Florida State University
Computer Science
SMALC Outcomes for 2009-2010

Programming Competence

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will be able to construct computer software solutions for simple programming problems.

This file describes what to assess, and how, for each SMALC program outcome. The information should be submitted via the website http://www.cs.fsu.edu/abet/.

For instructions and explanation of some terms used here see http://www/cs/fsu.edu/abet/instructions.html.

Assessment and Evaluation Process:

This will be assessed toward the end of the course COP3330, Object-oriented Programming. This course is the second programming course that CS majors are required to take, and thus students should be able to construct solutions to low-complexity programming problems by the end of the course.

Assessment will be based on student performance on an individual programming assignment, in which the student writes a C++ program or implements a C++ class to meet specifications provided by the instructor. The program will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's programming performance, on the scale of values "ineffective", "effective", and "highly effective". The rubric will cover the ability to translate the specification to a valid solution, perform input and output, make effective use of a defined set of programming constructs (e.g., primitive data types, subprograms, conditional statements, loops, classes), and use comments to write effective internal documentation.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "course embedded assignment (often in tandem with exam question bank)", "course report"

(B) Oral Presentation

IEP Category: Communication Skills

Outcome:

The student will be able to formulate and deliver an effective oral presentation on a software design project.

Assessment and Evaluation Process:

This will be assessed in the second term of the capstone course sequence CEN4020-CEN4021, Software Engineering 1-2. Students should have had previous instruction and experience with oral presentations in the first half of this sequence, as well as in a prior course that satisfies the University's oral communication competency requirement, such as SPC2000, Public Speaking, or the department's proposed new course CIS4250, Ethics and Social Impact of Computing.

Assessment will be based on an oral presentation given by the student on a course project. The presentation will be scored by a department-approved evaluator (or panel of evaluators), according to an approved common rubric. For on-campus students the presentation will be in class. For distance students, the presentation may be evaluated via an audio-video recording.

The rubric will score several aspects of the student's performance, on the scale of values "ineffective", "effective" and "highly effective".

The goal is that all students passing the course should achieve an overall score of at least "effective".

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations, in a course report.

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classifications: "class performance or presentation", "videotaped or audio-taped performance", "course report"

(C) Data Structure Knowledge

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will be able to implement, use, and analyze such basic data structures as linked lists, stacks, queues, and trees in programs.

ABET/CAC outcome mapping:

(a) an ability to apply knowledge of computing and mathematics appropriate to the discipline (graph theory, big-O notation)

(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 practice

Assessment and Evaluation Process:

This will be assessed in the 3-hour course COP 4530, Data Structures, Algorithms and Generic Programming.

Assessment will be based on an assignment that involves the implementation of one or more of the above data structures, and analysis of computational complexity of algorithms operating on the data structure(s), as well as empirical measurement of the performance. The assignment will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's performance, on the scale of values "ineffective", "effective", and "highly effective". The rubric will cover the ability to implement, use, and analyze the given data structure(s), as well as programming skill.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

(D) Recursive Algorithm Use

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will be able to use and analyze standard recursive algorithmic techniques for the solution of problems in computer science.

ABET/CAC outcome mapping:

(a) an ability to apply knowledge of computing and mathematics appropriate to the discipline (divide-and-conquer recurrences)

(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 practice

Assessment and Evaluation Process:

This will be assessed in the 3-hour course COP 4530, Data Structures, Algorithms and Generic Programming.

Assessment will be based on an assignment that involves recursive implementation of a "divide and conquer" algorithm, and analysis of computational complexity of the algorithm. The assignment will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's performance, on the scale of values from "effective", "effective", and "highly effective". The rubric will cover the ability to use recursion effectively, and the ability to analyze the computational complexity of the solution.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "course embedded assignment", "course report"

(E) Computational Complexity

IEP Category: Critical Thinking Skills

Outcome:

The student will be able to analyze the computational complexity of algorithms used in the solution of a programming problem, and evaluate the performance trade-offs of alternative data structures and algorithms.

ABET/CAC outcome mapping:

(a) an ability to apply knowledge of computing and mathematics appropriate to the discipline (graph theory, big-O notation, recurrences)

(j) an ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices

Assessment and Evaluation Process:

This will be assessed in the 3-hour course COP 4531, Complexity & Analysis of Data Structures & Algorithms.

Assessment will be based on an assignment that involves the asymptotic complexity analysis and empirical performance measurement of alternate implementations of one or more data structures and/or algorithms, so as to explore trade-offs. The trade-offs may be between execution time and storage space, or between execution times for different operations. The assignment will involve finding an appropriate trade-off for a given class of applications.

The assignment will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's performance, on the scale of values "ineffective", "effective", and "highly effective". The rubric will cover the ability to implement, use, analyze, and measure the performance of the given data structure(s), and the ability to analyze trade-offs, as well as programming skill.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "course embedded assignment", "course report"

(F) Database Knowledge

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will be able to use a relational database and SQL, including construction of tables, updates, and queries.

