Program: Biological Engineering (BS)
Degree: Bachelor's
Date: Fri Oct 10, 2014 - 11:15:42 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. A. The graduate has the ability to solve problems involving differential equations.
(1b. Specialized study in an academic field)
2. B. The graduate has the ability to solve physics problems involving mechanics, electromagnetic, and optics; chemistry problems involving inorganic and organic chemistry; problems involving general- and micro- biology.
(1b. Specialized study in an academic field)
3. C. The graduate has the ability to solve engineering problems related to statics, dynamics, fluid mechanics, and thermodynamics.
(1b. Specialized study in an academic field, 2a. Think critically and creatively)
4. D. The graduate has the ability to design a system, component, or process in which biology plays a significant role.
(1b. Specialized study in an academic field, 2b. Conduct research)
5. E. The graduate has the ability to design and conduct experiments to gather information for engineering designs.
(1b. Specialized study in an academic field, 2b. Conduct research)
6. F. The graduate has the ability to use modern engineering techniques, skills, and tools to define, formulate, and solve engineering problems.
(1b. Specialized study in an academic field, 2c. Communicate and report)
7. G. The graduate has the ability to function effectively in multi-disciplinary teams.
(1b. Specialized study in an academic field)
8. H. The graduate has the ability to identify professional and ethical responsibilities when practicing engineering.
(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
9. I. The graduate has the background to understand the impact of engineering solutions on the surrounding context.
(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)
10. J. The graduate recognizes the need to engage in life-long learning through participation in professional conferences, workshops, and courses, and by reading and writing in the relevant literature.
(1b. Specialized study in an academic field, 2c. Communicate and report, 3a. Continuous learning and personal growth)
11. K. The graduate has the ability to intelligently discuss contemporary issues.
(1b. Specialized study in an academic field)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ctahr.hawaii.edu/be/undergrad.html
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: http://www2.ctahr.hawaii.edu/depart/mbbe/courses.html#_be_courses Other: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/molecular.htm 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.
d) ability to design a system, component, or process in which biology plays a significant role e) ability to design and conduct experiments to gather information for engineering designs f) ability to use modern engineering techniques, skills, and tools to define, formulate, and solve engineering problems j) has the background to understand the impact of engineering solutions on the surrounding context k) recognizes the need for life-long learning through participation in professional conferences, workshops, and courses, and by reading and writing in the relevant literature l) ability to intelligently discuss contemporary issues
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.
Direct assessment was based on a variety of documented evidence, including but not limited to: 1. evaluation of student work (e.g., homework, exams, reports). 2. graduating student performance on the NCEES- Fundamentals of Engineering (a nationally administered exam that is the first step on the step to engineering licensure). NCEES reports performance broken down to all of the different sections of the exam, which correlate directly with many of the BE program outcomes. 3. graduating student exit interview with the BE program advisor. In addition to these direct assessment data, a variety of less formal and/or indirect data was collected including: • feedback from students and industry advisors in annual facilitated focus group • survey data from alumni and employers of alumni, including feedback solicited by phone from employers • student evaluations of faculty and courses • College (CTAHR) survey of graduating students
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All of the faculty affiliated with the BE program provided completed student work for assessment- this includes 5 regular faculty, and four affiliated faculty from other departments that provide instruction of BE courses. Exit interview data was provided by the BE Undergraduate Advisor. NCEES-FE exam results (aggregated for all students in the program) were provided directly from NCEES and made available to all faculty. Focus group data were summarized and provided by the program chair. Alumni and employer feedback was solicited, summarized, and made available by the Academic and Student Affairs Office of CTAHR.
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: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
BE graduates from 2013-2014 demonstrated an exemplary level of achievement of the assessed program outcomes. This was most notably demonstrated by the fact that majority of our BE students passed the NCEES-FE exam, and was generally supported by quality of completed student work relating to the assessed objectives.
12) State how the program used the results or plans to use the results. Please be specific.
Evidence suggests that BE students are highly successful at achieving the program outcomes. Even so, a number of actions are being planned based on feedback from program stakeholders (including students, faculty, alumni, and industry advisors) to streamline the structure of the curriculum, diversify course offerings, and facilitate achievement of objectives. Notably, these include: 1. Further expansion/ development of hands-on design opportunities for students to gain experience in the engineering design process. 2. In certain courses, a transition in emphasis from technical writing to more homeworks to help reinforce key engineering concepts/ analysis. In addition, several institutional changes to the BE program are currently being implemented in order to address key concerns related by stakeholders. Most notably these include: 1. Broaden the network of alumni and potential employers of BE graduates to facilitate the job search process by BE graduates. 2. The objectives (vision for the professional trajectory of graduates) to which the outcomes are mapped were modified this year to more clearly express that they are professional expectations of of the graduates.
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.
As usual, the most notable discovery beyond the actual assessment results related to the nature of the assessment process itself. While standardized tests indicate a high level of performance by BE graduates, it was difficult to find direct evidence of student work related to some of the outcomes assessed this year- especially their ability to integrate biological sciences with quantitative physical sciences and engineering. We had initially planned to obtain example student work from supporting departments, but getting the cooperation of the instructors and departments teaching these courses was difficult. To help resolve this problem we have developed our own quantitative biology course, reviewed many of the fundamental biological topics in the context of engineering applications to make sure that students can demonstrate mastery of these concepts.
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.
none to add