US (7%) or abroad (5%). 5% (n=5) Canada (n=98) US (n=7) Europe (n=4) Asia (n=1) Other (n=6)

25. ATLANTIC Province of Intended Licensure 25 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=98)  Half of students who plan to apply for licensure intend to apply in New Brunswick (50%), followed by Alberta (35%) and Newfoundland/ Labrador (23%). Nearly one in ten plan to apply in British Columbia (14%), Nova Scotia (11%), Ontario (10%) or PEI (8%). New Brunswick (n=49) Alberta (n=34) Newfoundland/ Labrador (n=23) British Columbia (n=14) Nova Scotia (n=11) Ontario (n=10) Prince Edward Island (n=8) Quebec (n=8) Saskatchewan (n=4) Manitoba (n=1) Yukon/ Northwest Territories/Nunavut (n=1) Don't know/ Unsure (n=11)

26. Licensing Knowledge 26

27. ATLANTIC Engineering Regulated by Legislation 27 Q5. As far as you know, is the practice of professional engineering regulated by legislation? Base: All respondents 2013 (n=106) Is the Practice of Engineering Regulated by Legislation?  At eight in ten (82%), the vast majority of students know that engineering is regulated by legislation, while one in ten believe it is not and 5% are unsure. Yes (n=87) No (n=14) Don’t know/ Unsure (n=5)

28. ATLANTIC Licensing for Roles within Engineering  Nine in ten students know that a licence is required to perform engineering work independently (92%) while seven in ten know it is needed to use the title ‘Engineer’ (72%). Eight in ten meanwhile know that it is not required to practice engineering work under the supervision of a P.Eng (78%). 28 Q8. As far as you know, is a licence required before being able to do the following in... Base: All respondents 2013 (n=106) Is a Licence Required Before Being Able to Do the Following?

29. ATLANTIC Knowledge of Licensing and Roles 29 Q8. As far as you know, is a licence required before being able to do the following in.. Base: All respondents 2013 n=(106) 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 Knowledge Level of Engineering Practices Requiring a Licence High/Moderate (Top 2 Box) Little/None (Low 2 Box)  Over nine in ten students have a moderate (43%) or high (51%) level of knowledge of when a licence is required to legally perform actions/ duties within the engineering profession. Comparatively, fewer than one in ten have either little (2%) or no knowledge (4%) on the subject. 94% (n=100) x 6% (n=6) x High (n=54) Moderate (n=46) Low (n=2) None (n=4)

30. ATLANTIC Organizational Responsibilities - 2013  The vast majority of students are able to correctly identify that their respective provincial engineering association is the organization responsible for licensing engineers (82%) and that it also regulates the practice of professional engineers (74%). Comparatively, nearly nine in ten students know that CEAB is the organization that accredits University engineering programs (86%). Students are split however on which organization licenses companies offering engineering services, six in ten believe it is CEAB (60%), while half feel it is their respective provincial engineering association (52%) and almost two in ten don’t know (16%). 30 (n=79) 2013 - 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=106)

31. ATLANTIC Knowledge of Organizational Responsibility 31 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=106) High/ Moderate (Top 2 Box) Little/ None (Low 2 Box)  Nearly nine in ten students have either a high (36%) or moderate (52%) level of knowledge concerning organizational responsibilities of activities/ procedures relating to the engineering profession. Slightly more than one in ten have either a low level (8%) or no knowledge (4%) on the subject. 88% (n=93) x 12% (n=13) x 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 High (n=38) Moderate (n=55) Low (n=9) None (n=4)

32. Provincial Engineering Association 32 Attendance at seminar(s) and awareness of SMP program

33. ATLANTIC Attendance of Provincial Engineering Association Seminar 33 Q11. Have you ever attended a workshop/ seminar/ talk given by a [PEGNL/Engineers PEI/Engineers NS/APEGNB/] representative? Base: All respondents 2013 (n=106) Ever Attend a [PEGNL/Engineers PEI/Engineers NS/APEGNB] Seminar?  Six in ten (58%) students report having ever attended a seminar or workshop given by a representative from their respective provincial engineering association. Yes (n=62) No (n=41) Don’t know/ Unsure (n=3)

34. ATLANTIC Association with SMP 34 Q32. Which of the following best describes your association with the [PEGNL/Engineers PEI/Engineers NS/APEGNB/]’s Student Membership Program (SMP)? Base: All respondents 2013 (n=106) Aware (Top 3 Box)  Slightly more than one-third of students (35%) are aware of a Student Membership Program (SMP) offered by their respective provincial engineering association. Of which, 3% are current members, one quarter have heard of it and are interested in becoming a member (26%) and 6% have heard of the program but are not interested in membership. 35% (n=37) I am currently a member (n=3) I've heard of it and am interested in becoming a member (n=28) I've heard of it but am not interested in becoming a member (n=6) I have never heard of it (n=69)

