Transcript Assessments, Whose Needs?

Developing Assessment Plans that Work
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Quality Assessment Program
Program Assessment and Evaluation Matrix
What we need to Accomplish?
ABET, What we have do First?
What is Urgent Now?
Whose responsibility?
Program Workshops to help your faculty use assessment
to improve teaching and learning
 September 2005
WEB PAGE
Self-study report
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A list of 206 Accredited Computing Programs
ABET: Quality Assessment Program
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What are we trying to do?
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Review/Develop
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Assess/Evaluate
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Document Results
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Incorporate results
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Continuously Improve
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Satisfy customers
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Satisfy ABET
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Continue/Stop
How well can we do it?
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A comprehensive, systematic,
ongoing cycle of assessment is
crucial to continuous improvement
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Understand the purpose of
assessment is not to compare
programs, to point fingers at
programmatic problems, or to
publish scorecards.
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Quality assessment promotes
continuous improvement at all
levels of the university by
providing the necessary evidence
to guide effective decision making
in many areas--programmatic
changes, classroom teaching
modifications, support service
modifications, policy or procedure
changes, structural reorganization.
How can we improve what we are
doing?
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Believe in it
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Do yours
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Cooperate
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Help other
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Successful assessment
Flows from the institution's
mission and educational
purposes.
Emerges from organized
conceptual framework.
Is marked by faculty ownership
and responsibility.
Has institution-wide support.
Relies on multiple measures.
Provides feedback to students
and the institution.
Is cost-effective.
Does not restrict or inhibit
goals of access, equity, and
diversity established by the
institution.
Leads to improvement.
Includes a process for
evaluating the assessment
program.
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UOB Mission & Goals
Electronic Assessment
Database
Concept
College of Engineering
Mission & Goals
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Program’s
Mission
Assessment Plan
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Curricular Issues
PEO’s & PO’s
Database
Implementation
Constituency
Feedback
Constituency
Feedback
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Interpretation of Effectiveness &
Improvements
Program Assessment and Evaluation Matrix
Goals:
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What are the overall goals of the
program?
How do they complement institutional
and accreditation expectations?
Program Objectives:
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What are the program objectives?
What should your students know and
be able to do?
Evaluation Methods:
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Logistics:
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Performance Criteria:
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How will you know the objectives have
been met?
What level of performance meets each
objective?
Implementation Strategy:
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How will the objectives be met?
What program activities (curricular and
co-curricular) help you meet each
objective?
What assessment methods will
you use to collect data?
How will you interpret and
evaluate the data?
When will you measure?
How often? Who will collect
and interpret the data and
report the results?
Feedback:
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Who needs to know the
results?
How can you convince them
the objectives were met?
How can you improve your
program and your assessment
process?
General ABET Criteria
3. Program Outcomes and Assessment
1. Students
Admit
Advise
Evaluate
Monitor
2. Program Educational
Objective
Published and Consistent
with Mission and These
Criteria
Process in Place to
Determine and
Periodically Evaluate
Based on of
Constituencies
Curriculum and
processes to ensure
achievement
Evaluation to Determine
Achievement
Results Used to Improve
Effectiveness of the
Program
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a)
b)
c)
d)
e)
f)
g)
h)
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k)
Assessment Process with Documented
Results to Measure Outcomes
Results Applied to Improvement of the
Program
Demonstration (incl. Process &
Measurements) that Graduates have:
ability to apply knowledge of math,
engineering, and science
ability to design and conduct
experiments as well as to analyze and
interpret data
ability to design system, component or
process to meet needs
ability to function on multi-disciplinary
teams
ability to identify, formulate, and solve
engineering problem
understanding of professional and
ethical responsibility
ability to communicate effectively
Broad education
recognition of need and ability to
engage in life-long learning
knowledge of contemporary issues
ability to use techniques, skills, and
tools in engineering practice
General ABET Criteria
4. Professional Component
Major Design Experience
One year of Mathematics and
Basic Science
One and one-half Years on
Engineering Topics
General Education Component,
Consistent with Program
Objectives
5. Faculty
Sufficient Number and Competencies
to Cover All Curricular Areas (FTE)
Levels of Student- Faculty Interaction
Advise and Counsel students
Actively involve in service (College &
University)
Interact with Practitioners and
Employers
Professional development
Monitor and evaluate effectively
6. Facilities
Classrooms
Laboratories
Equipment and Tools
Computing and Information
Infrastructure
Certified Technicians and qualified
operators
7. Institutional Support &
Financial Resources
Sufficient to Assure Quality
and Continuity of the Program
Sufficient to Attract and Retain
a Well-Qualified Faculty
Sufficient to Acquire, Maintain,
and Operate Facilities and
Equipment
8. Program Criteria
Curricular Topics
Faculty Qualifications
Other
CS ABET Criteria
1.
