Program: Ocean & Resources Engineering (PhD)
Date: Tue Nov 13, 2018 - 10:03:28 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. A broad education necessary to understand the impact of engineering solutions in a global and societal context
2. An ability to apply knowledge of mathematics, science, and basic engineering topics that include statics, dynamics, fluid mechanics, and probability and statistics
3. Proficiency in the core program that comprises hydrostatics, oceanography, water waves, fluid-structure interaction, underwater acoustics, laboratory and at-sea experience
4. Working knowledge of at least one of the three option areas that include coastal, offshore, and ocean resources engineering
5. An ability to use the techniques, skills, and latest engineering tools necessary for ocean and resources engineering problems
6. An ability to identify, formulate, and solve ocean and resources engineering problems
7. An ability to design and optimize engineering systems to meet the needs of the marine community
8. An ability to work independently and function on multi-disciplinary teams
9. An appreciation of professional and ethical responsibilities
10. An ability to communicate effectively to technical and non-technical audiences
11. An awareness of the latest research and contemporary issues in and beyond the marine community
12. Recognition of the need for, and an ability to engage in life-long learning and continuing professional development
2) Your program's SLOs are published as follows. Please update asneeded.
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:
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.
5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs
6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?
No (skip to question 17)
7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)
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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
8) Briefly explain the assessment activities that took place.
Major assessment is on the basis of the comprehensive exam and dissertation
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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.)
10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All PhD level students and advisors submit annual assessments of their progress in addtion to exams and dissertations
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
The PhD program is small but highly regarded internationally. Students are largely judgded on their publications and disserations. Of graduating students, 100% have recieved good positions .
14) What best describes how the program used the results? (Check all that apply.)
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)
15) Please briefly describe how the program used the results.
The program is highly successful . The results were used to advertise the progrram and attract more sutudents
16) 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.
On hiring new faculty we discovered our program was one of the best in the world and in fact, hired two past graduates who had positions elsewhere to be new faculty as no one else was as good!
17) If the program did not engage in assessment activities, please justify.
We engage in continual assessment and update as part of the rigorous ABET program which makes our program internationally stellar !