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Program Educational Objectives (PEOs)

ABET defines program education objectives (PEOs) as “broad statements that describe what graduates are expected to attain within a few years after graduation. Program Educational Objectives are based on the needs of the program’s constituencies.”

The CS BS program’s current PEOs were approved in 2018 by ABET and are reviewed every three years (see Assessment Process).  Our PEOs are:

• PEO 1: Bring to bear a strong background in the basics of computer science, the theoretical underpinnings of the computing discipline, and the mathematics and science appropriate to the discipline to solve the new problems that will arise throughout their careers.
• PEO 2: Be highly proficient in formulating and solving the myriad of computer science problems that they will address in the workforce, including the design, implementation, and evaluation of complex software systems.
• PEO 3: Function effectively in the workplace with the necessary technical and communication skills, whether working independently or in a team setting.
• PEO 4: Adapt to changes in technology and society through continued personal and professional growth.
• PEO 5: Understand the role of ethics in their professional behavior and the impact on society of their work as computer scientists.

Students Outcomes (SOs)

ABET defines student outcomes (SOs) this way: “Student Outcomes (SOs) describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program.”

The program’s current SOs were approved in 2018 by ABET and are reviewed every three years (see Assessment Process).  Our SOs are:

• SO 1: Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions.
• SO 2:  Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of computer science.
• SO 3: Communicate effectively in a variety of professional contexts.
• SO 4: Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
• SO 5: Function effectively as a member or leader of a team engaged in activities appropriate to computer science.
• SO 6: Apply computer science theory and software development fundamentals to produce computing-based solutions.

Retention and Graduation Rates

The U�������� Office of Institutional Research annually compiles statistical data for all programs across campus.  Enrollment and graduation data for SCIS programs (which is a part of MCEC and CLAS) can be found using the following links:

• �������� College of Engineering and Computing Enrollment by Program
• �������� College of Engineering and Computing Degrees Conferred by Program
• College of Liberal Arts and Sciences Degrees Conferred by Major

Assessment Process

Our assessment process, or more fully, our “Process for Periodic Review and Revision of Program Educational Objectives, Student Outcomes, and Curriculum”, was approved by ABET in 2018.  It is a three-year cyclical process. In Year 1, we assess our Program Educational Objectives, making changes to them as needed based faculty and Board opinion as well information solicited from our constituents.  In Year 2, we assess our Student Outcomes with respect to whether they are adequately supporting our PEOs, making changes based on faculty, Board, and constituent input.  In Year 3, we assess our curriculum to determine if it is allowing students to achieve our SOs.  This entails using the yearly assessment data and assessments and input from the faculty, Board, and constituents.  If deficiencies are identified in the curriculum with respect to how it is addressing the SOs, then changes are proposed to the curriculum, and if they are approved, they are implemented.

The details of the assessment process are provided in our report, .

Yearly assessment reports

• – (Process cycle 2025, Year 1)
• – (Process cycle 2022, Year 3)
• – (Process cycle 2022, Year 2)
• – (Process cycle 2022, Year 1)
• – (Process cycle 2019, Year 3)
• (Process cycle 2019, Year 2)
• (Process cycle 2019, Year 1)