Department of Computer Science and Engineering ABET Status - Review R. Sridhar, for ABET Committee

1. Department of Computer Science and Engineering ABET Status - Review R. Sridhar, for ABET Committee April 29, 2008

2. ABET Steps Request an Evaluation – Jan 2008 Submit Self-Study report – Jul 1 2008 Visit – Fall 2008 Report – Early/Summer 2009 Response to report Final decision on Accreditation Additional visits if needed Department of Computer Science and Engineering

3. Criteria Criterion 1. Students Criterion 2. Program Educational Objectives Criterion 3. Program Outcomes Criterion 4. Continuous Improvement Criterion 5. Curriculum Criterion 6. Faculty Criterion 7. Facilities Criterion 8. Support Criterion 9. Program Criteria Department of Computer Science and Engineering

4. Criterion 1. Students The program must evaluate student performance, advise students regarding curricular and career matters, and monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain program objectives. The program must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The program must also have and enforce procedures to assure that all students meet all program requirements. Department of Computer Science and Engineering

5. Criterion 2. Program Educational Objectives Each program for which an institution seeks accreditation or reaccreditation must have in place: (a) published educational objectives that are consistent with the mission of the institution and these criteria (b) a process that periodically documents and demonstrates that the objectives are based on the needs of the program's various constituencies (c) an assessment and evaluation process that periodically documents and demonstrates the degree to which these objectives are attained. Department of Computer Science and Engineering

6. Criterion 3. Program Outcomes Engineering programs must demonstrate that their students attain the following outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering (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 multidisciplinary 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, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives. There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained. Department of Computer Science and Engineering

7. Criterion 4. Continuous Improvement Each program must show evidence of actions to improve the program. These actions should be based on available information, such as results from Criteria 2 and 3 processes. Department of Computer Science and Engineering

8. Criterion 5. Curriculum The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include: • one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline • one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs. • a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints. Department of Computer Science and Engineering

9. Criterion 6. Faculty The faculty must be of sufficient number and must have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students. The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching effectiveness and experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers. Department of Computer Science and Engineering

10. Criterion 7. Facilities Classrooms, laboratories, and associated equipment must be adequate to safely accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the program and institution. Criterion 8. Support Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the program. In addition, support personnel and institutional services must be adequate to meet program needs. Department of Computer Science and Engineering

11. 9. Program Criteria The structure of the curriculum must provide both breadth and depth across the range of engineering topics implied by the title of the program. The program must demonstrate that graduates have: knowledge of probability and statistics, including applications appropriate to the program name and objectives; and knowledge of mathematics through differential and integral calculus, basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives. Programs containing the modifier “computer” in the title must also demonstrate that graduates have a knowledge of discrete mathematics. Department of Computer Science and Engineering

12. Computer EngineeringProgram Objectives (Developed, refined and finalized with input and feedback from constituencies: ABET committee, Industrial Advisory Board, Alumni, Current Students and UGAC) In their careers, our graduates will • work productively as Computer Engineers, including supportive and leadership roles on multidisciplinary teams, • communicate effectively, recognize and incorporate societal needs and constraints in their professional endeavors, and practice their profession with high regard to legal and ethical responsibilities, • engage in life-long learning, such as graduate study, to remain current in their profession and be leaders in our technological society. Department of Computer Science and Engineering

13. CEN Program Outcomes • an ability to apply knowledge of mathematics, probability & statistics, computer science, and engineering as it applies to the fields of computer software and hardware • an ability to design and conduct experiments, as well as to organize, analyze, and interpret data. • an ability to design and construct a hardware and software system, component, or process to meet desired needs, within realistic constraints such as economic, environmental, social, political, ethical, health & safety, manufacturability, and sustainability. • an ability to function on multidisciplinary teams. • an ability to identify, formulate, and solve hardware and software problems using sound computer engineering principles. • an understanding of professional, legal, and ethical issues and responsibilities as it pertains to computer engineering. • an ability to effectively communicate technical information in speech, presentation, and in writing. • the broad education necessary to understand the impact of computing in a global, economic, environmental, and societal context. • a recognition of the need for an ability to engage in lifelong learning. • a knowledge of contemporary issues. • an ability to use the techniques, skills, and modern hardware and software tools necessary for computer engineering practice. Department of Computer Science & Engineering

14. IAB Recommended Steps The Industrial Advisory Board recommends that computer engineering students participate in the study of project management methods, either as an independent course or as part of one or more existing course curricula. The council recommends that team-based projects should play a notable role in the computer engineering curricula and urges the assignment of multi-disciplinary projects, perhaps involving both engineering and business majors. The council recommends that the Computer Engineering departments send a brief survey to local corporate engineering managers asking for their opinions about the quality of CEN graduates as entry-level engineers. These surveys would be used on an annual basis to gauge CEN program effectiveness with respect to those program aspects most important to industry. Department of Computer Science and Engineering

