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It instructs the UCR Computer Science Teaching Assistants on how to produce a ABET course report (also known as the ABET binder).
The document was created by the ABET chair Eamonn Keogh, in January 2010, updated Sept 28, update Mar 18 2011. Victor Hill, Tom Payne and Michael Butkiewicz provided help and advice.
Background
ABET, Inc., formerly the Accreditation Board for Engineering and Technology, is a non-profit organization that accredits United States postsecondary degree programs in applied science, computing, engineering, and technology. Accreditation is intended to certify the quality of these programs. There are over 2,800 programs accredited at over 600 colleges and universities in the U.S. Currently, our CS and CE programs are ABET certified. This certification is very important to the department; as many undergrad students and their parents actively ask about ABET status when deciding which university to go to.
As a student enrolled in CS302, it is your duty to produce help produce a binder for your course. Note that if there are multiple students TAing a course, only one binder needs to be created, but every TA for that class is responsible for it. Critical Note! The course binder will contain some private student information. Releasing that information (by losing the binder for example) would be a breach of the Family Educational Rights and Privacy Act (FERPA) and a very serious matter. Take every precaution to maintain the binders security.
2. Handouts: A copy of all handouts given by the professor. Use common sense to
avoid printing hundreds of pages of material. If there are PowerPoint slides, print them 6 or 9 per page. If the professor assigns an online book, just print the first 5 or so pages and the index, and then add a page that notes (The rest of the book is omitted for brevity, it can be found at URL www.ucr.edu/somehere.html
3. EXAMS / QUIZES / PROJECTS / HOMEWORKS / LABS
For every instrument (quiz, homework, exam, etc.), one sample of HIGH, MEDIUM, and LOW work by the student. This should include (IN ORDER): 1. 2. 3. 4. 5. 6. 7. 8. 9. The instrument itself A solution key if available The special divider for HIGH (below in this document) The actual students work that was annotated as HIGH The special divider for MEDIUM (below in this document) The actual students work that was annotated as MEDIUM The special divider for LOW (below in this document) The actual students work that was annotated as LOW A blank, blue sheet of paper (ONLY if there is another instrument directly following this one!)
HIGH is A quality work (91 to 100%), MEDIUM is B quality work (81 to 90%), LOW is C quality work (71 to 80%). Use the templates provided in this document as dividers. Type in the students name and score (do not write by hand). Type the score either as a percentage (87%) or as an out-of (87/100), dont give just a number. There are two ways a student could be a LOW or MEDIUM, they could have answered the first part of an instrument perfectly, but not answered the rest at all. Or, they could have attempted everything and made some mistakes here and there. The latter is preferred. The students chosen should be random, dont always pick the same person. The instrument should be annotated with what mistakes were made, even if the instrument is not normally returned that way. The annotations should ideally be done in red ink. An annotation that simply says -2pts is not acceptable. Something like Forgot to close loop -2pts is required. In some cases the instrument you place in the binder will be a photocopy of the original work. This is fine, however, make sure the copy is high quality (carefully aligned on the glass etc), and add the red annotations after photocopying.
4.
SURVEYS
There are two parts to this (IN ORDER): One is filled out by the professor, and is labeled End of Course Instructor Self Assessment The others are (anonymously) filled in by the students and labeled End of Course Assessment.
Special Binder
There are a handful of classes require extra information. CS179: For this course you also need to keep three examples (HIGH, MEDIUM, LOW) of students projects. These projects are themselves binders prepared by the students. This concludes what is to be included in the binder. Below are notes on the Midterm/Final spreadsheets, digital file submission; and templates for the Course Description, Student Work Dividers, and templates Binder Front/Back/Side.
Midterm/Final Spreadsheets
For all courses, we need the midterm and final, annotated by relationship to program outcomes (the A-Ks) summarized in the objective-outcome matrix table. We must do this because we need to measure coverage and performance on the ABET A-Ks for every student.
Coverage means that we do address all the points of the ABET A-Ks (not necessarily in any one class,
but when all the compulsory classes are considered). (individually, and in aggregate). For example, from the below, we know that one question (q6) of CS 999 is testing both objective 3 and objective 5. Furthermore, by cross referencing with CS 999 Objective Outcome Matrix (these matrixs are created by the faculty, you just need to cut and paste them) we can determine that ABET outcomes criteria A and K are being tested by this question, as is outcome C. Note that there is a critical distinction between 0 and a blank in this spreadsheet. A 0 indicates that the student showed up for the exam, but either did not attempt the question, or did so poorly on it that they got zero credit. In contrast, a blank indicates that the student did not show up for that exam. For example, student studentloginc attempted q2 but was given 0 points for his attempt. In contrast, student studentlogine simply did not show up for the exam, and thus her scores on q1 to q7 are left blank. Her total score can be reported as a 0, since that is what the instructor will report as her grade for this midterm or final, but it is important that the ABET coordinator can tell the difference between a no-show and a no-credit for poor work.
SID
Max Score Poss
Performance means that we know how well students are doing are on each the ABET A-Ks
You (or the Prof for the class) will need to break up the score on the final login in to individual question (q1 etc) or individual sections of related questions. You (or the Prof for the class) will need to map the questions to the objectives on a scale of 0 to 3
q2 100 67 23 45 55 66 3 0 1 2 0
q3 50 34 50 0 57 45 0 0 0 0 0
q4 100 67 23 45 55 66 1 0 0 2 1
q5 100 99 100 33 57 0 2 0 0 1 3
studentlogina studentloginb studentloginc studentlogind studentlogine studentloginf Objective1 Objective2 Objective3 Objective4 Objective5
1
0
This is the table you must produce for the midterm and final. Note that for grading purposes, only the total grade matters, but for the binder we need the grade broken into discrete sections. In the extreme, all 100 questions for a scantron could be listed (q1,q2,..,q100), but in most cases the professor will organize the exam into logical sections. Here there are 7 logical sections (each section might have 3 or 4 individual questions, we dont care here) each of which is testing just one or two or three course objectives.
