Validation Of Workplace Competencies Sufficient To Measure Abet Outcomes

Abstract

Taking the unique approach of addressing ABET criteria (a-k) as workplace competencies, Iowa State University College of Engineering partnered with Development Dimensions International (DDI), a global provider of competency-based performance management tools and services, to develop the processes and products to support this approach. Using "critical incident" based data gathering, the College and DDI brought together approximately one hundred constituents, representing ISU faculty, partnering international faculty, coop and intern students, employers, parents and alumni to provide input to the design of the measurements of ABET (a-k). From the analysis of the "critical incidents" fourteen unique competencies, that are necessary and sufficient to measure ABET Outcomes (a-k) were identified. Each competency was clearly defined, independent of all the others. The fourteen competencies were then mapped to ABET (a-k). For each competency an independent set of observable and measurable key actions, which students may take to demonstrate their development, were defined. An appropriate measurement approach was identified for the key actions. Validation of the development process by the contributing constituents is presented in this paper. Also, curricular implementation is discussed.

Practicing Omega: Addressing Learning Outcomes In An Online Case Simulation

“…Key actions that demonstrate competencies can be observed and measured. Accordingly, we identified fourteen unique "ISU Competencies" (Table 1) as necessary and sufficient to measure the ABET (a-k) Outcomes [4,5]. They have been mapped to the ABET (a-k) Outcomes and validated through engagement with contributing constituents (internship managers, industry, students, and faculty).…”

“…Thus, by providing a multiple opportunities for students and graduates to develop and demonstrate the Communication Competency in their education, we help them achieve a significant number of Outcomes. Page 9.999.2 During the validation process, constituents were asked what the probability of developing and demonstrating Competencies in various settings [8]. For many of the Competencies, the engineering workplace had the highest perceived probability.…”

Using E Portfolios To Develop And Assess Abet Aligned Competencies

“…Accordingly, we identified fourteen unique "ISU Competencies" as necessary and sufficient to measure the ABET (a-k) Outcomes. 5,6 The fourteen ISU Competencies have been mapped to the ABET (a-k) Outcomes that we adopted for the ABE program and validated through engagement with contributing constituents (Table 1). Each of the ABET-aligned Competencies has an independent set of observable and measurable Key Actions ( Beyond the cooperative and internship environments, we believe that student electronic portfolios (ePortfolios) can demonstrate and help develop at least six of the fourteen ISU Competencies: General Knowledge, Initiative, Innovation, Planning, Communication and Teamwork.…”