Objectives and Assessments
(ABET #2 & 3)
The program has documented, measurable
objectives, including expected outcomes for
graduates. The program regularly assesses its
progress against its objectives and uses the results
of the assessments to identify program
improvements and to modify the program’s
objectives.
2.
Student Support (ABET #1)
Students can complete the program in a reasonable
amount of time. Students have ample opportunity to
interact with their instructors. Students are offered
timely guidance and advice about the program’s
requirements and their career alternatives. Students
who graduate the program meet all program
requirements.
3.
Faculty (ABET #5)
Faculty members are current and active in the
discipline and have the necessary technical breadth
and depth to support a modern computer science
program. There are enough faculty members to
provide continuity and stability, to cover the
curriculum reasonably, and to allow an appropriate
mix of teaching and scholarly activity.
4.
Curriculum (ABET#4,8)
The curriculum is consistent with the program's
Documented objectives. It combines technical
requirements with general education
requirements and electives to prepare students
for a professional career in the computer field, for
Further study in computer science, and for
functioning in modern society. The technical
requirements include up-to date coverage of
basic and advanced topics in computer science
as well as an emphasis on science and
mathematics.
5.
Laboratories and Computing Facilities
(ABET # 6)
Laboratories and computing facilities are
available, accessible, and adequately supported
to enable students to complete their course work
and to support faculty teaching needs and
scholarly activities.
CS ABET Criteria
6.
Institutional Support and Financial Resources (ABET #7)
The institution’s support for the program and the Financial resources available to the program
are
sufficient to provide an environment in which the program can achieve its objectives. Support
and
resources are sufficient to provide assurance that the program will retain its strength throughout
the period of accreditation.
7.
Institutional Facilities (ABET #6 )
Institutional facilities including the library, other electronic information retrieval systems,
computer
networks, classrooms, and offices are adequate to support the objectives of the program.
What We Have To Do First?
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Departmental Accreditation Committee (DAC)
Program’s Mission
Program Constituencies 
Program Educational Objectives (PEO’s)
Program Outcomes (PO’s)
Program Industrial Advisory Committee (PIAC).
Program ABET Web Page.
Electronic Assessment Database.
Plan of Improvement & Assessment (PIA)
Develop performance criteria for each
objective/outcome.
Conduct Assessments and Write Up Results
Document Use of Results & Incorporated into
Program Improvement
Program’s Mission
Example Mission
To prepare intellectual, professional, and ethical
graduates, capable of meeting challenges in the field of
Computer Science; and to coordinate with other parts of
the university to facilitate the effective use of educational
resources, including courses
Program’s Mission
Example Mission
The mission of the Department of Computer
Science is four-fold:
1. To conduct scholarly research.
2. To provide an instructional environment that leads to
careers and research in computer science and
information systems.
3. To contribute to the liberal education mission of the
University.
4. To serve the community, the Kingdom, region, and the
profession.
Program’s
Mission
Program’s
Mission
Example Mission
The mission of the Department of Computer Science is:
1. To produce graduates with a strong grasp of fundamentals of
computer science, knowledge in technical specialty areas, and an
appreciation of the power of collaborative effort applied to problem
solving.
2. To offer courses and programs which stimulate innovation and
enhance the ability of graduates to achieve high levels of
professional development and to succeed in a competitive
marketplace.
3. To conduct research in selected areas and to integrate research
results with teaching activities.
4. To provide service to the profession and community and forge
strategic alliances with other professions.
Program Educational Objectives (PEO’s)
 PEO’s are consistent with the mission
 Ensure that PEO’s are well-stated and
measurable.
 PEO’s can be linked with the curriculum for
the Program
 Involve constituencies
Program Educational Objectives (PEO’s)
Example PEO’s (CS)
The program objectives are as follows:
1. Graduates will have an understanding of the fundamental
mathematical, logical, statistical and scientific principles
underlying computing and information processing.
