computer science self study fullerton

8/18/2019 Computer Science Self Study Fullerton

1/229

ABET

Self-Study Reportfor the

Bachelor of Science

in

Computer Science

at

California State University, Fullerton

800 North State College Boulevard

Fullerton, CA 92834

June 30, 2014


2/229

BACKGROUND INFORMATION ......................................................................

A.

Contact Information

....................................................................................

B. Program History...........................................................................................

C. Options ........................................................................................................

D. Program Delivery Modes .............................................................................

E. Program Locations .......................................................................................

F.

Deficiencies,

Weaknesses

or

Concerns

from

Previous

Evaluation(s)

and

tActions Taken to Address Them ........................................................................

CRITERION 1. STUDENTS ................................................................................

A. Student Admissions .....................................................................................

B. Evaluating Student Performance ................................................................

C. Transfer Students and Transfer Courses .....................................................

D.

Advising and

Career

Guidance

....................................................................

E. Work in Lieu of Courses ...............................................................................

F. Graduation Requirements ...........................................................................

G. Transcripts of Recent Graduates .................................................................

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ..........................

A. Mission Statement ......................................................................................

B. Program Educational Objectives .................................................................

C. Consistency of the Program Educational Objectives with the Mission of t

Institution ...........................................................................................................

D. Program Constituencies ..............................................................................

E. Process for Review of the Program Educational Objectives .......................

CRITERION 3. STUDENT OUTCOMES ...........................................................A. Student Outcomes .......................................................................................

B. Relationship of Student Outcomes to Program Educational Objectives ....

CRITERION 4. CONTINUOUS IMPROVEMENT ............................................

A Student Outcomes


3/229

B. Course Syllabi ..............................................................................................

CRITERION 6. FACULTY ...................................................................................

A. Faculty Qualifications ..................................................................................

Table 6‐1. Faculty Qualifications .......................................................................

B. Faculty Workload .........................................................................................

Table 6‐2. Faculty Workload Summary .............................................................

C. Faculty Size ..................................................................................................

D.

Professional Development

..........................................................................

E. Authority and Responsibility of Faculty ......................................................

CRITERION 7. FACILITIES1 ..............................................................................

A. Offices, Classrooms and Laboratories .........................................................

B. Computing Resources ..................................................................................

C. Guidance ......................................................................................................

D. Maintenance and Upgrading of Facilities ....................................................

E. Library Services ............................................................................................

CRITERION 8. INSTITUTIONAL SUPPORT ...................................................

A. Leadership ...................................................................................................

B. Program Budget and Financial Support ......................................................

C.

Staffing .........................................................................................................

D. Faculty Hiring and Retention .......................................................................

E. Support of Faculty Professional Development ............................................

PROGRAM CRITERIA ........................................................................................

Appendix A – Course Syllabi ................................................................................

Appendix B – Faculty Vitae ..................................................................................

Appendix C – Equipment.......................................................................................

Appendix D – Institutional Summary ....................................................................

1. The Institution .............................................................................................

2. Type of Control ............................................................................................


4/229

Program Self-Study Report for

CAC of ABETAccreditation or Reaccreditation

BACKGROUND INFORMATION

A.

Contact Information

Shawn X. Wang, Ph.D., Professor and ChairDepartment of Computer ScienceCalifornia State University, FullertonP.O. Box 6870, Fullerton, CA 92834-6870

Telephone: (657)278-3556Fax: (657)278-7168Email: [email protected]

B.

Program History

The computer science program started in the 1970’s and was administrated asinterdisciplinary until July 1, 1976, at which time a Department of Computer Scformed in the School of Mathematics, Science, and Engineering. The Program waccredited in 1988. It has been continuously accredited since then. The last genewas in 2008. Here is a summary of new improvements. To improve assessment outcomes, a three year assessment plan was developed and implemented. Six newere developed. Four new tenure track faculty members were hired. The total engrew from 341.5 in 2009 to 698.5 in 2013. That is a 104.5% increase.

The Computer Science Department has also a Master of Science in Computer ScMaster of Science in Software Engineering programs.

C.

Options


5/229

D.

Program Delivery

Modes

The lower division core courses have a lecture section and a laboratory section. courses include CPSC 120 Introduction to Programming, CPSC 121 ProgrammiCPSC 223 Object-Oriented Programming Language, CPSC 240 Computer OrgaAssembly Language, and CPSC 254 Software Development with Open Source SCPSC 223 has four options, Java Programming, C# Programming, Python ProgrVisual Basic Programming. Most of the core courses have at least one evening sstarted offering Saturday classes in fall 2013 for a couple of core courses.

E.

Program Locations

The program is only offered at the California State University, Fullerton main caAddress: 800 N. State College Boulevard, Fullerton, California 92831

F.

Deficiencies, Weaknesses or Concerns from Previous Evalu

and the Actions Taken to Address Them

The 2008 general review uncovered a weakness in student outcome assessmentsconcern in student support. To address the weakness we developed and implemeyear assessment plan. The concern in student support is related to course offerin

decline in enrollment and budget crisis between 2002 and 2008, we offered eachonly once per year in either fall semesters or spring semesters. This might causestudent’s progress to graduation. To address this concern we developed a regulathe core courses so that the student can plan ahead. An interim report was submiThe final report in the 2012 – 2013 cycle found no deficiencies, weaknesses or c

The assessment plan and data are included in this report. Fortunately, the growthenrollment made it possible for us to offer more classes. Starting from spring 20

offering all core courses both in the fall and spring semesters. Almost all core comore than one section. In addition we also offer six upper division core courses 2014.


6/229

GENERAL CRITERIA

CRITERION 1. STUDENTS

A.

Student Admissions

Students are admitted through the Office of Admissions and Records. Here are trequirements for admission. To be eligible for admission, the student must1. have graduated from high school, have earned a Certificate of General Edu

Development (GED), or have passed the California High School ProficiencyExamination; and

2. have a qualifiable eligibility index; and3. have completed for admission with grades of “C” or better in each of the cou

comprehensive pattern of college-preparatory subjects.4. Subject matter requirements must be met with a “C” or better and may not b

during the summer term immediately preceding fall admission.

The following table lists the admission statistics and enrollment changes over thacademic years.

Academic Year Applied Admitted Enrolled % change

2008 – 2009 766 400 1172009 – 2010 693 418 128 9.4%2010 – 2011 762 386 146 14.1%2011 – 2012 821 431 141 -3.5%2012 – 2013 1018 573 199 41.1%2013 – 2014 1342 706 241 21.1%

The freshman enrollment is more than double in the last six years with an increa

100

150

200

250


7/229

B.

Evaluating Student

Performance

Student performance in each course is evaluated by the instructor using homewoassignments, quizzes, examinations, projects, etc. Student progress in the programonitored using the Titan Degree Audit system. This is a real time web databathat keeps track of all student records. It provides convenient interfaces for bothstudents to match student records with the degree requirements. There is one temeach degree objective. The courses in the degree requirements are divided into scourses in each section are listed out. The student records are matched into the csection. The degree audit results can be accessed either in PDF or HTML formaeasy to see what courses have been taken and what courses needed to be taken insection.

PREREQUISITE CHECKSome prerequisites are enforced in the registration system so that only students w

the appropriate prerequisites are allowed to enroll in a specific course. In additiocheck for prerequisites in the first two weeks of classes and drop students who d prerequisites. The following figure illustrates the prerequisite course structure.


8/229

Computer Science Core (46 units) Lower-Division Core (18 units)

CPSC 120 Introduction to Programming (3)CPSC 121 Programming Concepts (3)CPSC 131 Data Structures Concepts (3)CPSC 223H Visual Basic Programming (3)

OR CPSC 223J Java Programming (3)OR CPSC 223N C# Programming (3)OR CPSC 223P Python Programming (3)

CPSC 240 Computer Organization and Assembly Language (3)

CPSC 254 UNIX and Open Source Systems (3)Upper-Division Core (28 units)

Students must take and pass the Examination in Programming Proficiency (Etaking most upper-division Computer Science courses. Students who do not will be required to take CPSC 301 Programming Practicum.

