Please also see additional information provided in Item 8 at the end of this report.

Size: px
Start display at page:

Download "Please also see additional information provided in Item 8 at the end of this report."

Transcription

1 Program Computer Engineering Certificate of the MS in Computer Science Program Department Computer Science Number of students enrolled in the program in Fall, 2011 _120 for MS in Computer Science, no separate enrollment count available for this embedded certificate Faculty member completing template Cui Zhang, Department Chair_ (Date _ 2/3/2012_) Period of reference in the template: to present 1. Please describe your program s learning-outcomes trajectory since : Has there been a transformation of organizational culture regarding the establishment of learning outcomes and the capacity to assess progress toward their achievement? If so, during which academic year would you say the transformation became noticeable? What lies ahead; what is the next likely step in developing a learning-outcomes organizational culture within the program? [Please limit your response to 200 words or less] This graduate level certificate is not an independent or stand-alone program. It is embedded in the MS in Computer Science Program. The Department has developed a set of learning outcomes for both the MS in Computer Science Program and the MS in Software Engineering (Please see learning outcome data report submitted for the MS in Computer Science Program.) Significant assessment work has been done at the MS degree program level including the update to learning outcomes that were made last year. The Department is in the process of developing learning outcomes for this embedded certificate program. The rapid expansion of technology in industry has created a need for individuals to gain expertise in specific areas in addition to a broad understanding of the field. As stated in catalog, this certificate along with the other 8 certificates of Advanced Study in Computer Science are designed to recognize students who have completed the core graduate courses -- CSC 201, CSC 204, CSC 205, and CSC plus additional coursework in a specialty area. These certificates are available only for MS Computer Science matriculated students. This certificate and the other 8 certificates of Advanced Study in Computer Science are part of the normally offered curriculum of the MS in Computer Science Program, and the courses which meet the certificate requirements also meet the MS in Computer Science degree requirements. Please also see additional information provided in Item 8 at the end of this report.

2 2. Please list in prioritized order (or indicate no prioritization regarding) up to four desired learning outcomes ( takeaways concerning such elements of curriculum as perspectives, specific content knowledge, skill sets, confidence levels) for students completing the program. For each stated outcome, please provide the reason that it was designated as desired by the faculty associated with the program. a) b) c) d) [Please limit your response per outcome to 300 words or less] This certificate is embedded in the MS in Computer Science Program, for which the Department has developed a set of learning outcomes. Please see learning outcome data report submitted for the MS in Computer Science Program. 3. For undergraduate programs only, in what ways are the set of desired learning outcomes described above aligned with the University s Baccalaureate Learning Goals? Please be as specific as possible. [Please limit your response to 400 words or less] N/A 4. For each desired outcome indicated in item 2 above, please: a) Describe the method(s) by which its ongoing pursuit is monitored and measured. b) Include a description of the sample of students (e.g., random sample of transfer students declaring the major; graduating seniors) from whom data were/will be collected and the frequency and schedule with which the data in question were/will be collected. c) Describe and append a sample (or samples) of the instrument (e.g., survey or test), artifact (e.g., writing sample and evaluative protocol, performance review sheet), or other device used to assess the status of the learning outcomes desired by the program. d) Explain how the program faculty analyzed and evaluated (will analyze and evaluate) the data to reach conclusions about each desired student learning outcome. [Please limit your response to 200 words or less per learning outcome] (If the requested data and/or analysis are not yet available for any of the learning outcomes, please explain why and describe the plan by which these will occur. Please limit your response to 500 words or less.) Significant assessment work has been done at the MS degree program level. Please see learning outcome data report submitted for the MS in Computer Science Program.

3 5. Regarding each outcome and method discussed in items 2 and 4 above, please provide examples of how findings from the learning outcomes process have been utilized to address decisions to revise or maintain elements of the curriculum (including decisions to alter the program s desired outcomes). If such decision-making has not yet occurred, please describe the plan by which it will occur. [Please limit your response to 200 words or less per item] a) b) c) d) Significant assessment work has been done at the MS degree program level. Please see learning outcome data report submitted for the MS in Computer Science Program. 6. Has the program systematically sought data from alumni to measure the longer-term effects of accomplishment of the program s learning outcomes? If so, please describe the approach to this information-gathering and the ways in which the information will be applied to the program s curriculum. If such activity has not yet occurred, please describe the plan by which it will occur. [Please limit your response to 300 words or less] Yes, at the MS degree program level. Please see learning outcome data report submitted for the MS in Computer Science Program. 7. Does the program pursue learning outcomes identified by an accrediting or other professional discipline-related organization as important? Does the set of outcomes pursued by your program exceed those identified as important by your accrediting or other professional discipline-related organization? [Please limit your response to 300 words or less] N/A 8. Finally, what additional information would you like to share with the Senate Committee on Instructional Program Priorities regarding the program s desired learning outcomes and assessment of their accomplishment? [Please limit your response to 200 words or less] The Department would like to share the following information with the Senate Committee on Instructional Program Priorities:

4 a. In February 2011, an external consultant and the University Program Review Team evaluated both MS-CSC and MS-SE programs. The following comments are direct quotes from their combined report: The two master s programs (Computer Science and Software Engineering) and the Certificates of Advanced Study in the Computer Science Program at the Department of Computer Sciences be approved for six years or until the next scheduled program review. The review team commends the Department for being recognized as one of the premier programs in computing in the CSU system. The review team commends the Department Chair and the Graduate Coordinator for their leadership and commitment to graduate program review and assessment. The review team commends the faculty in the Department for their hard work in the graduate program review and assessment. The review team commends the Department for developing an assessment plan that gets at the types of data that are necessary to understand what the students are learning. The review team commends the Department for carefully constructing rubrics to evaluate the learning of graduate students. The review team commends the Department for its efforts to close the loop with assessment data. The review team commends the Department for engaging in and implementing strategies to improve the analysis efforts in the assessment process. b. This certificate and the other 8 certificates of Advanced Study in Computer Science are part of the normally offered curriculum of the MS in Computer Science Program. The courses which meet the certificate requirements also meet the MS in Computer Science degree requirements. The Department has never offered any course only for these certificate programs, thus the certificates do not add any cost to the MS in Computer Science Program. The Department, not the Registrar Office, has been processing certificate applications from matriculated MS in Computer Science students and issuing of the certificates to students.

