Unit: Civil Engineering
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
engineering

b. an ability to design and conduct experiments, as well as to analyze
and interpret data

c. 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 sustainability

d. 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 context

i. a recognition of the need for, and an ability to engage in, life-long
learning

j. 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.

Curriculum Map File(s) from 2009:

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
engineering

b. an ability to design and conduct experiments, as well as to analyze
and interpret data

c. 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 sustainability

d. 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 context

i. a recognition of the need for, and an ability to engage in, life-long
learning

j. 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:

  1. Establish concepts and  performance criteria – The concepts and performance criteria for each outcome are in Tables I.1 through I.11 in Appendix I.
  2. 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.
  3. 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.
  4. Responsibility for assessment – Different faculty members are assigned as champions for each assessment (see Table 3.F.2).
  5. Reporting of assessment results – The assigned champions report the assessment results to the department’s program assessment committee.
  6. 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