Council for Higher Education General Report of the Computer Science Quality Assessment Committee

Transcription

1 Council for Higher Education General Report of the Computer Science Quality Assessment Committee Computer Science at Israel's Institutions of Higher Education December 2006

2 2 Chapter 1: Executive Summary...3 Chapter 2: Background...6 Chapter 3: An Overview of Computer Science Studies in Israel...8 Chapter 4: The Programs Structure and Content...10 Chapter 5: Faculty...15 Chapter 6: Students and Graduates...18 Chapter 7: Teaching and Learning...21 Chapter 8: Facilities...24 Appendix to the Summary Report Standards in Computer Science Studies...26 Minority Opinion Mr. Zohar Zisapel...33

3 3 Chapter 1: Executive Summary The Israel Council for Higher Education (CHE), at its meeting of July 13, 2004, moved to conduct a quality assessment of Computer Science studies in the Israeli higher education institutions. Accordingly, in March 2005, CHE's chairperson appointed a committee to evaluate Computer Science studies at sixteen institutions of higher education in Israel. The committee's mandate included assessment of the state of Computer Science studies in Israel's higher education system, to be submitted to the CHE, in addition to individual evaluations of the departments of Computer Science at each institution. Accordingly, the committee reviewed each department and based its position on the state of Computer Science studies in Israel on the results of these surveys. The committee's prevailing impression, as to the academic level at most of the institutions reviewed, was favorable. The committee discerned highly significant discrepancies between the various institutions regarding graduates' levels of competency. This is not a negative phenomenon as in of itself, although definite efforts should be targeted toward identifying the factors leading to graduates' low levels of competency at certain institutions and steps taken to rectify this situation. This issue is critical, as the degrees awarded by all institutions are equivalent, according to the Council for Higher Education Law. The committee identified difficulties at several institutions in the following areas: Study Programs 1. At some institutions, issues were revealed concerning curricula of bachelor's and master's degree programs, including the level of mathematics studied. We identified problematic variance in the field of bioinformatics, a lack of exposure to industry and inadequate general education. 2. The majority of master's degree students do not complete their studies within the required period of time.

4 4 3. Thesis master's degree programs, at non-research institutions, were deemed problematic. 4. At most of the institutions, the grade point average in master's degree programs was extremely high, and at some institutions, in the bachelor's degree programs as well. Faculty 1. Insufficient senior faculty in core computer science topics, particularly at colleges. 2. At some institutions, the quantity of advisees per faculty member in advanced degree programs is unreasonably high. 3. Inadequate proficiency of teaching assistants, lack of guidance and cooperation with senior faculty. Students 1. At most colleges, admissions requirements are low (due to reduced demand), resulting in a high percentage of students accepted "conditionally". 2. Several institutions have large numbers of high-school students attending academic courses. 3. Most institutions lack alumni follow-up procedures. Teaching and Learning 1. A majority of the universities and some of the colleges fail to emphasize the importance of quality instruction students' feedback, faculty support services provided, including faculty training, as well as teaching quality as a factor in appointments and promotion considerations. 2. Some institutions demonstrated difficulties in evaluating "learning output"; inferior testing, marking on a curve, numerous problems concerning teaching assistants (quality, support provided and coordination with senior faculty) and failure to provide students with adequate feedback. Infrastructure 1. A majority of institutions have very limited (or non-existent) budget allocations for libraries. 2. Equipment in computer labs is outdated in some institutions. 3. Some institutions lack adequate technical support staff for lab maintenance.

5 5 In the opinion of this committee, any improvement necessitates, first and foremost, that the CHE raise the minimum standards required for accreditation of bachelor's and master's degree programs, and demand that all standards be fulfilled before accreditation requests are considered. Establishment of new programs must be contingent on meeting minimum standards within a designated timeframe. Additionally, the CHE should introduce detailed guidelines designed for Departments of Computer Sciences, and review the support provided, as will be elaborated in the following chapters. The committee believes that in complying with these recommendations, the CHE will prevent the initiation of unsuitable programs and assure the highest academic standards at existing Computer Science programs. The committee found that some institutions have difficulties attracting high-quality students due to the relatively low demand for computer studies at this time. The committee recommends circumspect consideration as to initiation of additional programs in this field. Furthermore, in light of the recent upswing in the high-tech market, the committee is of the opinion that preventative measures should be taken before the next high-tech "boom", and that the institutions should be encouraged to take advantage of the current situation and recruit Ph.D.-level faculty, thereby averting a serious crisis situation, similar to that which occurred during the previous boom, in which, on one hand, Israel's academic institutions suffer from a lack of competent, qualified faculty, and on the other hand, graduates in the field are trained by instructors from other fields.