2. Graduates will have a solid foundation in the principles of
computer science and will have applied that knowledge
to a variety of problems.
3. Graduates will have an understanding and appreciation
of the context in which professional computing activities
occur.
4. Graduates will have an in-depth knowledge of a wide
range of topics spanning the field of computer science
Program Educational Objectives (PEO’s)
Example PEO’s (CS)
1. Graduates of the Computer Science Program will have
the necessary technical knowledge and skills both in
breadth and depth, to pursue the practice or advanced
study of computer science.
2. Graduates of the Computer Science Program will
understand the importance of life-long learning, and be
prepared to learn and understand new technological
developments in their field.
3. Graduates of the Computer Science Program will
understand the ethical and technical context of their
computer science contributions and their obligations
therein.
4. Graduates of the Computer Science Program will
develop the communication, teamwork, and leadership
skills necessary to function productively and
professionally.
Program Educational Objectives (PEO’s)
Example PEO’s (CS)
1. Preparation for Practice: Graduates will be prepared
for entry-level positions in their discipline and for
graduate/professional studies.
2. Tools for Creativity: Graduate will experience the
creative and design processes and their application
to typical engineering situations.
3. Societal Awareness: Graduates will receive the
breadth of education necessary to integrate practice
in their discipline with the interests of a diverse
modern society.
4. Leadership Skills: Graduates will be prepared for
leadership in their discipline.
How to Involve Program
Constituencies?
Constituencies
Current Students
Faculty
Potential employers of
program graduates
Former graduates and Alumni
Industrial advisory committee
Student Advisory committee
Means of
Interaction and Feedback
 Course outcome surveys
 Student satisfaction survey
 Senior students exit survey
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Feedback on course outcomes surveys
Department Accreditation committee
Department meetings
Employers survey
 Alumni survey
 Committee meetings
 Committee meetings
Program Outcomes (PO’s)
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PO’s satisfy the 11 ABET criteria
PO’s must be measurable and specify an appropriate
method for measurements
Outcomes must specify a criterion for judging findings.
satisfies professional component
For academic programs, include both of the following:
a. Curricular outcomes
b. Learning outcomes at the course level
Direct as well as indirect methods of measurement are to
be used.
Map PO’s into PEO’s
Map PO’s into ABET “a – k” criteria
Curriculum achieves PO’s
Curriculum satisfies professional component
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Curriculum meets program specific criteria
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Program Outcomes (PO’s)
ABET 11 Outcomes
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ability to apply knowledge of math, engineering, and
science
ability to design and conduct experiments as well as to
analyze and interpret data
ability to design system, component or process to meet
needs
ability to function on multi-disciplinary teams
ability to identify, formulate, and solve engineering problem
understanding of professional and ethical responsibility
ability to communicate effectively
Broad education
recognition of need and ability to engage in life-long
learning
knowledge of contemporary issues
ability to use techniques, skills, and tools in engineering
practice
Program Outcomes (PO’s)
Example PO’S
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b.
c.
d.
e.
f.
g.
h.
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j.
Students understand the mathematics and statistics that underlie
scientific applications.
Students can design, develop, and analyze significant software systems.
Students understand the fundamentals of computer organization and
architecture, data structures and related algorithms, and programming
languages.
Students can apply computer science principles and practices to a variety
of problems.
Students can work independently and also work effectively in teams.
Students can communicate effectively both orally and in writing.
Students understand social, professional and ethical issues related to
computing.
Students are knowledgeable of contemporary issues in the arts, social
sciences, and humanities.
Students understand the scientific method and can apply this mode of
inquiry in a laboratory setting. (CS Program)
Students have a broad perspective of the business world. (IS&T Program)
Program Outcomes (PO’s)
Program Outcomes (PO's)
a.
b.
c.
d.
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g.
h.
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j.
Graduates will have a reasonable level of understanding of each of the subject areas
that define the discipline as well as the interrelationships that exist among them:
algorithms, architecture, artificial intelligence and robotics, data structures, database and
information retrieval, human-computer interaction, operating systems, programming
languages, and software engineering.
Graduates will have the ability to utilize appropriate theoretical constructs: definitions,
and axioms, theorems, proofs, and interpretation of results.