CPSC 311 Technical Writing for Computer Science (3)CPSC 315 Social and Ethical Issues in Computing (1)CPSC 323 Programming Languages and Translation (3)

CPSC 332 File Structures and Database Systems (3)CPSC 335 Problem Solving Strategies (3)CPSC 351 Operating Systems Concepts (3)CPSC 362 Foundations of Software Engineering (3)CPSC 440 Computer System Architecture (3)CPSC 471 Computer Communications (3)CPSC 481 Artificial Intelligence (3)

CONTINUOUS ATTENDANCE and GPAOnce the students are admitted to the program they are required to maintain conattendance. That is they must enroll either at a California Community College ocampus for at least one semester or two quarters of consecutive calendar years. T performance in the program is evaluated at the end of the semester. The student maintain a GPA of at least 2.0. An undergraduate student shall be placed on acation if in any semester the cumulative grade point average or the grade point ave

Fullerton falls below 2.0 (grade of C on a four-point scale). An undergraduate stacademic probation shall be subject to academic disqualification if:1. as a freshman (fewer than 30 semester hours of college work completed), t

falls below a grade point average of 1.50 in all units attempted or in all uniat this institution; or

2. as a sophomore (30 through 59.9 semester units of college work completed


9/229

4. as a senior (90 or more semester units of college work completed), the stud below a grade point average of 1.95 in all college units attempted or in all

attempted at this institution.

GRADUATION REQUIREMENT CHECK A candidate for graduation must file an application for a graduation requiremencompletion of 85 earned units and approximately one year prior to the student’sgraduation term.

Three grade point averages, each 2.0 or higher, are required for graduation.

1. An average based on all units attempted, including those attempted at othe2. An average based on all units attempted at CSUF.3. An average based on all units attempted in the major.

The Undergraduate Program Advisor checks the student’s Titian Degree Audit rmake sure all requirements have been met. Any exception due to special circum be filed by the Undergraduate Program Advisor to the University Graduation Unexceptions include courses that are taken from Community Colleges or other ins

are deemed equivalent to courses in the program and elective course from other institutions that are approved as relevant to the degree.

We developed survey in the department level for assessment of some of the progoutcomes. Surveys were also developed for Program Educational Objectives to feedback from the alumni and employers.


10/229

C.

Transfer Students

and

Transfer

Courses

TRANSFER REQUIREMENTS Students who have completed 59 or fewer transferable semester college units (8quarter units) are considered lower-division transfer students. Students who hav60 or more transferable semester college units (90 or more quarter units) are conupper-division transfer students.

Lower-Division Transfer Requirements Generally, applicants will qualify for admission as a lower-division transfer studhave a grade point average of at least 2.0 (C or better) in all transferable units at

1. will meet the freshman admission requirements (grade point average andrequirements) in effect for the term to which they are applying (see “FreRequirements” section); or

2. were eligible as a freshman at the time of high school graduation except college preparatory subject requirements, have been in continuous attendaccredited college since high school graduation, and have made up the msubject requirements with a 2.0 or better GPA.

Applicants who graduated from high school prior to 1988 should contact the admto inquire about alternative admission programs.

Cal State Fullerton does not accept applications for lower-division applicants.

Upper-Division Transfer Requirements Generally, applicants will qualify for admission as an upper- division transfer stmeet all of the following requirements:

1. they have a grade point average of at least 2.0 (C) or higher in all transferabl

attempted; AND

2. they are in good standing at the last college or university attended; and they completed at least 60 transferable semester (90 quarter) units of college coura grade point average of 2.0 or higher and a grade of C or higher in each coumeet the CSU general education requirements in written communication, ora


11/229

requirements in English communication and mathematical concepts and quareasoning.

EVALUATION OF TRANSFER CREDITSWhen a student is admitted, the Office of Admissions and Records will evaluatecollege work in relation to the requirements of Cal State Fullerton. All undergracandidates will be issued a credit summary or a degree audit report (DARS) dursemester of attendance that serves as a basis for determining remaining requiremstudent’s specific objectives.

ACCEPTANCE OF CREDIT Credit for work completed at accredited institutions, other than coursework idensuch institutions as remedial or in other ways as being nontransferable, will be atoward the satisfaction of baccalaureate degree and credential requirements at thwithin limitations of residence requirements and community college transfer ma

TRANSFER OF CREDIT FROM A COMMUNITY COLLEGE

Upper-division credit is not allowed for courses taken in a community college. Ccredit is not allowed for courses in professional occupational education taken incollege. This does not invalidate credit for pre-professional courses taken at a cocollege, such as introduction to education, art or design, arithmetic, or music forteachers. After a student has completed 70 units of college credit at a communitadditional community college units may be accepted for unit credit.


12/229

D.

Advising and

Career

Guidance

Mandatory AdvisingAll students are required to meet a major advisor once every year for class enrolCollege of Engineering and Computer Science places a registration hold on all ustudents once a year to ensure the student meets with a department advisor. Thehas a designated Undergraduate Program Advisor who is given assigned time foadvising. The Department Chair also allocates three hours per week for academi

The major advising is also available to students during the summer. The UniverAcademic Advisement Center provides students with General Education advisin

Welcome to Fullerton DayThe University organizes a Welcome to Fullerton Day every spring. The prospeand incoming new students visit the campus, often with their parents and friendsdepartment has a couple of tables. The Department Chair and participating faculgreet the visitors and answer questions. Representatives from student clubs are tintroduce their clubs to the visitors. We also provide lab tours to the visitors.

New Student OrientationIn the last three years we have organized multiple sections of New Student Orie both freshmen and transfers. The Department Chair gave presentations to introddevelopment in computer science, career opportunities, as well as the degree reqand curriculum in the program. Advisors from the University Advisement Centestudents in general education requirements.

We have scheduled seven sessions of New Student Orientation and three session

Student Orientation in summer 2014.

The University Freshman ProgramsThe University Freshman Programs offers curriculum and services that create a for academic success from the first-year through graduation. All Freshman Prog participants enroll in UNIV 100 Foundations for College Success and Lifelong Lcredit course where students learn the academic and practical skills for college sTopics include time management, learning styles, critical thinking, study and tesstrategies, research skills and information competency, diversity, and campus seresources. Students also benefit from peer mentoring, reserved seats in popular education courses, a study and computing lounge, general education advising anfi ld t i


13/229

The following tables summarize the retention rates of the freshman classes.

PART 1. 1-Year in-University Retention Rates

PART 1a. 1-Year in-University Retention Rates of All Fall Cohorts (First-TTime):

CohortTotal

# of Cohort # of RetainedRetentionRates

Fall 2008 4519 3625 80.2%

Fall 2009 3845 3244 84.4%Fall 2010 3749 3184 84.9%Fall 2011 4091 3609 88.2%Fall 2012 4419 3912 88.5%Total 35764 29606 82.8%

PART 1b. 1-Year in- University Retention Rates of ECS Fall Cohorts (FirstTime):

CohortTotal


Fall 2008 353 250 70.8%Fall 2009 318 265 83.3%Fall 2010 331 267 80.7%

Fall 2011 344 294 85.5%Fall 2012 493 430 87.2%Total 3071 2386 77.7%

PART 1c. 1-Year in- University Retention Rates of ECS Freshman Program(First-Time Full-Time):

Cohort

Total

# of Cohort # of Retained RetentionRates

Fall 2008 47 40 85.1%Fall 2009 34 33 97.1%Fall 2010 35 30 85.7%F ll 2011 33 29 87 9%


14/229

PART 1d. 1-Year in- University Retention Rates of ECS Scholars (First-TimTime):

Cohort Total# of Cohort # of Retained Retention RaFall 2008 44 37 84.1%Fall 2009 n/a n/a n/aFall 2010 26 21 80.8%

Total 129 105 81.4%

PART 1e. 1-Year in- University Retention Rates of ECS Women Engineer (F

Full-Time):

CohortTotal# of Cohort # of Retained Retention Ra

Fall 2012 18 17 94.4%

PART 2. 1-Year in-ECS Retention Rates

PART 2b. 1-Year in-ECS Retention Rates of ECS Fall Cohorts (First-Time

CohortTotal


Fall 2008 353 184 52.1%Fall 2009 318 218 68.6%Fall 2010 331 229 69.2%Fall 2011 344 244 70.9%

Fall 2012 493 365 74.0%Total 3071 1878 61.2%

PART 2c. 1-Year in-ECS Retention Rates of ECS Freshman Program Partic(First-Time Full-Time):

CohortTotal


Fall 2008 47 32 68.1%Fall 2009 34 27 79.4%Fall 2010 35 23 65.7%Fall 2011 33 24 72.7%


15/229

PART 2d. 1-Year in-ECS Retention Rates of ECS Scholars (First-Time Full

CohortTotal

# of Cohort # of Retained Retention RaFall 2008 44 31 70.5%Fall 2009 * * *Fall 2010 26 20 76.9%

Total 129 91 70.5%

PART 2e. 1-Year in-ECS Retention Rates of ECS Women Engineer (First-T

Time):

CohortTotal# of Cohort # of Retained Retention Ra

Fall 2012 18 14 77.8%

The Undergraduate Handbook

The department maintains an Undergraduate Handbook. It is updated every yearthere are any changes to the policies or curriculum. This handbook is made avaionline and in hard copies for distribution. The handbook contains everything a sto know about the program, including university level regulations and departme policies.