6 6 Chapter 2: Committee's work - Background The Israel Council for Higher Education (CHE), at its meeting of July 13, 2004, moved to conduct a quality assessment survey of all Israeli academic institutions offering degrees in Computer Sciences. Accordingly, in March 2005, CHE's chairperson appointed the following committee: Prof. Danny Dolev School of Engineering and Computer Science, Hebrew University of Jerusalem, Chairperson. Prof. Zvi Galil Dean of the Fu Foundation School of Engineering and Applied Science, Columbia University, New York, USA. Mr. Zohar Zisapel Founder and Chairman of RAD Data Communications, Israel. Prof. Amiram Yehudai School of Computer Science, Tel Aviv University. Formerly Assistant Academic President and Chair of the Department of Computer Science at Tel Aviv-Jaffa Academic College. Prof. Azariya Paz Faculty of Computer Science, Technion Israel Institute of Technology, Haifa (Emeritus). Formerly Dean of the School of Computer Science and Mathematics at the Academic College of Netanya. Ms. Hadas Cappel Committee Coordinator. The committee's mandate included the following: 1. Preparation of summary reports regarding each of the academic departments and programs evaluated, to be presented to the CHE. 2. Presentation of an opinion report on Computer Science studies in Israel's higher education system. In addition, the CHE requested that the committee submit its recommendations as to standards in the field of Computer Science studies. This report covers the second of the committee's two missions our opinion of the state of Computer Science studies in the Israeli higher education system, as well as our recommendations for standards in this field, which are derived from the findings of the report (see appendix).

7 7 A portion of the evaluated institutions maintain programs in related fields. Programs in Bioinformatics were reviewed partially and included in the committee's evaluation. Other programs, such as Information Systems, Computer Engineering and Software Engineering were not included, but may be examined separately, based on the departmental evaluations that covered all Computer Science courses. However, it should be noted that some academic technological colleges offer programs in Software Engineering, but do not have Departments of Computer Science. These institutions were not included in the evaluation. Software engineering studies are based on a computer science core curriculum, with the addition of other subjects (as well as a fourth year of study). Therefore, the committee recommends that future evaluations of Computer Science programs assess software engineering programs as well, or at least those parts of the programs involving computer science (which, as we noted earlier, is crucial in any software engineering program of worth), to ensure that curricula, faculty and so on are of satisfactory quality. The absence of a joint assessment mechanism may result in inadequate software engineering programs at those institutions that do not offer degrees in Computer Science.

8 8 Chapter 3: An Overview of Computer Science Studies in Israel Computer sciences were first taught in Israel during the 1960's, at the Technion Israel Institute of Technology in Haifa, and by the mid-80's, programs had been established at all of Israel's universities. The first program at a non-university institution of higher education The Jerusalem College of Technology (Lev Institute), opened in the late 80's, and by the mid-90's, additional programs had been introduced at several of Israel's newly established colleges. Computer science evolved from the field of mathematics and developed gradually as an independent discipline. All the institutions surveyed have completed the "separation" of Computer Science from Mathematics (the last to do so were Bar Ilan University and Haifa University). Sixteen Israeli institutions of higher education offer Computer Science programs: 8 Universities The Hebrew University of Jerusalem; The Technion; The Weizmann Institute of Science*; Bar Ilan University; Tel Aviv University; Ben Gurion University*; Haifa University*; The Open University*, (* The Weizmann Institute offers advanced degrees only; Ben Gurion, Haifa and the Open University offer bachelor's and master's degrees exclusively). 8 Colleges - The Jerusalem College of Technology Lev Institute; Hadassah Academic College; College of Management Academic Studies Division; Holon Institute of Technology; Tel Aviv-Jaffa Academic College; Interdisciplinary Center Herzliya; Netanya Academic College; Tel-Hai Academic College ( all colleges offer bachelor's degree programs only, excepting Tel Aviv-Jaffa Acabemic College and Interdisciplinary Center Herzliya which offer master's degree programs as well). The high-tech market crisis of five years ago and the ensuing decrease in the job market in the field, led to a significant decline in registration in bachelor's degree

9 9 programs in computer science. Whereas 12,000 students 1 were enrolled in Computer Science bachelor's degree programs during the school - year, only 8000 enrolled in Simultaneously, the number of students seeking advanced degrees in the field increased; in 2001, there were 1000 students studying for an M.S. degree and approximately 200 for a Ph.D., while in 2005, more than 1300 students were enrolled in M.S. programs and 400 were studying in Ph.D. programs. This was a difficult period for Departments of Computer Science, especially those at colleges, where the decrease in enrollment had a significant impact, as these institutions are usually small-scale in terms of student body and the range of programs offered. The decrease led to financial difficulties which were followed, at times, by further decline in the variety of courses offered. The committee would like to express its appreciation for those institutions that persevered, despite numerous difficulties, and did not discontinue their Departments of Computer Science. 1 Data is from the Central Bureau of Statistics. This includes students enrolled in Mathematics, Statistics and Computer Science programs. The statistics regarding advanced degrees relate to Computer Science exclusively.

