Assessment of a Digital Design Course Using the InPods Platform in an Engineering Technology Program
Contributors
Mohammed Mujahid Ulla Faiz
Natya S.
Safinaz S.
K. Bhanu Rekha
K. Rafeeq Ahmed
Sai Kiran Oruganti
Ganesh Khekare
Keywords
Proceeding
Track
Engineering, Sciences, Mathematics & Computations
License
Copyright (c) 2026 Sustainable Global Societies Initiative
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
This innovative practice paper details the deployment of the InPods learning management system for course assessment within baccalaureate engineering technology programs. A customized version of this platform is used to implement Outcome-Based Education (OBE), a prerequisite for Washington Accord alignment. We report our firsthand experience using InPods to assess the attainment of Course Outcomes (COs) and correspondingly mapped Program Outcomes (POs) for a Digital Design course. The course was offered to over 1400 students across multiple schools in the Spring 2022-23 semester. The paper briefly discusses course content, laboratory facilities, pedagogy, and the InPods-based assessment process. To our knowledge, this is the first reported use of InPods for CO/PO attainment. We compare the platform's direct attainment results with those from the established Faculty Course Assessment Report (FCAR) tool. This preliminary analysis serves to evaluate the freshman-level Digital Design course and discuss its implications.