CSU Fresno Computer Science Engineering Assessment Clearinghouse

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1. Program Mission for BSCS 2. Educational Objectives for BSCS  3. BSCS Program Outcomes 4. BSCS Assessment Activities        4.1 Assessment Timeline      4.2 Program Level Assessment    4.3 Course Level Assessment 5. Computer Science Home Page 1. Program Mission for Computer Science Mission Statement The mission of the Department of Computer Science is to provide a program giving students a broad range of knowledge and experience in computer science as well as a depth of education that will be needed in the students' later careers, whether professional or academic. Learning Goals The general learning goals for students ofthe Department of Computer Science are: Knowledge: to understand the concept of computation in both its abstract form and its physical realizations; Skills: to be able to effectively implement computational models in software; and Values: to appreciate the role andresponsibilities of computer science professionals in the comtemporary world. Back to Top 2. Educational Objectives for BSCS Knowledge: mathematical background: propositional and predicate logic, settheory, probability, graphs, linear algebra algorithms: concept of algorithm, algorithm design,algorithm analysis, recursion data structures formal models of computation: formal models including finite automata,concurrency physical realizations: von Neumann architecture, processormodels, computer organization memory management, models of dynamicstorage software: principles of programming languages Skills: applications: problem solving, abstraction analysis of searching and sortingalgorithms software: software design, testing, debugging,documentation implementation of data structures implementation of dynamic storagemechanisms performance analysis program correctness programming languages: skill in using a high-level language familiarity with at least one assemblylanguage regular expressions and languages familiarity with different programminglanguage paradigms (logic, functional) implementation of programming languages operating systems: Values: professional ethics security social and global impact of computer science In addition, the Department requires that students gain more specialized knowledge through the breadth and depth requirements.  Back to Top    3. BSCS Program Outcomes Students will have a theoretical foundation in computation and software that will enable them to continue learning throughout their careers. Students will be able to analyze the effects of different choices of algorithms on correctness and performance. Students will be able to design, implement and test software to meet specified requirements, including security and correctness. Students will understand the interaction of hardware and software and the impact of specific hardware choices or specifications. Students will be able to analyze existing software for performance and correctness and to debug existing software as necessary. Students will be able to work effectively in a variety of programming environments (hardware, software, operating systems). Students will be competent in the tools used in software practice. Students will be able to communicate effectively and to work in teams. Students will demonstrate professional and ethical responsibility. Students will understand the organizational, social and global impact of computational solutions. Back to Top  4. BSCS Assessment Activities Alumni Surveys For Spring, 2000, the Department conducted a set of on-line surveys of alumni of the undergraduate and graduate programs. Each alumnus/alumna is asked to have a supervisor fill out a similar survey. The surveys are specifically targeted at the program outcomes. After gathering some general information, each survey asks the respondent to judge the degree to which the outcome has been achieved. Response is on a Likert scale with a "no answer" response allowed on each question. The "no answer" response is the default so we will have a result on each question. Because respondents may choose between "neutral" and "no answer", we believe that the data we get will be especially useful. Each survey then ends with an open-ended "Any further comments?" question. After the survey is submitted, the respondent is sent back a "thank you" message and a pointer to either the Graduate Coordinator or the Department Chair, as appropriate, for any further information. Results of each survey are logged automatically and can be viewed graphically by any faculty member involved in evaluation at any time. They can also be read into a spreadsheet. The text information, including the open-ended answers, will be written out in a set of reports. We feel that these surveys are reasonably well designed. For example, they satisfy many of the suggestions made in the paper sent to the assessment coordinators (e.g., questions targeted at assessment, clear language, clear choices, "no answer" option, grid structure, open-ended questions, contact person, explanation of purpose of study, assurance of confidentiality, survey designed with data analysis in mind and in place). Perhaps most importantly, the on-line survey is very easy for our alumni to fill out, which should help with the response rate. The major limitations are with selection of respondents and, maybe, response rate. It is not recommended that the program survey only "those students who have stayed in touch with faculty". But the program has no other way of contacting a decent range of alumni. There is no master list from the Alumni Office. This will have to be taken into account in evaluating the responses. An on-line process was used in hopes of getting a good response rate. Back to Top 4.1 Assessment Timeline 1998-99 exit interviews piggy back on senior survey 1999-2000 alumni assessment survey employer assessment survey 2000-01 major field exam alumni survey of satisfaction 2001-02 student exit survey advisory board feedback 2002-03 major field exam focus groups Back to Top