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Program Assessment Plan Bachelor of Science in Computer Science Department of Computer Science College of Engineering, Computer Science, and Construction Management California State University, Chico Corner First and Warner Chico, CA 95929-0410 Compiled by Ben Juliano, Ph.D. Assessment Coordinator Assessment Committee Members, 2007-2008: Tyson Henry, Ph.D. Moaty Fayek, M.S. (ex-officio, Department Chair) Approved by the Faculty September 30, 2008

Bachelor of Science in Computer Science - CSU, Chico · CSU, Chico: B.S. in Computer Science Program Assessment Plan (v. 2008-10-10) II. Program Mission Statement The California State

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Page 1: Bachelor of Science in Computer Science - CSU, Chico · CSU, Chico: B.S. in Computer Science Program Assessment Plan (v. 2008-10-10) II. Program Mission Statement The California State

Program Assessment Plan

Bachelor of Sciencein

Computer Science

Department of Computer ScienceCollege of Engineering, Computer Science, and Construction Management

California State University, ChicoCorner First and Warner

Chico, CA 95929-0410

Compiled by

Ben Juliano, Ph.D.Assessment Coordinator

Assessment Committee Members, 2007-2008:Tyson Henry, Ph.D.

Moaty Fayek, M.S. (ex-officio, Department Chair)

Approved by the FacultySeptember 30, 2008

Page 2: Bachelor of Science in Computer Science - CSU, Chico · CSU, Chico: B.S. in Computer Science Program Assessment Plan (v. 2008-10-10) II. Program Mission Statement The California State

CSU, Chico: B.S. in Computer Science Program Assessment Plan (v. 2008-10-10)

Table of Contents

I. Introduction.............................................................................................................................4

A. Department Vision......................................................................................................................4

B. Department Mission....................................................................................................................4

II. Program Mission Statement..................................................................................................5

III. Program Educational Objectives..........................................................................................5

IV. Program Student Learning Outcomes..................................................................................6

V. Alignment Matrices................................................................................................................7

A. Program Objectives and Program Outcomes...............................................................................7

B. Core Courses and Program Outcomes.........................................................................................8

VI. Assessment Plan.....................................................................................................................9

A. Assessment Data Sources............................................................................................................9

1. Direct (Embedded) Assessment.......................................................................................102. Indirect Assessment.........................................................................................................10

1 College of ECC Graduating Senior Survey..............................................................102 Major Field Test in Computer Science.....................................................................103 ACM Pacific Northwest Regionals Programming Contest.......................................124 Alumni Surveys........................................................................................................135 Industry Advisory Board Feedback..........................................................................136 Employer Surveys....................................................................................................14

B. Timeline....................................................................................................................................14

VII. References............................................................................................................................17

VIII. Appendices.........................................................................................................................18

A. Rubrics......................................................................................................................................18

1. Oral Communication........................................................................................................182. Programming....................................................................................................................193. Teamwork........................................................................................................................204. Technical Writing.............................................................................................................21

B. Program Outcomes Map...........................................................................................................22

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C. College of ECC Graduating Senior Survey...............................................................................23

D. Online Alumni Survey Questionnaire.......................................................................................25

E. College of ECC Assessment Cycle...........................................................................................29

List of TablesTable 1: Program Objectives x Program Outcomes Matrix................................................................................7Table 2: Core Course x Program Outcomes Matrix............................................................................................8Table 3: Names and Numbers used by ETS for the Assessment Indicators for the Major Field Test in Computer Science............................................................................................................................................11Table 4: MFT Assessment Indicators x Core Course Matrix............................................................................11Table 5: ABET CAC Criteria Program Outcomes Covered by Alumni Survey Questions...............................13Table 6: Grouping of Program Outcomes into Subsets.....................................................................................14Table 7: Rotational Assessment Timeline.........................................................................................................15Table 8: Mapping of ABET CAC Criteria Program Outcomes........................................................................22Table 9: College of ECC Academic Year Assessment Cycle............................................................................29

