CSAB/ABET Computing Accreditation Criteria Survey

This survey was developed by a joint committee from CSAB and the ABET Computing Accreditation Commission, and is designed to obtain feedback on potential changes on the ABET Computing Accreditation Criteria. We are looking for opinions about some of the existing ideas under discussion for change, as well as other input regarding opportunities to improve the existing criteria. Respondents to the survey may be computing education stakeholders in any computing subdiscipline, including computer science, information systems, information technology, and many others. Stakeholders may include professionals in the discipline, educators, and/or employers of graduates from computing degree programs. Please send inquiries to csab@csab.org. Thank you for your participation.

Question Title

* 1. Relevancy of Student Attributes: "The program must enable students to attain certain attributes by the time of graduation." Rate the continued relevancy of these attributes, on a scale of 1 to 5, where 1 is not relevant and 5 is extremely relevant.

	1	2	3	4	5
(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline	(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline 1	(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline 2	(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline 3	(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline 4	(a) An ability to apply knowledge of computing and mathematics appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline 5
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution	(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution 1	(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution 2	(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution 3	(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution 4	(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution 5
(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs	(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs 1	(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs 2	(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs 3	(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs 4	(c) An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs 5
(d) An ability to function effectively on teams to accomplish a common goal	(d) An ability to function effectively on teams to accomplish a common goal 1	(d) An ability to function effectively on teams to accomplish a common goal 2	(d) An ability to function effectively on teams to accomplish a common goal 3	(d) An ability to function effectively on teams to accomplish a common goal 4	(d) An ability to function effectively on teams to accomplish a common goal 5
(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities	(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities 1	(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities 2	(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities 3	(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities 4	(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities 5
(f) An ability to communicate effectively with a range of audiences	(f) An ability to communicate effectively with a range of audiences 1	(f) An ability to communicate effectively with a range of audiences 2	(f) An ability to communicate effectively with a range of audiences 3	(f) An ability to communicate effectively with a range of audiences 4	(f) An ability to communicate effectively with a range of audiences 5
(g) An ability to analyze the local and global impact of computing on individuals, organizations and society	(g) An ability to analyze the local and global impact of computing on individuals, organizations and society 1	(g) An ability to analyze the local and global impact of computing on individuals, organizations and society 2	(g) An ability to analyze the local and global impact of computing on individuals, organizations and society 3	(g) An ability to analyze the local and global impact of computing on individuals, organizations and society 4	(g) An ability to analyze the local and global impact of computing on individuals, organizations and society 5
(h) Recognition of the need for and an ability to engage in continuing professional development	(h) Recognition of the need for and an ability to engage in continuing professional development 1	(h) Recognition of the need for and an ability to engage in continuing professional development 2	(h) Recognition of the need for and an ability to engage in continuing professional development 3	(h) Recognition of the need for and an ability to engage in continuing professional development 4	(h) Recognition of the need for and an ability to engage in continuing professional development 5
(i) An ability to use current techniques, skills, and tools necessary for computing practice	(i) An ability to use current techniques, skills, and tools necessary for computing practice 1	(i) An ability to use current techniques, skills, and tools necessary for computing practice 2	(i) An ability to use current techniques, skills, and tools necessary for computing practice 3	(i) An ability to use current techniques, skills, and tools necessary for computing practice 4	(i) An ability to use current techniques, skills, and tools necessary for computing practice 5
[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices	[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices 1	[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices 2	[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices 3	[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices 4	[CS] (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices 5
[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity	[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity 1	[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity 2	[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity 3	[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity 4	[CS] (k) An ability to apply design and development principles in the construction of software systems of varying complexity 5
[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment	[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment 1	[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment 2	[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment 3	[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment 4	[IS] (j) An understanding of processes that support the delivery and management of information systems within a specific application environment 5
[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies	[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies 1	[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies 2	[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies 3	[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies 4	[IT] (j) An ability to use and apply current technical concepts and practices in the core information technologies 5
[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems	[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems 1	[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems 2	[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems 3	[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems 4	[IT] (k) An ability to identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems 5
[IT] (l) An ability to effectively integrate IT-based solutions into the user environment	[IT] (l) An ability to effectively integrate IT-based solutions into the user environment 1	[IT] (l) An ability to effectively integrate IT-based solutions into the user environment 2	[IT] (l) An ability to effectively integrate IT-based solutions into the user environment 3	[IT] (l) An ability to effectively integrate IT-based solutions into the user environment 4	[IT] (l) An ability to effectively integrate IT-based solutions into the user environment 5
[IT] (m) An understanding of best practices and standards and their application	[IT] (m) An understanding of best practices and standards and their application 1	[IT] (m) An understanding of best practices and standards and their application 2	[IT] (m) An understanding of best practices and standards and their application 3	[IT] (m) An understanding of best practices and standards and their application 4	[IT] (m) An understanding of best practices and standards and their application 5
[IT] (n) An ability to assist in the creation of an effective project plan	[IT] (n) An ability to assist in the creation of an effective project plan 1	[IT] (n) An ability to assist in the creation of an effective project plan 2	[IT] (n) An ability to assist in the creation of an effective project plan 3	[IT] (n) An ability to assist in the creation of an effective project plan 4	[IT] (n) An ability to assist in the creation of an effective project plan 5

