Program: Biological Engineering (BS)
Date: Thu Oct 03, 2013 - 5:53:15 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The BE program has adopted an outcomes-based assessment process to ensure that students are fully prepared to achieve the program educational objectives (a 3-5 year term vision of the professional trajectory of students graduating from the program).
Each of the program outcomes (a-l) is related to one of the three program educational objectives (1-3), and this relationship is published on the program webpage as well as in the university catalog. To facilitate the assessment of program outcomes, a set of measurable performance criteria were developed by which success in achieving the outcome can be determined.The program outcomes (a-l) including associated performance criteria (lower case roman numerals), mapped under the umbrella of individual educational objectives (1-3), are as follows:
1.Graduates enter professional careers where they apply fundamental engineering concepts to solve real world problems.
a. The graduate has the ability to solve problems involving differential equations.
i. Can apply principles of mass/ energy conservation and force balance to derive differential equations describing a system.
ii. Has the ability to formulate systems of differential equations through coupled/ interdependent variables.
iii. Can formulate and apply appropriate boundary/ initial conditions.
iv. Can apply analytical techniques for the solution of ordinary differential equations.
b. The graduate has the ability to solve physics problems involving mechanics, electromagnetic, and optics; chemistry problems involving inorganic and organic chemistry; problems involving general- and micro- biology.
i. Understands basic principles of how light and electromagnetic radiation interact with materials.
ii. Can identify how molecular structure relates to material properties.
iii. Understands reduction and oxidation processes, and their relationship to chemical energy.
iv. Has a firm understanding of the concept of pH, buffering, and protonation/ deprotonation.
v. Understands fundamentals of cell structure and metabolism.
vi. Recognizes the structure and basic functions of DNA, RNA, and protein.
c. The graduate has the ability to solve engineering problems related to statics, dynamics, fluid mechanics, and thermodynamics.
i. Can analyze the stresses in a statically loaded system, and design system to prevent stress related failure.
ii. Can solve basic problems in kinetics and kinematics.
iii. Can formulate solutions relating pressure, pump power, flow rate, and conduit characteristics/ dimensions in pipe flow.
iv. Understands the relationship between free energy, entropy, internal energy, and enthalpy.
v. Understands the fundamental principles of thermodynamic machines.
vi. Demonstrates understanding of the thermodynamic constraints for energy conversion.
2. Graduates serve the needs of society by designing, manufacturing, evaluating, and/or operating systems in which living organisms or biological products are a significant component.
d. The graduate has the ability to design a system, component, or process in which biology plays a significant role.
i. Can recognize and define the problem to be solved.
ii. Can apply predictive models (e.g. growth, mortality, metabolism, enzyme kinetics) in biological engineering designs.
iii. Understands the role of environmental conditions on biological engineering designs (e.g. cell/enzyme survival/ activity, species competition, growth).
iv. Has fundamental understanding of the material and chemical properties of biological materials.
v. Demonstrates the ability to engineer cost effective solution to control or monitor a biological process.
e. The graduate has the ability to design and conduct experiments to gather information for engineering designs.
i. Can use models of a process to identify the most salient characteristics governing system behavior.
ii. Has the ability to design a simple experiment, with effective controls, to quantitatively measure relevant parameters.
iii. Has a fundamental understanding of accuracy and precision of a measurement, and how these relate to uncertainties in the performance of a design.
iv. Can use appropriate statistical tools to determine the power/ reliability of an experiment.
v. Demonstrates the ability to logically interpret data.
f. The graduate has the ability to use modern engineering techniques, skills, and tools to define, formulate, and solve engineering problems.
i. Prepares appropriate graphics and diagrams for communication of problems and designs.
ii. Chooses appropriate computer applications (e.g. structured code, spreadsheets, simulation to formulate a problem and/or execute a solution.
iii. Demonstrates an understanding of simple fabrication/ manufacturing processes.
iv. Student can design simple circuits for signal processing and measurement.
3. Graduates contribute to their communities by continuing to engage in professional development, ethical decision making, and thoughtful discourse on contemporary issues.
g. The graduate has the ability to function effectively in multi-disciplinary teams.
i. Can share responsibilities and duties with team members.
ii. Has the ability to objectively discuss the problem and the merits of possible solutions.
iii. Can formulate an effective strategy for action
iv. Maintains constructive dialog with team members with different tasks and disciplinary backgrounds
h. The graduate has the ability to identify professional and ethical responsibilities when practicing engineering.
i. Demonstrates knowledge of professional code of ethics.
ii. Can evaluate the ethical ramifications of professional engineering and scientific practices.
i. The graduate has the ability to communicate effectively in large and small groups.
i. Can organize content of a presentation or document according to the informational needs and technical background of the audience.
