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Challenges in Computing Curricula and Accreditation

This panel discusses the needs and challenges in computing education, including changing curricula, declining enrollments, improving student quality, faculty balance, and accreditation processes. It explores the different disciplines within computing and their respective interests, as well as the outcomes and expectations for graduates. The discussion also covers the educational process and the importance of institutional and departmental policies in ensuring quality education.

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Challenges in Computing Curricula and Accreditation

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  1. Computer and Information Science - Needs and ChallengesPanel - January 19,2005 Jim Kurose, UMASS Amherst Bolek Mikolajczak, UMASS Dartmouth Panel Organizers CITI Winter 2005 Conference

  2. Five Major Issues • Computing - changing discipline and changing curricula • Computing - declining enrollments • Computing - improving quality of student body • Computing - faculty: balancing research and teaching • Computing - CAC/ABET Accreditation - Assessment Process CITI Winter 2005 Conference

  3. Computing - changes in the discipline and in curricula Computing Curricula 2004 ACM Report, November 22, 2004 CITI Winter 2005 Conference

  4. Computing Curricula 2004Overview Report - 1 • Dimension 1 - more theoretical (theory, principles, innovation) vs. more practical (applications, deployment, configuration) • Dimension 2 - computer hardware/architecture, systems architecture, software methods and technologies, application technologies, organizational issues and information systems CITI Winter 2005 Conference

  5. Computing Curricula 2004Overview Report - 2 • Computer Engineering - broad interests from theory, applications to deployment as long as HW/ARCH is considered; narrow interests in systems infrastructure and software methods and technologies • Computer Science - from theory to applications in areas of systems infrastructure, software methods and technologies and application technologies CITI Winter 2005 Conference

  6. Computing Curricula 2004Overview Report - 3 • Information Systems - broad interests from theory, applications to deployment in organizational issues with deeper interests in applications and deployment • Information Technology - interest in applications and deployment within systems infrastructure, software methods and technologies, application technologies and organizational issues CITI Winter 2005 Conference

  7. Computing Curricula 2004Overview Report - 4 • Software Engineering - broad interest from theory, applications to deployment ranging from systems infrastructure, software methods and technologies, to application technologies CITI Winter 2005 Conference

  8. Computing Curricula 2004Overview Report - 5 • Knowledge areas and their weights in computing disciplines • Degree outcomes - expectations of program graduates • the pace of change in academia - disciplines and degrees • the pace of change in the workplace - degrees and career opportunities • shared identity - common requirements in computing CITI Winter 2005 Conference

  9. Discussion CITI Winter 2005 Conference

  10. CAC/ABET Accreditation Issues - BS in Computer Science Program Goals, Program Outcomes, Program Assessment Process CITI Winter 2005 Conference

  11. CAC/ABET Accreditation - Issues - 1 • Educational Process - designed by faculty and approved by administration • Educational Process - subject to controls at state, university, college, and departmental levels • Institutional controls/policiesmust exist and must be enforced CITI Winter 2005 Conference

  12. Educational Process of the BS in Computer Science - 2 • Dependency graph of the BS in Computer Science program together with remaining program requirements • Input to this process are EFR and/or Transfer students • Output of this process are CS graduates with desired program outcomes CITI Winter 2005 Conference

  13. CAC/ABET Accreditation - Issues - 3 • State policies – ex: admission criteria • University policies – ex: academic sanctions policies, grade appeal policy, academic honesty policies, etc. • College policies – ex: student advising policies, academic honesty policies • Departmental policies/controls – ex: career advising, course offering frequency, graduation requirements policy, class size controls, transfer evaluation controls, degree certification controls, annual award policies, etc. CITI Winter 2005 Conference

  14. Program Goals/Objectives • 1. Graduates who succeed as practicing computer scientists • 2. Graduates who succeed in advanced study in computer science • 3. Graduates who adapt and evolve in complex technological environments such as those found in the workplace • 4. Graduates who influence the development of professional, ethical and legal aspects of computing. CITI Winter 2005 Conference

  15. Program Outcomes - 1 • 1. Graduates who are able to individually solve problems in algorithmic manner with given computer resources and constraints • 2. Graduates who apply their knowledge of mathematics, science, and computer science to solve technical problems CITI Winter 2005 Conference

  16. Program Outcomes - 2 • 3. Graduates who apply analytic and empirical techniques to evaluate technical problems and their solutions. • 4. Graduates who design system, component, or process to meet specified requirements • 5. Graduates who participate as an effective member of a problem solving team CITI Winter 2005 Conference

  17. Program Outcomes - 3 • 6. Graduates who identify, formulate, and solve problems encountered when constructing solutions involving information technology • 7. Graduates who articulate the social, professional, ethical and legal aspects of computing milieu CITI Winter 2005 Conference

  18. Program Outcomes - 4 • 8. Graduates who evaluate the impact of computing and information technology at the global societal level • 9. Graduates who analyze contemporary issues related to the evolving discipline of computer science CITI Winter 2005 Conference

  19. Program Outcomes - 5 • 10. Graduates who communicate effectively • 11. Graduate who apply modern skills, techniques, and tools during professional practice. CITI Winter 2005 Conference

  20. Assessment of the Educational Process - 1 • Must have two assessment mechanisms – direct and indirect assessment mechanisms • Direct assessment (hard) – course related – tests, exams, projects, presentations evaluated by faculty following evaluation procedures • Indirect assessment (soft) – survey-based, Annual Student Survey, Senior/Exit Survey, Alumni Survey, Employer Survey, peer evaluations, student satisfaction surveys CITI Winter 2005 Conference

  21. Issues in Objectives and Assessments - 2 • 1. Each course must have course objectives that are related to program’s educationalobjectives (mapping of course objectives onto the program objectives). • 2. Each course must have a mapping of course objectives to specific course activities. CITI Winter 2005 Conference

  22. Issues in Objectives and Assessments - 3 • 3. Each course must have a mapping of outcomes to the curriculum associated program activities. • 4. Focus on assessment mechanisms: direct and indirect, involving students and computing professionals. • 5. Role of labs assigned to courses in achieving course/program outcomes. CITI Winter 2005 Conference

  23. Summary • CPI - Continuous Process Improvement • understanding educational and assessment processes • process is a workflow, i.e. how do we ‘process’ cases of all individual students to achieve desirable educational program outcomes and objectives (goals) CITI Winter 2005 Conference

  24. Summary, ctnd. • Direct and indirect assessment criteria at the program level • systematic collection of direct and indirect assessment data at the program level • analysis of assessment data by faculty • actions taken based on analysis of assessment data - improvement driven CITI Winter 2005 Conference

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