5 Since these certificates have no resource implications at all, the Department requests that these certificates not be subject to the same program review as independent or stand-alone certificate programs. Please see learning outcome data report submitted for the MS in Computer Science Program.

6 1/21 Program MS in Computer Science Department Computer Science Number of students enrolled in the program in Fall, 2011: 120 Faculty member completing template Nikrouz Faroughi, Graduate Coordinator and member of Assessment Committee Date: 2/3/2012 Period of reference in the template: to present 1. Please describe your program s learning-outcomes trajectory since : Has there been a transformation of organizational culture regarding the establishment of learning outcomes and the capacity to assess progress toward their achievement? If so, during which academic year would you say the transformation became noticeable? What lies ahead; what is the next likely step in developing a learning-outcomes organizational culture within the program? The Department offers two masters programs, MS in Computer Science (MS-CSC) and MS in Software Engineering (MS-SE). The Department Graduate Curriculum and Assessment Committees initially developed nine (a-i) student learning outcomes during as outlined in the Graduate Program Self Study Report, dated June 7, While, the list of courses in MS-CSC and MS-SE are different, all the courses are shared as either required or elective courses. Therefore, no distinction is made in the list of outcomes and measurement methods in the two programs. Periodic meetings with the Department Industry Advisory Committee (IAC), onsite visits with alumni, supervisors evaluations of graduate student internships, faculty evaluation of masters thesis/project reports, faculty evaluation of students oral communication skills, and survey of graduating MS students were used to assess the learning outcomes. Five skill sets as outlined in the Fall 2010 Graduate Assessment Progress Report were highly rated by the IAC. More importantly, one skill-set, ability to work independently and deal with incomplete information, which was not included among our initial set of outcomes, was rated high by the IAC. The discussions with the IAC were served as a catalyst for updating the students learning outcomes in Fall 2010, as outlined in the progress report. Also included in the report are three new rubrics for evaluation of term projects, term papers, and masters thesis/project works, which in addition to the existing writing and oral communication rubrics, we believe are more appropriate tools for assessing graduate level learning outcomes. In addition to updates made to the students learning outcomes, the lessons learned from previous undergraduate and graduate assessment cycles are used as guidelines to develop methods that we believe will reduce evaluation errors, distribute data collection across the career of graduate students, make data collection task more routine and tied to normal faculty workload on grading, and provide micro (criterion level) and macro (outcome level) performance information. The Department has the plan to finalize the assessment methods during next academic year. 2. Please list in prioritized order (or indicate no prioritization regarding) up to four desired learning outcomes ( takeaways concerning such elements of curriculum as perspectives, specific content knowledge, skill sets, confidence levels) for students completing the program. For each stated outcome, please provide the reason that it was designated as desired by the faculty associated with the program.

7 2/21 The four (4) learning outcomes listed below are un-prioritized; for it is believed that these outcomes cover different skill sets, and any outcome with less than satisfactory performance (if any) will be marked high priority. A. An ability to apply knowledge from undergraduate and graduate Computer Science and related disciplines to identify, formulate, and solve novel and complex computer science problems that require advanced knowledge within the field. The faculty believe the core of Computer Science graduate education should include students ability to conduct research/project work on novel ideas that illustrates 1) application of new and contemporary advanced concepts; 2) application of fundamental concepts and skills used in the project; for example, the work is a culmination of undergraduate experience and skill set and includes extensive software/hardware development; and 3) integration of knowledge and skills from multiple computer science subject areas such that work shows innovation and creative application of student skill set. Additionally, they should 1) be able to recall applicable facts, theories, and learned materials; 2) be aware of the knowledge pieces and able to compare, contrast, paraphrase, extend, and summarize; 3) be able to break down a problem into its knowledge pieces to understand its organizational structure; 4) be able to combine knowledge pieces into new entities; and 5) be able to assess the performance of new entities and make performance-related decisions. B. Ability to understand and integrate new knowledge within the field. The faculty believe it is a valuable learning experience for graduate students to be able to summarize or present a published research/project work that 1) identifies motivation for the research/project work; 2) articulates the proposed solutions; 3) articulates new information into sentences; 4) analyzes and evaluates contributions such as advantages, disadvantages, and applications; and 5) uses logic and argumentation to illuminate contributions of newly learned materials to topics covered in classes. C. The ability to plan, conduct, and report (written communication) on an organized and systematic study of an advanced topic within the field. The faculty believe an important component of graduate education is for students to be able to 1) provide the rationale for conducting thesis/project work; 2) provide literature review and present it coherently, for example, organized by methodology, chronologically, or relevancy of topics; 3) interpret results as they relate to existing solutions such as examine and discuss sensitivity of results to different assumptions, consider implication of results to key audience, etc.; and 4) prepare quality reports that demonstrate good writing skills, makes meaningful connections between sections, meets requirements of style guide, and is free of spelling and grammatical errors. D. The ability to work as a team in a diverse changing world, recognize the ethical standards, and possess skills for effective oral communication. The Department faculty members believe for students to have successful careers they should 1) be able to collaborate and contribute as active team members; 2) possess oral communication skills, for example, articulate introductory and concluding statements with logical progression with clear and

8 3/21 consistent audible voice, consistently make eye contacts, use minimal gap-fillers such as um, etc.; 3) possess active listener skills; and 4) abide by ethical standards. 3. N/A 4. For each desired outcome indicated in item 2 above, please: a) Describe the method(s) by which its ongoing pursuit is monitored and measured. Outcome A: Each student completes a thesis or project as part of Masters Degree. Sponsoring faculty members (two for project and three for thesis) will each independently complete an evaluation based on a masters thesis/project rubric (part 1) that is designed to measure in part student s performance. For those graduate courses that include term projects, the faculty member teaching the course will use a term project rubric to additionally evaluate students performance. Outcome B: For those graduate courses that include term papers, the faculty member teaching the course will complete a term paper rubric to evaluate students performance. Outcome C: The sponsoring faculty members (two for project and three for thesis) will each independently complete an evaluation based on a masters thesis/project rubric (part 2) as well as a written communication rubric that are designed to measure student s performance. Outcome D: For those graduate courses that include term paper presentations, the faculty member teaching the course will complete an oral communication rubric to evaluate students performance. Additionally, students performance is measured in part by group discussions in IAC, onsite visits with Alumni, and supervisors evaluations of student internships. b) Include a description of the sample of students (e.g., random sample of transfer students declaring the major; graduating seniors) from whom data were/will be collected and the frequency and schedule with which the data in question were/will be collected. All the outcomes will be evaluated once every three years using all the data collected in the previous three years. The assessment data collection task is expected to be ongoing with minimum expected faculty effort during each semester as it will be routine and directly tied to faculty member s evaluation of students works for grading purposes as follows: Outcome A: The sponsoring faculty members will evaluate the students theses/projects work during each semester. For those courses that include term projects and are offered every semester students performance is evaluated once a year. For those courses that include term projects and are offered less frequently students performance is evaluated when the courses are offered. In the current curriculum, 11 courses have individual projects and 15 have group projects. The majority of students are expected to take several from this list of courses to satisfy their degree program and thus the collected data will be a good indication of student performance.

