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

Abstract

Estell currently serves as an ABET Commissioner and as a subcommittee chair on ABET's Accreditation Council Training Committee. He was previously a Member-At-Large on the Computing Accreditation Commission Executive Committee and a Program Evaluator for both computer engineering and computer science. Estell is well-known for his significant contributions on streamlining student outcomes assessment processes, and has been an invited presenter at the ABET Symposium on multiple occasions. Estell is also a founding member and current Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions. Estell is Professor of Computer Engineering and Computer Science at Ohio Northern University, where he currently teaches first-year programming and user interface design courses, and also serves on the college's Capstone Design Committee. Much of his research involves design education pedagogy, including formative assessment of client-student interactions, modeling sources of engineering design constraints, and applying the entrepreneurial mindset to first-year programming projects through student engagement in educational software development. Estell earned his BS in Computer Science and Engineering degree from The University of Toledo and both his MS and PhD degrees in computer science from the University of Illinois at Urbana-Champaign.

Assessment of Curriculum Design by Learning Outcomes (LO)

“…This cycle evidences all the elements and implications that have been discussed so far regarding the curriculum design based on LO, allowing the intentional and systematic collection of information for decision making in the process of continuous improvement to achieve high standards of the educational quality of the program [26]. The starting point for this assessment is the curricular design articulated in LO and the collaborative work of Academic Networks (Curricular and Course), understood as "social organization devices, founded on relationships of equity among members of the same academic stratum or group with common objectives and goals" [27,28] The starting point for this assessment is the curricular design articulated in LO and the collaborative work of Academic Networks (Curricular and Course), understood as "social organization devices, founded on relationships of equity among members of the same academic stratum or group with common objectives and goals" [27,28]…”

“…In this phase, we will work with the grade records of phase 4; for this, the course director and the Tutor Network must apply the VD performance vector [28] as follows: (# students in high, medium, or low performance x 00/# total number of students evaluated). The scores for the high-, medium-, and low-performance levels will be defined in the evaluation rubric for each moment.…”

Implementing an Effective ABET Assessment Program for a New Bachelor of Science in Engineering Technology Degree

“…Performance criteria, performance vectors, and performance indicators have been described in many articles to be the guidelines through which performance could be measured [10,11]. Performance indicators were developed earlier and discussed in the previous paper which serves as a tool to assess the competencies.…”

Applications of Teams and Stories: Augmenting the Development of Entrepreneurial Mindset in Engineers

“…By developing EM, we support engineering students' "mindset toward innovation" and help them learn how to "proactively anticipate problems." Many studies surrounding EM and Entrepreneurially Minded Learning (EML) have been conducted regarding classroom and curricular interventions [26]- [29], mindset assessment [30]- [33], and alignment with ABET outcomes [34], [35].…”