This document is a “how to” manual. 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.

BackgroundABET, 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.

How does the Accreditation Processes work?Every 6 years, all programs wishing to retain ABET accreditation must complete a self-study that details how the program is meeting ABET’s criteria for accreditation. This document, usually several hundred pages long, provides evidence of the programs objectives and outcomes (what students should be able to do when and after they graduate) and the assessment processes that are in place to evaluate whether these objectives and outcomes have been met.Following submission of the self-study, an evaluation team is sent to the campus for a site visit. The team meets with administrators, faculty, staff, students, and other constituencies (such as industrial representatives) to gain further information on whether the criteria set by ABET are being met.The evaluation drafts a report listing strengths, concerns, and weaknesses in the program. Concerns and weaknesses are areas that need to be addressed by the program – either immediately (weakness) or before the next general visit (concern). If no weaknesses are identified, the program may be granted accreditation until the “Next General Review” – for six years. If weaknesses are identified, the program may be asked to submit an “Interim Report” and possibly to have an “Interim Visit” in order to see if progress is being made on addressing the weaknesses. Those occur on 2-year cycles.

What is your Role as a TA?As part of the self-study document, we must produce a course report, for every course each quarter. The only exceptions are our courses for non-majors, which are CS005, CS006, CS008 and CS030. Concretely, each of the following courses must have a course report for every quarter in which it was offered.

CS 010. Introduction to Computer Science for Science, Mathematics, and Engineering I (4)CS 011. Introduction to Discrete Structures (4)CS 012. Introduction to Computer Science for Science, Mathematics, and Engineering II (4)CS 013. Introductory Computer Science for Engineering Majors (4) CS 014. Introduction to Data Structures and Algorithms (4)CS 021. Introduction to UNIX (4) CS 061. Machine Organization and Assembly Language Programming (4)CS 100. Software Construction (4)CS 111. Discrete Structures (4) CS 120A. Logic Design (5).CS 120B. Introduction to Embedded Systems (5)CS 122A. Intermediate Embedded and Real-Time Systems (5) CS 122B. Advanced Embedded and Real-Time Systems (5) CS 130. Computer Graphics (4) CS 133. Computational Geometry (4)CS 134. Video Game Creation and Design (4)CS 141. Intermediate Data Structures and Algorithms (4) CS 143. Multimedia Technologies and Programming (4)

CS 150. The Theory of Automata and Formal Languages (4)CS 151. Introduction to Theory of Computation (4)CS 152. Compiler Design (4)CS 153. Design of Operating Systems (4)CS 160. Concurrent Programming and Parallel Systems (4)CS 161. Design and Architecture of Computer Systems (4)CS 162. Computer Architecture (4) CS 164. Computer Networks (4) CS 165. Computer Security (4) CS 166. Database Management Systems (4)CS 168. Introduction to Very Large Scale Integration Design (5)CS 170. Introduction to Artificial Intelligence (4)CS 171. Introduction to Expert Systems (4) CS 177. Modeling and Simulation (4)CS 179 (E-Z). Project in Computer Science (4) CS 180. Introduction to Software Engineering (4)CS 181. Principles of Programming Languages (4)CS 183. UNIX System Administration (4)

CS 145. Combinatorial Optimization Algorithms (4)

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 binder’s security.

Creating the Course Report

The binder itselfYou can get a binder from the front office staff. The binder must be a three-ring binder, white in color and in perfect condition (no dings or tears).The binder must have a standardized front page, spine and signed rear page. There are templates for these attached to the end of this document. Note that inserting these pages behind the clear plastic sleeve can be tricky, and the end product must be perfect, so practice if necessary.

The relevant sections must be separated by white tabbed index dividers. These must have printed (not hand-written) labels. You can get these dividers/labels from the ABET coordinator.Each quarter will use a different color for the binder covers. This is to help us organize the binders and check completeness at a glance. You should ask the ABET coordinator for some sheets of the current colored paper. Please note, do not print on white paper and photocopy onto the colored paper, rather you should print directly on the colored paper.

The divider tabs should be arranged as follows. If you need to deviate because of special circumstances in your class, do your best to preserve the look-and-feel of the below.

Course Info Handouts Exams Quizzes Projects Homeworks Labs Surveys

The contents of the binderThe binder must contain the items listed below, in that order. If you believe that one or more sections don’t apply to your course, this is possible. However you must not assume it, check with the ABET coordinator early in the quarter. The ABET coordinator has a model of a “perfect” binder in his/her office, you may ask to see it, and are encouraged to do so.Please note that we expect the contents to be of the highest quality. Check for typos, awkward English etc. If the binder is substandard, you will be forced to redo it.

