Assessment Based Changes
While not all program improvements have been associated with a single program objective, most have. In the objective column of the following table, the letters given correspond to the following objectives:
The specific object of the degree options are labeled as follows:
A - Proficient in programming in at least two programming languages
Mastery level background
B - Principles and practices for problem/solution analysis and design
C - Data structures and algorithms
D - Computer architecture and organization
E - Programming languages
F - Operating systems
G - Theory of computing
H - Software engineering
I - Possess an understanding of the practices and dynamics required to develop software whether it be a single program or a major software product developed in a team environment
J - Proficient in the use of mathematical tools including discrete mathematics, calculus, elementary statistics, and probability
K - Understand the basics of the life sciences, the scientific method, basic chemistry, and molecular biology
L - Understand the basics of information and database systems and their implementation
M - Understand basic business, accounting, and economic practices
N - Understand the basics of team and organizational leadership principles
O - Understand the basics of science, and specifically the scientific method
P - Have an understanding and appreciation for the arts, humanities, and social sciences, and their importance in today’s society
Q - Possess sufficient fundamental knowledge of computer science to be a life-long learner
R - Understand the social and ethical issues which face computer scientists, and thus be able to contribute to society in a positive and productive manner
T - Able to communicate information effectively both in writing and orally.
|
Objective |
How measured |
When measured |
Needed Improvements Identified |
Improvements Implemented |
|
A,B,C,D,E,F,G,H |
On-going yearly review of text books by text book committees |
Spring of each year |
On-going improved teaching material and content |
New texts chosen |
|
T |
Department head exit survey |
Spring 1998-1999 |
Poor job interview skills Lack of knowledge of job search process(es) |
CS3000 implemented – specific assignments on resume writing and Career Services lectures |
|
ALL |
Department head exit survey |
Spring 1998-2000 |
Women in program often feel isolated |
ACMW chapter implemented |
|
ALL |
Department head exit survey |
Spring 1998-1999 |
Senior year electives not well understood |
CS3000 implemented – Faculty lectures given on each of the 5000-level electives available |
|
All |
Department head exit survey |
Spring 1998-1999 |
Some students indicate a reluctance to speak out |
Anonymous e-mail site set up Note: Removed in 2003 because some e-mails not appropriate |
|
P,R,T |
Exit surveys and general faculty “impressions” |
Spring 1999 |
Need for more social interactions with majors |
1-ACM chapter with faculty adviser formed 2- Computer Science dormitory floor established in Greaves Hall. (2003) 3-Graduating senior banquet held each April 4-Lounge room established on fourth floor of Old Main
|
|
A,B,C,D,H,I,T |
Industrial Advisory Board input, Alumni survey results |
2000 |
Suggests more experience in developing large software products |
1 - Upper division credit requirement implemented to “encourage” taking one 4-credit project class |
|
Retention Goals |
Retention rates low |
Fall 2000 |
1 - Must better meet needs of women in program 2 – Better advisement needed |
1 - ACMW chapter started 2 – Full time undergraduate adviser hired |
|
B,C,I |
1 - ABET review 2 – Faculty committee review for CS1700, 1720, 2200 |
2000, 2002 |
Lack of solution design in core curriculum |
1-First four weeks of CS1700 give emphasis to problem solving, using a simple pseudo-language. Programming language syntax not discussed during this time 2- UML used and emphasized in CS2370 |
|
A,B,C,E |
Faculty reviews of CS1700, 1720, 2200 |
Spring 2001 |
Steep learning curve results in C/C++, lack of understanding by students of basic CS topics |