List of FiguresFigure 1: Assessment cycle for quality assurance..............................................................................................9Figure 2: CSUC Department of Computer Science assessment cycle..............................................................16Figure 3: Rubric for Oral Communication.......................................................................................................18Figure 4: Rubric for Programming Assignments/Deliverables.........................................................................19Figure 5: Rubric for Teamwork........................................................................................................................20Figure 6: Rubric for Technical Writing............................................................................................................21

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I. Introduction

The California State University, Chico Bachelor of Science program in Computer Science is accredited by the Computing Accreditation Commission (CAC) of the Accreditation Board for Engineering and Technology (ABET) [1], 111 Market Place, Suite 1050, Baltimore, MD 21202. This program has held continuous accreditation since 1987.

A. Department Vision

The department prepares students for fulfilling careers in the computing sciences by providing an excellent educational experience within an engaging, friendly, learning community. Our efforts in teaching, research, and service make our department an important regional, national, and international resource center for the advancement of our discipline and for the development of computing and information technology systems and applications.

B. Department Mission

The Department's Mission is to advance knowledge in the computing sciences by providing our students with the highest quality educational experience. The Department strives to:

○ provide excellence in teaching;○ develop a community of scholars that includes faculty, staff, students and alumni;○ provide service to others; and○ respond to the changing demands for trained computing professionals.

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II. Program Mission Statement

The California State University, Chico Bachelor of Science program in Computer Science, with its various options, provides a broad background to students with interests in computer science. The program is designed to provide students majoring in computer science with excellent preparation for further study in graduate or professional schools in the computing discipline as well as for entry into computer-related careers.

III. Program Educational Objectives

Program educational objectives are defined as “broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve” [2]. Our program objectives establish what our graduates should be able to do in three to five years following graduation. The objectives of the Computer Science Program at California State University, Chico are to produce graduates who:

A. are able to apply the principles of computer science, mathematics, and scientific investigation to solve real world problems appropriate to the discipline

B. are able to apply current industry accepted computing practices and new and emerging technologies to analyze, design, implement, and verify high quality computer-based solutions to real world problems.

C. exhibit teamwork and effective communication skills. D. understand the ethical and technical context of their professional obligations and

contributionsE. are able to positively and appropriately apply knowledge of societal impacts of computing

technologies in the course of career related activities.F. are successfully employed or accepted into a graduate program, and demonstrate a pursuit

of lifelong learning.

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IV. Program Student Learning Outcomes

Program outcomes are defined as “statements that describe what students are expected to know and be able to do by the time of graduation that enable them to meet the objectives” [2]. Our program outcomes identify what our graduates are expected to know or be able to do upon graduation. These outcomes were updated from our previous Program Assessment Plan (see [4]) to reflect ABET changes to Computing Accreditation Criteria [3].

To satisfy Computer Science program criteria, our graduates must demonstrate:

ABET Program Outcomes [3]

A. An ability to apply knowledge of computing and mathematics appropriate to the discipline.B. An ability to analyze a problem, and identify and define the computing requirements

appropriate to its solution.C. An ability to design, implement, and evaluate a computer-based system, process,

component, or program to meet desired needs.D. An ability to function effectively on teams to accomplish a common goal.E. An understanding of professional, ethical, legal, security and social issues and

responsibilities.F. An ability to communicate effectively with a range of audiences.G. An ability to analyze the local and global impact of computing on individuals,

organizations, and society.H. Recognition of the need for and an ability to engage in continuing professional

development.I. An ability to use current techniques, skills, and tools necessary for computing practice.

CAC Program Outcomes for Computer Science [3]

J. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

K. An ability to apply design and development principles in the construction of software systems of varying complexity.

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V. Alignment Matrices

A. Program Objectives and Program Outcomes

The alignment between the program educational objectives and the program student learning outcomes are given in Table 1.

Table 1: Program Objectives x Program Outcomes Matrix.

Program Objectives

Program OutcomesABET CAC

A B C D E F G H I J K

A X X X X XB X X X X X XC X XD X XE X XF X

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B. Core Courses and Program Outcomes

The alignment between the program core courses and the program student learning outcomes are given in Table 2.