10 10 Chapter 4: The Study Programs Structure and Content A. Structure Bachelor's degree studies in Computer Science at most of the institutions surveyed are three-year programs (six semesters), consisting of 130 semester-hours, and graduates are awarded a B.Sc. degree. The exceptions to this rule are as follows: A. The Technion, which offers two bachelor's degree programs one of six semesters awarding a B.A. degree, and the other, an eight-semester program (160 semester-hours) awarding a B.Sc. degree; B. Hadassah Academic College, where the program consists of eight semesters and awards a B.Sc. degree. In accordance with the CHE's ruling and at the college's request, this program will terminate in 2007, to be replaced by a six-semester program. Bachelor's degree programs are offered in single-major format as well as doublemajor format (with a wide variety of fields as the second major). As Bioinformatics studies developed in Israel, the institutions, with the encouragement of the Planning and Budgeting Committee (PBC), incorporated this field in their Computer Science programs as a track, a unit or a specialization, and in some cases, as a separate degree program. Master's degree programs are two-year programs of semester-hours for thesisbased programs, and semester-hours at those that award non-thesis degrees. All of the institutions offering master's degree programs noted that the rigid timeframe of four semesters, which is the standard budgeting period allocated by the PBC, is insufficient, and has caused the curtailing of demands and a decline in quality, as students are overburdened. Some departments have been forced (under pressure from students and faculty) to allow students to extend their studies beyond four semesters, resulting in the loss of full PBC funding of those students. This

11 11 situation has led several institutions to announce that students prolonging their master's degree studies beyond four semesters will be fined. The committee did not identify problematic issues regarding the scope or structure of Computer Science programs. However, we would like to note two points: 1. The committee believes that the rigid timeframe for master's degree programs designated by the PBC is insufficient, particularly when the fact that most of the students work is taken into consideration. Unquestionably, the timeframe for master's degree studies in general, and for programs in Computer Science in particular, should be limited, but it seems that the four-semester limit is unrealistic. 2. The committee found that the grade point average is unusually high in master's degree programs at most of the evaluated institutions and in some bachelor's degree programs as well. We believe that the institutions should take steps to extend grade distribution. B. Content Bachelor's Degree Programs: The Computer Science programs at the various institutions differ in terms of their priorities, and the committee views this phenomenon positively. In addition to the subjects highlighted, all of the programs include the following required courses: Mathematics, Theory, Software, Programming Languages, Operating Systems, as well as others that differ from one institution to another. The committee wishes to emphasize the importance of providing high-level mathematics courses in bachelor's degree programs, as this provides a strong basis for Computer Science studies. The programs include elective courses, usually in Computer Science or allied fields (such as: Computer Graphics, Computational Photography, Parallel Computer Architecture and Programming, Web Application Development and so on), rather than non-allied, general knowledge topics. Most institutions offer project-oriented courses (in industry as well), although these courses are not required at some of the institutions.

12 12 The committee found that, for the most part, the programs provide the necessary knowledge, although the level of mathematics taught in bachelor's degree programs at some of the institutions is definitely inadequate. In some cases, mathematics is not emphasized sufficiently by the institution, others suffer from a lack of qualified senior faculty in the field, and in some institutions the level of students is too low. The committee also found that students were insufficiently exposed to the computer industry during their studies. As Bioinformatics studies developed in Israel, the institutions began (in 2003) to incorporate this field in their Computer Science programs as a track, a unit or a specialization, at times as a joint program with Life Sciences, and in some cases, as a separate degree program. The institutions report a decline in registration in this field. The committee's impression was that some institutions introduced Bioinformatics for the sole reason that it was "in style" at that time, without adequate planning or structuring its integration in Computer Science programs. Furthermore, the committee believes that qualified Bioinformatics programs must be accompanied by additional courses in the fields of biology and chemistry. Master's Degree Programs: The committee feels that thesis master's degree programs, aimed at training the research personnel of the future, should be given special consideration. In the committee's opinion, thesis-based master's degree programs should not be approved at those institutions lacking a critical mass of senior research faculty. Further more, the situation wherein thesis advisors are non-ph.d. faculty not involved in active research (a situation existing at several institutions), is unacceptable. In principle, the committee believes that research projects should correspond to the institution's objectives as well as those of the department and to the available funding. In other words, institutions that are not involved in research can not train researchers. Some faculty members at the colleges are involved in research for promotion purposes. The successful research is usually conducted at universities, or in conjunction with universities. The ambiguous guidelines originating in the CHE and the PBC, as to the necessity of research for promotion, have created an anomalous