35. Professional Engineers Act 35

36. ATLANTIC Professional Engineers Act 36 Q6. The practice of engineering is regulated by the Professional Engineers Act of [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick ]. Which of the following best describes how much you know about the Professional Engineers Act of [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick ] ? Base: All respondents 2013 (n=106) Familiar (Top 3 Box) How Much Do You Know About the Professional Engineers Act of [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick]?  Over nine in ten students report being familiar with the Professional Engineers Act of their respective province. Four in ten report having a fair amount (43%) or just a little knowledge (45%) about the Professional Engineers Act, while 3% claim to know a lot about it. Only 2% say they have never heard of the Act. 92% (n=97) x A lot (n=3) A fair amount (n=46) Just a little (n=48) Heard of it, but know nothing about it (n=7) Never heard of it (n=2)

37. ATLANTIC Professional Engineers Act (cont’d) 37 Q7. Where did you first hear about the Professional Engineers Act of [Newfoundland and Labrador / PEI / Nova Scotia / New Brunswick]? Base: Respondents who know about the Act 2013 (n=97) Where Did You First Hear About the Professional Engineers Act of [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick ]? Mentions <4% are not shown 77% (n=74) University prof or course  Close to eight in ten students heard about the Act through a university law and ethics course (53%) or a university professor or administrator (24%). From a University Law & Ethics Course (n=51) From a University professor/administrator (n=23) From a professional engineer (n=11) From a provincial association representative (n=4) From a family member or friend (n=4)

38. Demographics 38

39. ATLANTIC Parent (n=21) Other family member (n=13) Friend/ Acquintance (n=8) Teacher (n=7) Colleague / co-worker (n=4) Guidance Counsellor (n=2) Inspiration for Pursuing Engineering 39 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=106. Q33C. What was your relation to this person(s)? Base: Respondents who were inspired by someone to pursue engineering. 2013 n=42. Q33D. Please indicate the gender of each individual you selected. Base: Respondents who were inspired by someone to pursue engineering.  Exactly four in ten students indicate that a particular individual inspired them to enter engineering specifically. Of those who were inspired, half cite a parent as the individual who motivated them while three in ten mention another family member and two in ten a friend/ acquaintance or a teacher.  The vast majority indicate that it was a male who inspired them.  Exactly four in ten students indicate that a particular individual inspired them to enter engineering specifically. Of those who were inspired, half cite a parent as the individual who motivated them while three in ten mention another family member and two in ten a friend/ acquaintance or a teacher.  The vast majority indicate that it was a male who inspired them. (n=42) (n=64)

40. ATLANTIC Permanent Residency 40 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=106; Q35. You indicated that you are attending university in [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick ] 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 [Newfoundland and Labrador/PEI/Nova Scotia/New Brunswick ], 2013 n=26;  Nearly seven in ten final year engineering students are permanent residents of the province they are attending school in (68%). Of those who are attending school in one of the Atlantic provinces but are a permanent resident of another province, Alberta, PEI and Nova Scotia are the most common home provinces referenced by students. Resident of Another Province/Territory: [Newfoundland and Labrador, PEI, Nova Scotia, New Brunswick ] (n=72) Resident of another province/territory (n=26) International student (n=8) Alberta (n=7) Prince Edward Island (n=7) Nova Scotia (n=5) Ontario (n=3) Newfoundland/ Labrador (n=2) British Columbia (n=1) Quebec (n=1)

41. ATLANTIC Engineering Disciplines 41 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=106 Mentions <3% (in 2013) are not shown  The most popular disciplines are civil engineering, followed by mechanical engineering and electrical engineering. Civil Engineering (n=37) Mechanical Engineering (n=24) Electrical Engineering (n=16) Chemical Engineering (n=10) Geomatics Engineering (n=5) Computer Engineering (n=4)

42. Impact of Seminar/ Workshop Attendance 42

43. ATLANTIC Workshop/Seminar Attendance & Intention to Pursue Engineering Career  Intentions to pursue a career within the Engineering field are the same regardless if a student has attended a workshop/seminar. 43 HAS ATTENDED A WORKSHOP / SEMINAR HAS NOT ATTENDED A WORKSHOP / SEMINAR AB n=62n=41 Yes, Definitely 79%88% 4936 Yes, Probably 18%12% 115 No, Probably 3%- 2- No, Definitely -- -- Top 2 Box Yes 97%100% 6041 Low 2 Box No 3%- 2- Intentions to Pursue Career within the Engineering Field