Table 2: Core Course x Program Outcomes Matrix.

Core CoursesProgram Outcomes

A B C D E F G H I J KMATH 120Analytic Geometry and CalculusMATH 121Analytic Geometry and CalculusCSCI 111 / EECE 135Programming and Algorithms ICSCI 112Programming and Algorithms IIPHYS 204AMechanicsPHYS 204BElectricity and MagnetismCSCI 221 / EECE 221Assembly Language ProgrammingMATH 317Discrete Mathematical StructuresCSCI 301Computer's Impact on SocietyCSCI 305 / EECE 335Project Requirements, Design, TestingCSCI 311Algorithms and Data StructuresCSCI 315Programming LanguagesCSCI 320Computer ArchitectureCSCI 330Software EngineeringCSCI 340Operating Systems ProgrammingCSCI 490Directed Programming ExperienceCSCI 550Theory of Computing

Key: Introduced Practiced Assessed

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VI. Assessment Plan

Our department’s program assessment cycle/process is based on Dr. Gloria Roger’s Model for Quality Assurance of Student Learning Outcomes [2] (see Figure 1).

In this section, we describe our assessment data sources and the timeline we use for the collection, analysis, evaluation, and interpretation of our results.

A. Assessment Data Sources

On a scale of 1 (lowest) through 5 (highest), we chose a rating of 3.8 or above as the target rate for all our program outcome assessments. To transform embedded measures from the typical 0-100% scale to the appropriate 1-5 scale, the following transformation is used:

where p is the number of students successfully achieving the measure, and n is the total number of students from which the measure was taken1.

1 The expected rating of 3.8 is based on a 70% expected success rate, translating to 1+4(.70) = 3.8 in a 1-5 scale.

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Figure 1: Assessment cycle for quality assurance.

1 4× pn

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CSU, Chico: B.S. in Computer Science Program Assessment Plan (v. 2008-10-10)

1. Direct (Embedded) Assessment

We use the alignment of our core courses with our program outcomes (see Table 2) to decide what embedded assessment metrics to use in our classes. These metrics establish performance criteria (see Figure 1) specific to the program outcomes being assessed in the core courses we are teaching, and we document these metrics in our annual Program Assessment Report [4]. Faculty teaching the core have the option of using embedded assessment metrics documented in the previous Program Assessment Report, or they can update/modify these metrics based on how they are running their classes.

To facilitate gathering of assessment data, we approved four rubrics for the following student activities:

a) oral communication b) programming c) team work d) technical writing

Sample copies of these rubrics are given in the Appendix.

2. Indirect Assessment

a) College of ECC Graduating Senior Survey

The College of ECC Graduating Senior Survey is administered near the end of each semester. In our department, completion of the College Survey is a requirement in our undergraduate capstone course, CSCI 490, Directed Programming Experience.

A sample copy of the College of ECC Graduating Senior Survey is given in the Appendix.

b) Major Field Test in Computer Science

Every semester since Spring 2002, we have been using the Educational Testing Services’ Major Field Test (MFT) in Computer Science [5] as a direct measure to supplement embedded assessment measures from core courses in the program. The MFT is a standardized test that provides assessment information (based on national, comparative data) in the form of score statistics and assessment indicators (AI). ETS changed the numbering and names of the AI’s for the MFT in Computer Science in Spring 2006. These changes are identified in Table 3.

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Table 3: Names and Numbers used by ETS for the Assessment Indicators for the Major Field Test in Computer Science.

3XMF – Prior to Spring 2006 4CMF – Spring 2006 on

1 Programming Fundamentals 34% 1 Programming 35%

2Computer Organization, Architecture, and Operating Systems

30% 3Systems: Architecture, Operating Systems, Networking, Database

25%

3 Algorithms, Theory, and Computational Mathematics 36% 2 Discrete Structures and

Algorithms 40%

We use the AI results to determine appropriate topical coverage in, and student preparation from, our core courses. Table 4 details our MFT AI and CSCI core courses alignment matrix.