Graduates will have the ability to utilize appropriate abstractive constructs: hypothesis
formation, data collection, modeling and prediction, experimental design, and analysis of
results.
Graduates will have the ability to utilize appropriate design constructs: requirements
analysis and specification, design, implementation, and testing.
Graduates will be exposed to ethical and societal issues associated with the computing
field.
Graduates will be familiar with recent technological and theoretical developments,
general professional standards, and have an awareness of their own strengths and
limitations as well as those of the discipline itself.
Graduates will be aware of the history of computing, including those major developments
and trends - economic, scientific, legal, political, and cultural - that have combined to
shape the discipline.
Graduates will be able to appreciate the intellectual depth and abstract issues that will
continue to challenge researchers in the future. They should have a strong foundation on
which to base lifelong learning and development.
Graduates will have the necessary background for entry into graduate study.
Graduates will have the ability to communicate effectively.
Program Outcomes (PO’s)
Program Outcomes (PO's)
The intended Educational Outcomes of the program (that
support the above objectives)
1. that the graduates of the Computer Science undergraduate
program will have: Proficiency in the areas of software
design and development, data structures, and operating
systems
2. An ability to plan and execute an problem design to meet
an identified need
3. Proficiency in mathematical and scientific principles
relevant to computer science
4. An ability to communicate effectively
5. An understanding of the overall human context in which
computing activities take place
6. A knowledge of contemporary issues and an ability to use
modern tools and techniques in engineering practice.
Relationship of PEO’s to PO’S
The relationship between the Departmental Educational Objectives and the Educational
Outcomes is shown in the following table. The matrix presented in the table may appear
a bit densely populated, but, in fact, all of the Educational Objectives support all of the
Outcomes.
Objectives 
1
2
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x
3
4
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x
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Outcomes 
1
2
3
4
5
6
x
x
Relationship of PEO’s to EC2000 Criteria
How these PEO’s Relate to Other EC 2000 Criteria
Relationship of Objectives to EC2000 Criteria
EC 2000 Criterion
2 CE
PEO
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2
3
4
5
6
7
8
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a
b
c
d
e
f
g
h
i
j
k
4
5
6
7
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Table 3. Example of Mapping Program Outcomes to ABET Outcomes
PO’s
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2.
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7.
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What is Urgent Now?
(DAC) Submit
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Program’s Mission
Program’s Constituencies
Program’s Educational Objectives (PEO’s)
Program’s Outcomes (PO’s)
Tabulated Current Curriculum
Program Industrial Advisory Committee (PIAC).
Faculty Submit:
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ABET Course Syllabus
ABET Resume
Passport Photo (for Web Page)
Collect sample of students work this semester
Record of tests grades this semester
Test # Grade Distribution
student
Question 1
Question 2
Question 3
Question 4
Question 5
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WEB PAGE Contents
UOB Mission
COE Mission
COIT Mission
Programs Missions
ABET Documentations
CE, CHE, ET, ME
CS, CEIT, MIS
On-line Employer Survey
Alumni Survey
Senior Exit Survey
Faculty Survey
Industrial Advisory Committee
Record of
All JAC/DAC
& Programs
Meetings
Minutes
Programs Curriculum
Program Faculty
Students Information
Final Results:
Programs
Self-study Reports
Example Programs Self-study Reports
Table of Contents
A. Background Information
1. Degree Titles
2. Program Modes
3. Actions to Correct
Previous Deficiencies
4. Department Culture and
Administrative Structure
5. Department
Constituencies and
Feedback Loops