The Titan Degree Audit System The Titan Degree Audit system provides a convenient tool for both the advisor a

student to monitor student progress and check graduation requirements. It has a each major and emphasis. It lists out all requirements as well as options availablstudent.

The University Career Center and the Center of Internships and CommuniEngagementThe University Career Center helps students with resume writing and interview provides the connection between companies and students. It also helps students

preparation of graduate school applications.

The Center of Internships and Community Engagement

1) Provides orientations on academic internship and service-learning oppordepartmental guidelines, and the registration process.


16/229

ECS Week and Professor for a DayEvery spring the College of Engineering and Computer Science organizes an EC

Professor for the Day. The ECS Week typically includes the following activities

1. Preparing for the ECS Career Fair Workshop2. Pre-Career Fair Résumé Reviews3. ECS Career Fair4. ECS Meet the Clubs Day and BBQ5. Dean’s List Lunch

The Professor for a Day invites experts and professionals from the IT industrieslectures to computer science students. Many of these guest professors are our alu

The Student OrganizationsThe Computer Science Department currently has four students clubs:

1. The ACM Student Chapter2. The Video Game Design Club

3.

The Cybersecurity Club4. The Upsilon Pi Epsilon Honors Society

These student clubs organize activities regularly to promote involvement and coThe ACM Student Chapter holds an on campus programming competition “BattBits” every year. They also participate in the ACM Southern California RegionaProgramming Contest. The Video Game Design Club has many members. They participated in the IEEE GameSig - Intercollegiate Computer Game Showcase c

won first place.

E.

Work in Lieu of Courses

Academic InternshipAn academic internship is a work-learning partnership between a student, the una host company or organization that bears a direct relationship to a student’s ma professional goals. As far as the coursework is concerned, all that is required is complete the internship with the company and submit a final report by the end osemester.

Credit by Advanced PlacementC l S F ll i d i d d d f


17/229

F.

Graduation

Requirements

The Bachelor of Science in Computer Science degree requires 124 semester uniwork in the following categories: lower division core courses 18 units, upper divcourses 28 units, elective courses 15 units, mathematics 18 units, sciences 12 ungeneral education courses 33 units.

Lower Division Computer Science Core (18 units)

CPSC 120 Introduction to ProgrammingCPSC 121 Programming ConceptsCPSC 131 Data Structures ConceptsCPSC 223 Object-oriented Programming LanguageCPSC 240 Computer Organization and Assembly LanguageCPSC 254 Software Development with Open Source Systems

Upper Division Computer Science Core (28 units)

CPSC 311 Technical Writing for Computer ScienceCPSC 315 Social and Ethical Issues in ComputingCPSC 323 Programming Languages and TranslationCPSC 332 File Structures and Database SystemsCPSC 335 Algorithm EngineeringCPSC 351 Operating Systems ConceptsCPSC 362 Software EngineeringCPSC 440 Computer System ArchitectureCPSC 471 Computer CommunicationsCPSC 481 Artificial Intelligence

Computer Science Track Electives (15 units) Multimedia and Digital Games (MG)

CPSC 386 Introduction to Game Design & ProductionCPSC 484 Principles of Computer GraphicsCPSC 486 Game ProgrammingCPSC 489 Game Development ProjectAny adviser-approved 3 unit 300/400 level Computer Science course

Internet and Enterprise Computing (IE)

CPSC 431 Database and ApplicationsCPSC 473 Web Programming and Data Management


18/229

Scientific Computing (SC)

Math 250A Multivariate CalculusMath 250B Introduction to Linear Algebra & Differential EquationsMath 340 Numerical AnalysisMath 370 Mathematical Model BuildingAny adviser approved 3 unit 400-level Computer Science course

Custom (CT)This track provides the students with great flexibility to build your knowledge a

special areas of interest. They may take any adviser-approved combination of 15upper-division (300/400) courses selected from any elective track or this list:CPSC 303 Multimedia ConceptsCPSC 322L Introduction to Computer-Aided DesignCPSC 376 Client/Server systems with JavaCPSC 433 Data Security and Encryption TechniquesCPSC 459 Micro-Computer Software SystemsCPSC 477 Introduction to Grid Computing

CPSC 451 Advanced operating SystemsCPSC 483 Data Mining and Pattern RecognitionCPSC 485 Computational BioinformaticsCPSC 491T Variable Topics in Computer ScienceCPSC 499 Independent StudyEGGN 495 Internship in Computer ScienceAt least 9 units of the selected courses must be 400-level Computer Science coumore than 3 units of the courses can be 490–499 courses.

Independent StudyStudents may take CPSC 499 Independent Study to fulfill part of their electivesallows them to pursue topics of special interest beyond those of a regular courseIndependent Study is under supervision of a faculty mentor. The student must suApplication for Independent Study to the department office. The application mustudy plan and objectives, and must be approved by a supervising full-time facuand by the department chair. The students can take up to three units of Independsemester. A maximum of three units may be applied towards the degree.

Internship The University and the Computer Science Department maintain an active internservice learning program as a service to all students interested in obtaining empl


19/229

MATH 338 Statistics Applied to Natural Sciences (4 units)

Science (12 units)The student must take one of the following biology course and lab combinationBIOL 101, 101L Elements of Biology (3, 1 units)orBIOL 172 Cellular Basis of Life (5 units)

The student must take one of these physical science series:PHYS 225, 225L Fundamental Physics: Mechanics (3, 1 units)

PHYS 226, 226L Fundamental Physics: Electricity and Magnetism (3, 1 units)orCHEM 120A General Chemistry (5 units)CHEM 125 General Chemistry for Engineers (3 units)orGEOL 101, 101L Physical Geology (3, 1 units)GEOL 201, 201L Earth History (3, 1 units)

General Education (33 units)The students are given many options available to fulfill the University’s generalrequirements. The University Catalog has a chapter devoted to these requiremenupdated list of approved general education courses is published in the Fall and Sregistration guides. The University Academic Advisement Center has advisers wstudents understand and meet these requirements.

Minimum Academic Requirements

A “C-“ (1.7) or higher is required in all courses applied to the core. Exception: uof credit with grades in the range of “D-” (0.7) through “D+” (1.3) may be earnetracks, mathematics and science courses only. A mathematics course taken to sacategory B.4 and the upper-division writing course (CPSC 311) must be passed minimum grade of “C”.

The Titan Degree Audit system keeps track of student progress in the progrout all requirements as well as options available to the student. The system to faculty/staff and students.

G.

Transcripts of Recent Graduates

The program will provide transcripts from some of the most recent graduates to the


20/229

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

A.

Mission Statement

California State University, Fullerton Mission StatementLearning is preeminent at California State University, Fullerton. We aspire to co best qualities of teaching and research universities where actively engaged stude

and staff work in close collaboration to expand knowledge.Our affordable undergraduate and graduate programs provide students the best o practice, theory, and research, and integrate professional studies with preparatioand sciences. Through experiences in and out of the classroom, students developintellectual inquiry, prepare for challenging professions, strengthen relationshipcommunities and contribute productively to society.

We are a comprehensive, regional University with a global outlook, located in O

County, a technologically rich and culturally vibrant area of metropolitan Los Aexpertise and diversity serve as a distinctive resource and catalyst for partnershi public and private organizations. We strive to be a center of activity essential tointellectual, cultural and economic development of our region.

