Program Review
Bachelor of Science in Computer Science
College of Information Technology and
Engineering
October 2015
MARSHALL UNIVERSITY
2
Program Review
Marshall University
Date: October 15, 2015____________________
Program: Bachelor of Science in Computer Science_______________________
Degree and Title
Date of Last Review: Academic Year 2010 – 2011 ______________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
______#3___
___Jonathan Thompson_________________________________
Recommendation: Signature of person preparing the report:
14-Oct-15___
Date:
______#3___
______Tony Szwilski___________________________________________
Recommendation: Signature of Program Chair:
10-14-15__________
Date:
________
__________________________________________________
Recommendation: Signature of Academic Dean:
______________
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program with identification of the program for resource development: Resource development
will apply to already viable programs that require additional resources from the Administration to help achieve their
full potential. This designation is considered an investment in a viable program as opposed to addressing issues of a
weak program. Progress report due by November 1 next academic year
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
Additional resources are required to support the current and future rapid growth of the
computer science division and the division's goal of pursuing ABET accreditation in
2016-2017. Additional faculty are needed to complete an adequate number of full-time
faculty deemed by ABET needed to support a viable accredited Computer Science
program. While enrollments in the undergraduate program are steady, enrollments in
the MS in the Computer Science program are increasing significantly. Until the fall of
2014, Computer Science faculty resources were devoted solely to the BS in CS
program. Since then the faculty have been teaching an increased number of graduate
courses at the expense of the undergraduate program (three graduate courses were
added in the Fall of 2014 and five were offered in the Spring of 2015).
This Computer Science (CS) program at Marshall University made its debut in Fall,
2004. The CS curriculum is based on national standards set by two professional
organizations: ACM and IEEE-CS. All the courses were developed and approved during
the 2003 to 2004 academic year. The curriculum was reevaluated by the division during
the 2008 to 2009 after five years of operation. Some changes were made and these
changes are effective for 2009-2010 incoming class.
We are looking forward to the additional support to provide a state of the art
environment for our classes and offices in the new Weisberg Family Applied
Engineering Complex. Overall, the faculty feel that the CS program is operating
productively. It is preparing students well for jobs in industry as well as for graduate
study.
_______________________________________
________________________
Signature of the Dean
Date
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Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Bachelor of Science in Computer Science_________________
College: Information Technology and Engineering__________________
Date of Last Review: Academic Year 2010 – 2011 ___________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
Provide your program’s mission statement. Explain how your mission supports
the mission of your college and the mission of Marshall University.
The Computer Science program strives for excellence in creating, applying and
imparting knowledge towards student advancement through intellectually
challenging curriculum, scholarly research and publications in collaboration with
industry and government for the advancement of computing sciences and service
to the university, community, and the profession.
The program’s teaching mission realizes the need of human capital in the rapidly
changing technology in the field and aims to imbue graduates with strong
problem solving expertise, astute critical thinking, technical proficiency, ethical
decision making and effective communication skills as individuals, as members
of multidisciplinary teams, and ultimately as team leaders with an awareness of
the cultural, social, legal and ethical issues inherent in the discipline of computer
science.
The pursuit of scholarly research, publications and scholarship in computer
science from both faculty and students is integral to create a balanced and well
rounded individual with mastery of the fundamentals and practical skills that will
continuously pursue the creation of scientific knowledge and practical technology
as part of lifelong learning.
The program recognizes the responsibility to support the discipline, the university
and society through faculty contribution in professional organizations,
sponsorship of student organizations and participation in various service-learning
projects and activities.
In support of Marshall University’s mission:
The computer science program recognizes the importance of reflecting Marshall
University’s mission in the courses and in student development. The program
entails a maximum and thorough development of each student’s potential in
Computer Science through various educational innovations and programs that
utilize knowledge, creativity and critical thinking skills through various activities in
and out of the classroom. Computer Science students are given ample
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opportunities to be involved in software development projects, research projects,
and/or internships as part of their learning experience. The program is also
committed on advancing educational innovations that will expand and elevate
intellectual resources of the state and region through an assortment of activities
and extensive course offerings.
