Computer Science offers only three service courses, all of which support COS programs. The program has no role in GE.

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1 Response ID:69; Data Instructional Program Criteria and Template Name of Person Completing this Report : Clayton Matthew Johnson Title of Person Completing this Report : Professor, Chair College or Unit : College of Science Report No. : COS 7 Programs Included : 7 Total number of service courses 3 2. Please use Tables 1-6 to prepare your write-ups for the questions in this background information section (up to 250 words in total). Like computer science programs everywhere, our Computer Science program emerged as an offshoot of Mathematics in the 1970s. At CSUEB, our joint Math and Computer Science department is anachronistic; we are currently the only combined Computer Science or Mathematics program in the entire CSU system. The disciplines have become increasingly divergent over the last fifty years, and we are currently in the process of splitting into two separate entities. Both Mathematics and Computer Science are relatively large programs. Computer Science offered roughly 140 courses in 165 sections over each of the last five years. Of these, at least two dozen courses per year were offered in hybrid/online format, six in online format, and the rest were in person. Department courses are offered in supervision, seminar and lecture format. There are lab components to the Computer Science I, Computer Science II, and Computer III course sequence. Our program has transitioned from initially serving a primarily local student population from diverse educational backgrounds to one of educating primarily foreign-born students with previous experience in mathematics, engineering and computer science. Throughout, we have continued our role in providing new technologically-oriented employees for local industry. Computer Science offers only three service courses, all of which support COS programs. The program has no role in GE. Note: the provided data does not differentiate between Math and Computer Science faculty and courses; therefore, many of the autogenerated statistics in this report (FTES/SFR, etc.) are presented for the entire department. 4. Criterion 1 I. Institutional Learning Outcomes: (70%) Provide evidence to support current and/or planned alignment for each ILO (no more than 60 words for each ILO) 1. Graduates of CSUEB will be able to think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems 2. Graduates of CSUEB will be able to communicate ideas, perspectives, and values ILO #1 is addressed by PLOs #1, #2, #3, #4, #5 and #6. Many of the Program Learning Outcomes for the Computer Science B.S. cover different aspects of this ILO -- its theoretical foundations, the structure of both hardware and software systems, and the design and practical implementation of solutions using current technology. To keep up with future developments, students are also given experience studying and analyzing research literature. ILO #2 is addressed by PLOs #2, #3, #6 and #8. Students taking Cooperative Education are required to submit a written report and deliver an oral presentation on their work experiences. Many upper division courses require students to communicate their perspective on research

2 perspectives, and values clearly and persuasively while listening openly to others 3. Graduates of CSUEB will be able to apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities 4. Graduates of CSUEB will be able to work collaboratively and respectfully as members and leaders of diverse teams and communities 5. Graduates of CSUEB will be able to act responsibly and sustainably at local, national, and global levels 6. Graduates of CSUEB will demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study. literature and form discussion groups. Several other courses require substantial written assignments, while software engineering courses require documentation and project progress reports. ILO #3 is addressed by PLOs #7 and #8. One popular elective is a course in Social Responsibility. Several network courses in Computer Science cover topics in privacy and moral responsibility in the digital age. Our undergraduate program reflects the diversity of CSUEB in terms of age, ethnicity, gender and other dimensionalities. Our B.S. program attracts a majority of students from other countries -- with an even mix of male and female students -- providing a diverse multicultural learning environment. ILO #4 is addressed by PLO #8. All upper division Computer Science courses require students to work in teams to develop and maintain computer-based systems, processes, and platforms. As our student body (and the Silicon Valley community) is so diverse, this is a vital component of our degree program. ILO #5 is addressed by PLOs #6, #7 and #8. Students take a senior-level course in Computer Ethics. Additionally, several network courses cover security issues that have been highlighted by recent events. The proper disposal of electronic devices -- and the scarcity of raw materials necessary to construct computer equipment -- are also a component of the degree program. ILO #6 is addressed by PLOs #1, #2, #3, #4, #5, #6, #7 and #8. Our graduates are enormously successful finding prominent research and industry positions in Silicon Valley, nationally, and abroad. A significant number our students choose to pursue graduate degrees. Employers are highly satisfied with our students, reporting that they are well-trained with the current skills of our discipline. II. Shared Strategic Commitments: (30%) #1. We offer many hybrid/online and online courses and are constantly developing new courses to teach emerging technologies. Existing courses have been updated in the tools they use. Students are required to put concepts into practice. #2. Our student body has increased the diversity of the campus. Our program supports students hoping to get one of the many positions that require computer technology skills. #3. Rather than teaching particular products, our courses emphasize the underlying concepts that enable students to adapt to technological advances. The relative affordability of our program improves accessibility. #8. Our courses and requirements revolve around current technology and its mathematical foundations. Our student body has a far greater proportion of women than exists in the workplace. 5. Criterion 2 I. FTES, Number of Majors, and Number of Degrees Awarded Math and Computer Science, Discipline CS Transfer the 5-year average and the quartile for total FTES from the total program table only to the table below. 5-Year Average Quartile Remedial 0 Lower Division Upper Division