13 13 situation, in which students and particularly faculty, hold non-realistic expectations and aspirations. The committee is aware of the fact that the CHE, in its meeting of October 10, 2004, reached a decision regarding thesis-based master's degree programs at non-university institutions, and will take this decision into account. The committee recommends that the CHE verify that all criteria established in the decision regarding the requisite minimum standards are fulfilled at universities (the committee found that conditions at one university definitely do not correspond to these criteria). Recommendations: 1. Establishment of a basic format for required courses in the field, including guidelines as to minimum requisites in mathematics in bachelor's degree programs in Computer Science. 2. The committee believes that Departments of Computer Science should introduce practical project-oriented courses, corresponding to industry demands, as an integral element in their programs. 3. Mathematics studies must be bolstered within the framework of Computer Science programs by establishing the quantity of required courses and defining the level of faculty teaching these courses. 4. Thesis advisors must be PhD.-level faculty actively involved in research. 5. We recommend that the CHE and the PBC insist that universities fulfill their missions as research institutions, and maintain master's degree programs requiring submission of a research thesis, while non-thesis degree options remain available exclusively in cases in which a research thesis can not be completed. We recommend that acceptance to Ph.D. programs be requisite upon completion of a research-based master's degree and that enrollment of students lacking confirmed capabilities in independent research be limited. 6. We recommend that the CHE review the regulations pertaining to research master's degree programs in order to ensure that all advisors participating in these programs are Ph.D. level, and that faculty members at each institution specialize in a wide variety of topics and are capable of providing research

14 14 guidance. Procedures should be implemented to ensure that the number of advisees per faculty advisor does not exceed the quantity designated by the CHE, unless permission has been granted. 7. We recommend that the PBC modify the timeframe for master's degree programs, increasing flexibility and allowing three to four years (six to eight semesters) for completion of the degree. 8. We recommend that at least 50% of the curriculum (credits) in master's degree programs be comprised of courses offered exclusively to students studying for advanced degrees. The committee believes that implementation of this recommendation will lower the average grades in these programs and ensure differentiation in students' grades. 9. We recommend that the CHE adopt a policy of insisting that institutions offer courses in non-allied, general topics as an integral component in bachelor's degree programs in order to expand graduates' general knowledge.

15 15 Chapter 5: Faculty Subsequent to the fact that the field of computer science evolved from the field of mathematics (see Chapter 3, above), most of the senior faculty in the first Departments of Computer Science came from that field. Prior to the high-tech crisis, availability of Computer Science faculty was extremely limited, due to lucrative positions offered in the private market (particularly in the high-tech market) with which academia could not compete. Companies seeking to retain qualified graduates frequently contacted talented students (at times even first-year students), in order to "guarantee" their recruitment even before they had completed their bachelor's degrees. Following the high-tech crisis, many bachelor's degree graduates in Computer Science went back to school to pursue advanced degrees, enhancing the availability of qualified faculty, although the problem did not cease to exist. The committee asserts that, predominantly, the shortage in senior faculty in Computer Science continues, and in some departments the problem is particularly severe and extremely alarming. The shortage of faculty and the ensuing compromises have reduced standards and affected the structure, content and development of programs as well as the training and guidance provided to students. The low minimum (3-4) number of faculty members required by the CHE in order to receive accreditation for new programs, and the lack of a requirement stating future faculty size, has not facilitated the development of sound Departments of Computer Science. In addition to faculty size, the committee found other issues relating to faculty that require attention: Department/Division Chair The committee found that the Department Chair, in several institutions, lacked adequate academic rank. Appointments The committee was surprised to find that the attitude of quite a few institutions to the issue of appointments was inappropriate and lacking in forethought as to the extension of appointments and transition from non-tenured positions to tenured or long-term positions (when applicable). In many departments, extensions are considered technical, procedural matters, frequently carried out by administrative staff. The committee explained to these departments that appointments of faculty members and appointment extensions should provide an impetus for the advancement and development of high-quality faculty, as well as a selection device, through

16 16 designation of academic requirements (e.g., research) as conditions for contract extensions or transition from non-tenured to tenured positions. Advisees per Faculty Member The committee found that several institutions fail, in practice, to limit the number of advisees per faculty advisor in advanced degree programs, a situation which has caused unreasonable workloads for some faculty members, and is detrimental to the training provided. This issue must be awarded the utmost attention, as the lack of a real and appropriate limit on the number of advisees per advisor in advanced degree programs has negative effects on the students' training and also causes unwarranted delays in completing their degrees. Faculty Workloads The committee found numerous cases of deviations from the workloads designated by the PBC, especially at colleges. These deviations, mostly stemming from financial considerations, undermine the quality of studies, as many faculty members are overloaded. Correlation of Faculty Members' Specializations and the Courses They Teach At some colleges, the committee found that, due to a shortage in faculty, the training and background of some faculty members fail to correlate with the topics they teach. Shortage of Faculty in Computer Systems and Structure/Design The committee found that most of the programs lack faculty specializing in the practical aspects of Computer Science, particularly in the field of computer structure/design. Keeping Professional Update The committee found that faculty members at the colleges are not adequately updated professionally in their fields, as required in a dynamic field such as Computer Science. Keeping abreast of developments, including participation in conferences, professional conventions and research projects is crucial and prevents professional deterioration of the faculty. Teaching Assistants This topic will be addressed in detail in Chapter 7, in the section on evaluation of learning output. Recommendations: 1. The CHE should determine that Department/Division Chair in Computer Science must hold the rank of Professor or Senior Lecturer with at least ten years academic experience. 2. The CHE should raise the minimum number of faculty members required in order to inaugurate new programs from three or four full-time faculty members to six. An institution may employ three faculty members holding

