Development of evidence management and gap analysis tools for continuous improvement of engineering programs

Abstract

The purpose of this paper is to demonstrate the development and structure of recently created data management tools used to assist in the continuous improvement of both agricultural and biological systems engineering programs. With the arrival of automatic document feeders capable of transforming paper materials in electronic documents, evidence of course contribution to student learning outcomes is easier to map than ever before. Additionally, electronic storage enables the ability to search within documents and connect related data more effectively than could be achieved with paper documentation. As a result, the following paper includes the development of key components for establishing relationships between course evidence (student work, syllabi, lectures, etc.) and student learning outcomes, a critical component of criterion 3 of the general criteria for baccalaureate level programs seeking ABET accreditation. Furthermore, the developed structure includes a means for collecting data and correlating the evidence to specific ABET A-K student outcomes in combination with a modified Bloom's taxonomic scale for classifying competency. In addition to evidence collection and classification of student outcomes, the design of a data management tool for identifying gaps between achieved and targeted student learning outcome levels for individual courses will also be discussed. The function of the gap analysis data management tool is to inform instructors as to whether a course, based on the supplied evidence, is under or over achieving its specified target of student outcome performance. These tools were recently used for an ABET accreditation cycle and have the potential to be powerful resources for programs hoping to close the loop as part of their continuous improvement process. In summary, this paper will demonstrate the development of a database tool implement for capturing, reviewing, and assessing student output on a course by course basis. © 2012 American Society for Engineering Education.