3 Graduate TOTAL FTES B. Number of Majors, Options and Minors (for information only) Major Option 5-Year Average Quartile 1 Computer Science BS Computer Science BS Computer Science BS no option Computer Science BS Software Engineering Computer Science BS Networking and Data Communications Computer Science BS Computer Engineering Computer Science Minor none Software Development Minor none C. Number of Degrees Awarded (30%) Major Option 5-Year Average Quartile 1 Computer Science BS Computer Science BS Computer Science BS no option Computer Science BS Software Engineering Computer Science BS Networking and Data Communications Computer Science BS Computer Engineering Computer Science Minor none Software Development Minor none not available not available 9

4 D. Computer Science offers three service courses: CS1020, CS1080, and CS2020. CS1020 is offered quarterly; CS1080 and CS 2020 are offered once yearly. Because we draw on a largely overseas student body, enrollment is subject to a variety of issues ranging from exchange rates to current student visa approval policy. While total enrollment has somewhat declined in the last five years, factors including refined recruiting efforts from the Center for International Education have resulted in a tremendous increase in enrollments for the program starting with the Fall quarter of Externally, we note that the recent recession has significantly held back employment opportunities, but as the economy recovers, local companies have resumed their hiring of our students. The demand for this degree is primarily external and based on location and employment opportunities. Students from other countries make up the majority of our population, and they come because the university is so near to Silicon Valley. We also attract currently employed industry professionals who wish to increase their knowledge and promotion opportunities. The tech sector suffered during the last five years. However, the occupation that has produced the most jobs post-recession is computer scientist; since 2010, over 70,000 jobs have been added. Computer scientist was named the Top Career Pick by Forbes Magazine for 2013 and the Bureau of Labor Statistics expects a 30% increase in the number of computer science jobs by Employers are contacting our department regularly, and our students are getting hired quickly and finding internships easily. II. California State Jobs Projections for Each Program (35%) Programs TOTAL Jobs for each program from worksheet in Appendix 3 1 Computer Science BS 13,

5 B. Please discuss the selections you made for the total jobs in your worksheet in Appendix 3 The occupations chosen were Computer Systems Analysts; Software Developers, Applications; Software Developers, Systems Software; Network and Computer System Administrators; and Computer Support Specialists. It is worth noting that with the large number of technology-based companies in the area, knowledge and skills from our program are important to many positions that do not require a degree in our field. From customer service representative to CEO, people working at local companies typically benefit from a deeper understanding of the technology their company uses and produces. We are located near the Silicon Valley, home of the highest concentration of computer technology companies in the world. As our program grows, we anticipate a need for more course sections and more faculty to offset our many FERPERs and retirees. 6. Criterion 3 1a. List average teaching evaluation scores (average for questions 1-8 of the teaching evaluation questionnaire) for all program faculty in Fall, Winter and Spring Quarters of the academic year. On-Ground Course Evaluations Dept Mean (Q1-8). Transfer Data from Table 11 On-line Course Evaluations Dept Mean (Q1-8) Fall Winter 2013 Dept Spring 2013 Dept b. System for continuous improvement of teaching The chair performs quarterly classroom visits and evaluations for all lecturers. New faculty members are assigned a faculty mentor, and peer reviews are conducted for all junior faculty. New faculty and others that find themselves faced with challenges are referred to the Office of Faculty Development. Several faculty members have participated in Teaching Communities at CSUEB. Due to our close proximity to Silicon Valley, there are numerous opportunities to attend technical talks, workshops, and conferences in the field. Many faculty are also engaged in consultancies in local industry; this is critical for faculty are to stay current with emerging technology. 2. Teaching awards, teaching grants, and recognitions Faculty teaching grants within the last five years include: The CAPP Grant with Deer Valley High School ($80,000); the Statway Project ($75,000 from Chancellor); ChaRM: Changing Remedial Math ($70,000 from Chancellor), The California Math and Science