17 17 Ph.D.'s in Computer Science (and not in allied fields) at the program's inception. However, in order to receive authorization to continue enrollment beyond the first or second "cycle" of students, the institution must employ at least six full-time Ph.D. faculty in Computer Science. 3. Mandatory courses should be taught by faculty members. The CHE should determine that at least 80% of required courses in bachelor's degree programs in Computer Science be taught by full-time faculty members. 4. The CHE should set student to full-time senior faculty ratio not exceed 60:1 at colleges (non-research programs), and 35:1 at universities. According to PBC definitions, full-time senior faculty members are those faculty members at the rank of Lecturer and above. 5. Senior faculty (specializing in Computer Science) in master's degree programs should be much more extensive, including a wide range of specific computerrelated fields, to ensure maximal student exposure to a variety of topics. The committee recommends that colleges employ at least twelve senior faculty members in master's degree programs, and universities, at least twenty. 6. The committee recommends limiting the number of advisees in advanced degree programs to six or seven per faculty member. The committee is aware of the fact that, at times, this is infeasible. All cases that deviate from the committee's recommendations must be approved by a university committee consisting of faculty members from several disciplines. 7. Reappointment of academic faculty members must be based on academic criteria as judged by a committee, according to standard academic procedures. 8. The CHE must insist that institutions comply with the terms of employment designated by the PBC. The PBC must enforce its regulations in this sphere. 9. The institutions should augment their teaching faculty with professionals specializing in the practical aspects of Computer Science. 10. The colleges should offer incentives to the faculty to participate in conferences, conventions and research projects. 11. Programs that fail to meet the CHE's minimum requirements will be prevented from opening (in the case of new programs) or terminated (in the case of existing programs).

18 18 Chapter 6: Students and Graduates A. Students Admissions Requirements: The committee found that the Departments of Computer Science differ widely as to admissions requirements. Undoubtedly, reduced demand for Computer Science in conjunction with departments' minimal enrollment requirements, has led to a decrease in admissions thresholds (at some institutions the decrease has been drastic), as well as an increase in "conditional" admissions, leading to wide discrepancies in the preparation levels of students accepted and the lowering of academic standards. The committee believes that some institutions have decreased admissions thresholds excessively, and failed to provide students with the aid required to overcome discrepancies in various fields of knowledge. The committee can not, nor is it inclined to determine admissions requirements, depending as they do on supply and demand, as well as on each department's and each institution's individual character (e.g., the amount of support provided to students), nevertheless, the committee feels that the subject is noteworthy, in light of the adverse findings at some institutions. Obviously, if the committee had found that the graduates of all of the institutions were at a satisfactory level, it would refrain from commenting on admissions thresholds. The committee believes that in the foreseeable future, enrollment in Computer Science will not reach the level it was at when many of the institutions opened, and that institutions should take this fact into consideration as they plan for the future of their programs. High-school Students: The committee found that, increasingly, high-school students (from grades 9-12) are integrated into Computer Science programs. Several formats are in existence: individual admissions (of advanced-track students as well as non-advanced-track students); admissions of groups of high-school students, with the courses being taught either at their school or at the academic institution; establishment of special courses for high-school students (both advanced-track and non-advanced-track), usually held outside of the academic institution.