College of Engineering and Computer Science Mission StatementTelephones. Television. Computers. CD players. Can you imagine what your lif

like without these inventions? And think about how much we have benefited frotechnology that allows us to travel thousands of miles in just a few hours, predicand storms, gaze at images of Venus and Jupiter, take X-ray pictures of the humcommunicate instantly with someone on the other side of the world.

The people who gave us these innovations include engineers and computer scientheir knowledge and imagination to solve problems, expand possibilities, and heYou can be among those who drive technological progress to shape our world inCentury. At Cal State Fullerton's College of Engineering and Computer Sciencelearn, invent and explore possibilities. And when you graduate, you're going to btake on a challenging and rewarding career. You will be ready to change the wo

Department of Computer Science Mission StatementWE PROVIDE OUR STUDENTS WITH:


21/229

B.

Program Educational Objectives

The Computer Science program has established the following Program EducatioObjectives (PEOs):

A. Technical Growth – Graduates will be successful in modern computing pintegrate into the local and global workforce, and contribute to the econoCalifornia and the nation

B. Professional Skills – Graduates will continue to demonstrate the professinecessary to be competent employees, assume leadership roles, and havesuccess and satisfaction

C.

Professional Attitude and Citizenship – Graduates will become productivwith high ethical and professional standards, who make sound technical decisions, and have enthusiasm for the profession and professional grow

C.

Consistency of the Program Educational Objectives with th

of the Institution

Our Program Educational Objectives are consistent with the mission statements University with respect to the development of the workforce in California with avision. We prepare our students to participate in technological advancements an prosperity of the state and the nation. Our comprehensive curriculum provide ouwith a solid foundation to lifelong learning so that they will be able to adapt to t progression as often seen in the IT industries.

D.

Program Constituencies

Our program constituents include industries, government agencies, as well as ungraduate programs. Most of our students work for the IT industry or in the IT diother industries and the government. Some of our graduates advance to graduateeither in our Master degree program or the M.S./Ph.D. program of other univers

interact with the constituencies through guest lecturers for our Professor for a Dinternships for our students in their organizations, and faculty interactions with icolleagues. We also solicit feedback from our alumni and guests from industry wto the relevancy and current of the curriculum. Interactions with other universitiestablished through faculty participation in workshops, technical meetings, and conferences.


22/229

Finally, our students themselves are constituents. Our student population is quiteterms of cultural and ethnical backgrounds although a majority of them come fro

region. Many of our students are transfers from Community Colleges. Some stugeneration college students in their families.

All students are required to meet a major advisor once every year for class enrolstudent can also make an appointment to see an advisor or department chair any

E.

Process for Review of the Program Educational Objectives

The Undergraduate Committee is responsible for keeping our PEOs relevant and based on the feedback from our constituents, to ensure that they remain consisteUniversity’s mission and the ABET accreditation criteria. All faculty members idepartment are involved in the discussions when revisions of the PEOs are needcurriculum evolves in response to the rapid change in the IT industry and job ma

PEOs assessment cycle

Year 0 Adoption/Review of Program Objectives with consultations withstakeholders. Development of survey(s), its administration, and represults.

Year 1 Review of survey(s) by stakeholders, discussion of method and condiscussion on how improvements can be made.Year 2

Year 3 Implementation of any adopted improvement; review of ProgramObjectives.

Year 4 Survey

Since the last ABET visit in 2008 six new courses have been developed. These cdeveloped in response to feedback from our constituencies. They are

1. CPSC223C C Programming2. CPSC223P Python Programming3. CPSC353 Introduction to Computer Security

4. CPSC411 Mobile Device Application Programming5. CPSC439 Theory of Computation6. CPSC456 Network Security Fundamentals

In addition, one course has the contents and descriptions completely changed. ItDatabase and Applications. Details are provided in Criterion 4. B.


23/229

CRITERION 3. STUDENT OUTCOMES

A.

Student Outcomes

We adopt Student Outcomes from ABET Evaluation Criteria 3 includinGeneral and Program Criteria

General Criteria(a) An ability to apply knowledge of computing and mathematics appropria

program’s student outcomes and to the discipline

(b)

An ability to analyze a problem, and identify and define the computing rappropriate to its solution(c) An ability to design, implement, and evaluate a computer-based system,

component, or program to meet desired needs(d) An ability to function effectively on teams to accomplish a common goa(e) An understanding of professional, ethical, legal, security and social issue

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 indiviorganizations, and society(h) Recognition of the need for and an ability to engage in continuing profes

development(i) An ability to use current techniques, skills, and tools necessary for comp

Program Criteria(j) An ability to apply mathematical foundations, algorithmic principles, an

science theory in the modeling and design of computer-based systems indemonstrate comprehension of the tradeoffs involved in design choices(k) An ability to apply design and development principles in the constructio

systems of varying complexity

B.

Relationship of Student Outcomes to Program Education

Objectives

Our Program Educational Objectives (described in the section on Criterion 2graduates to serve the region, the nation, and the profession, as follows:

A. Technical Growth – Graduates will be successful in modern computingintegrate into the local and global workforce, and contribute to the econCalifornia and the nation


24/229

The correlation between our PEOs and the ABET SOs is shown in the follow

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)PEO A X X X X X X X XPEO B X X X X X X X XPEO C X X X X

The connection between the Student Outcomes and the Program Educationaare clear: Outcomes (a)-(d), (f) and (i)-(k) are key to successfully performinfunctions (PEO A). These outcomes stress the fundamental skills as a succes

employee. Outcome (a)-(f), (h) and (i) are important ingredients to reaching Success in each of these outcomes will keep our students employable after gand make them leaders in their employment. Finally, outcomes (d) (e) (g) (hcriteria for attaining PEO C.


25/229

CRITERION

4.

CONTINUOUS

IMPROVEMENT

Continuous improvement starts with assessment. The assessment process requirestablishment of purpose and goals such as program objectives and student learnoutcomes for designing and conducting assessments, evaluating findings, and usfor decision making or improvement.

A.

Student

Outcomes

The Computer Science Department has established the following assessment plaoutcomes.

Assessment Operational plan for Student Outcomes

When What Who

Beginning of

Fall or SpringSemester

Assessment report for previous yearreviewed and any needed changes orimprovement discussed

All faculty

Review of coming year SOs to beassessed and performance criteria to be used for courses

Undergraduate ComAssessment Coordincourse instructors

During the year

Data collection Instructors of coursAssessment Coordi

Any changes or improvement to theassessment process

Undergraduate ComAssessment Coordi

End of Fall or

Spring Semester

Data analyzed and assessment reportwritten

Assessment Coordin

Assessment Methods, Data Collection, and Performance Target for SOs

Direct methods such as questions in exams, assignments, and projects are usthrough direct methods can be collected from courses. Indirect methods such as student surveys, observation of student behaviors a

in class, labs, clubs, and employer surveys through Internship and interviewThe data through indirect methods can be collected through student surveys,surveys and interviews and the number of student activities


26/229

Rubric template

PerformanceIndicators\Scale

D:

Unsatisfactory

C:

Developing

B:

Satisfactory

A

E

Indicator1 Sub-indicator Description

Indicator2

Indicator3

….

Performance scales 1, 2, 3, and 4 correspond to letter grades, D, C, B, and A res

In addition to the information specified in rubrics, the following information wilrecorded:

A brief description on the source, nature of data, the collection cycle, and th

collection process

Analysis results for specific SOs

A brief description on the action taken and time

Data collectionData are collected from selected courses every year. The selected courses may b

for each semester or year. The relevant courses are listed for each student outcomfor “Introduce”, “R” for “Reinforce”, and “A” for “Advance” to represent the lecoverage.

Performance targetOur long term target for student performance relevant to each SO is 80% or highB ratings. Short term (within 4 years) target is 80% or higher of A ~ C ratings.

Assessment Process for Selected Courses The following process will be used to measure the performance of selected cour be an important sub-process of the assessment process. The department chair ovoverall assessment process.

(1) I i SO f h l i l d bj i


27/229

(4) Instructor collects a summary of evaluation data and report the data to the ACoordinator at the end of the semester.

(5) Assessment Coordinator collects the measurement data and analyzes the studlearning performance for each course.