6 Partnership (ATEAM ~$20,000 and IMPACT, ~$20,000), and Innovations in Middle School Mathematics Education in California ($14,000 for 2011). Our faculty have been selected to serve on two Faculty Learning Communities, have led CSUEB Faculty Development, and have received several certificates of appreciate from Accessibility Services and the University Honors Program on campus. Three faculty have published widely-used textbooks within the last five years. 3. Faculty-supervised student projects In the past five years, faculty have volunteered their time to supervise over three dozen Independent Study courses on topics ranging from Machine Learning to Network Security. Within that same timeframe, faculty have co-authored 25 published research papers with students. The department has three faculty-sponsored student organizations: The Math Club, The Computer Science Club, and the IEEE Pioneers. Additionally, students participate in regional events sponsored by the ACM and AMA societies. The department also hosts the annual Putnum Mathematics competition. Our department has a dedicated student services center to assist with advising; all tenure-track faculty serve as student advisors. 4. Other evidence of quality indicators related to instruction that may not be listed elsewhere, including, for example, rigor of course syllabi and assignments, faculty diversity within the program Our department's strong reputation is evidenced by the number of faculty holding lead or advisory positions on curricular boards at other institutions such as Dominican University, San Jose State University, the University of Scovde, Carleton College, and Bechtel Community College. Faculty are similarly involved on many regional advisory boards including the Southern Alameda County Regional Educational Alliance and the Bay Area Council on Cyber Security. Faculty are 13% Asian, 80% white, and 7% nonresident alien. We are more gender diverse than the national average. With no new CS hires this decade, it has been impossible to improve our diversity profile. 1a. TT faculty contributions Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Peer reviewed journal publication, juried exhibitions, juried/reviewed and commissioned/presented creative activities and performances, book chapters, books Peer reviewed proceedings, conference presentations, abstracts, and non-refereed publications, non-juried and self-produced creative and performance activities Number of TT faculty in Table1 in supplemental

7 data package * 1b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words) In the face of budgetary constraints and high teaching loads, faculty still receive honors such as the Achievement Award for Research Contributions to Network Security from WorldCOMP As an applied science, CS is constantly evolving. This requires a constant retooling of courses to keep up with current technology. 1c. Comment on contributions in professional achievement by lecturers and FERPs (up to 50 words) Our department currently has seven FERPing faculty members (Drs. Billard, Daley, Jurca, Reiter, Simon, Smith, and Yu). We also have several contract lecturers. All have been quite active in implementing the department's new assessment plan, and have published four scholarly articles and a textbook within the past few years. 2. List significant examples for the following (up to 100 words): Grants within 5 years include: Math Achievement Academies (Chevron $2.8 million and Lesher $1.6 million, ); Robert Noyce Phase II Scholarship Program ($800,000 for ); Robert Noyce Teaching Fellowship Program ($1.5 million for ); Robert Noyce Scholarship Program ($750,000 for ); Math and Science Teaching Initiative (2007-present; $205,000 for ); and The Mathematics, Physics, and Computation of Music PEIL Project. Recent faculty consultancies include NASA Ames, Google, Lawrence Livermore National Labs, Pearson Publishing, Louisiana Immersive Technologies, the Buck Institute, and Samsung. 3. List significant professional activities (up to 100 words) In the last five years, department faculty have: -- been speakers at 23 invited talks; -- conducted 19 educational and professional workshops; -- delivered 3 keynote addresses; -- served as reviewers for 23 professional journals and conferences; -- reviewed 4 college-level textbooks; -- edited several hundred K-12 level mathematics lessons; -- conducted five immersive graphics performances with musical accompaniment -- been interviewed 6 times by local and national media -- served as Governor of the California, Nevada and Hawaii Section of the AMA -- served as co-director of CSUEB SCAA -- and served as chairs of IRB and Faculty Research. 1. Describe the relevancy of your program as it aligns with internal and external needs (up to 100 words). Specifically, emphasize evidence of the following: The program maintains an active CS Advisory Board made up of people from local community colleges and industry. We are now in the process of splitting this board into a Curricular Advisory Panel (for educational issues) and an Industry Panel (for career issues). We have added eight new courses in the last five years -- on topics ranging from Social Networking to Mobile App Development -- to stay abreast with new technologies and industry demand. Internally, many of our students are hired by the CSUEB IT Department. Employer surveys are conducted for students taking cooperative education, and are consistently positive. 2. List/describe innovations of the program curriculum (up to 100 words). Specifically emphasize the following: Within the last five years, our department has developed 8 in-person, 3 online, and 5 hybrid/online courses. All required courses are evening offerings at least once annually to accommodate working students. Sections of Business calculus sections are offered online. We provide students with access to current industry tools (such as Opnet, Visual Studio and glassfish) and mathematics software (such as Mathematica and MatLab). Faculty embrace technology-based learning practices such as the use of Blackboard discussion groups, online learning communities, E-Portfolios and wiki pages, and hold additional "virtual" office hours through Skype.