Comments

Question Title

* 2. Student Attribute (e) requires that students be enabled to attain "an understanding of professional, ethical, legal, security, and social issues and responsibilities." If you would support creating a new attribute stressing the “technical aspects of security” rather than just “security issues and responsibilities,” check those areas of the Criteria where you believe this new attribute should reside.

General

Comments

Question Title

* 3. Appropriate Mathematics: Throughout the Criteria, there are references to the need for mathematics "appropriate to the (proposed change for 2014-15: program’s student outcomes and to the) discipline." General Criterion 5 specifies that the mathematics "must be beyond the pre-calculus level." Check all of the following you would like to see specifically identified in the Criteria as examples of topics beyond pre-calculus and appropriate to the various disciplines.

	CS	IS	IT
Applied Math and Statistics	Applied Math and Statistics CS	Applied Math and Statistics IS	Applied Math and Statistics IT
Basic Counting	Basic Counting CS	Basic Counting IS	Basic Counting IT
Basic Logic	Basic Logic CS	Basic Logic IS	Basic Logic IT
Discrete Mathematics	Discrete Mathematics CS	Discrete Mathematics IS	Discrete Mathematics IT
Discrete Probability	Discrete Probability CS	Discrete Probability IS	Discrete Probability IT
Functions, Relations, and Sets	Functions, Relations, and Sets CS	Functions, Relations, and Sets IS	Functions, Relations, and Sets IT
Graphs and Trees	Graphs and Trees CS	Graphs and Trees IS	Graphs and Trees IT
Hypothesis Testing	Hypothesis Testing CS	Hypothesis Testing IS	Hypothesis Testing IT
Probability	Probability CS	Probability IS	Probability IT
Proof Techniques	Proof Techniques CS	Proof Techniques IS	Proof Techniques IT
Sampling and Descriptive Statistics	Sampling and Descriptive Statistics CS	Sampling and Descriptive Statistics IS	Sampling and Descriptive Statistics IT
Statistics	Statistics CS	Statistics IS	Statistics IT

Comments

Question Title

* 4. Rate the importance of these topics, on a scale of 1 to 5, where 1 is not important (little coverage needed) and 5 is extremely important (should get a lot of coverage).

	CS	IS	IT
Applied Math and Statistics	Applied Math and Statistics CS menu	Applied Math and Statistics IS menu	Applied Math and Statistics IT menu
Basic Counting	Basic Counting CS menu	Basic Counting IS menu	Basic Counting IT menu
Basic Logic	Basic Logic CS menu	Basic Logic IS menu	Basic Logic IT menu
Discrete Mathematics	Discrete Mathematics CS menu	Discrete Mathematics IS menu	Discrete Mathematics IT menu
Discrete Probability	Discrete Probability CS menu	Discrete Probability IS menu	Discrete Probability IT menu
Functions, Relations, and Sets	Functions, Relations, and Sets CS menu	Functions, Relations, and Sets IS menu	Functions, Relations, and Sets IT menu
Graphs and Trees	Graphs and Trees CS menu	Graphs and Trees IS menu	Graphs and Trees IT menu
Hypothesis Testing	Hypothesis Testing CS menu	Hypothesis Testing IS menu	Hypothesis Testing IT menu
Probability	Probability CS menu	Probability IS menu	Probability IT menu
Proof Techniques	Proof Techniques CS menu	Proof Techniques IS menu	Proof Techniques IT menu
Sampling and Descriptive Statistics	Sampling and Descriptive Statistics CS menu	Sampling and Descriptive Statistics IS menu	Sampling and Descriptive Statistics IT menu
Statistics	Statistics CS menu	Statistics IS menu	Statistics IT menu