19 19 The course-load offered differs from one institution to another. The committee was surprised to find that one institution permits high-school students to accumulate 70% of the required credits in the Computer Science program while still in high-school (grades 9-12), and complete their academic degrees within one or two semesters after graduation from high-school. The committee feels that, at times, these initiatives are aimed solely at increasing enrollment in the institution, and that at one of the institutions the proportion of highschool students enrolled in Computer Science was exceedingly high. The committee feels that this phenomenon is extremely detrimental, both socially and in terms of its academic implications as to the field of Computer Science. The committee believes that middle-school and high-school students as talented as they may be- have not reached the level of maturity required in academic studies and, for the most part, lack the necessary tools. It must be noted as well, that these students often regard academic studies as a sort of social lever, as it is considered prestigious to study at an academic institution, and are less interested in acquiring qualified training and an academic degree in Computer Science. Furthermore, many students decide to discontinue their studies for various reasons (as mentioned earlier, we are dealing with immature youngsters). Frequently, this is a momentous decision, as on one hand, the students do not complete their degrees, and on the other hand, their high-school studies are affected negatively (for instance, some schools do not allow them to matriculate in Computer Science). In these cases, the damage is severe and irreversible. It has been found that many of these students fail to apply themselves to their high-school studies, especially in the Humanities, creating difficulties in the future if they decide to pursue academic careers in fields other than Computer Science. The CHE determined that the condition for admission to an academic institution is a Matriculation Certificate (the only condition dictated by law) for a good reason. The integration of high-school students in academic institutions circumvents this condition. The committee finds this phenomenon highly disquieting, and recommends that the CHE take action to minimize this trend. We would like to clarify our position and note that we do not disagree with admissions of a limited number of advanced-track

20 20 high-school students in Computer Science programs, who join courses taught on campus and study as regular students, as was customary in the past. The committee recommends that those high-school students that are admitted, receive support and follow-up services to prevent harmful effects on their future studies. B. Graduates The committee found that grade averages in bachelor's degree programs and particularly in master's degree programs are unusually high. The committee recommends citing the average grade awarded to all students that year on each diploma. Most of the institutions of higher education in Israel, whether new or established, have failed to install institution-wide, continuous alumni follow-up mechanisms, and do not investigate alumni's integration in the job market or academia. The committee believes that alumni follow-up is highly important at all degree levels for the following purposes: a. evaluation of alumni outcomes; b. evaluation of study programs; c. improving the institution's reputation; and d. fund raising. The committee recommends that the institutions of higher education pay greater attention to this topic and invest in alumni organizations, as is customary abroad, and suggests that the CHE and the PBC encourage these activities. Recommendations: 1. The institutions must take note of the harmful effects of decreasing admissions thresholds beyond certain standards. The committee recommends including a minimum grade in the 4 and 5-unit Mathematics Matriculation examination as an admissions requirement, and implementation of preparatory courses for students who do not comply with these standards. 2. Institutions should refrain from massive "conditional" admissions, and establishment of maximal percentages for these admissions is recommended. The committee's recommendation is no more than 10% of total admissions. 3. The institutions must provide adequate support for academically weak students (including preparatory programs if necessary), so that they meet required standards without adverse effects on the programs' quality.

21 21 4. The CHE must act immediately and forcefully to minimize the integration of high-school students in academic study programs. The CHE must establish clear and inflexible directives in this sphere, and insist that the institutions adhere to these guidelines. 5. The CHE should insist that institutions develop formats for alumni follow-up, in order to evaluate their programs' effectiveness and encourage feedbackbased planning. 6. The CHE should require the citation of the overall average grade for the year on each graduate's diploma. 7. The CHE should require that at least 50% of the course-load in master's degree programs be comprised of courses designed exclusively for advanced degree programs. The committee feels that this will lead to a decrease in average grades in master's degree programs and increased differentiation between students' grades. Chapter 7: Teaching and Learning The crucial issue in educational quality assessment is the question of the graduate's quality (teaching and learning outcomes) and how to evaluate it. The committee examined teaching and learning in Departments of Computer Science on this basis. Teaching Quality: The committee found that over the past several years, the institutions have devoted much thought to teaching quality and acted toward its enhancement. For instance, teaching quality is now one of the faculty promotion criteria at many institutions, and several have implemented teaching quality committees or divisions that organize enhancement workshops. Furthermore, many institutions encourage student feedback, often providing incentives for those students who fill out questionnaires. The committee found that colleges ascribe more importance to teaching quality, and hopes that the universities will follow suit. Nevertheless, the committee was advised of some dissatisfaction (at times severe) with teaching quality at the departments surveyed regarding teaching methods,

22 22 faculty's professional standards, publication of feedback results and teachers' attitudes to students. The committee believes that, despite advances in this sphere, there is yet much to be done, and the institutions (particularly the universities) should act effectively to enhance teaching quality and increase awareness of its importance. Learning Quality: In assessing learning quality, the committee investigated several topics: examinations in required courses; research projects; grade averages at various degree-levels; thesis grade averages; the role and quality of teaching assistants in grading exams, essays and term papers. In addition, the committee attempted to conduct a survey among high-tech industries employing Computer Science graduates to ascertain their degree of satisfaction. Although the questionnaire was distributed to dozens of appropriate companies, very few (13) consented to participate. Therefore, our results are not based on a representative sample of the industry. We recommend that the CHE consider contracting a professional industry survey to examine segmentation of specialization areas and degrees of satisfaction as to graduates' performance. We are aware of the fact that the programs have objectives other than professional training, and that academic research-oriented training is of equal importance. Nonetheless, a survey of this sort would provide valuable feedback as to the professional training aspects of the programs. The committee identified the following issues pertaining to learning quality: Examination standards are low at several institutions (as a result of the low-quality students admitted to those institutions). A high proportion of the institutions surveyed presented several issues involving teaching assistants: a. their quality is not always high; b. as their pay is low, they do not always devote adequate time to their duties; c. lack of sufficient communication with professors, including coordination and guidance; d. inconsistent exercise grading; e. examination and term paper grading is often technical and fails to