9 4/21 Outcome B: For those courses that include term papers and are offered every semester, students performance is evaluated once a year. For those courses that include term papers and are offered less frequently student s performance is evaluated when the courses are offered. In the current curriculum, 6 courses have individual term papers and 5 have group term papers. Students who take one or more of these courses will represent a random sample of all the students in the program. Outcome C: The sponsoring faculty members will evaluate the students theses/projects work during each semester; thus, data for this outcome will be collected for all the graduating students. Outcome D: For those courses that include term paper presentations students performance is evaluated every time the courses are offered. One IAC meeting per year and one onsite visit with the alumni every two years is routine. Internship supervisors evaluations serve as a reasonable sample to evaluate students performance; students enroll in the internship course every semester, including summer. Additionally, in an effort to provide timely feedback to students on their learning outcomes, the faculty is encouraged to return students rubric-scores, especially those of term projects and papers, to students along with each student s evaluated report. One would expect that the feedbacks received in one semester would help the students to do better in a following semester. c) Describe and append a sample (or samples) of the instrument (e.g., survey or test), artifact (e.g., writing sample and evaluative protocol, performance review sheet), or other device used to assess the status of the learning outcomes desired by the program. Outcome A: Masters Thesis/Project Rubric, questions 1-4 (Appendix A) Term Project Rubric (Appendix B) Outcome B: Term Paper Rubric (Appendix C) Outcome C: Masters Thesis/Project Rubric, questions 5-7 (Appendix A) Written Communication Rubric (Appendix D). [Note: This version of the rubric was used during the previous assessments. It is anticipated that in future assessments, certain criteria from this rubric will be combined with those in Masters Thesis/Project Rubric.] Outcome D: Oral Communication Rubric (Appendix E) IAC questionnaire (Appendix F) Internship supervisor evaluation form (Appendix G)

10 5/21 d) Explain how the program faculty analyzed and evaluated (will analyze and evaluate) the data to reach conclusions about each desired student learning outcome. Each rubric consists of a list of specific performance criteria (e.g., knowledge, comprehension, application, etc. from the Term Project Rubric. Appendix B) that each will be scored between 1 and 4 by faculty members as follows: 4 Exceeds expectations 3 Meets expectations 2 Progressing to expectations 1 Below expectations To determine if a student s performance in a criterion is satisfactory, faculty evaluators must score the student s performance as either 3 or 4. The following set of analysis will be used for assessment purposes: (See Appendix H, I, and J for examples) i. For each of the performance criteria (e.g., knowledge, comprehension, application, etc. from Term Project Rubric, Appendix B), the average performance (AP) of all faculty scores will be computed. An AP of, say, 3.5 with a low standard deviation, for example, in knowledge criterion, would mean on average the performance of all students meet or exceed expectations in knowledge criterion. An AP with high standard deviation would signify a (performance criterion) weakness either in a majority of students or only in limited number of students, respectively. Faculty will discuss the results to address the underline issues. ii. The average of all APs of the respective list of performance criteria will be computed as the aggregate average performance (AAP) for the work done by all students as part of their masters theses/projects and term projects and papers. Again, an AAP of, say, 3.5 with a low standard deviation, for example, in term projects, would mean on average all students meet or exceed expectations in satisfying student s performance on term projects. An AAP with high standard deviation would signify weakness either in a majority of students or only in limited number of students, respectively. Faculty will discuss the results to address the underline issues. The AAP computed from a specific list of performance criteria will be used to measure students performance in each of the learning outcomes as follows: Outcome A: The AAP is computed based on criteria 1 through 4 in Masters Thesis/Project Rubric and the list of criteria in Term Project Rubric. Outcome B: The AAP is computed based on the list of criteria in Term Paper Rubric. Outcome C: The AAP is computed based on criteria 5 through 7 in Masters Thesis/Project Rubric and the list of criteria in the Written Communication Rubric. [Please refer to the Note in Item 4.c]. Outcome D:

11 6/21 The AAP is computed based on the list of criteria in the Oral Communication Rubric and internship supervisor s evaluation forms. 5. Regarding each outcome and method discussed in items 2 and 4 above, please provide examples of how findings from the learning outcomes process have been utilized to address decisions to revise or maintain elements of the curriculum (including decisions to alter the program s desired outcomes). If such decision-making has not yet occurred, please describe the plan by which it will occur. In item 4, we outlined the methods that will be used to evaluate the updated learning outcomes listed in item 2. However, in this section, we report on methods and results of assessing students written communication skill, which was conducted twice as reported in Re-Assessment of Written Communication, dated February 2, 2011 as well as the summary assessment reports on oral communication and internship supervisors evaluations. Outcome A: Table 1 shows the summary results of supervisors evaluations of student internships from Fall 2006 to Fall All MS students evaluated met or exceeded the performance criteria assessed as part of the employer internship evaluations. As shown in the table, 98.68% our students are consistently well regarded in their ability to develop a computerized solution to a real life problem by their employers. Table 1. Interns Ranked Average to Outstanding by Their Supervisors Performance Criteria % Students Meeting or Exceeding Criteria Ability to Develop a Computerized Solution to a Real Life Problem (Outcomes A and B) 98.68% Ability to Function as a Team Member (Outcome D) % Effective Oral Communication (Outcome D) 98.75% Effective Written Communication (Outcome C) 98.67% Appropriate Use of Presentation Tools (Outcome D) % Awareness of Ethical and Societal Concerns % Outcome B: The development of a computerized solution to a real life problem requires the integration of various Computer Engineering concepts, and according to Table 1, employers are very much satisfied with our students ability to develop software. Outcome C: Evaluation of Written Communication In academic year graduate program assessment cycle, 20 Master s Projects were evaluated each by two faculty members using the Written Communication Rubric, which had nine performance criteria. The initial assessment results indicated possible deficiencies in syntax, analysis of

