2026 ASEE Annual Conference & Exposition

While ABET accreditation emphasizes the systematic assessment of Student Outcomes (SOs), demonstrating attainment of Program Educational Objectives (PEOs), such as professional advancement, leadership, and lifelong learning, remains a persistent challenge across Civil Engineering programs. Many institutions rely on anecdotal or self-reported evidence, limiting their ability to document longitudinal, quantifiable measures for continuous quality improvement (CQI). The primary objective of this Work-in-Progress (WIP) study is to develop and examine the feasibility of a scalable, data-driven framework for organizing and interpreting PEO-related evidence using an alumni outcomes dashboard within a Civil Engineering program at a public Historically Black College and University (HBCU).
Grounded in Kirkpatrick’s Evaluation Model and Social Capital Theory, the study synthesizes existing institutional records, licensure-related information, employment data, and documented indicators of alumni professional engagement drawn from ABET self-study materials and publicly available professional sources. Civil-engineering-specific indicators include career progression in infrastructure-related roles, attainment or pursuit of professional licensure (FE/PE), involvement in professional societies such as ASCE and ACI, participation in public infrastructure or sustainable design projects, and engagement in leadership and community service activities.
The conceptual dashboard framework is illustrated using representative alumni-related data patterns derived from existing program documentation and is designed for future implementation using accessible data visualization tools. Stakeholder input used to refine indicator selection and dashboard structure is informed by documented faculty review processes and industry advisory board engagement.
Preliminary analysis indicates the feasibility of linking quantitative indicators such as licensure progression, certifications, and employment sectors with qualitative evidence related to leadership development and professional engagement to support CQI and ABET documentation. Ongoing work focuses on integrating the dashboard framework into routine accreditation review processes and exploring its adaptability to additional Civil Engineering programs. By operationalizing PEO assessment beyond narrative reporting, this WIP study contributes a practical and scalable approach to data-informed program evaluation aligned with the Civil Engineering Division’s standing committees on Effective Teaching, Professional Practice, and Instructional Technology.