(6) Assessment Coordinator reports the analyzed data to the Undergraduate CurCommittee.

(7) Undergraduate Curriculum Committee reports and discusses the assessment to the course and suggests the instructor for improvement on student learninsemesters.

(8) Assessment Coordinator and Undergraduate Curriculum Committee evaluat

performance of the assessment process itself including the metrics, measuremactivities, and rubrics in terms of consistency, effectiveness, and efficiency; corrective actions for the process if necessary; and develop strategies for imp

(9) Repeat the above steps.

Frequency of assessment and data collection cycleThe assessment process is easier when a subset of courses that cover the set of e

outcomes are identified, and each year, three or four of those courses become thof assessment. The choice of courses may not always be fixed, due to course schchanges and needs of data to evaluate specific SOs, but every year, six to eight oof the eleven are assessed, with all outcomes being assessed at least once over ththree years. This way, the Assessment Coordinator needs to work with a limitedinstructors each year to collect data. The choice of courses for each year is deterAssessment Coordinator through consultation with the course instructors.

Maintenance of assessment dataThe original data collected from the various sources specified above are maintaicentral repository provided by dropbox.com by the Assessment Coordinator. Thdata are recorded in an excel file and also documented in the assessment report.


28/229

ASSESSMENT OF SOs BY YEAR

Year 2012

During the year 2012, the primary focus was on CPSC 254, Software DevelopmOpen Source Systems, CPSC 323, Programming Languages and Translation, CPAlgorithm Engineering, CPSC 362, Foundations of Software Engineering, CPSCSoftware Design, and CPSC 481, Artificial Intelligence. They are all junior- or scourses.

The Student Outcomes assessed, at least in part, were Outcomes (a) through (d)

through (k).

Year 2013During the year 2013, the primary focus was on CPSC 120, Introduction to ProgCPSC 131, Data Structures Concepts; CPSC 351, Operating System Concepts; afrom students.

Year 2014

During the year 2014, the primary focus will be on CPSC 240, Computer OrganAssembly Language; CPSC 301, Programming Practicum; CPSC 335, AlgorithmEngineering; CPSC 362, Foundations of Software Engineering; CPSC 471, ComCommunications; CPSC 481, Artificial Intelligence; and survey from students.

Year 2015During the year 2015, the primary focus will be on CPSC 254, Software DeveloOpen Source Systems; CPSC 223, Object-Oriented Programming Language; CP

Programming Practicum; CPSC 335, Algorithm Engineering; CPSC 362, FoundSoftware Engineering; and CPSC 481, Artificial Intelligence.

All the Student Outcomes (a) through (k) were assessed at least in part.

The following table illustrates the program course mapping to student outcomesrelevant courses are listed for each student outcome with “I” for “Introduce”, “R“Reinforce”, and “A” for “Advance” to represent the level of subject coverage.


29/229

Program Course Mapping to Student O


30/229

(a) An ability to apply knowledge of computing and mathematics appropriadiscipline

Core courses relevant to this outcome: CPSC 120: I, CPSC 121: R, CPSC 131: RR, CPSC 301: R, CPSC 351: R, CPSC 323: A, CPSC 335: A

Elective courses relevant to this outcome:All other Computer Science courses and required math courses are relevant to th

Assessment Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

Knowledge (a) Understand thecomputing

principles, methods,and techniquesrelevant to a

problem to the

discipline

Understandsalmost none

Understandsonly some

principles,methods, andtechniques

Has a reasonablelevel ofunderstanding

(b) Understand therelated mathematicsto the problem

Understandsalmost none

Understandsonly some ofthe relevantmathematics

Has a reasonablelevel ofunderstanding

Application (a) Apply or use the principles, methods,and techniques tosolve the problem

No idea aboutapplication or use

Applies or usessometimes

Apply or usemost of therelevant

principles,methods, andtechniques ormost of the times

(b) Apply or use therequiredmathematicalapproaches to solvethe problem

No idea aboutapplication or use

Applies or usessometimes

Applies or usesmathematicalapproaches mostof the times

Data collection and analysis

CPSC 351, Operating System Concepts, fall 2013. N = 74. Data was collect

exam.


31/229

Student performance on understanding and application of computing know

improvement.

CPSC 335, Algorithm Engineering, spring 2012. N = 67

Sample questions:

Understand Big O notation: Indicate True or False: 3 + 7 ∈ (

Find Big O of sums: Rewrite 3

in closed form and prove efficie

Solve recurrence relation: () = 4n/2 3n2, 1 1

Find Efficiency class of following code: What is the efficiency of this algori

worst case?

Alg (A[0…n‐1]):do:

flag = False

for i from 1 to n‐1:if A[i‐1] > A[i]:

swap(A[i‐1], A[i])flag = Truewhile flag;

return A

CPSC 481, Artificial Intelligence, fall 2011. N = 61

Sample question:

Compute the information gain for each attribute and determine the attribute that must root node of the decision tree for the following weather data set. It consists of

“outlook” and “temperature”, and a class “picnic” that makes a binary decision.

Picnic Outlook Temperature

Yes Sunny CoolYes overcast Hot

No Rainy Mild

Yes overcast Cool

Y S H t


32/229

Good economy may also drive up the gas price because of higher gas consumption. The

for ColdWeather and GoodEconomy and the conditional probability table for gas price

given below. C and E represent ColdWeather and GoodEconomy. T and F represent

for ColdWeather and GoodEconomy. For example, p(C=T) represents the probability o

ColdWeather as 0.6, p(E=F) represents the probability of not GoodEconomy as 0.3, etc

represents Up and Down of gas price, G. For example, p(G=U) and p(G=D) represent

of gas price going up and down respectively.

Given the fact that gas price is up now, what is the probability that the cause is due

economy or p(E=T|G=U)? Show the detailed process of your answer by (a) identifying

connection type discussed in class, (b) identifying the correct joint probability formula,showing the probability calculation process and at least a partial calculation result. (You

complete the calculation.)

Summary of student performance:

Performance Indicators\Scale D C Knowledge (a) Understand the computing

principles, methods, and techniquesrelevant to a problem to the discipline

Understand Big O-notation

7% 18(b) Understand the relatedmathematics to the problem

Find Big O of sums

4% 10 pplication (a) Apply or use the principles,

methods, and techniques to solve the problem

Find Efficiency class ofcode

30% 34(b) Apply or use the requiredmathematical approaches to solve the

Solve recurrencerelations

C E p(G=U) p(G=D)

T T 0.9 0.1

T F 0.5 0.5

F T 0.7 0.3

F F 0.2 0.8

p(E=T) p(E=F)

0.7 0.3

p(C=T) p(C=F)

0.6 0.4 ColdWeath Econom

GasPric


33/229

The student performance is summarized in Table 1. As shown in the table, we fi80% of students seem to have proper knowledge of the subject matter but lack aability, particularly the application of mathematical approaches.

Action taken

The Undergraduate Committee with the Assessment Coordinator met in fall 20

2014 and discussed possible ways to improve students’ performance of appl

The consensus of the meetings was to recommend instructors to spend m

designing and providing application oriented examples focusing on mathema

and problem solving.


34/229

(b) An ability to analyze a problem, and identify and define the computingrequirements appropriate to its solution

Core courses relevant to this outcome: CPSC 120: I, CPSC 311: I, CPSC 121: RR, CPSC 332: R, CPSC 301: A, CPSC 335: A, CPSC 362: A, CPSC 440: A, CP

Generic Rubric

Performance

Indicators\Scale

D:

Unsatisfactory

C:

Developing

B:

Satisfactory

A

Ex Analyze a given problemand determine the

feasibility

Does notunderstand the problem oridentify therequirements

Understandssome aspect ofthe problem andidentify somerequirements butdoes not clearlydetermine the

feasibility

Understandsthe problem ingeneral andaware of some potentialsolution forthe problem

Nun pralunmth

wsom

Identify and define the

necessary computing

requirements

Does notdefine anyrequirements

Identifies anddefines somecomputingrequirements forsome aspect of

the problem butnot clear orcomprehensiveenough to solvethe problem

Definesmostlyaccurate andcomprehensive enough

computingrequirements

Daccoreso

pr


CPSC 362, Foundations of Software Engineering, spring 2012. N = 52.