12 7/21 results, and conclusion performance criteria. However, after careful analysis of the data, it was determined that the results obtained were not conclusive due to 1) having insufficient evaluation data for each project, and 2) lack of evaluation standards; faculty members were not trained prior their evaluation of the project reports to follow a set of common standards. Additionally, the Assessment Committee decided to add one more performance criterion as student s overall ability to communicate in a coherent manner the substance of the project. A decision was made to close the loop and repeat the assessment in the next assessment cycle, which took place in Fall of 2010 with seven Masters Projects that were completed in Spring The list of evaluators for each project was increased from 2 to 4 or 5, and a general evaluation guideline to reduce individual differences in evaluation was given to each evaluator. The projects were evaluated using 10 (9+1) performance criteria. The results of this assessment indicated that the few deficiencies that were observed in the earlier assessment cycle with insufficient number of evaluators, this time around were only limited to two projects, and based on average score of 3.0 or higher, all projects met or exceeded expectations. Those deficiencies that were present in only two project reports were discussed in a department meeting and faculty was asked to pay more attention to those criteria in the future. The two lessons from this assessment experience are 1) the need to increase the number of faculty evaluation data points without substantially increasing faculty workload, and 2) faculty ought to agree on a set of standards when evaluating students works. The list of new rubrics and the data collection and analysis methods described in Item 4 are attempts to collect more and detailed data without substantially increasing faculty workload. In contrast to the results for assessment of oral and written communications, it is worth noting that employers, as shown in Table 1, rated students much more highly than faculty when specific performance criteria were used. Outcome D: Oral Communication Table 2 presents the evaluation results of student presentations during the graduate symposium on April 19, With the exception of the Supporting Materials criterion, the percentage of students satisfying performance criteria for oral communication far exceeded the criterion of Meet. In general, our students have effective oral communications skills. However, it was recommended that more emphasis be made in CSC 209, Research Methodology, on the need to adequately document supporting materials used in projects or theses. Such documentation should be included in oral presentations. This recommendation has been implemented already in CSc 209. Table 2. Students Meeting or Exceeding Oral Communication Categories. % Students Meeting or Performance Criteria Exceeding Criteria Organization Pattern 86 % Language Choices 100 % Delivery Techniques 93 % Supporting Materials 71 % Communication of Technical Content 100 %

13 8/21 Outcome D: Internship Supervisors Evaluations 6. Has the program systematically sought data from alumni to measure the longer-term effects of accomplishment of the program s learning outcomes? If so, please describe the approach to this information-gathering and the ways in which the information will be applied to the program s curriculum. If such activity has not yet occurred, please describe the plan by which it will occur. The College of Engineering and Computer Science conducted the Educational Benchmarking Inc. (EBI) survey of the graduating MS students during academic year A total of nineteen (19) MS-CSC and MS-SE students responded; the survey did not distinguish between the two groups of students. The survey is made of 15 overall criteria, referred to as factors where each consists from 2 to 8 questions. EBI survey is primarily designed for graduating BS students; however, all the questions, except those of Factor 15, are general and could be used in part to collect indirect outcome related data from graduating MS students. Table 3 is a summary of the survey results for factors that in part relate to learning outcomes A through D. Table 3. EBI survey results related in part to learning outcomes A through D. Factor Outcome Mean Std Dev 3. Breadth of Curriculum A, D Team & Extracurricular Activities D System Design & Problem Solving A Impact of Engineering Solutions D Use of Tools and Text C, D Apply Knowledge and Identify Problems B Design Experience Built On Coursework B The remaining 7 factors do not relate to learning outcomes A through D, and include questions concerning college life experiences such as quality of classroom lectures, course related workload, quality of laboratory facilities and computing services, career services, social topics, and student body. The results from this survey indicate the mean scores, except for Factor 4, were greater than the EBI benchmark goal of 5.5. The questions on Extracurricular Activities in Factor 4 refer to student participation in student organization activities, which graduate students typically do not participate. On the other hand, response to question Value derived from team experiences (also in Factor 4) was scored with mean of 5.46 and standard deviation (std dev) of The std dev results, especially those of Factors 3, 4, and 11, indicate a wider range for how students perceived the value of their MS degree education. This could be in part due to the educational backgrounds of the students. A large number of our graduate students are international students who have earned their undergraduate computer science or related degree elsewhere. The set of new rubrics as well as data collection across the career of graduate students should provide more objective assessment information that we hope will help to better gage students preparedness for graduate education. Additionally, the survey results were compared to those of group Select 6 institutions, which included CSU Northridge, CSU LA, University of the Pacific, University of Texas-Austin, Santa Clara University, and Oregon State University. This group includes several institutions that are similar to CSUS, including

14 9/21 two CSU campuses. The combined performance of the students in MS-CSC and MS-SE programs was comparable and in some cases better than that of Select 6 group. 7. Does the program pursue learning outcomes identified by an accrediting or other professional discipline-related organization as important? Does the set of outcomes pursued by your program exceed those identified as important by your accrediting or other professional discipline-related organization? N/A 8. Finally, what additional information would you like to share with the Senate Committee on Instructional Program Priorities regarding the program s desired learning outcomes and assessment of their accomplishment? The Department would like to share the following information with the Senate Committee on Instructional Program Priorities: a. In February 2011, an external consultant and the University Program Review Team evaluated both MS-CSC and MS-SE programs. The following comments are direct quotes from their combined report: The two master s programs (Computer Science and Software Engineering) and the Certificates of Advanced Study in the Computer Science Program at the Department of Computer Sciences be approved for six years or until the next scheduled program review. The review team commends the Department for being recognized as one of the premier programs in computing in the CSU system. The review team commends the Department Chair and the Graduate Coordinator for their leadership and commitment to graduate program review and assessment. The review team commends the faculty in the Department for their hard work in the graduate program review and assessment. The review team commends the Department for developing an assessment plan that gets at the types of data that are necessary to understand what the students are learning. The review team commends the Department for carefully constructing rubrics to evaluate the learning of graduate students. The review team commends the Department for its efforts to close the loop with assessment data. The review team commends the Department for engaging in and implementing strategies to improve the analysis efforts in the assessment process. b. The Department has recently received nationally competitive grants and recognitions. In 2007 the US Department of Homeland Security and the National Security Agency designated the Department as a national Center of Academic Excellence in Information Assurance and Security Education. This national level designation recognizes the Computer Science faculty's