6. Examples of the Feedback
Loops Working
B. Accreditation Summary
1. Students
2. Program Educational
Objectives
3. Program Outcomes and
Assessment
4. Professional Component
5. Faculty
6. Facilities
7. Institutional Support and
Financial Resources
8. Program Criteria
Appendix I - Additional Program Information
A. Tabular Data for Program
Table A.1. Basic Curriculum
Table A.2. Course and Section Size Summary
Table A.3. Faculty Workload Summary
Table A.4. Faculty Analysis
Table A.5. Support Expenditures
B. Course Syllabi
C. Faculty Resumes
D. Student exit survey comments for the past two years
E. Alumni survey comments for the past two years
F. Employer survey comments for the past two years
G. Faculty survey for the past two years
Accredited Computing Programs
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Alabama in Huntsville, The University of Computer Science (BS) [1988] Huntsville, AL
Alabama, The University of Computer Science (BSCS) [1990] Tuscaloosa, AL
Alaska Fairbanks, University of Computer Science (BS) [1991] Fairbanks, AK
American University in Cairo, The Computer Science (BS) [1999] Cairo, Egypt
Appalachian State University Computer Science (BS) [1988-1996;1997] Boone, NC
Arizona State University Computer Science (BS) [1992] Tempe, AZ
Arkansas at Little Rock, University of Computer Science (BS) [1990] Little Rock, AR
Armstrong Atlantic State University Computer Science (BS) [1991] Savannah, GA
Auburn University Computer Science (BS) [1987] Auburn, AL
Baylor University Computer Science (BSCS) [1987] Waco, TX
Boise State University Computer Science (BS) [1994] Boise, ID
Bowie State University Computer Science (BS) [1998] Bowie, MD
Brigham Young University Computer Science (BS) [1989] Provo, UT
Bucknell University Computer Science (BS) [1991] Lewisburg, PA
Bucknell University Computer Science and Engineering (BS) [1997] Lewisburg, PA
California Polytechnic State University, San Luis Obispo Computer Science (BS) [1986] San Luis Obispo, CA
California State Polytechnic University, Pomona Computer Science (BS) [1994] Pomona, CA
California State University, Chico Computer Science General, Mathematics/Science and Systems Options (BS)
[1987] Chico, CA
California State University, Dominguez Hills Computer Science (BS) [1996] Dominguez Hills, CA
California State University, Fullerton Computer Science (BS) [1988] Fullerton, CA
California State University, Long Beach Computer Science: Option in Computer Engineering (BS) [1995] Long Beach,
CA
California State University, Northridge Computer Science (BS) [1987] Northridge, CA
California State University, Sacramento Computer Science (BS) [1986] Sacramento, CA
California State University, San Bernardino Computer Science (BS) [1990] San Bernardino, CA
California, Berkeley, University of Computer Science and Engineering (BS) [1995] Berkeley, CA
California, Davis, University of Computer Science and Engineering (BS) [1995] Davis, CA
California, Los Angeles, University of Computer Science (BS) [1995] Los Angeles, CA
California, Los Angeles, University of Computer Science and Engineering (BS) [1995] Los Angeles, CA
California, Santa Barbara, University of Computer Science (BA) [1986] Santa Barbara, CA
California, Santa Barbara, University of Computer Science (BS) [1986] Santa Barbara, CA
Calvin College
Computer Science (BCS) [2003]
Grand Rapids, MI
Case Western Reserve University
Computer Science (BS) [2001]
Cleveland, OH
Central Connecticut State University
Computer Science, Honors (BS) [1990]
New Britain, CT
Central Florida, University of
Computer Science (BS) [1989]
Orlando, FL
Charleston, College of
Computer Science (BS) [1992]
Charleston, SC
Clemson University
Computer Science (BS) [1986]
Clemson, SC
Coastal Carolina University
Computer Science, Theoretical Option (BS) [2003]
Conway, SC
Colorado at Colorado Springs, University of
Computer Science (BS) [1989]
Colorado Springs, CO
Colorado at Denver and Health Sciences Center, University of
Computer Science and Engineering (BSCSE) [2004]
Denver, CO
Colorado at Denver, University of
Computer Science and Engineering (BSCSE) [2004]
Denver, CO
Connecticut, University of
Computer Science (BS) [2002]
Storrs, CT
Connecticut, University of
Computer Science and Engineering (BSE) [1993]
Storrs, CT
Drexel University
Computer Science (BS) [1986]
Philadelphia, PA
