Document Actions
Sample Improvements
Sample Improvements
| Objective |
How Measured |
When Measured |
Improvements Identified |
Improvements Implemented |
| A: Fundamental Knowledge | Exit Interviews, Employer Surveys, and Observation of student work | 1998-2001 |
A majority of students lacked “expertise” programming in multiple languages, especially in OO principles | Switched CS1/CS2 to Java and added CSC 3400 (in C/C++) as a requirement |
| A: Fundamental Knowledge, Solving CS problems in professional practice | Exit Interviews, MFT Scores, Employer Surveys, and Observation of student work | 1998-2001 |
Irrespective of the programming languages course requirement, students lacked understanding and applying the differences between various programming paradigms for various projects in courses such as 3700 and 4700 (where they had a choice of languages) | Modified the assignments in CSC 4010 to include assignments that required the students to not only design solutions to similar problems in different languages, but also critique the applicability of these paradigms for the problems posed. |
| A: Analyzing and Solving CS Problems | Exit Interviews, Employer Surveys | 1998-2001 |
Option I students (the options have merged from Fall 2004) lacked database programming experience | Added CSC4300 as a core requirement for all students |
| A: Analyzing and Solving CS Problems | Exit Interviews / Observation of student works | 1998-2001 |
Students lacked project planning skills | Added topics on task scheduling using PERT/CPM based techniques for students to learn team coordination, and task planning and scheduling in CSC 3700 |
| B: Understanding the software lifecycle process | ||||
| B: Apply standard software engineering principles | Samples of student writings | 1998-2001 |
Help students develop better presentation skills | Student teams were required to present their solution to the entire class, often involving peer evaluation and were specifically asked to reason on social and ethical implications of their project work. |
| C: Development of written and oral communication skills | ||||
| D: Understanding of Professional and Ethical responsibility | ||||
| A: Fundamental knowledge and training for analyzing and solving CS problems in professional practice and for undertaking graduate studies | Exit Interviews, Employer Surveys, and suggestions thru the ACM chapter | 1998-2004 |
Students needed more upper division courses to “develop” application skills | Several upper division classes have been more regularly offered since Fall 2000. These include more frequent offerings of existing courses such as CSC 4240, CSC 4250 and CSC 4020, reviving interesting job-specific courses such as CSC 3550, CSC 4550, and adding new courses in the curriculum (the new CSC 3400, CSC 3750, CSC 4560) |
| A: Fundamental knowledge and training for analyzing and solving CS problems in professional practice and for undertaking graduate studies | Exit Interviews, Employer Surveys and faculty observations in project-oriented courses | 1998-2004 |
Some students were graduating by “piggy-backing” in group projects in classes such as 3700 and 4300. | Added CSC 4950 as a capstone project course where every student is not only required to individually complete a “focused” project with a faculty mentor, but also undertake and complete a comprehensive portfolio analysis, of projects done and knowledge gained. |
| A: Fundamental Knowledge for solving CS problems in Professional practice | MFT Scores, Exit Interviews, Employer Surveys, and Observation of student works | 2001-2004 |
Students still lacked the skills to “apply” different programming languages for different problems – some students took CSC 3400 (then C/C++ course) in the last year. | Revised curriculum to add CSC 2300 (C/C++) right after CSC 2020 (CS2), which will be taken during the students’ fourth semester, thereby giving them enough time to develop in-depth skills in at least 2 different languages |
| A: Fundamental Knowledge for solving CS problems in Professional practice | MFT Scores, Exit Interviews, Employer Surveys, and Observation of student works | 2001-2004 |
Students needed to understand the issues in the design and development of software for distributed applications | Revised curriculum to add CSC 3400 – a course to be taken in the 5th semester by a regular CS student. This course while providing an introduction to the necessary OS, Networks and Programming language concepts, also introduces students to distributed systems issues and programming for the web. |
| A: Fundamental Knowledge for solving CS problems in Professional practice | Interviews with students changing majors, Employer Surveys, | 2001-2004 |
Students needed better orientation into the CS program and liked to know “what” they could do with a degree in CS | Added a new course CS2001 (CS0) to the curriculum as part of the 120-hr curriculum changes for Fall 2004. The course introduces students to career choices, basic mathematics and digital logic, orientation to different CS areas including programming from an object-oriented perspective on Lego robots. |
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