ABET/CAC outcome mapping:

(a) an ability to apply knowledge of computing and mathematics appropriate to the discipline (database, SQL, relational algebra)

(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 practice

(j) an ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the trade-offs involved in design choices (relational algebra)

Assessment and Evaluation Process:

This will be assessed the 3-hour course COP 4710, Theory and Structure of Databases.

Assessment will be based on one or more assignments that involves the design and creation of database tables, the performance of updates, and the formulation of queries using the SQL language.

The assignment will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's performance, on the scale of values "ineffective", "effective", and "highly effective". The rubric will cover the ability to design and create tables, the ability to perform updates, and the ability to formulate queries using the SQL language.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "course embedded assignment", "course report"

(G) Assembly Language

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will be able to use an assembly language to write a simple program or subprogram.

ABET/CAC outcome mapping:

(a) an ability to apply knowledge of computing and mathematics appropriate to the discipline (database, SQL, relational algebra)

(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 practice.

Assessment and Evaluation Process:

This will be assessed upon completion of the 3-hour course CDA 3100, Computer Organization I. CDA3100 is the first of the two-course sequence in computer architecture. The course uses assembly language as a vehicle for teaching and testing a student's ability to apply the basic concepts of computer architecture. Knowledge of assembly language is also important as a foundation for understanding higher-level programming languages and how they are implemented. It is also applied, directly, in the programming of compilers, operating systems, and embedded computing applications.

Assessment will be based on an assignment that requires the student to write, test, and debug a simple program or subprogram written in assembly language, using registers and memory, and including at least load, store, conditional jump, integer and floating point arithmetic, and subprogram call and return instructions.

The assignment will be scored by the instructor according to an approved common rubric. The rubric will score several aspects of the student's performance, on the scale of values "ineffective", "effective", and "highly effective". The rubric will cover the ability to correctly use registers and memory, and load, store, conditional jump, integer and floating point arithmetic, and subprogram call and return instructions.

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "course embedded assignment", "course report"

(H) Writing

IEP Category: Communication Skills

Outcome:

The student will be able to produce a written technical document, written to professional standards.

ABET/CAC outcome mapping:

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

Assessment and Evaluation Process:

This will be assessed in CEN4020-CEN4021, Software Engineering 1-2, a 6-hour capstone course sequence in which students work as teams on a two-semester long software engineering project. The project involves writing two documents -- a Software Requirements Specification (SRS) and a Software Design Specification (SDS) -- which are based on IEEE standards.

Assessment will be based on evaluation of the SRS or SDS, according to an approved common rubric. The rubric will score several aspects of the student's writing, on the scale of values "ineffective", "effective", and "highly effective".

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "written report or essay", "course report"

(I) Teamwork

IEP Category: Communication Skills, Content/Discipline Knowledge & Skills

Outcome:

The student will be able to function effectively on a team to analyze the requirements for a software systems, and design and create a prototype implementation.

ABET/CAC outcome mapping:

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

Assessment and Evaluation Process:

This will be assessed in CEN4020-CEN4021, Software Engineering 1-2, a 6-hour capstone course sequence in which students work as teams on a two-semester long software engineering project.

A common rubric will be used to assess the quality of the student's team participation, as perceived by both team-mates and the instructor. The rubric will score several aspects of the student's writing, on the scale of values "ineffective", "effective", and "highly effective".

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "project evaluation", "course report"

(J) Software Requirements Analysis

IEP Category: Communication Skills, Critical Thinking Skills, Content/Discipline Knowledge & Skills

Outcome:

The student will be able to analyze and document the requirements for a software system.

ABET/CAC outcome mapping:

(b) an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution

Assessment and Evaluation Process:

This will be assessed in CEN4020-CEN4021, Software Engineering 1-2, a 6-hour capstone course sequence in which students work as teams on a two-semester long software engineering project. The project involves writing a Software Requirements Specification (SRS) based on an IEEE standard.

A common rubric will be used to assess the quality of the student's team SRS. The rubric will score several aspects of the work, including accuracy of the analysis, clarity of expression, and conformance to recommended practices, on the scale of values "ineffective", "effective", and "highly effective".

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "project evaluation", "course report"

(K) Software Design

IEP Category: Communication Skills, Critical Thinking Skills, Content/Discipline Knowledge & Skills

Outcome:

The student will be able to apply design and development principles in the construction of a software systems of significant complexity.

ABET/CAC outcome mapping:

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

(k) an ability to apply design and development principles in the construction of software systems of varying complexity

Assessment and Evaluation Process:

This will be assessed in CEN4020-CEN4021, Software Engineering 1-2, a 6-hour capstone course sequence in which students work as teams on a two-semester long software engineering project. The project involves writing and a Software Design Specification (SDS) based on an IEEE standard, and development of a prototype implementation.

