ABET Computing Accreditation Commission. SELF-STUDY QUESTIONAIR FOR REVIEW of the COMPUTER SCIENCE PROGRAM. submitted by

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1 ABET Computing Accreditation Commission SELF-STUDY QUESTIONAIR FOR REVIEW of the COMPUTER SCIENCE PROGRAM submitted by McNeese State University Institution to the Computing Accreditation Commission Primary contact: William Albrecht Telephone number: (337) Fax number: (337) COMPUTING ACCREDITATION COMMISSION ABET, Inc. 111 Market Place, Suite 1050 Baltimore, MD Phone: Fax: Website: 1

2 Table of Contents Background Information...4 Contact Information...4 Program History...4 Options...6 Organizational Structure...7 Program Delivery Modes...8 Program Locations...8 Previous Evaluation...8 Joint Accreditation...9 Criterion 1- Students...10 Student Admissions...10 Evaluating Student Performance...10 Transfer Students and Transfer Courses...10 Advising and Career Guidance...11 Work in Lieu of Courses...11 Graduation Requirements...11 Transcripts of Recent Graduates...11 Criterion 2 Program Educational Objectives...12 Mission Statement...12 Program Educational Objectives...12 Program Educational Objectives and Mission of Institution...12 Program Constituencies...13 Process for Revision of Program Educational Objectives...13 Criterion 3 Student Outcomes...14 List of Student Outcomes...14 Relationship to Program Educational Objectives...14 Process for Establishment and Revision of Student Outcomes...14 Enabled Student Characteristics...15 Criterion 4 Continuous Improvement...16 Program Educational Objectives (Table of Objectives)...16 Student Outcomes...22 Continuous Improvement...31 Additional Information (statement of availability)...33 Criterion 5 - Curriculum...34 Program Curriculum...34 Plan of Study for students (Table 5.1)...35 Alignment with Educational Objectives...41 Prerequisite Charts...42 Curriculum and Computer Science Standards (chart)...44 Curriculum and Mathematics Standards (chart)...45 Curriculum and Science Standards (chart)...46 Capstone Course...46 Coop...47 Course Syllabi Statement

3 Criterion 6 Faculty...48 Faculty Qualifications...48 Summary Chart of Faculty Qualifications (Table 6-1)...49 Faculty Workload...50 Faculty Workload Summary (Table 6-2)...51 Faculty Size...54 Professional Development...55 Authority and Responsibility of Faculty...55 Criterion 7 Facilities...56 Offices, Classrooms and Laboratories...56 Computing Resources...56 Guidance...57 Maintenance and Upgrading of Facilities...57 Library Services...58 Overall Comments on Facilities...60 Criterion 8 Institutional Support...61 Leadership...61 Program Budget and Financial Support...61 Staffing...62 Faculty Hiring and Retention...63 Support of Faculty Professional Development...63 Program Criteria...64 Appendix A Course Syllabi...65 Computer Science Syllabi...66 Mathematics Syllabi Science Syllabi Misc. Supporting Syllabi Appendix B Faculty Vitae Appendix C Major Equipment Appendix D Institutional Summary Institution Type of Control Educational Unit Academic Support Units Non-academic Support Units Credit Unit Table D-1 Program Enrollment and Degree Data Table D-2 Personal Appendix E University Admission Appendix F University Organizational Chart Appendix G Degree Plans Signature Attesting to Compliance

4 Self-Study Report for the Computer Science program, McNeese State University June 20, 2012 BACKGROUND INFORMATION A. Contact Information William Albrecht McNeese State University MSU BOX Lake Charles, Louisiana Voice: (337) Fax: (337) B. Program History Prior to 1981 The Department of Mathematics offered a Baccalaureate of Science degree in Mathematics with a concentration in Computing Science. For the first time, in 1982, the department offered a Baccalaureate of Science degree in Computer Science which was heavily based in mathematics with requirement of four computing science classes and a computing science senior-seminar. The Baccalaureate of Science degree was renamed Computer and Information Sciences in 1986 and started to replace some of the upper level mathematics requirements with courses which were quickly defining the field of computing science. By the academic year, the degree had grown from its original 121 credit hours to 136 credit hours and was clearly identifiable as a stand-alone Computer Science degree program and renamed B.S. in Computer Science. During the academic year the department began offering a year-long sequence in Software Engineering. In 1999 the degree program was met with a state initiative requiring all universities to reduce degree programs to a standard 121 credit hour curriculum. The first academic cycle in which field specific accreditation was earned was just prior to the academic year. The department earned its accreditation from the Computer Science Accreditation Commission (CSAC) of the Computing Sciences Accreditation Board (CSAB). As a result of the Integration of CSAB into ABET as the fourth commission of ABET the catalog listed the ABET affiliation for the first time noting the program being accredited by the Computing Accreditation Commission (CAC) of ABET. 4

5 The Computer Science Program at McNeese had its last regular ABET on-site visit during the accreditation cycle. The Final statement dated August 13, 2007 from ABET identified a weakness and five concerns in the Computer Science Program at McNeese State University. The weaknesses and concerns are listed below along with a brief description of the actions taken. The 2007 Final Statement has identified a weakness with respect to: A. Objectives and Assessments (I-3) Data relative to the objectives must be routinely collected and documented, and used in program assessment. (I-4) The extent to which each program objective is being met must be periodically assessed. The 2007 Final Statement also identified the following concerns in the Computer Science Program at McNeese: B. Objectives and Assessments (I-1) The program must have documented, measurable objectives. C. Faculty (III-1) There must be enough full-time faculty members with primary commitment to the program to provide continuity and stability. (III-5) All faculty members must remain current in the discipline. D. Curriculum (IV-8) Students must be exposed to a variety of programming languages and systems and must become proficient in at least one higher-level language. (IV-15) The oral communications skills of the student must be developed and applied in the program. (IV-16) The written communication skills of the student must be developed and applied in the program. F. Institutional Support and Financial Resources (VI-1) Support for faculty must be sufficient to enable the program to attract and retain high-quality faculty capable of supporting the program s objectives. The identified weakness and the five concerns were addressed and reported to ABET (CAC) in an interim report dated June A second Interim report was submitted June 2010 resulted in one remaining concern, which will be discussed in section G of Program Background Information. Major Program changes since the ABET visit include: a) Clearly defined Program Outcome and Objectives and identifying how and when they will be measured have been put in place. b) The department hired 3 Ph.D. faculty Note: One Ph.D. Faculty member retired at the end of the academic year. 5

6 c) An emphasis has been placed on faculty scholarly activities such as attending meetings, giving presentations, writing papers and grant writing. d) The Computer Science degree has added an Applied Concentration to the already existing General Concentration. e) The program requires a Full Year of exposure to either the C programming language (General Concentration) or Visual Basic (Applied Concentration). Both Concentrations require a full year of exposure to JAVA and a semester exposure to SQL and PHP. f) Additional emphasis has been put on written and oral assignments throughout the computer science curriculum in addition to the general distribution curriculum. g) Microcontroller interaction, programming, and application are currently being phased into the curriculum using equipment obtained through a grant written by the CS faculty. h) A required course in programming languages has been replaced by a required course in Web Programming. i) Elimination of the requirement for the General Concentration to take Differential equations in order to meet a mandated 120 credit hour degree requirement imposed by the state Board of Regents. C. Options The department has two concentrations leading to the Baccalaureate of Science in Computer Science. The two concentrations are the Applied Concentration (new as of ) and the General Concentration (the renaming of the original curriculum for the CS degree). A Minor in Computer Science is also offered by the department as well as a Computer Information Technology Associate of Science degree which will be transferred to Sowela Technical and Community College within the next year. 6

7 D. Organizational Structure (as it applies to the program) NOTE: A Comprehensive Organizational chart for the University can be found in appendix F. PRESIDENT Philip Williams PROVOST / ACADEMIC VP Jeanne Daboval DEAN COLLEGE OF SCIENCE George Mead DEPARTMENT HEAD Mathematics, Computer Science and Statistics Sid Bradley COMPUTER SCIENCE FACULTY William Albrecht Coordinator Paul Bender Assistant Professor Kay Kussmann - Assistant Professor Vipin Menon Assistant Professor Organizational Chart as it Applies to Computer Science 7

8 E. Program Delivery Modes All classes taught within the Computer Science requirements, Mathematics requirements, with the exception of CSCI 399 Coop/Internship in Professional Practice, are taught using traditional Lecture/Lab delivery mode. Classes are offered during the day and evening. Supporting courses in the Sciences and General Education are taught either as traditional Lecture/Lab courses or as web based courses. F. Program Locations All portions of the program are taught on the main campus of McNeese State University in Lake Charles, Louisiana, with the exception of the Coop/Internship in Professional Practice course with location determined by the hosting institution. G. Deficiencies, Weakness or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them In this section this report will address any Deficiencies, Weaknesses or Concern Items from the most recent ABET Final Statement dated August 1, The Final Statement addressed the Interim ABET Self-Study report. The single item identified in the ABET Final Statement was a Program Concern. The Program Concern resulted from a previous Weakness Identified in an earlier Final Statement dated June The concern was with regard to : Criterion I, Objectives and Assessments: The following factors contribute to this weakness. a). Standard I-3. The effectiveness of the additional data from exam questions in assessing the extent to which outcomes a and c have been achieved has not been demonstrated. The data on the achievement of outcome f based on actual student performance remains to be collected and evaluated. ( Standard I-3: Data relevant to the objectives must be routinely collected and documented, and used in program assessment. Program Outcomes: 8

9 a. Ability to apply knowledge of computing and mathematics appropriate to the discipline. c. An ability to design, implement, and evaluate a computer based system, process, component, or program to meet desired needs. f. An ability to communicate effectively. ) b). Standard I-4. The assessment of program educational objectives is still incomplete. (Standard I-4: The extent to which each program objective is being met must be periodically assessed. ) The Concern as it relates to Standard I-3 has been addressed through the following actions: 1. Regular meetings of the computer science faculty to review sample course work from each of the computer science courses and sample writing assignments from the Technical Writing Course (ENG 253). Material from computer science courses includes results of targeted questions embedded in each of the departmental course exams. 2. The department is implementing a schedule to establish routine evaluation of course data. 3. Students continue to be required to take the PHIL 252 (Ethics in the Sciences) course, however, the computer science faculty have introduced ethics studies based on the IEEE/ACM based codes in the Software Engineering Sequence CSCI 410 and CSCI The department continues to implement the University wide Quality Enhancement Plan (QEP) "Writing across the curriculum" and has Identified the following courses as having a significant writing component: CSCI 308, CSCI 410, CSCI 413, CSCI 491. The Concern as it relates to Standard I-4 has been addressed through the following actions: 1. The department has reviewed results from the required Major Fields Test and has implemented review sessions each semester starting the month before the exam. We continue to evaluate the effectiveness of these sessions on student performance. 2. The department has conducted and reviewed surveys of Alumni and Employers. We have also met with our industry Advisory Board for input. The Alumni and Employer Surveys are conducted in alternating years. The Advisory board is scheduled to meet again in the Fall of H. Joint Accreditation The program is not seeking to be jointly accredited by any additional commission. 9

10 CRITERION 1. Students A. Student Admissions Admission to the University is required. See appendix E for general admission requirements. Upon acceptance to the university, First Time Freshmen are placed into Basic Studies for the first semester. One advisor in Basic Studies handles STEM majors. A major is declared at this point. After the first semester the advising duty is transferred to a DMCS advisor. If computer science is not declared as a major when the student first enrolls, then to enter the Computer Science Program, a Change of Curriculum request is required. This is accomplished by: 1. A curriculum change form must be obtained from the Office of the Registrar. The academic department head(s) involved must approve the change. All copies of the completed form must be returned to the Office of the Registrar. A student who is unable to come to campus to complete this process should contact his/her academic advisor for assistance. 2. A curriculum may be changed through the last date for late registration for a particular term. Any curriculum change form received after the last date for late registration will be processed for the next semester in which the student enrolls. B. Evaluating Student Performance Students are required to meet with their departmental faculty advisor prior to registration for the next semester. Students are issued a PIN number by their advisor which allows them to register for courses. The academic advisor keeps a degree plan outlining all courses the student has taken and all courses the student is required to take to complete the degree. Pre-requisites for each course are clearly stated in the catalog, and the registration software will not allow students to register for courses for which they do not have the pre-requisites. In the event the student does not meet the pre-requisite requirement as recorded in the registration system, the student is directed to consult with the instructor of the course and the coordinator of the computer science program to determine if the student's background is sufficient for waiving of the pre-requisite. C. Transfer Students and Transfer Courses Transfer students must be admitted to the university and may declare computer science as their major. See appendix E for transfer admission requirements. Awarding of transfer credit usually is determined from the Louisiana Board Of Regents Master Course Articulation Agreement, which can be found at If the course is not in the matrix, the course is evaluated by the computer science coordinator or department head to determine if course content and learning objectives are comparable to course work at McNeese. 10

11 D. Advising and Career Guidance Students have open access to their advisor through the year. Students are required to meet with their faculty advisor prior to registering each semester. After the first semester freshman year all advising of computer science majors is performed by departmental faculty. Selection of electives is performed in consultation with the student's advisor and in accordance with the student s career goals. As part of the CSCI491 (Senior Seminar), a representative of the university Career Services Center is scheduled as an invited speaker. E. Work in Lieu of Courses We offer credit examinations in lieu of course work for incoming transfer or returning students. F. Graduation Requirements To complete the Bachelor of Science in Computer Science degree students may choose either the General Concentration or the Applied Concentration. The Computer Science Degree consists of 120 credit hours. For both concentration, the following are required: 1 hour of orientation, 9 hours of English, 6 hours of humanities, 3 hours of speech, 12 hours of science, 6 hours of social science, 3 hours of art, and 5 general elective hours. The General Concentration further includes 27 hours of mathematics and 48 hours of computer science. The Applied Concentration further includes 18 hours of mathematics, 51 hours of computer science, and 2 business courses. Detailed degree plans for each concentration are included in appendix G. G. Transcripts of Recent Graduates Transcripts of Recent Graduates will be provided when requested. 11

12 CRITERION 2. Program Educational Objectives A. Mission Statement of University McNeese State University, a selective admissions institution, provides education, research, and service that support core values of academic excellence, student success, fiscal responsibility, and university-community alliances. The University s fundamental educational mission is to offer associate, baccalaureate, and specific graduate curricula distinguished by academic excellence. The University engages in collaborative ventures to benefit industry and to enhance economic development and cultural growth in this region and beyond. The foundation for student success begins with faculty commitment to excellence in teaching, research, and creative and scholarly activity. At McNeese State University, a member of the University of Louisiana System, students cultivate skills for critical thinking and effective expression and gain an understanding of the global community. The learning and social environment integrates discipline-specific knowledge with the values of lifelong learning, ethical responsibility, and civic engagement. Mission Statement of the College of Science The primary purpose of the College of Science is to offer quality undergraduate and graduate science curricula. Course offerings in the sciences are designed to satisfy the requirements of offered science curricula; of science and mathematics requirements of the core curriculum, and of specific requirements of other curricula and programs. B. Program Educational Objectives The educational objectives for the Computer Science undergraduate program are to produce alumni(ae) who can: 1. Become productive, responsible computing science professionals capable of conducting research and/or designing, developing, or maintaining projects in the various areas of computer science. 2. Understand and apply ethical issues and social aspects of computing science in performing their duties as computer science professionals. 3. Continue the learning of new technologies in the computer science area through selfdirected professional development or post graduate education. These objectives can be found on the departmental website at C. Consistency of the Program Educational Objectives with the Mission of the Institution The University is committed to providing learning opportunities; enhancing intellectual, civic, and cultural well-being; influencing economic and technological development; and improving quality of life. 12

13 Our efforts to keep the Computer Science program current and produce graduates who will be productive, responsible computer science professionals is tantamount to the University's mission. D. Program Constituencies The Computer Science program constituents are students; parents; regional Employers/Industry; and post baccalaureate educational programs to which our students apply. By producing graduates who are able to be productive, responsible computer science professionals, we provide students with the ability to meet the needs of parents and regional employers. An understanding of ethical and social issues benefits employers and industry by providing graduates with the tools necessary to maintain the trust of the employer and the employer's customers. Graduates of the program are expected to know how to learn new technologies as they become available, that ability enhances their long term employment prospects. Our Computer Science program provides students with the needed balance between applied and theoretical training to allow the graduate to pursue employment in the computer science profession and to pursue a graduate degree. Students who can learn on their own are capable of pursuing graduate degrees, should they desire to do so. E. Process for Revision of the Program Educational Objectives The three vehicles through which we assess the Program Education Objectives are alumni surveys, employer surveys and meeting with the Program's Advisory Board. The alumni surveys are conducted in even numbered years. The employer surveys are conducted in odd number years. The advisory board meets in even numbered years. The written program educational objectives outlined in part B of this section were revised by the faculty in response to an observation identified during the ABET review cycle. The faculty revised the Program Educational Objectives to more clearly match the needs of our constituents. The current Program Educational Objectives appear in the 2008 ABET Interim Report. 13

14 CRITERION 3. STUDENT OUTCOMES A. Student Outcomes The following are the program outcomes for the undergraduate computer science degree: (a) an ability to apply knowledge of computing and mathematics appropriate to the discipline; (b) an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution; (c) an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs; (d) an ability to function effectively on teams to accomplish a common goal; (e) an understanding of professional, ethical, legal, security and social issues and responsibilities; (f) an ability to communicate effectively with a range of audiences; (g) an ability to analyze the local and global impact of computing on individuals, organizations, and society; (h) recognition of the need for and an ability to engage in continuing professional development; (i) an ability to use current techniques, skills, and tools necessary for computing practice; (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; (k) an ability to apply design and development principles in the construction of software systems of varying complexity; These outcomes can be found on the departmental website at: B. Relationship of Student Outcomes to Program Educational Objectives Mapping of outcomes to the objectives: Objective Outcome 1. a, b, c,d, f, i, j, k 2. e, f, g 3. c, h, C. Process for the Establishment and Revision of the Student Outcomes. We are using the ABET established Student Outcomes from the CRITERIA FOR ACCREDITING COMPUTING PROGRAMS published on the ABET Computing Accreditation Commission website. Student outcomes are revised as standards change. The mapping between Outcomes and Objectives is reviewed yearly. 14

15 D. Enabled Student Characteristics Since the program's Student Outcomes match the outcomes from the CRITERIA FOR ACCREDITING COMPUTING PROGRAMS for Computer Science programs, there are no characteristics of students which are not addressed by the student outcomes. 15

16 CHRITERION 4. Continuous Improvement A. Program Educational Objectives The Program Educational Objectives will be assessed using the following schedule and tools: Instrument for Collecting Data Alumni Survey Employer Survey Advisory Board Meeting All Data Collected Continually via Web and by mailers in Evaluation Takes Place (month) Odd/Even Numbered Year July even numbered years December even July odd numbered years December odd even numbered years June or October even Results of Alumni Surveys The results of the alumni survey were evaluated and actions were implemented/proposed by the Computer Science Committee. Question: Are you a member of a professional organization such as ACM or IEEE? Response (2010): 1 yes response and 7 no responses Response (2012): 5 yes response and 3 no responses Computer Science Committee Recommendation/Action: We increased emphasis in appropriate classes for students to join ACM and we continue to encourage our students to attend our department ACM/MAA meetings. The department has joined as an inaugural node of the Pledge of The Computing Professional in An annual public induction ceremony is performed for new members. April 2010, three students presented posters at the South Central Regional conference of the Consortium for Computing Sciences in Colleges (CCSC-SC) meeting in Austin Texas. April 2011, three undergraduate attended and presented posters at CCSC South Central meeting in Huntsville Texas. April 2012, three undergraduate and two graduate students attended and presented posters at CCSC South Central meeting in Canyon Texas. One additional student attended the meeting. We continue to participate (two teams) in the yearly ACM International Collegiate Programming Contest. We will continue to hold a minimum of six meetings of the ACM/MAA chapter each year. 16

17 Question: Rate the training you received from McNeese in each of the following areas: a.) Working in groups b.) Designing appropriate problem solutions c.) Implementing problem solutions d.) Awareness of professional ethics e.) Effective oral communications f.) Effective written communication Choices for the above were 4 Excellent 3 Above Average 2 Average 1 Below Average 0 Poor The Computer Science faculty established an average number of 2.5 and above as acceptable and below this number requiring a serious analysis and modification of our program. The resulting averages of our surveys from 2010 are as follows: Question Topic Average Program Outcome a.) Working in groups b.) Designing appropriate problem solutions c.) Implementing problem solutions d.) Awareness of professional ethics e.) Effective oral communications f.) Effective written communication The resulting averages of our surveys from 2012 are as follows: Question Topic Average Program Outcome a.) Working in groups b.) Designing appropriate problem solutions c.) Implementing problem solutions d.) Awareness of professional ethics e.) Effective oral communications f.) Effective written communication The overall averages for the four year period occurring in the 2010 and 2012 survey cycle are as follows: Question Topic Average Program Outcome a.) Working in groups b.) Designing appropriate problem solutions c.) Implementing problem solutions d.) Awareness of professional ethics e.) Effective oral communications f.) Effective written communication

18 Computer Science Committee Recommendation/Action: The combined 2010 and 2012 survey results indicate that we are meeting our benchmarks. The faculty is concerned about the downward trend shown in response to the question on designing appropriate problem solutions and in the two questions on communication skills. To comply with the university's QEP, Writing Across the Curriculum, CSCI 308, 410, and 413 were identified as writing enriched courses in the Fall semester of As such, they will have a significant writing component which should increase the overall written communication skills of students. The faculty are currently looking to identify if the weakness in designing appropriate problem solutions is as a result of a single course or multiple courses within the curriculum. Question: Have you received additional training since graduating from McNeese? Response (2010): Six out of the eight indicated they had received additional training since leaving McNeese. Response (2012): Two out of the eight indicated they had received additional training since leaving McNeese --- Directly related to Program Outcome 3. Computer Science Committee Recommendation/Action: Half of the 16 respondents to the survey indicated that they had received some additional training since leaving McNeese. This points to the conclusion that our students will continue the learning of new technologies in the computer science area through self-directed professional development or post graduate education. Question: Are there any areas of computer science that DMCS could have included that would have better prepared you for the workforce? Please explain: 2010 Survey Responses include: networking, web development SQL current languages, and more small real-world projects 2012 Survey Responses include: developing trends, and resources for new technologies, networking, and databases 18

19 Computer Science Committee Recommendation/Action: The Database Management Systems course (CSCI 309) was switched to SQL starting in 2009 C# was offered as an elective for computer science majors in Spring, 2009 and Spring, 2012 Web development was offered as an elective in Fall, 2009, and was made a requirement in the 2011 catalog. This course will be taught every 3rd semester in the future. Networking was offered as an elective in Spring,2009, Fall, 2010, and Spring, Networking is a requirement for the applied concentration, and will be taught every 3rd semester in the future. Results of Employer Surveys In December of 2009 Employer Surveys were sent to institutions that had hired McNeese State University computer science graduates. A total of 67 surveys were sent out and 12 surveys were returned. Many of these responses were collected during our May 14, 2010 advisory board meeting. Since the responses were collected late in the survey period the faculty decided it would forgo the 2011 survey cycle for employer surveys. The respondent s to the survey were: A. W.R. Grace B. Recon Management Services/Engineering C. PCI Gamming Authority D. America's Pizza Company (Franchise of 127 locations) E. Christus St. Patrick (Hospital) F. Citgo Petroleum G. CPSB (School Board) H. McNeese State University I. PPG J. Isle of Capri Casino K. Safety Council of South West Louisiana L. Global Industries Offshore LLC The Employers were asked to evaluate the McNeese CS graduates on the questions below. Question: Rate the training of the MSU Computer Science Alumni who are employed by you in the following areas: a) Employees are productive group members. b) Employees are capable of designing appropriate problem solutions. c) Employees are capable of implementing problem solutions. d) Employees demonstrate professional ethics. e) Employees are willing to learn new skills. f) Employees are capable of effective oral communications. g) Employees are capable of effective written communications. 19

20 Choices for the above were 4 Excellent 3 Above Average 2 Average 1 Below Average 0 Poor The Computer Science faculty established an average number of 2.5 and above as acceptable and below this number requiring a serious analysis and modification of our program. The resulting averages of our surveys are as follows: AVERAGES a). Employees are productive group members b). Employees are capable of designing appropriate problem solutions c). Employees are capable of implementing problem solutions d). Employees demonstrate professional ethics e). Employees are willing to learn new skills f). Employees are capable of effective oral communications. 2.5 g). Employees are capable of effective written communications Computer Science Committee Recommendation/Action: Items a-c are most directly related to outcome 1. Become productive, responsible computing science professionals capable of conducting research and/or designing, developing, or maintaining projects in the various areas of computer science. Our students were above average on most areas, an indication that our graduates are performing as expected. Item d speaks to outcome 2.Understand and apply ethical issues and social aspects of computing science in performing their duties as computer science professionals. Again we see the employers of our graduates rating the graduates above average. Item e relates to outcome 3. Continue the learning of new technologies in the computer science area through self-directed professional development or post-graduate education. While most areas are above average, area g, effective written communication skills, shows (what the Computer Science Faculty agree) a number indicating the area requires analysis and program modification. Area f, effective oral communication skills, is borderline and indicates more emphasis should be given to oral communication, e.g. more class presentations by students. In 2007 CSCI 491- Seminar, increased from a 1 hour course to a 3 hour course. More time and emphasis has been placed on writing of the student s senior paper and on preparing their oral presentation. In addition, the University has a campus wide writing-across-the curriculum initiative. Students are now required to have 24 hours (8 courses) considered to be writing 20

21 enriched in their general education courses. Additionally they will be required to have 12 hours (4 courses) of writing enriched courses in their major at the junior / senior level. The 12 hours at junior senior level went into effect Fall, We expect to see the numbers in both the oral communication and written communication areas start to increase in the next two surveys. As a faculty, we are pleased to see the variety of organizations hiring our majors. Advisory Board Meeting In addition to both the alumni and the employer surveys and data, the computer science faculty met with the Computer Science Advisory board on Friday May 14, 2010 to review our program outcomes, required course list, various course objectives and the direction of our program. The advisory board consists of representatives from CITGO, WR GRACE, McNEESE STATE UNIVERSITY, INFOTECH SOLUTIONS, ST. PATRICK S HOSPITAL, and CALCASIEU PARISH SCHOOL SYSTEM. Several comments/suggestions came out of the afternoons meeting. a). Communication and written skills are very important. b). Working on multidiscipline teams (even if just pairing a hardware specialist with a software specialist) is important. c). Students should be strong in fundamentals and should be trainable. d). Senior projects and software engineering projects should be presented to audiences. e). Senior projects and software engineering projects could have industry connections/mentors. The computer science faculty noted that at the Advisory Board meeting written and oral communication skills were again mentioned. The faculty committee recommended that in Fall 2010 not only will students have a written paper and oral presentation in CSCI 491, but also they will also be required to display a poster at a poster session on their project. In addition, Dr. Albrecht will be teaching the year-long course sequence on software engineering and has been making contact with the Advisory Board participants to explore possible team projects. 21

