Department of Computer

Science and Engineering

ABET Status - Review

R. Sridhar, for ABET Committee

April 29, 2008

ABET Steps

Request an Evaluation – Jan 2008

Submit Self-Study report – Jul 1 2008
Visit – Fall 2008
Report – Early/Summer 2009
Response to report
Final decision on Accreditation
Additional visits if needed

Department of Computer Science and Engineering

Criteria

Criterion 1. Students
Criterion 2. Program Educational Objectives
Criterion 3. Program Outcomes
Criterion 4. Continuous Improvement
Criterion 5. Curriculum
Criterion 6. Faculty
Criterion 7. Facilities
Criterion 8. Support
Criterion 9. Program Criteria
Department of Computer Science and Engineering
Criterion 1. Students
The program must evaluate student performance,
advise students regarding curricular and career
matters, and monitor student’s progress to foster
their success in achieving program outcomes,
thereby enabling them as graduates to attain
program objectives.
The program must have and enforce policies for the
acceptance of transfer students and for the
validation of courses taken for credit elsewhere.
The program must also have and enforce
procedures to assure that all students meet all
program requirements.

Department of Computer Science and Engineering

Criterion 2. Program Educational Objectives

Each program for which an institution seeks

accreditation or reaccreditation must have in
place:
(a) published educational objectives that are
consistent with the mission of the institution and
these criteria
(b) a process that periodically documents and
demonstrates that the objectives are based on
the needs of the program's various constituencies
(c) an assessment and evaluation process that
periodically documents and demonstrates the
degree to which these objectives are attained.

Department of Computer Science and Engineering

Criterion 3. Program Outcomes
Engineering programs must demonstrate that their students attain the following
outcomes:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret
data
(c) an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in
a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Program outcomes are outcomes (a) through (k) plus any additional outcomes that
may be articulated by the program. Program outcomes must foster attainment of
program educational objectives.
There must be an assessment and evaluation process that periodically documents and
demonstrates the degree to which the program outcomes are attained.

Department of Computer Science and Engineering

Criterion 4. Continuous Improvement

Each program must show evidence of actions to

improve the program. These actions should be
based on available information, such as results
from Criteria 2 and 3 processes.

Department of Computer Science and Engineering

 Criterion 5. Curriculum
The curriculum requirements specify subject areas appropriate to engineering
but do not prescribe specific courses. The faculty must ensure that the
program curriculum devotes adequate attention and time to each
component, consistent with the outcomes and objectives of the program
and institution. The professional component must include:
(a) one year of a combination of college level mathematics and basic
sciences (some with experimental experience) appropriate to the
discipline
(b) one and one-half years of engineering topics, consisting of engineering
sciences and engineering design appropriate to the student's field of
study. The engineering sciences have their roots in mathematics and
basic sciences but carry knowledge further toward creative application.
These studies provide a bridge between mathematics and basic sciences
on the one hand and engineering practice on the other. Engineering
design is the process of devising a system, component, or process to
meet desired needs. It is a decision-making process (often iterative), in
which the basic sciences, mathematics, and the engineering sciences are
applied to convert resources optimally to meet these stated needs.
(c) a general education component that complements the technical content
of the curriculum and is consistent with the program and institution
objectives.
Students must be prepared for engineering practice through a curriculum
culminating in a major design experience based on the knowledge and
skills acquired in earlier course work and incorporating appropriate
engineering standards and multiple realistic constraints.
Department of Computer Science and Engineering
 Criterion 6. Faculty
The faculty must be of sufficient number and must have the
competencies to cover all of the curricular areas of the program.
There must be sufficient faculty to accommodate adequate levels
of student-faculty interaction, student advising and counseling,
university service activities, professional development, and
interactions with industrial and professional practitioners, as well
as employers of students.
The program faculty must have appropriate qualifications and must
have and demonstrate sufficient authority to ensure the proper
guidance of the program and to develop and implement
processes for the evaluation, assessment, and continuing
improvement of the program, its educational objectives and
outcomes. The overall competence of the faculty may be judged
by such factors as education, diversity of backgrounds,
engineering experience, teaching effectiveness and experience,
ability to communicate, enthusiasm for developing more effective
programs, level of scholarship, participation in professional
societies, and licensure as Professional Engineers.