1 - Worked with student services to establish supplemental instruction for students 2 – Moved some material in CS2200 to CS5050 and made CS5050 required for all options |
|
A,B,C,H,I,J,L |
Faculty meeting discussions |
Spring 2001 |
Need for students to have programming contest opportunities to “hone” their skills |
ACM and ACMW chapters begin sending teams to ACM programming contest |
|
R |
Frequent copying of programs, etc. noted in numerous classes |
Spring 2001 |
Better and more uniform notification of department code of conduct requirements |
Cheating policy required on all department syllabi |
|
B,C,G |
CS2200 committee analysis of student performance vs objectives |
Spring 2001 |
1- Objectives not adequately met 2- Some material in CS2200 not critical to subject |
Some material moved from CS2200 to CS5050 to give more time and emphasis to core algorithms and data structures material. |
|
Q |
University Goals and Objectives |
Spring 2002 |
Life-long learner as a University-wide Objective |
Added life-long learner as department objective Self-evaluation question put on exit survey |
|
A,B,C,D,H |
CS3000 advanced standing exams |
2002-2003 exam scores |
Advanced standing exam scores relatively low – especially analysis of algorithms |
1 - Increased from 2 to 4 the number of lectures on the placement exam subjects 2 – To encourage studying for exams, implemented a $20 fee for retakes 3 – CS1720 and CS2200 give more emphasis to algorithm analysis |
|
R,T |
1 - CS3000 discussions 2- Department exit interviews 3 - Graduating senior exit surveys showed poor interest in Philosophy (ethics) class 3 – Grades in Engl 1010 and 2010 high but resume/cover letter writing poor (CS3000) |
2002-2003 |
Need for another writing opportunity with emphasis on ethics |
Added ethics lectures (4) and ethics paper to CS3000 class The quality of writing on this paper is considered and must be adequate to pass CS3000 |
|
K, L, M, N |
1 - Department exit interviews 2 – Review of Job openings data 3 – transfer out survey information 4 – College of Science Bioinformatics Committee |
2002-2003 |
Interest in other options, especially 1 –Bioinformatics 2 – Inf Tech (less math) |
Bioinformatics and IT options approved |
|
A,B,C,D,F |
On-going yearly review of laboratory facilities |
Spring 2003 |
Need for improved teaching room and laboratory for Linux instruction |
1 - New lab developed for SER 005 – 38 systems, with teaching console 2 – Dual boot (XP/Linux) lab of PC’s for CS3100 class (Main 428 – 12 systems) |
|
A,J |
1- Department Head exit interviews 2 – Meeting with Math/Stat faculty |
Spring 2003 |
1- Desire for additional program. Language (C#) 2- Want coop counted in curriculum |
Increased upper division requirement from 16 to 19 credits, but allowed one <5000-level CS course and up to two appropriate mathematics classes |
|
J |
Faculty (department meetings) review of CS3310 curriculum |
Spring 2003 |
Insufficient coverage of topics |
Math/Stat adds requested material and increases Math3310 from 2 to 3 credits |
|
D |
Advanced standing test results |
Spring 2003 |
Difference between digital and other option performance |
Emphasis on test (organization) aligned with CS2550 and ECE 2250 |
|
R |
Frequent copying of programs, etc. noted in multi-section lower division classes |
Spring 2004 |
Need a more effective means to evaluate and compare code |
Use of MOSS software for CS1700, 1720, and 2200 classes |
|
M |
Industrial Advisory Board input |
2004 |
Additional business skills would be helpful |
Additional business courses added |
|
A,B,C,D,H,I,T |
Industrial Advisory Board input, Alumni survey results |
2004 Reviewed at department 2004,2005 retreats |
Suggests more experience in developing large software products |
1 – CS5070 Capstone class made a requirement For Fall 2006 |
|
Retention |
Exit interview responses from women graduates indicate need for more women-to-women interactions |
Spring 2003 |
Better meet needs of women majors |
Request made for funding for USU WISE chapter Budget cut eliminated program) |
|
H,I |
Industrial advisory board |
Spring 2006 |
Need for more real-world projects |
