Program: Computer Engineering (BS)
Degree: Bachelor's
Date: Thu Nov 29, 2018 - 5:59:06 am
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)
9. A recognition of the need for, and an ability to engage in life-long learning.
(3d. Civic participation)
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)
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, 3a. Continuous learning and personal growth, 3d. Civic participation)
12. A knowledge of discrete mathematics.
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: http://www.ee.hawaii.edu/content.php?pag=5
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: http://ee.hawaii.edu/student/index.php?stc=1&stp=77 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) 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 SLOs6) 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.
SLOs were measured using student performance in courses. The following are the courses (and their enrollments) per SLO
SLO1:
Fall 2017 EE 211 (99)
Fall 2017 EE 213 (12)
Fall 2017 EE 324 (27)
Fall 2017 EE 342 (8)
Fall 2017 EE 371 (22)
SLO2:
Fall 2017 EE 160 (12)
Spring 2018 EE 323L (32)
SLO3:
Fall 2017 EE 361 (37), EE 361L (37)
Spring 2018, EE 367 (35), EE 367L (33)
SLO4:
Spring 2018 EE 367L (33)
SLO5:
Fall 2017 EE 361 (37), EE 361L (37)
Spring 2018, EE 367 (35), EE 367L (33)
SLO6:
Scheduled to be assessed in the current semester Fall 2018
SLO7:
Fall 2017 EE 361L (37)
SLO8:
Spring 2018 EE 367L (33)
SLO9:
Spring 2018 EE 367L (33)
SLO10:
Spring 2018 EE 367L (33)
SLO11:
Fall 2017 EE 361 (37), EE 361L (37)
Spring 2018, EE 367 (35), EE 367L (33)
SLO12:
The assessment for EE 367 Spring 2018 was not done properly. A make up assessment is scheduled for EE 367 Spring 2018
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.
The assessments were direct assessments in courses, which are described in part 8. The number of students that participated per course are given in part 8 as well.
For the direct assessments, course assignments and in particular problems and projects are used to measure student performance.
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.
SLO1: 55
SLO2: 81
SLO3: 65
SLO4: 88
SLO5: 59
SLO6: Currently being measured in Fall 2018
SLO7: 85
SLO8: 85
SLO9: 88
SLO10: 85
SLO11: 85
SLO12: To be measured in Spring 2019
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.
We have not yet analyzed the assessment data. The analysis is scheduled for this academic year.
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.
We do not yet have additional conclusions or discoveries. They may come after we analyze the data and have a more thorough discussion of our assessment procedures.
17) If the program did not engage in assessment activities, please justify.
The SLOs that have not been assessed are scheduled to be assessed this academic year.