- 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 technologies, 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.
Process for Reviewing and Revising Student Outcomes
The purpose of the student outcomes is to prepare students to achieve the program objectives that should enable them to succeed as a graduate student or in the workforce. Thus, there is a strong link between program objectives and the student outcomes. Consequently, the process for establishing and revising objectives drives the process of establishing and revising student outcomes.
As the program objectives are reviewed and revised, the department faculty, in conjunction with the External Advisory Board (EAB), will simultaneously review and revise the student outcomes in a manner consistent with the ABET guidelines on outcomes.
Our assessment process can also initiate the establishment of new outcomes or the revision of existing outcomes. If the assessment mechanisms indicate that the program is failing to satisfy its program objectives, then, perhaps, the student outcomes are not being met, or, possibly, the outcomes are insufficient to attain the program objectives. Thus, if the student outcomes are being met but we are not satisfying our program objectives, the faculty, with the support of the EAB, will seek to revise the student outcomes to better guide improvements intended to support the attainment of our program objectives.