Meetings held with local industry for CS5070 project suggestions |
|
A |
Industry advisory board |
2000, 2004, 2006 |
C++ most important language |
C++ remains as initial teaching language |
|
K |
College of Science Bioinformatics meeting |
Spring 2006 |
Need for a general bioinformatics class for multiple majors |
CS5890 – Topics in Bioinformatics added for summer 2006- taught by CS, Biol, Stat, CIB personnel |
|
All |
Department meeting discussions ABET Fall 2005 meeting |
Spring 2006 |
Need for course level objective assessment |
Faculty course self-evaluation form designed and used |
|
Retention |
Majors data from Planning and Analysis |
Fall 2004-Fall 2006 |
Need for more women and minorities in the major |
"loaned" surplus computers to local charter school with faculty supervision Fall 2007 |
|
Retention |
Drop-out rate in program |
Fall 2004-2006 |
Need for a more "student friendly" learning environment in early programming classes |
Implemented pairs programming paradigm for introductory classes Fall 2007 |
|
D |
Assessment of CS2550 and CS2810 classes |
Fall 2006 Spring 2007 |
Need for more background in architecture and less organization |
Redesign of Architecture sequence – Fall 2008 – CS2810, 3810 |
|
H, I |
Department meeting and Faculty course assessments |
Fall 2006, Spring 2007 |
Additional background on system requirements, and projects |
Expansion of CS2450 class from one to two semesters with added material Fall 2008 |
| A,E,F,L | Industry advisory input, new faculty input | Fall 2006-2007 | Opportunity for additional instruction in computer security | CS5460 – new elective class in computer security Fall 2007 |
| A,B,C |
Course self-evaluations filled out by faculty Adviser input on reasons for leaving CS as a major Student performance (assessment) on homework assignments in CS1400, 1410, and 2420 |
Fall 2006-2008 | More opportunities for collaboration and tutoring in early classes |
Opened tutoring lab in SER 005 lab room Increased number of tutor hours in Main 425 tutor room Implemented and allowed pairs programming in introductory classes |
| A,B,C,D,E,F,G,H,I | Alumni surveys, Industry advisory board, course self-evaluations | Fall 2007 | Students need a capstone experience to show the ability to use the skills they have obtained in the program | Added CS5070 COmputer Science Capstone class (1 credit) to required curriculum |
| T | Evaluation of w ritings produced by students in CS3000 class | Fall 2007-Fall 2008 | Writing skills not adequate | Added English 2010 and the CIL tests as prerequisites for CS3000 |
| T | Evaluation of w ritings produced by students in CS3000 class | Fall 2007-Fall 2008 | Grammar skills not adequate for effective written communications | Added grammar test to CS3000 class - Spring 2009 must pass at 75% |
| NA | Exit interviews with graduating seniors and adviser input from majors advising | Fall 2006-Fall 2008 | Need for more opportunities for women to interact with other women in the major | Assigned Vicki Allan and Renee Brycs (2008) as ACMW advisers and gave additional funding for social and educational activities |
| D | Alumni surveys, industry advisery board input, technical literature | Fall 2008 | No longer a need for an entire semester of Boolean logic/Algebra |
Eliminated CS2550 (Logic Design) Put 4 weeks of Logic in CS2810 Added CS3810 with emphasis on networking and advanced multi-core architectures |
| H,I |
Industry advisory board input self-evaluations of courses by faculty |
Fall 2006-Spring 2008 | Students were not getting sufficient time to do a quality project and its associated documentation | Changed fro one semester of software engineering (CS2450) to a two semester sequence CS2450, CS3450 |
| A,B,C,D,E,F,G,H,I | Faculty team evaluations of student projects in CS5070 | Fall 2008-Spring 2009 | Insufficient time and course credit to build projects of magnitude desired |
Made CS5070 (1 credit) a course in which only analysis, design, and testing plan are produced Made CS5071 (3 credits) a course in which product is implemented and tested, and documentation is produced. |
|
|
|
|
|
|