15 10/21 achievements in research and in curriculum development for both undergraduate and graduate programs in response to the discipline needs in information assurance and security. In September 2010, the Department received about $1.2 million funding from NSF for a Scholarship for Service Program to educate and train in the next four years 15 undergraduate and graduate students to become information assurance and security professionals mainly for Federal and State governments. This NSF grant also provides the Department with funding support for faculty development. In January 2011, the Department also received $740K funding from NSF for a three year project on game design to mentor K-12 educationally disadvantaged students in computer science and math. These two most recently received nationally competitive NSF grants again recognize the Computer Science faculty's achievements in scholarly contributions and curriculum development. In addition, other grants were also awarded for funded research projects. c. This report includes data and information from the following existing reports that are available upon request: Academic Program Review Report, Graduate Programs College of Engineering and Softwar Engineering, Oct Fall 2010 Graduate Program Assessment Program Report, Department of Softwar Engineering, January 19, Re-Assessment of Written Communication, dated February 2, Graduate Program Self Study Report, Department of Softwar Engineering, June 7, 2010.

16 11/21 Appendix A Masters Thesis/Project Rubric Fundamental and advanced knowledge (Meets Criteria) 1. Research/Project Topic: Includes some research and/or novel ideas 2. Advanced Concepts: Includes a few applications of new and contemporary advanced concepts 3. Fundamental concepts and skills: The work is a culmination of undergraduate experience and skill set and includes good levels software/hardware development 4. Integration: Includes integration of knowledge and skills from a few computer science and/or software engineering subject areas Exceeds Meets Progressing to Below Not Applicable Ability to plan and conduct research/development work (Meets Criteria) 5. Research/Project Objectives: Research/project question (or statement) is clearly articulated to reader and sufficient background is provided for reader to understand the importance of the topic. Chosen topic applies student s skill set; 6. Understanding of Literature: Demonstrates comprehensive review of peer reviewed academic literature related to student s topic; student identifies limitations of the existing literature. 7. Analysis/Presentation of Results: Student presents results in tabular and/or graphical form to facilitate reader s understanding (professional quality tables & graphs). Student clearly summarizes results; discussion of results is focused and tied to proposed research/development question; describes implications for future research. Exceeds Meets. Progressing to Below Not Applicable

17 12/21 Appendix B Term Project Rubric Fundamental and advanced knowledge 1. Knowledge: Ability to recall all the applicable facts, theories, and learned materials 2. Comprehension: Aware of the knowledge pieces (e.g., can compare, contrast, paraphrase, extend, summarize) 3. Application: Ability to apply the knowledge pieces to new ideas 4. Analysis: Ability to break down a problem into its knowledge pieces to understand its organizational structure 5. Synthesis: Ability to combine knowledge pieces into new entities 6. Evaluation: Ability to assess the performance of new entities and make performance-related decisions. Exceeds Meets Progressing to Below Not Applicable

18 13/21 Attachment C Term Paper Rubric Knowledge integration within the field 1. Background information: Able to identify relevant supporting augments for the work such as original authors motivation for the topic (e.g., how clearly motivation is identified.), relevancy to the discussion that follows, etc. Exceeds Meets Progressing to Below Not Applicable 2. Proposed solution(s): Able to articulate proposed solution(s) (e.g., how well the solutions are understandable; how well there are transitions from point to point?) 3. Use of evidence: Able to use primary source information to support every point (e.g., how well information is integrated into sentences.) 4. Analysis: Ability to analyze and identify contributions (e.g., advantages, disadvantages, and applications) 5. Logic and argumentation: Ability to use logic and argumentation to make points (e.g., how well ideas flow logically and make novel connections to other material, such as class subjects, that illuminate contributions.)

19 14/21 Table 1. Evaluation of composition and completeness Attachment D Written Communication Rubric Criteria 4 Exceeds 3 Meets 2 Progressing to 1 Below NA Score Structure. This section evaluates the formal structure of the report including the organization of sections and subsections. Reports should have a title and a table of contents showing logical sections and subsections. Structure (organization and transitions) The report is well organized, Report is organized with a and maintains a consistent reasonable flow of ideas. style. Transitions are logical Most transitions are logical and smooth. and smooth. Report is somewhat organized. Transitions are not always logical and smooth. Report is not organized. Little sense of wholeness and completeness. Poor transitions. Syntax, Sentence structure and conventions of standard English. This section evaluates the author's use of language to clearly communicate ideas. Spelling and grammar are included in the evaluation. Syntax, sentence structure and conventions of standard English Words are chosen with care in consideration of fine differences in meaning. Very few errors in syntax, spelling, and/or grammar. Sentence structure usually conveys the intended meaning. In general, there are few errors in syntax, spelling, and/or grammar. Sentence structure sometimes conveys confusing meanings, but the intent can still be discerned from the context. A number of errors in syntax, spelling, and/or grammar. Sentence structure conveys misleading meanings. Many errors in syntax, spelling, and/or grammar. Paragraph Structure. This section evaluates the author's integration of sentences into meaningful paragraphs. Please evaluate the report with respect to the following description of a well-written paragraph: The first sentence of a paragraph establishes some perspective for the remainder of the paragraph (e.g., a topic sentence or a transitional sentence). Within a paragraph, sentences are relevant to the paragraph and are in a logical order. Near the end of the paragraph, there is some statement that unifies or completes the ideas presented in that paragraph. Paragraph Paragraphs are on topic and Most paragraphs are on understandable. Stylistic topic and understandable variations show command of with some errors. Although language. there may be some loss of focus, paragraphs are reasonably written. Some paragraphs indicate good structure, but often, paragraphs do not show unifying thought and logic. Sentences within paragraphs seem to be related. Paragraphs are confusing, with unclear topic and meaning. Table 2. Presentation of technical content This is an evaluation of writing skills as used to convey technical content, not an evaluation of the perceived difficulty of the project. Consider whether the student has effectively communicated the attributes of the project. If any of the following aspects does not apply, then mark NA. Criteria 4 Exceeds Criteria 3 Meets Criteria 2 Progressing to Criteria 1 Below NA Score Problem Statement. This section evaluates the problem statement. A problem statement describes the purpose of the work (i.e., the need being addressed) as well as how the project results will accomplish that purpose. Problem Statement Objective, nature of challenges and value of the project are clearly established. Objective, nature of challenges and value of the project are adequately stated. Some significant aspects of the objective, nature of challenges and value of the project are missing. Design Requirements. This section includes specifications of functional and/or non- functional requirements. Design Requirements Specifications Specifications are complete. Appropriate design constraints have been identified. Specifications are fairly complete. Most design constraints have been identified. Some specifications are missing. Some design constraints are not identified. Significant aspects of the objective, nature of challenges and value of the project are missing. Requirements are not specified. Design constraints are not identified.