Department of Computer Science and Engineering

Criterion 7. Facilities
Classrooms, laboratories, and associated equipment must be adequate
to safely accomplish the program objectives and provide an
atmosphere conducive to learning. Appropriate facilities must be
available to foster faculty-student interaction and to create a climate
that encourages professional development and professional activities.
Programs must provide opportunities for students to learn the use of
modern engineering tools. Computing and information infrastructures
must be in place to support the scholarly activities of the students and
faculty and the educational objectives of the program and institution.

Criterion 8. Support
Institutional support, financial resources, and constructive leadership
must be adequate to assure the quality and continuity of the program.
Resources must be sufficient to attract, retain, and provide for the
continued professional development of a well-qualified faculty.
Resources also must be sufficient to acquire, maintain, and operate
facilities and equipment appropriate for the program. In addition,
support personnel and institutional services must be adequate to
meet program needs.
Department of Computer Science and Engineering
 9. Program Criteria
The structure of the curriculum must provide both breadth and
depth across the range of engineering topics implied by the
title of the program.
The program must demonstrate that graduates have:
knowledge of probability and statistics, including
applications appropriate to the program name and
objectives; and 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.
Programs containing the modifier “computer” in the title must
also demonstrate that graduates have a knowledge of
discrete mathematics.

Department of Computer Science and Engineering

Computer Engineering
Program Objectives
(Developed, refined and finalized with input and feedback from
constituencies: ABET committee, Industrial Advisory Board,
Alumni, Current Students and UGAC)
In their careers, our graduates will
• work productively as Computer Engineers, including
supportive and leadership roles on multidisciplinary teams,
• communicate effectively, recognize and incorporate
societal needs and constraints in their professional
endeavors, and practice their profession with high regard to
legal and ethical responsibilities,
• engage in life-long learning, such as graduate study, to
remain current in their profession and be leaders in our
technological society.

Department of Computer Science and Engineering

 CEN Program Outcomes
a) an ability to apply knowledge of mathematics, probability & statistics, computer science,
and engineering as it applies to the fields of computer software and hardware
b) an ability to design and conduct experiments, as well as to organize, analyze, and
interpret data.
c) an ability to design and construct a hardware and software system, component, or
process to meet desired needs, within realistic constraints such as economic,
environmental, social, political, ethical, health & safety, manufacturability, and
sustainability.
d) an ability to function on multidisciplinary teams.
e) an ability to identify, formulate, and solve hardware and software problems using sound
computer engineering principles.
f) an understanding of professional, legal, and ethical issues and responsibilities as it
pertains to computer engineering.
g) an ability to effectively communicate technical information in speech, presentation, and
in writing.
h) the broad education necessary to understand the impact of computing in a global,
economic, environmental, and societal context.
i) a recognition of the need for an ability to engage in lifelong learning.
j) a knowledge of contemporary issues.
k) an ability to use the techniques, skills, and modern hardware and software tools
necessary for computer engineering practice.

Department of Computer 13
Science & Engineering
 IAB Recommended Steps
The Industrial Advisory Board recommends that computer
engineering students participate in the study of project
management methods, either as an independent course or as part
of one or more existing course curricula.
The council recommends that team-based projects should play a
notable role in the computer engineering curricula and urges the
assignment of multi-disciplinary projects, perhaps involving both
engineering and business majors.
The council recommends that the Computer Engineering
departments send a brief survey to local corporate engineering
managers asking for their opinions about the quality of CEN
graduates as entry-level engineers. These surveys would be
used on an annual basis to gauge CEN program effectiveness
with respect to those program aspects most important to industry.

Department of Computer Science and Engineering

 Steps taken from last visit
• Addressed concerns
• Developed and administered Alumni Survey to
get feedback on issues of concern
• Project Teamwork developed
• Industrial Advisory board meetings (twice a year)
• - giving input on ABET issues
• Interim report submitted July 2004
• Accreditation extended to next visit
• Computer Engineering Curriculum was revised
by 2005 and incorporated starting 2006-2007

Department of Computer Science and Engineering

Steps taken continued..

