Gathering ABET student outcome evidence using technology: What happens when results don't match grant goals and research takes an unexpected turn?

Abstract

Small research grants can offer faculty members the opportunity to explore potential solutions to automate the collection of student outcome evidence as needed to support ABET assessment plans. This paper explores the results of two such grants that sought to utilize a student electronic portfolio to archive evidence and seamlessly aggregate the evidence for assessment purposes. In addition, the integration of an electronic portfolio, the ePDP, could promote both ABET assessment data collection as well as reflective activities to assist students in viewing the curriculum as a developmental process, aggregating evidence over the enrollment years. However, the research activities exposed several flaws. TaskStream DRF template did not facilitate seamless integration between the instructor’s ABET rubrics in TaskStream and the student assignment. Nor did TaskStream aggregate the student work in such a way that the student or the instructor could efficiently analyze its correlation to an ABET student outcome. Specifically, redundant input was required from both the students and the instructors. Despite the disappointing limitations exposed with the grant funds, and hopeful attempts to resolve the identified flaws, the researchers found an unexpected and satisfying solution outside of the electronic portfolio. The learning management system, Canvas, features the tool: Outcomes. The tool allows mastery statements to be created and shared across courses in a program. The mastery statements can be imported into a specific course, then linked to assignment rubrics, previously created to assess student submissions. Rich information on student outcome attainment is available when the Outcome tool is used consistently by faculty.