Computer Science Department Assessment 2006 Report

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Computer Science Department Assessment2006 Report

• Slippery Rock University

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Information Systems

• Three Student Learning Outcomes
• Critical Thinking and Problem Solving
• Communication and Interpersonal Skills
• Professional and Ethical Responsibilities
• Three Assessment Methods
• Surveys
• Course embedded assessment
• Internship appraisals

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Information Systems Student Learning Outcomes

• I. Problem Solving and Critical Thinking. Solve
  business related problems by analyzing existing
  systems and designing and implementing the most
  feasible alternative. The student will be able
  to
• Examine and analyze alternative solutions to a
  problem.
• Make informed choices among alternative hardware
  and software configurations for the design,
  development, and implementation of an information
  system.
• Integrate programming and design principles for
  effective problem solving to address the needs of
  an organization.
• Perform critical analyses and write feasibility
  studies of system implementations.
• Evaluate the effectiveness of information systems
  design and implementation.
• II. Communication and Interpersonal Skills. Use
  written, oral, and electronic methods for
  effective communication. The student will be
  able to
• Write clear and concise user documentation.
• Summarize technical information for technical and
  non-technical personnel.
• Use oral and electronic communication
  effectively.
• Devise effective user interfaces for information
  systems.
• Work cooperatively in teams and with others.
• III. Ethical and Professional Responsibilities.
  Discern and articulate the impact of technologies
  on society. The student will be able to
• Plan for and ensure the security, integrity, and
  privacy of data and the confidentiality of the
  end user.
• Recognize the ethical, legal, and social
  implications of information processing.
• Demonstrate an understanding of the Association
  for Computing Machinery (ACM) Code of
  Professional Ethics.
• Analyze the impact that information systems have
  on the global society.
• Recognize the need for continuing professional
  development.

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Methods
Constituents
Senior
Junior
Sophomore Surveys
Students
Outcomes
Critical Thinking Problem Solving
140, 150, 343, 413
300, 343, 413, 443
Faculty
Communication Interpersonal Skills
140, 300, 423 Course Embedded
Professional Ethical Responsibilities
Internship Appraisals
Supervisor
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Analysis of Assessment Data
Surveys Course Embedded Internship Appraisals
Discussion
Constituents
Students Faculty Advisory Board
Report results
Curriculum Changes
Data Collection (3 methods)
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2005 2006 Curriculum Changes

• Modified IS allied areas to reflect external ABET
  evaluation
• Increased the breadth of the allied areas
• Removed non-accredited allied areas
• Modified CpSc 370
• Updated the 370 course by removing the teaching
  of a language and instead teaching computer
  organization
• Changed core language from C to Java
• National assessment data suggests that prior to
  Java, Alice should be used. As of Fall 2006,
  Alice will be used in CpSc 140 to decrease the
  drop-out rate Java will be taught in 150, 343
  and 374.

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Information SystemsUnresolved Observations

• Student Surveys
• IS Critical Thinking 50 very confident as Sr.
  (same as 50 in 2004)
• IS Ethical Responsibilities and Professional
  Responsibilities
• 48 very confident as Sr. (up from 45 in 2004)
• Course Embedded Assessment
• Faculty observation (circa 2003) students in
  CpSc 130 struggling
• Withdrawal rate in CpSc140 is high (Fall 2005)
• CpSc 443 assessment data for critical thinking is
  at 75
• In 2003, this course was added to the IS major to
  improve critical thinking.
• External Appraisals
• In 2004, 49 of students were considered
  exceptionally mature (judgment category), and
  47 were considered above average.
• In 2005, these numbers decreased to 45 and 30,
  respectively.
• Board of Visitors Fall 2005 meeting Board felt
  the sum total was well within acceptable limits