8 A certificate in network security is in development. 1. Accreditation, licensure, and external recognitions; list/describe the following (up to 100 words): The CSUEB Subject Matter Preparation Program in Mathematics and the CSUEB Subject Matter Preparation Program in Foundational Mathematics are both approved by the California State Board of Education. Students who complete these programs have established subject matter competency to teach high school or middle school mathematics. There are no licensure requirements for computer science teaching. 2. Effectiveness and sufficiency of current resources; list/describe the following (up to 100 words): IT Centralization severely impacted the Math and Computer Science department. We now have access to only two computer classrooms, and no longer have even one computer lab for students to use. Faculty require many software tools -- and dedicated and secure servers -- to properly teach computer science and perform research. Additionally, department faculty require a high level of IT support to maintain our instructional programs. Before centralization, the department had a dedicated IT person to maintain, upgrade, and install software and equipment. Centralization removed this and all departmental computer labs, introducing unacceptable delays and barriers to program quality. 3. Student advising, experiential learning, internships, co-op, service learning; list/describe the following (up to 100 words): The department has a dedicated student center to assist students with registration, advising, and other administrative issues. All tenure-track faculty serve as either a math or computer science advisor. Students have access to CompCore, a small distributed systems research lab; all students author and implement many software projects as part of the curriculum. Students are encouraged to participate in national societies such as ACM and AMA, as well the department's campus-based Math Club, CS Club, and IEEE Pioneers. Cooperative education and internships are readily available to students who wish to participate, and most of these opportunities lead to eventual employment. 4. Assessment of learning outcomes; list/describe evidence for the following (up to 150 words): In fall 2012, the department completely revised its assessment plan. Not surprisingly, we adopted a computationally-based direct assessment strategy. Each course offered by the department now has an attached assessment survey on Blackboard which students are required to complete before the end of the quarter. Each of these surveys consists of a series of ten multiple choice questions, with each question linked to one of the PLOs for the course. These surveys, once complete, will be auto-tabulated through Blackboard, generating a report by PLO for each course. When developing this strategy, we were informed that an assessment module would be in place on Blackboard by Summer 2013; however, this module is still not installed and may not contain the desired functionality. As such, the department has been hand tabulating assessment results for the last three quarters, but is currently developing its own software system to automate this process as planned. 5. Student success; list/describe the following (up to 100 words): Our students are hired by top employers in the area such as Google, Cisco, Symantec, Oracle, etc... The department maintains an active cooperative education program; evaluations from both employers and students are consistently high. Many students take on internships before graduation (with the number increasing rapidly due to local demand), which typically lead to full-time positions. Alumni surveys indicate that over 93% of graduates are in a degree-related profession. Math and Computer Science holds and annual Award Ceremony (and picnic) to recognize high-achieving students and to award ten departmental scholarships. The donors are often present to deliver the awards personally. 7. Criterion 4 A. You are given "% Difference" value over a 5 year period, comparing your program SFR data with systemwide averages for