Sample questions from an exam:


35/229

(d) For those identified classes (or entities) from the domain model in (c), assiresponsibilities to each class using the CRC modeling approach discussed


D: 11% C: 13% B: 41% A: 35%

The assessment scoring was not broken up into the two indicators because the dfirst indicator was not available. Students’ performance relevant to this outcomeacceptable.

Action taken No specific action was taken yet.


36/229

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

Core courses relevant to this outcome: CPSC 120: I, CPSC 121: R, CPSC 131: R223H/J/N: R, CPSC 240: R, CPSC 351: R, CPSC 301: A, CPSC 332: A, CPSC CPSC 440: A

Elective courses relevant to this outcome: CPSC 386: R, CPSC 431: A, CPSC 4

Generic Rubric

PerformanceIndicators \ Scale

D:Unsatisfactory

C:Developing

B:Satisfactory

Design Understand anduse the keydesign

principles andmethods for a

computer-basedsystem, process,component, or

program

Lack ofunderstanding onany design

principles andmethods

Understandssome design

principles andmethods buthave trouble in

using them

Demonstratesreasonable levelofunderstandingthe required

design principles andmethods anduses them

Implementation Implement acomputer-basedsystem, process,component, or

program that

meets therequirementsusing the design


Lack of skillsnecessary toimplement therequirements

Implementssome aspectsof a system butunable tocomplete

Demonstratesimplementationskills usingappropriatedesign


Evaluation Evaluatesystems,

processes,components, or

programs in

terms ofrequirementsand the qualityof developedsystems,

processes,

Unable todetermine therequirements andevaluate thequality of a

developed system

Evaluates someaspect of adevelopedsystem butunable to

determine if itmeets therequirements

Evaluates adevelopedsystem, process,component, or

program in

general


37/229


CPSC 120, Introduction to Programming, fall 2013. N = 30. Data was collect

exam.


Performance Indicators\Scale D C B A

Basic programming concepts 3% 10% 37% 50%

Student performance for this indicator is acceptable.

CPSC 131, Data Structures Concepts, fall 2013. N = 26. Data was collected from


Performance Indicators\Scale D C B AApplication and use of programmingmethods and techniques

27% 35% 23% 15%

The summary of student performance shows a need of further improvement on u

and application of basic data structures.

CPSC 254, Software Development with Open Source Systems, spring 2012. N =

Sample question from a project:

Develop a basic Web server using HTTP 0.9 standard as a base using Python.

CPSC 323, Programming Languages and Translation, spring 2012. N = 53.

Three assignments, each to design, implement and evaluate different componentcompiler


38/229

Assignment3: Construct an Object Code Generator (OCG) for RAT 11 for a giv

machine.The data was collected in fall 2011 from the course, CPSC 481 Artificial Intell

instructor. Out of 61 students, student performance is as follows:

Assignment1: Design and implement the MINI-MAX algorithm for 5x5 Tic-Tac-Toe g

heuristic function of your choice. Give a summary of game results among these three p

Assignment2:Design and implement 5x5 Tic-Tac-Toe game using either genetic algorithm

programming with any programming language. Give a summary of game results b

MAX and the genetic approach.


Performance Indicators \ Scale D C Design, implement, andevaluate a computer-based

system, process,

component, or program tomeet desired needs

Develop a Web server 8% 11% Construct a lexical analyzer 8% 13% Construct an syntax analyzer 13% 9% Construct an object-code generator 19% 2% Implement Tic-Tac-Toe usingevolutionary approach

17% 37%

Based on the student performance on types of projects such as development of

server, lexical analyzer and syntax analyzer, students seem to perform well i

reasonably complex and well understood programs or systems. Student perfor

development of complex programs or a program that requires non-traditional im

approach needs improvement. However, this lower performance may be du

understanding the problems or the development methods themselves.

Action taken:

No action was taken so far related to this outcome.


39/229

(d) An ability to function effectively on teams to accomplish a common goal

Core course relevant to this outcome: CPSC 362: A

Elective courses relevant to this outcome: CPSC 462: A, CPSC 463: A, CPSC 4466: A, CPSC 473: A, CPSC 489: A, CPSC 495: A

Generic Rubric

PerformanceIndicators \ Scale

D:Unsatisfactory

C:Developing

B:Satisfactory

A:Exc

Understand the

team tasks and

gatherinformation

related to the task

Does notunderstand andcollect anyinformation thatrelates to the topicor task.

Somewhatunderstands the teamtasks and collectssome informationrelates to the topic

but incomplete.

Understands theteam tasks andcollects basicinformation relatedto the topic.

Clearthe tecolleof infgoes

basic

Understand theassigned role and

take theresponsibility

Does not performany duties ofassigned team role.

Inconsistently performs duties thatare assigned.

Performs duties thatare assigned.

Perfoassigassist

Perform assigned

work

Always relies onothers to do thework.

Rarely does theassigned work—oftenneeds reminding.

Usually does theassigned work— rarely needsreminding.

Alwaassigwithoremin

Listen andrespond to others

for collaboration

Nevercommunicates oralways talking—

never allowsanyone else tospeak.

Rarelycommunicating withothers or does most

of the talking—rarelyallows others tospeak.

Discusses withteam members andlistens most of the

time.

Consand rother

throucollab


CPSC 362, Foundation of Software Engineering, spring 2012. N = 52. Data wa

instructor through class observation and peer-evaluation within each team in a te


Performance Indicators \ Scale D C B A Able to function effectively on teams to

accomplish a common goal

5% 15% 45% 35%


40/229

(e) An understanding of professional, ethical, legal, security and social issueresponsibilities

Core courses relevant to this outcome: CPSC 311: I, CPSC 315: A

Elective courses relevant to this outcome: CPSC 433: R, CPSC 466: R

Generic Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

AE

Understand the

subjects of professional, ethical,

legal, security, and

social issues andresponsibilities

Lack ofunderstanding ofthe subjects

Understands somesubjects but mostlyconfused with manyothers

Has a reasonablelevel ofunderstanding onthe subjects andissues

Dcutr

Analyze the issuebased on the professional, ethical,

legal, security, or

social perspective

Unable to analyzethe issue Tries to analyze someissues and make alogical argument butmostly confused ormisunderstands thekey issue

Analyzes the issueusing relevanttheories andmethods in general

Ct

Reach a reasonable

conclusion for theissue

Unable to reach aconclusion or reacha conclusion basedon irrelevant

arguments

Reaches a conclusion but not consistent,logical, or not basedon supporting

arguments

Although not perfect, reaches areasonableconclusion

Rcos

at


The data was collected in fall 2013 through a survey with 221 students part

relevant survey questions and their responses are shown below:

Question 1

“Assume that you are working on a software project for your company. T

completed satisfying all the requirements and the project manager of your com

to deliver the system to the customer However later on you find an obscure se


41/229

system that may damage the customer’s business. One possible reason for this

that students might not consider the damage as serious.

So we rephrased this question and collected the data in spring 2014.

Rephrased question

“Assume that you are working on a software project for your company. T

completed satisfying all the requirements and the project manager of your com

to deliver the system to the customer. However, later on you find an obscure b

very serious defect in the system that may result in a significant amount of finayou think it is better not to let the customers know about it for the benefit of you

From this survey with the rephrased question, 37% of students answered yes

students answered no. Although the percentage of students who considere

unethical practice increased, the majority of students still seem to believe it as e

Question 2“Many social network or search engine sites such as Facebook or Google

amounts of data from visitors and customers to analyze and use for business

you think it is a violation of people’s privacy? Yes No”

Question 3

“Which of the following statements do you think is ethically and legally right?

(a) It is illegal for consumers to make copies of any digitally recorded w purpose.

(b) It is OK to copy a copyrighted CD for my family members since they w

any profit out of it.

(c) It may be legally OK to watch copyrighted movies online even if it is

site that doesn’t require registration.

(d) It is definitely OK to copy a copyrighted CD or DVR if it is used fo

purpose.”

Question 4“What is the Heartbleed bug?

(a) It is a Trojan horse type of virus


42/229


Performance indicators\Scale Year 2013, N = 221 Year 2014, N = 23

NO YES NO YEUnderstand professional &ethical issues and

responsibilities

82% 18% 63% 37%

Understand social issues 52% 47% 43% 53%Understand legal issues 47% 53% 58% 42%Understand security issues 26% 74% 16% 84%*Some students didn’t answer questions.

