Unit: Architecture
Program: Environmental Design (BEnvD)
Degree: Bachelor's
Date: Wed Sep 23, 2015 - 4:30:32 pm

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. FOUNDATION LEVEL STUDENT LEARNING OUTCOMES (Arch 100, Arch 101, Arch 132, Arch 200):

2. - Ability to broaden one's understanding of design.

(1a. General education)

3. - Ability to understand basic sensibilities in design.

(1a. General education)

4. - Ability to develop and refine compositions utilizing formal design vocabulary.

(1b. Specialized study in an academic field)

5. - Ability to explore and refine design ideas through sketching.

(1b. Specialized study in an academic field)

6. - Ability to explore and refine design ideas through physical models by hand crafting and digital fabrication.

(1b. Specialized study in an academic field)

7. HWST 107 Hawai'i: Center of the Pacific: A required elective for all the BENVD students.

(1c. Understand Hawaiian culture and history)

8. - Ability to revise conceptual design and design terminology through constructive peer- and self-critique.

(2a. Think critically and creatively)

9. - Ability to select and use multiple drawing medium.

(2a. Think critically and creatively)

10. - Ability to select presentation mediums for their impact on the communication of designs ideas.

(2a. Think critically and creatively)

11. - Ability to construct plans, sections, elevations, one- and two-point perspectives.

(2c. Communicate and report)

12. - Ability to verbally present and define design concepts.

(2c. Communicate and report)

13. - Ability to explore basic views of architectural practice and theory.

(3a. Continuous learning and personal growth)

14. - Ability to (re)consider architecture/design and the role of an architect/designer.

(3a. Continuous learning and personal growth)

15. IMMERSION LEVEL STUDENT LEARNING OUTCOMES (Arch 201, Arch 220, Arch 235, Arch 271, Arch 272) :

16. - Ability to develop and explore multiple design iterations through physical concept models.

(1b. Specialized study in an academic field)

17. - Ability to conceptualize, design and refine small scale architectural projects.

(1b. Specialized study in an academic field)

18. - Understanding of the impact of design on assembly strategy.

(1b. Specialized study in an academic field)

19. - Understanding of material characteristics (wood, concrete, metals, glazing, etc.).

(1b. Specialized study in an academic field)

20. - Understanding of the impact of design on life-safety.

(1b. Specialized study in an academic field)

21. - Understanding of the impact of digital tools on creation and communication of design.

(2a. Think critically and creatively)

22. - Understanding of the role of digital fabrications in the future of design.

(2a. Think critically and creatively)

23. - Ability to select and effectively use relevant digital software including: raster and vector based graphics editors, desktop publishing, 3D modeling and CAD, video compilation and editing.

(2b. Conduct research)

24. - Ability to select and properly use digital fabrication equipment including: CNC router, laser cutter and 3D printers.

(2b. Conduct research)

25. - Ability to diagram explicit and implicit elements of architectural precedents.

(2c. Communicate and report)

26. - Ability to document human scale with relation to formal and cultural precedents.

(2c. Communicate and report)

27. - Understanding of how the geographic uniqueness and the distinct cultures within Europe, Asia, the Pacific region, the Americas, and Africa have contributed to the diversity of world architecture.

(3b. Respect for people and cultures, in particular Hawaiian culture)

28. - Understanding of the impact of design on environmental issues.

(3c. Stewardship of the natural environment)

29. -Understanding of the variations in climatic circumstances, human needs, values, behavior norms, social and spatial patterns that characterize different cultures of the world and their impact on built forms.

(3c. Stewardship of the natural environment)

30. - Understanding of the evolvement of architecture with regard to cultural contexts, building techniques, design theories and other aspects that have formed the built environment.

(3d. Civic participation)

31. - Obtaining wide command of a variety of architectural precedents, with their tectonic and theoretical background, and developing basis and inspiration for the recognition and pursuit of design quality in architectural spaces and urban forms of the built environment.

(3d. Civic participation)

32. INTERMEDIATE LEVEL STUDENT LEARNING OUTCOMES (Arch 321, Arch 341, Arch 342, Arch 371):

33. - Ability to incorporate human experience in the context of site and landscape design.

(1b. Specialized study in an academic field)

34. - Ability to develop, represent and convey landscape design intentions through various modes.

(1b. Specialized study in an academic field)

35. - Ability to conceptualize, design and refine an urban infill architectural projects.

(1b. Specialized study in an academic field)

36. - Ability to conceive ways of implementing and materializing site/landscape designs.

(2a. Think critically and creatively)

37. - Understanding of a citizens' average consumption and footprint.

(2a. Think critically and creatively)

38. - Ability to integrate multiple program requirements into design.

(2b. Conduct research)

39. - Ability to integrate vertical circulation and egress requirements within the design.

(2b. Conduct research)

40. - Ability to develop a written design brief (abstract) appropriate to site/ landscape interventions.

(2c. Communicate and report)

41. - Ability to write and develop a design brief.

