Program: Computer Engineering (BS)
Degree: Bachelor's
Date: Tue Oct 07, 2014 - 5:23:02 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. 1. An ability to apply knowledge of mathematics, science, and engineering. This includes probability and statistics, including applications appropriate to electrical engineering; mathematics through differential and integral calculus, and advanced mathematics, such as differential equations, linear algebra, complex variables, and discrete mathematics; sciences (defined as biological, chemical, or physical science); and engineering topics (including computer science) necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
2. 2. An ability to design and conduct experiments, as well as to analyze and interpret data.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
3. 3. An ability to design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
4. 4. An ability to function on multidisciplinary teams.
(2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
5. 5. An ability to identify, formulate and solve engineering problems.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
6. 6. An understanding of professional and ethical responsibility.
(3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
7. 7. An ability to communicate effectively.
(2c. Communicate and report)
8. 8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
9. 9. A recognition of the need for, and an ability to engage in life-long learning.
(3a. Continuous learning and personal growth)
10. 10. A knowledge of contemporary issues.
(2b. Conduct research, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
11. 11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
12. 12. A knowledge of discrete mathematics.
(1b. Specialized study in an academic field, 2a. Think critically and creatively)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ee.hawaii.edu/content.php?pag=5
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/engineer/ee.htm Course Syllabi. URL, if available online: 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.
The assessment goal was to assess SLOs through the following mechanisms:
Courses
The following courses were targeted to directly assess the level of achievement in SLOs by performance in selected homework, quizzes, exams, and lab reports.
| Course | Semester | Enrollment | SLOs measured |
| EE 361/L | F13 | 64 | 3, 5, 7, 11 |
| EE 495 | F13 | 33 | 6, 10 |
| EE 496 | F13 | 49 | 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| EE 160 | S14 | 94 | 2, 4 |
| EE 211 | S14 | 78 | 1 |
| EE 213 | S14 | 50 | 1 |
| EE 323L | S14 | 61 | 2 |
| EE 342 | S14 | 33 | 1 |
| EE 367/L | S14 | 21 | 2, 3, 4, 5, 8, 9, 10, 11, 12 |
| EE 496 | S14 | 65 | 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
Industrial Advisory Board
The Department has an Industrial Advisory Board whose members are practicing engineers, and many are alumni. The Board meets quarterly and provides a report of their evaluation of the undergraduate program for electrical and computer engineering students. At the Fall 2013 meeting they made an indirect assessment of SLOs 1-12 via a survey.
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.
Courses
For the courses listed in Question #6, directly assessments of SLOs 1-12 were collected via instructor grading of homework, quizzes, exams, and lab reports.
Industrial Advisory Board
At the Fall 2013 IAB Meeting indirect assessment of SLOs 1-12 were collected via a survey.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Courses
Direct assessments were collected based on the course enrollments shown in the table in Question #6. These courses are primarily required with a few electives, spanning freshman through senior levels. Of the 13 coursses, we have received assessments for 11 and are awaiting the final 2 as of the writing of this report.
Industrial Advisory Board
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.
SLO #1 (specifically, the ability to apply knowledge of mathematics) is in need of improvement
12) State how the program used the results or plans to use the results. Please be specific.
Weakness in SLO #1 led to our faculty voting to raise the grade for prerequisite courses from a blanket C- to a blanket C. The appropriate paperwork was submitted to the OVCAA in Spring 2014.
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.
Due to our upcoming ABET preparations, a much greater proportion of the faculty are linvolved in the collection and analysis of assessment data.
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.
The Department is currently undergoing preparation for a Fall 2015 ABET visit, and the UHM assessment process is consistent with that efort. The Department's ABET committee is undergoing revisions of some of its rubrics to more accurately assess its SLOs.