ETAC-ABET and EvaluateUR-CURE: Findings from Combining Two Assessment Approaches as Indicators of Student-learning Outcomes

There is a growing national demand for qualified graduates in science, technology, engineering, and mathematics (STEM). Engineering Technology (ET) programs at community colleges and colleges/universities play a vital role in meeting this demand, specifically targeting the preparation of students who are well qualified to enter the technical workforce. In accredited ET programs, students conduct design projects that provide opportunities to apply content knowledge and gain valuable workplace skills. These course-based undergraduate research experiences (CUREs) greatly expand the number of students who can benefit from conducting research as the design projects are embedded directly into the curriculum and are taken by all students in the program. Undergraduate research has been shown to help students take ownership of their own learning and helps them to see the real-world relevance of research as they learn problem-solving skills. Inquiry-based projects are beneficial because they require a significant investment of student time and effort over an extended period with frequent, constructive feedback from faculty and regular opportunities for reflection. EvaluateUR-CURE, an evidence-based method developed at XXX, measures a broad range of desirable outcomes that include both content knowledge and outcomes that are critically important in the workplace, such as communication skills, creativity, autonomy, an ability to overcome obstacles, critical thinking, and problem-solving skills. EvaluateUR-CURE also provides students opportunities to develop metacognitive skills as a way to identify how much academic progress they have made or still need to make. The two-semester senior design sequence at XXX was selected as a pilot implementation site for EvaluateUR-CURE because: it addresses most of ETAC ABET student outcomes and overlaps with outcome categories and components of EvaluateUR-CURE. In addition, the junior-level electronics course has recently been revised to include students working in groups on a variety of practical design projects. The revised course identified specific performance indicators and grading rubrics to be used for assessment and assigning student grades. EvaluateUR-CURE complements these indicators by providing additional feedback to the student about their progress so adjustments in their learning can be made throughout the semester, not just at the end of the semester when grades are assigned. EvaluateUR-CURE can also help the student take greater ownership in their learning as they identify their academic strengths and what strategies they might use to improve in other areas. The paper addresses the process of development of performance indicators and presents the results of assessment and evaluation of both, EATC ABET student outcomes and outcome categories of EvaluateUR-CURE.