Accreditation of University Computing Programs

Stephen B. Seidman President, CSAB Dean, College of Science and Engineering Texas State University San Marcos, TX, USA

Goals of Program Accreditation

Validation and verification for

academic programs

Assurance of program appropriateness

Do the content and level of the program correspond to its title (validation)?

Assurance of program quality

Is the program delivered, administered, and maintained in a manner that can ensure quality (verification)?

Who Benefits from Program Accreditation?

Students and Parents

assurance that programs are as advertised and of high quality

Universities
maintenance of program quality accredited programs attract more students

Government
assurance that programs at state-supported universities are as advertised and of high quality

Industry
assurance that graduates hired from accredited programs are prepared for productive careers

Who is Responsible for Computing Accreditation? Affiliations of professional societies

with 40 other societies representing engineering and technical disciplines

CSAB = IEEE Computer Society + ACM ABET, which has CSAB as a member, along ASIIN (Germany), which has the German
computer science society (Gesellschaft fr Informatik) as a member, along with many other societies representing engineering, mathematics, and the natural sciences

 National professional societies

British Computer Society (BCS) Australian Computer Society (ACS) Canadian Information Processing
Society (CIPS)

 Other national organizations

Acreditacin en Informtica y Computacin)

CONAIC (Mxico: Consejo Nacional de CONEAU (Argentina: Comisin Nacional

de Evaluacin y Acreditacin Universitaria); a government organization that accredits university programs in all disciplines

 Regional efforts

CACET (engineering programs in English-speaking

Caribbean nations)

International accords

Seoul Accord: mutual recognition of computing

accreditations awarded by ABET, BCS, ACS, CIPS and similar organizations in Korea, Hong Kong, Taiwan, and Japan. governing engineering and technology accreditation.

This is analogous to similar international accords

Why do University Programs Seek Accreditation?

Government mandates (Germany) Culture of a discipline (US

engineering)

Competitive advantage International recognition

 The rest of my talk will deal with

the accreditation effort with which I am most familiar: ABET computing accreditation.

How Does ABET Computing Accreditation Work?

Engineering (EAC)

ABET personnel consist of staff and volunteers The volunteers are organized into four commissions:

computer engineering, software engineering, and 33 other programs

Computing (CAC)
computer science, information systems, information technology

Technology (TAC)
32 programs

Other disciplines (applied science = ASAC)

9 programs, including health physics, safety, and surveying/geomatics

 Each commission defines and

maintains general criteria for its domain. for a number of programs within the domain.

A commission is also responsible Each program is the responsibility

of one or more ABET member societies (called lead societies).

 Societies define and maintain program-specific criteria for the programs for which they are the
lead. It is possible for more than one society to share this role.

The program-specific criteria must be approved by the relevant commission. Societies may also be cooperating societies for programs; in this case, they have input to the definition and maintenance of the criteria.

How Does This Work for Computing Programs?

Computing Accreditation Commission (CAC) The general criteria for computing programs. defines the (an affiliation of the CSAB is a member society IEEE Computer Society and ACM) of ABET.

CSAB names the members of the Computing Accreditation Commission (CAC). CSAB is the lead society for programs in computer science, information systems, and information technology CSAB therefore defines the program-specific criteria for these programs.

What About Computer Engineering and Software Engineering?

Since these two programs fall under EAC, the
general criteria are those for all engineering programs. engineering (SwE).

CSAB is the lead society for software

CSAB therefore develops and maintains the programspecific criteria for SwE. IEEE is a cooperating society for SwE, so it has input to the definition and maintenance of the SwE criteria. The SwE criteria are subject to EAC approval.

 IEEE is the lead society for computer

engineering (CpE).

Note that in the US, computer

engineering (CpE) refers to a program that combines hardware and software. Different CpE programs have different expectations for the hardware/software mix. For more information, see the ACM/IEEE-CS curricular recommendations for CpE.

The CpE program-specific criteria

are therefore the sole responsibility of IEEE (and EAC).

What About Systems Engineering?

Currently, the co-lead societies for systems engineering (SysE) are

International Council on Systems Engineering (INCOSE) IEEE American Society of Mechanical Engineers (ASME) Institute of Industrial Engineers (IIE) International Society of Automation (ISA) Society of Automotive Engineers (SAE)

CSAB has recently requested to be named as a co-lead society. Program-specific criteria for SysE have not yet been defined. SysE programs therefore currently are subject only to the general engineering criteria.