9 your program. If your program SFR is higher than the systemwide for a given year, notice that the value is presented as a positive ("+") percentage. If it is presented as a negative percentage ("-"), your program SFR for that year is lower than the systemwide average. The resulting four values are then averaged for you. Transfer the appropriate values to the template as specified. Transfer the average change SFR for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Average Change SFR Lower Division -2% Upper Division +1% Graduate +23% B. In this section you will be provided with data in Table 16 that indicate any trend of your program SFR relative to the systemwide average for your program. This is presented as the number of times in 5 years that your program SFR has exceeded the systemwide SFR for your program. Transfer the trend for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Trend - Number of Years Program SFR exceeded Systemwide SFR Lower Division 1 Upper Division 3 Graduate 5 II. Instructional Costs per FTES (Department Total Annual Instructional Costs/FTES College Year) (25%) Department Name Average Instructional cost per FTES Average Increase in instructional cost per FTES Department Math and Computer Science % III. Narrative (up to 250 Words) (50%) Note: Math and Computer Science is a joint department, but the two disciplines are separate. The provided data does not differentiate between Math and Computer Science faculty and courses; therefore, it is difficult to interpret this data for an individual program. Enrollment suffered in all computer-related majors over the last five years nationally. However, the occupation that has produced the most jobs post-recession is "computer scientist"; since 2010, over 70,000 jobs have been added. Computer scientist was named the Top Career Pick by Forbes Magazine for 2013 and the Bureau of Labor Statistics expects a 30% increase in the number of computer science jobs by 2020.

10 We have experienced a significant upturn in enrollment in upper division courses in 2013, which is predicted to continue over the next five years, and have needed to add additional sections of upper division requirements to meet student demand. (Again, the data shows both Math and Computer Science combined, not just CS). Seven of our faculty are now in FERP status and -- looking forward -- no tenure-track faculty member is under the age of 45. We have not had a new Computer Science hire in ten years, and we will need to hire more faculty and lecturers to serve student need. Incoming faculty are particularly vital to Computer Science as there is a great need to keep the program current with emerging technologies. As our student body increases, a looming problem is the number of new courses we will be able to offer. 8. Criterion 5 I. Use of Existing Resources (Up to 125 words) All of the department's student labs and our department's dedicated technician were eliminated as a result of IT Centralization. In addition, half of the Math and Computer Science department office space was recently lost to the creation of the new College of Science Student Services Center. Math and Computer Science faculty have been housed in separate buildings for several decades. With enrollment increasing at an expected rate of 20% (and evidenced by the fact that all winter 2014 course are already full with large waitlists) we will need to expand our program. The need for additional courses, classroom space, new faculty hires, replacement positions for FERPers, up-to-date equipment, software upgrades, and IT support are all issues that will impact the program's future growth. II. Impact of Declining Resources (Up to 125 words) If faculty resources were reduced, we would not be able to offer enough sections of our courses to cover demand. It is difficult to hire lecturers as industry provides higher salaries. Students would have to wait longer to complete their degree, and we would not be able to provide computer scientists to the local economy. With available funding for participation in conferences and workshops already limited, it will be difficult for faculty to keep up in their profession. Additionally, keeping up with current technological trends and bringing them into the classroom requires time. With lab, classroom, and office space declining, it is difficult to work efficiently. We may have to rely on packaged online MOOC courses which do not offer the same educational experience. III. Impact of Augmentation (Up to 125 words) It has been 10 years since we have hired a new faculty member in Computer Science, therefore, new faculty who could serve both the Computer Science and Computer Networks programs would be most beneficial. Faculty knowledgeable in emerging technologies such as Big Data and Cloud Computing would greatly enhance the program curriculum. More resources could be used to provide assigned time for faculty to do grant work and research projects with students. Students would be better served through more course sections and a dedicated computer lab offering community and access to specialized software. Funds to market the program and its availability would help increase enrollment and recognition within the community. Students could serve the CSUEB community directly by working in labs and IT support. IV. Additional Information (Up to 250 words) At CSUEB, our joint Math and Computer Science department is anachronistic; we are currently the only combined Computer Science or Mathematics program in the entire CSU system. The disciplines have become increasingly divergent over the last fifty years, and we are currently in the process of splitting into two separate entities. The department is faced with three main challenges: 1) insufficient computer lab space and technical support: As discussed above. 2) too few tenured/tenure-track faculty: The current tenured/tenure-track faculty are all treading water trying to stay above their workload. We don't have enough faculty to teach our majors, to adequately advise and mentor our majors or to populate department, college, and university committees. Because of the high earnings potential in industry, it is difficult to recruit qualified

11 computer science lecturers. 3) scattered office space: Our faculty offices are scattered around the university and there is no central gathering space for faculty, lecturers and graduate teaching assistants. Some faculty go an entire quarter never even seeing one another. The department needs centralized office spaces in the same building as the main department office.