1. COURSE INFOo Course Description: A template has been appended at the end of this document. In most cases

you may be able to reuse the description from the previous quarter. If so, you must check it very carefully, and make necessary changes. We strongly prefer that you reuse were possible. Some of the items you can simply look up and some you will need to talk to the professor about.

o Course Syllabus: If the professor only has an online syllabus, then download it, edit it for formatting (but not content) and print it.

o Midterm/Final Spreadsheet: You must include a printout of the Midterm and Final spreadsheets, in the special format indicated in the section below. Of course, it may be difficult to print these out on a single page (the inset box below offers some hints), if necessary you can print across multiple pages, but do so very carefully, and annotate the pages (“ this is page 1 of 2”)

o Special Notes: This section is optional, but can be used to make note of any unusual occurrences during the quarter. For example “Midterm was canceled due to flooding, grade weight on final was increased to 30%”, or “Dr. Smith had medical problems in week 6 and, Dr. Keogh finished teaching the class” etc.

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. The instrument itself2. A solution key if available3. The special divider for HIGH (below in this document)4. The actual student’s work that was annotated as HIGH5. The special divider for MEDIUM (below in this document)6. The actual student’s work that was annotated as MEDIUM7. The special divider for LOW (below in this document)8. The actual student’s work that was annotated as LOW9. 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 student’s name and score (do not write by hand). Type the score either as a percentage (87%) or as an “out-of” (87/100), don’t 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, don’t 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 BinderThere 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-K’s) summarized in the objective-outcome matrix table.We must do this because we need to measure coverage and performance on the ABET A-K’s for every student.

Coverage means that we do address all the points of the ABET A-K’s (not necessarily in any one class, but when all the compulsory classes are considered).

Performance means that we know how well students are doing are on each the ABET A-K’s (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 matrix’s 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”.

loginSID total q1 q2 q3 q4 q5 q6 q7

Max Score Poss 650 100 50 100 100 100 100 100studentlogina 860111111 520 67 34 67 99 99 55 99studentloginb 860111112 419 23 50 23 100 100 23 100studentloginc 860111113 234 45 0 45 33 33 45 33studentlogind 860111114 336 55 57 55 57 0 55 57studentlogine 860111115 0studentloginf 860111116 443 66 45 66 0 100 66 100

Objective1 3 0 1 2 0 0 3Objective2 0 0 0 0 0 0 1Objective3 1 0 0 0 0 1 2Objective4 2 0 2 1 0 0 0Objective5 0 0 1 3 0 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 don’t care here) each of which is testing just one or two or three course objectives.

CS 999 Objective Outcome Matrix (Abridged) Objective Addresses Outcome: 1-slightly 2-moderately 3-substantially

Outcome Related Learning Objectives A B C D E F G H I J KObjective1) Use recursion to solve problems 3 0 0 0 0 0 0 0 0 0 3Objective2) Use pointers to access data 2 0 0 0 0 0 0 0 0 0 3Objective3) Develop pointer-based linked lists 3 0 0 0 0 0 0 0 0 0 3Objective4) Use abstract data 1 0 0 0 0 0 0 0 0 0 3Objective5) Understand and of libraries 0 0 1 0 0 0 0 0 0 0 0

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.htmlNote: This is an intranet site, so you will have to be logged onto the school network to access it.

For reference, the A-K’s are:(A) An ability to apply knowledge of mathematics, science, and engineering(B) An ability to design and conduct experiments, as well as to analyze and interpret data (C) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

Do nothing here!This table was created, once, and will never change. So you don't need anything here

You (or the Prof for the class) will need to break up the score on the final 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

(D) An ability to function on multidisciplinary teams (E) An ability to identify, formulate, and solve engineering problems (F) An understanding of professional and ethical responsibility (G) An ability to communicate effectively (H) The education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (I) A recognition of the need for, and an ability to engage in life-long learning (J) A knowledge of contemporary issues (K) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Digital File Submission

You are required to submit the following files digitally: Course Description Exam/ Midterm/ Final Spreadsheets (with per question mappings to Course Objectives) Gradebook Spreadsheet Special Notes (if any)

All spreadsheets should be in Excel Format. It is necessary so that we may run custom macros on them.