The overall student performance indicator for this outcome may be considered

“Developing” or higher.

Action taken

Although the student performance indicator shows improvement on this

department chair and the Assessment Coordinator agree to collect and analyze ain the following semesters before any suggestion of changes for improvement is

In addition regarding ethical, social, and legal issues, the department chair and tAssessment Coordinator agree to discuss it with the instructor of CPSC 315 andCS faculty members in the upcoming department meeting for possible improvem


43/229

(f) An ability to communicate effectively with a range of audiences

Core course relevant to this outcome: CPSC 311: A, CPSC 315: A, CPSC 362: A

Elective courses relevant to this outcome: CPSC 386: R, CPSC 462: R, CPSC 4464: R, CPSC 466: A

Generic rubric for communication skills including presentation, writing, aninterpersonal skills


D:Unsatisfactory

C:Developing

B:Satisfactory

A:Exc

Content Goals andobjectives

No goals and

objectives

Some goals and

objectives are provided but notcomplete, unclear ormissing

Provides goals

and objectives ofthe presentation

Prov

goalobje

Supportingdetails

No detail aboutthe topic

Provides some details but lacks other part ofthe subject

Provides enoughdetails related tothe subject

Provneceand omate

Logical

organization

No fluency of

organization

Organized but needs

significantimprovement

Organization is

acceptable

Orga

very

Messagedelivery

Focus,clarity, andconsistency

Not focused,unclear, orinconsistent

presentation

Focused on some points, oftenambiguous,distracted, orinconsistent

Reasonablyfocused andconsistent formost of the times

Alwon thand dmessand c

Conclusion No conclusion Provides a conclusionwithout supporting

evidence

Provides areasonable

conclusion withreasonableevidence or

justification

Provconc

on clsuppevid

justiTimemanagement

Exceeds the timelimit

Meets the time limitsome time

Meets the timelimit in general

Alwtime


CPSC 362, Foundations of Software Engineering, spring 2012. N = 52. Data by instructor through student presentation.



44/229

Generic Rubric for Writing Skills

Performance

Indicators\Scale

D:

Unsatisfactory

C:

Developing

B:

Satisfactory

A

EContent Focus Demonstrates

little or no focusProvidesinconsistentfocus on thetopic

Maintainconsistent focuson the topic

Mexon

Supportingdetails

Includesinconsistent orfew details whichmay interfere with

the meaning of thetext

Includes somedetails, but mayincludeextraneous or

loosely relevantmaterial

Providesadequatesupporting details

Psu

Organization Coherence Little evidence oforganization orany sense ofwholeness andcompleteness

Achieves littlecompletenessand wholenessthoughorganizationattempted

Organizational pattern is logicaland conveyscompleteness andwholeness withfew lapses

O plocoan

Transitions Uses poor

transitions or failsto providetransitions

Provides

transitionswhich are weakor inconsistent

Provides

transitions whichserve to connectideas

P

trelto

Style Voice Little or no senseof the person

behind the wordsis evident

Some sense ofthe person

behind thewords isattempted

Some sense of the person behind thewords is evident

Ato

pw

Word

choice

Has a limited orinappropriatevocabulary for theintended audienceand purpose

Limited and predictablevocabulary,

perhaps notappropriate forintendedaudience and

purpose

Uses effectivelanguage andappropriate wordchoice forintended audienceand purpose

Ulaenapchau

pu

Sentencefluency

Has little or novariety insentences length

and structure

Show limitedvariety insentence length

and structure

Sentences/phrasesomewhat variedin length and

structure

Sapv

anConventions Does not follow

the rules ofStandard Englishfor conventions

Generally doesnot follow therules ofStandardEnglish for

Generally followthe rules forstandards Englishfor conventions

CfooEco


45/229

Data collection and analysisCPSC 362, Foundations of Software Engineering, spring 2012. N = 52. Data wa by instructor through term project report.


Performance Indicators \ Scale D C B

Able to communicate effectively. Writing skills 11% 22% 39%

The summary of student performance for data collected in spring 2012 for meas

writing skills seems acceptable.

Action taken No action was taken related to this outcome yet but it needs continuous attentionimportance of this outcome.


46/229

(g) An ability to analyze the local and global impact of computing on

organizations, and society

Core courses relevant to this outcome: CPSC 254: I, CPSC 311: I, CPSC 315: AA

Elective courses relevant to this outcome: CPSC 433: R, CPSC 483: R, CPSC 4

Generic Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

A:Ex

Understand the computing subjects that affect

individuals, organization,

and society

Lack ofunderstanding onthe relatedcomputingsubjects

Has some levelof understandingon the relatedcomputingsubjects

Has a reasonablelevel ofunderstanding onthe relevantcomputingsubjects

Demcleaundthe comsub

Analyze the impact of the

computing subjects interms of significance, such

as individuals,organization, and society

level

No idea on thenecessity and how

to analyze theimpact of thecomputingsubjects

Analyzes theimpact of some

of the computingsubjects

Analyzes theimpact of the

computingsubjects ingeneral

Clethe

comsubof ssucindorgsoc


CPSC 481, Artificial Intelligence, fall 2012. N=61. Student answers in man

discussion on the following subject assessed by instructor in terms of impact a

on the above rubrics.

“Do you think it is possible to develop a robot that can learn like an average h

If so, what will be the impact of such a robot in our daily life?”


Performance Indicators \ Scale D C B


47/229

Additional data was collected in fall 2013 through a survey with 221 stu

participated. The relevant survey questions and their responses are shown b

Question 1

“Are you aware that people demand more and more intelligent and ubiquitous c

allows people to carry and use it in their daily life? Yes No”

56% of students answered “Yes”, 36% of students answered “No”, and 8% of s

answer this question. In general, a majority of students seem to consider future smore intelligent, which may impact our future society.

Question 2

“If over 90% of organizations rely on cloud computing in the future, how do you

impact the IT industry?

(a) Webhosting companies will lose the market.(b) Information storage and sharing will be much easier than before without

limitations.

(c) Cloud computing will create new business opportunities.

(d) I don’t think it will impact the current IT industry much.”

The distribution of student answers was 4% for (a), 39% (b), 48% (c), and 7% (d


Performanceindicators\Scale

Year 2012, N = 61 Year 2013, N = 221 Year 2 NO YES NO YES NO

Able to analyze the localand global impact ofcomputing on individuals,

organizations, and society

5% 95% 7% 93% 6%

*Some students didn’t answer questions.

The majority of students seem to understand the local and global impact of com


48/229

(h) Recognition of the need for and an ability to engage in continuing

development

Core courses relevant to this outcome: CPSC 254: I, CPSC 440: A, CPSC 4481: A

Elective courses relevant to this outcome: CPSC 386: R, CPSC 433: R, CPSC 4466: R, CPSC 473: R, CPSC 474: R, CPSC 476: R, CPSC 477: A, CPSC 483: AA, CPSC 486: R, CPSC 489: A, CPSC 495: A

Generic Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

AEx

Read the current technology

news, articles, or books

Rarely read thetechnology orcomputing relatedmaterials

Read sometechnology orcomputingrelated materials

Read thenecessarymaterials on thetechnology orcomputing

subjects

Althmrel

Understand the nature,

importance, and potential of the

technology advancements andenormous amount of subjects to

study and master

Accordingly recognize the need

for continuing professional

development

Shows lack ofunderstanding of theimportance and

potential of thetechnologyadvancements.Accordingly doesn’trecognize the needfor professional

development

Shows somelevel ofunderstanding onthe importanceand potential andoccasionallyrecognizes theneed for

professional

development

Understandsand recognizesthe need for

professionaldevelopment ingeneral

Clunrene

prde

Engage in continuous

improvement in terms ofknowledge and skills related to

the subjects or tasks

Shows no intentionto engage in

professionaldevelopment

Tries to engagein professionaldevelopmentsometimes

Puts reasonableamount of effortfor professionaldevelopment

Alimknne

prde


CPSC 362, Foundations of Software Engineering, spring 2012. N = 52. Data through the following two survey questions through mandatory online discussioclass by instructor.


49/229

Question 2 (informally asked in class):

“How many of you are actually trying to learn the needed skills and tech

covered in typical computer science classes for your career?”