• Revised ABET committee formed Jun 2006

• Program Objectives revised
• Incorporated the objectives into three shorter
and more concise ones
• Approved by constituents, ABET committee,
Industrial Advisory Board; Students and
faculty and feedback incorporated
• Last Alumni survey was in 2004-05; next survey
finished in April

Department of Computer Science and Engineering

 Steps continued
• Assessment criteria developed using John Estell’s
4-tuple approach
Exemplary Adequate Minimal Unsatisfactory
Or
Excellent Proficient Apprentice Novice
• Assessment performed in select courses from
2006-2007 and all required courses in 2007-2008
• Feedback from 2006-2007 was given to
instructors in 2007-2008, where possible

Department of Computer Science and Engineering

Outcome matrix

Department of Computer
Science and Engineering
 Assessment through courses
CSE 115 – Intro to CS - Programming I
Fall 06 a, e, g, j, k (3) Spring 07 – a(2), e(2), j(3), k(4), g(not assessed)
CSE 116 – Intro to CS - Programming II
Fall 06 e, g, k
CSE 191 – Discrete Mathematics (both semesters)
Fall 06 a (5), g Spring 07 a(6), g(3)
CSE 250 – Data Structures Fall 07
CSE 341 – Computer Organization (both semesters)
Spring 07 – a, b, e, j, k
CSE 379 – Microprocessors Spring
Spring 07 - a, c, e, h
CSE 380 – Microprocessors Lab Spring
Spring 07 – a, b, e, g, k
CSE 321 – Real time operating system Fall 07 – pilot course
CSE 442 – Software Engineering Fall
Fall 06 c, d, f, g, h, j
CSE 453 - Embedded Software – Spring
CSE 305 – Prog Lang; CSE 421 – Operating Syst - not required in new program
Numbers in parenthesis identify the number of artifacts considered
Department of Computer Science and Engineering
Sample Outcome Assessment Matrix

Department of Computer
Science and Engineering
 Assessment-Evaluation Feedback Loops
External (taken from ABET evaluation prep docs) External
Constituencies
Constituencies Institutional Mission (Alumni/Employers)
(Alumni/Employers)

Objectives Formulation/ Objectives

Review Assessment
I
II
Program Educational Objectives
Evaluation
Objectives

Outcomes
Assessment
III Program Outcomes
Program Faculty
Outcomes
Evaluation
Program
Undergrad Educational Program IV Evaluation &
Studies Improvement
Committee

Department of Computer Science and Engineering

 Project Teamwork
Addresses outcomes

ABET (d) an ability to function on multidisciplinary teams.

ABET (f) an understanding of professional, legal, and ethical

issues and responsibilities as it pertains to computer
engineering.

ABET (g) an ability to effectively communicate technical

information in speech, presentation, and in writing.

ABET (h) the broad education necessary to understand the

impact of engineering solutions in a global, economic,
environmental, and societal context.

ABET (j) a knowledge of contemporary issues.

Department of Computer Science and Engineering

 Project Teamwork
Part 1:
All CEN, ME, EE, and Aerospace Eng Students took the DISC
booklet personality test
There were two lectures presented by the Center for Student
Leadership & Community Engagement on management,
leadership, teamwork, and interpersonal skills
Part 2:
Students were placed into teams which include at least one from
each discipline. Teams were 4-7 students.
The teams were tasked with a multi-week project:
in the Fall of 2007, teams had to design and build a homeless
shelter to strict specifications.
All teams reported to a Saturday session in which the shelters were
built and displayed.
The teams produced reports outlining design, manufacturability,
cost, and control of light and heat. The reports were graded
Department of Computer Science and Engineering
Current status of ABET preparation

All outcomes a-k appear satisfied well.

Some feedback has been given to the instructors
Changes incorporated and impacts need to be
assessed and evaluated
Alumni Survey, Senior Survey and Focus Group
meetings indicated few broad issues

Department of Computer Science and Engineering

Some feedback from students/alumni
Most observed that Current CEN program is mostly
software oriented and need more courses on
hardware, such as embedded systems, and
architecture and more hands on hardware
development; some recent changes had great
support, but need more
Need to revise Intro to CS course curriculum and
sequence
Need more C++, as most jobs need that
Generally most were very positive about the
program overall and had great support
Department of Computer Science and Engineering
 Summary
ABET committee
Carl Alphonce, Mike Buckley, Chunming Qiao, Kris
Schindler, Peter Scott and Ramalingam Sridhar
(Chair)
We thank faculty that have been involved in
preparing documentation for their courses
Demian Lessa and Jaynee Straw attended all the
meetings and minutes were kept (weekly meetings)
We seek faculty’s input and continued support of our
efforts

Department of Computer Science and Engineering

Faculty To-Do's by Friday May 9, 2008:

1. All CSE faculty: 2-page CV's.

2. CSE faculty teaching CEN required courses.
For each such course:
a. Assessment matrix
b. Sample of each assessment artifact
c. 3 samples of each graded item

Please contact Peter Scott with questions or

issues before May 9. Ram Sridhar will be back
shortly thereafter.
Outcome matrix

Department of Computer Science and Engineering