Empowering Engineering Students: Enhancing Learning and Engagement through Outcomes-Based Assessment

Rania Al-Hammoud; Hyekyung Lee

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Architectural Engineering Division (ARCHE) Technical Session 1
Tagged Division: Architectural Engineering Division (ARCHE)
Page Count: 15
Permanent URL: https://peer.asee.org/56339

Paper Authors

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Rania Al-Hammoud MpowerU Training & Consultancy Inc.

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Rania Al-Hammoud is an associate professor teaching stream and the current associate chair of undergraduate studies at the civil & environmental engineering department at university of waterloo. Dr. Al-Hammoud has a civil engineering background with research focusing on materials and the rehabilitation of reinforced concrete structures. She also has passion for engineering education and has published widely in this area. She cares about the success and well-being of her students, thus always being creative with the teaching methods in the classroom. Students evaluate her efforts which led to her winning multiple teaching awards.

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Hyekyung Lee University of Waterloo

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Abstract

This study evaluates the implementation of Outcomes-Based Assessment (OBA) in a first-year core mechanics course across four engineering programs, impacting around 350 students. The course was redesigned to align learning and assessment with specific course outcomes, fostering a more transparent and student-centered approach. The redesigned course emphasized outcomes-based learning, allowing students multiple opportunities to engage with the material and assess their progress toward achieving specific learning outcomes. It helped the instructor identify the areas in which students struggled the most, and it allowed students to understand their areas of improvements. Instead of relying solely on traditional, high-stakes exams, students were evaluated through smaller, targeted assessments designed to measure their understanding of key competencies. This shift not only reduced exam-related stress but also encouraged students to focus on continuous learning and improvement, taking ownership of their educational journey. For Architectural Engineering students, this approach is particularly relevant as their curriculum requires both theoretical mastery and practical application of mechanics principles in building structures. Unlike other engineering disciplines that may focus more on general mechanics applications, AE students must integrate these concepts with real-world constraints such as material performance, sustainability, and structural integrity. Implementing OBA within this framework allows for a more tailored learning experience that directly aligns with professional competencies in the field. References: 1. N. S. Madonsela, "Aligning Education and Workforce Training with Industry Needs: A perspective of Human Capital Development," Proceedings of the First Australian International Conference on Industrial Engineering and Operations Management, Sydney, Australia, Dec. 20-21, 2022. 2. S. Huang, M. Hill, A. Stickwood, P. Fredlund, and S. Maw, "Implementing Competency Based Assessment (CBA) in a First Year Engineering Program," Proceedings of the Canadian Engineering Education Association (CEEA), vol. 2023, no. 74, pp. 1-9, Jun. 2023. 3. M. Tam, "Outcomes-based approach to quality assessment and curriculum improvement in higher education," Educational Research and Reviews, vol. 9, no. 21, pp. 1106-1114, Nov. 2014. 4. S. Nakhornsri, "From Classroom to Real World: Application of Outcomes-Based Assessment in English Courses," PASAA: Journal of Language Teaching and Learning in Thailand, vol. 58, pp. 123-150, Nov. 2019. 5. K. Fulcher, M. Good, and A. Coleman, "A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig," Occasional Paper #23, National Institute for Learning Outcomes Assessment, 2014. 6. M. Davis, "Outcomes-based education: History, philosophy, and practice," Educational Researcher, vol. 32, no. 2, pp. 21-30, Mar. 2003. 7. S. R. Smith, "AMEE Guide No. 14 Outcome-Based Education Part 2-Planning, Implementing and Evaluating a Competency-Based Curriculum," Medical Teacher, vol. 21, no. 2, pp. 164-170, 1999. 8. B. Frank, K. Moozeh, and S. Maw, "A systematic Review of Drivers and Barriers to Competency-Based Undergraduate Engineering Education," Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 19-2022, 2023, Kelowna, BC. 2023, Paper 155. 9. H. Lurie and R. Garrett, "Deconstructing Competency-Based Education: An Assessment of Institutional Activity, Goals, and Challenges in Higher Education," Competency-Based Education, vol. 2, no. 1, pp. e01047, 2017 10. S. Maw, S. Huang, D. Cree, G. Kennell, and W. James, "Lessons Learned from using Competency Based Assessment (CBA) in a First Year Engineering Statics Course," Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 21 – 23, 2021 Charlottetown PE. 2021, Paper 148. 11. J. B. Frey, S. Maw, S. Bens, J. Bugg, and B. Sparling, "Design of a Completely New First Year Engineering Program at the University of Saskatchewan – Part II," Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 9-12, 2019 Ottawa, ON. 2019, Paper 116. 12. OpenAI, "Competency-Based Assessment in Higher Education," personal communication, Jan. 2025. 13. R. Al-Hammoud, “Course redesign using competency-based assessment framework,” Conference Proceedings 2024 Canadian Engineering Education Association (CEEA-ACÉG24), Paper 74, Edmonton, AB, Canada, June 15-19, 2024 14. Y. Deng, J. Cherian, N. U. N. Khan, et al., "Family and academic stress and their impact on students' depression level and academic performance," Front Psychiatry, vol. 13, p. 869337, Jun. 2022, doi: 10.3389/fpsyt.2022.869337.