22 B. Student Outcomes The following tools will be utilized to measure the student's ability to master the Program Student Outcomes. Instrument for Collecting Data Data Collected Evaluation Takes Place (month) Odd/Even Numbered Year ENGL 253 every semester December odd CSCI 308 every spring September even CSCI 410 every fall September even CSCI 413 every spring September even CSCI 491 every semester December odd ACM Report June September even Senior Exit Survey every semester September even Major Fields Test every semester December odd Student performance on each outcome will be measured using the following benchmarks on the assessment tools listed above. Outcome Rubric - Schedule a. An ability to apply knowledge Major Fields Test - conducted every semester and of computing and mathematics evaluated every odd year in December. appropriate to the discipline. Select final exam questions in CSCI308, CSCI413, and CSCI426. Course projects in CSCI308, CSCI413, and b. An ability to analyze a problem and identify and define the computing requirements appropriate to its solution. c. An ability to design, implement, and evaluate a computer based system, process, component or program to meet desired needs. d. An ability to function effectively on teams to accomplish a common goal CSCI426. Project reviews in CSCI conducted every spring semester and evaluated every even numbered year in September. Project reviews in CSCI conducted every spring semester and evaluated every even numbered year in September. Alumni Survey - evaluated every even numbered year in December. Employer Survey - evaluated every odd numbered year in December. Project reviews in CSCI conducted every spring semester and evaluated every even numbered year in September. Review from CSCI conducted every regular semester and evaluated every odd numbered year in December. Peer review in CSCI 413 (Software Engineering) Course conducted every Spring semester and evaluated every even number year In September. Alumni Survey - evaluated every even number year 22

23 e. An understanding of professional, ethical, legal, security and social issues and responsibilities. f. An ability to communicate effectively with a wide range of audiences. g. An ability to analyze the local and global impact of computing on individuals, organizations, and society h. Students will recognize the need for and an ability to engage in continuing professional development. i. An ability to use current techniques, skill and tools necessary for computing practice. in December. Employer Survey - evaluated every odd numbered year in December. Senior Exit Survey - conducted each regular semester and evaluated every even numbered year in September. Employer Survey - evaluated every odd numbered year in December. Senior Exit Survey - conducted each regular semester and evaluated every even numbered year in September. Paper reviews in CSCI 410/413 - conducted every fall/spring semester and evaluated every even numbered year in September. Review from CSCI conducted every regular semester and evaluated every odd numbered year in December. Conference with English Professor(s) who are responsible for teaching ENGL 253 (Professional Writing) - done at convenience of English department each semester. Alumni Survey - evaluated every even numbered year in December. Employer Survey - evaluated every odd numbered year in December. Review from CSCI conducted every regular semester and evaluated every odd numbered year in December. Review from CSCI conducted every regular semester and evaluated every odd numbered year In December. Report from faculty advisor of student s involvement in ACM/MAA chapter-done annually in June. Alumni Survey - evaluated every even numbered year in December. Senior Exit Survey - evaluated every even numbered year in September. Review from CSI conducted every regular semester, and evaluated every odd numbered year in December. Alumni Survey - evaluated every even numbered year in December. Employer Survey - evaluated every odd numbered year in December. 23

24 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. k. An ability to apply design and development principles in the construction of software systems of varying complexity Review of CSCI conducted every spring semester and evaluated every even numbered year in September. Major Fields Test - conducted every regular semester and evaluated every odd year In December. Review of CSCI conducted every spring semester and evaluated every even numbered year in September. Review of CSCI 410/413 - conducted every fall/spring semester and evaluated every even numbered year in September. Expected Levels of Attainment for Each Student Outcome a. An ability to apply knowledge of computing and mathematics appropriate to the discipline. The Final Exam and/ or project results from CSCI 308, CSCI 413 and CSCI 426 will be one instrument used to determine if students are achieving proficiency in this area. Minimum scores of 70 percent are expected of all students on both projects and final exams. The Major Fields Test will be used to assess proficiency in applying knowledge of computing and mathematics appropriate to the discipline. The Computer Science Committee considers at or above the 25 th percentile, in all subject areas and an overall average at or above the 25 th percentile in total score (according to the ETS Major Field Test Assessment Indicators table and Total Score table) to be an acceptable performance indicator for McNeese computer science students. The Committee has set a goal to move the acceptable performance indicator gradually up to the 40 th percentile. b. An ability to analyze a problem and identify and define the computing requirements appropriate to its solution. Project results from CSCI 308 and CSCI 413 will be used to determine if students are achieving proficiency in an ability to analyze a problem and identify and define the computing requirements appropriate to its solution. Minimum scores of 70 percent are expected of all students on major projects assigned in CSCI 308 & 413. c. An ability to design, implement, and evaluate a computer based system, process, component or program to meet desired needs. Project results from CSCI 413 and CSCI 491 will be used to determine if students are achieving proficiency in an ability to design, implement, and evaluate a computer based system, process, 24

25 component or program to meet desired needs. Minimum scores of 70 percent are expected of all students on final project assigned in CSCI 413 & 491. d. An ability to function effectively on teams to accomplish a common goal. Evaluation of our student's ability to function effectively on teams to accomplish a common goal will be evaluated in CSCI 413 using a peer review document. Students are expected to earn a minimum of a 70 percent average on their peer review evaluation. The Exit Survey document is also used to determine a student's perception of his/her own ability and comfort level working in a group environment. We look for a 70% average from the Exit Survey document. e. An understanding of professional, ethical, legal, security and social issues and responsibilities. We expect 100 percent of our graduating seniors to be aware of the codes of ethics in computer science field. The exit surveys will be one indicator for this awareness. We expect our students in the CSCI 410/413 sequence will be able to apply the code of ethics by achieving a minimum average of 70% on written assignments. f. An ability to communicate effectively with a wide range of audiences. The final written report and oral presentation from CSCI 491 will be used as a tool for evaluating the student's ability to communicate effectively with a wide range of audiences. A grade of 70 % or better on the written and oral presentation of the student's project is deemed acceptable. The final written report submitted by each student for ENGL253 will be submitted for evaluation by the computer science faculty. The computer science faculty will utilize the Rubric for Technical Writing to evaluate each paper. Students are expected to score in the acceptable or exceptional range on each category of the rubric. g. An ability to analyze the local and global impact of computing on individuals, organizations, and society. Students in the CSCI491 course are expected to complete a written and oral report on international diversity. This assignment is graded pass/fail. h. Students will recognize the need for and an ability to engage in continuing professional development. We expect 70% of our graduating seniors to be members of MAA/ACM or IEEE-CS, or to at least have attended some meetings of the student chapter. We expect 70% of our graduating seniors to feel proficient working in groups. 25

26 Both of the above will be measured using the senior exit survey. We require 100% of our students in CSCI 491 to have successfully completed a self-directed project with a mark of C or better. This project must include research required to master techniques utilized to complete the project. i. An ability to use current techniques, skill and tools necessary for computing practice. The final written report and oral presentation from CSCI 491 will be used as a tool for evaluating the student's ability to use current techniques, skill and tools necessary for computing practice. A grade of 70 % or better on the written and oral presentation of the student's project is deemed acceptable. 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. The final exam and/ or project results from CSCI 308 will be one instrument used to determine if students are achieving proficiency applying 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. Minimum scores of 70 percent are expected of all students on both projects and final exams. The Major Fields Test will be used to assess proficiency in applying mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computerbased systems in a way that demonstrates comprehension of the tradeoffs involved in design choices. The Computer Science Committee considers that at or above the 25 th percentile, in all subject areas and an overall average at or above the 25 th percentile in Total Score each semester (according to the ETS Major Field Test Assessment Indicators table and Total Score table) to be an acceptable performance indicator for McNeese computer science students. The Committee has set a goal to move the acceptable performance indicator gradually up to 40 th percentile. k. An ability to apply design and development principles in the construction of software systems of varying complexity. Project results from CSCI 308 and CSCI 413 will be used to determine if students are achieving proficiency in an ability to apply design and development principles in the construction of software systems of varying complexity. Minimum scores of 70 percent are expected of all students on major projects assigned in CSCI 308 &

27 Summaries of the results of the evaluation process and an analysis illustrating the extent to which each of the student outcomes is being attained Senior Exit Surveys: Addresses Student Outcomes d, e and h Results from Spring Spring 2012 Positive Exit Survey question : Student response Member of professional Organization 61.% Did you attend ACM/MAA meetings 62% Attended any CS or Math prof. meetings 59% Familiar with ACM IEEE-CS codes of Ethics 100% Able to Communicate Effectively orally 97% Able to write in a professional setting 97% Solve a problem in discipline 81% Design a problem solution in discipline 80% Work in groups 88% As these results relate to student outcome d, an ability to function effectively on teams to accomplish a common goal, the 88% indicating they were prepared to work in groups meets the 70% benchmark established by the faculty. As these results relate to outcome e, an understanding of professional, ethical, legal, security and social issues and responsibilities, 100% of our graduating seniors indicate they are aware of the existing codes of ethics relating to the computing science profession. This result meets the benchmark established by the faculty. As these results relate to student outcome h, students will recognize the need for and an ability to engage in continuing professional development, the indicators used, i.e. membership in professional organizations, attending ACM/MAA student chapter meetings and being able to work in groups, fell below the benchmarks in the first two markers and met the benchmarks in the third indicator. The faculty would like to see a stronger showing in student participation in professional organizations. Since the last program review, the MSU ACM chapter became an official student chapter of the ACM. We are moving for a more student centric organization and expect to make our meetings more relevant to students needs and desires i.e. bringing in an ACM distinguished lecturer. Major Fields test results: Addresses Student Outcomes a and j Total scores are reported for each student who takes the Major Field Test whereas subject area scores are only reported for cohorts of 5 or more students and are thus not provided for several semesters leading up to the report discussed in the August, 2009 Final Statement. 27

28 Total Test Score Analysis by academic year Semester Number Students Average Test Score Approximate Percentile Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall NA NA Spring Fall NA NA Spring As it relates to both student outcomes a and j, the results of the Major Fields test indicate that our students meet the benchmark of being in the 25th percentile for all semesters after the Spring, In the Fall,2009, the department instituted review sessions as a means of improving scores on the exam. CSCI 491 Seminar: Addresses Student Outcomes c, f, g, h, i The following table summarizes data from CSCI 491 for the last two academic years. The program outcome measured by each column is noted in the shaded area of the table. Number Students Presentation Paper Design, Implement, and Evaluate Analyze Impact Recognize Professional Development Need Current Practices OUTCOME F. F. C G. H. I. S % 89% 97% 96% 100% 100% F % 77% 95% 85% 95% 95% S % 85% 95% 90% 99% 99% F % 88% 93% 85% 95% 95% The bench mark is 70% for each area, as established by the program faculty. It can be seen that the results indicate the students are meeting the benchmark goals. There are no changes needed to the areas being measured by these benchmarks. 28

29 CSCI 413 Software Engineering: Addresses Student Outcomes a,b,c,d,e, k The following table summarizes preliminary data from CSCI413 collected in the Spring,2012 semester: Ethics Peer Evals Final Exam Final Project OUTCOMES e. d. a. a., b., c., k. Grafton Hebert Lafleur Lilly Oulapour Pham Shrestha Sims Van Tassel Waite Preliminary data indicates that the benchmarks measured, a,b,c and k, are met by all students for this semester. Two students did not complete the ethics assignment used for measurement in CSCI413 and thus did not achieve the required benchmark score. The remainder of the students did score above the benchmark. This course is scheduled to be analyzed in detail by the program faculty in September,

30 CSCI 308 Data Structures and Algorithms: Addresses Student Outcomes a, b,j, k The following table summarizes preliminary data from CSCI308 collected in the Spring,2012 semester: Last name Lab % Project % Exam % Final Exam % OUTCOME a, b,k,j a,j, Higgins Hileman Honore Hyun Jhong LaRocca Miller Nguyen Patin Pitts Quebodeaux Seiford Shrestha Trahan Preliminary data indicates that the benchmarks measured, a, b, j, and k, are met by most students who actually complete the required coursework. 2 of 14 students failed to meet the 70% benchmark on the final exam. One of 14 students failed to meet the 70% benchmark on programming projects. This course is scheduled to be analyzed in detail by the program faculty in September, How the results are documented and maintained For the courses used for evaluating student outcomes, results are kept in notebooks for each time the course is evaluated. Summary data from the Major Fields Test, exit surveys, employer surveys, and alumni surveys are also maintained in notebooks for future reference. 30

31 C. Continuous Improvement The following pages provide a list of issues which have been addressed by the computer science faculty through review of the program, and our solutions to these issues. Issue: Weak textbooks were selected for some courses: In the course of reviewing CSCI419 from the Spring, 2009, the computer science faculty decided the book chosen for the course was weak. Solution/Recommendation: All computer science faculty would be involved in selection of textbooks used for all CSCI undergraduate courses. Issue: Students have lower than expected scores on the Major Fields Test: In the course of reviewing Major Fields Test results, which are used both for ABET purposes and for the computer science master plan, many students scores were found to be consistently below the 40 th percentile target. Solution/Recommendation: Because of the time which elapses between taking course material and taking the Major Fields Test, the computer science faculty began holding review sessions each semester for some topics in the Fall, The format of the review sessions was initially given as a series of quick review lectures. These sessions proved to be difficult to plan and prepare, since so much material needed to be covered. The material covered now includes working through a printed copy of Major Fields Test in computer science and GRE computer science subject exam sample questions. Issue: Students are unable to complete major projects in a single semester: Students in the program are required to complete a major project as part of the Software Engineering sequence (CSCI410/413) and as part of the Capstone Project course (CSCI491). Students were having trouble finishing the projects during the allotted 1 semester timeframe. Solution/Recommendation: The CSCI410/413 project is now started in CSCI410 instead of waiting until CSCI413. Students enrolling in CSCI491 are required to select a mentor before the end of the previous semester, and are expected to start working on the CSCI491 capstone project during the break between semesters. 31

32 Issue: Students exiting the program lacked experience with SQL Upon review of the Database course, CSCI309, the faculty decided the student's exposure to SQL was weak. Solution/Recommendation: A decision was made to switch from using Microsoft Access to MySQL; also the textbook was changed to put further emphasis on SQL and program interaction with databases. Issue: Students finishing the Associates Degree in Computer Information Technology and at feeder community colleges have no path to a 4 year degree: Students finishing the Associates Degree in Computer Information Technology, both at McNeese, SOWELA, and other nearby community colleges have no clear path to obtain a B.S. degree without starting over. Solution/Recommendation: The Applied Concentration was added to the program in order to provide these students with a clear path to a B.S. degree. Issue: Loss of students to General Studies Many students were unable to complete the 4 year degree due to weaknesses, especially in Mathematics, and choose to complete a degree by changing majors to the General Studies degree program. Some students following this path have a difficult time finding employment. Solution/Recommendation: Advisors will direct students who are weak in math and considering a change of major to change to the Applied Concentration. Issue: Students in upper level courses were weak in programming: Upon review of several upper division courses, it was determined that students lacked sufficient hands on programming skills which should have been developed in lower division courses. Solution/Recommendation: Add a lab component to introductory computer programming courses: A lab component was added to the computer programming course, CSCI180 and CSCI281, as of the catalog. 32

33 Issue: Insufficient time in CSCI281 to teach Java Upon review of CSCI281 from the Fall, 2008, it was determined there was insufficient time to cover both the required topics in C and introduce the Java programming language in order to sufficiently prepare students for CSCI308. Solution/Recommendation: A new course, CSCI282, Object Oriented Design, was added in the catalog as a requirement for the Computer Science degree and as a pre-requisite for CSCI308. Issue: Increase hands on activities in courses: Computer Science is a field of study that deals with many complicated abstract concepts that are difficult for students to grasp without hands on activity. Due to the complexity of the hardware design, some activities we would like students to perform are difficult to accomplish on currently available PC and MAC hardware, which is available in the computer learning studios Solution/Recommenddation: The computer science faculty applied for, and received, a Louisiana Board of Regents Enhancement grant to obtain Arduino based embedded systems for laboratory exercises. These embedded systems will be utilized to provide a simplified hardware environment on which to teach courses. Funding for this project starts in the Fall, In the Summer, 2012 we purchased a classroom set of robots, used in teaching a new course in robotics. These robots were purchased using funds from the Drew equipment monies allocated to the College of Science. D. Additional Information Materials referenced in 4(A), 4(B) and 4(C) along with minutes from computer science faculty meetings will be readily available at the time of the accreditation visit. 33

34 CRITERION 5. CURRICULUM A. Program Curriculum 1. Table 5-1 describes the plan of study for students in the program including information on course offerings in the form of a recommended schedule by year and term along with average section enrollments for all courses in the program over the two years immediately preceding this report. McNeese State University operates under a traditional Fall/Spring semester schedule and provides for a compressed six week summer semester 34

35 Table 5-1 Curriculum Computer Science Applied Concentration-current Course (Department, Number, Title) List all courses in the program by term starting with first term of first year and ending with the last term of the final year. Indicate Whether Course is Required, Elective or a Selective Elective by an R, an E or an SE 2 Math & Basic Sciences Curricular Area (Credit Hours) Computing Topics Mark with an F or A for Fundament al or Advanced General Educatio n Last Two Terms the Course was Offered: Year and, Semester, or Quarter Other General Elective E 3 General Elective E 2 COMM 201 Fundamentals of Public Speaking R 3 BADM 120 Topics in Contemporary Business R 3 FFND 101 Freshmen Foundations R 1 ORIN 101 Orientation R 0 ENGL 101 English Composition I R 3 CSCI 180 Introduction to Computer Science I SE 3F Sp 2012, Fall CSCI 102 Introduction to Programming with BASIC SE 3F Sp 2012, Fall ACCT 208 Accounting Principles R 3 CSCI 241 Introduction to Software Packages I R 3F Sp 2012, Fall HIST 201 America History to 1877 SE 3 HIST 202 American History since 1877 SE 3 ENGL 102 English Composition II R 3 CSCI 242 Introduction to Software Packages II R 3F Fall 2011, Fall CSCI 278 Introduction to Personal Computer Hardware R 3F Fall 2011, Fall ART 351 Visual Arts Survey R 3 Average Section Enrollment for the Last Two Terms the Course was Offered 1 35

36 MATH 130 Finite Mathematics SE 3 Su 2012, Sp MATH 185 Discrete Mathematics SE 3 Fall 2011, Fall MATH 307 Foundations of Mathematics SE 3 Sp 2012, Sp ENGL 253 Introduction to Professional Writing Workshop R 3 CSCI 281 Introduction to Computer Science II SE 3F Su 2012, Sp CSCI 284 Selected Topics in Programming (Visual Basic II) SE 3F Sp 2012, Sp CSCI 286 Computer Operation and Operating Systems R 3F Sp 2012, Sp STAT 231 Elementary Probability and Statistical Inference SE 3 Su 2012, Sp STAT 430 Probability SE 3 Sp 2012, Su STAT 431 Mathematical Statistics and Probability SE 3 Fall 2011, Fall Approved Science Lecture SE 3 Approved Science Lab SE 1 Social Science Elective SE 3 CSCI 282 Introduction to Object-Oriented Programming R 3F Fall 2011, Fall CSCI 309 Data Base Management Systems R 3F Fall 2011, Fall CSCI 321 Information Systems Analysis R 3F Sp 2012, Fall MATH 170 Pre-Calculus College Algebra R 3 Su 2012, Sp Approved Science Lecture SE 3 Approved Science Lab SE 1 MAAP 200 Midpoint Assessment of Academic Progress R 0 Examination CSCI 308 Advanced Data Structures and Algorithms R 3A Sp 2012, Sp CSCI 274 Introduction to Computer Organization R 3F Sp 2012, Sp MATH 175 Pre-Calculus II R 3 Su 2012, Sp Approved Science Lecture SE 3 Approved Science Lab SE 1 PHIL 252 Ethics in the Sciences R 3 CSCI 410 Software Engineering I R 3A Fall 2011, Fall CSCI 419 Computer Organization and Architecture R 3A Sp 2012, Fall CSCI 426 Introduction to Web Programming R 3A Fall 2011, Fall MATH 313 Calculus for Technology I SE 3 Fall 2011, Fall

37 MATH 190 Calculus I SE 4 Su 2012, Sp Social Science Elective SE 3 CSCI 491 Seminar R 3A Sp 2012, Fall CSCI 424 Introduction to Networking R 3A Sp 2012, Fall CSCI 413 Software Engineering II R 3A Sp 2011, Sp CSCI 409 Special Topics in Computing Science R 3A Su 2012, Sp MATH 314 Calculus for Technology II SE 3 Sp 2012, Sp MATH 291 Calculus II SE 4 Su 2012, Sp OVERALL TOTAL CREDIT HOURS FOR THE 120 DEGREE PERCENT OF TOTAL For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element. 2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students must take one or more courses from a specified group. 37

38 Table 5-1 Curriculum Computer Science General Track 2011-current Course (Department, Number, Title) List all courses in the program by term starting with first term of first year and ending with the last term of the final year. Indicate Whether Course is Required, Elective or a Selective Elective by an R, an E or an SE2 Curricular Area (Credit Hours) Math & Basic Scien ces Computing Topics Mark with an F or A for Funda mental or Advanc ed General Educ ation Last Two Terms the Course was Offered: Year and, Semester, or Quarter Average Section Enrollmen t for the Last Two Terms the Course was Offered1 CSCI 180 Introduction to Computer Science I R 3F Sp 2012, Fall MATH 170 Pre-Calculus College Algebra R 3 Su 2012, Sp COMM 201 Fundamentals of Public Speaking R 3 Social Science Elective SE 3 FFND 101 Freshmen Foundations R 1 ORIN 101 Orientation R 0 ENGL 101 English Composition I R 3 CSCI 281 Introduction to Computer Science II R 3F Su 2012, Sp CSCI 274 Introduction to Computer Organization R 3F Sp 2012, Sp MATH 175 Pre-Calculus II R 3 Su 2012, Sp Other 38

39 HIST 201 America History to 1877 SE 3 HIST 202 American History since 1877 SE 3 ENGL 102 English Composition II R 3 CSCI 282 Introduction to Object-Oriented Programming R 3F Fall 2011,Fall CSCI 309 Data Base Management Systems R 3F Fall 2011, Fall MATH 190 Calculus I R 4 Su 2012, Sp MATH 185 Discrete Mathematics SE 3 Fall 2011, Fall MATH 307 Foundations of Mathematics SE 3 Sp 2012,Sp ENGL 253 Introduction to Professional Writing Workshop R 3 CSCI 308 Advanced Data Structures and Algorithms R 3A Sp 2012, Sp CSCI 419 Computer Organization and Architecture R 3A Sp 2012, Fall MATH 291 Calculus II R 4 Su 2012, Sp MATH 322 Linear Algebra and Matrix Theory R 3 Su 2012, Sp PHIL 252 Ethics in the Sciences R 3 CSCI 410 Software Engineering I R 3A Fall 2011, Fall CSCI 415 Introduction to Operating Systems R 3A Sp 2011, Fall MATH 292 Multivariable Calculus R 4 Su 2012,Sp CSCI 304 Numerical Methods I R 3A Fall 2011, Fall General Elective E 2 MAAP 200 Midpoint Assessment of Academic Progress R 0 Examination CSCI 413 Software Engineering II R 3A Sp 2011, Sp CSCI 426 Introduction to Web Programming R 3A Fall 2011, Fall CSCI 408 Introduction to Formal Language Theory R 3A Fall 2011, Sp Approved Science Lecture SE 3 Approved Science Lab SE 1 ART 351 Visual Arts Survey R 3 CSCI 416 Structure of Programming Languages E 3A Fall 2011, Sp CSCI 425 Artificial Intelligence E 3A Sp 2012, Sp CSCI 424 Introduction to Networking E 3A Sp 2012, Fall

40 STAT 430 Probability SE 3 Sp 2012, Su STAT 431 Mathematical Statistics and Probability SE 3 Fall 2011, Fall Approved Science Lecture SE 3 Approved Science Lab SE 1 Social Science Elective SE 3 CSCI 491 Seminar R 3A Sp 2012, Fall CSCI 427 Introduction to Computer Graphics E 3A Su 2011, Fall CSCI 403 Numerical Methods II E 3A Sp 2011, Sp CSCI 409 Special Topics in Computing Science E 3A Su 2012, Sp Approved Science Lecture SE 3 Approved Science Lab SE 1 General Elective E 3 OVERALL TOTAL CREDIT HOURS FOR THE 120 DEGREE PERCENT OF TOTAL For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element. 2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students must take one or more courses from a specified group. 40

41 The discussion starting in the next paragraph describes how the computer science program curriculum aligns with the program educational objectives. The computer science curriculum enables students to become productive, responsible, computing science professionals (Program Educational Outcome 1) by building a strong foundation in programming principles in either C ( CSCI180 and 281 ) or Visual Basic ( CSCI 102 and CSCI 284 ), and Java ( CSCI 282 ). The theoretical foundation of computing are provided to students via Mathematics courses (MATH130, MATH185, or MATH 307) and our algorithms course (CSCI308). All students are exposed to computing hardware design at an introductory and advanced level (CSCI 274 and CSCI 419 respectively ), Web development (CSCI426) and Databases (CSCI309). Students in the applied concentration are further exposed to aspects of operating system administration and troubleshooting (CSCI286) and personal computer assembly and repair (CSCI278), and Networking (CSCI424). Students in the general concentration are exposed to advanced algorithm analysis techniques (CSCI408), operating systems design principles (CSCI415), and numerical methods (CSCI304). Students in the general concentration have the flexibility to complete additional courses through electives which will prepare them for a variety of career goals. Ethical and social issues of computing (Program Educational Outcome 2) are covered in several courses. Students are required to take a course in theoretical ethics (PHIL252), which culminates with a comparative analysis of the IEEE or ACM code of ethics to a theoretical model. Ethical issues in computing are analyzed using the ACM or IEEE-CS code of ethics as a key component of the software engineering sequence (CSCI410/413) that all of our graduates are required to take. Social issues, from an international studies standpoint are discussed in the CSCI491 capstone course. Each of our computer science majors is required to take the capstone project course (CSCI491) in which they complete a project of their choosing, in consultation with a computer science faculty mentor, from an area of computer science in which they have not had significant exposure. The capstone projects are our primary vehicle for ensuring that each student completing the program is capable of self-directed study (Program Education Outcome 3). The prerequisite structure and the curriculum are supportive of the attainment of the specified student outcomes. The program assumes no pre-knowledge of computer science. Students entering the program are expected to have a traditional high school background in mathematics. The pre-requisite structure of the program ensures that students will not enter a course without the required background information. The majority of our student outcomes are measured in Junior and Senior level classes. The freshman and sophomore level prepare them to enter into the courses allowing the student to achieve the program student outcomes. See the flow charts in the next section for the pre-requisite structure. 41