23 23 provide real feedback. Many students do not receive any feedback at all as the grading is frequently sample-based. Many institutions employ curved grading for some of the required courses, so that the grades fail to reflect the student's individual achievements. Few institutions hold qualifying exams covering all required material in their master's degree programs. Alumni follow-up is lacking as is continuous contact with industry employers, diminishing opportunities to draw conclusions when necessary and improve programs. Recommendations: Teaching: 1. The institutions must increase awareness as to the significance of teaching quality through stipulation of promotions on teaching quality, incentives for excellence in teaching, etc. Institutions must provide faculty members with teacher training and require faculty participation in enhancement workshops when necessary. 2. The institutions must permit student access to teaching quality feedback. Learning: 1. The institutions must address the issue of teaching assistants, attend to their adequate training and guidance, and provide each student with relevant feedback on all exams or term papers. 2. The institutions must re-examine their grading policies as well as exam standards, to prevent grade inflation, and on the other hand, the use of curved grading. 3. The committee recommends instituting qualifying exams in master's degree programs (including non-thesis programs) covering all required course material. 4. The institutions and the CHE should maintain alumni follow-up procedures as well as contacts with computer industries, in order to determine the quality of graduates' performance and improve academic programs if necessary.

24 24 Chapter 8: Infrastructure Our comprehensive survey of available facilities at Departments of Computer Science revealed the significant effects of the institutions' financial distress. Equipment in the labs is often outdated (computers, servers and operations systems), and there is a marked shortage of engineers and technical maintenance staff. The committee found most of the Computer Science libraries outdated, lacking leading professional journals and adequate access to electronic data bases. The committee believes that an institution that lacks adequate teaching and research facilities can not attain quality training. The institutions must address this issue and invest the required resources. The committee discerned that the modifications undertaken by the PBC regarding library budgeting, discontinuing designated funding, had significant detrimental effects on Computer Science libraries, as institutions avoid investing the required funds. We assume that the effects of this decision are apparent in libraries in other fields as well. Recommendations: 1. The committee recommends that the PBC re-institute designated budgeting for libraries in order to ensure their continued development. This step should improve access to electronic data bases and inter-library cooperation. 2. The institutions must provide the Departments of Computer Science with appropriate facilities, including computer labs, technical maintenance staff and libraries. Signatures Prof. Danny Dolev Prof. Zvi Galil Mr. Zohar Zisapel Chair Prof. Amiram Yehudai *Attached: Mr. Zohar Zisapel's minority opinion. Prof. Azariya Paz

25 25 APPENDIX

26 26 Appendix to the Summary Report Standards in Computer Science Studies 1. Introduction This appendix lists the standards required, in the opinion of the committee members, to assure the quality of Computer Science programs at Israeli institutions of higher education. These standards, if ratified by the Council for Higher Education, will provide criteria for future approval of all proposed Computer Science programs or continuation of existing programs. The proposed standards acknowledge previous rulings of the Council for Higher Education and are based primarily on the Computer Science Assessment Committee's summary report, with added clarifications and augmentations when required. Several sections examine colleges and universities separately, differentiating between bachelor's degree programs, non-research master's degree programs, research-based master's degree programs and Ph.D. programs. 2. Bachelor's Degree Programs 2.1 Graduates In determining these criteria, the committee felt that it would be beneficial to define the "final product", or the ideal graduate of a Computer Science bachelor's degree program: A graduate has an in-depth understanding of Computer Science Theory, Computational Theory, Computational Mathematics, and staunch mathematical knowledge A graduate has broad knowledge in Computer Science applications (programming languages, software engineering, operations systems and computer design) A graduate is capable of joining development teams in computerrelated high-tech industries A graduate is able to carry out computer-based industrial projects A graduate is competent in applied analytics, and is capable of developing and integrating effective algorithms in software systems.