East Tennessee State University
Computer Science (BS) [1994]
Johnson City, TN
Eastern Kentucky University
Computer Science (BS) [1991]
Richmond, KY
Eastern Washington University
Computer Science (BS) [1987]
Cheney, WA
Fairleigh Dickinson University (Teaneck Campus)
Computer Science (BS) [1987]
Teaneck, NJ
Florida A & M University
Computer and Information Science (BS) [2002]
Tallahassee, FL
Florida Atlantic University
Computer Science (BS) [1991]
Boca Raton, FL
Florida Institute of Technology
Computer Science (BS) [1998]
Melbourne, FL
Florida International University (University Park)
Computer Science (BS) [1993]
Miami, FL
Florida State University
Computer and Information Sciences (BA) [1996]
Tallahassee, FL
Florida State University
Computer and Information Sciences (BS) [1987]
Tallahassee, FL
George Mason University
Computer Science (BS) [1995]
Fairfax, VA
George Washington University, The
Computer Science (BS) [1987]
Washington, DC
Georgia Institute of Technology
Computer Science (BSCS) [1986]
Atlanta, GA
Georgia Southern University
Computer Science - Scientific Option (BS) [1993]
Statesboro, GA
Grambling State University
Computer Science (BS) [1997]
Grambling, LA
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Hampton University Computer Science (BS) [1989] Hampton, VA
Houston, University of Computer Science (BS) [1987] Houston, TX
Houston-Clear Lake, University of Computer Science (BS) [2002] Houston, TX
Howard University Systems and Computer Science (BS) [1988] Washington, DC
Idaho, University of Computer Science (Moscow and Idaho Falls) (BS) [1993] Moscow, ID
Illinois at Chicago, University of Computer Science (BS) [1997] Chicago, IL
Illinois at Urbana-Champaign, University of Computer Science (BS) [2002] Urbana, IL
Illinois Institute of Technology Computer Science (BS) [2003] Chicago, IL
Illinois State University Applied Computer Science, Computer Science (BS) [2000] Normal, IL
Indiana University-Purdue University Fort Wayne Computer Science (BS) [2004] Fort Wayne, IN
Iowa State University Computer Science (BS) [1986] Ames, IA
Jackson State University Computer Science (BS) [1991-1994;1996] Jackson, MS
Kansas State University Computer Science (BS) [1992] Manhattan, KS
Kansas, The University of Computer Science (BS) [1995] Lawrence, KS
Kennesaw State University Computer Science (BS) [2004] Kennesaw, GA
Lafayette College Computer Science (BS) [2003] Easton, PA
Lamar University Computer Science (BS) [2002] Beaumont, TX
Lehigh University Computer Science in the College of Engineering and Applied Science (BS) [1987] Bethlehem, PA
Louisiana at Lafayette, University of Computer Science/Commercial Option (BS) [1987] Lafayette, LA
Louisiana at Monroe, University of Computer Science (BS) [1987] Monroe, LA
Louisiana State University, Shreveport Computer Science (BS) [1991] Shreveport, LA
Louisiana Tech University Computer Science (BS) [1988] Ruston, LA
Louisville, University of Engineering Mathematics and Computer Science (BS) [1996] Louisville, KY
Loyola College in Maryland Computer Science (BS) [1990] Baltimore, MD
Maine, University of Computer Science (BS) [1995] Orono, ME
Maryland Baltimore County, University of Computer Science (BS) [2000] Baltimore, MD
Massachusetts Dartmouth, University of Computer Science (BS) [1988] North Dartmouth, MA
Massachusetts Institute of Technology Computer Science and Engineering (SB) [1996] Cambridge, MA
Massachusetts Institute of Technology Electrical Engineering and Computer Science (SB) [1996] Cambridge, MA
Massachusetts Lowell, University of Computer Science (BS) [1990] Lowell, MA
McNeese State University Computer Science (BS) [2001] Lake Charles, LA
Mercer University Computer Science (BS) [1998] Macon, GA
Metropolitan State College of Denver Computer Science (BS) [2004] Denver, CO
Michigan, University of Computer Science - College of Engineering (BSE) [2004] Ann Arbor, MI
Michigan, University of Computer Science - College of Literature, Science and Arts (BS) [2004] Ann Arbor, MI
Michigan-Dearborn, University of Computer and Information Science (BS) [1997] Dearborn, MI
Middle Tennessee State University Computer Science (BS) [1994] Murfreesboro, TN
Millersville University of Pennsylvania Computer Science (BS) [1999] Millersville, PA
Minnesota Duluth, University of Computer Science (BS) [1989] Duluth, MN