42 Prerequisite Chart for the Computer Science Applied Concentration Math 113 Math 170 Math 175 Math 190 or Math 313 Math 291 or Math 314 CSCI 241 CSCI 242 CSCI 321 CSCI 278 CSCI 180 CSCI 102 CSCI 281 CSCI 284 CSCI 274 CSCI 286 CSCI 415 CSCI 416 Math 130 Math 185 or Math 307 CSCI 419 CSCI 282 CSCI 408 CSCI 309 CSCI 308 CSCI 410 CSCI 426 CSCI 424 CSCI 425 CSCI 409 Prerequisite varies by topic CSCI 491 To be taken in final semester CSCI 413 indicates choice of prerequisite Green Text indicates Elective Material Other Elective Choices CSCI 403 (requires Math 301, Math 322, and Math/CSCI 304) CSCI 427 (requires Math 322) 42

43 Prerequisite Chart for the Computer Science Applied Concentration Prerequisite Chart for Computer Science General Track Math 170 Math 175 Math 190 Math 322 Math 291 Math 185 CSCI 180 Math 292 Math 301 CSCI 281 CSCI 274 CSCI 304 CSCI 309 CSCI 282 CSCI 415 CSCI 403 CSCI 408 CSCI 426 CSCI 491 To be taken in final semester CSCI 308 CSCI 410 CSCI 413 CSCI 419 CSCI 416 CSCI 425 CSCI 424 CSCI 427 CSCI 409 Prerequisite varies by topic Green Text indicates Elective Material 43

44 The MSU Computer Science Curriculum specifies that each student will take at least 48 credit hours of computer science coursework. This will meet the following ABET curriculum standards published in the CRITERIA FOR ACCREDITING COMPUTING PROGRAMS. The table below shows how the MSU curricula satisfy these standards. Computer Science specific criteria: Criteria Coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture An exposure to a variety of programming languages and systems. Proficiency in at least one higher-level language. Advanced course work that builds on the fundamental course work to provide depth. MSU program Course Work CSCI 180 & CSCI 281 or CSCI 102 &CSCI 284 CSCI 282 & CSCI 308 CSCI 274 & CSCI 419 CSCI 180 & CSCI 281 (C) or CSCI 102 &CSCI 284 (Visual Basic) CSCI 282 & CSCI 308 (JAVA) CSCI 309 (SQL) CSCI 426 (Web Programming- PHP, Javascript) Java in CSCI 282 & CSCI 308 CSCI 419 CSCI 426 CSCI 410/413 Software Engineering CSCI 491 Applied Concentration- CSCI 409 (Security) CSCI 424 (Networking) General Concentration- CSCI 408 (Automata, Formal Lang. Theory) CSCI 415 (Operating Systems) and six credit hours of 400 level electives 44

45 Mathematics specific criteria: One Year of Science and Mathematics Discrete Matematics ½ year Applied Concentration Math 130 Finite Math or Math 185 Discrete Mathematics or Math 307 Foundations of Mathematics General Concentration Math 185 Discrete Mathematics or Math 307 Foundations of Mathematics Additional Mathematics Precalculus Sequence Math 170/175 Applied Concentration Math 190 and Math 291 (Calculus) or Math 313 and Math 314 (Calculus) and Stat 231 or Stat 430 or Stat 431 General Concentration Math 190, Math 291, Math 292 (Calculus) and Math 322 (Linear Algebra) And CSCI 304 (Numerical Methods) Stat 430 or Stat 431 The program requires a science component that develops an understanding of the scientific method and provides students with an opportunity to experience this mode of inquiry in courses for science or engineering majors that provide some exposure to laboratory work. The MSU Computer Science Curriculum specifies that each student must take 12 credit hours of Science Courses for science majors. Students in the program are required to have both physical and biological science coursework exposure. The following table shows the options students may select from: 45

46 Science specific criteria: If student selects this as their 8 hour sequence BIOL 101, 101L, 102 & 102L CHEM 101 (w/lab), CHEM 102 (w/lab) or PHYS 211, 205 (Lab), & 212, 206(Lab) or PHYS 201, 205 (Lab),& 202, 206 (Lab) They May choose this as 4 additional hours GEOL 101 & GEOL 111 (Lab) or GEOL 102 & GEOL 112 (Lab) or PHYS 201/211 & PHYS 205 (Lab) or ENSC 101 & ENSC 110L (Lab) or CHEM 101 (w/lab) ENSC 101 & ENSC 110L (Lab) or BIOL 101 & BIOL 101L(Lab) or MBIO 201(w/Lab) or BIOL 211 (w/lab) The McNeese CSCI program has a capstone course, CSCI491. The catalog description of the course is as follows: CSCI Seminar Assigned readings, discussions, and reports dealing with international diversity, history, applications, literature, and current research in the computing sciences. Oral presentations and paper are required. Notes Capstone course for computer science majors. Prerequisite: Permission of department head. Cr. 3 Lec. 3 Writing Enriched Course WE Capstone Course CAP The CSCI491 capstone course addresses student outcomes a, b, c,i, and j through the capstone project directly. Outcomes a, b, c, I, and j are: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 46

47 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. Communication skills, student outcome f, is addressed through a written and oral presentation of the capstone project. Local and global social impacts of computing, student outcome g, are addressed through reading and discussion. The need for continued professional development, student outcome h, is addressed through the self-directed nature of the capstone project and through in class discussion of career opportunities with representatives of MSU's career services office. While our computer science offerings do include a cooperative course, and we encourage students to take advantage of the opportunity, the cooperative class may not be used to fulfill degree requirements. The catalog description of the course is as follows: CSCI Coop in Professional Practice Provide opportunities for students to receive credit for selected career-related, full-time work experience. Evaluation by the employer and faculty supervisor. Student report required. Notes May be repeated to accrue a total of 6 credit hours. Credit for this course may not be used to fulfill degree requirements. S/U only. Prerequisite: Permission of department head. Cr. Var. 1-3 The evaluation team visiting McNeese will have available for review the following materials: Textbooks clearly marked indicating the courses for which the book is required. Course notebooks for each course clearly indicating the course for which material is included. Inside each course notebook will be a copy of the syllabus, sample graded tests and sample graded assignments. For each notebook used to measure student outcomes, there will additionally be a summary sheet explaining which outcomes are being measured and the results. B. Course Syllabi Course syllabi for each course used to satisfy the mathematics, science, and discipline-specific requirements required by Criterion 5 or any applicable program criteria is located in Appendix B of this report. 47

48 CRITERION 6. FACULTY A. Faculty Qualifications The computer science program faculty have a variety of applied and theoretical training (resumes are located in appendix B). Three of the members possess Ph.D. degrees, with two being in computer science and the third in mathematics. The fourth faculty member Kay Kussmann has an M.S. in computer science with courses beyond the M.S. degree. Dr. Albrecht and Ms. Kussmann each have more than 20 year teaching experience. Dr. Bender and Dr. Menon are at the beginning of their academic careers. Additionally, Dr. Bender and Dr. Menon have 5 years and 4 years of industry experience respectively. Each faculty member is a member of two or more computer related societies and each has either presented at professional meetings or had work published in journals. Table 6-1 on the next page summarizes the Computer Science faculty qualifications. 48

49 Table 6-1. Faculty Qualifications McNeese State University Computer Science program Rank 1 Type of Academic Appointment 2 T, TT, NTT FT or PT 4 Govt./Ind. Practice Teaching This Institution Professional Registration/ Certification Professional Organizations Professional Development Consulting/summer work in industry Years of Experience Level of Activity H, M, or L Faculty Name Highest Degree Earned- Field and Year Dr. William Albrecht Ph.D., Math, 1994 ASC T FT 23y 9y M M L Dr. Paul A Bender Ph.D., Computer Science, 2008 AST TT FT 5y 4y 4y H H L Dr. Kay H Kussman M.S., Computer Science AST T FT 31y 15y H H L Dr. Vipin S Menon Ph.D., Computer Science AST TT FT 4y 7y 5y M M L Mr. Wayne M Prestenbach (Retired June 2012) M.S., Mathematical Sciences Concentration in Computer Science, 2001 I NTT FT 11y 11y L L L Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if necessary. Updated information is to be provided at the time of the visit. 1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other 2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track 49

50 B. Faculty Workload Table 6-2 shows the past years teaching load for each of computer science faculty member. McNeese State University operates within the following guidelines: 1. All faculty workload assignments consist of the equivalent of 15 credit hours of assigned time per semester (30 credit hours per academic year). 2. Faculty holding the terminal degree (PhD, EdD, DBA, MFA, etc.) may be assigned work accordingly: a. 12 credit hours per semester (24 credit hours per academic year) for instruction b. 3 credit hours per semester (6 credit hours per academic year) for research/scholarly activity c. Additional duties, including committee work, advising, and other service are considered part of basic workload expectations, but not included in the per-credit hour workload count for reporting and budgeting purposes. 3. Faculty holding the master s degree (regardless of rank) are expected to teach at least 15 credit hours per semester (30 credit hours per academic year) and should have no more than 4 preparations Dr. Albrecht, Dr. Bender, and Dr. Menon each received 3 hours reduced time from their 15 hour regular load to do scholarly activity in the Spring and Fall. Dr. Albrecht further received 3 additional hours reduced time for serving as the Coordinator of Computer Science during the same period. Ms. Kussman's and Mr. Prestenbach's work load was 15 hours per semester during the academic year. All faculty are given the option, but are not required to, teach an extra class when classes are available for additional compensation. All computer science courses in the computer science curriculum were taught by the full-time computer science faculty, with the exception of CSCI 241 (software packages I MS Excel) which is occasionally taught by other DMCS ( Department of Mathematics, Computer Science and Statistics) faculty. 50

51 Table 6-2. Faculty Workload Summary Computer Science Faculty Member (name) PT or FT 1 Classes Taught (Course No./Credit Hrs.) Term and Year 2 Program Activity Distribution 3 Teaching Research or Scholarshi p Other 4 % of Time Devoted to the Program 5 Dr. William Albrecht FT Math 292, 4 Credit Hours, Summer 2011 Math 301, 3 Credit Hours, Summer 2011 CSCI 309, 3 Credit Hours, Fall 2011 Fall/ SP 75% CSCI 408/538, 3 Credit Hours, Fall 2011 CSCI 410, 3 Credit Hours, Fall 2011 Summer 25% CSCI 180, 3 Credit Hours, Spring 2012 CSCI 274, 3 Credit Hours, Spring 2012 CSCI 413, 3 Credit Hours, Spring 2012 Math 113, 3 Credit Hours, Pre-Session Summer 2012 CSCI 281A, 3 Credit Hours, Summer 2012 Math 301A, 3 Credit Hours, Summer 2012 Math 601A, 3 Credit Hours, Summer 2012 Fall/SP 25% Fall/SP 100% Summer 25% Dr. Paul A Bender FT CSCI 281, 3 Credit Hours, Summer % 20% 100% CSCI 427/557, 3 Credit Hours, Summer 2011 CSCI 180, 3 Credit Hours, Fall 2011 CSCI 304/Math 304, 3 Credit Hours, Fall

52 CSCI 416, 3 Credit Hours, Fall 2011 Math 185, 3 Credit Hours, Fall 2011 CSCI 308, 3 Credit Hours, Spring 2012 CSCI 403/533, 3 Credit Hours, Spring 2012 CSCI 424, 3 Credit Hours, Spring 2012 Math 170, 3 Credit Hours, Spring 2012 CSCI 409/539, 3 Credit Hours, Summer 2012 Math 130, 3 Credit Hours, Summer 2012 Ms. Kay H Kussman FT CSCI 180, 3 Credit Hours, Fall % 100% CSCI 241, 3 Credit Hours, Fall 2011 CSCI 242, 3 Credit Hours, Fall 2011 CSCI 242, 3 Credit Hours, Fall 2011 CSCI 282, 3 Credit Hours, Fall 2011 CSCI/Math 491, 3 Credit Hours, Fall 2011 Math 113, 3 Credit Hours, Fall 2011 CSCI 241, 3 Credit Hours, Spring 2012 CSCI 241, 3 Credit Hours, Spring 2012 CSCI 281, 3 Credit Hours, Spring 2012 CSCI/Math 399, 3 Credit Hours, Spring 2012 CSCI 409A, 3 Credit Hours, Spring 2012 CSCI/Math 491, 3 Credit Hours, Spring 2012 Dr. Vipin S Menon FT CSCI 102, 3 Credit Hours, Fall % 20% 100% CSCI 102, 3 Credit Hours, Fall 2011 CSCI 426/556, 3 Credit Hours, Fall 2011 CSCI 605, 3 Credit Hours, Fall 2011 CSCI 419 /549, 3 Credit Hours, Spring 2012 CSCI 425/555, 3 Credit Hours, Spring 2012 CSCI 284, 3 Credit Hours, Spring 2012 CSCI 605, 3 Credit Hours, Spring

53 FFND 101, 1 Credit Hour, Spring 2012 CPST 101, 3 Credit Hours, Summer 2012 Mr. Wayne M Prestenbach CPST 101, 3 Credit Hours, Fall % 100% CPST 101, 3 Credit Hours, Fall 2011 CSCI 278, 3 Credit Hours, Fall 2011 CSCI 321, 3 Credit Hours, Fall 2011 CSCI 321, 3 Credit Hours, Fall 2011 CSCI 102, 3 Credit Hours, Spring 2012 CSCI 241, 3 Credit Hours, Spring 2012 CSCI 286, 3 Credit Hours, Spring 2012 CSCI 321, 3 Credit Hours, Spring 2012 CSCI 321, 3 Credit Hours, Spring FT = Full Time Faculty or PT = Part Time Faculty, at the institution 2. For the academic year for which the self-study is being prepared. 3. Program activity distribution should be in percent of effort in the program and should total 100%. 4. Indicate sabbatical leave, etc., under "Other." 5. Out of the total time employed at the institution 53

54 C. Faculty Size The department currently has 4 fulltime positions with primary commitment to the Computer Science Program. The department s current fulltime faculty with primary commitment to the program are: Associate Professor(s): Dr. William Albrecht Tenured Assistant Professor(s): Dr. Paul Bender Tenure-Track Ms. Kay Kussmann Tenured Dr. Vipon Menon Tenure-Track Instructor: ***Mr. Wayne Prestenbach Non Tenure-Track *** Mr.. Prestenbach retired at the end of May Five faculty members would represent the desired level to support the AS, BS and MS degree along with service courses offered by the computer science faculty. However, the projected Fall,2012 schedule along with advising duties can be adequately covered by the four existing faculty members. The A.S. degree will be eliminated effective fall All computer science courses in the program are taught by full time computer science faculty members. Computer science courses run with between 10 and 40 students, allowing for a high level of interaction between the faculty member and student. Faculty are required to schedule a minimum of 10 office hours per week. Advising is done by the departmental faculty. Students are required to meet with their advisor a minimum of one time per semester to discuss course scheduling and student goals. Before seniors can take their capstone class CSCI 491, they must pick a faculty member mentor and meet with the faculty member once per week. Dr. Albrecht serves as the coordinator of the program and makes recommendations to the department head regarding curriculum modifications. 54

55 D. Professional Development Members of the CS faculty regularly attend the annual Consortium for Computing Science in Colleges regional meeting. Two faculty members are currently on the conference steering committee. Funds have been readily available to travel to other regional and National Conferences. Three of the faculty are given reduced time to perform scholarly activity. Four of the faculty have attended and presented posters or papers at professional meetings. In addition in 2008 a separate allocation of funds was provided by the Provost to send Dr. Albrecht to the January IDEAL/ABET workshop and achieve designation as an IDEAL Scholar. Funds were also provided to allow all departmental faculty to participate in the following ABET Webinars: Preparing for the site visit ENGINEERING Developing Rubrics The Accreditation Visit from the Program Evaluator Perspective Choosing Assessment Methods E. Authority and Responsibility of Faculty The program faculty are responsible for making recommendations, through the program coordinator, to the department head. Program objectives and student outcomes are determined by the faculty considering input from the programs advisory board and the programs constituents. Monitoring student outcomes is the responsibility of the computer science faculty. The CS faculty meet several times per semester to review collected data from exit interviews, employer surveys, alumni surveys, Major Fields Test, and course notebooks. Input is obtained from the advisory board every other year. The academic Vice President/Provost, Dr. Daboval, the College of Science Dean, Dr. Mead and the Department Head, Mr. Bradley, review the progress of all programs falling in their line of responsibility. The primary stimulus for change in the computer science curriculum comes from the computer science faculty. 55

56 CRITERION 7. FACILITIES A. Offices, Classrooms and Laboratories The learning studios, classrooms, open access Academic Computing and Learning Center (ACLC) lab, and faculty offices are all located on the first floor of Kirkman hall. Each faculty has a workstation and access to a network printer in their hallway. Faculty workstations are equipped with all software used in our curriculum, along with any specialized equipment needed for the faculty member's research activities. Faculty offices are small, but adequate for their purpose. Most assistance of students happens in either the learning studios or the open access ACLC lab. The program has access to two well-equipped learning studios where a majority of computer science courses are taught. Other classrooms are equipped with LCD projectors, Elmos and computer workstations equipped with the software used in our curriculum. In addition to the two learning studios, there are three open access computer labs available to students. One of the open access labs is in Kirkman Hall and is run by the ACLC. The other two labs are run by the Technology Advancement Student Committee (TASC) and are in the Library and the student union building. Details about these labs can be found in section B below. B. Computing Resources Institutional computing facilities: Holbrook Ranch Computer Center: This lab is open to all students on campus and is supported by monies generated by TASC, the Technology Advancement Student Committee. It is open from 7:30 a.m. until midnight Monday through Thursday, 7:30 a.m. to 4 p.m. on Friday and 10:00 a.m. to midnight on Saturday and Sunday. It houses 65 Dell workstations with MS Office, a browser and access to the network. Scanners are available on three machines along with OCR and photo processing software. There are two laser printers available for printing Frazier Library Computer Center: This lab is open to all students on campus and is supported by monies generated by TASC. It is open from 8 a.m. to 10:00 p.m. Monday through Thursday, 8 a.m. to 4 p.m. on Friday, 1 p.m. to 5 p.m. on Saturday, and 2 p.m. to 10 p.m. on Sunday. There are 27 Dell workstations with MS Office, a browser, Louis-FRED Catalog, and access to the network. One laser printer is also available in this lab. 56

57 Program computing facilities: The Academic Computing and Learning Center, ACLC, has traditionally supported our department. It is under the direction of the College of Science and is supported partly by monies from the College and partly from TASC. This center is open to all students and is available 7:30 a.m. to 9 p.m. Monday through Thursday, 7:30 a.m. to 4 p.m. on Friday and 2 p.m. to 9 p.m. on Sunday. This center houses 50 HP workstations which are equipped for our CSCI students, 12 Macintosh computers. In addition there is an area where students can connect their laptop to the network r by hardwire. The entire campus has student access to the McNeese wireless network. The computers in the ACLC have the compilers and other software necessary for our computer science and mathematics courses, and MS Office tools for additional support. There are two CSCI Learning studios dedicated primarily for use in CSCI courses. One studio houses 31 HP workstations with one dedicated to instructor use. The other studio houses 31 mac mini computers and one dedicated for instructor use. Both studios are equipped with a laser printer and a Link Projection System and all software used in the curriculum. The Link System allows the instructor to control the content displayed on each student workstation and allows any workstation to be projected to the front of the room screen. C. Guidance The open access ACLC and TASC labs are provided with student monitors who are available for students to ask questions related to problems in a particular lab. TASC provides a help desk where students may call or stop by to ask questions about personal computers and other computing resources. The ACLC provides student technicians who are available to assist students with questions, support personal computers and provide instructions on how to obtain and use software used in the curriculum, including access to the Microsoft Developer Network Academic Alliance (MSDNAA) which can be utilized to obtain Visual Studio and various Microsoft operating systems free of charge. The specialized software and hardware used in the curriculum is introduced to students in the learning studios by the instructors. D. Maintenance and Upgrading of Facilities Several years ago, university students within the state of Louisiana recognized the importance of technology in higher education. They decided to assess themselves an additional fee to cover the rising technology-related costs. MSU students assessed themselves an additional $5 per credit hour capped at 20 hours. A committee has been formed called the Technological Advancements for Students Committee, TASC, which oversees spending of these monies. The university has a Computer Technology & Information Officer, CITO, to oversee computer acquisitions on campus and coordinate with TASC. All labs open to all students on campus are mainly funded through TASC monies. The Academic Computing and Learning Center 57

58 (ACLC), which is the main lab used by our majors, is funded in part by TASC and in part through the University under the College of Science budget. One of the primary focus areas for TASC funds is the upgrading on at least a three-year recurring basis to state-of-the-art hardware and equipment in all open-access laboratories. The CSCI Learning Studios were purchased through a Board of Regents grant, but updated by College of Science and TASC funding. TASC has technicians who maintain most of the computers on campus. The ACLC has student technicians who maintain the computers in the College of Science. Other departments have closed laboratories which have been purchased through grant monies or through TASC. Most of those labs are maintained by the TASC technicians. Those that are not maintained by TASC are maintained by faculty or technicians hired by the college. The planning for computer facilities is done in two ways. The CITO (Chief Information Technology Officer) is responsible for planning done on a campus wide basis. Additional open laboratories will come from his office. It is currently felt that McNeese has sufficient open labs. Department laboratories are planned by the individual departments with the approval of the CITO. Any computer purchased on campus must be approved by the office of the CITO. Monies for computers on campus come from four primary sources. The first is through TASC funds. These funds must be applied for and can only be used for students needs. The second source of funds is a university directed fund similar to TASC. These funds also must be applied for, but they can be used for either faculty or student equipment. The third manner of funding is through grants. Louisiana has the Board of Regents Quality Support Fund and the Board of Regents Enhancement Fund which are used to purchase equipment (among other things). Again, the money must be applied for and the department has been very successful in getting equipment through these funding sources. The fourth source, Drew equipment funds, are available to the College of Science, and may be utilized to purchase equipment for student and faculty use. E. Library Services Frazar Memorial Library is a 64,000-square-foot facility with 499,951 print volumes, including 58,406 bound periodical volumes, as well as 87,960 microforms and 10,984 audiovisual items. In addition, the library subscribes to 121 online databases containing 171,002 electronic books and 6,518 electronic periodical titles. The library subscribes to 399 print periodicals. Most items may be located using the library s SirsiDynix online catalog; databases can be accessed directly from a compiled list, and EBSCO A to Z is available for identifying online periodicals and their dates of coverage. Frazar Memorial Library is also a depository for U.S. and Louisiana government documents. The library is currently staffed with 11 FTE library faculty and 8 FTE classified support staff. 58

59 Faculty may request that the library purchase books or subscriptions by contacting the Acquisitions Librarian or the library liaison for his or her department. Contact information may be found on the library s website: Acquisitions Department: List of library liaisons: If the purchase of materials is not feasible, the library offers an interlibrary loan service that allows users to borrow materials in a range of formats from libraries around the country for up to four weeks. Users can access the ILL order form online at Students have access to online full-text applied science and technology journals in the following areas related to ABET subjects (number of journals in parentheses): building construction (168) chemical technology (1,308) electrical engineering and electronics (774) environmental engineering and technology (121) general and civil engineering (326) general technology (300) manufactures and manufacturing (313) mathematics and computer science (891) mechanical engineering and machinery (146) motor vehicles, aeronautics, astronautics (272) Students also have access to the following databases related to ABET subjects: computer science index computer source environment index GreenFile IEEE Xplore Information Science and Technology Abstracts Internet and Personal Computing Abstracts Library, Information Science and Technology Abstracts Science and Technology Collection ScienceDirect (Elsevier) 59

60 Students and faculty may gain access to online resources from computers both on and off campus. Off-campus access requires a user name and password that can be easily derived from ID numbers already available to current students and faculty. Other services for off-campus users available through the library s website include reference via instant messaging, subject bibliographies, and video tutorials. F. Overall Comments on Facilities The facilities are inspected regularly by the state fire marshal. These inspections help to ensure the general safety of the facilities. Defective equipment is either removed, repaired or replaced when an issue is discovered. 60

61 CRITERION 8. INSTITUTIONAL SUPPORT A. Leadership The leadership structure of the computer science program at McNeese starts with the computer science faculty in their Curriculum Committee. All course changes or alterations originate in this committee as do curriculum changes. The Coordinator of Computer Science Program, Dr. William Albrecht, directs and chairs the Committee. Dr. Albrecht makes recommendations to the Department Head Sid Bradley. Dr. Albrecht receives recommendations and University and BOR (Board of Regents) requirements from the department head and/or dean that need to be addressed by the committee. Department Head of DMCS (Department of Mathematics Computer Science and Statistics), Mr. Sid Bradley, reviews and approves or disapproves items from the coordinator and/or committee and passes the items on to the Dean of the College of Science, Dr. George Mead. The Dean of Science and/or College Curriculum committee are responsible for reviewing all course and curriculum changes, for the College of Science. The course and curriculum changes are then passed along to the University Curriculum Committee. Modifications are then either approved and sent to the Vice-President of Academic Affairs, or if not approved, sent back to the Coordinator of Computer Science. The Vice-President of Academic Affairs, Dr. Jeanne Daboval, chairs the Academic Advisory Committee composed of the Deans from all areas. The Academic Advisory Committee gives the final approval for the modifications or changes to curriculum. B. Program Budget and Financial Support The Final Budget is developed by the President s Senior Staff based upon input from the Vice- Presidents and Deans, who gather information from their department heads. The primary source of funding for the program is based on the actions of the Senior Staff. The program has other regular avenues for funds, primarily for equipment and research. Several of these resources are mentioned below: TASC (Technology Advancement Student Committee) allots $50K to each College every year. The Computer Science Program shares in the distribution to the College of Science allotment. TASC also provides for faculty and departments to write proposals for big ticket items, with the restriction that the item(s) directly affect the student. 61

62 The College of Science also has a number of Professorships, two of which are dedicated to the computer science faculty. Other sources of funds include College of Science Drew Equipment Funds, Sherman Research Grants, Pinnacle Award and BOR Grants and Support Funding. Teaching is supported by the institution in a variety of ways. The ACLC (Academic Computing Teaching and Learning Center) is housed within the College of Science. The ACLC works closely with the Computer Science program to provide support in several key areas. The ACLC provides all technical support for computers and servers within the college, for student computers and for faculty computers. The ACLC runs the open access computer lab in Kirkman hall used by the majority of majors in the computer science program. The ACLC is responsible for keeping both hardware and software operating and up to date in the classrooms and labs of the College of Science. The ACLC is running a pilot program providing tutors to be CAAs (Classroom Academic Assistants), that is teaching assistants, for a number of classes. These Classroom Academic Assistants have been used in CSCI 180, 274, 281 and 309 as well as various mathematics classes. The CAAs attend the specific class and act as targeted tutors for that class and groups of students. They also assist the instructors with some grading duties. Travel Funds from the DMCS are available by request to travel to teaching and content workshops. In addition to the above support of teaching, the ACLC has been active in writing TASC grants for upgrades of classroom projectors and computers, and also servers, lab printers and lab scanners. The ACLC requests from all college of science faculty information on what operating systems and programs are needed in classroom and lab settings. All classroom and lab computers are wiped and reconfigured between semesters to serve the needs of the college programs. Resources are currently adequate to support the Computer Science Program and the ability of the computer science students to attain the stated student outcomes. C. Staffing The staff available to the program consists of one and a half Administrative Assistants for DMCS and one Technical Administrative Assistant for the ACLC. Other institutional services provided to all programs in the university are provided by the following offices: Institution Effectiveness and Academic Support, Institution Research, Write to Excellence Center, Freshman Foundations, Career Services, Library, TASC, Scholarships and Testing and Enrollment Management and Student Affairs (recruiting, admissions, initial advising). When staff are hired they attend an initial employee orientation, however, on-job training is the rule of thumb. Employees of the University are enticed to stay through benefits such as flexible hours and leave, tuition reduction for family members, health insurance and a retirement plan. 62