15. Steps taken from last visit • Addressed concerns • Developed and administered Alumni Survey to get feedback on issues of concern • Project Teamwork developed • Industrial Advisory board meetings (twice a year) • - giving input on ABET issues • Interim report submitted July 2004 • Accreditation extended to next visit • Computer Engineering Curriculum was revised by 2005 and incorporated starting 2006-2007 Department of Computer Science and Engineering

16. Steps taken continued.. • Revised ABET committee formed Jun 2006 • Program Objectives revised • Incorporated the objectives into three shorter and more concise ones • Approved by constituents, ABET committee, Industrial Advisory Board; Students and faculty and feedback incorporated • Last Alumni survey was in 2004-05; next survey finished in April Department of Computer Science and Engineering

17. Steps continued • Assessment criteria developed using John Estell’s 4-tuple approach Exemplary Adequate Minimal Unsatisfactory Or Excellent Proficient Apprentice Novice • Assessment performed in select courses from 2006-2007 and all required courses in 2007-2008 • Feedback from 2006-2007 was given to instructors in 2007-2008, where possible Department of Computer Science and Engineering

18. Outcome matrix Department of Computer Science and Engineering

19. Assessment through courses CSE 115 – Intro to CS - Programming I Fall 06 a, e, g, j, k (3) Spring 07 – a(2), e(2), j(3), k(4), g(not assessed) CSE 116 – Intro to CS - Programming II Fall 06 e, g, k CSE 191 – Discrete Mathematics (both semesters) Fall 06 a (5), g Spring 07 a(6), g(3) CSE 250 – Data Structures Fall 07 CSE 341 – Computer Organization (both semesters) Spring 07 – a, b, e, j, k CSE 379 – Microprocessors Spring Spring 07 - a, c, e, h CSE 380 – Microprocessors Lab Spring Spring 07 – a, b, e, g, k CSE 321 – Real time operating system Fall 07 – pilot course CSE 442 – Software Engineering Fall Fall 06 c, d, f, g, h, j CSE 453 - Embedded Software – Spring CSE 305 – Prog Lang; CSE 421 – Operating Syst - not required in new program Numbers in parenthesis identify the number of artifacts considered Department of Computer Science and Engineering

20. Sample Outcome Assessment Matrix Department of Computer Science and Engineering

21. External Constituencies(Alumni/Employers) External Constituencies (Alumni/Employers) Institutional Mission Assessment-Evaluation Feedback Loops (taken from ABET evaluation prep docs) Objectives Assessment Objectives Formulation/ Review I II Program Educational Objectives Objectives Evaluation Outcomes Assessment Program Outcomes III Program Faculty Outcomes Evaluation Program Evaluation & Improvement IV Educational Program Undergrad Studies Committee Department of Computer Science and Engineering

22. Project Teamwork Addresses outcomes ABET (d) an ability to function on multidisciplinary teams. ABET (f) an understanding of professional, legal, and ethical issues and responsibilities as it pertains to computer engineering. ABET (g) an ability to effectively communicate technical information in speech, presentation, and in writing. ABET (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. ABET (j) a knowledge of contemporary issues. Department of Computer Science and Engineering

23. Project Teamwork Part 1: All CEN, ME, EE, and Aerospace Eng Students took the DISC booklet personality test There were two lectures presented by the Center for Student Leadership & Community Engagement on management, leadership, teamwork, and interpersonal skills Part 2: Students were placed into teams which include at least one from each discipline. Teams were 4-7 students. The teams were tasked with a multi-week project: in the Fall of 2007, teams had to design and build a homeless shelter to strict specifications. All teams reported to a Saturday session in which the shelters were built and displayed. The teams produced reports outlining design, manufacturability, cost, and control of light and heat. The reports were graded Department of Computer Science and Engineering

24. Current status of ABET preparation All outcomes a-k appear satisfied well. Some feedback has been given to the instructors Changes incorporated and impacts need to be assessed and evaluated Alumni Survey, Senior Survey and Focus Group meetings indicated few broad issues Department of Computer Science and Engineering

25. Some feedback from students/alumni Most observed that Current CEN program is mostly software oriented and need more courses on hardware, such as embedded systems, and architecture and more hands on hardware development; some recent changes had great support, but need more Need to revise Intro to CS course curriculum and sequence Need more C++, as most jobs need that Generally most were very positive about the program overall and had great support Department of Computer Science and Engineering

26. Summary ABET committee Carl Alphonce, Mike Buckley, Chunming Qiao, Kris Schindler, Peter Scott and Ramalingam Sridhar (Chair) We thank faculty that have been involved in preparing documentation for their courses Demian Lessa and Jaynee Straw attended all the meetings and minutes were kept (weekly meetings) We seek faculty’s input and continued support of our efforts Department of Computer Science and Engineering

27. Faculty To-Do's by Friday May 9, 2008: 1. All CSE faculty: 2-page CV's. 2. CSE faculty teaching CEN required courses. For each such course: a. Assessment matrix b. Sample of each assessment artifact c. 3 samples of each graded item Please contact Peter Scott with questions or issues before May 9. Ram Sridhar will be back shortly thereafter.

28. Outcome matrix Department of Computer Science and Engineering