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 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, 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”

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 have been made to the curriculum goals over this past year.  The department's Curriculum Committee reviews its curriculum goals annually suggesting changes if appropriate. Suggested changes would then be reviewed and approved by the full faculty.  Even if no changes are suggested during an ABET cycle, the curriculum goals are reviewed by the full faculty in the final year of the cycle, which was done in April 2015.

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

The department employs a number of means to evaluate success in attaining the curriculum goals that involve seeking input from a range of stakeholders including students, faculty, staff, alumni, and employers and does so in a number of different ways.

The department solicits input from alumni and employers as to the continued relevance of the department's goals as well as their assessment of the capabilities of our graduates. These stakeholders interact with the department in a variety of ways such as serving as members of the Advisory Board, sponsoring senior projects, providing guest lectures, teaching courses, and interviewing and employing students.  The department solicits feedback using both formal and informal mechanisms during and after those interactions.

A student group, Computer Science Student Advisory Council (CSUAC), is charged with soliciting input from students and communicating that to the faculty by way of the Curriculum Committee.

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

  • Senior Survey – assessment of program outcomes (2014-2015)
  • Post-Graduation Surveys (given to alumni 6 months after they graduate; data from 2014 calendar year is available in this cycle)
  • Alumni Surveys – assessment of program objectives (2015)
  • Employer Survey - assessment of their experiences with the CEAS graduates they have interviewed or hired (every three years - last survey in 2014)

The results of these surveys from this reporting period along with department comments are provided later in this report.

In addition to seeking feedback from alumni and employers, student attainment of curriculum goals is verified in the context of their capstone experience in CSCI 4308/18: Software Engineering Project. This is done using a variety of assessments: homework assignments, in-class assessments, project sponsor feedback, and student interviews by the Senior Project Director.  In 2013-14 these interviews revealed two areas students felt needed improvement: one - 1) lack of course content on state-of-the-art technologies, and 2) the requirement for all seniors to complete the capstone project was not appropriate for students who have had significant software development experience.

The Faculty Course Questionnaires (FCQs) administered by the University are also used to assess individual courses.  The recently formed 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 make suggestions for improvement. The Department Executive Committee and Chair are responsible for allocating teaching, facilities, and other resources to implement changes. For instance, this year across offerings of CSCI 3308: Software Engineering Methods and Tools there was great dissatisfaction voiced on the FCQs; therefore a concern was registered with the Curriculum Committee.

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

In response to concerns expressed during senior interviews in spring 2014, the two concerns have been addressed by the department as follows: 1) Introduction of the Tech Intensive program and 2) creation of a new capstone option that allows students with significant professional experience to enroll in the course as mentors.