63 Staffing is currently adequate to support the program. D. Faculty Hiring and Retention 1. Process for hiring of new faculty. When a position opens within the faculty a Faculty Selection Committee is appointed by the Department Head. The selection committee recommends the top two or three candidates in rank order to the Department Head who then recommends one candidate to Dean and Vice President of Academic Affairs for final approval. After approval by the President a candidate must be approved by the Board of Supervisors for the University of Louisiana System. 2. Strategies used to retain current qualified faculty. University faculty are enticed to stay by being provided benefits such as flexible hours (faculty have input in making their teaching schedule) and leave, tuition reduction for family members, health insurance and a retirement plan. Computer Science Faculty also view teaching in an ABET accredited program as incentive to stay employed at McNeese. In addition, when available, merit raises are awarded. E. Support of Faculty Professional Development Travel funds are allotted from the department for conferences, workshops, and seminars. Faculty sabbaticals may be requested according to criteria in the faculty handbook. Professorship funds, Pinnacle Award, BOR Travel Funds and funds available by request from Academic Affairs can be used for faculty professional development. Sabbatical leaves for one semester may be applied for after 3 years of service to the University. After 6 years of consecutive service a faculty member may apply for a two semester sabbatical.( The University of Louisiana System rules require the Faculty member requesting sabbatical leave of absence make application at the institution and, with the recommendation of the institution president the application will be forwarded to the System President for Board consideration.) 63

64 PROGRAM CRITERIA The Computer Science program satisfies all applicable program criteria as set out in the Criteria for Accrediting Computing Programs, ABET document. The first two areas, Student Outcomes and Curriculum are covered elsewhere in the self-study report. Appropriate references are provided. Student Outcomes The program must enable students to attain, by the time of graduation: (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. [CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity. [CS] The Student Outcomes mentioned above are listed under Criterion 3 section A of this report and are discussed as they relate towards continuous improvement in Criterion 4 section B. Curriculum Students must have the following amounts of course work or equivalent educational experience: a. Computer science: One and one-third years that must include: 1. Coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture. [CS] 2. An exposure to a variety of programming languages and systems. [CS] 3. Proficiency in at least one higher-level language. [CS] 4. Advanced course work that builds on the fundamental course work to provide depth. [CS] b. One year of science and mathematics: 1. Mathematics: At least one half year that must include discrete mathematics. The additional mathematics might consist of courses in areas such as calculus, linear algebra, numerical methods, probability, statistics, number theory, geometry, or symbolic logic. [CS] 2. Science: A science component that develops an understanding of the scientific method and provides students with an opportunity to experience this mode of inquiry in courses for science or engineering majors that provide some exposure to laboratory work. [CS] The Curriculum for computer Science Programs listed above is discussed in Criterion 5 section A of this report. Faculty The requirement that some full time faculty members must have a Ph.D. in computer science is met as follows: Dr. Bender holds a Ph.D. in Computer Science and Engineering from Wright State University and Dr. Menon holds a Ph.D. in Computer Science from Tulane University. 64

65 Appendix A Course Syllabi Computer Science...66 CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI CSCI Mathematics Science Biology Chemistry Environmental Science Geology Microbiology Physics Supporting Courses

66 Computer Science Syllabi Course number CSCI 102 Course Name Credits Contact Hours Introduction to Programming with Basic 3 Credit 3 Lecture Instructor/Coordinator Kay Kussmann Textbook Title Programming in Visual Basic 2010 Author Julia Bradley, Anita Millspaugh Year 2010 Supplements Data Files which can be obtained from Kirkman Hall Academic Computing Center, Blackboard, or textbook publisher s website. Catalog Description Elements of BASIC programming language and programming Prerequisites/ Co-requisites Course Goals principles using BASIC. Math 113 or permission of the department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. Goals: The student will demonstrate skills necessary for programming using Visual Basic software. The student will demonstrate an understanding about the history of programming languages. The student will demonstrate an understanding of and the ability to use an integrated development environment. The student will demonstrate an understanding of object oriented application design techniques and the ability to apply those techniques. The student will demonstrate an understanding of Visual Basic syntax and the ability to apply Visual Basic syntax. The student will demonstrate an understanding of and the ability to properly use interface controls, variables, constants, the selection structure, and the repetition structure. The student will demonstrate an understanding of and the ability to properly use methods, procedures, and functions. 66

67 List of Topics An Introduction to Visual Basic Designing Applications Using Variables and Constants The Selection Structure More on the Selection Structure The Repetition Structure Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures Org/Architecture Prog. Languages 1 1/2 Software Design 1 Theory Ethics 67

68 Course number CSCI 180 Course Name Credits Contact Hours Introduction to Computer Science I 3 Credit Instructor/Coordinator Kay Kussmann Lecture: 2 hours/week; Lab: 2 hours/week Textbook Title C Programming: A Modern Approach, Second Edition Author K. N. King Year 2008 Supplements C: The Complete Reference, Fourth Edition Herbert Schildt, 2000 Catalog Description An introduction to problem solving and algorithm development using a procedural language. Concepts including hardware components, data types, control statements, and functions. This course has been identified as a general education course. Prerequisites/ Co-requisites Course Goals MATH 170 or permission of department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals:The student will be able to demonstrate skills necessary for using the C language. Other outcomes of instruction: At the end of the course, students will be able to 1. Write programs of moderate size and complexity in the C programming language. 2. Demonstrate ability to use the standard C libraries. 3. Compile, test, and debug C programs. 4. Design a program of moderate complexity as multiple, small, easily understood functions. 68

69 5. Demonstrate ability to write functions that pass arguments by value and by address. 6. Write programs that make use of arrays and recursion. 7. Demonstrate knowledge of integer versus floating type arithmetic. 8. Demonstrate ability to use: if, if/else, while, switch, do while, and for. 9. Demonstrate knowledge of file processing method. List of Topics Introduction and History of C. C Fundamentals. Formatted input/output. Expressions. Selection Statements. Loops. Basic Types. Functions. Program Organization. List of Laboratory Projects Arrays. Laboratory projects: Students are required to complete 8 to 12 labs. Learning the environment. Write a simple C program to print formatted information. Write a C program to input and output user information. Write an algorithm for a stated problem. Write a C program to input user information, calculate, and output information with documentation and planning. Write a C program using if and switch statements with documentation and planning. Write a C program using for, do and while statements with documentation and planning. Write a C program using functions with documentation and planning. Write a C program using arrays with documentation and planning. List of Programs :Outside of class programs- Throughout the course, students are required to complete three to four programs. Each programis designed to be completed in one or two weeks based on the recommended schedule and topics below. Write a C program to input and output user information with documentation and planning. Write a C program to input user information, calculate, and output information with documentation and planning. Write a C program using if and switch statements with documentation and planning. Write a C program using for, do and while statements with documentation and planning. Write a C program using functions with documentation and planning. Write a C program using arrays with documentation and planning. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures Org/Architecture Prog. Languages 2 Software Design Theory Ethics 69

70 Course number CSCI 241 Course Name Credits Contact Hours Introduction to Software Packages 3 Credit 3 Lecture Instructor/Coordinator Vipin Menon Textbook Title New Perspectives Microsoft Excel 2010, Comprehensive, Premium Video Edition Author Parsons, Oja, Ageloff, Carey Year 2011 Supplements Data files which can be obtained from Kirkman Hall Academic Computing Center, Blackboard, or textbook publisher s website. Catalog Description Survey and usage of software packages in an integrated office suite Prerequisites/ Co-requisites Course Goals with an emphasis on spreadsheet applications. MATH 113 or MATH 170 or permission of department head Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline i) An ability to use current techniques, skills, and tools necessary for computing practice. Goals: The student will demonstrate skills necessary for creating and maintaining electronic spreadsheets. The student will demonstrate an understanding about the major components of electronic spreadsheets and how they work. The student will demonstrate an understanding about the syntax of and the application of electronic spreadsheet formulas and functions. The student will demonstrate an understanding about electronic spreadsheet formatting techniques and the ability to apply the techniques. The student will demonstrate an understanding about electronic spreadsheet chart/graph techniques and the ability to apply the techniques. The student will demonstrate an understanding about electronic spreadsheet list/table techniques and the ability to apply the techniques. The student will demonstrate an understanding about working with multiple electronic spreadsheets, files, and applications. List of Topics Intro to Excel Formatting a Workbook Formulas and Functions 70

71 Charts and Graphics Tables, PivotTables, and PivotCharts Multiple Worksheets and Workbooks Advanced Functions, Conditional Formatting, and Filtering Developing an Excel Application Financial Tools and Functions What-If Analysis Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture Prog. Languages Software Design Theory Ethics 71

72 Course number CSCI 242 Course Name Credits Contact Hours Introduction to Software Packages II 3 Credit 3 Lecture Instructor/Coordinator Kay Kussmann Textbook Title New Perspectives Microsoft Office Access 2010, Comprehensive, Premium Video Edition Author J. Adamski and K. Finnegan Year 2010 Supplements Data files which can be obtained from Kirkman Hall Academic Computing Center, Blackboard, or textbook publisher s website. Catalog Description Introduction to a relational database management system, concepts and data normalization principles, providing a foundation for creating Prerequisites/ Co-requisites Course Goals simple tables, queries, forms, and reports. CSCI 241 or permission of department head Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs e) An understanding of professional, ethical, legal, security and social issues and responsibilities i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will be able to demonstrate skills necessary for creating and maintaining electronic databases. The student will demonstrate an ability to create and maintain a database. The student will demonstrate an ability to query a database. The student will demonstrate an ability to create forms and reports, enhance a table s design, and create custom reports. 72

73 List of Topics Creating a Database Building a Database and Defining Table Relationships Maintaining and Querying a Database Creating Forms and Reports Creating Advanced Queries and Enhancing Table Design Using Form Tools and Creating Custom Forms Creating Custom Reports Sharing, Integrating, and Analyzing Data Using Action Queries and Advanced Table Relationships Automating Tasks with Macros Using and Writing Visual Basic for Applications Code Managing and Securing a Database Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures 1/2 Org/Architecture Prog. Languages 1/2 Software Design 1 Theory Ethics 73

74 Course number CSCI 278 Course Name Credits Contact Hours Introduction To Personal Computer Hardware 3 Credit 3 Lecture Instructor/Coordinator William Albrecht Textbook Title A+ Guide to Hardware: Managing, Maintaining and Troubleshooting, 5th Edition Author Jean Andrews Year 2010 Supplements None Catalog Description Prerequisites/ Co-requisites Course Goals PC hardware components and peripherals. Concepts including installation, replacement, and upgrading of PC hardware components and identifying and troubleshooting common PC hardware problems. CPST 101 or CSCI 241 or ability to program in a high level language; Math 113 or Math 170; or permission of the department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs e) An understanding of professional, ethical, legal, security and social issues and responsibilities i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will identify the basic procedures for installing, configuring, and upgrading PCs. The student will identify basic procedures for adding and removing field replaceable modules. The student will identify typical IRQs, DMAs, and I/O addresses and procedures for altering these settings. The student will identify standardized/common peripheral ports, associated cabling, and connectors. 74

75 The student will identify proper procedures for installing and configuring IDE, SCSI, and SATA devices. The student will identify proper procedures for installing and configuring common peripheral devices. The student will recognize common PC problems and identify basic troubleshooting procedures. The student will identify various types of preventive maintenance measures, products, and procedures. The student will identify various safety measures and procedures. The student will identify the most popular types of motherboards and their components. The student will identify the types of RAM, form factors, and operational characteristics. The student will identify the purpose of CMOS memory and how to change its parameters. List of Topics Introducing Hardware Form Factors, Power Supplies, and Working Inside a Computer All about Motherboards Supporting Processors Upgrading Memory Supporting Hard Drives Installing and Supporting I/O Devices Multimedia Devices and Mass Storage PC Maintenance and Troubleshooting Strategies Networking Essentials Supporting Notebooks Supporting Printers Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 1 Prog. Languages Software Design Theory Ethics 75

76 Course number CSCI 281 Course Name Credits Contact Hours Introduction to Computer Science II 3 Credit Instructor/Coordinator Kay Kussmann Lecture: 2 hours/week; Lab: 2 hours/week Textbook Title C Programming: A Modern Approach, Second Edition Author K. N. King Year 2008 Supplements C: The Complete Reference, Fourth Edition Herbert Schildt, 2000 Catalog Description Recursive algorithms, data structures, abstract data types, algorithm analysis. Emphasis on implementation and the human-computer interface. Prerequisites/ Co-requisites Course Goals CSCI 180 Introduction to Computer Science I or permission of department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: The student will be able to demonstrate skills necessary for programming using C language. Other outcomes of instruction: At the end of the course, students will be able to 1. Write programs of moderate size and complexity in the C programming language. 2. Demonstrate ability to use the standard C libraries. 3. Compile, test, and debug C programs. 4. Design a program of moderate complexity as multiple, small, easily understood functions. 76

77 5. Demonstrate ability to write functions that pass arguments by value and by address. 6. Write programs that make use of arrays and recursion. 7. Demonstrate knowledge of integer versus floating type arithmetic. 8. Demonstrate ability to use various control Structures: if, if/else, while, switch, do while, and for. 9. Demonstrate knowledge of file processing method. List of Topics Review of selection, loops, and functions in C. Arrays. Recursion. Pointers. C Character and Strings. Preprocessor and Libraries. C File Processing. C Data Structures. Stacks and Queues List of Laboratory Projects In class laboratory projects: Throughout the course, students are required to complete eight to 12 labs assigned during laboratory class time. Each lab is designed to be completed in one or two class periods based on the recommended schedule and topics below. Write a C program to review using selections, loops, and functions with documentation and planning. Write a C program implementing arrays with documentation and planning. Write a C program implementing recursion with documentation and planning. Write a C program implementing pointers with documentation and planning. Write a C program implementing strings with documentation and planning. Write a C program implementing libraries and file processing with documentation and planning. Write a C program implementing structures, unions, enumerations, and dynamic storage allocation, and deallocation with documentation and planning. Write a C program implementing link lists, stacks, and queues with documentation and planning. List of Programs Out of class programs: Throughout the course, students are required to complete three to four programs. Each program is designed to be completed in one or two weeks based on the recommended schedule and topics below. Write a C program implementing arrays with documentation and planning. Write a C program implementing recursion with documentation and planning. Write a C program implementing pointers with documentation and planning. Write a C program implementing strings, libraries, and file processing with documentation and planning. Write a C program implementing structures, union, enumerations, and dynamic storage allocation and de-allocation with documentation and planning. Write a C program implementing link lists, stacks, or queues with documentation and planning. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures 1 Org/Architecture Prog. Languages 1 Software Design Theory Ethics 77

78 Course number CSCI 282 Course Name Introduction to Object-Oriented Design Credits 3 Credit Contact Hours Lecture: 2 hours/week; Lab: 2 hours/week Instructor/Coordinator Kay Kussmann Textbook Title Big Java, 4th Edition Author Cay Horstmann Year 2010 Catalog Description Introduction to object-oriented programming language, inheritance, encapsulation, and polymorphism with emphasis on GUI components. Prerequisites/ Co-requisites Course Goals CSCI 281 or CSCI 284 or permission of department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: The student will be able to demonstrate skills necessary for object oriented programming using Java language. Other outcomes of instruction: At the end of the course, students will be able to: 1. know the basic computing terminology and the concepts behind object-oriented design. 2. understand what classes and objects are, and know how to design and implement them in JAVA. 3. analyze, design and write software using the object-oriented language JAVA. 4. understand reuse, function overloading and parameter passing. 5. understand the concepts of Abstract Data types, encapsulation, inheritance and 78

79 polymorphism. 6. know how to use arrays, vectors and how to use the Standard Libraries in JAVA. List of Topics Introduction to Java. Using Objects, Classes, and Data Types. Decisions and Iteration. Exception Handling, OO Design, Recursion. Advance Java Programming. Arrays and Array Lists. Classes, Inheritance, Polymorphism. Data Structures. List of Laboratory Projects In class laboratory projects: Throughout the course, students are required to complete eight to 12 labs assigned during laboratory class time. Each lab is designed to be completed in one or two class periods based on the recommended schedule and topics below. Write a simple Java program to print formatted information. Write a Java program to input and output user information. Write a Java program using classes to input user information, calculate, and output information with documentation and planning. Write a Java program using iterations and loops in classes with documentation and planning. Write a Java program using arrays/array lists in classes with documentation and planning. Write a Java program implementing recursion in classes with documentation and planning. Write a Java program implementing exception handling in classes with documentation and planning. Write a Java program using class data structures with documentation and planning. Write a Java program implementing libraries and file processing in classes with documentation and planning. Write a Java program implementing multithreads with documentation and planning. List of Programs - Outside of class programs: Students are required to complete three to four programs. Write a Java program to input user information, calculate, and output information using iterations and loops in classes with documentation and planning. Write a Java program implementing arrays/array lists in classes with documentation and planning. Write a Java program implementing recursion in classes with documentation and planning. Write a Java program implementing file processing and data structures in classes with documentation and planning. Write a Java program implementing multithreads in classes with documentation and planning. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures 1 Org/Architecture Prog. Languages 1 Software Design Theory Ethics 79

80 Course number CSCI 284 Course Name Credits Contact Hours Selected Topics in Programming 3 Credit 3 Lecture Instructor/Coordinator Kay Kussmann Textbook Title Programming with Microsoft Visual Basic 2010, 5th Edition Author Diane Zak Year 2012 Supplements Data files which can be obtained from Kirkman Hall Academic Computing Center, Blackboard, or textbook publisher s website. Catalog Description Selected topics such as Advanced FORTRAN, Advanced BASIC, Prerequisites/ Co-requisites Course Goals Advanced COBOL, PL/I, or RPG programming. Ability to program in a high level language or permission of the department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will demonstrate an understanding or programming structures (sequential, selections, repetition). The student will demonstrate an understanding of sub and function procedures. The student will demonstrate an understanding of string manipulation. The student will demonstrate an understanding of arrays. The student will demonstrate an understanding of structures and sequential access files. The student will demonstrate an understanding of classes and objects. 80

81 List of Topics Sub and Function Procedures String Manipulation Arrays Structures and Sequential Access Files Classes and Objects Web Applications Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures Org/Architecture Prog. Languages 1 Software Design 1 Theory Ethics 81

82 Course number CSCI 286 Course Name Credits Contact Hours Computer Operation and Operating Systems 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Title A+ Guide to Software: Managing, Maintaining, and Troubleshooting, 5th Edition Author Jean Andrews Year 2010 Supplements None Catalog Description Survey of operating systems for mini and microcomputers; and an introduction to a user interface system. Prerequisites/ Co-requisites Ability to program in a high level language or permission of the department head. Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs e) An understanding of professional, ethical, legal, security and social issues and responsibilities g) An ability to analyze the local and global impact of computing on individuals, organizations, and society i) An ability to use current techniques, skills, and tools necessary for computing practice. Goals: The student will identify the fundamental principles of operating systems, networks, and security. The student will install, configure, optimize, and upgrade operating systems, networks, and security. The student will identify tools, diagnostic procedures, and troubleshooting techniques for operating systems, networks, and security. The student will perform preventive maintenance for operating systems, networks, and security. List of Topics Intro to OS Working with People in a Technical World Installing Windows 82

83 Maintaining Windows Optimizing Windows Tools for Solving Windows Problems Fixing Windows Problems Networking Essentials Networking Practices Security Essentials Security Practices Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 1 Prog. Languages Software Design Theory Ethics 83

84 Course number Course Name Credits Contact Hours Instructor/Coordinator CSCI304 Numerical Methods I 3 Credit 2 Lecture, 2 Lab Paul Bender Textbook Title Numerical Analysis, 9 th Edition Author Burden and Faires Year 2011 Supplements MATLAB, A Practical Introduction to Programming and Problem Solving, Attaway, 2009 Catalog Description Basic numerical techniques for approximation, error analysis, interpolation, differentiation, and integration, solution of algebraic equations and simultaneous linear equations, and matrix inversion. Implementation and analysis of algorithms using appropriate software tools. Prerequisites/ MATH 292 and CSCI 180 or permission of department head Co-requisites Course Goals Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. 84

85 Goals: Students will be able to: 1. Demonstrate an understanding of the complications of performing floating point arithmetic on a computer. 2. use algorithms for finding and/or approximating solutions to equations. 3. use algorithms for numeric integration and numeric differentiation. 4. use algorithms for solving systems of linear equations. List of Topics Mathematical preliminaries Solutions of equations in one variable Interpolation and polynomial approximation Numerical differentiation and integration. Solving linear systems Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture Prog. Languages 0.5 Software Design Theory 0.5 Ethics 85

86 Course number CSCI 308 Course Name Credits Contact Hours Advanced Data Structures and Algorithms 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Title Data Structures and Algorithms in Java 5 th edition. ISBN: Author Michael Goodrich and Roberto Tamassia Year 2010 Supplements Instructor will provide references and necessary handouts wherever appropriate. Catalog Description Implementing, processing and analyzing advanced data structures including the design and analysis of algorithms. Problem solving strategies are emphasized. Prerequisites/ CSCI 282, or permission of department head. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: Demonstrate an ability to write Object Oriented Programs in Java Demonstrate an understanding of the use of Arrays, Singly Linked Lists, Doubly Linked Lists and Circularly Linked Lists Demonstrate an understanding of the basic tools of Algorithm Analysis including a knowledge of primitive operations, asymptotic notation, asymptotic analysis, Big-Oh notation 86

87 Demonstrate a clear understanding of the following seven functions: The Constant Function, The Logarithm Function, The Linear Function, The N-Log-N function, The Quadratic Function, The Cubic Function and Other Polynomials, and The Exponential Function. Implement Stacks (using arrays and linked lists), Queues (using arrays and using linked lists) and Double-Ended Queues Demonstrate an understanding of List and Iterator ADTs Demonstrate a general understanding of trees and a specific ability to implement Binary Trees including In-order, Pre-Order and Post-order traversals Demonstrate an understanding of Heaps and Priority Queues Demonstrate a broad understanding of Maps, Hash Tables, Skip Lists and Dictionaries Demonstrate a thorough knowledge of Search trees - Binary Search Trees, AVL Trees, Splay Trees, 2-3 Trees, Red-Black trees; the ability to implement Binary Search Trees Demonstrate an understanding of various Sorting methods Selection Sort, Bubble Sort, Insertion Sort, Merge Sort, Quick Sort, Heap Sort Demonstrate an understanding of Strings, Dynamic Programming and the Greedy Method Demonstrate an understanding of Graph Algorithms Demonstrate an understanding of Memory Management and B-Trees List of Topics Java Primer and Object Oriented Design ( weeks) Arrays, Singly Linked Lists, Doubly Linked Lists, Circularly Linked Lists (1-1.5 weeks) Analysis Tools (1 week) Stacks, Queues, Deques (1 week) List and Iterator ADTs (0.5 week) Trees (1 week) Heaps and Priority Queues (0.5 week 1 week) Hash Tables, Maps and Skip Lists (1 week) Search Trees ( 1 week) Sorting Techniques (1 week) Strings, Dynamic Programming, Greedy Method (1-1.5 weeks) Graph Algorithms (1 1.5 weeks) Memory Management and B-Trees (1 week) Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures 1 Org/Architecture Prog. Languages 1/2 Software Design 1/2 Theory 1/2 Ethics 87

88 Course number CSCI 309 Course Name Data Base Management Systems Credits 3 Credit Contact Hours 2 Lecture / 2 Lab Instructor/Coordinator William Albrecht Textbook Title Beginning Database Design Solutions ISBN: Author Michael Goodrich and Roberto Tamassia Year 2009 Title Author Year Title Author Year SQL:COMPLETE REFERENCE, 3 rd ed. ISBN: Groff 2010 PHP 6 FAST+EASY WEB DEVELOPMENT ISBN: J. Meloni and M. Telles 2008 Supplements Instructor will provide references and necessary handouts wherever appropriate. Catalog Description Data base fundamentals, data base modeling, data base evaluation and processing, data base implementation and management using appropriate software tools. Prerequisites/ CSCI 281 or CSCI284 or permission of department head. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs (d) An ability to function effectively on teams to accomplish a common goal i) An ability to use current techniques, skills, and tools necessary for computing practice. 88

89 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will Use a Database Management System to create real software in a team environment Create the necessary documents for a user s manual Understand how to design and normalize a database Understand security issues associated with databases Understand the various models of database management systems Be able to create a database Be able to create a front end for a database Be able to write SQL queries Be able to understand ER relationships TOPICS: Goals of Effective Database Design Database Types SQL Relational Database Fundamentals PHP Understanding User Needs Data Models Business Rules Database Normalization and Refinement Design Patterns: many-to-many Database Security Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures Org/Architecture Prog. Languages 1 Software Design 1/2 Theory 1/2 Ethics 89

90 Course number CSCI 321 Course Name Credits Contact Hours Information Systems Analysis 3 Credit 3 Lecture Instructor/Coordinator Vipin Menon Textbook Title Business Driven Information Systems, 3 rd Edition Author Baltzan Year 2011 Supplements None Catalog Description Prerequisites/ Co-requisites Course Goals Technologies and strategies for managing information systems. Topics include requirements modeling, development strategies, data design, user interface, and specialized systems. CPST 101 or CSCI 241 or ability to program in a high level language; and junior standing. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution e) An understanding of professional, ethical, legal, security and social issues and responsibilities g) An ability to analyze the local and global impact of computing on individuals, organizations, and society i) An ability to use current techniques, skills, and tools necessary for computing practice. Goals: The student will introduce students to strategies for managing information systems. The student will identify basic types of information system and their benefits. The student will define careers available in information systems. The student will identify the role of essential hardware and software of a computer system in relation to business objectives. The student will define general data management concepts and terms. The student will define function of a telecommunications system. The student will identify advantages, challenges, and technology infrastructure of e-commerce. The student will explain the use of management information systems, decision support systems, and group support systems. The student will define the objectives of developing artificial intelligence systems. 90

91 The student will identify key participants and their roles in the systems development process. The student will outline criteria for the ethical use of information systems. List of Topics An Introduction to Information Systems in Organizations Hardware and Software Database Systems, Data Centers, and Business Intelligence Telecommunications, the Internet, Intranets, and Extranets Electronic and Mobile Commerce and Enterprise Systems Information and Decision Support Systems Knowledge Management and Specialized Information Systems Systems Development and Social Issues The Personal and Social Impact of Computers Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 1 Prog. Languages 1/2 Software Design 1 Theory Ethics 1/2 91