44. ATLANTIC [Workshop/Seminar Attendance & Intention to Apply for Licensure  Intentions to pursue their P.Eng. licence are the same regardless if a student has attended a workshop/seminar. 44 HAS ATTENDED A WORKSHOP / SEMINAR HAS NOT ATTENDED A WORKSHOP / SEMINAR AB n=62n=41 Yes, Definitely 39%41% 2417 Yes, Probably 31%24% 1910 No, Probably 18%15% 116 No, Definitely 10%7% 63 DK/Not Sure 3%12% 25 Top 2 Box Yes 69%66% 4327 Low 2 Box No 27%22% 179 Intention to Apply for the Professional Engineers Licensure

45. Impact of Knowledge of the Professional Engineers Act 45

46. ATLANTIC Knowledge of Professional Engineers Act & Intention to Pursue Engineering Career A LOT / FAIR AMOUNTJUST A LITTLE KNOW NOTHING / NEVER HEARD OF ABC n=49 n=48n=9** Yes, Definitely 82%81%100% 40399 Yes, Probably 14%19%- 79- No, Probably 4%-- 2-- No, Definitely --- --- Top 2 Box Yes 96%100% 47489 Low 2 Box No 4%-- 2-- 46 Intentions to Pursue Career within the Engineering Field  Knowledge of the Professional Engineers Act has little influence over their intention to pursue a career in engineering. **very small base size. Interpret with caution.

47. ATLANTIC Knowledge of Professional Engineers Act & Intention to Apply for Licensure  Knowledge of the Professional Engineers Act has little influence over whether students plan to pursue their P.Eng. Licence. The majority of students regardless of their level of knowledge intend to apply after graduation 47 A LOT / FAIR AMOUNTJUST A LITTLE KNOW NOTHING / NEVER HEARD OF ABC n=49 n=48n=9** Yes, Definitely 45%33%44% 22164 Yes, Probably 22%29%56% 11145 No, Probably 16%19%- 89- No, Definitely 10% - 55- DK /Not Sure 6%8%- 34- Top 2 Box Yes 67%63%100% 33309 Low 2 Box No 27%29%- 1314- Intention to Apply for the Professional Engineers Licensure **very small base size. Interpret with caution.

48. Impact of Knowledge of Licensing and Roles 48

49. ATLANTIC Knowledge of Licensing and Roles & Intention to Pursue Engineering Career  Knowledge in terms of roles and licensing requirements does not influence intent to pursue a career in the engineering field. 49 HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD n=54n=46n=2**n=4** Yes, Definitely 89%76%50%100% 483514 Yes, Probably 11%20%50%- 691- No, Probably -4%-- -2-- No, Definitely ---- ---- Top 2 Box Yes 100%96%100% 544424 Low 2 Box No -4%-- -2-- Intentions to Pursue Career within the Engineering Field **very small base size. Interpret with caution.

50. ATLANTIC Knowledge of Licensing and Roles & Intention to Apply for Licensure  Knowledge in terms of roles and licensing requirements does not influence intent to pursue a P.Eng. licence. 50 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD n=54n=46n=2**n=4** Yes, Definitely 44%35%-50% 2416-2 Yes, Probably 28% -50% 1513-2 No, Probably 15%17%50%- 881- No, Definitely 7%11%50%- 451- Top 2 Box Yes 72%63%-100% 3929-4 Low 2 Box No 22%28%100%- 12132- **very small base size. Interpret with caution.

51. Impact of Knowledge of Organizational Responsibility 51

52. ATLANTIC Knowledge of Organizational Responsibility & Intention to Pursue Engineering Career  Knowledge of organizational responsibility has no statistically significant impact on intention to pursue an engineering career. 52 Intentions to Pursue Career within the Engineering Field HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD n=38n=55n=9**n=4** Yes, Definitely 87%84%67%75% 334663 Yes, Probably 13% 33%25% 5731 No, Probably -4%-- -2-- No, Definitely ---- ---- Top 2 Box Yes 100%96%100% 385394 Low 2 Box No -4%-- -2-- **very small base size. Interpret with caution.

53. ATLANTIC Knowledge of Organizational Responsibility & Intention to Apply for Licensure  Knowledge of organizational responsibility has little influence on intention to apply for their engineering licensure. 53 Intention to Apply for the Professional Engineers Licensure HIGH KNOWLEDGE MODERATE KNOWLEDGE LOW KNOWLEDGE NO KNOWLEDGE ABCD n=38n=55n=9**n=4** Yes, Definitely 45%40%22%25% 172221 Yes, Probably 32%22%44%50% 12 42 No, Probably 8%24%11%- 3131- No, Definitely 8%9%11%25% 3511 Top 2 Box Yes 76%62%67%75% 293463 Low 2 Box No 16%33%22%25% 61821 **very small base size. Interpret with caution.

54. April 2013 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, Senior Research Manager Phone: 416-572-4407 eMail: Michael.Howell@ipsos.com