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Student Portfolios: Assessing Criteria 2000

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2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.562.1 - 5.562.8



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Paper Authors

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Ed Clausen

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Carolyne E. Garcia

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3513

Student Portfolios — Assessing Criteria 2000

Carolyne E. García, Edgar C. Clausen University of Arkansas


ABET’s Criteria 2000 identifies 11 desired outcomes for engineering education. Engineering programs will be evaluated according to their success in producing students with the ability to: 1) apply knowledge of mathematics, science, and engineering; 2) design and conduct experiments and interpret data; 3) design a system, component, or process; 4) function on multi- disciplinary teams; 5) identify, formulate, and solve engineering problems; 6) understand their professional and ethical responsibilities; 7) communicate effectively; 8) understand the broad impact of engineering solutions; 9) recognize the need for life-long learning; 10) understand contemporary issues; and 11) use techniques, skills, and modern engineering tools.

As one of the first Chemical Engineering programs to be evaluated under Criteria 2000, the Chemical Engineering Department at the University of Arkansas developed a list of 16 possible tools that might be used to assess these outcomes. That list has ben narrowed to 6 tools that are of the most practical value, both to students and the Department. Of these, the most valuable is the student portfolio.

Student portfolios are the only assessment tool that adequately address all 11 of these outcomes. Students begin their portfolios in the freshman year and update them throughout their academic career. Portfolios are checked as part of coursework requirements each year. In addition, students use their portfolio in meeting with their advisor and planning their academic and professional careers.

A standardized format is required for the portfolio, which is actually a very individual-specific document. This provides some uniformity and allows the development of an ABET Outcomes Checklist for assessing our progress in meeting Criteria 2000.


ABET Criterion 3 (Program Outcomes and Assessment) outlines 11 desired attributes for graduate engineers that challenge engineering departments to produce graduates with both technical and professional skills. As one of the first Chemical Engineering programs to be evaluated under Criteria 2000 in 1996, the chemical engineering program at the University of Arkansas (U of A) originally developed a list of 16 documentation tools that could be used for outcome assessment.

As is noted in Table 1, this list has been subsequently narrowed to 6 tools, which ensures overlapping assessment of each outcome. Of these tools, the student portfolio is the only

Clausen, E., & Garcia, C. E. (2000, June), Student Portfolios: Assessing Criteria 2000 Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8718

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