Unit: Civil and Environmental Engineering
Program: Civil Engineering (BS)
Degree: Bachelor's
Date: Tue Aug 24, 2010 - 9:02:48 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

The student learning outcomes (SLOs), also known as program outcomes, describe a skill set that students are expected to have at the time of graduation. The SLOs are:

a. an ability to apply knowledge of mathematics, science, and

b. an ability to design and conduct experiments, as well as to analyze
and interpret data

c. 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

d. an ability to function on multi-disciplinary teams

e. an ability to identify, formulate, and solve engineering problems

f. an understanding of professional and ethical responsibility

g. an ability to communicate effectively

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

i. a recognition of the need for, and an ability to engage in, life-long

j. a knowledge of contemporary issues

k. an ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice, particularly recognizing the
integral role of computers in engineering and the rapid expansion of
resources on the internet.

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL: http://www.cee.hawaii.edu/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: 220
Course Syllabi. URL, if available online: http://www.catalog.hawaii.edu/courses/departments/cee.htm

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2009:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

To find out if the program outcomes are achieved.  All SLOs were targeted.

6) State the type(s) of evidence gathered.

Perfromance appraisal

Senior Design Project

Exit Interview

FE Exam Results

7) Who interpreted or analyzed the evidence that was collected?

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)

8) How did they evaluate, analyze, or interpret the evidence?

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)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.


10) Summarize the actual results.

Data collected in fall 2009 and spring 2010 have not yet been analyzed.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

Results from fall 2009/spring 2010 will be used to make curriculum changes.

USE OF RESULTS: Actions based on fall 2008 assessment results were taken spring 2009/fall 2010. Changes to courses were made to improve students' reasoning skills and error analysis. For example, in CEE 320 "spare" lab session are used to work on more example problems. In CEE 485, students are required to submit pre-final calculations of their theoretical predictions. These are graded and returned to the students for correction, if necessary.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

13) Other important information:

Because of ABET accreditation, CEE conducts continous and rigorous assessment every year. Please be reminded that it takes time to analyze data and utilize results.

CE ABET Self-Study Report