Mississippi State University Computer Science (BS) [1986] Mississippi State, MS
Mississippi, University of Computer Science (BSCS) [1990] University, MS
Missouri-Rolla, University of Computer Science (BS) [1986] Rolla, MO
Montana State University - Bozeman Computer Science (BS) [1993] Bozeman, MT
Montana Tech of the University of Montana Computer Science (BS) [1999] Butte, MT
Montana, University of Computer Science (BS) [1996] Missoula, MT
Montclair State University Computer Science (BS) [1993] Upper Montclair, NJ
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Nebraska at Omaha, University of Computer Science (BS) [2004] Omaha, NE
Nevada-Las Vegas, University of Computer Science (BS) [1993] Las Vegas, NV
Nevada-Reno, University of Computer Science (BS) [2000] Reno, NV
New Hampshire, University of Computer Science (BS) [1987] Durham, NH
New Haven, University of Computer Science (BS) [2000] West Haven, CT
New Jersey Institute of Technology Computer Science (BA) [1995] Newark, NJ
New Jersey Institute of Technology Computer Science (BS) [1986] Newark, NJ
New Jersey, College of Computer Science (BS) [1997] Ewing, NJ
New Mexico, University of Computer Science (BS) [1988] Albuquerque, NM
New Orleans, University of Computer Science (BS) [1987] New Orleans, LA
New York at Binghamton, State University of Computer Science (BS) [1989] Binghamton, NY
New York at Brockport, State University of Computer Science (BS) [1994] Brockport, NY
New York at New Paltz, State University of Computer Science (BS/BA) [1991] New Paltz, NY
New York, College of Staten Island, City University of Computer Science (BS) [1989] Staten Island, NY
Nicholls State University Computer Science (BS) [1995] Thibodaux, LA
Norfolk State University Computer Science (BS) [1991] Norfolk, VA
North Carolina Agricultural and Technical State University Computer Science (BS) [1994] Greensboro, NC
North Carolina at Greensboro, University of Computer Science (BS) [1995] Greensboro, NC
North Carolina State University at Raleigh Computer Science (BS) [1987] Raleigh, NC
North Dakota State University Computer Science (BS) [1986] Fargo, ND
North Dakota, University of Computer Science (BS) [1987] Grand Forks, ND
North Florida, University of Computer and Information Sciences, Computer Science Specialization (BS) [1987] Jacksonville, FL
North Texas, University of Computer Science (BS) [1986] Denton, TX
Northeastern University Computer Science (BS) [1986] Boston, MA
Northern Arizona University Computer Science (BS) [1996] Flagstaff, AZ
Oakland University Computer Science (BS) [1988] Rochester, MI
Ohio State University, The Computer Science and Engineering (BS) [2000] Columbus, OH
Ohio University Computer Science (BSCS) [2002] Athens, OH
Oklahoma, The University of Computer Science (BS) [1997] Norman, OK
Oregon State University Computer Science: Computer Systems Option (BS) [2003] Corvallis, OR
Pace University Computer Science (BS) [1986] New York, NY
Pacific Lutheran University Computer Science (BS) [1989] Tacoma, WA
Pacific, University of the Computer Science (BS) [1990] Stockton, CA
Polytechnic University Computer Science (BS) [1988] Brooklyn, NY
Portland State University Computer Science (BS) [1994] Portland, OR
Portland, University of Computer Science (BS) [2004] Portland, OR
Prairie View A & M University Computer Science (BS) [1992] Prairie View, TX
Radford University Computer Science and Technology - Computer Science Concentration (BS) [1992] Radford, VA
Robert Morris University Information Sciences (BS) [2003] Moon Township, PA
Rochester Institute of Technology Computer Science (BS) [1989] Rochester, NY
Rowan University Computer Science (BS) [2001] Glassboro, NJ
Salem State College Computer and Information Studies (BS) [2004] Salem, MA
San Diego State University Computer Science (BS) [1994] San Diego, CA
San Francisco State University Computer Science (BS) [1993] San Francisco, CA
San Jose State University Computer Science (BS) [1994] San Jose, CA
Scranton, University of Computer Science (BS) [1990] Scranton, PA
South Alabama, University of Computer and Information Sciences, Computer Science Specialization
(BS) [1988] Mobile, AL
South Alabama, University of Computer and Information Sciences, Information Systems
Specialization (BS) [2003] Mobile, AL
