Anecdotally, engineering faculty often find it challenging to connect ABET outcomes to learning objectives or performance indicators in engineering courses. To support engineering faculty, we developed an evidence-based human-centered engineering design (HCED) framework that connects ABET outcomes to engineering design activities and human-centered design mindsets and processes. Faculty members can use the framework to evaluate their existing courses, identify opportunity areas for incorporating HCED elements, develop new HCED-related course learning objectives, define students’ performance indicators, and connect the objectives and indicators to ABET’s student learning outcomes. The framework can also assist faculty members in visualizing learning trajectories, developing assessment tools, and making organizational changes. In this session, we will present the framework and showcase its utility in the context of an introduction to electronics course.
