Development and Use of a Client Interaction Rubric for Formative Assessment

Abstract

is active in the assessment community with his work in streamlining and standardizing the outcomes assessment process, and has been an invited presenter at the ABET Symposium. He is also active within the engineering education community, having served ASEE as an officer in the Computers in Education and First-Year Programs Divisions; he and his co-authors have received multiple Best Paper awards at the ASEE Annual Conference. His current research includes examining the nature of constraints in engineering design and providing service learning opportunities for first-year programming students through various K-12 educational activities. Dr. Estell is a Member-at-Large of the Executive Committee for the Computing Accreditation Commission of ABET, and also serves as a program evaluator for the Engineering Accreditation Commission. He is also a founding member and serves as Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions through a standardized rite-of-passage ceremony.

Working to Instill the Entrepreneurial Mindset Across the Curriculum

“…The complete curriculum map is shown in Figure 3. Additional details on the specific course modifications, as well as evidence of effectiveness and impacts of the modifications, are available on EngineeringUnleashed.com and have been published elsewhere (Diberardino, Funke, & Mikesell, 2018;Estell & Howe, 2017;Estell, Hylton, France, & Diberardino, 2017;LeBlanc & Hassan, 2017;LeBlanc, Nepal, & Mowry, 2017;Mehta & Mikesell, 2018;Mikesell, Chen, Ma, & Ali, 2015;Reeping & Estell, 2018;Shen & Mehta, 2017).…”

“…Additionally, as this same process is expanded to the other departments in the College of Engineering, a more robust and uniform method of assessment is being developed, built around the inclusion of useful and KEEN-linked student outcomes in the FCAR (Faculty Course Assessment Report) and other course reporting mediums. While these data are unfortunately unavailable for the current work, the various course-level implementation works are included as evidence of effectiveness of the myriad of pedagogical innovations that comprise this curricular modification (Diberardino et al, 2018;Estell & Howe, 2017;Hylton et al, 2017;LeBlanc & Hassan, 2017;Mehta & Mikesell, 2018;Mikesell et al, 2015;Reeping & Estell, 2018;Shen & Mehta, 2017). In addition, to better illustrate the specifics of implementation, an exemplar modification is included later.…”

“EMbedding” the KEEN Framework: An Assessment Plan for Measuring ABET Student Outcomes and Entrepreneurial Mindset

“…Sometimes opportunity presents itself in unexpected ways, such as when a casual conversation held while participating in a 10K race morphs into a collaborative research project presented at ASEE the next year [26]. Similarly, one reviewer's comment on the draft manuscript for this paper pointed to one aspect of the broader impact of the research contained herein: "that entrepreneurial outcomes can be achieved in existing engineering curricula through revisiting the existing outcomes or minor modifications."…”

How Analogies Fit in a Framework for Supporting the Entrepreneurial Mind-set in an Electric Circuits Course

“…As a classroom activity to support the question submission assignments, a question for each lecture is generated by the instructor to demonstrate as an example of a good question to be explored for the topic of the day. A single point rubric has been developed based on the template described in [21] and shared with the students (shown in Table 1). The instructor describes the elements of the rubric and scores the instructor-generated question using the rubric so students better understand both the elements of the rubric and the characteristics that make a good question.…”