Empowering Engineering Students: Blockchain Learning Tokens for Assessing ABET Student Outcomes and Enhancing Quality Control in Innovation-Based Education
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
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Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6
- Tagged Division
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Entrepreneurship & Engineering Innovation Division (ENT)
- Page Count
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12
- DOI
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10.18260/1-2--47245
- Permanent URL
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https://peer.asee.org/47245
- Download Count
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68
Paper Authors
Isaac Heizelman University of North Dakota
Isaac Heizelman is a senior undergraduate engineering student at the university of north of Dakota.
Nicholas M. Bittner University of North Dakota
Nick is currently a Biomedical engineering student at the University of North Dakota since graduating with a associates in engineering from Cankdeska Cikana Community College located on the Spirit Lake nation. Utilizing the innovation based learning model found in his new department, he is spear heading an effort connect the Tribal colleges and Universities to forge long lasting and productive relationships.
Enrique Alvarez Vazquez
University of North Dakota
orcid.org/0000-0002-7257-0817
Enrique is an experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics. He is a strong information technology profes
Dan Ewert University of North Dakota
Dr. Ewert has been involved in cardiovascular engineering for over 30 years in research and instruction. His research includes space physiology, high-gravity physiology, medical device design, leadless pacing, and radiofrequency effects on gene expression. He has a keen interest in new educational models especially in the area of innovation, experiential learning, and project-based learning. He currently serves as program director for the University of North Dakota's Biomedical Engineering program and is actively developing an Innovation Based Learning methodology.
Ryan Striker
University of North Dakota
orcid.org/0000-0001-9058-5636
Ryan Striker is a life-long learner. Ryan has two decades of professional experience designing embedded electronic hardware for industrial, military, medical, and automotive applications. Ryan earned his BS and PhD in Electrical Engineering and his MS in Systems Engineering. He now teaches Biomedical Engineering at the University of North Dakota using a methodology known as Innovation-Based Learning.
Abstract
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.
Heizelman, I., & Bittner, N. M., & Alvarez Vazquez, E., & Ewert, D., & Striker, R. (2024, June), Empowering Engineering Students: Blockchain Learning Tokens for Assessing ABET Student Outcomes and Enhancing Quality Control in Innovation-Based Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47245
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