The above files should be placed in the abet_process folder in your course’s directory. For example, if you were TAing CS10 during the Winter 2010 quarter, then there should already be a folder at location:

/courses/cs010/cs010_10win/abet_process

in which you should place these files. We use these files for backup as well as to compute student performance and objective coverage for each class. They will be checked on the last day of the quarter; if they are not present you WILL be contacted.

COURSE DESCRIPTIONDept., Number Course Title

Units CourseCoordinator

Required/elective URL (if any):

Current Catalog Description:

Textbook:

References/Materials

Course Goals/Objectives:

Prerequisites by Courses and Topics:

Major Topics Covered in the Course

Laboratory schedule: number of sessions per week and duration of each session:

Laboratory projects (specify number of weeks on each)

Read this box, then delete it

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 teach this class) already has this document. Check this site for the old version: http://www.engr.ucr.edu/intranet/abet/computer-science.html

Note: This is an intranet site, so you will have to be logged onto the school network to access it.

Estimate Curriculum Category Content (percent of time)Area Core Advanced Area Core AdvancedAlgorithms Data StructuresSoftware Design Prog. LanguagesComp. Arch. Concepts of

Programming

Oral and Written Communications:Every student is required to submit at least ______ written reports (not including exams,tests, quizzes, or commented programs) of typically _____ pages and to make ______oral presentations of typically _____ minute’s duration. Include only material that isgraded for grammar, spelling, style, and so forth, as well as for technical content,completeness, and accuracy.

Social and Ethical Issues:Please list the topics that address the social and ethical implications of computingcovered in all course sections. Estimate the class time spent on each topic. In whatways 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 tosuch coverage.

Read this box, then delete it

Note that the “Concepts of Programming” box above has been added since the previous version of this document. If you are using an already made, older version from a previous offering, you will need to add it and adjust the percentages accordingly.

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 inEAC 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 MatrixObjective Addresses Outcome: 1-slightly 2-moderately 3-substantially

Outcome Related Learning Objectives A B C D E F G H I J KUse recursion to solve certain programming problemsElegantly (this is a sample, edit this box as well as the values to the right)

3 0 0 0 0 0 0 0 0 0 3

Use pointers to access data (this is a sample, edit this box as well as the values to the right) 2 0 0 0 0 0 0 0 0 0 3

Develop pointer-based linked lists (this is a sample, edit this box as well as the values to the right) 2 0 0 0 0 0 0 0 0 0 3

Understand the advantages of abstract data types (this is a sample, edit this box as well as the values to the right) 2 0 0 0 0 0 0 0 0 0 3

Use and understand the advantages of libraries (this is a sample, edit this box as well as the values to the right) 1 0 1 0 0 0 0 0 0 0 3

Convert a problem description into a set of about 100-to-200 computer instructions (this is a sample, edit this box as well as the values to the right)

3 0 3 0 0 0 0 0 0 0 3

Debug programs written by oneself or by others, using adebugger tool (this is a sample, edit this box as well as the values to the right)

3 3 2 0 0 0 0 0 0 0 3

Test programs using basic methods (this is a sample, edit this box as well as the values to the right) 3 3 2 0 0 0 0 0 0 0 3

Develop basic proficiency of working in a Unix environment (this is a sample, edit this box as well as the values to the right)

0 0 0 0 0 0 0 0 0 0 3

Prepared by, and date of preparation:

STUDENT WORK EXAMPLE: HIGH

SCORE

NAME: John Sample

SCORE: 97/100

STUDENT WORK EXAMPLE: MEDIUM

SCORE

NAME: Jane Sample

SCORE: 8/10

STUDENT WORK EXAMPLE: LOW

SCORE

NAME: Sam-Ple Patel

SCORE: 77%

CS 10Introduction to Computer Science for

Science, Mathematics, and Engineering I

Read this box, then delete it

Do not print this page in color, use B/W.

Obviously you will need to edit the text to reflect your course. Take care to preserve the font, the font sizes, and the spacing as closely as you can.

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.

Make sure you use the official name for the course. This example is “Introduction to Computer Science for Science, Mathematics, and Engineering I”, and not just “Introduction to Computer Science”

Write class numbers less than 100 as:

CS 10, not CS010CS 12, not CS012Etc

KeoghFall 2010

Read this box, then delete it

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).

CS 10

Introduction to Computer Science for

Science, Mathematics,

and Engineering I

KeoghFall 2010

CS 10: Introduction to Computer Science for Science, Mathematics, and Engineering IKeogh: Fall 2010

This binder was prepared by the following TA(s)

Michael Pham ______________

Susan Wang ______________

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 TA’s 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.