Unit: Electrical Engineering
Program: Electrical Engineering (BS)
Degree: Bachelor's
Date: Wed Nov 28, 2018 - 5:00:33 pm

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

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

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

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

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

3. 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, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

4. An ability to function on multidisciplinary teams.

(2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

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

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

6. An understanding of professional and ethical responsibility.

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

7. An ability to communicate effectively.

(2c. Communicate and report)

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

(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

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

(3a. Continuous learning and personal growth)

10. A knowledge of contemporary issues.

(2b. Conduct research, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

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

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

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

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/engineer/ee.htm
Course Syllabi. URL, if available online:
Other:
Other:

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

Curriculum Map File(s) from 2018:

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) 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):

No
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:

8) Briefly explain the assessment activities that took place.

Courses Semester SLOs measured Enrollment
EE 160 F17 2 38
EE 211 F17 1 99
EE 213 F17 1 20
EE 323L S18 2 62
EE 324 F17 1 86
EE 326L F17 7, 11 44
EE 342 F17 1 16
EE361 F17 3,5 38
EE361L F17 7, 11 38
EE 371 F17 1 85
EE 415 F17 3, 5 34
EE 473 F17 3,5 24
EE 496 F17, S18 2, 3, 4, 5, 7, 8, 9, 10, 11 46 (F17), 50 (S18)

All the SLOs were assessed with an exception of 6.  SLO6 is scheduled to being assessed in the current semester.

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:
Other 2:

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

Courses

Direct assessments for 13 courses were collected based on the course enrollment shown in the table in Question #8.  These are primarily required courses with few electives, spanning freshman through senior levels. Among them is also EE496 which is the required capstone project course.

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.

Percentage of students who attained "satisfactory" or above ratings in each of the SLOs are listed below.  In cases where more than one course was used for a SLO, weighted average was calculated to determine the score of that SLO.

SLO 1:  64%

SLO 2:   82%

SLO 3:   80%

SLO 4:   85%

SLO 5:   79%

SLO 6:   scheduled for assessment in the current semester (S18)

SLO 7:   85%

SLO 8:   87%

SLO 9:   73%

SLO 10:  68%

SLO 11:  88%

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:

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

Continuous improvement includes enhancement of the FabLab (a laboratory where students can work on designing and fabricating their project ideas) and associated experiments in EE 326L.  This was based on feedback and desire of the students wanting more practical experience.

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.

Assessment results:

SLO 1 (especially the mathematics component of it), needs improvement.  Although the data is slightly better than the one evaluated in Y2015, it is perhaps within the margin of error.  

Assessment procedure improvement:

We are in the process of consolidating 11 (current) outcomes to 7 (new), which will be in line with the recent changes in the ABET's criteria.  The new outcomes that we plan to start measuring henceforth will be the following:

  (1) an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

(2) an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

(3) an ability to communicate effectively with a range of audiences

(4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

(5) an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

(6) an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

(7) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

 

Mapping new to old outcomes:

New Outcome Old Outcome
1 1, 5
2 3
3 7
4 6
5 4
6 2
7 9
  10, 11
   

 

 

 

17) If the program did not engage in assessment activities, please justify.