92 Course number Course Name Credits Contact Hours Instructor/Coordinator CSCI403 Numerical Methods II 3 Credit 3 Lecture Paul Bender Textbook Title Numerical Analysis, 9 th Edition Author Burden and Faires Year 2011 Supplements MATLAB, A Practical Introduction to Programming and Problem Solving, Attaway, 2009 Catalog Description Basic numerical methods for finding and approximating eigenvalues and eigenvectors, and solutions of ordinary and partial differential equations. Least squares approximation and function approximation. Implementation and analysis of algorithms. Prerequisites/ Math 301, Math 322, Math/Csci 304, Math 291, or permission of department head. Co-requisites Course Goals Type Required Elective Selected Elective Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline xxx b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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 92

93 comprehension of the tradeoffs involved in design choices. Goals: Students will be able to: a. Demonstrate an understanding of the complications of performing floating point arithmetic on a computer. b. use algorithms for finding and/or approximating eigenvalues and eigenvectors c. use algorithms for solving differential equations d. use standard approximation techniques List of Topics Eigenvalues and eigenvectors Initial-value and boundary-value problems for ordinary differential equations Partial differential equations Approximation theory. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1.5 Data Structures Org/Architecture Prog. Languages 0.25 Software Design 0.5 Theory 0.75 Ethics 93

94 Course number CSCI 408 Course Name Credits Contact Hours Introduction to Formal Language Theory 3 Credit 3 Lecture Instructor/Coordinator William Albrecht Textbook Title An Introduction to Formal Languages and Automata, Fifth Edition Author Peter Linz Year 2012 Supplements JFLAP An interactive Formal Languages and Automata Package Susan Rogers and Thomas Finley, 2006 Catalog Description An introduction to formal languages, their grammars, and the machines that generate them. Prerequisites/ Co-requisites Course Goals CSCI 282, and either MATH 185 or MATH307, or permission of department head Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: The student will be able to describe and apply the theory of formal languages and how it is applied to the theory of computation. The student will be able to construct DFA/NFA/Regular Expressions and appropriate grammars for Regular Languages. The student will be able to identify context free languages and construct grammars and push down automata to generate and recognize context free languages. 94

95 The student will be introduced to Turing machines, the halting problem and the classes P, NP and NP-complete will be discussed. List of Topics Review of necessary mathematics topics Deterministic Finite Automata (DFA) Regular Languages Non-deterministic Finite Automata (NFA) Equivalence of DFA's and NFA's Regular expressions and their equivalence to DFA's and NFA's Grammars Regular Grammars and their equivalence to DFA's, NFA's, regular expressions. Pumping Lemma for regular languages Push down automata (PDA) Context free languages and grammars. Pumping Lemma for context free grammars The Halting Problem Big-O and small-0 P,NP and NP complete Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture Prog. Languages 1/2 Software Design 1/2 Theory 2 Ethics 95

96 Course number CSCI 409 Course Name Game Development in C# Credits Contact Hours 3 Credit Instructor/Coordinator Kay Kussmann Lecture: 2 hours/week; Lab: 2 hours/week Textbook Title C# Game Programming for Serious Game Creation Author Daniel Schuller Year 2011 Title Learning XNA 4.0 Author Aaron Reed Year 2011 Catalog Description Current topics in computing science. Notes: May be taken three times for credit. However, no duplicate credit for courses in which the topics are the same. No duplicate credit for CSCI 409 and CSCI 539. Syllabus Description for This Topic: Current topics in computer science. Emphasis on implementation and development of computer games using C#. Syllabus Description for This Topic Catalog Prerequisites/ Co-requisites Current topics in computer science. Emphasis on implementation and development of computer games using C#. Varies with topic offered. Syllabus Prerequisite for This Topic: CSCI 282 or permission of department head. Syllabus Prerequisite CSCI 282 or permission of department head. for This Topic Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs f) An ability to communicate effectively with a range of audiences 96

97 i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will be able to demonstrate skills necessary for programming using C# language and the skills necessary for game development. Other outcomes of instruction: At the end of the course, students will be able to 1. Write game programs of moderate size and complexity in the C# programming language. 2. Demonstrate ability to design, develop, and implement a computer game. 3. Demonstrate ability to design, develop, and implement a 3D computer game using XNA. List of Topics C# Basics. Open GL and C# Framework. Rendering 2D Graphics and Text. Game Mathematics. Game Engine. Simple Games. XNA Basics. Collision Detection, User Input, Audio. Game Artificial Intelligence. 3D Game Development. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures Org/Architecture Prog. Languages 1/2 1 Software Design 1 Theory Ethics 97

98 Course number CSCI 409 Course Name Credits Contact Hours Special Topics in Computer Science, Coding and Communication 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Title Applied coding and Information Theory for Engineers Author Wells Year 1999 Supplements Handouts and articles as provided by the instructor. Catalog Description Prerequisites/ Co-requisites Current topics in computing science. MATH 322 and the ability to program in a higher level language, or permission of department head. Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs e) An understanding of professional, ethical, legal, security and social issues and responsibilities i) An ability to use current techniques, skills, and tools necessary for computing practice. j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design 98

99 of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices. Goals: The Students will learn the basics of Information Theory as applied to communication systems. List of Topics Basic Information Theory Compression Error Correcting Codes Encryption Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1.5 Data Structures 0.5 Org/Architecture Prog. Languages Software Design Theory 1 Ethics 99

100 Course number CSCI 409 Course Name Credits Contact Hours Instructor/Coordinator Special Topics in Computer Science, Mobile Device Programming 3 Credit 3 Lecture Paul Bender Textbook Title Building iphone Apps with HTML, CSS, and JavaScript Author Stark Year 2010 Title iphone for Programmers, An App-Driven Approach Author Deitel, et al. Year 2010 Supplements Handouts and articles as provided by the instructor. Catalog Description Prerequisites/ Co-requisites Current topics in computing science. The ability to program in an object oriented language, or permission of department head. Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. k) An ability to apply design and development principles in the 100

101 construction of software systems of varying complexity. Goals: Students will be able to: 1. Understand the properties of mobile devices and mobile applications 2. Be able to design and implement web applications with the iphone Look and Feel 3. Be able to design and implement native applications for the iphone. 4. Be able to interact with some hardware features of the iphone. List of Topics Web Applications for iphone OS Devices. Native Applications for iphone OS Devices General Mobile Device Applications and Active Research Topics Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 0.5 Prog. Languages 1.5 Software Design 1 Theory Ethics 101

102 Course number CSCI 409 Course Name Credits Contact Hours Special Topics in Computing Science (Robotics) 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Catalog Description Prerequisites/ Co-requisites Course Goals Title Author Year Supplements Arduino Cookbook, 2 nd Edition, Michael Margolis, 2011 Handouts as provided by the instructor. Current topics in computing science. CSCI 274 and CSCI281, or permission of department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: Students will be able to: 1.Understand the interaction of a computer system with mechanical components. 2.Understand the difference between analog and digital sensors. 3.Understand how to select sensors to solve a given problem. 4.Communicate between computing devices. 102

103 List of Topics Arduino Basics Basic Motion Analog and Digital Sensors Line Following Distance Measurement Motion Detection Radio Communication and Protocols Cooperative Problem Solving Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures Org/Architecture 1 Prog. Languages Software Design 1 Theory Ethics 103

104 Course number CSCI 410 Course Name Software Engineering I Credits 3 Credit Contact Hours 3 Lecture Instructor/Coordinator William Albrecht Textbook Title Software Engineering a Practitioner s Approach 7 th ed. ISBN: Author R.Pressman Year 2009 Title Author Year Software Engineering, Schaum's Outline. ISBN: D. Gustafason 2002 Supplements Instructor will provide supplements and references dealing with ethical studies. Catalog Description Software engineering life-cycle. Current techniques and tools used in large-scale software development with emphasis on real world applications. Prerequisites/ CSCI 308 and CSCI 309 or permission of department head. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal e) An understanding of professional, ethical, legal, security and social issues and responsibilities f) An ability to communicate effectively with a range of audiences i) An ability to use current techniques, skills, and tools necessary for computing practice. 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 104

105 of the tradeoffs involved in design choices. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will be able to understand multiple models for performing software engineering; demonstrate the use of software processes; demonstrate the use of project management techniques; demonstrate the ability to create a design document. demonstrate application of ACM/IEEE code of ethics to case studies. understand the various models of software engineering and be able to use one; understand what a requirement is and how to create a requirements document; use software processes to create a real software project; use project management techniques to create a real software project; create a requirements document for a real software project; List of Topics ACM/IEEE code of ethics as they are applied to case studies Software Life Cycle Process and other Models Project Management Project Planning Software Metrics Risk Analysis Quality Assurance Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 1/2 Prog. Languages Software Design 1 Theory 1/2 Ethics 1 105

106 Course number CSCI 413 Course Name Software Engineering II Credits 3 Credit Contact Hours 3 Lecture Instructor/Coordinator William Albrecht Textbook Title Software Engineering a Practitioner s Approach 7 th ed. ISBN: Author R.Pressman Year 2009 Title Author Year Software Engineering, Schaum's Outline. ISBN: D. Gustafason 2002 Supplements Instructor will provide supplements and references dealing with ethical studies Catalog Description Continuation of CSCI 410. Presentations and a team project will be required. Prerequisites/ CSCI 410, or permission of department head. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs d) An ability to function effectively on teams to accomplish a common goal e) An understanding of professional, ethical, legal, security and social issues and responsibilities f) An ability to communicate effectively with a range of audiences i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. 106

107 Goals: The student will Use a software process to create real software in a team environment; Create the necessary documents for a user s manual and a maintenance manual. Understand software testing and validation; Understand how a project should be managed. Understand security issues Understand the various models of software engineering and be able to use one; Use software processes in creating a real software project; Understand and apply management techniques necessary to complete a quality project; Apply security engineering concepts to make sure the project is secure. Apply codes of ethics to case studies Writing a users manual and documentation Give an oral presentation about their project List of Topics Process Models Agile Development Software Requirements and Modeling User Interface WebApp Design Architectural and component leveldesign Ethical Case Studies Software Design Patterns Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 1 Prog. Languages Software Design 1 Theory 1/2 Ethics 1/2 107

108 Course number CSCI 415 Course Name Credits Contact Hours Instructor/Coordinator Introduction to Operating Systems 3 Credit 3 Lecture Paul Bender Textbook Title Operating System Concepts, 8th edition Author Silberschatz et al Year 2009 Supplements Linux System Programming, Love, Catalog Description Prerequisites/ Evolution of operating systems. Resource management, deadlock detection/recovery, concurrent processes, and protection. Case study of an operating system. CSCI 274 and CSCI 281. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. 108

109 k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: Students will be able to: 1. Demonstrate an understanding of how operating systems manage processes, storage, and I/O systems. 2. Solve a problem using concurrent processes and interprocess communication. 3. Interact with operating system services. 4. Interact with filesystems. List of Topics Introductions and Operating System Basics Process Management Storage Management I/O Systems The Linux Operating System Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures 1/2 Org/Architecture 1/2 Prog. Languages 1/2 Software Design 1/2 Theory ½ Ethics 109

110 Course number CSCI 416 Course Name Credits Contact Hours Instructor/Coordinator Structure of Programming Languages 3 Credit 3 Lecture Paul Bender Textbook Title Programming Languages Principles and Practice Author Louden Year 2003 Supplements Seven Languages in Seven Weeks, Tate, Catalog Description Prerequisites/ Applied course in programming language constructs emphasizing the run-time behavior of programs. Analysis and specification of different programming languages in terms of their features and limitations based on their run-time environments. CSCI 274 and CSCI 281. Co-requisites Type Required Elective Selected Elective Course Goals xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. 110

111 Goals: As a result of taking this course, students should: 1. Develop an understanding of the historic development of programming languages. 2. Be able to implement programs in a functional language, an imperative language, an object oriented language, and a logic programming language. 3. Understand issues involved with variable allocation, binding times, control flow, data types, parameter passing, and scope. 4. Have an understanding of the compilation process. 5. Understand the basics of syntax and language translation. 6. Be able to determine a programming language's strengths and weaknesses for a given task. List of Topics Introduction History Syntax and Semantics Lexical and Syntax Analysis Binding times, Scope, Etc. Data types Assignment Statements Control Statements Subprograms Implementing Subprograms ADTs Various Programming Languages Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures 1/2 Org/Architecture Prog. Languages 1 Software Design 1/2 Theory ½ Ethics 111

112 Course number CSCI 419 Course Name Credits Contact Hours Computer Organization and Architecture 3 Credit 3 Lecture Instructor/Coordinator Dr. Vipin S. Menon Textbook Title The Essentials of Computer Organization and Architecture, Third Edition Author Null and Lobur Year 2012 Catalog Description Structure and function of the central processing unit, internal and external memory, I/O devices, busing systems. Microprogramming and logic design. Prerequisites/ Co-requisites Course Goals CSCI 274 and CSCI 281 Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: As a result of taking this course, students should: 1. Demonstrate a solid understanding of the main components of a computer, historical development of computers, and the Von Neumann Model. 2. Be able to develop a clear understanding of Data Representation in computer systems. 3. Develop an understanding of Boolean Algebra and Digital Logic. 4. Be able to understand and evaluate various Instruction Set Architectures. 112

113 5. Demonstrate an understanding of the Memory of a computer, with specific reference to the Memory Hierarchy, Cache Memory and Virtual Memory. 6. Understand Input/Output and storage systems. 7. Demonstrate an understanding of System Software. 8. Develop a basic understanding of Alternative Architectures including RISC machines, Flynn s taxonomy, Parallel and Multiprocessor architectures, Neural Networks and Quantum Computing. List of Topics Introduction - components of a computer, historical developments, the Von Neumann model Data representation in computer systems Boolean Algebra and Digital Logic Boolean Algebra, Logic Gates, Integrated Circuits SSI, MSI, LSI, VLSI, Combinational Circuits, Sequential Circuits Instruction Set Architectures Memory of a computer, with specific reference to the Memory Hierarchy, Cache Memory (including spatial locality and temporal locality, different levels of cache, Instruction caches and Data caches) and Virtual Memory including paging and segmentation Input/Output and storage systems I/O and Performance, Amdahl s Law, Serial and Parallel data transmission, I/O Architectures (including character I/O versus Block I/O), CDs, DVDs. System Software Introduction, Operating Systems, Programming Tools Assemblers, Linkers, Compilers, Interpreters, Loaders Alternative Architectures including RISC machines, Flynn s taxonomy (SISD, SIMD, MISD, MIMD), Parallel and Multiprocessor architectures (including Multiprocessors, Multi computers, Massively Parallel Processors), Pipelining and Instruction Level Parallelism, Neural Networks and Quantum Computing Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures Org/Architecture 2 Prog. Languages 0.25 Software Design 0.25 Theory

114 Course number CSCI 424 Course Name Credits Contact Hours Instructor/Coordinator Introduction to Networking 3 Credit 3 Lecture Paul Bender Textbook Title TCP/IP Protocol Suite 4 th Ed Author Forouzan Year 2010 Supplements Handouts and articles as provided by the instructor. Catalog Description Prerequisites/ Introduction to Networking. OSI Reference Model and its relationships to current technologies. Networking topologies and protocols. CSCI 308 or permission of department head. Co-requisites Type Required Elective Selected Elective Applied Track General Track Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs g) An ability to analyze the local and global impact of computing on individuals, organizations, and society h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. 114

115 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: Students will be able to: 1. Understand the OSI Network Reference Model, and how it relates to real network implementations 2. Understand the relationships between and basic function of several network protocols 3. Understand the relationships between and the function of different pieces of network hardware. 4. Be able to implement a basic networked system. List of Topics Introductory topics Network Layer Transport Layer Application Layer Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures 1/2 Org/Architecture 1 Prog. Languages Software Design 1/2 Theory 1 Ethics 115

116 Course number CSCI 425 Course Name Credits Contact Hours Artificial Intelligence 3 Credit 3 Lecture Instructor/Coordinator Dr. Vipin S. Menon Textbook Title Artificial Intelligence: A Modern Approach, Third Edition Author Stuart Russell and Peter Norvig Year 2010 Catalog Description Introduction to artificial intelligence and expert systems. Problem spaces and problem-solving techniques. Knowledge representation. Implementation of systems with appropriate software tools. Prerequisites/ Co-requisites Course Goals CSCI 308 Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: 1. Demonstrate a solid understanding of AI including its foundations in philosophy, mathematics, economics, neuroscience, psychology, computer engineering, control theory, linguistics. 2. Develop an appreciation of Intelligent Agents and the properties of task environments. 3. Be able to exhibit proficiency in Solving Problems by Searching. A thorough knowledge of the 6 basic Uninformed Search Methods - Breadth First search, Uniform cost search, Depth First Search, Depth Limited search, Iterative deepening depth limited search, and Bidirectional search is expected. 4. Demonstrate an understanding of Informed Search Methods, specifically the Greedy Search technique and the A* search 116

117 technique. 5. Develop a broad understanding of the use of AI techniques in solving Constraint Satisfaction Problems. 6. Develop a basic understanding of Propositional Logic and First Order logic, get an appreciation of the benefits of using First Order Logic, and be able to express statements in First Order Logic. 7. Be able to grasp the core concepts in the building of rule based expert systems. 8. Develop an appreciation of the methods to deal with Uncertain knowledge and Reasoning. 9. Develop an appreciation of applications and extensions of AI in today's world, such as Natural Language Processing, Artificial Neural Networks, Robotics, and Computer Vision. List of Topics - Introduction to AI - Intelligent Agents - Solving Problems by Searching. A thorough knowledge of the 6 basic Uninformed Search Methods - Informed Search Methods, specifically the Greedy Search technique and the A* search technique - Constraint Satisfaction Problems - Logical Agents, Propositional Logic, First Order Logic - Introduction to rule based expert systems - Uncertain knowledge and reasoning - quantifying uncertainty, Bayes' Rule and its use, Bayesian Learning - Current trends in AI - applications of AI in today's world, such as Natural Language Processing, Neural Networks, Robotics, and Computer Vision Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures Org/Architecture Prog. Languages 0.50 Software Design 0.50 Theory 1 Ethics 117

118 Course number CSCI 426 Course Name Credits Contact Hours Introduction to Web Programming 3 Credit 3 Lecture Instructor/Coordinator Dr. Vipin S. Menon Textbook Title Internet and World Wide Web How to Program, Fourth Edition Author Deitel & Deitel Year 2008 Catalog Description Current technologies used in data sharing and data gathering over a network. Fundamentals needed to support e-commerce. Prerequisites/ Co-requisites CSCI 308, Advanced Data Structures and Algorithms Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: As a result of taking this course, students should: 1. Demonstrate an understanding of building web pages using HTML 2. Demonstrate an understanding of client side programming using JavaScript. 3. Demonstrate an understanding of server side programming using PHP. 4. Demonstrate an understanding of managing relational database management systems using MySQL. 118

119 List of Topics: 1. Introduction to the Internet 2. Web Browser Basics: Internet Explorer and Firefox 3. Introduction to Web Introduction to XHTML 5. JavaScript Introduction to Scripting JavaScript Control Statements JavaScript Functions JavaScript Arrays JavaScript Objects Document Object model (DOM) JavaScript Events 6. PHP Introduction to PHP PHP Basics String Processing in PHP Regular Expressions in PHP Connecting to a Database Using cookies Dynamic content Operator Precedence Chart 7. Quick overview of Database theory, Overview of SQL, Introduction to MySQL 8. Ruby Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms Data Structures 0.25 Org/Architecture 0.25 Prog. Languages 2 Software Design 0.5 Theory 119

120 Course number CSCI 427 Course Name Credits Contact Hours Introduction to Computer Graphics 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Title Interactive Computer Graphics: A Top Down Approach with Shader-Based OpenGL, 6 th Ed. Author Angel and Shreiner Year 2012 Supplements Handouts and articles as provided by the instructor. Catalog Description Prerequisites/ Curve drawing, region filling, translations, rotations, clipping in two and three dimensions, hidden line and surface removal, rendering. MATH 322 and ability to program in a high level language. Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. 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 120

121 of the tradeoffs involved in design choices. k) An ability to apply design and development principles in the construction of software systems of varying complexity. Goals: The student will be able to demonstrate skills necessary for programming graphics systems using OpenGL. The student will be able to Understand computer graphics systems. The student will be able to Write programs which make use of 2d and 3d graphics List of Topics Graphics Systems and Models Graphics Programming 3d graphics Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1 Data Structures 1/2 Org/Architecture Prog. Languages 1/2 Software Design 1/2 Theory 1/2 Ethics 121

122 Course number CSCI 491 Course Name Seminar Credits 3 Credit Contact Hours 3 Lecture Instructor/Coordinator Kay Kussmann Textbook none Catalog Description Assigned readings, discussions, and reports dealing with international diversity, history, applications, literature, and current research in the computing sciences. Oral presentations and paper are required. This course has been identified as a writing enriched and capstone course. Prerequisites/ Co-requisites Course Goals Permission of department head. Type Required Elective Selected Elective xxx Outcomes: a) An ability to apply knowledge of computing and mathematics appropriate to the discipline b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution c) An ability to design, implement, and evaluate a computer -based system, process, component, or program to meet desired needs f) An ability to communicate effectively with a range of audiences g) An ability to analyze the local and global impact of computing on individuals, organizations, and society h) Recognition of the need for and an ability to engage in continuing professional development i) An ability to use current techniques, skills, and tools necessary for computing practice. 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. Goals: The student will be able to develop research and communication skills. The student will be able to perform research with a faculty member regarding history, applications, literature, or a current research issue in the computing or mathematical science fields. Other outcomes of instruction: At the end of the course, students will 122

123 be able to 7. Work with a mentor (full-time faculty) on an appropriate topic in the computer science field. 8. Write a paper regarding the selected researched topic. 9. Present an oral presentation regarding the selected researched topic. List of Topics Course material is subject to the mentor selected and usually falls in one of the following categories: History in computer or mathematical sciences. Applications in the computer or mathematical science fields. Current literature in a computer or mathematical science field. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED Algorithms 1/2 Data Structures Org/Architecture 1/2 Prog. Languages Software Design 1 Theory 1 Ethics NOTE: Depending on the nature of the senior project the weights in the above table are subject to modification. 123

124 Math Course Syllabi Course number MATH 170 Course Name Credits Contact Hours Precalculus College Algebra 3 Credit 3 Lecture Instructor/Coordinator Robert Doucette Textbook Title Precalculus, 9th Edition Author Michael Sullivan Year 2012 Supplements Livetext Membership (Writing Enriched) Catalog Description Prerequisites/ Co-requisites Topics from advanced algebra to include real number properties, solutions of equations and inequalities, relations, functions, graphs, polynomial and rational functions, exponential and logarithmic functions, complex numbers, systems of equations, and the theory of equations. Math 113 or math enhanced ACT score of at least 22 or permission of department head. Two years of high school algebra recommended Course Goals Type Required Elective Selected Elective xxx Outcomes: The Student will be able to: demonstrate computational skills necessary for problem solving and mathematical modeling; create, interpret, and revise models to solve problems; collect, organize, and interpret numerical data in various forms; analyze information given in order to draw conclusions and solve problems; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below. 124

125 Goals: demonstrate an understanding of concepts associated with functions including graphing, evaluation, and operations with functions; find the zeros, graph and analyze properties of specific functions including polynomial, rational, exponential and logarithmic functions; solve equations involving polynomial, rational, exponential and logarithmic expressions; use knowledge of specific functions to solve applied problems; solve linear and nonlinear systems of equations with applications List of Topics Graphs Functions and their graphs Linear and quadratic functions Polynomial and rational functions Exponential and logarithmic functions Systems of equations an inequalities Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 125

126 Course number MATH 175 Course Name Credits Contact Hours Precalculus II 3 Credit 3 Lecture Instructor/Coordinator Robert Doucette Textbook Title Precalculus II, 9 th Edition Author Michael Sullivan Year 2012 Supplements Student Solutions Manual Catalog Description Trigonometry, circular functions and analytic geometry. Prerequisites/ Co-requisites Course Goals Math 170 or permission of department head Type Required Elective Selected Elective xxx Outcomes: The student will be able to: collect, organize, and interpret numerical data in various forms; demonstrate computational skills necessary for problem solving and mathematical modeling; create, interpret, and revise models to solve problems; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below. Goals: collect, organize, and interpret numerical data in various forms; The student will be able to: convert angle measures between degrees, minutes, seconds and decimal degrees, and between degrees and radians; find exact values of trigonometric functions of points on the unit circle, quadrantal angles, and integral multiples of π/6=30, π/4=45, and π/3=60 ; determine domain and range, period, and sign of trigonometric functions; find values of trigonometric functions using fundamental 126

127 identities; graph trigonometric functions; find values of inverse trigonometric functions; establish trigonometric identities; solve trigonometric equations; solve right triangles; solve triangles using Law of Sines and Law of Cosines; convert between rectangular and polar coordinates; graph polar equations; use DeMoivre's Theorem and find complex roots of equations; graph and perform operations with vectors; graph and write equations of parabolas, hyperbolas, and ellipses. List of Topics Trigonometric functions Analytic trigonometry Applications of trigonometric functions Polar coordinates: vectors Analytic geometry Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 127

128 Course number MATH 130 Course Name Credits Contact Hours Finite Mathematics 3 Credit 3 Lecture Instructor/Coordinator Karen Aucoin Textbook Title Applied Finite Mathematics Supplements Author Mead Year 1985 Catalog Description Matrices with applications, linear programming, probability, mathematics of finance and trigonometry. Prerequisites/ Co-requisites Course Goals Outcomes: Math 113 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: MATH 185 or MATH 307) The Student will be able to demonstrate computational skills necessary for problem solving and mathematical modeling; create, organize, and revise models to solve problems; collect, organize, and interpret numerical data in various forms; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below: Goals: The Student will solve systems of linear equations using various methods; perform basic matrix algebra; analyze, model, and solve linear programming problems; learn and understand the terminology associated with basic statistics, probability, and combinatorics; compute introductory statistical measures; 128

129 demonstrate an understanding of financial concepts such as present value, future value, and interest; apply financial knowledge to real world situations including mortgages, retirement funds, and credit card debt; explore right triangle trigonometry and triangulation. List of Topics Systems of Linear Equations Matrices Linear Programming Probability Mathematics of Finance Trigonometry Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 129

130 Course number MATH 185 Course Name Credits Contact Hours Discrete Mathematics 3 Credit 3 Lecture Instructor/Coordinator Paul Bender Textbook Title Discrete Mathematics and its Applications, 6 th Edition Supplements Author Kenneth Rosen Year Catalog Description Topics from discrete mathematics including symbolic logic, functions and relations, sequences, series, mathematical induction, recursion, counting techniques, trees and graphs, matrices, and simple coding techniques Prerequisites/ Co-requisites Course Goals Math 170 or permission of department head Type Required Elective Selected Elective General Concentration (alt: MATH 307) Outcomes: The student will be able to: understand propositional logic, logical equivalence, tautology and contradiction; use basic proof techniques, including direct proof, proof by contradiction; use the algebra of sets for construction and proof, including union, intersection, and Cartesian product; understand functions and the concepts of injection, surjection, bijection, and inverse functions; understand and use principles of integers, including the division algorithm, the Euclidean algorithm, change of bases; use matrix algebra of addition and multiplication; understand and use mathematical induction to show the validity of a statement for an infinite sequence; understand and use the principle of recursion, and solve recurrence relations; 130

