Program: Architecture (DArch)
Date: Mon Sep 08, 2014 - 5:45:15 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
SLOs have been developed at the course level for all required courses and for the elective courses the instructors are required to define them individually; in both cases, the SLOs are included in the course syllabus. The SLOs correspond to the National Architectural Accreditation Board (NAAB) Student Performance Criteria (SPCs) and are called "SPC" in compliance with the language of our accrediting agency. These are revised every three years by the accrediting agency. All mandatory graduate level classes have SPCs, all undergraduate classes have SLOs, and some core undergraduate classes have both SPCs and SLOs. For the SLOs/SPCs required in each ARCH class, please see the attached Curriculum Map File #1 and #2 (in question #3).
The students are very aware of the requirement for SPCs in every class and often evaluate the instructor with regard to whether these SPC were part of the objectives of the class.
Source: National Architectural Accrediting Board, 2014 Conditions,
Student Performance Criteria: The new NAAB SPC are organized into realms to more easily understand the relationships between individual criteria.
Realm A: Critical Thinking and Representation:
Graduates from NAAB-accredited programs must be able to build abstract relationships and understand the impact of ideas based on the study and analysis of multiple theoretical, social, political, economic, cultural, and environmental contexts. Graduates must also be able to use a diverse range of skills to think about and convey architectural ideas, including writing, investigating, speaking, drawing, and modeling. Student learning aspirations for this realm include:
· Being broadly educated.
· Valuing lifelong inquisitiveness.
· Communicating graphically in a range of media.
· Assessing evidence.
· Comprehending people, place, and context.
· Recognizing the disparate needs of client, community, and society.
The accredited degree program must demonstrate that each graduate possesses the following:
A.1. Professional Communication Skills: Ability to write and speak effectively and use representational media appropriate for both within the profession and with the general public.
A. 2. Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards.
A. 3. Investigative Skills: Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment.
A. 4. Architectural Design Skills: Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design.
A. 5. Ordering Systems Skills: Ability to apply the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design.
A. 6. Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices about the incorporation of such principles into architecture and urban design projects.
A. 7. History and Global Culture: Understanding of the parallel and divergent histories of architecture and the cultural norms of a variety of indigenous, vernacular, local, and regional settings in terms of their political, economic, social, ecological, and technological factors
A. 10. Cultural Diversity and Social Equity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to sites, buildings, and structures.
Realm B: Building Practices, Technical Skills, and Knowledge: Graduates from NAAB-accredited programs must be able to comprehend the technical aspects of design, systems, and materials and be able to apply that comprehension to architectural solutions. In addition, the impact of such decisions on the environment must be well considered. Student learning aspirations for this realm include:
- Creating building designs with well-integrated systems.
- Comprehending constructability.
- Integrating the principles of environmental stewardship.
- Conveying technical information accurately
B. 1. Pre-Design: Ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including relevant sustainability requirements, and an assessment of their implications for the project;
B. 2. Site Design: Ability to respond to site characteristics, including urban context and developmental patterning, historical fabric, soil, topography, ecology, climate, and building orientation, in the development of a project design.
B. 3. Codes and Regulations: Ability to design sites, facilities, and systems that are responsive to relevant codes and regulations, and include the principles of life-safety and accessibility standards.
B. 4. Technical Documentation: Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design.
B. 5. Structural Systems: Ability to demonstrate the basic principles of structural systems and their ability to withstand gravitational, seismic, and lateral forces, as well as the selection and application of the appropriate structural system.
B. 6. Environmental Systems: Ability to demonstrate the principles of environmental systems’ design, how design criteria can vary by geographic region, and the tools used for performance assessment. This demonstration must include active and passive heating and cooling, solar geometry, daylighting, natural ventilation, indoor air quality, solar systems, lighting systems, and acoustics.
B. 7. Building Envelope Systems and Assemblies: Understanding of the basic principles involved in the appropriate selection and application of building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.
B. 8. Building Materials and Assemblies: Understanding of the basic principles used in the appropriate selection of interior and exterior construction materials, finishes, products, components, and assemblies based on their inherent performance, including environmental impact and reuse.
B. 9. Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems, including lighting, mechanical, plumbing, electrical, communication, vertical transportation, security, and fire protection systems.
B. 10. Financial Considerations: Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs.
Realm C: Integrated Architectural Solutions:
Graduates from NAAB-accredited programs must be able to demonstrate that they have the ability to synthesize a wide range of variables into an integrated design solution. Student learning aspirations for this realm include:
· Comprehending the importance of research pursuits to inform the design process.
· Evaluating options and reconciling the implications of design decisions across systems and scales.
· Synthesizing variables from diverse and complex systems into an integrated architectural solution.
· Responding to environmental stewardship goals across multiple systems for an integrated solution.
The accredited degree program must demonstrate that each graduate possesses skills in the following areas:
C.1 Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.
C.2 Integrated Evaluations and Decision-Making Design Process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.
C.3 Integrative Design: Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.
Realm D: Professional Practice:
Graduates from NAAB-accredited programs must understand business principles for the practice of architecture, including management, advocacy, and the need to act legally, ethically, and critically for the good of the client, society, and the public. Student learning aspirations for this realm include:
· Comprehending the business of architecture and construction.
· Discerning the valuable roles and key players in related disciplines.
· Understanding a professional code of ethics, as well as legal and professional responsibilities.
The accredited degree program must demonstrate that each graduate possesses skills in the following areas:
D.1 Stakeholder Roles in Architecture: Understanding of the relationships among key stakeholders in the design process—client, contractor, architect, user groups, local community—and the architect’s role to reconcile stakeholder needs.
D.2 Project Management: Understanding of the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods.
D.3 Business Practices: Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship.
D.4 Legal Responsibilities: Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations involving the practice of architecture and professional service contracts.
D.5 Professional Conduct: Understanding of the ethical issues involved in the exercise of professional judgment in architectural design and practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: online
Course Syllabi. URL, if available online: NAAB SPCs and UHM SPOs are in all syllabi available in Laulima
Other: National Accrediting Board; http://www.naab.org/accreditation/2014_Conditions
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.
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.)
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.
Arch 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.
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.
Each instructor brings a two high and one low place of every project done during the semester. The entire faculty discuss the outcomes ( SLO/SPCs) met in each class reviewed.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Every faculty submitted evidence: every faculty and all lecturers; i.e., approcximately 20 people in F13-S14.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: Faculty Committee of the whole; all faculty are required to attend the all day session each semester.
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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: Faculty present how the SPC were met in their presentations.
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
ARCH course works in the faculty reviews (December 13, 2013 & May 9, 2014) satisfied all the SLO/SPC set for the courses. One course in Spring had limited evidence of meeting the goals and that was referred to the Dean for action.
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 were that certain areas in the undergraduate program need to be strengthened so that the graduate program can focus more on research rather than teaching just basic skills. The biggest impact will be on the bootcamp program (non-pre-professional degree as undergraduate). This yer a separate faculty group will specifically address that bootcamp program's curriculum and provide a eport to the faculty by December 9, 2014.
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 SLO/SPC are evident in the assessment, the coursework could actually be even better. This should be a simple thing but has been the greatest challenge.