20 15/21 Development Process. In this section, students document their development process. The purpose is not to write a history of the project, but to document key development decisions and the factors that should be considered in making those decisions. It is possible that this section will recommend to the reader an improvement over the development process that was actually followed. Development Process Key development decision alternatives are well identified and/or compared. Reasoning shows a deep understanding of problem area. Key development decision alternatives are adequately identified and/or compared. Reasoning shows a good understanding of problem area. Limited key development decision alternatives are identified and/or compared. Reasoning shows a limited understanding of problem area. Key development decision alternatives are not identified and compared. Reasoning does not show an understanding of problem area. Analysis of Project Results. In this section, do not evaluate how far the student has developed the project, but evaluate whether you understand what has been accomplished in the project on the basis of data analysis and performance results. Analysis of Results All important aspects of the performance of the project are described with measured results or precise evaluative statements. The implementation of specified requirements is fully analyzed and verified. Most important aspects of the performance of the project are described with measured results or evaluative statements. The implementation of specified requirements is adequately analyzed and verified. Some aspects of the performance of the project are described with measured results or evaluative statements. The implementation of specified requirements are minimally analyzed and verified. No aspect of the performance of the project is described with measured results or evaluative statements. The implementation of specified requirements is not analyzed and verified. Conclusion. Evaluate how well the report summarizes and evaluates the major efforts involved in the project, and discusses future work. Conclusion Conclusion succinctly describes the accomplishments of the effort and relates them to the original problem. Future work is fully discussed. Conclusion clearly describes most of the accomplishments and relates them to the original problem statement. Future work is reasonably well discussed. Conclusion describes some of the accomplishments and relates them to the original problem statement. Discussion on future work is very limited. No clear summary of project. No discussion of future work.

21 16/21 Appendix E Oral Communication Rubric Exceeds Meets Progressing to Below ORGANIZATION Organizes content logically and sequentially. Main points are clearly identified and concisely presented. Transitions are logical and smooth. Introduction, body, and conclusion are clearly delineated. Provides a clear summary of project. Attracts and holds interest of audience. Speaks clearly, distinctly, and with sufficient volume. Presents material effectively with confidence and enthusiasm. Maintains eye contact throughout presentation. Appropriate use of vocabulary. Accurate use of technical terms and phrases. Consistently follows rules of standard English. Presents ideas & arguments persuasively, logically, and clearly. Techniques used are clearly stated and presented. Demonstrates a thorough knowledge of problem area. Uses appropriate visual aids that are clear, readable and aid in better understanding of the project. STYLE and DELIVERY LANGUAGE and VOCABULARY COMMUNICATION OF TECHNICAL CONTENT Answers all questions clearly and to the point..

22 17/21 Attachment F Industrial Advisory Committee (IAC) Survey B.S.* in Computer Science Program, CSUS IAC Member Name Date of Survey Completion Please rate each of the 10 characteristics listed below in terms of relative importance by giving a numerical score: 4 Essential, 3 Important, 2 Desirable, or 1 No relevant. Characteristics of successful employees 3 to 5 years after completion of B.S. degrees in Computer Science Score 1. Significant contributor in one or more of the aspects associated with the development, maintenance, and support of real world computing systems. 2. Effective and contributing member of a project team. 3. Continually engage in the pursuit of professional development opportunities and/or pursue postgraduate studies. 4. Assume a leadership role in their chosen career and profession. 5. Demonstrate competence in producing high quality written documents, and in reviewing and revising those prepared by others. 6. Demonstrate competence in developing and delivering technical and non-technical presentations of high quality to a variety of audiences. 7. Abide by the ethical standards of the profession and understand the social implications of their professional activities. 8. Able to work independently and function in an environment with incomplete information. 9. Able to take risk and think outside of the box. 10. Maintain currency in the discipline. Additional (extra) characteristics which should also be included (please also rate their relative importance.) *Same criteria hold for MS students, according to IAC members

23 18/21 Student Name: Organization: Supervisor Name: Position: Work period from: Average hours per week: Appendix G Internship Supervisor Evaluation Form CSC 195 CSC 295 to: Copy of report received? Date: Phone: The above student has requested college units for the experience gained under your supervision. We would appreciate it if you would rate the student on the following: Ability to develop a computerized solution to a real life problem using appropriate tools: Outstanding Above Average Average Below Average Weak Did Not Observe Ability to function as a team member: Outstanding Above Average Average Below Average Weak Did Not Observe Effective oral communication: Outstanding Above Average Average Below Average Weak Did Not Observe Effective written communication: Outstanding Above Average Average Below Average Weak Did Not Observe Appropriate use of presentation tools: Outstanding Above Average Average Below Average Weak Did Not Observe Awareness of ethical and societal concerns: Outstanding Above Average Average Below Average Weak Did Not Observe Additional comments (continue on back or attach a separate page if needed): Thank you for your cooperation. Signature:

24 19/21 Attachment H Mock evaluation scores for a term-project Faculty Name: JS ( #1) Student: #1 Course: CSc2xx Semester: Fall 2012 Fundamental and advanced knowledge 1. Knowledge: Ability to recall all the applicable facts, theories, and learned materials 2. Comprehension: Aware of the knowledge pieces (e.g., can compare, contrast, paraphrase, extend, summarize) 3. Application: Ability to apply the knowledge pieces to new ideas 4. Analysis: Ability to break down a problem into its knowledge pieces to understand its organizational structure 5. Synthesis: Ability to combine knowledge pieces into new entities 6. Evaluation: Ability to assess the performance of new entities and make performance-related decisions. Exceeds Expectation Meets Expectation Progressing to Expectation Below Not Applicable

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

ACADEMIC AFFAIRS GUIDELINES

ACADEMIC AFFAIRS GUIDELINES ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY

ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle

More information

I. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format.

I. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format. NEW GRADUATE PROGRAM ASSESSMENT CRITERIA POLICY NUMBER ED 8-5 REVIEW DATE SEPTEMBER 27, 2015 AUTHORITY PRIMARY CONTACT SENATE ASSOCIATE VICE-PRESIDENT, RESEARCH AND GRADUATE STUDIES POLICY The criteria

More information

Examining the Structure of a Multidisciplinary Engineering Capstone Design Program

Examining the Structure of a Multidisciplinary Engineering Capstone Design Program Paper ID #9172 Examining the Structure of a Multidisciplinary Engineering Capstone Design Program Mr. Bob Rhoads, The Ohio State University Bob Rhoads received his BS in Mechanical Engineering from The

More information

CONTRACT TENURED FACULTY

CONTRACT TENURED FACULTY APPENDIX D FORM A2 ADMINISTRATOR AND PEER EVALUATION FORM FOR CONTRACT TENURED FACULTY (The purposes of evaluation are described in Article 12 of the VCCCD Agreement) DATE OF VISIT: ARRIVAL TIME: DEPARTURE

More information

Graduate Program in Education

Graduate Program in Education SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings

More information

PREPARING FOR THE SITE VISIT IN YOUR FUTURE

PREPARING FOR THE SITE VISIT IN YOUR FUTURE PREPARING FOR THE SITE VISIT IN YOUR FUTURE ARC-PA Suzanne York SuzanneYork@arc-pa.org 2016 PAEA Education Forum Minneapolis, MN Saturday, October 15, 2016 TODAY S SESSION WILL INCLUDE: Recommendations

More information

Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS

Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

TRAITS OF GOOD WRITING

TRAITS OF GOOD WRITING TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,

More information

Program Assessment and Alignment

Program Assessment and Alignment Program Assessment and Alignment Lieutenant Colonel Daniel J. McCarthy, Assistant Professor Lieutenant Colonel Michael J. Kwinn, Jr., PhD, Associate Professor Department of Systems Engineering United States

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Queen's Clinical Investigator Program: In- Training Evaluation Form

Queen's Clinical Investigator Program: In- Training Evaluation Form Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5

More information

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits. MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses

More information

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science

M.S. in Environmental Science Graduate Program Handbook. Department of Biology, Geology, and Environmental Science M.S. in Environmental Science Graduate Program Handbook Department of Biology, Geology, and Environmental Science Welcome Welcome to the Master of Science in Environmental Science (M.S. ESC) program offered

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Higher Education / Student Affairs Internship Manual

Higher Education / Student Affairs Internship Manual ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table

More information

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data Saint Louis University Program Assessment Plan Program (Major, Minor, Core): Sociology Department: Anthropology & Sociology College/School: College of Arts & Sciences Person(s) Responsible for Implementing

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program

More information

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

CARITAS PROJECT GRADING RUBRIC

CARITAS PROJECT GRADING RUBRIC CARITAS PROJECT GRADING RUBRIC Student Name: Date: Evaluator Chair: Additional Evaluators: This rubric is designed to evaluate the whole of the Caritas Project from start to finish. This should be used

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures GUIDELINES TO GOVERN WORKLOAD ASSIGNMENTS OF FACULTY MEMBERS 2-0110 ACADEMIC AFFAIRS August 2014 INTRODUCTION 1.01 Oklahoma State University, as a comprehensive

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

EDUC-E328 Science in the Elementary Schools

EDUC-E328 Science in the Elementary Schools 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

More information

DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL

DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL DOCTOR OF PHILOSOPHY BOARD PhD PROGRAM REVIEW PROTOCOL Overview of the Doctor of Philosophy Board The Doctor of Philosophy Board (DPB) is a standing committee of the Johns Hopkins University that reports

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University

Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University Approved: July 6, 2009 Amended: July 28, 2009 Amended: October 30, 2009

More information

BENCHMARK TREND COMPARISON REPORT:

BENCHMARK TREND COMPARISON REPORT: National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST

More information

Strategic Planning for Retaining Women in Undergraduate Computing

Strategic Planning for Retaining Women in Undergraduate Computing for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic

More information

Linguistics Program Outcomes Assessment 2012

Linguistics Program Outcomes Assessment 2012 Linguistics Program Outcomes Assessment 2012 BA in Linguistics / MA in Applied Linguistics Compiled by Siri Tuttle, Program Head The mission of the UAF Linguistics Program is to promote a broader understanding

More information

HDR Presentation of Thesis Procedures pro-030 Version: 2.01

HDR Presentation of Thesis Procedures pro-030 Version: 2.01 HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:

More information

Submission of a Doctoral Thesis as a Series of Publications

Submission of a Doctoral Thesis as a Series of Publications Submission of a Doctoral Thesis as a Series of Publications In exceptional cases, and on approval by the Faculty Higher Degree Committee, a candidate for the degree of Doctor of Philosophy may submit a

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

MSc Education and Training for Development

MSc Education and Training for Development MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate

More information

Degree Qualification Profiles Intellectual Skills

Degree Qualification Profiles Intellectual Skills Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire

More information

Master Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management

Master Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management Master Program: Strategic Management Department of Strategic Management, Marketing & Tourism Innsbruck University School of Management Master s Thesis a roadmap to success Index Objectives... 1 Topics...

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Colorado State University Department of Construction Management. Assessment Results and Action Plans

Colorado State University Department of Construction Management. Assessment Results and Action Plans Colorado State University Department of Construction Management Assessment Results and Action Plans Updated: Spring 2015 Table of Contents Table of Contents... 2 List of Tables... 3 Table of Figures...

More information

GRAND CHALLENGES SCHOLARS PROGRAM

GRAND CHALLENGES SCHOLARS PROGRAM GRAND CHALLENGES SCHOLARS PROGRAM COLLEGE OF Engineering, Architecture and Technology GRAND CHALLENGES AT OKLAHOMA STATE The College of Engineering, Architecture and Technology (CEAT) Grand Challenge Scholars

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

POLICIES AND PROCEDURES

POLICIES AND PROCEDURES UNIVERSITY OF HOUSTON - CLEAR LAKE School of Education POLICIES AND PROCEDURES December 10, 2004 Version 8.3 SCHOOL OF EDUCATION POLICIES AND PROCEDURES TABLE OF CONTENTS SECTION TITLE PAGE PREAMBLE...

