Program: Environmental Design (BEnvD)
Degree: Bachelor's
Date: Wed Oct 01, 2014 - 10:21:12 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. FOUNDATION LEVEL STUDENT LEARNING OUTCOMES (Arch 100, Arch 101, Arch 132, Arch 200):
2. - Ability to broaden one's understanding of design.
(1a. General education)
3. - Ability to understand basic sensibilities in design.
(1a. General education)
4. - Ability to develop and refine compositions utilizing formal design vocabulary.
(1b. Specialized study in an academic field)
5. - Ability to explore and refine design ideas through sketching.
(1b. Specialized study in an academic field)
6. - Ability to explore and refine design ideas through physical models by hand crafting and digital fabrication.
(1b. Specialized study in an academic field)
7. HWST 107 Hawai'i: Center of the Pacific: A required elective for all the BENVD students.
(1c. Understand Hawaiian culture and history)
8. - Ability to revise conceptual design and design terminology through constructive peer- and self-critique.
(2a. Think critically and creatively)
9. - Ability to select and use multiple drawing medium.
(2a. Think critically and creatively)
10. - Ability to select presentation mediums for their impact on the communication of designs ideas.
(2a. Think critically and creatively)
11. - Ability to construct plans, sections, elevations, one- and two-point perspectives.
(2c. Communicate and report)
12. - Ability to verbally present and define design concepts.
(2c. Communicate and report)
13. - Ability to explore basic views of architectural practice and theory.
(3a. Continuous learning and personal growth)
14. - Ability to (re)consider architecture/design and the role of an architect/designer.
(3a. Continuous learning and personal growth)
15. IMMERSION LEVEL STUDENT LEARNING OUTCOMES (Arch 201, Arch 220, Arch 235, Arch 271, Arch 272) :
16. - Ability to develop and explore multiple design iterations through physical concept models.
(1b. Specialized study in an academic field)
17. - Ability to conceptualize, design and refine small scale architectural projects.
(1b. Specialized study in an academic field)
18. - Understanding of the impact of design on assembly strategy.
(1b. Specialized study in an academic field)
19. - Understanding of material characteristics (wood, concrete, metals, glazing, etc.).
(1b. Specialized study in an academic field)
20. - Understanding of the impact of design on life-safety.
(1b. Specialized study in an academic field)
21. - Understanding of the impact of digital tools on creation and communication of design.
(2a. Think critically and creatively)
22. - Understanding of the role of digital fabrications in the future of design.
(2a. Think critically and creatively)
23. - Ability to select and effectively use relevant digital software including: raster and vector based graphics editors, desktop publishing, 3D modeling and CAD, video compilation and editing.
(2b. Conduct research)
24. - Ability to select and properly use digital fabrication equipment including: CNC router, laser cutter and 3D printers.
(2b. Conduct research)
25. - Ability to diagram explicit and implicit elements of architectural precedents.
(2c. Communicate and report)
26. - Ability to document human scale with relation to formal and cultural precedents.
(2c. Communicate and report)
27. - Understanding of how the geographic uniqueness and the distinct cultures within Europe, Asia, the Pacific region, the Americas, and Africa have contributed to the diversity of world architecture.
(3b. Respect for people and cultures, in particular Hawaiian culture)
28. - Understanding of the impact of design on environmental issues.
(3c. Stewardship of the natural environment)
29. -Understanding of the variations in climatic circumstances, human needs, values, behavior norms, social and spatial patterns that characterize different cultures of the world and their impact on built forms.
(3c. Stewardship of the natural environment)
30. - Understanding of the evolvement of architecture with regard to cultural contexts, building techniques, design theories and other aspects that have formed the built environment.
(3d. Civic participation)
31. - Obtaining wide command of a variety of architectural precedents, with their tectonic and theoretical background, and developing basis and inspiration for the recognition and pursuit of design quality in architectural spaces and urban forms of the built environment.
(3d. Civic participation)
32. INTERMEDIATE LEVEL STUDENT LEARNING OUTCOMES (Arch 321, Arch 341, Arch 342, Arch 371):
33. - Ability to incorporate human experience in the context of site and landscape design.
(1b. Specialized study in an academic field)
34. - Ability to develop, represent and convey landscape design intentions through various modes.
(1b. Specialized study in an academic field)
35. - Ability to conceptualize, design and refine an urban infill architectural projects.
(1b. Specialized study in an academic field)
36. - Ability to conceive ways of implementing and materializing site/landscape designs.
(2a. Think critically and creatively)
37. - Understanding of a citizens' average consumption and footprint.
(2a. Think critically and creatively)
38. - Ability to integrate multiple program requirements into design.