Citation
Format

Al-Hammoud, R., & Lee, H. (2025, June), Empowering Engineering Students: Enhancing Learning and Engagement through Outcomes-Based Assessment Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56339

TY  - CPAPER
AB  - This study evaluates the implementation of Outcomes-Based Assessment (OBA) in a first-year core mechanics course across four engineering programs, impacting around 350 students. The course was redesigned to align learning and assessment with specific course outcomes, fostering a more transparent and student-centered approach. The redesigned course emphasized outcomes-based learning, allowing students multiple opportunities to engage with the material and assess their progress toward achieving specific learning outcomes. It helped the instructor identify the areas in which students struggled the most, and it allowed students to understand their areas of improvements. Instead of relying solely on traditional, high-stakes exams, students were evaluated through smaller, targeted assessments designed to measure their understanding of key competencies. This shift not only reduced exam-related stress but also encouraged students to focus on continuous learning and improvement, taking ownership of their educational journey.
For Architectural Engineering students, this approach is particularly relevant as their curriculum requires both theoretical mastery and practical application of mechanics principles in building structures. Unlike other engineering disciplines that may focus more on general mechanics applications, AE students must integrate these concepts with real-world constraints such as material performance, sustainability, and structural integrity. Implementing OBA within this framework allows for a more tailored learning experience that directly aligns with professional competencies in the field.
References:
1.	N. S. Madonsela, &quot;Aligning Education and Workforce Training with Industry Needs: A perspective of Human Capital Development,&quot; Proceedings of the First Australian International Conference on Industrial Engineering and Operations Management, Sydney, Australia, Dec. 20-21, 2022. 
2.	S. Huang, M. Hill, A. Stickwood, P. Fredlund, and S. Maw, &quot;Implementing Competency Based Assessment (CBA) in a First Year Engineering Program,&quot; Proceedings of the Canadian Engineering Education Association (CEEA), vol. 2023, no. 74, pp. 1-9, Jun. 2023. 
3.	M. Tam, &quot;Outcomes-based approach to quality assessment and curriculum improvement in higher education,&quot; Educational Research and Reviews, vol. 9, no. 21, pp. 1106-1114, Nov. 2014.
4.	S. Nakhornsri, &quot;From Classroom to Real World: Application of Outcomes-Based Assessment in English Courses,&quot; PASAA: Journal of Language Teaching and Learning in Thailand, vol. 58, pp. 123-150, Nov. 2019.
5.	K. Fulcher, M. Good, and A. Coleman, &quot;A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig,&quot; Occasional Paper #23, National Institute for Learning Outcomes Assessment, 2014.
6.	M. Davis, &quot;Outcomes-based education: History, philosophy, and practice,&quot; Educational Researcher, vol. 32, no. 2, pp. 21-30, Mar. 2003.
7.	S. R. Smith, &quot;AMEE Guide No. 14 Outcome-Based Education Part 2-Planning, Implementing and Evaluating a Competency-Based Curriculum,&quot; Medical Teacher, vol. 21, no. 2, pp. 164-170, 1999.
8.	B. Frank, K. Moozeh, and S. Maw, &quot;A systematic Review of Drivers and Barriers to Competency-Based Undergraduate Engineering Education,&quot; Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 19-2022, 2023, Kelowna, BC. 2023, Paper 155.
9.	H. Lurie and R. Garrett, &quot;Deconstructing Competency-Based Education: An Assessment of Institutional Activity, Goals, and Challenges in Higher Education,&quot; Competency-Based Education, vol. 2, no. 1, pp. e01047, 2017 
10.	S. Maw, S. Huang, D. Cree, G. Kennell, and W. James, &quot;Lessons Learned from using Competency Based Assessment (CBA) in a First Year Engineering Statics Course,&quot; Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 21 – 23, 2021 Charlottetown PE. 2021, Paper 148.
11.	J. B. Frey, S. Maw, S. Bens, J. Bugg, and B. Sparling, &quot;Design of a Completely New First Year Engineering Program at the University of Saskatchewan – Part II,&quot; Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 9-12, 2019 Ottawa, ON. 2019, Paper 116.
12.	OpenAI, &quot;Competency-Based Assessment in Higher Education,&quot; personal communication, Jan. 2025.
13.	R. Al-Hammoud, “Course redesign using competency-based assessment framework,” Conference Proceedings 2024 Canadian Engineering Education Association (CEEA-ACÉG24), Paper 74, Edmonton, AB, Canada, June 15-19, 2024
14.	Y. Deng, J. Cherian, N. U. N. Khan, et al., &quot;Family and academic stress and their impact on students&#39; depression level and academic performance,&quot; Front Psychiatry, vol. 13, p. 869337, Jun. 2022, doi: 10.3389/fpsyt.2022.869337.

AU  - Rania Al-Hammoud
AU  - Hyekyung Lee
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Empowering Engineering Students: Enhancing Learning and Engagement through Outcomes-Based Assessment
UR  - https://peer.asee.org/56339
ER  -