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

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B.1.A.3. List the program’s documented measurable educational objectives. Graduates of the B.S. in Computer Science program will: 1. be equipped for responsible and ethical participation and leadership roles as computing professionals. This extends to a readiness for lifelong learning in many forms including graduate study. 2. understand the foundational ideas in computer science and be able to use this knowledge to guide their thinking in technical problem-solving. 3. be effective in the design and construction of software applications. 4. be able to work effectively on teams. This includes oral and written communication skills as well as collaborative skills. 5. be informed on social issues that affect and are affected by the application of computing technology. B.1.A.4. Explain how the program's educational objectives align with the needs of its constituencies and include a list of the stakeholders. Stakeholders in Pace University's BS in CS Program • current computer science students • employers hiring new or recent graduates • alumni/ae • computer science faculty • the Seidenberg School’s Advisory Board The program's chief stakeholders are the computer science students, who need a program that will deliver readiness to begin and pursue progressive achievement in professional life. To this end, the objectives are formulated based on characteristics of a well qualified professional. Student input on the objectives is garnered by way of their academic advisors and through informal studentfaculty interaction. For example, students have spoken about developing the skill set for designing and building software applications (objective 3). Employers hiring new or recent graduates constitute another dependent constituency. Dependence resides in the investments that employers make in those they hire and in their need to entrust employees with critical tasks. The concrete needs of employers are determined mainly through Advisory Board meetings and consultations as well as supervisors of student interns. Over the past five years, collaborative skills and oral and written communication abilities have assumed central importance (objective 4). Another source of input are 4
faculty members engaged with industrial projects who have evidence of employment needs. Program alumni/ae prosper to the extent that they have been provided with knowledge and abilities beyond entry level skills that will promote professional ascent. For example, life-long learning and being equipped for responsible and ethical participation in professional roles is integral to positions of ever increasing responsibility (objective 1). Assessment taps into the experiences and recommendations of recent alumni/ae with a survey, the latest of which was performed in November 2005. The results help to shape the objectives and the resulting curriculum. The faculty’s sense of professional accomplishment rests on the ability of the program to attract motivated students and prepare them for success. For example, when speaking about program worthiness, the faculty emphasizes a firm grasp of foundational ideas and the ability to use this knowledge in problemsolving (objective 2). Faculty input on the objectives comes primarily by way of their participation in the Curriculum Committee. Members of the Advisory Board extend themselves to see the School prosper in many ways. For example, the Advisory Board actively promotes the Annual Leadership in Service and Technology fund-raiser for scholarships. The stature of the School reflects upon their own. Beyond this, Advisory Board members are also employers, and as such they provide the employers’ opinions on the objectives. For example, informedness on social issues surrounding the application of computing technology is an objective they endorsed (objective 5). In the end, all of our stakeholders benefit when the program meets each of the five objectives and produces well-rounded, well-equipped graduates. B.1.A.5. For each program educational objective, indicate the following: • the mechanism(s) used to measure it. • when it is measured and who is responsible for obtaining the measurement. • the extent to which the educational objective is being met. • all improvements, if any, that have been identified as a result of the assessment data collected. • the implementation time-line for any improvements identified. • where the improvement has been documented. 5
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I. OBJECTIVES, OUTCOMES and ASSESSMENT A ... - pace university

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