The Computing Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET/CAC) periodically revises its criteria for accreditation. So that institutions have time to adapt to the new criteria, the new criteria are published while the old criteria remain in effect. Historically, when an institution is reviewed for re-accreditation, it has generally had an option of using the "new" criteria or the "old" criteria. The exact meaning of "new criteria" and "old criteria" then depends on the point in time when the terms are used.
The CAC Criteria for Accrediting Computing Programs posted at http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/R001%2009-10%20ASAC%20Criteria%2012-01-08.pdf during the 2009-2010 accreditation cycle. The traditional criteria under which FSU had been operating and under which we were reviewed for reaccreditation in fall 2007, allowed each institution to define its own program objectives and outcomes. The new criteria differ significantly, by specifying a set of mandatory program outcomes and requiring a detailed mapping of these program outcomes to course outcomes.
Further changes to the ABET/CAC accreditation criteria have been granted preliminary approval, and are currently under review for application in the 2011-2012 accreditation cycle. These are called "harmonized" criteria, because they incorporate changes intended to bring the CAC (computing) criteria closer to the EAC (engineering) criteria. See http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/C001%2009-10%20CAC%20Criteria%2012-01-08-PROPOSED.pdf for this new proposal.
This document is intended to summarize some elements of the new (2009-2010) criteria, and compare them with the corresponding elements of the traditional (2007-2008) criteria, as well as mention some further changes that are expected for the 2011-2012 accreditation cycle.
| This page is a work in progress. Some changes have been made to reflect the proposed "harmonized" 2011-2012 criteria, but the job has not been completed. Therefore, the document is inconsistent in places. |
The traditional (2007-2008) criteria use the word "objective" very broadly, to include what the new criteria call both "objectives" and "outcomes". The 2009-2010 criteria define the following more specific terms.
Program [educational] objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.
The 2009-2010 criteria change this definition as follows.
Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program's constituencies.
Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.
The 2009-2010 criteria delete the term "program outcomes", and replace it by the following:
Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program.
Assessment is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes and program educational objectives.
The next 2009-2010 criteria redefine the term as follows.
Assessment is one or more processes that identify, collect, and prepare data to evaluate the achievement of student outcomes and program educational objectives. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured. Appropriate samply methods may be used as part of assessment process.
Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes or program educational objectives are being achieved, and results in decisions and actions to improve the program.
The 2009-2010 criteria redefine the term as follows.
Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes and program educational objectives are being attained. Evaluation results in decisions and actions regarding program improvement.
The traditional and newer criteria both have similar requirements with respect to program objectives.
| 2011-2012* | 2009-2010 | 2007-2008 |
|---|---|---|
| The program must have published educational objectives that are consistent with the mission of the institution, the needs of the program's various constituencies, and these criteria. There must be a documented and effective process, involving program constituencies, for the periodic review and revision of the program educational objectives. | The program has documented, measurable educational objectives that are based on the needs of the program's constituencies. | The program must have documented, measurable objectives [I-1] |
| The program's objectives must include expected outcomes for graduating students. [I-2] |
The traditional (2007-2008) criteria allow each institution to specify their own desired outcomes. The newer criteria require that the following specific program outcomes must be demonstrated, by assessment, by every institution. Outcomes CS-a through CS-i apply to all computing degree programs, while CS-j and CS-k apply just to Computer Science degree programs.
| Computer Science Outcomes |
|---|
| CS-a. An ability to apply knowledge of computing and mathematics appropriate to the discipline |
| CS-b. An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution |
| CS-c. An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs |
| CS-d. An ability to function effectively on teams to accomplish a common goal |
| CS-e. An understanding of professional, ethical, legal, security and social issues and responsibilities |
| CS-f. An ability to communicate effectively with a range of audiences |
| CS-g. An ability to analyze the local and global impact of computing on individuals, organizations, and society |
| CS-h. Recognition of the need for and an ability to engage in continuing professional development |
| CS-i. An ability to use current techniques, skills, and tools necessary for computing practice. |
| 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-k. An ability to apply design and development principles in the construction of software systems of varying complexity. |
The traditional and newer criteria both have similar requirements for continuous improvement.
| 2011-2012* | 2009-2010 | 2007-2008 |
|---|---|---|
| The program must regularly use a documented and effective process that uses relevant assessment data to evaluate the extent to which its program educational objectives and its student outcomes are being attained. | The program uses a documented process incorporating relevant data to regularly assess its program educational objectives and program outcomes, and to evaluate the extent to which they are being met. | Data relative to the objectives must be routinely collected and documented, and used in program asessments. [I-3] |
| The extent to which each program objective is being met must be periodically assessed. [I-4] | ||
| The results of these evaluations must be systematically used to effect continuous improvement of the program. | The results of the evaluations are documented and used to effect continuous improvement of the program through a documented plan. | The results of the program's periodic assessments must be used to help identify opportunities for program improvement. [I-5] |
| The results of the program's assessments and the actions taken based on the results must be documented. [I-6] |
At the same time as the new ABET/CAC accreditation criteria are more prescriptive about outcomes they are somewhat less prescriptive about curriculum. The changes are summarized in the table below. In fact, less has changed than the table suggests, since the items omitted from the curriculum standards are mostly matched by equivalent additions in the form of outcomes. For example, the traditional standard IV-17 on social and ethical issues has been replaced by the new outcome CS-e on the same subject. This is why some people have summarized the changes between the traditional and new criteria as a shift from prescribing inputs (what we teach) to prescribing outputs (what the students are supposed to be able to do as a result of our teaching).
