Computer Science and Software Engineering Accreditation

Both the Computer Science and Software Engineering degree programs are accredited by ABET -- the Accreditation Board for Engineering and Technology. ABET is widely recognized as the official accreditation organization for engineering degrees. This web page has documentation in support of our ongoing commitment to a strong accreditation process, that meets ABET's standards.

ABET Objectives and Outcomes

As part of the ABET accreditation process, the department has developed Program Educational Objectives (PEOs) and Student Outcomes (SOs). The PEOs are high-level objectives the department has for its graduates. The SOs are a more detailed enumeration of the outcomes students are expected to achieve, including the specific skills students will acquire in achieving these outcomes.

CSC PEOs

The computer science program has four broad program educational objectives (PEOs) that graduates are expected to attain within five years of graduation:

1. Technical Competence. Graduates have applied current technical knowledge and skills to develop effective computer solutions, using state-of-the art technologies.

2. Interpersonal Skills. Graduates have communicated effectively and worked collaboratively in a team environment.

3. Professional Awareness. Graduates have maintained a positive and ethical attitude concerning the computing profession and its impact on individuals, organizations and society.

4. Intellectual Growth. Graduates have continued to grow intellectually and professionally in their chosen field, including successful pursuit of graduate study if such study was a desired goal.

SE PEOs

The Software Engineering program has four broad program educational objectives (PEOs) that graduates are expected to attain within five years of graduation:

1. Technical Competence. Graduates have applied the software engineering body of knowledge and other technical skills to specify, design, and implement complex software systems, doing so with state-of-the art technologies.

2. Interpersonal Skills. Graduates have communicated effectively and worked collaboratively in a multi- disciplinary team environment.

3. Professional Awareness. Graduates have maintained a positive and ethical attitude concerning the computing profession and its impact on individuals, organizations and society.

4. Intellectual Growth. Graduates have continued to grow intellectually and professionally in their chosen field, including successful pursuit of graduate study if such study was a desired goal.

CSC ABET Outcomes (a-k) and Associated Measurable Skills (i, ii, ...)

(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline

1. analyze the complexity of software algorithms

2. identify advantages/disadvantages of alternate software designs

(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution

1. design appropriate test suites for software verification

2. conduct science laboratory experiments: collect and analyze data

(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs

1. design a computer-based system, process, component, or program

2. implement a computer-based system, process, component, or program

3. evaluate a computer-based system, process, component, or program

(d) An ability to function effectively on teams to accomplish a common goal

1. participate and complete a team project with a common goal

2. practice effective teamwork procedures (e.g., version control in team projects)

(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities

1. identify and discuss software system security issues

2. understand and apply the IEEE/ACM Software Engineering code of ethics

3. identify and discuss ethical issues in a software project

(f) An ability to communicate effectively with a range of audiences

1. demonstrate the ability to present a technical trade-off to a non-technical audience

2. demonstrate the ability to communicate effectively in writing

(g) An ability to analyze the local and global impact of computing on individuals, organizations and society

1. identify and discuss public policy issues related to [computing]

2. identify any recent new event that could influence [computing] careers or jobs.

(h) Recognition of the need for, and an ability to engage in, continuing professional development

1. learn new techniques, tools, and devices outside the classroom

2. find appropriate technical resources

3. identify specific practices required for additional learning

(i) An ability to use current techniques, skills, and tools necessary for computing practice

1. elicit requirements for a new or ill-defined software product

2. implement a software module given its interface definition

3. design a software system/product given its requirements

(j) 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

1. be able to document or present design choices, including algorithms and data structures to meet quality requirements (performance, security, maintainability)

2. apply appropriate mathematical techniques to the development of computer-based systems

(k) An ability to apply design and development principles in the construction of software systems of varying complexity

1. implement a software module using a modern programming language

2. decompose a complex problem into manageable/simpler subproblems

SE ABET Outcomes (a-k) and Associated Measurable Skills (i, ii, ...)

(a) An ability to apply knowledge of mathematics, science, and engineering

1. analyze the complexity of software algorithms.

2. identify advantages/disadvantages of alternate software designs.

(b) An ability to design and conduct experiments, as well as to analyze and interpret data

1. design and implement prototype programs to verify external interfaces

2. design appropriate test suites for software verification Same as CSC b.i, 309

3. evaluate the performance of an algorithm/software component/program Same as CSC b.ii

(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

1. design a computer-based system, process, component or program

2. estimate the costs to design and construct a software product

3. identify state and federal laws related to software systems and products

(d) An ability to function on multi-disciplinary teams

1. participate and complete a team project with a common goal

2. practice effective teamwork procedures (e.g., version control in team projects)

3. identify and discuss factors that lead to effective teams

(e) An ability to identify, formulate, and solve engineering problems

1. design a graphical user interface storyboard using engineering principles

2. implement a software module using a modern programming language

3. decompose a complex problem into manageable/simpler subproblems

(f) An understanding of professional and ethical responsibility

1. understand and discuss intellectual property issues on a software project

2. understand and apply the IEEE/ACM Software Engineering Code of Ethics

3. identify and discuss ethical issues in a software project

(g) An ability to communicate effectively

1. demonstrate the ability to present a technical trade-off to a non-technical audience

2. demonstrate the ability to communicate effectively in writing

(h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

1. identify and discuss public policy issues related to computing

2. list some environmental issues related to software products and projects

(i) A recognition of the need for, and an ability to engage in life- long learning