South Carolina Spartanburg, University of Computer Science (BS) [2003] Spartanburg, SC
South Carolina State University Computer Science (BS) [2004] Orangeburg, SC
South Carolina, University of Computer Science (BS) [1990] Columbia, SC
South Dakota School of Mines and Technology Computer Science (BS) [1993] Rapid City, SD
South Florida, University of Computer Science (BS) [1989] Tampa, FL
Southeastern Louisiana University Computer Science (BS) [2001] Hammond, LA
Southern California, University of Computer Engineering and Computer Science (BS) [2004] Los
Angeles, CA
Southern California, University of Computer Science (BS) [1988-1994; 2004] Los Angeles, CA
Southern Connecticut State University Computer Science (BS) [1992] New Haven, CT
Southern Illinois University-Edwardsville Computer Science (BS) [2003] Edwardsville, IL
Southern Maine, University of Computer Science (BS) [1994] Portland, ME
Southern Methodist University Computer Science (BS) [2003] Dallas, TX
Southern Mississippi, University of Computer Science (BS) [1987] Hattiesburg, MS
Southern University and Agricultural & Mechanical College Computer Science, Scientific Option (BS)
[1989] Baton Rouge, LA
Southwest Missouri State University Computer Science (BS) [1989] Springfield, MO
St. Cloud State University Computer Science (BS) [1989] St. Cloud, MN
Stephen F. Austin State University Computer Science (BS) [2000] Nacogdoches, TX
Stevens Institute of Technology Computer Science (BS) [1986] Hoboken, NJ
Syracuse University Computer Science (BS) [2000] Syracuse, NY
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Tennessee at Chattanooga, University of Computer Science, Scientific Option (BS) [2002] Chattanooga, TN
Tennessee at Chattanooga, University of Computer Science-IS Concentration (BS) [2002] Chattanooga, TN
Texas A & M University Computer Science (BS) [1993] College Station, TX
Texas at Arlington, University of Computer Science (BSCS) [2004] Arlington, TX
Texas at Arlington, University of Computer Science and Engineering (BS) [1995] Arlington, TX
Texas at El Paso, University of Computer Science (BS) [1988] El Paso, TX
Texas Christian University Computer Science (BS) [1990] Forth Worth, TX
Texas State University-San Marcos Computer Science (BS) [1999] San Marcos, TX
Texas-Pan American, The University of Computer Science, Broad Field Major (BSCS) [2003] Edinburg, TX
Toledo, The University of Computer Science and Engineering (BS) [1991] Toledo, OH
Towson University Computer Science (BS) [1994] Towson, MD
Tulane University Computer Science (BS) [1990] New Orleans, LA
Tulsa, The University of Computer Science (BS) [1988] Tulsa, OK
United States Air Force Academy Computer Science (BS) [1986] USAFA, CO
United States Military Academy Computer Science (BS) [1997] West Point, NY
United States Naval Academy Computer Science (BS) [1987] Annapolis, MD
Utah State University Computer Science (BS) [1998] Logan, UT
Utah Valley State College Computer Science (BS) [2003] Orem, UT
Vanderbilt University Computer Science (BS) [1998] Nashville, TN
Villanova University Computer Science in the College of Liberal Arts and Sciences (BS) [1991] Villanova,
PA
Virginia Commonwealth University Computer Science (BS) [1988-1996;1997] Richmond, VA
Virginia Polytechnic Institute and State University Computer Science (BS) [1999] Blacksburg, VA
Washington State University Computer Science (Pullman, Tri-Cities) (BS) [1996] Pullman, WA
Washington State University Computer Science (Pullman, Tri-Cities, Vancouver) (BA) [2002] Pullman, WA
West Georgia, State University of Computer Science (BS) [2002] Carrollton, GA
Western Kentucky University Computer Science - Scientific Option (BS) [1993] Bowling Green, KY
Western Michigan University Computer Science (BS) [1986] Kalamazoo, MI
Western Washington University Computer Science (BS) [1987] Bellingham, WA
Winston-Salem State University Computer Science (BS) [1995] Winston-Salem, NC
Winthrop University Computer Science (BS) [1990] Rock Hill, SC
Wisconsin - Eau Claire, University of Computer Science (BS) [2001] Eau Claire, WI
Wisconsin-Oshkosh, University of Computer Science (BS) [2004] Oshkosh, WI
Worcester Polytechnic Institute Computer Science (BS) [1986] Worcester, MA
Wright State University Computer Science (BSCS) [1987-1990;1996] Dayton, OH
Wyoming, University of Computer Science (BS) [1999] Laramie, WY