| Proposed | 2009-2010 | 2007-2008 |
|---|---|---|
| The program's requirements must be consistent with its program educational objectives and designed in such a way that each of the student outcomes can be attained. | The program's requirements are consistent with its educational objectives and are designed in such a way that each of the program outcomes can be achieved. |
The curriculum is consistent with the program's documented
objectives. The curriculum must be consistent with the documented objectives of the program. [IV-4] |
| The curriculum must combine technical and professional requirements with general education requirements and electives to prepare students for a professional career and further study in the computing discipline associated with the program, and for functioning in modern society. | The curriculum combines technical and professional requirements with general education requirements and electives to prepare students for a professional career and further study in the computing discipline associated with the program, and for functioning in modern society. | 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 curriculum must include at least 30 semester hours of study in humanities, social sciences, arts and other disciplines that serve to broaden the background of the student. [IV-3] | ||
| The technical and professional requirements must include least one year of up-to-date coverage of fundamental and advanced topics in the computing discipline associated with the program. | The technical and professional requirements include at least one year of up-to-date coverage of fundamental and advanced topics in the computing discipline associated with the program. | 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. |
| One and one-third years of Computer Science [Program Criteria for CS, 5.a] | The curriculum must include at least 40 semester hours of up-to-date study in computer science topics. [IV-1] | |
| All students must take a broad-based core of fundamental computer science material consisting of at least 16 semester hours. [IV-5] | ||
| All students must take at least 16 semester hours of advanced course work in computer science that provides breadth and builds on the core to provide depth. [IV-9] | ||
| [Subsumed by outcome 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."] | Theoretical foundations, problem analysis, and solution design must be stressed within the program's core materials. [IV-7] | |
| Coverage of the fundamentals of algorithms, data structures, software design, concepts of programming languages and computer organization and architecture [Program Criteria for CS, 5.a.1] | The core materials must provide basic coverage of algorithms, data structures, software design, concepts of programming languages, and computer organization and architecture. [IV-6] | |
| An exposure to a variety of programming languages and systems [Program Criteria for CS, 5.a.2] | Students must be exposed to a variety of programming languages and systems and must become proficient in at least one higher-level language. [IV-8] | |
| Proficiency in at least one higher-level language [Program Criteria for CS, 5.a.3] | ||
| [Subsumed by CS-e: "An understanding of professional, ethical, legal, security and social issues and responsibilities"] | There must be sufficient coverage of social and ethical implications of computing to give students an understanding of a broad range of issues in this area. [IV-17] | |
| [Subsumed by CS-f: An ability to communicate effectively with a range of audiences] | The oral communications skills of the student must be developed and applied in the program. [IV-15] | |
| The written communications skills of the student must be developed and applied in the program. [IV-16] | ||
| In addition, the program includes mathematics appropriate to the discipline beyond the pre-calculus level. | 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. | |
|
One year of science and mathematics [Program Criteria for CS, 5.b] |
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. The curriculum must contain at least 30 semester hours of study in mathematics and science as specified below under Mathematics and Science. [IV-2] |
|
| At least one half year that must include discrete mathematics. The additional mathematics might consist of courses in areas such as calculus, linear algebra, numerical methods, probability, statistics, number theory, geometry, or symbolic logic. [Program Criteria for CS, 5.b.1] | The curriculum must include at least 15 semester hours of mathematics. [IV-10] | |
| Course work in mathematics must include discrete mathematics, differential and integral calculus, and probability and statistics. [IV-11] | ||
| A science component that develops an understanding of the scientific method and provides students with an opportunity to experience this mode of inquiry in courses for science or engineering majors that provide some exposure to laboratory work. [Program Criteria for CS, 5.b.2] | The curriculum must include at least 12 semester hours of science. [IV-12] | |
| Course work in science must include the equivalent of a two-semester sequence in a laboratory science for science or engineering majors. [IV-13] | ||
| Science course work additional to that specified in Standard IV-13 must be in science courses or courses that enhance the student's ability to apply the scientific method. [IV-14] | ||
| For each course in the major required of all students, its content, expected performance criteria, and place in the overall program of study are published. |
Despite the similarity of the statements above, the new ABET/CAC accreditation questionnaire sets a higher standard for the detailed documentation of assessment processes. (This standard is also higher than the standard for the Engineering Accreditation Commission.) The new questionnaire requires, for each required or elective computing course, a list of course outcomes and two tables (matrices), one mapping course outcomes to program outcomes and one mapping assessment data from the course to program outcomes. The apparent intent of the first table is to demonstrate that the curriculum is aligned with and supports the program objectives, and the apparent intent of the second table is to demonstrate how the program objectives are being assessed in the courses. The outline structures of the tables are shown below. Presumably, it is not necessary to map every course outcome to a program outcome, not is it necessary to provide course data items for every program outcome toward which a course contributes. This should only be necessary for one or more courses per program outcome.
| Program Outcomes -- Mapped to Course Outcomes | ||||
|---|---|---|---|---|
| Course Title | ||||
| Course outcome | Program outcome-1 | Program outcome-2 | Program outcome-3 | ... |
| Course-outcome-1 | ... | |||
| Course-outcome-2 | ... | |||
| Course-outcome-3 | ... | |||
| ... | ... | |||
| Program Outcomes -- Mapped to Course Data Items | ||||
|---|---|---|---|---|
| Course Title | ||||
| Course data item | Program outcome-1 | Program outcome-2 | Program outcome-3 | ... |
| Course-data-item-1 | ... | |||
| Course-data-item-2 | ... | |||
| Course-data-item-3 | ... | |||
| ... | ... | |||