Departmental Assessment Update - Ocean and Earth Science and Technology Report

Department: Ocean and Resources Engineering
Program: MS, PhD
Level: Graduate

1. List in detail your graduate Student Learning Outcomes (SLOs) for each degree/certificate offered.

The goal of the graduate program in Ocean and Resources Engineering is to channel students’ prior education and work experience to ocean-related engineering careers. Students, upon graduating from the program, will have: 1) A general education necessary to understand the impact of engineering solutions in a global and societal context; 2) An ability to apply knowledge of mathematics, science, and basic engineering topics that include statics, dynamics, fluid mechanics, solid mechanics, and probability and statistics; 3) Proficiency in the core program that comprises hydrostatics, oceanography, water waves, hydrodynamics, underwater acoustics, laboratory and at-sea experience; 4) Working knowledge of at least one of the three option areas that include coastal, offshore, and ocean resources engineering; 5) An ability to use the techniques, skills, and latest engineering tools necessary for ocean and resources engineering practice; 6) An ability to identify, formulate, and solve ocean and resources engineering problems; 7) An ability to design and optimize engineering systems to meet the needs of the marine community; 8) An ability to work independently and function on multi-disciplinary teams; 9) An appreciation of professional and ethical responsibilities; 10) An ability to communicate effectively to technical and non-technical audiences; 11) An awareness of latest research and contemporary issues in and beyond the marine community; and 12) A recognition of the need for, and an ability to engage in life-long learning and continuing professional development.

2. Where are these SLOs published (e.g., departmental web page)?

The SLOs are published in the form of program objectives in Department Web Page and Program Guide. The SLOs are listed in the ABET Self-study Report, which can be downloaded from the Department Web Page. ABET, which stands for Accreditation Board for Engineering and Technology, is the organization to evaluate and accredit all engineering programs in the US.

3. Explain how your SLOs map onto your curriculum, i.e., how does your program of graduate studies produce the specific SLOs in your students?

The program uses a course outcome matrix to map the SLOs onto the curriculum. Each course focuses on a set of SLOs and the curriculum is structured to provide balanced coverage of all SLOs. At the end of each semester, students fill out a learning outcome assessment questionnaire for each course. The results for all courses are consolidated and analyzed to assure all SLOs are met. This also provides feedback for curriculum revisions to better cover all SLOs.

4. What population(s) is covered by your assessment(s)?

Students, alumni, employers of recent graduates, practicing professionals and academics in ocean and resources engineering fields.

5. Please list/describe all the assessment events and devices used to monitor graduate student progress through the program. Consider the following questions:

Internal assessments include 1) Preliminary conference to assess student academic background. 2) General Examination for MS Students and Qualifying Examination for PhD Students to assess their preparation for graduate studies at the appropriate levels. 3) Course examinations to assess students' achievement in the curriculum. 4) Capstone design project to assess students' ability to integrate curriculum elements in a single design project. 5) Dissertation/thesis/research report to assess students' ability to conduct independent research and writing and presentation skills. 6) Defense/final exam (oral).

External assessments include 1) Feedback from practicing professional engineers on capstone design projects; 2) Publication of research work; and 3) Placement data.

6. Please list/describe how your graduate students contribute to your discipline/academic area? Consider the following questions:

Some graduate students regularly attend conferences and give presentations of their research work. Most graduate students interact with researchers from other research institutes while performing their thesis or dissertation research. All PhD students publish their research in refereed journals.

7. What attempts are made to monitor student post-graduate professional activities?

The Ocean and Resources Engineering program graduated 20 MS and 4 PhD students during 2003/06. The department monitors the professional activities of former students for three years after graduation. Of the 20 MS graduates, 14 obtained positions in engineering fields, 5 entered PhD programs at the University of Hawaii, and 1 became a community college instructor. Of the 15 MS graduates who joined the work force, 13 worked in the ocean engineering fields. Two of the PhD graduates worked in the ocean engineering industry and 2 pursued research careers at government laboratories.

The graduates are quite successful in their chosen professions and careers. About half of the graduates stayed in Hawaii after graduation. The graduates constitute the majority of the practicing ocean engineers in Hawaii and contributed significantly to the infrastructure development over the Pacific Basin. Many of the early graduates have found companies or been serving as senior officers in the local marine industry.  Their activities generate ocean-related engineering jobs in Hawaii and provide employment opportunities for recent graduates.

8. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

The Department of Ocean and Resources Engineering adopted the outcome assessment process in 2000. The early assessment data led to revisions of courses, program requirements, student advising and monitoring procedures, and the assessment process itself. These changes produced a more coherent academic program in tune with the ocean engineering industry. The recent assessments have reinforced the general direction of the program and provided data for fine tuning.