131 understand and use counting principles, including the pigeonhole principle, permutations, combinations; understand and use graph terminology, including types of graphs, trees, degrees, connectivity. List of Topics Symbolic logic, proofs Sets, Functions Integers, matrices Mathematical induction, recursion Counting techniques Solving recurrence relations Graphs, connectivity, paths Trees Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 131

132 Course number MATH 190 Course Name Credits Calculus I 4 Credit Contact Hours 3 Lecture Lab 2 Instructor/Coordinator Neil P. Carnes Textbook Title Calculus, Early Transcendentals, 7 th Edition Supplements Author James Stewart Year Catalog Description Functions, limits, continuity, derivatives with applications, integration, and the Fundamental Theorem of Calculus. Prerequisites/ Co-requisites Course Goals Math 170 and Math 175, or permission of department head Type Required Elective Selected Elective General Concentration Applied Concentration (alt: MATH 313) Outcomes: The Student will be able to: demonstrate computational skills necessary for problem solving and mathematical modeling; create, interpret, and revise models to solve problems; collect, organize, and interpret numerical data in various forms; analyze information given in order to draw conclusions and solve problems; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below. Goals: demonstrate an understanding of limits and limit properties and use these properties to evaluate limits of functions algebraically and graphically; understand the concept of continuity of a function and its importance n the study of differential calculus; explore the concept of rate of change: how a dependent quantity changes with respect to a corresponding change in an independent quantity; apply the rate of change concept to formulate the definition of the derivative of a function; 132

133 demonstrate appropriate skills in applying the derivative rules in finding the derivative of a function (this includes the product, quotient and chain rule); demonstrate knowledge of derivatives of a broad class of functions including exponential, logarithmic, inverse trigonometric and hyperbolic functions; demonstrate an understanding of the Mean Value Theorem; be able to recognize indeterminate forms and use L'Hospital's Rule to compute limits; demonstrate an understanding of the derivative of a function by using the derivative as an aid in curve sketching, as well as in optimization and related rates of change problems. consider the "area problem" and formulate an approach, in terms of limits, to solving the problem; demonstrate knowledge of the definition of the definite integral; demonstrate knowledge of the Fundamental Theorem of Calculus and the importance of this theorem in connecting Differential and Integral Calculus; List of Topics Limits, continuity, limits involving infinity, derivatives Differentiation rules, chain rule, implicit Differentiation, related rates, hyperbolic functions Maximum/minimum values, Mean Value Theorem, Iindeterminate forms and L'Hospital's Rule, Curve sketching, optimization problems, Newton s method, antiderivatives Areas, integrals, the Fundamental Theorem of Calculus, substitution Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 133

134 134

135 Course number MATH 231 Course Name Elementary Probability and Statistical Inference Credits 3 Credit Contact Hours 3 Lecture Instructor/Coordina Neil P. Carnes tor Textbook Title Elementary Statistics Author Johnson and Kuby, 10 th Edition Year 2007 Supplements Livetext Membership Catalog Description Calculation of simple probability in discrete and continuous variable cases. Descriptive statistics, measures of central tendency, binomial an normal distributions. Testing hypotheses using normal deviate and t- statistics. Prerequisites/ Co-requisites Course Goals Math 113 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: STAT 430 or STAT 431) Outcomes: The student will be able to: collect, organize, and interpret numerical data in various forms; demonstrate computational skills necessary for problem solving and mathematical modeling; create, interpret, and revise models to solve problems; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below. Goals: learn and understand the terminology associated with statistics; distinguish between descriptive and inferential statistics; calculate simple probability in both discrete and continuous variable cases; compute measures of central tendency and of variability in sample data; understand simple linear regression and be able to demonstrate knowledge of properties and applications; explore the binomial and normal probability distributions; understand point and interval estimation of parameters; 135

136 perform hypothesis tests about the population mean; use technology as a means of calculating descriptive statistics, displaying graphical information and solving problems in estimation and hypothesis testing List of Topics Statistics Descriptive analysis single variable Descriptive analysis bivariate data Probability Discrete probability distributions The normal distribution Sample variability Introduction to statistical inferences Inferences involving one population Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 136

137 Course number MATH 291 Course Name Credits Contact Hours Calculus II 4 Credit 3 Lecture 2 Lab Instructor/Coordinator Neil P. Carnes Textbook Title Calculus, Early Transcendentals, 7th Edition Author James Stewart Year Supplements Student Solution Manual, James Stewart Catalog Description Applications in integrals, techniques of integration, improper integrals, infinite series, Taylor s formula, parametric equations and polar coordinates. Prerequisites/ Co-requisites Course Goals Math 190 or permission of department head Type Required Elective Selected Elective General Concentration Applied Concentration (alt: MATH 314) Outcomes: The Student will be able to: apply integration techniques to compute areas of regions, volumes of solids, work, and average values of functions; demonstrate knowledge of integration techniques including integration by parts, trigonometric substitution, and integration of rational functions using partial fraction decomposition; use tables and technology (including use of calculators and Maple) to compute integrals; compute improper integrals; find arc lengths and areas of surfaces of revolution graph curves defined by parametric equations analyze curves given parametrically as well as given in polar coordinates (this includes sketching graphs, finding slopes at points on a given curve, finding lengths of curves and converting to rectangular coordinates) find the limit of certain sequences and the value of selected series; classify series according to type and determine convergence 137

138 or divergence using tests including the integral test, comparison test, alternating series test, ratio and root tests; represent functions as power series and use these representations to compute integrals; demonstrate knowledge of Taylor series. Goals: List of Topics Areas between curves, volumes, volumes by cylindrical shells, work, average value of a function Integration by parts, trig integrals, trig substitution, integration of rational functions by partial fractions, integration using tables and computer algebra systems, improper integrals Arc length, area of surface of revolution, physical applications of integration Curves defined by parametric equations, calculus with parametric curves, polar coordinates, areas and lengths in polar coordinates Sequences, series, integral test, comparison tests, alternating series, ratio and root tests, power series, Taylor and Maclaurin series Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 138

139 Course number MATH 292 Course Name Credits Contact Hours Multivariable Calculus 4 Credit 4 Lecture Instructor/Coordinator Robert Doucette Textbook Title Essential Calculus, Early Transcendentals Author James Stewart Year Supplements Student Solution Manual Catalog Description Parametric equations, curvilinear, coordinate systems, vectors, solid analytic geometry, partial differentiation, multiple integrals. Prerequisites/ Co-requisites Course Goals Math 291or permission of department head Type Required Elective Selected Elective General Concentration Outcomes: analyze curves given parametrically as well as given in polar coordinates (this includes sketching graphs, finding slopes at points on a given curve, finding lengths of curves and converting to rectangular coordinates); find equations of planes and lines in space using the dot product and the cross product; identify and sketch graphs of quadric surfaces; graph functions of two variables; identify level curves and surfaces; find limits of, and use definition of continuity for, multivariate functions; find partial derivatives, and use them to find tangent planes and linear approximations; use the chain rule for multivariate functions; find directional derivatives and the gradient vector for multivariate functions; find both constrained and unconstrained extrema; compute Riemann sums for functions of many variables; compute double and triple integrals via integrated integrals; compute volumes using integrals; compute areas in polar coordinates using double integrals; use spherical and cylindrical coordinate. 139

140 Goals: List of Topics Parametric equations, polar coordinates, area, arc length, tangents Vector spaces, dot and cross products, planes, vector functions, motions in space Partial and directional derivatives, functions in R 3, max/min values, limits, continuity Multiple integrals, polar and cylindrical coordinates, surface area Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 140

141 Course number MATH 313 Course Name Credits Contact Hours Calculus for Technology I 3 Credit 3 Lecture Instructor/Coordinator Michael Muffuletto Textbook Title Technical Calculus with Analytic Geometry, 4th Edition Supplements Author Kuhfittig Year Catalog Description Concepts of limits, derivatives, and differentials as applied to technical problems. Prerequisites/ Co-requisites Course Goals Math 175 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: MATH 190) Outcomes: The student will be able to: demonstrate an understanding of limits and limit properties and use these properties to evaluate limits of functions algebraically and graphically; explore the concept of rate of change: how a dependent quantity changes with respect to a corresponding change in an independent quantity; demonstrate appropriate skills in applying the derivative rules in finding the derivative of a function (this includes the product, quotient and chain rule); demonstrate an understanding of the derivative of a function by using the derivative as an aid in curve sketching, as well as in optimization and related rates of change problems; consider the "area problem" and formulate an approach, in terms of limits, to solving the problem; demonstrate knowledge of the definition of the definite integral; demonstrate knowledge of the Fundamental Theorem of Calculus and the importance of this theorem in connecting differential and integral calculus; 141

142 apply integration techniques to compute areas of regions, volumes of solids, work, and average values of functions; demonstrate knowledge of derivatives of a broad class of functions including trigonometric, inverse trigonometric, exponential and logarithmic functions; Goals: List of Topics Introduction to Calculus: the derivative Ch. 2 ~ 3 weeks Applications of the derivative Ch. 3 ~ 2 weeks The integral Ch. 4 ~ 3 weeks Applications of the integral Ch. 5 ~ 2 weeks Derivatives of transcendental functions Ch. 6 ~ 3 weeks Selected topics in numerical methods if time Additional topics may be covered, at the discretion of the instructor as needed during the course. Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 142

143 Course number MATH 314 Course Name Credits Contact Hours Calculus for Technology II 3 Credit 3 Lecture Instructor/Coordinator Michael Muffuletto Textbook Title Technical Calculus with Analytic Geometry Author Kuhfittig Year Supplements Catalog Description Continuation of MATH 313 including the concepts of integration, the infinite series, and partial differentiation as applied to technical problems. Prerequisites/ Co-requisites Course Goals Outcomes: Math 313 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: 291) The student will be able to: demonstrate knowledge of integration techniques including integration by parts, trigonometric substitution, and integration of rational functions; use tables and technology (including use of calculators and Maple) to compute integrals; analyze curves given parametrically as well as given in polar coordinates (this includes sketching graphs, finding slopes at points on a given curve, finding lengths of curves and converting to rectangular coordinates); graph functions of two variables; identify level curves and surfaces; find partial derivatives, and use them to find tangent planes and linear approximations; compute double integrals via iterated integrals; compute volumes using integrals; use cylindrical coordinates; find the value of selected series; classify series according to type and determine convergence or divergence using tests; demonstrate knowledge of Maclaurin series. 143

144 Goals: List of Topics Integration techniques Vectors and parametric equations 3-dimensional space, partial derivatives, multiple integrals Infinite series Topics in numerical methods, such as (as time permits): trapezoidal rule for integration; Simpson's rule for integration; bisection method for finding roots; Newton's method for finding roots; least-squares method for interpolation; Lagrangian interpolation; Gauss-Jordan method for solving systems; Gauss-Seidel method for solving systems Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 144

145 Course number MATH 322 Course Name Credits Contact Hours Linear Algebra 3 Credit 3 Lecture Instructor/Coordinator Neil Carnes Textbook Title Linear Algebra and It s Applications, 3 rd Edition Supplements Author David C. Lay Year Catalog Description Matrices, determinants, systems of linear equations, vectors, vector spaces, linear transformations, and applications Prerequisites/ Co-requisites Course Goals Math 190 or permission of department head Type Required Elective Selected Elective General Concentration Outcomes: solve systems of linear equations by a variety of methods including row reduction and use of technology; demonstrate knowledge of matrix algebra; collect, organize, and interpret numerical data in various forms; understand vector space properties and concepts using Rn, mxn matrices, and function spaces as examples; understand the concepts of linear independence and spanning sets in R n and other vector spaces; find bases for vector spaces and subspaces and apply the rank compute determinants and demonstrate knowledge of their properties and applications; understand the role linear transformations play in the study of vector spaces; compute eigenvalues and eigenvectors and demonstrate understanding of diagonalization and its applications; use technology as a means of exploring conjectures and solving applied problems; prove selected theorems throughout the course. Goals: The student will be able to describe and apply the theory of formal languages and how it is applied to the theory of computation. 145

146 The student will be able to construct DFA/NFA/Regular Expressions and appropriate grammars for Regular Languages. The student will be able to identify context free languages and construct grammars and push down automata to generate and recognize context free languages. The student will be introduced to Turing machines, the halting problem and the classes P, NP and NP-complete will be discussed. List of Topics Linear equations, row reductions and echelon forms, vector equations, solutions Matrices, operations, inverses Determinants Vector spaces, subspaces, null spaces, column spaces, linear independence, bases Eigenvalues and eigenvectors, characteristic equation, and diagonalization Orthogonality, and least squares Symmetric matrices, and quadratic forms Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 146

147 Course number MATH/STAT 430 Course Name Credits Contact Hours Probability 3 Credit 3 Lecture Instructor/Coordinator Neil P. Carnes Textbook Title A First Course in Probability, 8th Edition Supplements Author Sheldon Ross Year Catalog Description Probability spaces, theory of random variables, distribution theory, moment-generating and characteristic functions, and limit theorems of probability theory. Prerequisites/ Co-requisites Course Goals Math 292 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: STAT 231 or STAT 431) General Concentration (alt: STAT 431) Outcomes: The student will be able to: Find probabilities using sample spaces and combinatorial analysis; demonstrate knowledge of axioms of probability; collect, organize, and interpret numerical data in various forms; understand conditional probabilities and be able to use Baye s formula; understand the concept of a random variable; find expected value, mean, variance, and standard deviation; compute normal, binomial, and Poisson distributions; understand and work with continuous random variables and uniform random variables; understand expectation and conditional expectation; 147

148 Goals: understand the Laws of Large Numbers and the Central Limit Theorem List of Topics Sample space and events, probability of equally likely outcomes Conditional probability and Bayes formula Discrete random variables, and expectation of a random variable Continuous random variables Moment generating functions, and characteristic functions The Central Limit Theorem and other limit theorems Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 148

149 Course number MATH 431 Course Name Credits Contact Hours Mathematical Statistics and Probability 3 Credit 3 Lecture Instructor/Coordinator Darren Alcock Textbook Title Mathematical Statistics, 7th Edition Supplements None Author Freund Year Catalog Description An introductory course in the theory of statistics and probability, using the concepts and methods of the theory of sets and calculus. Prerequisites/ Co-requisites Course Goals Math 292 or permission of department head Type Required Elective Selected Elective Applied Concentration (alt: STAT 231 or STAT 430) General Concentration (alt: STAT 430) Outcomes: collect, organize, and interpret numerical data in various forms; demonstrate computational skills necessary for problem solving and mathematical modeling; create, interpret, and revise models to solve problems; demonstrate knowledge and skills specific to course content as outlined in the objectives listed below. collect, organize, and interpret numerical data in various forms; Goals: demonstrate knowledge of counting techniques; demonstrate knowledge of sets and set theory; calculate probability using discrete and continuous probability functions, including conditional probability, independent events and Bayes' theorem; understand univariate and multivariate probability densities (including joint, marginal, and conditional distributions) and 149

150 cumulative distribution functions and use them to calculate probability; demonstrate knowledge of mathematical expectation, including moments and moment-generating functions; examine discrete probability distributions, such as Bernoulli, binomial, geometric, hypergeometric, Poisson and multinomial; examine continuous probability densities, such as uniform, gamma, exponential, chi-square, beta and normal; derive probability distributions of functions of random variables. List of Topics Probability: discrete and continuous Mathematical expectation Special probability functions Special probability densities Functions of random variables Estimate of Curriculum Category Content (Semester Hours): AREA CORE ADVANCED AREA CORE ADVANCED 150

151 Science Syllabi Course number BIO 101 Course Name Introduction to Biology Credits 3 Credit Contact Hours 3 Lecture Instructor/Coordinator Justin Hoffman Textbook Title Campell Biology 9 th Edition (Required) Supplements Catalog Description Author Reece, Urry, Cain, Wasserman, Minorsky, and Jackson Year 2010 Basic biological principles and concepts with emphasis on the cellular and subcellular organization of living organisms, metabolism, and genetics. Prerequisites/ Co-requisites Course Goals None Type Required Elective Selected Elective xxx Goals: To provide an overview of Biology for majors covering topics such as the scientific method, the cell, nucleic acids and proteins, mitosis and meiosis, protein production and genetics. List of Topics Scientific Method Chemistry Background for Biology Water, ph, and Buffers Carbon, Carbohydrates, Lipids Proteins and Nucleic Acids Energy/Enzymes Cell Membranes Nucleus/Cytoplasm/Cell Organelles Mitosis and Cell Division Eukaryotes vs. Prokaryotes Photosynthesis Cellular Respiration/Glycolysis DNA Structure/Synthesis Protein Synthesis, Mutations Meiosis Basics of Mendelian Genetics 151

152 Course number BIOL 101L Course Name Introduction to Biology I Laboratory Credits 1 Credit Contact Hours 2 Lecture Instructor/Coordinator Textbook Title Biology in the Lab 101 PKG Supplements Catalog Description Prerequisites/ Co-requisites Author Year Laboratory studies of cellular and sub-cellular phenomena using microscopy, electrophoresis, and computerized data acquisition. Credit for or concurrent with BIOL 101 or BIOL 105 Corequisite courses in Biology must be taken simultaneously unless previous credit has been earned in one or the other Course Goals Type Required Elective Selected Elective xxx Outcomes: a) The student will be able to properly use compound and dissecting microscopes. b) The student will be able to identify certain cellular structures using light microscopy. c) The student will understand the theory behind and be able to perform basic DNA analyses. d) The student will understand and be able to use the scientific method. Goals: List of Topics Microscope I Microscope II: An Examination of Cell Types (Report 1) Scientific Method (Report 2) Data Collection and Analysis Tutorial Diffusion (Report 3) Effect of Temperature and Life Cycle Stage on Respiration in Mealworm Beetles (Report 4) Effect of Light on the Rate of Photosynthesis (Report 5) Enzyme Activity (Report 6) DNA I DNA II 152

153 Course number Course Name Credits Contact Hours BIOL II Introduction to Biology II 3 Credit 3 Lecture Instructor/Coordina Harry A. Meyer tor Textbook Title Campell Biology 9 th Edition (Required) Author REECE Year 2010 Supplements None Catalog Description Examination of the diversity, evolution and ecolgy of living organisms. Prerequisites/ Co-requisites BIOL 101 Type Required Elective Selected Elective xxx Course Goals Outcomes: a) The student will be able to demonstrate understanding of Scientific Method, Evolution, Biological Diversity and Ecology. Goals: The student will be able to explain basic biological principles. List of Topics Introduction Descent with Modification The Evolution of Populations The Origin of Species History of Life on Earth The Tree of Life Viruses Bacteria and Archaea Introduction to Animal Diversity Animal Nutrition Circulation and Gas Exchange Animal Reproduction Nervous Systems Sensory and Motor Mechanisms Animal Diversity Invertebrates Vertebrates Fungi Protists Plant Diversity Biomes Ecology Regulating the Internal Environment 153

154 Course number Course Name Credits Contact Hours BIOL 102L Introduction to Biology II Lab 1 Credit 2 Lecture Instructor/Coordinator Christopher J. Kirkhoff Textbook Title Biology 102 Student Manual, 2nd Edition Author Van De Graaff KM, JL Crawley Year 2009 Supplements A Photographic Atlas for the Biology Laboratory, 6 th Edition Catalog Description Laboratory studies of the diversity, evolution and ecology of living organisms. Prerequisites/ Co-requisites Course Goals Credit or concurrent BIOL 102 or BIOL 106 Type Required Elective Selected Elective xxx Goals: The student will have mastered the fundamentals of biodiversity by the end of the course List of Topics Introduction, Microscopy Usage and Review Acoelomates and Pseudocoelomates Protostomes Deuterstomes Protists Protists excluding fungi Plants I Plants II Fetal Pig Dissection Fungi, Lichens and In Class Review 154

155 Course number BIOL 211 Course Name Credits Contact Hours Instructor/Coordinator Introductory Microbiology 4 Credit 3 Lecture 2 Lab Jay Comeaux Textbook Title Microbiology An Introduction, 10th Edition Author Tortora, Funk and Case Year 2009 Supplements Laboratory handouts will be posted on Moodle for each lab section. Each student must download and print the handout for the lab each week and bring it to lab Catalog Description Biological and chemical characteristics of microorganisms. Sections on microbial structure, metabolism, diversity and ecology are included along with a consideration of microbial infections and immunity to infectious disease. Prerequisites/ Co-requisites Course Goals Goals: CHEM 102 Type Required Elective Selected Elective xxx Outcomes: The Student will (course) a) understand microbial structures and their functions b) understand the fundamentals of microbial metabolism, growth, genetics, and control c) become aware of the diversity of microorganism and their importance in ecology and disease d) understand the mechanisms of immunity to disease. Topics (Lab) The student will (Lab portion) a) understand and effectively demonstrate aseptic technique b) be able to effectively use staining techniques and a microscope to observe microorganisms c) gain practical familiarity with the fundamentals of microbial metabolism, growth, and control d) be able to identify an unknown culture of microorganism Lab Orientation; aseptic technique; streak plates; environmental sampling Care and Use of the Microscope; simple and negative stains 155

156 Capsule and Endospore stains; motility media Differential staining; acid-fast stain; gram stain Serial dilution and population counts Antimicrobials: antiseptics, antibiotics, and disinfectants Bacteriophage enumeration and specificity Characteristics of representative gram+bacteria: Pyogenic Cocci Characteristics of representative gram-bacteria: Enteric bacteria Identification of UnknownsI Identification of Unknowns II; Unknown Identification due; Review for Practical Lab Practical Examination 156

157 Course number CHEM 101 Course Name Credits Contact Hours General Chemistry I 4 Credit 3 Lecture 3 Lab Instructor/Coordinator Ron Darbeau Textbook Title Chemistry: Atoms First, McNeese ed., Catalog Description Prerequisites/ Co-requisites Course Goals Author Burdge and Overby Year 2012 Supplements Live Text (Writing Enriched) Laws and principles of inorganic chemistry including, but not limited to, atomic structure, stoichiometry, periodicity, the gas laws, and solution chemistry. This course is classified as a General Education Course. A grade of 'C' or better in Math 113 or a math score of 22 on the enhanced ACT or permission of department head Type Required Elective Selected Elective xxx Outcomes: understand and apply the scientific method be able to manipulate numerical data and use statistical methods read and analyze with comprehension reason abstractly and think critically apply inorganic nomenclature to compounds understand atomic theory and periodicity understand states of matter and apply equations relating to those states write and balance equations properly and apply moles and numerical data to such equations understand and explain the concepts of ionic and covalent bonding be able to produce Lewis dot structures for compounds to apply valence shell electron pair repulsion theory to predict the structure of compounds in nuclear chemistry, to understand radioactivity, nuclear decay, balance nuclear equations, understand the processes of fission and fusion, and the application of half-lives to determine amounts of radioactive material after time 157

158 List of Topics Chapter 1 Chemistry: The Science of Change Chapter 2 Atoms and the Periodic Table Chapter 3 Quantum Theory and the Electronic Structure of Atoms Chapter 4 Periodic Trends of the Elements Chapter 5 Ionic and Covalent Compounds Chapter 6 Representing Molecules Chapter 7 Molecular Geometry and Bonding Theories Chapter 8 Chemical Reactions Chapter 9 Chemical Reactions in Aqueous Solutions Chapter 10 Energy Changes in Chemical Reactions 158

159 Course number CHEM 102 Course Name Credits Contact Hours General Chemistry II 4 Credit 3 Lecture 3 Lab Instructor/Coordinator Ron Darbeau Textbook Title Chemistry: Atoms First, McNeese ed., Catalog Description Prerequisites/ Co-requisites Course Goals Author Burdge and Overby Year 2012 Supplements Live Text (Writing Enriched) Study of the Metals and their compounds, more solution chemistry, chemical equilibria, kenetics, nuclear chemistry. CHEM 101 Type Required Elective Selected Elective xxx Outcomes: understand and apply the scientific method be able to manipulate numerical data and use statistical methods read and analyze with comprehension reason abstractly and think critically understand the basics of solutions understand and use various concentration units appropriately understand molecular kinetics and be able to determine rate laws given valid data understand the use of the Arrhenius equation understand chemical equilibrium and apply equilibrium to problems understand chemical thermodynamics and be able to apply it understand the link between chemical thermodynamics and chemical equilibrium understand the basic definitions for acids and bases, and learn which materials are strong acids, which are strong bases and which are weak acids and which are weak bases understand acid-base equilibria and the concept of ph understand equiilbria as applied to compounds of limited solubility and formation of complexes understand oxidation-reduction (redox) chemistry, and the basics of electrochemistry 159

160 be able to apply the Nernst equation understand the basics of complex formation, be able to classify ligands, and various isomer types List of Topics Introduction, Energy Changes in Chemical reactions, Chapter 10 Gases Chapter 11 Force, Properties of Liquids and Solids, Chapter 12 Physical properties of solutions, Chapter 13 Chemical kinetics, Chapter 14 Chemical equilibrium, Chapter 15 Acids and bases, Chapter 16, Acids and bases in equilbria, Chapter 17 Entropy, free energy and equilibrium, Chapter 18 Electrochemistry, Chapter 19 Nuclear chemistry, Chapter

161 Course number ENSC 101 Course Name Credits Contact Hours General Environmental Science I 3 Credit 3 Lecture Instructor/Coordinator Frank Phillips Textbook Title Environmental Science Supplements Catalog Description Prerequisites/ Co-requisites Course Goals Author Kauffman and Cleveland Year 2008 Principles and concepts of environmental science with emphasis on basic ecology, natural communities, human populations, and resource conservation, agriculture, risk and toxicology. None Type Required Elective Selected Elective xxx Outcomes: The student will be able to demonstrate an understanding of a) Scientific Method b) Basic Ecology c) Human Population d) Soil and Agriculture e) Resource Conservation f) Environmental Health and Toxicology Goals: The student will be able to explain basic principles of environmental science. 161

162 Course number Course Name Credits Contact Hours ENSC 110L General Environmental Science Laboratory 1 Credit 2 Lecture Instructor/Coordinator Frank Phillips Textbook Title Laboratory Manual for Environmental Science 110L Catalog Description Prerequisites/ Co-requisites Course Goals Author McNeese. State University Year Supplements None Collection and analysis of data used to assess environmental quality. None Type Required Elective Selected Elective xxx Goals: The student will be able to collect and analyze data in the field of environmental sciences and assess the environmental quality. List of Topics Introduction to Computer and Software Vernier LabPro Temperature Measurement Tutorial Evaporation and Intermolecular Attractions Events with Entry Tutorial When Sensors Are Not Identified Automatically Effect of Temperature and Respiration Photosynthesis and Respiration Photosynthesis and Respiration Dissolved Oxygen in Water Nitrate Levels in Water Samples Conductivity of Various Waters Light, Brightness and Distance Manual Date Entry Tutorial Sound Measurements 162