Performance Indicators\Scale No (D, C)

Recognize need forcontinuing professionaldevelopment

Understand skill level neededin developing large-scale commercialsoftware

10%

Engaged in continuous improvement Going beyond class to gainskill and knowledge 90%

*No response from 5%.

Based on this data, most students recognize the needs of continuing

development but don’t actually engage in their professional development beyon

Additional survey data was collected in fall 2013 and in spring 2014. The re

questions and their responses are shown below:

Question 1:“Have you tried to learn new technologies on your own regardless of the classestaking? “

Question 2:

“As a future professional computer scientist or software engineer, do you fee

improve your skills as technologies advance?”

Student performance:

Performance indicators\Scale Year 2013, N = 221 Year 2014, N = Yes No Yes No

Recognize need forcontinuing professionaldevelopment

100% 100%

Engaged in continuous

improvement

91% 9% 98% 2%

Although data collected in 2012 shows inconsistency, based on the assess

outcome by data collected from 2013 through 2014, we find that most studen

the need for continuing professional development and actually try to engage in i


50/229

(i) An ability to use current techniques, skills, and tools necessary fo

practice

Core courses relevant to this outcome: CPSC 120: I, CPSC 121: R, CPSC 1223J/H/N: R, CPSC 254: A, CPSC 301: A, CPSC 323: R, CPSC 471: A

Elective courses relevant to this outcome: CPSC 386: R, CPSC 431: R, CPSC 4466: R, CPSC 473: A, CPSC 474: A, CPSC 476: A, CPSC 477: A, CPSC 483: AA, CPSC 485: A, CPSC 486: A, CPSC 489: A, CPSC 495: A

Generic Rubric

Performance

Indicators\Scale

D:

Unsatisfactory

C:

Developing

B:

Satisfactory

A

EUnderstand the fast

technology changes andadvancements and learn

new techniques, skills, and

tools to maintain thecurrency

Shows lack ofunderstanding thenature of technologyadvancements andtherefore does notlearn new techniques,skills, and tools

Understandsthe technologyadvancements

but does notlearn them

Understands thetechnologyadvancementsand tries to learnthem in general

Cutaal

Adapt to the changes ofnew computing practicesand use them

Does not use newtechniques, skills, andtools

Rarely adaptsto the changesor uses newapproaches forcomputing

practices

Tries to adapt tothe changes anduses newapproaches forcomputing

practices most ofthe times

Atuac

p


CPSC 362, Foundations of Software Engineering, spring 2012. N = 52.Data was collected from two survey questions by instructor:

Question 1 (informally asked in class)

“How many of you know how to develop a mobile application?”

Question 2 (informally asked in class)

“How many of you already installed the most recent version of Visual St

software development environment such as Eclipse?”


Additi l d t ll t d i f ll 2013 th h ith 221 t


51/229

Additional data was collected in fall 2013 through a survey with 221 stu

participated. The relevant survey questions and their responses are shown b

Question 1“When you develop software, have you used any Agile or iterative software

process such as Scrum, XP, Test-Driven Development (TDD), or Unified Pr

Question 2“Do you use the latest tools such as Visual Studio, Eclipse, or other Open so

tools whenever necessary?”

The distribution of student answers was 61% for “Yes” and 39% for “No” forand 93% for “Yes” and only 7% “No” for Question #2. The results vary depe

type of questions asked. However, the majority of students show interest in

techniques, technologies, and tools in order to improve their skills. The overall

indicator for this outcome may be in the range of Satisfactory and Excellent.

Action taken

The assessment results indicate that we may still need to discuss with all facultyabout this student outcome and come up with some improvement strategies


52/229

(j) An ability to apply mathematical foundations, algorithmic principles, a

science theory in the modeling and design of computer-based systems i

demonstrate comprehension of the tradeoffs involved in design choices

Core courses relevant to this outcome: CPSC 131: I, CPSC 240: I, CPSC 323: AA, CPSC 335: A, CPSC 440: A, CPSC 471: A, CPSC 481: A

Elective courses relevant to this outcome: CPSC 433: A, CPSC 484: A, CPSC 4

Generic Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

A:Exc

Understand

fundamental

mathematics,

algorithmic principles,

and computer science

theories

Lack of understandingon related mathematics,algorithms, andcomputer sciencetheories in modeling or

designing a computer- based systems

Understandssome relatedmathematics,necessaryalgorithms,

and computersciencetheories

Demonstratesreasonable levelofunderstandingthe required

mathematics,algorithms, andcomputerscience theories

Demundefundmath

best

comtheothe csyste

Apply or use the

necessary mathematicalapproaches, algorithms,

and computer science

theories for modeling

and designing computer-based systems

Lack of background orskills necessary to applyor use the necessarymathematics, algorithms,and computer sciencetheories in modeling anddesigning computer-

based systems

Applies somemathematics,algorithms, orcomputersciencetheoriessometimes

Applies thenecessarymathematics,algorithms, orcomputerscience theoriesin general

Alwdemapplnecemathalgocomtheo

Evaluate tradeoffs of

possible designs or

models

Unable to consider thetradeoffs in differentmodeling or designs todevelop a quality system

Evaluatestradeoffs ofsome model ordesignalternativessometimes

Evaluatestradeoffs of

possible designor models ingeneral

Cleachoimoddeterdesigothe


CPSC 362, Foundations of Software Engineering, spring 2012. N = 52.


53/229


54/229

(k) An ability to apply design and development principles in the con

software systems of varying complexity

Core courses relevant to this outcome: CPSC 120: I, CPSC 121: R, CPSC 131: RA,

Elective courses relevant to this outcome: CPSC 462: A, CPSC 464: A, CPSC 4476: A, CPSC 486: R, CPSC 489: A

Generic Rubric


D:Unsatisfactory

C:Developing

B:Satisfactory

AE

Understand Different scaleand complexityof softwaresystems andneededdevelopment

processes

Unaware ofvarying scale ofsystems or unableto understand andrecognize theimportance ofdevelopment

process

Understands thevarying scale andcomplexity ofsystems and somedevelopment

process models

Understands thevarying scaleand complexityof systems andmoderndevelopment

process models

Uvaotd

pf

Design andarchitecture


Lack ofunderstanding ofdesign andarchitecturalmethods

Understands somedesign andarchitecturalmethods but showa lack ofconfidence ofthem

Understandsmajor designand architecturalmethods

Umamkad

a Apply or

use

Design andarchitecture


Rarely uses designand architecture


Applies somedesign andarchitecturalmethods, notnecessarily the

best option

Appliesreasonably gooddesign andarchitecturalmethods

Adamoa

Develop Varying scalesof software

systems usingright design andarchitectureapproach in awell-established

Unable to developor develop systems

using poor designor architecturalapproaches

Followsunorganized

Develops softwaresystems following

a poorlyestablisheddevelopment

process

Often unable to

Developssystems

successfullyfollowing anacceptable

process

Ds

suae

p

“Application Scenario:


55/229

Application Scenario:A company, PYProducts.com, plans to develop a B2B web application to help mstores promote their products to their customers and establish better communica

them. The company’s business cases are briefly described in the following: Each store should register the website, PYProducts.com to receive a service.information for registration includes store name, address, phone, and email. As soon as the store finished the registration, the store is led to MyStore pag PYProducts.com provides a marketing function (or tool), called “product anfor stores. The function allows the store to post their product information includname, description, pictures (potentially multiple pictures for one product) on theMyStore page. As soon as the product is posted on MyStore page, the product information iimmediately sent to their customers via email. If their customer is interested in buying the product, the customer clicks the the customer clicks the link, the customer is led to the store’s MyStore page. From the store’s MyStore page, the customer can purchase the product gointypical online shopping procedure. However, if the customer never purchased anfrom the store before, the customer should enter the basic contact information in

name, shipping address, phone number, payment information (e.g., credit card nemail. If the purchase process is done, the customer will receive an order confirmatthrough email. The store can post existing products, new products (first stored in the databamonth), promotional products (e.g., buy one and get one free), and sales productdiscount). When the customer purchases the promotional products or sales product

price calculation should be done during the checkout. The customer can also simply ask a question about the product by sending athe store. The store will respond to the messa

computer science self study fullerton

Documents