(2c. Communicate and report)

42. - Understanding of the impact of recent theory development, analysis methods, research outcome, and theoretical models of various disciplines on the design of built environment.

(3a. Continuous learning and personal growth)

43. - Understanding of the connections of design theories to social, cultural, political, scientific, and environmental disciplines.

(3b. Respect for people and cultures, in particular Hawaiian culture)

44. - Understanding of how regional, ecological and cultural features have contributed to the diversity of recent design theories.

(3b. Respect for people and cultures, in particular Hawaiian culture)

45. - Ability to incorporate passive design strategies within site development.

(3c. Stewardship of the natural environment)

46. - Ability to employ urban sustainable design strategies.

(3c. Stewardship of the natural environment)

47. - Understanding of past, present and future sustainable movements.

(3c. Stewardship of the natural environment)

48. - Understanding of the role of designers and construction industries in environmental design.

(3c. Stewardship of the natural environment)

49. - Understanding of the government's role in environmental design.

(3d. Civic participation)

50. - Understanding of modern architectural developments and their relationship to philosophical and social changes of the 20th and 21st century.

(3d. Civic participation)

51. - Understanding the primary principles of design theories of the 20th and 21st centuries and how those have been and can be applied to design.

(3d. Civic participation)

52. CONCENTRATION LEVEL STUDENT LEARNING OUTCOMES (Arch 415, Arch 422, Concentration Required & Elective Courses):

53. - Ability to independently conceptualize, design, refine, and document a design project.

(3a. Continuous learning and personal growth)

54. - Ability to design a cogent resolution of concept, form and materials.

(3a. Continuous learning and personal growth)

55. - Ability to select and execute an appropriate presentation of analytical and experiential documentation.

(3a. Continuous learning and personal growth)

56. - Understand the roles in an integrated design and construction team.

(3a. Continuous learning and personal growth)

57. - Understanding of the connections of practice to global issues in the Asia Pacific Region.

(3b. Respect for people and cultures, in particular Hawaiian culture)

58. -Understand various green building rating systems and their intentions.

(3c. Stewardship of the natural environment)

59. -Demonstrate rigorous understanding of current green building principles and practices.

(3c. Stewardship of the natural environment)

60. - Understanding of the role of various entities of the design processes in practice.

(3d. Civic participation)

61. - Ability to describe practice ethical issues clearly and critically in writing.

(3d. Civic participation)

62. - Awareness of the role of legal issues in contemporary practice.

(3d. Civic participation)

63. - Understanding of project organization, management, and delivery models.

(3d. Civic participation)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: www.arch.hawaii.edu
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: SLOs are included in course syllabi (available on Laulima)
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

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 learning assessment activities between June 1, 2014 and September 30, 2015?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

7) Briefly explain the assessment activities that took place in the last 18 months.

Environmental design program course work is assessed at the end of each semester in an all-faculty studio review, during which all School of Architecture faculty and the Dean gather for one day and evaluate student learning outcomes and discuss how studio courses should be adjusted. During the period in question, these faculty reviews took place on December 13, 2014, and May 9, 2015; the next one is scheduled for December 12, 2015.

As a part of program assessment, portfolio review is performed annually for third-year students at the end of the spring semester. In 2015, the portfolio review was held during the first week of May. The portfolio review intends to:

1. Provide a process for faculty to assess each student’s:

a. competency in architectural and environmental design

b. aptitude for advanced comprehensive design work at the graduate level

 

2. Provide a structured opportunity for each student to:

a. evaluate individual development within architectural education

b. produce convincing representations of design work across the design curriculum

 

3. Provide a forum for faculty and administration to collectively evaluate student progress

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

Direct evidence of student learning (student work products)


Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1:
Other 2:

Indirect evidence of student learning


Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Other 1:
Other 2:

Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)


Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

On the day of the end-of-semester all-faculty studio review, each instructor presents the deliverables for two high and one low pass student projects of every major assignment of the semester. The entire faculty discusses how successfully the student learning outcomes are met for each class reviewed.During the 2014-15 faculty reviews, all faculty members ( approximately 20 persons) submitted evidence that each included the work of, on average, three students, please see above

In spring 2015, the portfolio review committee was composed of five full-time faculty members and reviewed all third-year students' portfolios.

10) 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:

11) 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: In faculty studio reviews, faculty present how the SLOs were met in their presentations.

12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.

During the end-of-semester faculty reviews (December 13, 2014, and May 9, 2015), student work satisfied all the SLOs set for the courses under review.  

13) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

14) Please briefly describe how the program used the results.

The program uses the review/assessment results to continually discuss SLO and curricular adjustments. This past academic year none were considered necessary.

15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

The insights include 1) recognition and reinforcement of distinctive values in design education, 2) discussions about possible curriculum adjustments (for example the fourth-year experience and concentrations), and 3) transdisciplinary opportunities.

16) If the program did not engage in assessment activities, please explain.