163 Course number GEOL 101 Course Name Credits Contact Hours Physical Geology 3 Credit 3 Lecture Instructor/Coordinator Troy P. Sampere Textbook Title Physical Geology, 13th Edition Supplements Author Plummer, Carlson, Hammersley Year 2010 Catalog Description Basics and interrelationships of Earth s composition, structure, and ongoing processes, including plate tectonics. Prerequisites/ Co-requisites Course Goals Type Required Elective Selected Elective xxx Outcomes: The Student will be able to: Understand the basic principle of plate tectonics and be able to describe the various plate boundary types Classify various types of common minerals and describe physical properties of minerals used for identification purposes Explain the difference between igneous, sedimentary and metamorphic rocks in terms of environment of formation and plate tectonics and understand how these rocks are related in respect to the rock cycle Describe typical seafloor features and the age of the seafloor relative to divergent boundaries Understand the basic internal structure and composition of the earth and be able to cite various lines of evidence for are current understanding of this internal structuring. Identify various common geological structures and understand the stress that resulted in the specific rock strain Understand the underlined cause and distribution of earthquakes related to plate tectonics and be able to predict 163

164 the epicenter of an earthquake from seismic data Discuss the main types of weathering processes that result in the breakdown of rock Know the difference between relative and numerical ages and understand the basics of how isotopes are used in dating rocks in geology Describe stream depositional and erosional features Understand the basics of groundwater movement and aquifers Describe various landscape features in glaciated regions Understand the driving forces which shape beaches and coastlines Other topics may be touched on if time permits Goals: The student will develop a conceptual understanding of the fundamental principles of Geology 164

165 Course number Course Name Credits Contact Hours GEOL 111L Physical Geology Laboratory 1 Credit 3 Lab Instructor/Coordinator Sampere Textbook Title Exercises In Physical Geology, 12th Supplements Author W.K Hamblin and J.D. Howard Year 2005 Catalog Description Practical exercises and experiments correlated with the lecture. Emphasis on rock and mineral specimens; topographic and geologic maps and aerial photographs. Prerequisites/ Co-requisites Course Goals Type Required Elective Selected Elective xxx Goals: List of Topics Three Groups of Rocks Topographic Maps Structural Geology Exercises on: Drainage Systems and the V Rule 165

166 Course number GEOL 102 Course Name Credits Contact Hours Historical Geology 3 Credit 3 Lecture Instructor/Coordinator Sampere Textbook Title Physical Geology, 13th Edition Author Plummer, Carlson, Hammersley Year 2010 Supplements Catalog Description Prerequisites/ Co-requisites Course Goals Outcomes: Goals: Earth s history, including dating methods, origin and evolution of oceans, atmosphere, lithosphere, and life. or permission of department head Type Required Elective Selected Elective xxx A major aim of this course is to provide you with an overview of the long and complex history of change in the physical and biological aspects of our planet so that you may develop an increased appreciation for our planet and its inhabitants in a larger time context than the purely human one. Another aim of this course is to satisfy part of the physical science component of the University=s core curriculum general education requirements. As a general education course, the LA Board of Regents requires that GEOL 102 must include the assessment of at least one of its eleven general education competencies. Competency #4, understand numerical data and statistics, and competency #5, understanding scientific method, will be assessed in GEOL 102. Within competency #5, the focus will be on (1) distinguishing hypotheses from theories and (2) drawing sound conclusions from empirical data. Information on how these things will be assessed is included in the chart of desired student learning outcomes at the end of this document. List of Topics Basic principles and methods of inferring past events and determining their timing Summarizing and considering possible explanations of major physical events such as continental drift movements and mountain-building Summarizing and considering possible explanations of appearances and disappearances of major biological groups as indicated by the fossil record 166

167 Course number MBIO 201-A Course Name Credits Contact Hours Microbiology 4 Credit 3 Lecture 2 Lab Instructor/Coordinator Jay Comeaux Textbook Title Microbiology with Diseases by Taxonomy, 3 rd Edition Author Robert Bauman Year Supplements Live Text (Writing enriched) Catalog Description Fundamental study of microorganisms and their role in economics, sanitation, and infectious diseases. Prerequisites/ Co-requisites Course Goals No duplicate credit for MBIO 201 and BIOL 211 Type Required Elective Selected Elective xxx Outcomes: The student will be able to a) understand the nature of science and scientific method b) relate to the basic issues associated host-microbe interactions c) apply the science of microbiology to issues related to health and disease d) write appropriately and effectively Goals: The student will understand the basic principles of microbiology as they relate to health and disease. List of Topics 167

168 Course number PHYS 201 Course Name Credits Contact Hours General Physics I 3 Credit 3 Lecture Instructor/Coordinator Steven M. Stinnett Textbook Title Physics, 4th Edition Author James S. Walker Year 2010 Supplements Scientific calculator, ruler or protractor, 4 test booklets Catalog Description Prerequisites/ Co-requisites Course Goals Thorough treatment of the fundamental principles of mechanics, heat, and sound. Math 113 or Math 170 or Permission of Department Head Physics 205 (Lab) Type Required Elective Selected Elective xxx Outcomes: The student will be able to: understand and apply basic concepts of kinematics. understand and apply Newtons laws of motion. understand and apply the concepts and laws relating to work, energy, and power. understand and apply concepts of rotation motion. Goals: The student will develop a basic understanding of the principles of kinematics, Newtonian mechanics, work and energy, and rotational dynamics. 168

169 Course number PHYS 202 Course Name Credits Contact Hours General Physics II 3 Credit 3 Lecture Instructor/Coordinator Anil K Kandalam Textbook Title Physics, 4th Edition Author James S. Walker Year 2010 Catalog Description Supplements Scientific calculator and 4 test booklets A continuation of Physics 201. Electricity, magnetism, light and modern physics. Prerequisites/ Co-requisites Physics 201or permission of department head Physics 206 Course Goals Type Required Elective Selected Elective xxx Outcomes: The student will be able to: a) understand and apply basic concepts of static electricity. b) understand and apply Ohm s law to basic circuits. c) understand and apply principles of magnetism and electromagnetic induction d) understand and apply concepts of geometric optics. e) understand the basic concepts of modern physics. Goals: The student will develop a basic understanding of the principles of electricity, magnetism, optics, and modern physics. List of Topics Electrostatics and Electricity Magnetism and Electromagnetism Optics Modern Physics 169

170 Course number PHYS 205 Course Name Credits Contact Hours Introductory Physics Laboratory I 3 Credit 3 Lecture Instructor/Coordinator Suzanne Bushnell Textbook Title Introductory Physics Laboratory Manual Author Physics Department Year Catalog Description Prerequisites/ Co-requisites Course Goals Supplements Calculator, lab notebook/binder, pencil, jump drive Introductory physics lab focusing on kinematics, mechanics, and thermodynamics. Phys 201 or 211 Type Required Elective Selected Elective xxx Goals: Students completing this course will be able to: Understand and perform accurate measurements. Record and present experimental data in an appropriate manner. Examine and analyze experimental data. Plot experimental data in an appropriate manner. Extrapolate relationships/equations from analysis and plotting of data. Write lab reports in a manner appropriate of a science major. Demonstrate an awareness of audience and purpose. Construct logically ordered, adequately developed, and unified paragraphs. Construct grammatically correct sentences using a variety of structures. Demonstrate mastery of standard American English usage and mechanics. 170

171 Course number PHYS 206 Course Name Credits Contact Hours Introductory Physics Laboratory II 3 Credit 3 Lecture Instructor/Coordinator David Archer Textbook Title Introductory Physics Laboratory II Author Physics Department Year Catalog Description Prerequisites/ Co-requisites Course Goals Supplements Calculator, lab notebook/binder, pencil, jump drive FAT 32 format Phys 202 or 212 Type Required Elective Selected Elective xxx Goals: The student will be able to: Understand and perform accurate measurements Record and present experimental data in an appropriate manner Examine and analyze experimental data Plot experimental data in an appropriate manner Extrapolate relationships/equations from analysis and plotting of data. Writing lab reports in manner appropriate of a science major Demonstrate an awareness of audience and purpose. Construct logically ordered, adequately developed, and unified paragraphs. Construct grammatically correct sentences using a variety of structures. Demonstrate mastery of standard American English usage and mechanics. 171

172 Course number PHYS 211 Course Name Credits Contact Hours University Physics I 3 Credit 3 Lecture Instructor/Coordinator Steven M. Stinnett Textbook Title University Physics, 12th Edition Author Young and Freedman Year 2008 Supplements Scientific calculator, ruler or protractor, 4 test booklets Catalog Description Basic treatment of mechanics, heat and sound Prerequisites/ Math 190, or permission of department head Co-requisites Type Required Elective Selected Elective xxx Course Goals Outcomes: The student will be able to: Understand and apply basic concepts of kinematics. Understand and apply Newtons laws of motion. Understand and apply the concepts and laws relating to work, energy, and power. Understand and apply concepts of rotation motion. Goals: The student will develop a basic understanding of the principles of kinematics, Newtonian mechanics, work and energy, and rotational dynamics. 172

173 Course number PHYS 212 Course Name Credits Contact Hours University Physics II 3 Credit 3 Lecture Instructor/Coordinator David Archer Textbook Title University Physics, 12th Edition Author Young and Freedman Year 2008 Catalog Description Prerequisites/ Co-requisites Course Goals Supplements Live Text (Writing Enriched) Continuation of Physics 211. Basic principles of electricity, magnetism, optics, and modern physics. Phys 211, or permission of department head Type Required Elective Selected Elective xxx Goals: The student will be able to: Understand, apply and analyze numerical data and statistics Understand basic concepts of wave motion and oscillations Understand apply and examine principles of electricity Understand apply and examine principles of magnetism Understand apply and examine principles of geometric and physical optics Understand apply and examine principles of AC and DC circuits Demonstrate an awareness of audience and purpose Construct logically ordered adequately developed and unified paragraphs Construct grammatically correct sentences using a variety of structures Demonstrate mastery of standard American English usage and mechanics 173

174 Supporting Syllabi Course number Course Name Credits Contact Hours ACCT 208 C Accounting Principles 3 Credit 3 Lecture Instructor/Coordinator Daryl Burckel Textbook Title Financial Accounting: Tools for Business Decision Making, Sixth Edition Author Kimmel, Weygandt, Kieso Year 2011 Catalog Description Basic Accounting and financial reporting concepts and the significance of accounting information in financial analysis and business decision-making. Prerequisites/ Co-requisites ENG 101 and sophomore standing. No duplicate credit for ACCT 206 and ACCT 208. (NOTE: A student without the required prerequisite must drop or they may be dropped.) Course Goals Type Required Elective Selected Elective Applied Concentration Outcomes: a) Learn and understand the building blocks of accounting, ethics, conceptual framework of accounting (generally accepted accounting principles, assumptions, constraints and international standards), types of business enterprises, and the basic accounting equation. b) Learn how to apply the building blocks by analyzing the effects of business transactions on the basic accounting equation. A thorough understanding of assets, liabilities, retained earnings, revenues and expenses is essential in this learning process. The student will learn how to prepare a balance sheet, income statement, retained earnings statement and statement of cash flows. c) Introduce double-entry accounting and journalizing business events (including adjusting and closing entries) as they relate to steps in the accounting cycle. d) Learn other miscellaneous topics including but not limited to accounting for merchandising operations (inventory), internal control, receivables, plant assets, natural resources, intangible assets, ethical issues, financial reporting problems, interpreting financial statements of global companies, exploring the web and communication activities. 174

175 Goals: Upon completion of this course students will have knowledge and understanding of the theoretical and technical background necessary to pursue more advanced accounting and business courses. List of Topics Introduction to Financial Statements A Further Look into Financial Statements The Accounting Information System Accrual Accounting Concepts Merchandising Operations Reporting and Analyzing Inventory Fraud, Internal Control, Cash Reporting and Analyzing Receivables Reporting and Analyzing Long-Lived Assets Reporting and Analyzing Liabilities Reporting and Analyzing Stockholders Equity 175

176 Course number BADM 120 Course Name Credits Contact Hours Topics in Contemporary Business 3 Credit 3 Lecture Instructor/Coordinator Lonnie Phelps Textbook Title Wall Street Journal Subscription Author NA Year NA Supplements Catalog Description Prerequisites/ Co-requisites An overview of modern business in the global economy including a study of its major functional areas and its career opportunities. None Type Required Elective Selected Elective Applied Concentration Outcomes: Upon successful completion of BADM 120, the student should be able to: describe the basic foundations of American business the free enterprise system and the profit motive. describe the dynamic nature of the business environment including the impact of diversity, regulatory/legal, and social/ethical issues. explain the various types of business ownership structures. demonstrate an understanding of financial markets and business financing. explain the basic functions of marketing. enumerate and describe the basic functions of managers and the skills required for their managerial success. understand the importance of financial information and accounting. explain the fundamentals of monetary and fiscal policy Topics 1 ACCOUNTING 2 ECONOMICS 3 ENTREPRENEURSHIP 4 ETHICS/CORPORATE SOCIAL RESPONSIBILITY 5 FINANCE 6 GLOBAL/INTERNATIONAL BUSINESS 7 MANAGEMENT HR and OB 8 MARKETING 9 OPERATIONS MANAGEMENT 10 STRATEGIC MANAGEMENT 176

177 Course number COMM 201 Course Name Credits Contact Hours Fundamentals of Public Speaking 3 Credit 3 Lecture Instructor/Coordinator Patrick Luster M.S., Asst. Director of Forensics Textbook Title Speak Easy: Principles and Practices for Public Speaking, Sixth Edition Author R. Markstrom and A. Veuleman Year 2011 Supplements Moodle Access and a working account that you check daily Catalog Description An introductory course in public speaking with emphasis upon audience analysis, message development and presentation of speeches. Experience in both informative and persuasive speaking. Prerequisites/ Co-requisites Course Goals None Type Required Elective Selected Elective xxx Outcomes: a) Students will be assessed on their ability to effectively integrate the following into their speeches; introduction, conclusion, organization, content, and delivery (with emphasis on eye contact). b) Students will be able to think critically about material presented in the course, conduct research, and apply this to their speeches. c) Students will be introduced to independent learning and will produce their own work with their speeches and other assignments. d) Students will learn to appreciate diversity in the classroom by conducting audience analysis and providing feedback to other students speeches. e) Students will become acquainted with the art of public speaking, including, but not limited to, informative speaking and persuasive speaking. f) Students will be introduced to ethical communication and the importance that ethics have in speech writing, speech giving, and listening. Goals: The goal of this course is to help students to become more confident 177

178 and competent speakers through lectures, in-class activities, and speeches. All SPCH 201 courses at McNeese are designed with at least 4 speeches that students must deliver. Students who do not complete all speeches can NOT receive a passing grade. List of Topics Intro to the Course Any Old Bag Speeches Communication Apprehension Communication Model Ethics Audience Analysis Introduction and Conclusions Intro Impromptu Speech Body Organization Intro and Body Speeches Listening Delivery Intro, Body, and Conclusion Speeches Visual Aids Persuasion Hall of Fame Speeches 178

179 Course number ENGL 253 Course Name Credits Contact Hours Introduction to Professional Writing Workshop 3 Credit 3 Lecture Instructor/Coordinator Robert Cooper Textbook Title A Writer s Resource: A Handbook for Writing and Research, 3rd Edition Author Elaine Maimon, Janice Peritz, Kathleen Blake Yancey Year 2010 Supplements Religion in the 21 st Century Pearson 2009 Catalog Description General procedures for writing professional reports for industry and science, including the organization of ideas and scientific proposals. Prerequisites/ Co-requisites Course Goals ENGL 102 or equivalent Type Required Elective Selected Elective xxx Outcomes: a) Students will be provided with the skills necessary to write accept able professional reports for industry and science. Goals: For the student to be able to write a successful final report in his or her field of study and to work successfully with others in writing basic types of reports. 179

180 Course number PHIL 252 Course Name Credits Contact Hours Ethics in the Sciences 3 Credit 3 Lecture Instructor/Coordinator Matthew Butkus Textbook Title Science and Ethics Author Rollin Year Title Supplements Catalog Description Prerequisites/ Co-requisites Course Goals Eds. Year 2006 The Ethical Dimensions of the Biological and Health Sciences Bulger, Heitman, Reiser, Joel 2002 Introduction to the major schools of thought in moral thinking: Virtue Ethics, Consequentialist Moral Theories, Deontological Moral Theories, and Ethical Intuitionism. Special attention is paid to case studies of ethical problems that arise in the sciences and engineering. Type Required Elective Selected Elective xxx Objectives: 1. Students will be able to identify major ethical theories and moral concepts. 2. Students will demonstrate improved critical reading, thinking, and writing skills. 3. Students will demonstrate the ability to apply ethical theories in moral decision-making to issues of the sciences. List of Topics History and the Need for Ethics in Science Ethical Theory: Competing Methodologies Guiding Standards of Ethical Science Research Ethics Laboratory Ethics and Animal Experimentation Literature Review Group Presentation: Innumeracy Am I Making Myself Clear?: A Scientist's Guide to Talking to the Public Doubt Is Their Product Living with Darwin 180

181 Appendix B Faculty Vitae Dr. William Albrecht Dr. Paul Bender Mrs. Kay Kussmann Dr. Vipin Menon Mr. Wayne Prestenbach

182 Faculty Vitae 1. Name William G. Albrecht Associate Professor, Tenured 2. Education B.A., Mathematics, University of South Florida, Tampa, 1983 M.A., Mathematics, University of South Florida, Tampa, 1985 Ph.D., Mathematics, University of South Florida, Tampa, Academic experience McNeese State University, Associate Professor, Coordinator Computer Science/Assistant Department Head, August 2007 present, Full Time University of South Florida, Associate In. Undergraduate Program Director Computer Science and Engineering, December 200 July 2007, Full Time Florida Southern College. Associate Professor Math and Computer Science August December 2000, Full Time Pasco-Hernando Community College, Associate Professor August 1993 July 1996, Full Time McNeese State University, Assistant Professor August 1989 July 1993, Full Time 4. Non-Academic experience Tommasi Supply (Lake Charles) Database Programmer Designed and programmed database, trained employees on use September November 1991, Part time 5. Certifications or prof. registrations None 6. Current Membership in prof. organizations Association for Computing Machinery CCSC Consortium for Computing Sciences in Colleges IEEE Computer Society Mathematical Association of America 182

183 7. Honors and awards None 8. Service Activities Sponsor, McNeese Node of The Pledge of The Computing Professional Assistant Department Head, DMCS, MSU, 2007-present Program Coordinator Computer Science, DMCS, MSU, 2007-present Academic Departmental Advisor, DMCS, MSU, 2007-present Department Computing Science Committee Level II, Chair, DMCS, MSU, 2007-present Department Recruiting Committee, Chair, DMCS, MSU, Department Search Committee, Chair, MSU, 2008 ACM Programming Team Coach Faculty Mentor for Undergraduate Research, MSU, MathCounts Judge Science Fair Judge, Calcasieu Parish Pubublications/Presentations (past 5 years) "Integrating Microcontrollers in Undergraduate Computer Science Curriculum",Albrecht Bender and Kussmann, Paper and Presentation at CCSC: South Central, 2012, Integer Sums, Presentation at Louisiana Association of Teachers of Mathematics State Conference, Most recent professional development activities Meetings attended: CCSC South Central West Texas A&M University, Canyon Tx, 2012 SIGCSE Technical Symposium on Computer Science Education, Raleigh, 2012 CCSC South Central Southeastern University Louisiana, Hammond, 2009 Institute for the Development of Excellence in Assessment Leadership (IDEAL), 2008 SIGCSE Technical Symposium on Computer Science Education, Portland, 2008 MAA Louisiana/Mississippi Section, State Meeting, Lake Charles, 2008 Grants: TASC Equipment and Software, McNeese State University, 2010 LaSIP McNeese State University, Professional Development for Teachers of Mathematics, Professorship in Science Award, McNeese State University, 2009, 2012 Community Support Fund, Composite Link System for Math/CS Teaching Studio, McNeese State University, 2008 TASC Equipment for Math/CS Teaching Studio, McNeese State University,

184 Faculty Vitae 1. Name Paul A. Bender Assistant Professor, Tenure-Track 2. Education B.S., Computer Science, Southwest Missouri State University, May M.S., Computational Mathematics, Ohio University, June, Ph.D., Computer Science, Southwest Missouri State University, May Academic experience McNeese State University, Assistant Professor, August 2008 present, Full Time Wright State University, Teaching Assistant, August 2004-June 2008, part time. Ohio University, Teaching Associate, August 2002 June 2004, part time 4. Non-Academic experience Sterling Commerce Inc., Software Developer/Consultant. Developed and supported customer specific file format translation through Sterling Commerce s GENTRAN product line and custom software written in C,C++, and Visual Basic. Also, remote administration of GENTRAN:SERVER for UNIX installations for several customers , full time. Prime Inc., Student Programmer / MIS Computer Operator. Maintained and supported software written in RPG/400 and RPG/IV on an IBM AS/400 used to support operations of an interstate trucking fleet part time, 1998 full time Southwest Missouri State University, System Administrator. Maintained hardware and software components of two IBM PC compatible, Linux based, Internet servers, also used as platforms for course work in the Computer Science department and the College of Natural and Applied Sciences , part time. 5. Certifications or prof. registrations None 6. Current Membership in prof. organizations Association for Computing Machinery (ACM),ACM SIGMOBILE, CCSC Consortium for Computing Sciences in Colleges, IEEE, IEEE Computer Society 7. Honors and awards None 8. Service Activities Grade Appeals Committee, August 2009-Present. Faculty Senate, February 2010-Present. Academic Adviser, August 2009-Present. Member of the TPC for The 2nd to 4th IEEE International Workshop on Management of Emerging Networks and Services, Judge, MSU Regional Lego Robotics Competition for Middle School Students, February Member of the TPC for The 2nd to 3rd International Workshop on Interconnection of Wireless Sensor Networks, Open Source software developer for the JMRI Project, Fall 2002 to present. 184

185 9. Pubublications/Presentations (past 5 years) P. Bender, Remote Coastal monitoring in Southwest Louisiana, Poster presented at the State of the Coast 2012 Conference, New Orleans, LA, June, W. Albrecht, P. Bender and K. Kussmann, Integrating Microcontrollers in Undergraduate Computer Science Curriculum, Talk presented at the Consortium for Computing Sciences in Colleges South Central Region Conference, Canyon,TX, April, P. Bender and K. Kussmann, Arduino Based Projects in The Computer Science Capstone Course, Talk presented at the Consortium for Computing Sciences in Colleges Central Plains Region Conference, Springfield, MO, April, W. Dees, F Phillips, P. Bender, and K. Kussmann, Aquatic-Based Cyber-Physical Systems in the Calcasieu Estuary Poster presented at the 6th Annual Workshop on Underwater Sensor networks (WUWNET), Seattle, WA, Dec,2011. P. Bender and K. Kussmann, Autonomous Underwater Exploration Using a Swarm of Mobile Sensor Nodes, Talk presented at Scientific Computing Around Louisiana 2011, New Orleans,LA, January,2011. I. Lafosse, P. Bender, and K. Kussmann, Automated Navigation Control System for a Powerboat, Poster presented at the 5th Annual Workshop on Underwater Sensor networks (WUWNET), Woods Hole,MA, Sept,2010. P. Bender and Y. Pei, Development of an Internet-Accessible Image/Video Sensor Web Testbed, First International Workshop on Interconnection of Wireless Sensor Networks (IWSN 2010), Santa Barbara, CA, June,2010. P. Bender and K. Kussmann, Autonomous Underwater Exploration Using A Swarm of Mobile Sensor Nodes, Poster presented at the 4 th Annual Workshop on Underwater Sensor Networks (WUWNet), Berkley,CA, Nov, P. Bender and Y. Pei, Development of Energy Efficient Image/Video Sensor networks, Wireless Personal Computing, 52(2), , Oct., Most recent professional development activities Meetings attended: Attended the State of the Coast 2012 Conference, New Orleans, LA, June, 2012 Attended the CCSC 2012 Central Plains Conference, Springfield,MO, April, 2012 Attened the CCSC 2009, 2010, 2011 South Central Conference Attended WUWNET 2009, 2010, 2011 Attended the Scientific Computing Around Louisiana 2011, New Orleans, LA, January, 2011 Attended IWSN 2010, Santa Barbara, CA, June, 2010 Attended DCOSS 2010, Santa Barbara, CA, June 2010 Attended SENSYS 2009, Berkley, CA, November, 2009 Attended MobiHoc 2009, New Orleans, LA, May, 2009 Grants: TASC Equipment and Software, McNeese State University, 2012 LA Board of Regents Enhancement Grant: Arduino Laboratory Hardware for Computer Science Courses, Endowed Professorships in: Science , Computer Science

186 Faculty Vitae 1. Name Kay Kussmann Assistant Professor, Tenured 2. Education B.S., Mathematics Education, Louisiana Tech University, Ruston, LA 1980 M.S., Computer Science, University of Southwestern Louisiana, Lafayette, LA 1994 Postgraduate Work, Computer Science, University of Louisiana at Lafayette, Academic experience McNeese State University Assistant Professor Computer Science, August 2000 present, Full Time Instructor Computer Science, August 1997 July 2000 Visiting Lecturer, August 1995 July 1997, Part Time Clemson University, Adjunct Professor Mathematics, June July 2001, Part Time Sam Houston High School, Math and Computer Science Teacher, April-May 1981, August 1982 July 1997, Full Time Starks High School, Math and Science Teacher, August 1981 July 1982, Full Time Farmerville High School, Mathematics Teacher, August 1980 January 1981, Full Time 4. Non-Academic experience Casio, Consultant, Teacher workshops using calculators June August 2004, Part time 5. Certifications or prof. registrations None 6. Current Membership in prof. organizations Association for Computing Machinery Consortium for Computing Sciences in Colleges 7. Honors and awards Pinnacle Award for Excellence, 2012 Louisiana Teachers of Mathematics SouthWest Teachers of Louisiana Mathematical Association of America 8. Service Activities Assistant Department Head, DMCS, MSU, Academic Departmental Advisor, DMCS, MSU, 1998-present Department Computing Science Committee Level IA, Chair, DMCS, MSU, 2010-present Major Fields Test Coordinator, DMCS, MSU, 2007-present Internship/Coop Coordinator, DMCS, MSU, 2007-present Department Recruiting Committee, DMCS, MSU, 2007-present Louisiana Teachers of Mathematics, Program Co-Chair, 2011 Louisiana Teachers of Mathematics, Ribbons and Certificates Chair, SouthWest Louisiana Teachers of Mathematics LATM Representative ( ) Vice President of University Division ( ) Faculty Mentor for Undergraduate Research, MSU, MathCounts Judge 2012 Science Fair Judge, Calcasieu Parish Quality Science and Mathematics, Grant Reader,

