2025 ASEE Annual Conference & Exposition

BOARD #480: Creating a Course “Dashboard” to Continually Assess and Improve the Quality of Education

Presented at Multidisciplinary Engineering Division (MULTI) Technical Session 3

This full paper aims to develop a program dashboard that continuously assesses and improves the quality of education in a senior engineering capstone course. In this era where real-world problems have become increasingly complex, it is essential to equip engineering students with the skills they need to succeed. Continuous assessment and improvement of education are essential for maintaining the quality and integrity of educational excellence and achieving effective learning outcomes. To support this goal, we propose to develop a dashboard as a tool and platform that provides real-time visibility into student learning gains. This enables educators, who play a crucial role, to make informed and data-driven decisions related to continuous assessment and improvement of the quality of education. This tool also allows students to monitor their own progress in real time. The purpose of this study is to describe the processes and decisions involved in creating a dynamic and interactive program dashboard that facilitates ongoing quality assessment. Student outputs, specifically compassionate design worksheets from a senior capstone design course, will be evaluated using a rubric in a grading management system (i.e., Gradescope). This evaluation will generate data which is intended to accurately reflect students' learning gains across the compassionate design worksheets. These will be imported into a data visualization tool (i.e., Power BI) to create an interactive and dynamic dashboard. This pilot study is a significant stride towards maintaining educational excellence and ensuring effective learning outcomes. The proposed interactive and dynamic dashboard offers substantial benefits to all education stakeholders. Importantly, it will empower design educators with real-time insights, enhance the learning experience for students taking capstone design courses by prioritizing their needs and progress, and foster a sense of stakeholder responsibility and commitment. This innovative tool will serve as a cornerstone of innovation in engineering education, ensuring graduates are well-prepared for the dynamic and ever-evolving engineering landscape.

Authors

Tabe Ako Abane http://orcid.org/https://0009-0008-9675-0186 Purdue University at West Lafayette (COE) [biography]

Tabe Abane is a PhD student in Engineering Education at Purdue University. He holds an MA in Leadership in Education (2023) from Liverpool John Moores University (UK), a Bachelor of Technology in Renewable Energy (2018), and a Five-Year Diploma in Mechanical Engineering and Teaching (2015) from the University of Bamenda (Cameroon). His dissertation research focuses on how engineering students develop systems thinking in socioenvironmental contexts. Using Social Constructivism and Mental Models theory, he examines collaborative approaches to systems thinking. As part of his research assistantship, he contributes to projects aimed at improving doctoral engineering student retention, advisor relationships, and laboratory transitions, enhancing graduate student success and academic experiences.
Maxell Lumbera http://orcid.org/https://0009-0004-8668-4139 Purdue University at West Lafayette (COE) [biography]

Maxell Lumbera is a PhD student at the School of Engineering Education at Purdue University. He holds a Master's and Bachelor's degrees in Civil Engineering from the Institute of Civil Engineering, University of the Philippines Diliman. His current research focuses on engineering instructors' experiences in implementing pedagogies in their classrooms. He is an Assistant Professor at the University of the Philippines Diliman, with more than 10 years of experience teaching in undergraduate civil engineering. He has been the coordinator of various team-taught courses such as engineering mechanics, undergraduate research projects, and capstone courses. He has also worked as the Deputy Director for Academic Programs in his institution, giving him familiarity to quality assurance and program assessment. He is also an active member of the Philippine Institute of Civil Engineers, Inc., serving as a technical speaker for environmental and energy engineering and civil engineering education inter-specialty group.
Dr. Robin Adams http://orcid.org/0000-0002-7721-9188 Purdue University at West Lafayette (PWL) (COE) [biography]

Robin S. Adams is Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, ac

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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