Table 4: MFT Assessment Indicators x Core Course Matrix.

Assessment Indicator (AI)

Core Courses

111

112

221

301

305

311

315

320

330

340

490

550

AI-1: Programming

AI-2: Discrete Structures and Algorithms

AI-3: Systems: Arch, Op Sys, Networking, Databases

The correlation between the MFT AI’s and our department’s program outcomes can be derived from Table 2 and Table 4 - these seem to indicate that all three AI’s cover the same program outcomes:

• A (An ability to apply knowledge of computing and mathematics appropriate to the discipline);

• B (An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution);

• C (An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs);

• I (An ability to use current techniques, skills, and tools necessary for computing practice); and

• J (An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices).

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c) ACM Pacific Northwest Regionals Programming Contest

The department has been competing in the ACM Pacific Northwest Regional Programming Contest [6] since the 1980s. The top three winners from each regional competition advance to the ACM International Collegiate Programming Contest (ICPC) World Finals [7], the world’s most prestigious computer programming competition.

To supplement results from other assessment data sources, we monitor our teams’ placement in the Regionals each year and convert these placements to percentile values over all teams. These percentile values are recorded to track trends for our top team placement and average (of our teams) team placement. We believe placement trends are a good way to possibly support or confirm our assessment results and status for the following program outcomes:

• A (An ability to apply knowledge of computing and mathematics appropriate to the discipline);

• B (An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution);

• C (An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs);

• D (An ability to function effectively on teams to accomplish a common goal);• I (An ability to use current techniques, skills, and tools necessary for computing

practice); and• J (An ability to apply mathematical foundations, algorithmic principles, and

computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices).

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d) Alumni Surveys

We have not administered alumni surveys for a few years. Last March, we implemented an online alumni survey through our Office of Institutional Research. A sample copy of our online alumni survey questionnaire is given in the Appendix.

We use Table 5 as a reference on how our Alumni Survey questions relate back to our program outcomes.

Table 5: ABET CAC Criteria Program Outcomes Covered by Alumni Survey Questions.

ProgramOutcome Alumni Survey Question

A, J Apply knowledge of math, science and computing

B, J Design, implement, analyze and interpret code & data

C, J Design a system, component or process to meet desired needs

D Function on Multidisciplinary teams

D Complete work independently

D Lead or manage project teams

K Identify, formulate and solve computer problems

E Understand professional and ethical responsibilities

F Effectively communicate orally

F Effectively communicate in writing

G Understand computing in contemporary society

H Understand the need for life-long learning in computer science

G Understand computing solutions in a global market

I Use techniques, skills and modern tools for computing practices

J Apply math, algorithmic principles and computer science theory in design of...

K Apply design and development principles in the construction of software systems

e) Industry Advisory Board Feedback

We maintain ties with our industry partners through our Industry Advisory Board (IAB). We meet with our IAB annually to discuss our degree programs, curriculum, and what the industry wants and expects from our graduates. These meetings are typically scheduled during the Spring semester.

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f) Employer Surveys

We currently do not administer an employer survey.

B. Timeline

We grouped our eleven program outcomes into three subsets to facilitate collection of assessment data. We implemented a small modification to our former grouping of program outcomes into subsets (see [4]) to fit current ABET/CAC program outcomes for Computer Science [3]. These subsets are listed in Table 6.

Table 6: Grouping of Program Outcomes into Subsets.

Subset Program Outcome

1

A An ability to apply knowledge of computing and mathematics appropriate to the discipline.

B An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution.

C An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

2

D An ability to function effectively on teams to accomplish a common goal.

E An understanding of professional, ethical, legal, security and social issues and responsibilities.

F An ability to communicate effectively with a range of audiences.

G An ability to analyze the local and global impact of computing on individuals, organizations, and society.

3

H Recognition of the need for and an ability to engage in continuing professional development.

I An ability to use current techniques, skills, and tools necessary for computing practice.

