Program: Civil Engineering (BS)
Degree: Bachelor's
Date: Wed Sep 23, 2009 - 9:12:46 am
1) List your program's student learning outcomes (SLOs).
The student learning outcomes (SLOs), also known as program outcomes, describe a skill set that students are expected to have at the time of graduation. The SLOs are:
a. an ability to apply knowledge of mathematics, science, and
engineeringb. an ability to design and conduct experiments, as well as to analyze
and interpret datac. an ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability and sustainabilityd. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate, and solve engineering problems
f. an understanding of professional and ethical responsibility
g. an ability to communicate effectively
h. the broad education necessary to understand the impact of engineering
solutions in a global, economic, societal, and environmental contexti. a recognition of the need for, and an ability to engage in, life-long
learningj. a knowledge of contemporary issues
k. an ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice, particularly recognizing the
integral role of computers in engineering and the rapid expansion of
resources on the internet.
2) Where are your program's SLOs published?
Department Website URL: http
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: 220 Course Syllabi. URL, if available online: Other: Other: 3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0%
1-50% 51-80% 81-99% 100%5) State the SLO(s) that was Assessed, Targeted, or Studied
The student learnining outcomes (SLOs), also known as program outcomes, describe a skill set that students are expected to have at the time of graduation. The SLOs are:
a. an ability to apply knowledge of mathematics, science, and
engineeringb. an ability to design and conduct experiments, as well as to analyze
and interpret datac. an ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability and sustainabilityd. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate, and solve engineering problems
f. an understanding of professional and ethical responsibility
g. an ability to communicate effectively
h. the broad education necessary to understand the impact of engineering
solutions in a global, economic, societal, and environmental contexti. a recognition of the need for, and an ability to engage in, life-long
learningj. a knowledge of contemporary issues
k. an ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice, particularly recognizing the
integral role of computers in engineering and the rapid expansion of
resources on the internet.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
This is too voluminous to present. We need a way to upload our scorecards.
7) State the Type(s) of Evidence Gathered
Performance appraisals
Fundamentals of Engineering Exam - this is a national exam
Exit Interviews
Senior Design Project
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Detailed steps in the evaluation process are as follows:
- Establish concepts and performance criteria – The concepts and performance criteria for each outcome are in Tables I.1 through I.11 in Appendix I.
- Strategy for assessment – The strategy for assessment is through written performance appraisal, in-person exit interviews, evaluation of FE Exam results, and evaluation of student work from the senior design project.
- Frequency of assessment - The frequency of assessment is every semester for the FE exam and exit interview, once a year (during each spring semester) for the senior design project and once every three years for the performance appraisal (Table 3.F.3). For the most part, this schedule is followed as closely as possible with a few minor exceptions.
- Responsibility for assessment – Different faculty members are assigned as champions for each assessment (see Table 3.F.2).
- Reporting of assessment results – The assigned champions report the assessment results to the department’s program assessment committee.
- Recommendations and action – The program assessment committee makes a report and recommendations to the faculty for maintaining, modifying or improving the curricula and the assessment process. The department reviews the report and acts on the recommendations. This iterative process results in continuous quality improvement
Table 3.F.2 Mapping of program educational objectives, outcomes and assessment methods from 2006-2007 to present
| PROGRAM EDUCATIONAL OBJECTIVES | PROGRAM OUTCOMES (ABBREVIATED FORM OF a THROUGH k) | Performance Appraisal | Exit Interviews | F.E. Exam | Senior Design Projects |
| 1, 3, 4 | a. math, science & engineering | 370 Robertson 381 Ma | Riggs | ||
| 1, 3, 4 | b. design & conduct experiments | 320 Teng 485 Robertson | |||
| 1, 3, 4 | c. design system, component, process | 455 Ooi | 490 Babcock | ||
| 1, 3, 4 | d. function on multi-disciplinary teams | 490 Babcock | |||
| 1, 3, 4 | e. identify, formulate & solve eng. Problems | 320 Teng 485 Robertson | |||
| 1, 2, 3, 4 | f. professional & ethical responsibility | 489C Babcock | Riggs | ||
| 1, 3, 4 | g. communicate effectively | 462 Prevedouros 489C Babcock 490 Babcock | Riggs | ||
| 1, 3, 4 | h. understand impact in global & societal context | 464 Papacostas | Riggs | ||
| 1 | i. life-long learning | 462 Prevedouros | Riggs | ||
| 1 | j. knowledge of contemporary issues | 361 Prevedouros | Riggs | ||
| 1, 3, 4 | k. use techniques, skills and tools for eng. Practice | 482 Ma 455 Ooi | Riggs |
9) State How Many Pieces of Evidence Were Collected
4 types but many pieces - if you would like details,we will be happy to share our ABET report
Sampling techniques - see previous
10) Summarize the Actual Results
We arehappy to share our ABET report
11) Briefly Describe the Distribution and Discussion of Results
Program assessment committee (8 faculty members) receives results
Discussion of results at meetings
12) Describe Conclusions and Discoveries
We made numerous program improvements. Again, we will be happy to share our ABET report. It is too voluminous to cut and paste.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
Results were used to change some courses and also to change some aspects of the curriculum.
14) Reflect on the Assessment Process
The continuous quality improvement went well. We are always seeking to do things better and that is why the results are useful.
15) Other Important Information
This survey is not an efficient tool to convey what we have done.
16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.
Not applicable
17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.
N/A