1. learn new techniques, tools and devices outside the classroom

2. find appropriate technical resources

3. identify specific practices required for additional learning

(j) A knowledge of contemporary issues

1. identify and discuss software system security issues

2. identify any recent new event that could influence computing careers or jobs

(k) An ability to use techniques, skills, and modern engineering tools necessary for engineering practice

1. elicit requirements for a new or ill-defined software product

2. implement a software module given its interface definition

3. design a software system/product given its requirements

Starting in 2005-06, the department designated faculty member(s) as accreditation coordinator(s), some with release time as compensation. In recognition of the importance of integrating accreditation with the curriculum, the CS accreditation coordinator serves on the department's Curriculum Committee. Here is the history of these designations:

Year	CS coordinator	SE coordinator	CPE coordinator
2008-09	Phil Nico	Clark Turner	Hugh Smith
2009-10	Phil Nico	Clark Turner	Hugh Smith
2010-11	Phil Nico	Clark Turner	Hugh Smith
2011-12	Gene Fisher	Clark Turner	Hugh Smith
2012-13	Tim Kearns	Clark Turner	Hugh Smith
2013-14	Tim Kearns	Gene Fisher	John Oliver
2014-15	Tim Kearns and Phil Nico	Clark Turner and Gene Fisher	John Oliver

The coordinators meet regularly to discuss ABET-related issues. In addition, at the college level there are regular meetings of ABET coordinators representing the various engineering programs. Documentation of department meetings is provided below. Documentation of the college-wide ABET meetings is available upon request from the college ABET coordinator.

The flow of the assessment process used by the department is depicted in the following diagram. This process applies to all three degree programs offered by the department.

The comprehensive plan for assessment the department follows is outlined in the following tables for the years following the most recent accreditation visit. As shown in the first table, the timing for collecting data varies for the different types of data. In addition to the activities listed in the tables, the department meets at least once every two years as part of its Fall retreat to discuss its strategic initiatives and the results of our data collection and analysis efforts.

	2014- 2015	2015- 2016	2016- 2017	2017- 2018	2018- 2019	2019- 2020
Senior survey	X	X	X	X	X	X
Employer Survey			X			X
Alumni survey		X		X		X
IAC discussions	X	X	X	X	X	X
Faculty curriculum review	X	X	X	X	X	X
Meeting with students	X	X	X	X	X	X
Senior project archival			X	X	X	X
Direct measures					X	X
ABET Visit	X

The following table describes the assessment instruments that the program has employed.

Instrument (Constituencies)	Frequency of timing	What Data are collected	How data are collected and location of evidence	How assessment results are used and by whom
Graduating senior survey (Students)	Each spring	Responses to questions related to the program objectives.	Survey.	Discussed at department meetings and considered in curriculum changes.
Employer survey (Employers)	Every three years	Responses to questions related to the program objectives.	Cal Poly's Career Services administers the survey and provides a summary of the responses.	The outcomes are discussed at department meetings and taken into consideration in curriculum changes.
Alumni survey (Alumni)	Every three years	Responses to questions related to the program objectives.	Conducted by the office of the Dean of the College of Engineering.	The outcomes are discussed at department meetings and taken into consideration in curriculum changes.
Industrial Advisors (IAB) Board discussions (Employers, Alumni)	Fall and spring meetings	Review of department mission, Program Educational Objectives and Student Outcomes; review of assessment outcomes every 2-3 years; evaluation of student projects every year at Spring meeting.	Verbal and written comments are given by the IAB and summarized in the meeting minutes	The recorded comments are discussed at department meetings and taken into consideration in curriculum changes.
Faculty discussions (Faculty)	Retreat every other fall; Curriculum Committee, assessment committee and department meetings.	Comments from faculty participants. Votes on any actions taken.	Verbal comments are collected by the ABET coordinator.	The recorded comments are discussed at department meetings and taken into consideration in curriculum changes.
Meeting with students (Students)	Once a year or more	Comments from student participants.	Verbal comments are collected by the chair.	The recorded comments are shared with the faculty and taken into consideration in curriculum changes.
Senior project archival	Ongoing	Work performed by student for senior project, including documentation and code files.	Upon completion of project, a student submits the project to the Cal Poly Digital Commons, maintained by the university library.	Projects are reviewed by the faculty advisor and a sample of projects are reviewed by our industry advisors
Direct measure: Course materials	Ongoing	Tabulation of graded student works designed to measure program outcomes and changes.	Graded test questions, assignments, and senior projects.	The outcomes are discussed at department meetings and taken into consideration in initiating curriculum changes and in assessing impact of changes.

The department engages in a variety of activities that relate to the ABET process. The Computer Science and Software Engineering curriculum committees regularly discuss matters related to ABET. After deliberation in those bodies, further discussion may take place in full faculty meetings, and in some instances with the department's industrial advisory board (IAB). As noted above, the department and college ABET coordinators also meet as necessary to discuss ABET activities, depending on the phase of the ABET process the department is in.

Referenced below are meeting minutes from different department bodies. Where appropriate, these minutes are ABET-pertinent excerpts of the complete meeting minutes. In particular, for meetings of the curriculum committees, full faculty, and IAB, only the subset of the minutes relevant to ABET matters is included here. If any supporting documentation was distributed to the meeting attendees, that information is also included here, with an indication of which meeting it pertains to.

CSC Curriculum Committee

Meeting Minutes

Other Supporting Documentation

SE Curriculum Committee

Meeting Minutes

Other Supporting Documentation

Full Department Faculty

Meeting Minutes

Other Supporting Documentation

Industrial Advisory Board

Meeting Minutes

Other Supporting Documentation

ABET Coordinators

Meeting Minutes

Other Supporting Documentation