Program: Environmental Design (BEnvD)
Degree: Bachelor's
Date: Fri Nov 24, 2017 - 5:16:47 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.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)
4. - Ability to develop and refine compositions utilizing formal design vocabulary.
(1a. General education, 1b. Specialized study in an academic field)
5. - Ability to explore and refine design ideas through sketching.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
6. - Ability to explore and refine design ideas through physical models by hand crafting and digital fabrication.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
7. HWST 107 Hawai'i: Center of the Pacific: A required elective for all the BENVD students.
(1a. General education, 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 2c. Communicate and report)
8. - Ability to revise conceptual design and design terminology through constructive peer- and self-critique.
(1a. General education, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
9. - Ability to select and use multiple drawing medium.
(1a. General education, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
10. - Ability to select presentation mediums for their impact on the communication of designs ideas.
(1a. General education, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
11. - Ability to construct plans, sections, elevations, one- and two-point perspectives.
(1a. General education, 2c. Communicate and report)
12. - Ability to verbally present and define design concepts.
(1a. General education, 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
13. - Ability to explore basic views of architectural practice and theory.
(1a. General education, 3a. Continuous learning and personal growth)
14. - Ability to (re)consider architecture/design and the role of an architect/designer.
(1a. General education, 7. Interact professionally with others.)
15. Understanding of the daily activities and office culture of professionals in the field of Architecture Design, Landscape Design, Urban Design, Interior Design, Historic Preservation, and Construction Management
16. Understanding of the range of career opportunities and requirements in the field of environmentl design
17. IMMERSION LEVEL STUDENT LEARNING OUTCOMES (Arch 201, Arch 220, Arch 235, Arch 271, Arch 272) :
18. - Ability to develop and explore multiple design iterations through physical concept models.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
19. - Ability to conceptualize, design and refine small scale architectural projects.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
20. - Understanding of the impact of design on assembly strategy.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
21. - Understanding of material characteristics (wood, concrete, metals, glazing, etc.).
(1a. General education, 1b. Specialized study in an academic field)
22. - Understanding of the impact of design on life-safety.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
23. - Understanding of the impact of digital tools on creation and communication of design.
(1a. General education, 2a. Think critically and creatively)
24. - Understanding of the role of digital fabrications in the future of design.
(1a. General education, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
25. - 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.
(1a. General education, 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
26. - Ability to select and properly use digital fabrication equipment including: CNC router, laser cutter and 3D printers.
(1a. General education, 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
27. - Ability to diagram explicit and implicit elements of architectural precedents.
(1a. General education, 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
28. - Ability to document human scale with relation to formal and cultural precedents.
(1a. General education, 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
29. - 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.
(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture)
30. - Understanding of the impact of design on environmental issues.
(1a. General education, 3c. Stewardship of the natural environment)
31. -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.
(1a. General education, 3c. Stewardship of the natural environment)
32. - Understanding of the evolvement of architecture with regard to cultural contexts, building techniques, design theories and other aspects that have formed the built environment.
(1a. General education, 3d. Civic participation)
33. - 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.
(1a. General education, 3d. Civic participation)
34. Formal BIM (Building Information Modeling) methods will be introduced in later coursework
35. INTERMEDIATE LEVEL STUDENT LEARNING OUTCOMES (Arch 321, Arch 341, Arch 342, Arch 371):
36. - Ability to incorporate human experience in the context of site and landscape design.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
37. - Ability to develop, represent and convey landscape design intentions through various modes.
(1a. General education, 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)
38. - Ability to conceptualize, design and refine an urban infill architectural projects.
(1a. General education, 1b. Specialized study in an academic field)
39. - Ability to conceive ways of implementing and materializing site/landscape designs.
(1a. General education, 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
40. - Understanding of a citizens' average consumption and footprint.
(1a. General education, 2a. Think critically and creatively)
41. - Ability to integrate multiple program requirements into design.
(1a. General education, 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
42. - Ability to integrate vertical circulation and egress requirements within the design.
(1a. General education, 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
43. - Ability to develop a written design brief (abstract) appropriate to site/ landscape interventions.
(1a. General education, 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
44. - Ability to write and develop a design brief.
(1a. General education, 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)
45. - Understanding of the impact of recent theory development, analysis methods, research outcome, and theoretical models of various disciplines on the design of built environment.
(1a. General education, 3a. Continuous learning and personal growth)
46. - Understanding of the connections of design theories to social, cultural, political, scientific, and environmental disciplines.
(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture)
47. - Understanding of how regional, ecological and cultural features have contributed to the diversity of recent design theories.
(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture)
48. - Ability to incorporate passive design strategies within site development.