27 A graduate has independent study skills and can prepare Computer Science presentations A graduate is aware of the effects of computerization on individuals, organizations and on society, as well as its ethical, legislative and political ramifications Excellent graduates are capable of continuing their studies in master's degree programs. To assure that their graduates attain these capabilities, bachelor's degree programs must adhere to the following criteria: 2.2 Curricula Programs must include required courses as well as an adequate selection of elective courses Required (core) courses should include: Advanced-level mathematics courses, taught by experienced Ph.D.- level mathematics professors. These should include: Discrete Mathematics, Calculus, Algebra and Introduction to Probability. Courses in Computer Science Theory, including: Automata Theory (or a similar subject), Data Structure, Algorithmic Theory and Computational Theory. At least one seminar and one applications project that includes accepted industry development processes. Applied Computer Science courses in Programming Languages, Software Engineering, Operating Systems, Computer Design and Logical Content The program should offer as many elective courses as possible in Computer Science and related fields (Economics, Management, Mathematics), as well as Humanities courses, to provide a wellrounded education The programs should encourage independent study. 2.3 Students, Teaching and Learning As a rule, institutions must adhere to the CHE admissions regulation requiring a matriculation certificate.

28 Students who matriculated in mathematics at a 3-unit level will not be admitted unless they complete (passing a final exam) a preparatory course at the 4 or 5-unit level "Conditional" admissions should not comprise more than 10% of all admissions Departments will present detailed support programs for weak students admitted on special terms Departments will determine rigorous requirements for continuing studies, and coherent diploma eligibility guidelines Departments will maintain adequate teaching assistant staff, and present detailed programs for providing students with feedback and appropriate laboratory experience At least 80% of required courses will be taught by full-time faculty. 3. Faculty 3.1 New programs will require at least six senior Ph.D.-level faculty members; three at the program's inception and an additional three before the program start its third "cycle" of admissions. 3.2 Programs will not be approved if they lack the requisite number of fulltime faculty members to teach at least 80% of the required courses. 3.3 The student-to-faculty ratio will not exceed 60:1 at colleges and 35:1 at research universities. 3.4 At research-oriented colleges, the teaching load of faculty members involved in active research will not exceed that of university faculty members The colleges must offer incentives to faculty members participating in academic conferences, conventions, project supervision and research. 3.6 The colleges must establish academically acceptable appointments procedures and promotion tracks for faculty members involved in research. 3.7 The colleges must establish separate appointments and promotion tracks for non-research faculty members. 3.8 The institutions must grant long-term appointments of at least three years, following the initial appointment. 2 According to PBC directives, a full-time teaching load at universities is 8 hours per week and at colleges, 12 hours per week.

29 The institutions must accord faculty members adequate terms and research conditions, computer access, fully equipped office space, secretarial services, research support and suitable libraries Departments Heads will be full-time faculty members at the rank of at least Associate Professor. If this is not possible, a faculty member at the rank of Senior Lecturer with at least seven years academic experience will be chosen to head the department. Departments will appoint academic management committees (such as, Appointments Committee, Curricula Committee and Teaching Quality Committee). Departments that do not have senior faculty members (at the rank of Full Professor at least) will appoint an academic committee comprised of senior faculty members from other institutions. 4. Facilities The institutions must provide adequate facilities for all programs and faculty research laboratories, appropriate computers, adequate technical support, up-todate libraries, fully equipped classrooms, secretarial staff and adequate, fullyequipped faculty office space. 5. Research Research institutions will establish a Research Authority (if such an Authority has not yet been instituted) to assist faculty members involved in research, in promoting their research and applying for grants. 6. Non-Research Master's Degrees These programs will be offered predominantly at colleges, while universities will offer non-research master's degree programs only to students who can not complete their research projects, or to excellent students whose research results permit continuing directly to doctoral degree programs. Non-research master's degree programs "produce" graduates with a broad knowledge base and a high level of applications experience, who are increasingly in demand in today's complex computer science market. The committee found that the grade average in master's degree programs (research and non-research) at all of the universities is exceedingly high. To solve this

30 30 problem, the committee recommends that at least 50% of required courses in master's degree programs should be advanced graduate-level courses. The Council for Higher Education approved detailed requirements for accreditation of non-research master's degree programs (the decision taken on July 15, 2003 is attached). The committee recommends that the CHE insist on the fulfillment of these requirements, with the addition of the following criteria: 6.1 Programs should include a major (year-long) applications project. 6.2 Master's degree students will be required to submit a final paper and/or pass a qualifying exam, to cover all of the Computer Science subjects studied. 6.3 At least 50% of the required courses in master's degree programs will be advanced graduate-level courses. 7. Research-based Master's Degree Programs 7.1 Research-based master's degree graduates must have the following abilities: Able to undertake independent research and present outcomes in writing Able to use full range of learning resources relevant to the research topic Demonstrates good Self-Study abilities Has depth and systematic understanding of knowledge in academic discipline Has comprehensive theoretical and applied knowledge in a wide range of Computer Science topics Has the ability to direct and participate in high-tech industry projects Excellent graduates should be able to continue their studies toward doctoral degrees. 7.2 The Council for Higher Education approved detailed requirements for accreditation of research-based master's degree programs at non-university institutions of higher education (the decision taken on October 10, 2004 is attached). The committee recommends that the CHE insist on the