The curriculum goals of the unit, as currently stated in the catalog or other departmental documents, are as follows: (from the catalog)

"The mission of the B.S. Program of the Department of Computer Science of the University of Colorado at Boulder is to provide an excellent undergraduate education that provides mastery of computer science principles and practices and prepares students for careers as computer specialists as well as for graduate study in computer science. The educational objectives of the computer science BS degree are to produce students who three to five years after graduation:

  • are prepared to be valued individual contributors in a software-oriented organization, to be programmers and designers in an entrepreneurial pursuit, to lead small projects and generally begin preparation for a management career, or to succeed in rigorous postgraduate programs.
  • are able to focus their careers on pure computer science technology or to bring computer science expertise to a companion discipline.
  • are prepared, where appropriate, to specialize in a broad spectrum of computer science sub-disciplines, ranging across formal computer science (e.g., computational science, bioinformatics, and theory), cognitive science (e.g., human/machine learning, human-computer interaction, collaborative work, and human language technologies), and core computing (e.g., systems, networks and software engineering).

A list of program outcomes for computer science graduates has been developed that satisfy the requirements of ABET (the Accreditation Board for Engineering and Technology) in the Criteria for Accrediting Computing Programs for general computing programs (ABET Criterion 3) and for computer science programs in particular (ABET Criterion 9). As defined by ABET, outcomes are “statements that describe what students are expected to know and are able to do by the time of graduation.” The program outcomes of the CS B.S. degree are, that at the time of graduation, CS graduates will possess:

  • 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 shared computing design, evaluation, or implementation goals
  • an understanding of professional, ethical, legal, security and social issues and responsibilities for the computing profession
  • an ability to communicate effectively about computing topics with a range of audiences
  • an ability to analyze impacts of computing on individuals, organizations, and society
  • a recognition of the need for and ability to engage in continuing professional development
  • an ability to use current techniques, skills, and tools necessary for computing practice
  • an ability to apply mathematical foundations, algorithms 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"

During the last review period, what revisions, if any, have been made to your curriculum goals as stated in the CU course catalog? What is your schedule for such curriculum review?

No changes were made during this reporting year. The committee is reworking the curriculum review process with a goal to have a policy in place by end of 2013-14 academic year.

Summarize the means you have employed to assess your success in attaining those curriculum goals.

A number of assessment instruments are administered by the College of Engineering & Applied Science that gather data relevant to CSEN.  These assessment tools and dates applied since the previous annual assessment report are:

  • Senior Survey (data from December 2012 and May 2013 graduates) – assessment of program outcomes
  • Post-Graduation Surveys (given to alumni approximately 6 months after they graduate; data from May/Aug 2012 and December 2012 available in this cycle)
  • Alumni Surveys (data from summer 2012 surveys of 2008 graduates) – assessment of program objectives

The Faculty Course Questionnaires (FCQs) administered by the University are also used to assess individual courses.  The Department's Undergraduate Curriculum Committee, which has the responsibility for recommending curriculum changes for approval by the faculty as a whole, reviews the results of these assessments as they are available and makes suggestions for improvement. The Department Executive Committee and Chair are responsible for allocating teaching, facilities, and other resources to implement changes.

Specify what actions you have taken as a result of employing your assessment protocols.

The department is pleased with the results contained in the assessment data. There are certain negative aspects identified in the ABET data for the current year - in particular, a drop in perceived communications skills, which has traditionally been a focus of the senior project course.  During the 2011-2012 academic year, the long-term faculty member who directed this course retired, and the new instructor did not provide sufficient focus in these areas.  In response, the department hired a new permanent instructor with long term experience in teaching this type of course.  This instructor will be monitoring these data to determine if students now feel that they are receiving sufficient development of their communication skills. 

Overall, the majority of our students are satisfied with their degree and the staff advising they received while here.  The CS department relies upon their staff advisor to be the main point of advising contact with students. The overwhelming majority of our students move on to get jobs related to their CS degree and enjoy what they do and almost all of the remainder move on to graduate school. In addition, the data from our surveys indicate that we are on track for meeting our program objectives and program outcomes. We attribute this to the hard work we invested preparing for ABET accreditation and the overall quality of our degree program.

No major changes were made during this reporting year.  However, due to the expected large increase in enrollment in Computer Science courses because of the University's addition of a Bachelor of Arts in Computer Science beginning in the Fall 2013, the curriculum committee recognized the need to stabilize courses and course offerings across the curriculum. The Curriculum Committee has begun the process of formalizing a curriculum review process and instituting a department wide policy on textbook adoption and course changes for all courses in the CS core. It is expected that these studies will be completed in the 2013-14 academic year and go into effect beginning in the fall of 2014.