(2b. Conduct research)
39. - Ability to integrate vertical circulation and egress requirements within the design.
(2b. Conduct research)
40. - Ability to develop a written design brief (abstract) appropriate to site/ landscape interventions.
(2c. Communicate and report)
41. - Ability to write and develop a design brief.
(2c. Communicate and report)
42. - Understanding of the impact of recent theory development, analysis methods, research outcome, and theoretical models of various disciplines on the design of built environment.
(3a. Continuous learning and personal growth)
43. - Understanding of the connections of design theories to social, cultural, political, scientific, and environmental disciplines.
(3b. Respect for people and cultures, in particular Hawaiian culture)
44. - Understanding of how regional, ecological and cultural features have contributed to the diversity of recent design theories.
(3b. Respect for people and cultures, in particular Hawaiian culture)
45. - Ability to incorporate passive design strategies within site development.
(3c. Stewardship of the natural environment)
46. - Ability to employ urban sustainable design strategies.
(3c. Stewardship of the natural environment)
47. - Understanding of past, present and future sustainable movements.
(3c. Stewardship of the natural environment)
48. - Understanding of the role of designers and construction industries in environmental design.
(3c. Stewardship of the natural environment)
49. - Understanding of the government's role in environmental design.
(3d. Civic participation)
50. - Understanding of modern architectural developments and their relationship to philosophical and social changes of the 20th and 21st century.
(3d. Civic participation)
51. - Understanding the primary principles of design theories of the 20th and 21st centuries and how those have been and can be applied to design.
(3d. Civic participation)
52. CONCENTRATION LEVEL STUDENT LEARNING OUTCOMES (Arch 415, Arch 422, Concentration Required & Elective Courses):
53. - Ability to independently conceptualize, design, refine, and document a design project.
(3a. Continuous learning and personal growth)
54. - Ability to design a cogent resolution of concept, form and materials.
(3a. Continuous learning and personal growth)
55. - Ability to select and execute an appropriate presentation of analytical and experiential documentation.
(3a. Continuous learning and personal growth)
56. - Understand the roles in an integrated design and construction team.
(3a. Continuous learning and personal growth)
57. - Understanding of the connections of practice to global issues in the Asia Pacific Region.
(3b. Respect for people and cultures, in particular Hawaiian culture)
58. -Understand various green building rating systems and their intentions.
(3c. Stewardship of the natural environment)
59. -Demonstrate rigorous understanding of current green building principles and practices.
(3c. Stewardship of the natural environment)
60. - Understanding of the role of various entities of the design processes in practice.
(3d. Civic participation)
61. - Ability to describe practice ethical issues clearly and critically in writing.
(3d. Civic participation)
62. - Awareness of the role of legal issues in contemporary practice.
(3d. Civic participation)
63. - Understanding of project organization, management, and delivery models.
(3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: www.arch.hawaii.edu
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: SLOs are in all syllabi available in Laulima Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Course work is assessed in the end of the semester in a faculty review by evaluating the student learning outcomes and discussing how the courses should be adjusted. During the period in question, these facullty reviews took place on December 13, 2013, and May 9, 2014; the next one is scheduled on December 12, 2014.
As a part of program assessment, portfolio review is annually made at the end of spring semester. In 2014, the portfolio review was held from May 2 to May 9. The portfolio review intends to:
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
In faculty review, each instructor brings a two high and one low place of every project done during the semester. The entire faculty discuss the student learning outceoms met in each class reviewed.
In portfolio review, student's communication skills, design thinking skills, and contextual development are evaluated.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
In faculty review, every faculty submitted evidence: every faculty and all lecturers; i.e., approcximately 20 people in F13-S14.
In spring 2014, portfolio review committee was composed of five full time faculty members.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: In faculty review, faculty present how the SLOs were met in their presentations.11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
In faculty review, course works in the faculty reviews (December 13, 2013 & May 9, 2014) satisfied all the SLOs set for the courses.
From this year's portfolio review, Final evaluations made:
46 Total number of Submitted Portfolios
12) State how the program used the results or plans to use the results. Please be specific.
From this semester (Fall 2014), the 7-years D. Arch. Program was split into a 4-years of Bachelor of Environmental Design Degree program and a separate 3-year of D. Arch. graduate program. The assessment reviews from the last few years was used to adjust our program in this division.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The insights include 1) recognition and reinforcement of distinctive value in design education, 2) possible curriculum restructure, and 3) cross - discipline opportunities.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
All faculty, while they comply with the process of assessment, don't always integrate the knowledge learned in the assessment process into revisions to improve their coursework. While the SLOs are evident in the assessment, the coursework could actually be even better. This should be a simple thing but has been the greatest challenge.