JAn ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

K An ability to apply design and development principles in the construction of software systems of varying complexity.

A rotational assessment timeline for minimally expected data collection, assessment and evaluation is shown in Table 7. This timeline was developed to maximize the efficiency of

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our assessment data collection. The guiding principle in the department’s assessment data collection is that data does not need to be collected from every student/graduate every year on every outcome to provide valuable information for program improvement. The timeline given in Table 7 is reviewed annually to determine its appropriateness for the information that the assessment yields.

Table 7: Rotational Assessment Timeline.

2006 2007 2008 2009 2010 2011Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall

Subset 1

Subset 2

Subset 3

The above rotational assessment timeline will be administered in conjunction with the College of ECC Academic Year Assessment Cycle given in Table 9 on page 29 of the Appendix.

Figure 2 illustrates our department’s assessment schedule, with details on what constituents are involved with particular assessment tasks during the school year.

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Figure 2: CSUC Department of Computer Science assessment cycle.

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VII. References

[1] ABET, Inc., “Leadership and quality assurance in applied science, computing, engineering, and technology education,” 29 May 2008; http://abet.org/

[2] G. Rogers, “Assessment for quality assurance,” Assessment planning: Assessment of student learning outcomes, 29 May 2008; http://www.abet.org/Linked%20Documents-UPDATE/Assessment/QualAssurance_Corrected_May2004.pps

[3] ABET Computing Accreditation Commission, “Criteria for accrediting computing programs, 2008-2009,” 29 May 2008; http://abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/C001%2008-09%20CAC%20Criteria%2011-8-07.pdf

[4] CSUC Department of Computer Science, Program Assessment Report 2006-2007, Bachelor of Science in Computer Science, 1 September 2008; http://www.ecst.csuchico.edu/csci/assessment/docs/CSCI%20Program%20Assessment%20Report%202007.pdf

[5] Educational Testing Service (ETS), Major Field Test (MFT), 1 September 2008; http://www.ets.org/hea/mft/

[6] ACM Pacific Northwest Regional Programming Contest website, 1 September 2008; http://www.acmicpc-pacnw.org/

[7] ACM International Collegiate Programming Contest (ICPC) website, 1 September 2008; http://cm2prod.baylor.edu/

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VIII. Appendices

A. Rubrics

1. Oral Communication

Page 18 of 29

Figure 3: Rubric for Oral Communication

CALIFORNIA STATE UNIVERSITY, CHICODepartment of Computer Science

Course: Instructor: Date:Assessor: Evaluatee (student name):

Exce

eds

expe

ctat

ion

Mee

ts e

xpec

tatio

n

Fails

sho

rt o

f exp

ecta

tion

Not

app

licab

le ORAL PRESENTATION

Organization5 4 3 2 1 n/a Includes introduction, body, summary, and conclusion.5 4 3 2 1 n/a Organizes content logically and sequentially.5 4 3 2 1 n/a Presents ideas and arguments logically and clearly.5 4 3 2 1 n/a Cites/Acknowledges sources appropriately.

Delivery5 4 3 2 1 n/a Speaks clearly, distinctly, and with sufficient volume.5 4 3 2 1 n/a Speaks to audience (e.g., does not just read the material and/or talk to the screen).5 4 3 2 1 n/a Uses audio-visual materials appropriately.5 4 3 2 1 n/a Uses techniques that engage the audience.5 4 3 2 1 n/a Provides sufficient technical detail appropriate for the time constraint and audience.5 4 3 2 1 n/a Listens carefully and responds effectively to questions and comments.

Language5 4 3 2 1 n/a Uses technical vocabulary appropriate for the audience.5 4 3 2 1 n/a Uses correct grammar.

Appearance5 4 3 2 1 n/a Personal appearance (attire, posture, and body language) is appropriate.

Technical Content5 4 3 2 1 n/a Applies methodologies/techniques appropriate for the presentation requirements.5 4 3 2 1 n/a Demonstrates a good understanding of the problem area.5 4 3 2 1 n/a Explains and interprets results correctly.