More information

CHEM 591 Seminar in Inorganic Chemistry

CHEM 591 Seminar in Inorganic Chemistry Washington State University MAJOR CURRICULAR CHANGE FORM - - NEW/RESTORE COURSE Please attach rationale for your request, a complete syllabus, and explain how this impacts other units in Pullman and other

More information

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review

More information

MASTER OF ARTS IN APPLIED SOCIOLOGY. Thesis Option

MASTER OF ARTS IN APPLIED SOCIOLOGY. Thesis Option MASTER OF ARTS IN APPLIED SOCIOLOGY Thesis Option As part of your degree requirements, you will need to complete either an internship or a thesis. In selecting an option, you should evaluate your career

More information

1. Answer the questions below on the Lesson Planning Response Document.

1. Answer the questions below on the Lesson Planning Response Document. Module for Lateral Entry Teachers Lesson Planning Introductory Information about Understanding by Design (UbD) (Sources: Wiggins, G. & McTighte, J. (2005). Understanding by design. Alexandria, VA: ASCD.;

More information

Guidelines for Writing an Internship Report

Guidelines for Writing an Internship Report Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

More information

SELF-STUDY QUESTIONNAIRE FOR REVIEW of the COMPUTER SCIENCE PROGRAM and the INFORMATION SYSTEMS PROGRAM

SELF-STUDY QUESTIONNAIRE FOR REVIEW of the COMPUTER SCIENCE PROGRAM and the INFORMATION SYSTEMS PROGRAM Disclaimer: This Self Study was developed to meet the goals of the CAC Session at the 2006 Summit. It should not be considered as a model or a template. ABET SELF-STUDY QUESTIONNAIRE FOR REVIEW of the

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

STUDENT ASSESSMENT AND EVALUATION POLICY

STUDENT ASSESSMENT AND EVALUATION POLICY STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0

More information

MSE 5301, Interagency Disaster Management Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives

MSE 5301, Interagency Disaster Management Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives MSE 5301, Interagency Disaster Management Course Syllabus Course Description Focuses on interagency cooperation for complex crises and domestic emergencies. Reviews the coordinating mechanisms and planning

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

Orientation Workshop on Outcome Based Accreditation. May 21st, 2016

Orientation Workshop on Outcome Based Accreditation. May 21st, 2016 Orientation Workshop on Outcome Based Accreditation May 21st, 2016 ABOUT NBA Established in the year 1994 under Section 10 (u) of AICTE Act. NBA became Autonomous in January 2010 and in April 2013 the

More information

ACCREDITATION STANDARDS

ACCREDITATION STANDARDS ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer

More information

Department of Education School of Education & Human Services Master of Education Policy Manual

Department of Education School of Education & Human Services Master of Education Policy Manual Department of Education School of Education & Human Services Master of Education Policy Manual Prepared by: Dr. Stacey Brown-Hobbs Elizabeth C. Monahan, PDS Liaison Edited by: Carolyn L. Cook, Director

More information

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final

More information

The Characteristics of Programs of Information

The Characteristics of Programs of Information ACRL stards guidelines Characteristics of programs of information literacy that illustrate best practices: A guideline by the ACRL Information Literacy Best Practices Committee Approved by the ACRL Board

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

TU-E2090 Research Assignment in Operations Management and Services

TU-E2090 Research Assignment in Operations Management and Services Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

Doctoral GUIDELINES FOR GRADUATE STUDY

Doctoral GUIDELINES FOR GRADUATE STUDY Doctoral GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF COMMUNICATION STUDIES Southern Illinois University, Carbondale Carbondale, Illinois 62901 (618) 453-2291 GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF

More information

Arkansas Tech University Secondary Education Exit Portfolio

Arkansas Tech University Secondary Education Exit Portfolio Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:

More information

Tentative School Practicum/Internship Guide Subject to Change

Tentative School Practicum/Internship Guide Subject to Change 04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School

More information

BIOH : Principles of Medical Physiology

BIOH : Principles of Medical Physiology University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 2--207 BIOH 462.0: Principles of Medical Physiology Laurie A. Minns University of Montana - Missoula, laurie.minns@umontana.edu

More information

ACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017

ACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017 ACCT 3400, BUSN 3400-H01, ECON 3400, FINN 3400 - COURSE SYLLABUS Internship for Academic Credit Fall 2017 Instructor Email Telephone Office Office Hours Sarah Haley, M.Ed. smitch47@uncc.edu 704.687.7568

More information

Chapter 9 The Beginning Teacher Support Program

Chapter 9 The Beginning Teacher Support Program Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally

More information

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved

More information

UNI University Wide Internship

UNI University Wide Internship Through UNI 290, students have obtained approval for internships in a very wide variety of areas. Internships give students an opportunity to acquire practical hands-on experience in a field or area that

More information

Guidelines for the Use of the Continuing Education Unit (CEU)

Guidelines for the Use of the Continuing Education Unit (CEU) Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized

More information

Program Report for the Preparation of Journalism Teachers

Program Report for the Preparation of Journalism Teachers Program Report for the Preparation of Journalism Teachers Section I--Context 1. Description of any state or institutional policies that may influence the application of SPA standards. The Journalism certification

More information

Handbook for Graduate Students in TESL and Applied Linguistics Programs

Handbook for Graduate Students in TESL and Applied Linguistics Programs Handbook for Graduate Students in TESL and Applied Linguistics Programs Section A Section B Section C Section D M.A. in Teaching English as a Second Language (MA-TESL) Ph.D. in Applied Linguistics (PhD

More information

Be aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description

Be aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description HDCN 6303-METHODS: GROUP COUNSELING Department of Counseling and Dispute Resolution Southern Methodist University Thursday 6pm 10:15pm Jan Term 2013-14 Be aware there will be a makeup date for missed class

More information

Writing the Personal Statement

Writing the Personal Statement Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!

More information

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in

More information

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally

More information

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in

More information

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7 Table of Contents Section Page Internship Requirements 3 4 Internship Checklist 5 Description of Proposed Internship Request Form 6 Student Agreement Form 7 Consent to Release Records Form 8 Internship

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information