What are the ABET Criteria for Computing Programs? General criteria -- for all computing
programs

Criterion 1(students)
Students must have

a reasonable time to program completion the opportunity to interact with their instructors access to academic and career advising

The program requirements must be enforced.

Criterion 2 (program educational objectives)

The program has objectives for what graduates will be doing 3-5 years after graduation.

 Criterion 3 (student outcomes)

The program enables students to achieve, by graduation

an ability to apply knowledge of computing and mathematics appropriate to the discipline an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs an ability to function effectively on teams to accomplish a common goal an understanding of professional, ethical, legal, security and social issues and responsibilities an ability to communicate effectively with a range of audiences an ability to analyze the local and global impact of computing on individuals, organizations, and society recognition of the need for and an ability to engage in continuing professional development an ability to use current techniques,skills,and tools necessary for computing practice

 Criterion 4 (continuous improvement)

Use of a documented process incorporating relevant data to regularly assess program educational objectives and program outcomes, and to evaluate the extent to which they are being met. The results of the evaluations are documented and used to effect continuous improvement of the program through a documented plan.

 Criterion 5 (curriculum)

The programs requirements are consistent with its educational objectives. They are designed in such a way that each of the program outcomes can be achieved. The curriculum combines technical and professional requirements with general education requirements and electives to prepare students for a professional career and further study in the computing discipline associated with the program, and for functioning in modern society. The technical and professional requirements include at least one year of up-to-date coverage of fundamental and advanced topics in the computing discipline associated with the program. The program includes mathematics appropriate to the discipline beyond the pre-calculus level. For each course in the major required of all students, its content, expected performance criteria, and place in the overall program of study are published.

 Criterion 6 (faculty)

The faculty assigned to the program

have appropriate authority for the creation, delivery, evaluation, and modification of the program have responsibility for the consistency and quality of its courses are current and active in the associated computing discipline

Each faculty member has

educational background or expertise consistent with their expected contributions to the program a level of competence that normally would be obtained through graduate work in the discipline, relevant experience, or relevant scholarship

Collectively, the faculty members have the technical breadth and depth necessary to support the program. There are enough full-time faculty members

to provide continuity, oversight, and stability to cover the curriculum reasonably to allow an appropriate mix of teaching, professional development, scholarly activities, and service for each faculty member.

 Criterion 7 (facilities)

Facilities (library, internet, networks, classrooms, offices) are adequate to support the educational objectives and outcomes of the program. Computing resources are available, accessible, systematically maintained and upgraded, and otherwise adequately supported to enable students to achieve the programs outcomes and to support faculty teaching needs and scholarly activities. Students and faculty members receive appropriate guidance regarding the computing resources and laboratories available to the program.

 Criterion 8 (support)

The institutions support for the program and the financial resources available to the program are sufficient to

attract and retain qualified faculty members administer the program effectively acquire and maintain computing resources and laboratories provide an environment in which the program can achieve its educational objectives and outcomes.

Support and resources are sufficient to provide assurance that the program will retain its strength throughout the period of accreditation.

Criterion 9 (program-specific criteria)

additions to Criteria 1-8 that apply to specific program types

Examples of Program-specific Computing Criteria

Computer Science

Criterion 3 (program outcomes)

an ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices an ability to apply design and development principles in the construction of software systems of varying complexity

 Criterion 5 (curriculum)

the curriculum must include

coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture an exposure to a variety of programming languages and systems proficiency in at least one higher-level language advanced course work that builds on the fundamental course work to provide depth one year of science and mathematics, including at least one half year of mathematics that must include discrete mathematics

 Information Systems

Criterion 3 (program outcomes)

an understanding of processes that support the delivery and management of information systems within a specific application environment

Criterion 5 (curriculum)

coverage of the fundamentals of a modern programming language, data management, networking and data communications, systems analysis and design, and the role of Information Systems in organizations one-half year of coursework that includes varied topics that provide background in an environment in which the information systems will be applied professionally

 Information Technology

Criterion 3 (program outcomes)

an ability to use and apply current technical concepts and practices in the core information technologies an ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems an ability to effectively integrate IT-based solutions into the user environment an understanding of best practices and standards and their application an ability to assist in the creation of an effective project plan.

 Criterion 5 (curriculum)

Coverage of the fundamentals of

the core information technologies of human computer interaction, information management, programming, networking, web systems and technologies information assurance and security system administration and maintenance system integration and architecture

 These programs fall under the jurisdiction of

ABETs Engineering Accreditation Commission (EAC).