A common rubric will be used to assess the quality of the student's team SDS and prototype implementation. The rubric will score several aspects of the work, including quality of the design and completeness of the developed prototype, on the scale of values "ineffective", "effective", and "highly effective".

An anonymous table of the individual scores for each aspect, as well the overall score, will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations.

The goal is that all students passing the course should achieve an overall score of at least "effective".

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "project evaluation", "course report"

(L) Ethics & Responsibility

IEP Category: Critical Thinking Skills, Content/Discipline Knowledge & Skills

Outcome:

The student will be able to explain the professional, ethical, legal, security and social issues and responsibilities of a computing professional.

ABET/CAC outcome mapping:

(e) an understanding of professional, ethical, legal, security and social issues and responsibilities

Assessment and Evaluation Process:

This will be assessed initially in COP4710, Theory and Structure of Databases, and CEN4020-CEN4021, Software Engineering 1-2. We plan to assess this in the new course, CIS4250, Ethics and Social Impact of Computing, when that course is implemented for both on-campus and distance students.

Assessment will be by examination questions.

The goal is that all students passing the course should be able to answer at least half of the examination questions on this topic satisfactorily.

An anonymous table of the individual scores for each question will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations, in a course report.

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "instructor constructed exam", "course report"

(M) Impact Analysis

IEP Category: Critical Thinking Skills, Content/Discipline Knowledge & Skills

Outcome:

The student will be able to analyze the local and global impact of computing on individuals, organizations, and society.

ABET/CAC outcome mapping:

(g) an ability to analyze the local and global impact of computing on individuals, organizations, and society

Assessment and Evaluation Process:

This will be assessed initially in COP4710, Theory and Structure of Databases, and CEN4020-CEN4021, Software Engineering 1-2. We plan to assess this in the new course, CIS4250, Ethics and Social Impact of Computing, when that course is implemented for both on-campus and distance students.

Assessment in COP4710 and CEN4020-CEN4021 will be by examination questions. In CIS4250, it may be via a written essay, evaluated according to a common rubric.

The goal is that all students passing the course should be able to answer at least half of the examination questions on this topic satisfactorily, or earn a satisfactory score on a written essay.

An anonymous table of the individual scores will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations, in a course report.

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "instructor constructed exam", "written report or essay", "course report"

(N) Continuing Professional Development

IEP Category: Content/Discipline Knowledge & Skills

Outcome:

The student will recognize the need for and have an ability to engage in continuing professional development.

ABET/CAC outcome mapping:

(h) recognition of the need for and an ability to engage in continuing professional development

Assessment and Evaluation Process:

This will be assessed initially in CDA3101, Computer Organization 2, Eventually, it will be assessed in the new course, CIS4250, Ethics and Social Impact of Computing. Because computer technology changes very quickly, continuing education is exceptionally important for computing professionals. The rate of technology change is especially apparent if one views the history of computer hardware, covered in CDA3100-CDA3101, and the history of programming languages, covered in COP4020. Since COP4020 is not required of students in the software engineering track, the assessment is done in CDA3101. When CIS4250 is implemented for both on-campus and distance students, the assessment will be moved to that class.

Assessment will be by examination questions.

The goal is that all students passing the course should be able to answer at least half of the examination questions on this topic satisfactorily.

An anonymous table of the individual scores for each question will be reported to the department, along with the instructors own evaluation of the class's performance and recommendations, in a course report.

Once each year, the department's Director of Undergraduate Studies and members of the department's Undergraduate Curriculum Committee will evaluate the reports and data submitted by the instructors, as well as student exit and year-out surveys, and make recommendations to the department.

IEP assessment method classification: "instructor constructed exam", "course report"

(O) Professional Employment/Graduate School

IEP Category: Program Outcome

Outcome:

The program will produce graduates able to qualify for professional employment or admission to graduate school.

ABET/CAC outcome mapping: This is what ABET calls the "educational objective" of our bachelor's degree program.

Assessment and Evaluation Process:

Assessment information for this outcome is gathered from several sources:

1) Graduating seniors are requested to complete an exit survey which includes information on employment or graduate school plans. This data is collected by the departmental undergraduate adviser.

2) The department conducts year-out surveys of those students who provide valid post-graduation contact addresses.

3) The department solicits evaluations of the adequacy of its students' preparation from members of its Industry Advisory Board, and from other employers who visit the campus.

4) The department tracks the progress of those of its own undergraduates who are admitted to its own graduate program.

This information is reviewed each term by the department's chair and its director of undergraduate studies.

The goal is that 80% of those graduating from the program during an academic year are accepted into graduate school or find professional employment, as evidenced by survey results.

IEP assessment method classification: "survey results"