Comments

Question Title

* 5. Mathematics Beyond the Pre-Calculus Level: What would be an alternative way of expressing the concept of "beyond the pre-calculus level"?

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* 6. Programming Languages: All three of the program specific criteria (CS, IS, and IT) currently require course work covering programming and exposure to programming languages. Would you support changing the language of the criteria to place an emphasis on programming paradigms rather than on languages?

	CS	IS	IT
Yes	Yes CS	Yes IS	Yes IT
No	No CS	No IS	No IT

Comments

Question Title

* 7. Quantification of Coverage: CS and IS program-specific criteria refer to a specific amount of time that must be dedicated to a topic - [CS] Computer Science: One and one-third year, [CS] One year of science and mathematics, [CS] Mathematics at least one-half year; [IS] Information Systems: One year, and [IS] IS Environment: One-half year. Would you support eliminating all references to quantity in favor of focusing the criteria on the achievement of outcomes?

Yes

Comments

Question Title

* 8. Systems: The CS2013 Model Curriculum for Computer Science identifies operating systems as a knowledge area that should be a required part of every computer science curriculum. The ABET program-specific criteria for CS require course work that provides an exposure to systems, leaving the word “systems” open to interpretation. Would you support changing the language of the criteria to require an exposure specifically to operating systems?

Yes

Comments

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* 9. Other Comments Regarding the Criteria:

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* 10. Please indicate your organizational and program area affiliation:

	CS	IS	IT	Other
Associate’s College	Associate’s College CS	Associate’s College IS	Associate’s College IT	Associate’s College Other
Doctorate-granting University	Doctorate-granting University CS	Doctorate-granting University IS	Doctorate-granting University IT	Doctorate-granting University Other
Master’s College or University	Master’s College or University CS	Master’s College or University IS	Master’s College or University IT	Master’s College or University Other
Baccalaureate College	Baccalaureate College CS	Baccalaureate College IS	Baccalaureate College IT	Baccalaureate College Other
Special Focus Academic Institution	Special Focus Academic Institution CS	Special Focus Academic Institution IS	Special Focus Academic Institution IT	Special Focus Academic Institution Other
Tribal College	Tribal College CS	Tribal College IS	Tribal College IT	Tribal College Other
Secondary Institution	Secondary Institution CS	Secondary Institution IS	Secondary Institution IT	Secondary Institution Other
Industry	Industry CS	Industry IS	Industry IT	Industry Other
Government	Government CS	Government IS	Government IT	Government Other
Professional or Technical Society Staff	Professional or Technical Society Staff CS	Professional or Technical Society Staff IS	Professional or Technical Society Staff IT	Professional or Technical Society Staff Other
Other	Other CS	Other IS	Other IT	Other Other

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* 11. Your role, if affiliated with an academic institution:

	CS	IS	IT	Other
Academic administrator	Academic administrator CS	Academic administrator IS	Academic administrator IT	Academic administrator Other
Faculty member	Faculty member CS	Faculty member IS	Faculty member IT	Faculty member Other

Other (please specify)

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* 12. Current CAC/ABET-accredited program(s), if affiliated with an academic institution:

General

None

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* 13. Are you a CSAB/ABET volunteer? (Check all that apply.)

Program Evaluator

Review Team Chair (not currently a commissioner)

CAC Commissioner

EAC Commissioner

Commission Executive Committee member

CSAB Board of Directors member

ABET Board of Directors member

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* 14. Where do you currently reside?

Inside the U.S.

Outside the U.S.

Thank you for completing our survey!