What about Computer, Software, and Systems Engineering?

They are subject to criteria applicable to all

engineering programs; these criteria are similar to the computing criteria, but emphasize the role of engineering design and require a capstone experience. for each program.

Specific curricular requirements are added

 Computer engineering curricula are required to

demonstrate that graduates have

knowledge of probability and statistics, including applications appropriate to the program name and objectives knowledge of mathematics through differential and integral calculus basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components, as appropriate to program objectives.

 Software engineering curricula are required to

demonstrate that graduates have

the ability to analyze, design, verify, validate, implement, apply, and maintain software systems the ability to appropriately apply discrete mathematics, probability and statistics, and relevant topics in computer science and supporting disciplines to complex software systems the ability to work in one or more significant application domains the ability to manage the development of software systems.

 There are (as yet) no specific

requirements for systems engineering curricula.

 The program creates a self-study document showing Appendices to this document contain more detailed
information, including

How Does a Program Prepare for an Accreditation Visit?

that the program meets all requirements listed in the program criteria.

a description of the operation of the programs continuous improvement process descriptions of all courses in the program information on all faculty members involved with the program information about the institution and the support provided to the program

The Visit
After submitting a self-study, the institution offering the program is visited.
organized by the appropriate ABET The on-site visit isor EAC); joint or simultaneous visits commission (CAC are possible. visit team consists of a A commission (CAC or EAC)per program. team chair and one visitor three members; An ABET team must have at least at an institution, if only one program is being visited the team will consist of a team chair and two visitors.

 The team chair (TC) is appointed

by the appropriate commission (EAC or CAC). member or former member. by CSAB.

The team chair is a commission The visitors (PEVs) are appointed

Who are the Visitors?

in the discipline with PEVs are professionalsor industry experience. substantial academic professionals ABET welcomes applications fromapplication can be interested in becoming PEVs; the found at www.abet.org.

Applications from outside the US are welcomed. performance is evaluated after the visit by the PEV the institution. Experienced PEVs who perform TC and
well on their visits are eventually appointed to a commission and then become TCs.

 The purposes of the on-site visit are

that cannot be to assess factorsself-study reportadequately described in the

to examine all program aspects to judge compliance with criteria and policies to clarify any questions raised by the selfstudy

 The visitors meet with

faculty staff students representatives of academic support

services

student advising IT support library

program and university administrators

 The visitors examine

course textbooks and other material student work and its evaluation evidence that the program educational objectives
are based on the needs of the stated program constituencies

evidence of the assessment, evaluation, and

attainment of the program educational objectives and program outcomes

evidence of actions taken to improve the program the adequacy of student support services the process for certifying completion of the
program

After the Visit

The team chair compiles a preliminary report (the draft statement) on the programs fulfillment of each of the program criteria. If shortcomings are identified, they are classified as

deficiency: the program is not in compliance with the criterion, policy, or procedure weakness: a program lacks the strength of compliance with a criterion, policy, or procedure to ensure that the quality of the program will not be compromised concern: a program currently satisfies a criterion, policy, or procedure, but the potential exists for the situation to change such that this may not hold

 The program has ample opportunity to respond to the draft statement and remove any shortcomings.

If no shortcomings are found after completion of this process, the program will be accredited for a period of six years. If there are deficiencies, the program is not accreditable.

If there are deficiencies in a program that is currently accredited, the program will be asked to demonstrate (show cause) that the accreditation should not be removed.

If there are weaknesses (but no deficiencies), the program will be accredited but will be required to submit a focused report in two years. In a few cases, a focused visit will be required. If there are concerns (but no weaknesses or deficiencies), the program will be accredited; the next visit will be informed of the concerns found at the last visit.

 Its clear that pursuing ABET Its also expensive. What are the benefits to the
program and university?

accreditation is a major investment of time and effort.

Benefits of ABET Accreditation

External benefits

Recognition that a program meets a ABET accreditation can be used to

widely accepted international standard for quality computing programs. distinguish a program from others in the same university or other universities in the region or country.

 Internal benefits

Preparing an ABET self-study allows a

program to take a close look at itself:
What does the program want to do, and why? Is the program doing what it claims to do?

How do you know?

If not, what changes should be made to the program? Do you have a process to continuously examine program quality and work toward its improvement? Does the program correspond to the needs of its students and their future employers?

 This is what every academic

program should be asking about itself. structure and processes for asking and answering these questions.

ABET accreditation provides a