2024 ASEE Annual Conference & Exposition

This paper explores the implementation of a self-audit form to assess the attainment of ABET (Accreditation Board for Engineering and Technology) student outcomes from the unique vantage point of both students and the instructional team. The study is situated within the context of innovation-based learning, a paradigm where students actively engage in engineering projects throughout their undergraduate journey. These innovation projects foster an environment where failure is not only accepted but encouraged, enabling students to derive invaluable insights from their missteps. This approach empowers students to grasp fundamental engineering principles and apply them in their innovation projects.
A distinctive feature of this learning ecosystem is the custom learning management system, MOOCIBL, which rewards students with learning tokens. As participants in our Biomedical Engineering program, students amass blockchain-based learning tokens across their undergraduate courses. This research introduces the innovative concept of using these tokens as an analytical tool for quality control.
To investigate the impact of learning tokens on the assessment of ABET student outcomes, students were tasked with classifying their tokens into general and program criteria student outcomes. At the commencement of the semester, students were prompted to self-assess their progress in achieving student outcomes for years 1-3 of their undergraduate education, initially providing a percentage of their attainment. Subsequently, they categorized their tokens and adjusted their free learning experiences to address identified gaps. At the semester's conclusion, students reassessed the completeness of their attainment, with instructor validation of token classifications.
The results of this study were rigorously analyzed, incorporating student and instructor perspectives. Interviews were conducted to gain insights into the participants' experiences with this novel approach. The research demonstrates that blockchain learning tokens can serve as a powerful tool to enhance quality control and empower students in higher education by granting them greater autonomy over their own learning journeys. This innovative approach offers a promising avenue for advancing engineering education and fostering student ownership of their learning outcomes.