187 Consortium of Computing Sciences in Colleges Conference, Grant Reader, 1999-present National Science Foundation, Grant Reader, , Pubublications/Presentations (past 5 years) W. Albrecht, P. Bender and K. Kussmann, Integrating Microcontrollers In Undergraduate Curriculum. Consortium of Computing Sciences in Colleges Conference: South Central Region Journal, (April 20, 2012). P. Bender and K. Kussmann, Arduino Based Projects In The Computer Science Capstone Course. Consortium of Computing Sciences in Colleges Conference: Central Plains Region Journal (March 30, 2012). W. Dees, F. Phillips, P. Bender and K. Kussmann, Aquatics-Based Cyber-Physical Systems in the Calcasieu Estuary Poster presented at The 6 th Annual Workshop on Underwater Sensor Networks (WUWNet), (December 1, 2011). P. Bender and K. Kussmann, Autonomous Underwater Exploration Using A Swarm of Mobile Sensor Nodes. Poster presented at Gulf Oil Spill Conference, Collaborative Scientific Research in Relation to the Gulf Oil Spill (November 1, 2010). I. LaFosse, P. Bender, and K. Kussmann, Automated Navigation Control System for a Powerboat. Poster presented at The 5 th Annual Workshop on Underwater Sensor Networks (WUWNet), Woods Hole, MA, (September 30-October 1, 2010). P. Bender and K. Kussmann, Autonomous Underwater Exploration Using A Swarm of Mobile Sensor Nodes. Poster presented at The 4 th Annual Workshop on Underwater Sensor Networks (WUWNet), Berkley, CA, (November 3, 2009). K. Kussmann, Alice Presentation at McNeese State University, (October, 2007). 10. Most recent professional development activities Meetings attended: CCSC South Central Conference 2008, 2009, 2010, 2011, 2012 ACM:SE Regional Conference University of Alabama, Tuscaloosa, AL, 2012 Planning Your Administration to Maximize Results (and Minimize Frustration) by ETS, Online, 2012 MAA Louisiana/Mississippi Section, State Meeting, 2008, 2012 SWLTM Regional Math MiniConference Lake Charles, LA, 2012 Algebraic Equations: Transit Tracks by NASA, Online, 2012 Software Development Trends 2012 by Embarcadero, Online, 2012 LATM State Math Conference 2008,2009, 2011 Scientific Computing Around Louisiana Tulane University, New Orleans, LA, 2011 SWLTM Regional Math MiniConference Lake Charles, LA, 2011 Louisiana EPSCoR/Board of Regents Gulf Oil Spill Conference New Orleans, LA, 2010 National Teachers of Mathematics Regional Conference New Orleans, LA, 2010 MobiHoc 09 New Orleans, LA, 2009 Is your SOA DOA? By Information Week, Online, 2008 Grants: LEQSF Enhancement Grant, 2011 Undergraduate Research Grant, McNeese State University, 2008 Endowed Professorship Research Grant, McNeese State University, 2007 Undergraduate Research Grant,, McNeese State University

188 Faculty Vitae 1. Name Dr. Vipin S. Menon Assistant Professor, Tenure Track 2. Education B.Tech., Computer Science and Engineering, University of Kerala, India 1994 M.S., Computer Science, University of New Mexico, Albuquerque, NM 1998 Ph.D., Computer Science, Tulane University, New Orleans, LA Academic experience McNeese State University, Assistant Professor, August 2007 present, Full Time Tulane University, Instructor, , Part time while working on my PhD Tulane University, Graduate Teaching Assistant , Part time while working on my PhD University of New Mexico, Albuquerque, New Mexico, Graduate Research Assistant , Part time while working on my Masters degree Tandem Institute of Computer Technology, India. Instructor , Full time 4. Non-Academic experience Hewlett Packard and Agilent Technologies (Spokane, WA) Software Engineer Developed software for the User Interface (UI) group , Full time Translation Technologies, Inc (Pullman, WA) Software Engineer Developed of software in C and C++ for TTI s CAD Translation process , Full time 5. Certifications or prof. registrations None 6. Current Membership in prof. organizations Association for Computing Machinery (ACM) Consortium for Computing Sciences in Colleges (CCSC) IEEE, IEEE Computer Society 188

189 Mathematical Association of America (MAA) American Mathematical Society (AMS) American Association for the Advancement of Science (AAAS) Association for the Advancement of AI (AAAI) 7. Honors and awards 1) : Teaching Excellence Award for Computer Science Graduate Students. Presented at the School of Engineering Annual Awards Banquet, ) : Upsilon Pi Epsilon Outstanding Graduate Student Award. Presented at the School of Engineering Annual Awards Banquet, ) : EECS Teaching Excellence Award for Graduate Students. Presented at the EECS Department s Awards Banquet, Service Activities Academic Departmental Advisor, DMCS, MSU, 2009-present Advisor to Indian Students Association of McNeese State University, 2008-present McNeese ACM Programming Team, Assistant Coach, Member, McNeese Faculty Senate, Publications/Presentations (past 5 years) 1) "Using Recursion As a Powerful Tool for Solving Intriguing Problems", Faculty Poster presented at CCSC-South Central, West Texas A&M University, Canyon, TX. April ) Mathematics, Cryptography and Parallel Computing", Presentation at MAA Louisiana/Mississippi section, 88th Annual Meeting, The University of Mississippi, Oxford, MS. February ) The Mathematics of Dynamic Programming", Presentation at MAA Louisiana/Mississippi section, 87th Annual Meeting, South Eastern University, Hammond, LA. March Most recent professional development activities Meetings attended: CCSC South Central West Texas A&M University, Canyon, TX, 2012 CCSC South Central Sam Houston State University, Huntsville, TX, 2011 CCSC South Central St. Edwards University, Austin, TX, 2010 CCSC South Central South Eastern Louisiana University, Hammond, LA, 2009 CCSC South Central Texas A&M University, Corpus Christi, TX, 2008 SIGCSE Symposium on Computer Science Education, Chattanooga, TN, 2009 MAA Louisiana/Mississippi Section Meeting, Oxford, MS, 2011 MAA Louisiana/Mississippi Section Meeting, Hammond, LA, 2010 MAA Louisiana/Mississippi Section Meeting, Lake Charles, LA, 2008 Grants: Endowed Professorship in Science Award, McNeese State University,

190 Faculty Vitae 1. Name Wayne Prestenbach Instructor of Computer Science Non-tenured 2. Education B.S., Computer Science, McNeese State University, Lake Charles, 1999 M.S., Computer Science,, McNeese State University, Lake Charles, Academic experience McNeese State University, Computer Sciences Instructor, Department Of Mathematics and Computer Science August 2001 June 2012 (retired), Full Time 4. Non-Academic experience None 5. Certifications or prof. registrations None 6. Current Membership in prof. organizations Mathematical Association of America 7. Honors and awards None 8. Service Activities Departmental Advising Computer Studies, Computer Science Committees Classroom Computers Coordinator Contributor to CPST 101 textbook Literary Rally Pubublications/Presentations (past 5 years) Hands On Approach To Computers, Contributing Author and Editor. 10. Most recent professional development activities Meetings attended: Consortium for Computer Science in Colleges South Central Regional Meeting 2002, 2003, 2004, 2005, 2006 MAA Regional Meeting 2002,

191 Advanced Troubleshooting, Maintaining, & Upgrading PCs Workshop 2006 Grants: TASC grant to fund a mathematical laboratory for the department TASC grant to fund a computer science laboratory for the department TASC grant to update computer science laboratory equipment Community Support Fund grant to install visual presenters in the classrooms TASC grant to fund OS & hardware lab simulation software and licensing

192 Appendix C Major Equipment Two Link Projection Systems located in Kirkman Hall room 123 and

193 Appendix D Institutional Summary 1. The Institution A. Name and address of the institution McNeese State University 4205 Ryan Street Lake Charles, LA (337) B. Name and title of the chief executive officer of the institution Philip C. Williams President McNeese State University [email protected] C. Name and title of the person submitting the self-study report William G. Albrecht Coordinator Computer Science, Assistant Department Head D. Institutional Accreditation Status University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS), 1866 Southern Lane, Decatur, Georgia Initial Accreditation Date: 1954 Most Recent Accreditation Date: Type of Control Private, non-profit Private, other Federal State Municipal Other (specify) Affiliation, if private XXXX 3. Educational Unit The Computer Science Program is located in the Department of Mathematics, Computer Science and Statistics (DMCS). The Department of Mathematics and Statistics is located within the College of Science (COS), one of six colleges that make up the academic component of McNeese State University. The Chain of Responsibility From the person responsible for the program to the chief executive is as follows: William Albrecht, Coordinator of Computer Science Program Sidney Bradley, Depart. Head, Department of Mathematics, Computer Science and Statistics George Mead, Dean of the College of Science Jeanne Daboval, Provost and Vice President Philip C. Williams, President 193

194 4. Academic Support Units College of Business, Banamber Mishra, Interim Dean: Accounting, Charles Swindle, Department Head, Dept of Acctg/Finance/Economics Business Administration, Lonnie Phelps, Department Head, Department of Management, Marketing, and Business Administration College of Liberal Arts, Ray Miles, Dean: Art, Lynn Reynolds, Department Head, Department of Visual Arts Communications, Carrie Chrisco, Department Head, Department of Mass Communications English and Foreign Languages, Jacob Blevins, Department Head, Department of English History, Philippe Girard, Department Head, History Psychology, Dena Matzenbacher, Department Head, Department of Psychology Social Sciences, Billy Turner, Department Head, Department of Social Sciences College of Science, George Mead Dean: Biology, Mark Wygoda, Department Head, Department of Biology/Health Sciences Chemistry, Ron Darbeau, Department Head, Department of Chemistry Environmental Science, Frederick Lemieux, Department Head, Harold and Pearl Dripps Dept. of Ag. Mathematics and Statistics, Sidney Bradley, Department Head, DMCS Physics, David Archer, Department Head, Department of Physics 5. Non-academic Support Units Tutoring and College of Science Computing Lab, William Albrecht, Coordinator, Academic Computing and Learning Center (ACLC) Writing Center, Dr. Delma McLeod-Porter, Director The Write to Excellence Center (WTE Center) Career Services, Kathy Bond, Director Frazer Memorial Library, Debbie Johnson-Houston, Director Holbrook Ranch Computing, Bobby Williams, Lab Coordinator Services for Students with Disabilities, Timothy Delaney, Director University Bookstore, Sharamie Moore, Manager Counseling Center, Anne Fournet, Assistant Dean Financial Aid, Taina Savoit, Director 6. Credit Unit One semester hour equals 1 class hour or three laboratory hours for 14 weeks. There is a separate finals week. 194

195 7. Program Enroollment and Degree Data Table D-1-a A.S. s degree Computer Information Technology (Not being considered for accreditation.) Table D-1-b B.S. degree Computer Science Program - Program being considered for accreditation Table D-1-c M.S. degree Mathematical Science, Concentration in Computer Science (Not being considered for accreditation.) 195

196 Total Undergrad Total Grad Table D-1-a. Program Enrollment and Degree Data ASCT Computer Information Technology Degrees Awarded Academic Enrollment Year Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates Current FT Year PT FT PT FT PT FT PT FT PT Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time 196

197 Total Undergrad Total Grad Table D-1-b. Program Enrollment and Degree Data BSCS Computer Science Degrees Awarded Academic Enrollment Year Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates Current FT Year PT FT PT FT PT FT PT FT PT Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time 197

198 Total Undergrad Total Grad Table D-1-c. Program Enrollment and Degree Data MS Mathematical Sciences, concentration in Computer Science Degrees Awarded Academic Enrollment Year Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates Current FT 8 7 Year PT 1 1 FT PT FT PT FT PT FT PT 1 13 Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time 198

199 Table D-2. Personnel Computer Science Year 1 : HEAD COUNT FTE 2 FT PT Administrative Faculty (tenure-track) Other Faculty (excluding student Assistants) Student Teaching Assistants Student Research Assistants Technicians/Specialists Office/Clerical Employees Others 4 Report data for the program being evaluated Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall term when the ABET team is visiting are to be prepared and presented to the team when they arrive. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of institutional course work, meaning all courses science, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category according to the fraction of the appointment assigned to that category. Specify any other category considered appropriate, or leave blank. 199

200 Appendix E. Admission to the University General Admission Regulations 1. An applicant must submit the following items: a. An application for admission. An application may be obtained from the Office of Admissions and Recruiting, the Office of the Registrar, or the University s Web site at b. All transcripts of previous schooling. These records should be sent directly to the Office of Admissions and Recruiting by the institutions attended. c. Proof of immunization. Louisiana law requires all first-time McNeese students born after 1956 to be immunized against measles, mumps, rubella, and tetanus-diphtheria. Additionally, state law requires all first-time freshmen to be vaccinated against meningitis. The Proof of Immunization Compliance form must be completed and returned to the Office of Admissions and Recruiting before registration will be allowed. The form may be obtained from the Office of Admissions and Recruiting, the Office of Student Services, the Watkins Infirmary, or the University s website at d. A non-refundable application fee of $20.00 (check or money order). e. Proof of Selective Service registration. Males years old are required to register for the federal draft under the federal Military Service Act and must submit proof of their registration with the Selective Service System. 2. All submitted records submitted become the property of the University and cannot be returned. 3. Applications and records should be on file at least 30 days prior to registration. Applications are accepted after this; however, the applicant should contact the Office of Admissions and Recruiting for further information. 4. Falsification of any information when applying for admission may result in the refusal of the applicant or dismissal from the University. 5. If an admission decision can be made, a student may be granted conditional admission pending receipt of all required admission documents. Any student whose admission records are still incomplete 30 days after the first day of classes will have transcript and registration holds placed on their records. The registration of students who are granted conditional admission and are found to be ineligible for admission will be cancelled. 6. An applicant may be denied admission in instances which would be detrimental to the applicant or which would interfere with the capacity of other students to benefit from the educational experience. 7. The University Admissions Panel automatically reviews the files of all first-time freshman applicants who are denied admission. 8. Specific colleges may have additional admission requirements for students enrolling in certain programs. Admission to the University does not guarantee admission to specific degree programs. 9. All policies are subject to change without prior notification. 200

201 Admission Exceptions - In accordance with Board of Regents policy, McNeese State University may admit, by exception, students who do not meet all stated requirements. The University Admissions Panel automatically reviews the files of applicants who are denied admission and may request additional information as part of the review. Admission decisions are based on an evaluation of the applicant s likelihood of success at McNeese, life achievement, and the enhancement of the University s demographically diverse student population. Developmental Courses To be eligible to enroll in college-level English or mathematics, students must demonstrate readiness for these courses. If readiness is not demonstrated, students must enroll in the required developmental course(s) to prepare them for college-level English and mathematics. To demonstrate that developmental English is not required, an applicant must meet one of the following: 1. Have an ACT English score of at least 18; 2. Have an SAT critical reading score of at least 450; 3. Have a COMPASS Writing test score of at least 79; 4. Have successfully completed ENGL 090-Developmental English, or its equivalent at another institution, prior to enrolling at McNeese as a first-time freshman or transfer student; OR 5. Have successfully completed ENGL 101-English Composition, or its equivalent at another institution, prior to enrolling at McNeese as a first-time freshman or transfer student. To demonstrate that developmental mathematics is not required, an applicant must meet one of the following: 1. Have an ACT mathematics score of at least 19; 2. Have an SAT mathematics score of at least 460; 3. Have a COMPASS mathematics test score of at least 40 on the Algebra section; 4. Have successfully completed MATH 092-Developmental Mathematics, or its equivalent at another institution, prior to enrolling at McNeese as a first-time freshman or transfer student; OR 5. Have successfully completed MATH 113-College Algebra, or its equivalent at another institution, prior to enrolling at McNeese as a first-time freshman or transfer student. Summer Bridge/PASS Program - First-time freshman applicants in need of two developmental courses are not eligible for immediate admission to the University. First-time freshman applicants who meet all other admission requirements, but need two developmental courses, may participate in the summer PASS program by enrolling in one of the required developmental courses. Successful completion of the PASS program fulfills one of the developmental requirements, making the student eligible for immediate admission, provided all other admission criteria have been met. 201

202 Definitions of Entry Status 1. First-time Freshman: Applicant who has not attended any college or university after high school graduation. Also includes those who have only attended a college or university during the summer term after high school graduation. 2. Transfer Student: Applicant who has attended one or more colleges, universities, or professional training programs after high school graduation. 3. Re-entry/Re-admission Student: Applicant who has previously attended McNeese State University as a regular student. 4. International Student: Applicant who is not a U.S. citizen or a permanent resident. 5. Early Admission Student: Applicant who attends prior to high school graduation. Falsification of Information - An applicant or student who is charged with falsifying academic information; forging or altering academic documents; or withholding information related to his or her admission, transfer credits, academic status, records, etc., will be notified to report to the Office of Student Services where the student will be informed of the situation. The Dean of Student Services will then consult with the Director of Admissions and Recruiting or Registrar to determine the appropriate corrective action. After this consultation, the student will be notified accordingly. Admission of First-Time Freshmen First-Time Freshman Admission Standards Graduates of State Approved Public and Private Louisiana High Schools-Effective Through Summer 2012 First-time freshmen who are graduates of state-approved Louisiana high schools must meet the following admission criteria: 1. Completion of the Regents High School Core 4 Curriculum (listed below); 2. Need no more than one developmental course; and 3. Have a minimum high school overall GPA of 2.35; and 4. ONE of the following: a. Minimum high school Core GPA of 2.0 on a 4.0 scale as reported by the Department of Education or b. ACT composite score of 20 or greater (SAT combined mathematics and critical reading score of 940). Regents High School Core 4 Curriculum for Admission - Effective Summer 2012 Units Course 4 English English I English II 202

203 English III English IV 4 Math Algebra I, Applied Algebra I, or Algebra 1-Pt. 2 Geometry or Applied Geometry Algebra II Remaining unit from the following: Financial Math, Math Essentials, Advanced Math- Precalculus, Advanced Math-Functions and Statistics, Pre-Calculus, Calculus, Probability and Statistics, Discrete Math, or a local math elective approved by BESE 4 Science Biology Chemistry 2 units of the following: Physical Science, Integrated Science, Physics I, Physics of Technology I, Aerospace Science, Biology II, Chemistry II, Earth Science, Environmental Science, Physics II, Physics of Technology II, Agriscience II, Anatomy and Physiology, or a local science elective approved by BESE (Note: Students may not take both Integrated Science and Physical Science) 4 Social Studies 1/2 unit of Civics or AP American Government and 1/2 unit of Free Enterprise OR 1 unit of Civics including a section on Free Enterprise (Note: Students entering the ninth grade in and beyond must have one unit of Civics with a section on Free Enterprise.) American History 1 unit from the following: World History, World Geography, Western Civilization, or AP European History 1 unit from the following: World History, World Geography, Western Civilization, AP European History, Civics (second semester - 1/2 credit), Law Studies, Psychology, Sociology, or African-American Studies (Note: Students may take two half credit courses for the fourth required social studies unit.) Non-public schools may use 1 unit of Religious Studies as fourth social studies unit. 2 Foreign Language 2 units from the same foreign language or 2 units of speech 1 Arts 1 unit Fine Arts Survey or 1 unit of Art, Media Arts, Dance, Music, or Theatre Arts 203

204 Graduates of State-Approved Home-School Programs or State-Approved Out-of-State High Schools - Effective Summer 2012 First-time freshmen who are graduates of state-approved home-school programs or stateapproved out-of-state high schools must meet ALL admission criteria in ONE of the following groups: Group 1 1. Completion of the Regents High School Core 4 Curriculum; and 2. Need of no more than one developmental course; and 3. Have a minimum high school overall GPA of 2.35; and 4. ONE of the following: a. Minimum high school Core GPA of 2.0 on a 4.0 scale OR b. ACT composite score of 20 or greater (SAT combined mathematics and critical reading score of 940). Group 2 1. Completion of 17 of the 19 units of the Regents High School Core 4 Curriculum; and 2. Need of no more than one developmental course; and 3. Minimum high school overall GPA of 2.35; and 4. Minimum high school Core GPA of 2.0; and 5. Minimum ACT composite of 20 (SAT critical reading and math combined scores of 940). Group 3 1. ACT composite score of 23 (SAT combined mathematics and critical reading score of 1050); and 2. Have a minimum high school overall GPA of 2.35; and 3. Need of no more than one developmental course. Core Requirement for Applicants Under the Age of Beginning with the 2012 high school graduating class, 19 units of the Regents /Louisiana Core 4 curriculum will be required for admission. 2. For the high school graduating classes from 2005 to 2011, the Regents core in place at teh time of high school graduation will be required for admission. Adult Students, Aged 25 or Older-Effective Through Summer 2012 Adult Students, aged 25 or older, must meet the following admission criteria: 1. Need of no more than one developmental course; and 2. One of the following: 204

205 a. State-approved high school diploma with minimum overall GPA of 2.0; or b. General Equivalency Diploma (GED). Other Categories of First-Time Freshmen First-time freshmen who do not meet the standards outlined above are encouraged to apply. McNeese may admit students by exception; however, admission exceptions are limited and are awarded on a competitive basis. First-Time Freshman Admission Regulations 1. An applicant should file for admission as described under General Admission Regulations. 2. A high school senior is urged to submit an application for admission, application fee, and proof of immunization form as soon as possible after completion of the junior year. 3. For applicants who graduated from public Louisiana high schools May 2003 or later, high school records will be accessed through the electronic Student Transcript System (STS), negating the need for submission of high school transcripts. All other applicants must have a complete high school or home school transcript sent from the high school to the Office of Admissions and Recruiting. 4. Entering freshmen must have official ACT or SAT scores sent directly from the testing agency to McNeese (ACT College Code 1594/SAT College Code 6403). Since these scores are used for admission, scholarship evaluation, and placement in certain classes, students should have scores sent prior to enrolling. Registration forms for these examinations are available from most high schools or from the McNeese Office of Scholarships and Testing. ACT score reports may be requested by writing: ACT Records, P.O. Box 451, Iowa City, IA 52243; or by calling: (319) SAT score reports may be requested by writing: SAT College Board ATP, P.O. Box 6201, Princeton, NJ 08541; or by calling: (800) SAT-SCORE. 5. An applicant who earned a General Equivalency Diploma (GED) must have an official report of test results sent directly from the State Department of Education to the Registrar s Office. Admission of Transfer Students Transfer Admission Standards-Effective Through Summer Transfer students who have earned 12 or more college-level credit hours must either have earned a transferable associate degree or higher from a regionally accredited institution OR meet the following admission criteria: a. Cumulative GPA of at least 2.0 on all college-level courses; b. Be eligible to return to the institution from which they are transferring; AND c. Have no need of developmental courses at the time of enrollment at McNeese. 2. Transfer students who have a cumulative GPA of at least 2.0 on all college-level courses, but who have earned less than 12 college-level credit hours, must meet the first-time freshman admission standards. 205

206 3. Transfer students who do not meet the standards listed above are encouraged to apply. McNeese may admit students by exception; however, admission exceptions are limited and are awarded on a competitive basis. Transfer Admission Standards-Effective Fall Transfer students who have earned 18 or more college-level academic credit hours must either have earned a transferable associate degree or higher from a regionally accredited institution OR meet the following admission standards a. Cumulative GPA of at least 2.0 on all college-level academic courses; b. Be eligible to return to the institution from which they are transferring; AND c. Have completed a college-level English and Mathematics course designed to fulfill general education requirements. 2. Transfer students who have a cumulative GPA of at least 2.0 on all college-level academic courses, but who have earned less than 18 college-level academic hours, must meet the first-time freshmen admission standards. 3. Transfer students who do not meet the standards listed above are encouraged to apply. McNeese may admit students by exception; however, admission exceptions are limited and are awarded on a competitive basis. Transfer Admission Regulations 1. A transfer student should file for admission as described under General Admission Regulations. 2. Some transfer articulation agreements exist between McNeese State University and other colleges and universities in Louisiana. These agreements outline the correlation between McNeese courses and courses from other institutions. To aid students transferring within the state, the Louisiana Board of Regents and state institutions developed a course articulation agreement, which can be viewed at or latransferdegree.org. 3. Completion of the Associate of Arts/Science Louisiana Transfer (AALT< ASLT) degree guarantees that the student has met, in full, all lower division general education requirements at the receiving Louisiana public university. Graduates transferring with the transfer degree will have junior status. Courses or GPA requirements for specific majors, departments, or schools are not automatically satisfied by an AALT/ASLT degree. More information about the associate degree for transfer can be found at latransferdegree.org. 4. A transfer student under academic suspension for a specified period will not be admitted until that period has ended. A transfer student suspended for an indefinite period of time may be considered for admission only after such intervals of time would have elapsed had the suspension been incurred at McNeese. Transfer students under academic suspension who have at least a 2.0 cumulative GPA may appeal to enroll at McNeese. 5. Students who cannot furnish official transcripts are not eligible to enroll. 6. Transcripts for transfer applicants, who apply but do not enroll, are destroyed. 206

207 Appendix F. Organizational Chart For McNeese State University 207

208 Appendix G. Program Degree Plans Department of Mathematics, Computer Science, and Statistics Computer Science Applied Concentration Degree Plan NAME SID# ORIENTATION 1 Hour ENGLISH 9 Hours ORIN ENGL FFND ENGL MAAP ENGL 253 (TW) 3 MATHEMATICS 18 Hours HUMANITIES 6 Hours MATH MATH PHIL MATH 130 or 185 or HIST 201 or MATH 313 or MATH 314 or SPEECH 3 Hours STAT 231 or 430 or COMM Computer Science 51 Hours CSCI 102 or SCIENCE SEQUENCE 8 Hours CSCI CSCI CSCI CSCI CSCI 284 or CSCI SCIENCE 4 Hours CSCI CSCI CSCI CSCI SOCIAL SCIENCE 6 Hours CSCI 409 CSCI (Economics, Geography, Anthropology, Government, Psychology, and Sociology) CSCI CSCI CSCI CSCI ARTS 3 Hours ART ELECTIVES 5 Hours BUSINESS 6 Hours 3 ACCT BADM

209 Department of Mathematics, Computer Science, and Statistics Computer Science General Concentration Degree Plan NAME SID# ORIENTATION 1 Hour ENGLISH 9 Hours ORIN ENGL FFND ENGL MAAP ENGL 253 (TW) 3 MATHEMATICS 27 Hours HUMANITIES 6 Hours MATH MATH PHIL MATH 185 or HIST 201 or MATH MATH SPEECH 3 Hours MATH MATH COMM STAT 430 or Science Sequence 8 Hours Computer Science 42 Hours 3 CSCI CSCI CSCI CSCI CSCI SCIENCE 4 Hours CSCI CSCI CSCI CSCI SOCIAL SCIENCE 6 Hours CSCI (Economics, Geography, CSCI Anthropology, Government, Psychology, and Sociology) CSCI CSCI CSCI ARTS 3 Hours CSCI ELECTIVES 6 Hours ART /409/416/424/425/ Course Substitutions ELECTIVES 5 Hours

210 Signature Attesting to Compliance By signing below, I attest to the following: That the Computer Science Program has conducted an honest assessment of compliance and has provided a complete and accurate disclosure of timely information regarding compliance with ABET s Criteria for Accrediting Computing Programs to include the General Criteria and any applicable Program Criteria, and the ABET Accreditation Policy and Procedure Manual. George Mead Dean s Name (As indicated on the RFE) Signature Date 210