Abstract
There has been a growing attention to engineering graduates' generic skills competency. Generic skills attainment is included as essential graduate attributes by accreditation bodies such as Accreditation Board for Engineering and Technology (ABET). Generic skills competency is often assessed at program level using indirect measures such as graduate surveys and student interviews. In this work-in-progress, we present the design, collection, and analysis of direct and indirect evidences of engineering students' generic skills learning at course level. In particular, we report an on-going implementation case study in a course for engineering undergraduates. Our study is rooted in the theoretical framework of social epistemic cognition which explains knowledge acquisition in social contexts. We also discuss our preliminary results collected from the online learning community participated by all students in the course (direct evidence) and a survey on the participants' beliefs associated to social epistemic cognition and collaborative learning (indirect evidence).