(1a. General education, 3c. Stewardship of the natural environment)
49. - Ability to employ urban sustainable design strategies.
(1a. General education, 3c. Stewardship of the natural environment)
50. - Understanding of past, present and future sustainable movements.
(1a. General education, 3c. Stewardship of the natural environment)
51. - Understanding of the role of designers and construction industries in environmental design.
(1a. General education, 3c. Stewardship of the natural environment)
52. - Understanding of the government's role in environmental design.
(1a. General education, 3d. Civic participation)
53. - Understanding of modern architectural developments and their relationship to philosophical and social changes of the 20th and 21st century.
(1a. General education, 3d. Civic participation)
54. - Understanding the primary principles of design theories of the 20th and 21st centuries and how those have been and can be applied to design.
(1a. General education, 3d. Civic participation)
55. CONCENTRATION LEVEL STUDENT LEARNING OUTCOMES (Arch 415, Arch 422, Concentration Required & Elective Courses):
(3d. Civic participation)
56. - Ability to independently conceptualize, design, refine, and document a design project.
(1a. General education, 3a. Continuous learning and personal growth, 3d. Civic participation)
57. - Ability to design a cogent resolution of concept, form and materials.
(1a. General education, 7. Interact professionally with others., 3d. Civic participation)
58. - Ability to select and execute an appropriate presentation of analytical and experiential documentation.
(1a. General education, 3a. Continuous learning and personal growth, 3d. Civic participation)
59. - Understand the roles in an integrated design and construction team.
(1b. Specialized study in an academic field, 7. Interact professionally with others.)
60. - Understanding of the connections of practice to global issues in the Asia Pacific Region.
(3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
61. -Understand various green building rating systems and their intentions.
(1a. General education, 3c. Stewardship of the natural environment)
62. -Demonstrate rigorous understanding of current green building principles and practices.
(1a. General education, 3c. Stewardship of the natural environment)
63. - Understanding of the role of various entities of the design processes in practice.
(3d. Civic participation)
64. - Ability to describe practice ethical issues clearly and critically in writing.
(3d. Civic participation)
65. - Awareness of the role of legal issues in contemporary practice.
(3d. Civic participation)
66. - Understanding of project organization, management, and delivery models.
(3d. Civic participation)
67. Calculate selected LEED credits
(1b. Specialized study in an academic field)
68. Understand the role of a LEED administraor in guiding and certifying a project.
69. Examine case studies; summarize successful attributes and propose alternative design solutions to meet LEED credits
70. Consider diverse points of view when assessing the feasibility of meeting LEED credits
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: 82 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.
- 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 learning assessment activities between June 1, 2015 and October 31, 2017?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2017? (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 28 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 courses should be adjusted. During the period in question, these faculty reviews took place on December 12, 2015; May 13, 2016; December 9, 2016, and May 4, 2017. The next review is scheduled for December 8, 2017.
As part of a program assessment, portfolio review is performed at the end of the third year as an admissions evaluation for students seeking entry into the School's Doctor of Architecture graduate level program.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
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 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 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 faculty studio review, each instructor presents the deliveables for two high and one low pass student projects of every major assignment of the semester. The entire faculty discusses how sucessfully student learning outcomes are met for each class reviewed. During every Fall 2015-Spring 2017 semester end faculty review session, all faculty members (approximately 20 instructors) submitted evidence of the the work of an average of three students per studio.
Each semester the Admissions & Portfolio Committee includes approximately 10 faculty appointed by the Dean, and include tenured, tenure track, instructors, and program directors, some of whom are ex-officio. The committee appoints a chair to lead the work each semester.
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: During faculty studio reviews, faculty dicuss how the SLO's were met for each student work example they present12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
During each of the semester end faculty reviews, (December 12, 2015; May 13, 2016; December 09, 2016; and May 04, 2017; student work satified all the SLO's set for the courses reviewed.
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 School uses the review/assessment results to contiinue SLO evaluations and curricular adjustments. Currently a few course adjustments are planned and will be instituted in response to the newly approved Master of Landscape Architecture program to be implemented in Fall 2018
Also during this assessment period the 'concentrations' course requirements were removed. Future discussions of the BEnvD program will include impact of such removal
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.
Insights discussed cite the value of assessment in identifying strengths and weaknesses in student work. Each instructor shared and was offered feedback for their course deliveries. Relative to the larger view, the following are general observations regarding the BEnvD program progression including but not limited to:
1. Portfolio Review Changing role- Purpose in addition to admissions/progression to UH Grad Level - as basis for quality of teaching? 2. Concentrations requirement removal - Impact on SLO's include quality of rsearch methods n preperation for, application during subsequent D. Arch dissertation projects. 3. Cross disciplinary impacts?