ii. Can communicate facts supported with evidence and/or sufficiently detailed explanation.
iii. Can effectively address questions and/or assimilate feedback from an audience.
iv. Submits written work without errors in spelling, grammar, punctuation, and usage.
j. The graduate has the background to understand the impact of engineering solutions on the surrounding context.
i. Understands the cultural impacts of engineering.
ii. Understands the political impacts of engineering.
iii. Understands the social impacts of engineering.
iv. Understands the environmental impacts of engineering.
k. The graduate recognizes the need to engage in life-long learning through participation in professional conferences, workshops, and courses, and by reading and writing in the relevant literature.
i. Participates in symposia or conferences to explore research and design innovations across disciplines.
ii. Develops independence in researching current literature, patents, and design standards.
iii. Grasp of the fundamentals is strong enough to facilitate the independent assimilation of new knowledge.
l. The graduate has the ability to intelligently discuss contemporary issues.
i. Understands the challenges facing society, and the roles Biological Engineers face in addressing these challenges.
ii. Demonstrates an understanding of current events and their historical context.
2) Your program's SLOs are published as follows. Please update as needed.
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: http://www2.ctahr.hawaii.edu/depart/mbbe/courses.html#_be_courses
3) Select one option:
- 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) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
a) ability to solve problems involving differential equations
b) ability to solve physics problems involving mechanics, electromagnetics, and optics; chemistry problems involving inorganic and organic chemistry; problems involving general and micro-biology
c) ability to solve engineering problems related to statics, dynamics, fluid mechanics, and thermodynamics
j) has the background to understand the impact of engineering solutions on the surrounding context
k) recognizes the need for life-long learning through participation in professional conferences, workshops, and courses, and by reading and writing in the relevant literature
l) ability to intelligently discuss contemporary issues
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Direct assessment was based on a variety of documented evidence, including but not limited to:
1. evaluation of student work (e.g., homework, exams, reports).
2. graduating student performance on the NCEES- Fundamentals of Engineering (a nationally
administered exam that is the first step on the step to engineering licensure). NCEES reports
performance broken down to all of the different sections of the exam, which correlate directly with many
of the BE program outcomes.
3. graduating student exit interview with the BE program advisor.
In addition to these direct assessment data, a variety of less formal and/or indirect data was collected including:
• feedback from students and industry advisors in annual facilitated focus group
• survey data from alumni and employers of alumni, including feedback solicited by phone from employers
• student evaluations of faculty and courses
• College (CTAHR) survey of graduating students
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All of the faculty affiliated with the BE program provided completed student work for assessment- this includes
5 regular faculty, and four affiliated faculty from other departments that provide instruction of BE courses. Exit
interview data was provided by the BE Undergraduate Advisor. NCEES-FE exam results (aggregated for all students in the
program) were provided directly from NCEES and made available to all faculty. Focus group data were
summarized and provided by the program chair. Alumni and employer feedback was solicited, summarized,
and made available by the Academic and Student Affairs Office of CTAHR.
9) 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)
10) 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)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
BE graduates from 2012-2013 demonstrated an exemplary level of achievement of the assessed program outcomes. This was most notably demonstrated by the fact that majority of our BE students passed the NCEES-FE exam, and was generally supported by quality of completed student work relating to the assessed objectives.
12) State how the program used the results or plans to use the results. Please be specific.
Evidence suggests that BE students are highly successful at achieving the program outcomes. Even so, a number of actions are being planned based on feedback from program stakeholders (including students, faculty, alumni, and industry advisors) to streamline the structure of the curriculum, diversify course offerings, and facilitate achievement of objectives. Notably, these include:
1. Further expansion/ development of hands-on design opportunities for students to gain experience in the engineering design process.
2. In certain courses, a transition in emphasis from technical writing to more homeworks to help reinforce key engineering concepts/ analysis.
In addition, several institutional changes to the BE program are currently being implemented in order to address key concerns related by stakeholders. Most notably these include:
1. Broaden the network of alumni and potential employers of BE graduates to facilitate the job search process by BE graduates.
2. The objectives (vision for the professional trajectory of graduates) to which the outcomes are mapped were modified this year to more clearly express that they are professional expectations of of the graduates.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
As usual, the most notable discovery beyond the actual assessment results related to the nature of the assessment process itself. While standardized tests indicate a high level of performance by BE graduates, it was difficult to find direct evidence of student work related to some of the outcomes assessed this year- especially their ability to integrate biological sciences with quantitative physical sciences and engineering. We had initially planned to obtain example student work from supporting departments, but getting the cooperation of the instructors and departments teaching these courses was difficult. To help resolve this problem we have developed our own quantitative biology course, reviewed many of the fundamental biological topics in the context of engineering applications to make sure that students can demonstrate mastery of these concepts.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
none to add.