Degree Program Assessment Reports : View Reports

Unit: Architecture
Program: Landscape Architecture (MLA)
Degree: Master's
Date: Wed Nov 14, 2018 - 5:17:57 pm

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

1. MLA SLO 1 History, theory & criticism: This SLO combines knowledge and skills in the areas of design history, design theory, criticism, critical thinking; interdisciplinarity; sustainability, resiliency, stewardship; and health, safety, welfare.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

2. MLA SLO 2 Design processes and methodology: This SLO combines knowledge and skills in critical thinking, analysis, ideation, synthesis, site program and iterative design development at various scales, and design communication.

3. MLA SLO 3 Natural and cultural systems and processes: This SLO combines knowledge and skills in plants and ecosystems sciences, with a focus on tropical climates and Asia/Pacific; built environment and infrastructure; human factors and social and community systems; human health and well-being; as well as Hawaiian sense of place and cultural practices.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

4. MLA SLO 4 Communication and documentation: This SLO combines knowledge and skills in written communication, oral communication, visual and graphic communication/representation; design and construction documents; numeracy, quantitative problem-solving/communication; and community and client engagement.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

5. MLA SLO 5 Implementation: This SLO combines knowledge and skills in construction technology and site engineering; site materials; use and management of plants and vegetation; and policies and regulation.

6. MLA SLO 6 Computer applications and advanced technologies: This SLO combines knowledge and skills in 2D and 3D visualization and modeling; design communication from conceptual to construction drawings; and geospatial analysis.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

7. MLA SLO 7 Assessment and evaluation: This SLO combines knowledge and skills in site assessment, pre-design analysis, landscape performance, post-occupancy evaluation, and visual and scenic assessment.

8. MLA SLO 8 Professional practice: This SLO combines knowledge and skills in leadership; values, ethics; practice; and construction administration.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

9. MLA SLO 9 Research and scholarly methods: This SLO combines knowledge and skills in quantitative and qualitative methods; establishing a research hypothesis; framing research questions; literature/case study review/precedent review; research integrity and protection of human subjects; and communication of research.

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

Department Website URL:

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:

Other: Landscape Architectural Accreditation Board (LAAB) Accreditation Candidacy Application Self Evaluation Report (SER); will be on school's website once approved.

Other: MLA Program Proposal, BOR approved, October 2017. (We are in the process of creating a student handbook from these and accreditation materials that will be available on the school's website.)

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

Curriculum Map File(s) from 2018:

File #1 (03/16/2020)
File #2 (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.

1-50%

51-80%

81-99%

100%

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?

Yes

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.)

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)

No (skip to question 17)

Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

Other: Landscape Architectural Accreditation Board (LAAB) accreditation candidacy Self Evaluation Report data collection and report preparation.

8) Briefly explain the assessment activities that took place.

The MLA is a brand-new program that is in its first semester of operation. (This is the reason, for example, why the 0% box was checked for Question 5: Does the program have learning achievemtn results for its program SLOs?)

Assessment activities have included:

Creation of initial MLA SLO list and curriculum map; closely guided by Landscape Architectural Accreditation Board (LAAB) accreditation standards and criteria for professional landscape architecture curricula.
Regular meetings and curriculum discussions/coordination by MLA program instructors.
Design studio presentations and reviews of student work by outside professionals and other School of Architecture faculty.
LAAB accreditation candidacy application preparation, including collection and evaluation of student work that exemplifies high student achievement and minimum required competency for each required coruse.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (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: The program is in its first semester. Thus, some of the types of evidence listed above (such as capstone work, thesis work, employer feedback, licensing exams results, etc.) do not yet exist.

Other 2:

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

The MLA is a new, small, specialized professional graduate degree. We currently have 8 students who are all in their first semester of the program. Every student is required to submit evidence for evaluation to their instructors. The MLA Program Director and assessment coordinator collects evidence for each required MLA course from instructors.

Instructors of required coruses submit three to four examples of high achievement student deliverables for all significant class assignments and tests such as:

- Written Assignments

- Projects

- Mid Term Exam

- Mid Term Project

- Final Exam

- Quizzes

- Final Project

- Physical model photographs

- Evidence of instructor feedback, grading/evaluation of student achievement (for example, copies of graded tests/exams/quizzes, marked up papers, other forms of evidence of feedback)

In addition, instructors collect and submit one or two examples of student deliverables that demonstrate minimum required competency for all significant class assignments and tests.

Presentation and summary of this sampling becomes a critically important component of the LAAB accreditation self evaluation and review process (documentation that and how professional curriculum criteria are met).

Additionally, at the end of each semester, all School of Architecture faculty members and the dean assemble for a day-long presentation and review of that semester's design studio work. The focus of this assessment exercise is on how well student deliverables demonstrate that student learning objectives are met.

11) 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:

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

We are currently in the process of preparing materials, including a program self evaluation report (SER) and summary of course materials and student work, for an upcoming LAAB accreditation candidacy application. The evaluator on-site visit is scheduled for April 2019.

The next assessment report will include initial results of assessment activities.

14) 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: LAAB accreditation candidacy application materials

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

Mainly, at this point, the School of Architecture uses inital MLA assessment products and results for an ongoing LAAB accreditation candidacy application.

In the future, when more evidence exists, assessment reults will be used to adjust the MLA curriculum and course syllabi as needed.

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.