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testing tools. As a result, JBuilder was adopted for the Java programming classes (CS121 and CS122) and for the data structures and algorithms classes (CS241 and CS242). We have since switched to Eclipse. The capstone class in software engineering (CS389) introduces JUnit and Subversion. Another recommendation was for each student to experience the collaborative analysis, design, construction, and testing of a piece of software for solving a problem with no direct solution. This was fulfilled in September 2002 when CS389, the project-based software engineering seminar, became a requirement of new matriculants. These recommendations worked together to contribute to the achievement of outcomes a, b, c, d, h, i, j, and k. The report is on display in the Goldstein Academic Center, room 314. Curriculum Improvements Resulting from Assessment There have been a number of assessment-based changes made to the curriculum and the student environment since the program's accreditation was last renewed. The first-order improvements, and most palpable, have been to the computer science courses required for graduation. Annual changes are documented in the students' worksheets. Worksheets enumerate the graduation requirements for that year's matriculants (entering freshman and transfer students). The Undergraduate Catalog shows these changes as well but with less chronological granularity because the Catalog is published only every other year. Table 1.4, below, summarizes these changes. Table 1.7 Assessment Based Curriculum Improvements Assessment Action Change Effective Academic Program Review; Advisory Board CS389 Software Engineering was changed from an elective to a degree requirement Fall 2002 Advisory Board; Curriculum CS388 Committee; Student Opinion Survey Data Communications was changed from an elective to a degree requirement CS362 Fall 2002 Advisory Board; Curriculum Committee Programming Languages and Implementation II (compiler) was removed as a requirement to allow for the addition of CS389; course was discontinued; topics from compiler construction were integrated into CS361 CS231 Fall 2002 Advisory Board; Curriculum Committee Computer Organization I (assembler) was removed as a requirement to allow for the addition of CS388; course was discontinued; PHY109 was made a requirement PHY109 Fall 2002 CS Curriculum Committee Digital Electronics was changed from a possible science electives to a course requirement to supply coverage of gates, adders, registers, and instruction decoders that was lost with the removal of CS231 CS488 Fall 2002 Advisory Board Computer Networks and the Internet replaced CS388 as a degree requirement; CS388 remains available as an elective Fall 2005 Advisory Board; Course CS271 Opinion Survey; Curriculum UNIX (re-titled: UNIX and C) was changed from a Fall 2006 Committee one-credit class to two credits; coverage will include C 26
B.1.A.8. Indicate how your student outcomes map to your program objectives. As a matter of terminology, "program learning outcomes" and "student learning outcomes" refer to the same 11 statements. The key word is outcomes. (These same statements constitute our program's "student attributes" which are the focus of B.1.B.) Table 1.8 How Program Objectives Are Supported by Student Learning Outcomes (Table extends to the following page.) Program's Educational Objectives Supporting Learning Outcomes Be equipped for responsible and ethical participation and leadership roles as computing professionals and Be equipped for lifelong learning Understand the foundational ideas in computer science and be able to use this knowledge for guidance in technical problem-solving Be effective in the design and construction of software applications d) An ability to function effectively on teams to accomplish a common goal e) An understanding of professional, ethical and social responsibilities. f) An ability to communicate effectively with a range of audiences. h) Recognition of the need for, and an ability to engage in, continuing professional development. a) An ability to apply knowledge of computing and mathematics appropriate to the discipline. b) An ability to analyze a problem and to identify and define the computing requirements appropriate to its solution. a) An ability to apply knowledge of computing and mathematics appropriate to the discipline. b) An ability to analyze a problem and to 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 practices. j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a wa that demonstrates comprehension of the tradeoffs involved in design choices. 27
Page 1 and 2: I. OBJECTIVES, OUTCOMES and ASSESSM
Page 3 and 4: B.1.A.2. Describe how your program'
Page 5 and 6: faculty members engaged with indust
Page 7 and 8: significant social, ethical, legal
Page 9 and 10: • "very good with hands-on work,
Page 11 and 12: Computer Science Program Outcomes a
Page 13 and 14: The nine mechanisms yielding inform
Page 15 and 16: Student Opinion Survey The "Student
Page 17 and 18: Summative Assessment The Summative
Page 19 and 20: averages run between 80% and 85%. S
Page 21 and 22: During the current school year, abo
Page 23 and 24: In your experience at your institut
Page 25: includes items such as Gartner Grou
Page 29 and 30: B.1.B. Student Attributes Our stude
Page 31 and 32: B.1.C.2. Attach as an appendix copi
Page 33: B.1.D. Documentation B.1.D1. Descri

I. OBJECTIVES, OUTCOMES and ASSESSMENT A ... - pace university

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