Remarks:

Last update: October 10, 2008

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2. Programming

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Figure 4: Rubric for Programming Assignments/Deliverables

CALIFORNIA STATE UNIVERSITY, CHICODepartment of Computer Science

Course: Instructor: Date:Assessor: Evaluatee (student name):

Exce

eds

expe

ctat

ion

Mee

ts e

xpec

tatio

n

Fails

sho

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Not

app

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le PROGRAMMING

Completion of Programming Task5 4 3 2 1 n/a Demonstrates synthesis of solution and creates alternatives by combining knowledge and information.

5 4 3 2 1 n/a Demonstrates a clear understanding of how various pieces of the problem relate to each other and the whole.

5 4 3 2 1 n/a Uses software tools and computing resources correctly and effectively.

Correctness5 4 3 2 1 n/a Program executes without errors.

5 4 3 2 1 n/a Program contains error checking code and handles all special cases.

Use of Comments / Documentation5 4 3 2 1 n/a Clear and effective use of comments to indicate why the code was written.

5 4 3 2 1 n/a Answers/Solutions are properly labeled/commented in great detail.

5 4 3 2 1 n/a Supports design procedure with more than sufficient documentation and references.

5 4 3 2 1 n/a Thorough and organized testing has been completed and output from test cases is included in documentation.

Presentation and Organization5 4 3 2 1 n/a Name, date, assignment specifications and description included.

5 4 3 2 1 n/a Excellent use of white space (indentation, blank lines).

5 4 3 2 1 n/a Creatively organized work.

Remarks:

Last update: October 10, 2008

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3. Teamwork

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Figure 5: Rubric for Teamwork

CALIFORNIA STATE UNIVERSITY, CHICODepartment of Computer Science

Course: Instructor: Date:Assessor: Evaluatee (student name):

Exce

eds

expe

ctat

ion

Mee

ts e

xpec

tatio

n

Fails

sho

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exp

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Not

app

licab

le TEAMWORK

Contribution5 4 3 2 1 n/a Routinely present at group/team meetings or work sessions.5 4 3 2 1 n/a Contributes a fair share to the project workload.5 4 3 2 1 n/a Demonstrates the ability to assume a designated role in the group.

Collaboration5 4 3 2 1 n/a Is a courteous and collegial group member.5 4 3 2 1 n/a Values alternative perspectives and encourages participation among all team members.5 4 3 2 1 n/a Shares credit for success with others and accountability for team results.5 4 3 2 1 n/a Shares information with others and provides assistance to others.

Remarks:

Last update: October 10, 2008

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4. Technical Writing

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Figure 6: Rubric for Technical Writing

CALIFORNIA STATE UNIVERSITY, CHICODepartment of Computer Science

Course: Instructor: Date:Assessor: Evaluatee (student name):

Exce

eds

expe

ctat

ion

Mee

ts e

xpec

tatio

n

Fails

sho

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Not

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le TECHNICAL WRITING

Organization5 4 3 2 1 n/a Paper has a clear purpose that is well suited to its discipline and audience.5 4 3 2 1 n/a Organizes written materials in a logical sequence (paragraphs, subheading, etc.)5 4 3 2 1 n/a Main points are easy to find and ideas are easy to follow.5 4 3 2 1 n/a Makes strong, persuasive arguments.5 4 3 2 1 n/a Uses graphs, tables, and diagrams to explain, interpret, and assess information.5 4 3 2 1 n/a Cites sources appropriately.

Presentation5 4 3 2 1 n/a Grammar and spelling are correct.5 4 3 2 1 n/a Is clear, concise, unambiguous, and direct.5 4 3 2 1 n/a Adheres to conventional rules of grammar and punctuation.5 4 3 2 1 n/a Written work is presented neatly and professionally.5 4 3 2 1 n/a Conforms to the prescribed style guide or format (if any)

Technical Content5 4 3 2 1 n/a Demonstrates a good understanding of the problem area.5 4 3 2 1 n/a Explains and interprets results correctly.

