Unit: Molecular Biosciences & Biosystems Engineering
Program: Biological Engineering (BS)
Degree: Bachelor's
Date: Fri Oct 09, 2015 - 7:51:48 pm

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

1. A. An ability to apply knowledge of mathematics, science, and engineering.

(1b. Specialized study in an academic field)

2. B. An ability to design and conduct experiments, as well as to analyze and interpret data.

(1b. Specialized study in an academic field)

3. 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.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

4. D. An ability to function on multidisciplinary teams.

(1b. Specialized study in an academic field, 2b. Conduct research)

5. E. An ability to identify, formulate, and solve engineering problems.

(1b. Specialized study in an academic field, 2b. Conduct research)

6. F. An understanding of professional and ethical responsibility.

(1b. Specialized study in an academic field, 2c. Communicate and report)

7. G. An ability to communicate effectively.

(1b. Specialized study in an academic field)

8. H. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

9. I. A recognition of the need for, and an ability to engage in life-long learning.

(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)

10. J. A knowledge of contemporary issues.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3a. Continuous learning and personal growth)

11. K.An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

(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/site/ProgramBE.aspx
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: http://www.ctahr.hawaii.edu/site/ProgramBE.aspx
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

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.


5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?

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)

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

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, and College (CTAHR) survey of graduating students.

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: graduating student exit interview with the BE
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.

All faculty affiliated with the BE program provided completed student works for evaluation (from a total of approximately 40 BE undergraduate students). Student works included homework assignments, exams, and project reports.  Student works were collected from BE sophomore, junior, and senior students.

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)

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)

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

BE graduates from 2014-2015 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.

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)

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

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 homework 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 the graduates.

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.

We believe our assessment procedure is largely rigorous and effective. Through the assessment process, the BE faculty has identified areas in the curriculum that needs improvements. For instance, this year the BE faculty has identified the need to introduce a "unit Operation" course to strengthen BE students' ability to integrate what they learned from lower level engineering courses so they are better prepared for the senior capstone design. 

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