One of the issues that programs creating assessment plans face is with developing performance indicators in support of the ABET Student Outcomes. Constructing performance indicators from scratch can be, and usually is, a painful and laborious process. The program at decided to take a different approach.
Several presentations made at prior KEEN National Conferences have included references to the list of “extended KEEN Student Outcomes” developed by Ohio Northern University. Faculty at this institution have expanded upon the KEEN Framework by developing what they refer to as “specific, authentic learning objectives” from the “3 C’s” of the Entrepreneurial Mindset: Curiosity, Connections, and Creating Value. Additional learning objectives were developed from how the Entrepreneurial Mindset is expressed through both Collaboration and Communication, and how it is founded on Character. Collectively, these learning objectives were designed to translate the big picture of the KEEN Framework into smaller, actionable items that could enable more intentional scaffolding of the entrepreneurial mindset throughout that institution’s curricula.
When reviewing the set of extended KEEN Student Outcomes, it was noted that the learning objectives contained therein were actually a set of performance indicators: specific, measurable statements that help identify required student performance. When subsequently mapped to the recently updated ABET Student Outcomes for engineering programs, a significant number of the learning objectives were found to align with several of the student outcomes (an even stronger alignment was observed with the ABET Student Outcomes for computing programs). Accordingly, the aligned learning objectives contained within the extended KEEN Student Outcomes were adopted by the program at as their foundational set of performance indicators for their new ABET assessment plan. Additional performance indicators were obtained in a similar fashion by adopting learning objectives specified in the Body of Knowledge document to allow for more discipline-specific measures to be employed.
By using already available learning objectives as performance indicators in one’s student outcomes assessment process, a program can significantly reduce the amount of time and effort it takes to develop an assessment plan. This paper will illustrate the relationship between the extended KEEN Student Outcomes and the ABET Student Outcomes, examine how one plan can be used to evaluate the extent to which both sets of Outcomes are being attained, provide details regarding the processes used in developing the program’s assessment plan, and furnish tools that can be used by other institutions as part of a faculty buy-in process when developing their own similar assessment plan.
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