Remarks:

Last update: October 10, 2008

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B. Program Outcomes Map

Due to recent changes in the recommended program outcomes listed in ABET Computing Accreditation Commission's Criteria for Accreditation [3], we use the map given in Table 8 to relate our assessment data for this cycle with assessment data from the previous cycle [4].

Table 8: Mapping of ABET CAC Criteria Program Outcomes

ABET CAC 2008-2009 Criteria ABET CAC 2007-2008 Criteria

A. An ability to apply knowledge of computing and mathematics appropriate to the discipline. A. An ability to apply knowledge of math, science and

computing.

B.An ability to analyze a problem, and identify and define the computing requirementsappropriate to its solution.

B.An ability to design and implement programs as well as to analyze and interpret code and data.

C.An ability to design, implement, and evaluate a computer-based system, process,component, or program to meet desired needs.

C.An ability to design a system, component, or process to meet desired needs.

D. An ability to function effectively on teams to accomplish a common goal. D. An ability to function on multi-disciplinary teams.

E.An understanding of professional, ethical, legal, security and social issues andresponsibilities.

F.An understanding of professional and ethical responsibilities.

F. An ability to communicate effectively with a range of audiences. G. An ability to communicate effectively.

G.

An ability to analyze the local and global impact of computing on individuals,organizations, and society.

H.The broad education necessary to understand the impact of computing solutions in a global andsocietal context.

J. A knowledge of contemporary issues.

H. Recognition of the need for and an ability to engage in continuing professional development. I. A recognition of the need for, and an ability to

engage in, life-long learning.

I.An ability to use current techniques, skills, and tools necessary for computing practice. K.

An ability to use the techniques, skills, and modern computing tools necessary for computingpractice.

J.

[CAC] An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

B. An ability to design and implement programs as well as to analyze and interpret code and data.

E.An ability to identify, formulate and solve computing problems.

K.

[CAC] An ability to apply design and development principles in the construction of software systems of varying complexity.

C. An ability to design a system, component, or process to meet desired needs.

E. An ability to identify, formulate and solve computing problems.

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C. College of ECC Graduating Senior Survey

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D. Online Alumni Survey Questionnaire

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E. College of ECC Assessment Cycle

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Table 9: College of ECC Academic Year Assessment Cycle.

Academic Year Assessment Cycle

The following are grouped logically by semesters and breaks but have overlapping timelines

Fall Semester Date Activity

Winter Break Date Activity

Spring Semester Date Activity

Summer Date Activity

Senior Exit Survey Results Analyzed - Results to Chairs

October

2 Weeks Before Classes Begin

Faculty submit course syllabi to Dept. Chairs for assessment review

1 Week Before Classes Begin

Department Chairs approve syllabi, return to faculty with assessment deliverables identified

Faculty administer Senior Exit Surveys prior to end of semester

Fall Semester Grading Due Date

Faculty submit assessment materials to Dept. Chair and/or department Assessment Committee.

Dept. Chair and/or Assessment Committee reviews pertinent outcomes assessment results

1 Week Before Classes Begin

Dept. Chair and/or Assessment Committee present assessment results to faculty, set actions if needed.*

2 Weeks Before Classes

Faculty submit course syllabi to Dept. Chairs for assessment review

1 Week Before Class

Department Chairs approve syllabi, return to faculty with assessment deliverables identified

Faculty administer Senior Exit Surveys prior to end of semester

Spring Semester Grading Due Date

Faculty submit assessment materials to Dept. Chair and/or department Assessment Committee.

Dept. Chair and/or Assessment Committee reviews pertinent outcomes assessment results

Dept. Chair and/or Assessment Committee conducts Alumni and Employer surveys

1 Week Before Classes Begin

Dept. Chair and/or Assessment Committee presents assessment results to faculty, set actions as needed.*

Annual Assessment Report from Dept. Chairs to Dean's Office summarizing assessment results, actions.*

* Department assessment results are to be shared, analyzed, and reflected with appropriate constituent groups including advisory boards or student groups at regularly scheduled meetings.