Do nothing here! This table was created, once, and will never change. So you don't need anything here
CS 999 Objective Outcome Matrix (Abridged) Objective Addresses Outcome: 1-slightly 2-moderately 3-substantially Outcome Related Learning Objectives Objective1) Use recursion to solve problems Objective2) Use pointers to access data Objective3) Develop pointer-based linked lists Objective4) Use abstract data Objective5) Understand and of libraries A 3 2 B 0 0 0 0 0 C 0 0 0 0 D 0 0 0 0 0 E 0 0 0 0 0 F 0 0 0 0 0 G 0 0 0 0 0 H 0 0 0 0 0 I 0 0 0 0 0 J 0 0 0 0 0 K 3 3
This table has been prepared for each course by a committee of professors that teach the course. It is very likely that your professor (or the last professor to teach this class) has an electronic version of this document. Check this site:
www.engr.ucr.edu/intranet/abet/computer-science.html
3
1 0
3
3 0
Note: This is an intranet site, so you will have to be logged onto the school network to access it.
COURSE DESCRIPTION
Dept., Number Course Title
Units Required/elective
Note that the color here is just to emphasize which pages go together. It is important that you recolor all text to black before printing (if your print a color on a B/W printer it will come out looking faded)
It is very likely that your professor (or the last professor to Course Goals/Objectives: teach this class) already has this document. Check this site for the old version:
http://www.engr.ucr.edu/intranet/abet/computer-science.html Prerequisites by Courses and Topics:
Note: This is an intranet site, so you will have to be logged onto the school network to access it.
Laboratory schedule: number of sessions per week and duration of each session: Laboratory projects (specify number of weeks on each)
Oral and Written Communications:Read this box, then delete it Every student is required to submit at least ______ written reports (not including exams, Note that the _____ pages and to make ______ tests, quizzes, or commented programs) of typically Concepts of Programming box above has been added since the previous oral presentations of typically _____ minutes duration. Include only material that is version of this document. If you are using an graded for grammar, spelling, style, and so forth, as well as for technical content, already made, older version from a previous completeness, and accuracy.
offering, you will need to add it and adjust the percentages accordingly.
Social and Ethical Issues: Please list the topics that address the social and ethical implications of computing covered in all course sections. Estimate the class time spent on each topic. In what ways are the students in this course graded on their understanding of these topics (e.g., test questions, essays, oral presentations, and so forth)?
Theoretical Content Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
Problem Analysis Please describe the analysis experiences common to all course sections.
Solution Design Please describe the design experiences common to all course sections.
Assessment methods:
Contribution of course to professional component: how the engineering experience gained here prepares student for engineering practice, e.g., how this engineering experience incorporates engineering standards and realistic constraints as described in EAC Criterion 4.
Relationship of course to program outcomes: The contribution of CS12 to program outcomes (a)-(k) or (1) (9) is summarized in the objective-outcome matrix table.
Objective Outcome Matrix Objective Addresses Outcome: 1-slightly 2-moderately 3-substantially Outcome Related Learning Objectives A B C D E F G Use recursion to solve certain programming problems 3 0 0 0 0 0 0 Elegantly (this is a sample, edit this box as well as the values to the right) Use pointers to access data (this is a sample, edit this box 2 0 0 0 0 0 0 as well as the values to the right) Develop pointer-based linked lists (this is a sample, edit 2 0 0 0 0 0 0 this box as well as the values to the right) Understand the advantages of abstract data types (this is a 2 0 0 0 0 0 0 sample, edit this box as well as the values to the right) Use and understand the advantages of libraries (this is a 1 0 1 0 0 0 0 sample, edit this box as well as the values to the right) Convert a problem description into a set of about 100-to200 computer instructions (this is a sample, edit this box 3 0 3 0 0 0 0 as well as the values to the right) Debug programs written by oneself or by others, using a debugger tool (this is a sample, edit this box as well as the 3 3 2 0 0 0 0 values to the right) Test programs using basic methods (this is a sample, edit 3 3 2 0 0 0 0 this box as well as the values to the right) Develop basic proficiency of working in a Unix environment (this is a sample, edit this box as well as the 0 0 0 0 0 0 0 values to the right)
0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0
3 3 3 3 3 3 3 3 3
CS 165
Computer Security
CS 165
Computer Security
The information to the left has been placed into text-boxes. Do not move or delete these text-boxes; only select them and replace the text within. After editing and printing this out, be sure to cut it cleanly with a paper shear, not a scissors. The black border should not be cut. Inserting the label in the spine can be tricky. Opening the binder all the way helps.
If possible print the label on card stock, it is stiffer (be recall you must have the right color).
This binder was prepared by the following TA(s) Masoud Akhoondi ______________
And was hand delivered to the ABET coordinator on ___/___/___ ABET coordinators signature: ___________________
Cut just inside the dotted line with a paper shear. This section is designed to go inside the cover of the back of the binder. But you may not place it there yourself. After all the TAs responsible for a course offering have signed next to their names, at least one TA must hand-deliver this binder to the ABET coordinator. The ABET coordinator will inspect the binder, and if approved sign this form and place it inside the cover of the back of the binder.