Computer Science faculty have remained current in their field through extensive
participation in research projects, prolific scholarly activities and various
appointments as professional consultants. The faculties have constantly engaged
students’ critical thinking, problem solving and adaptive skills through curriculum
and course adjustment throughout the academic year.
II.
Accreditation Information
1. Name of Accrediting Organization:
The accrediting organization is the Accreditation Board for Engineering and
Technology (ABET).
2. Date of Most Recent Self-Study and Accreditation visit:
The current accreditation plan calls for a self-study report to be submitted in
January, 2016.
3. Accreditation Status:
The Computer Science degree program is not currently accredited.
4. Accrediting Organization’s Report:
No report at this time.
III.
Adequacy of the Program
1. Curriculum: Summarize degree requirements and provide commentary on
significant features of the curriculum. In Appendix I, list required courses,
elective courses, and total hours required. The list of courses must provide
specific course titles and numbers. If desired, undergraduate programs can use
their four-year plans of study for this Appendix.
There are five components of the curriculum for the BS in CS degree program.
The first is a set of courses that covers the core areas of Computer Science.
These core areas are programming and programming languages (four courses:
CS110, CS120, CS210, and CS300), technical areas of computer science (five
courses: CS320, CS330, CS402, CS410, and CS430), and the design and
implementation of complex computer systems (CS305, CS310, and CS490). Two
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electives are also required in such areas as Computer Graphics, Parallel
Computing, and Data Mining. These courses provide the core and applied
domain knowledge and application of this knowledge in solving real-world
problems using computers and software.
The second is a strong Mathematics requirement that covers topics that are
particularly useful in the field of computer science: calculus (MTH229, MTH230),
linear algebra (MTH329), probability and statistics (MTH345), and discrete
mathematics (MTH220). Since mathematics is the language of computer
science, knowledge gained from these courses prepare students well in
systematically analyzing and solving problems.
The third area consists of two courses in the field of Business that cover the
principles of management (MGT 320 – Principles of Management I), and
technical writing (ENG 354 – Scientific and Technical Writing).
The fourth area consists of three lab-based science courses that provide
students with an understanding of the basic sciences and experience in lab work
and lab reports. The lab component is to train students in the procedures for
gathering and analyzing scientific data. This is useful for debugging, algorithm
analysis, etc. and for scientific computing.
The fifth component of the curriculum during this review is the standard Marshall
Plan core curriculum.
Taken together, these courses provide our students with a strong foundation that
prepares them for jobs in industry, science and academia, or graduate school.
2. Faculty: Summarize significant points relating to faculty teaching courses within
the major (percentage of faculty holding tenure, extent of use of part-time faculty,
level of academic preparation, faculty development efforts, books & journal
articles, papers & attendance at state, regional and national professional
organization meetings). Include part-time faculty and graduate assistants you
employed during the final year of this review. Print an Appendix II Faculty Data
Sheet for each full-time faculty member from Digital Measures (Go to Custom
Reports and choose “Faculty Data Sheet.” Undergraduate programs should
use Appendix II-A for all graduate teaching assistants.
The CS faculty are highly dedicated and focused in their role as educators. All of
them are student oriented and have an extensive experience in either industry or
research. As of the Spring of 2015, the faculty consisted of four full-time
professors. All of the faculty hold advanced degrees and three of them have
PhD’s in Computer Science.
There are no Graduate Assistants assigned to the CS program.
3. Students:
a. Entrance Standards: Describe the admission standards and procedures
employed for making the admission decision. (GPA, ACT, other tests).
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Minimum requirements for admission into the Computer Science major for
first-time freshmen are:
 An ACT composite score of 21 (SAT 980) and  An ACT mathematics score of 24 (MTH SAT 560)
Minimum requirements for admission into the Computer Science major for
transfer students, whether from within Marshall University or from another
institution, are:  15 earned semester credit hours of college-level coursework,  an overall Grade Point Average of at least 2.0 in all college-level
coursework,  completion of ENG 101 (or equivalent) with a grade of C, and  completion of MTH 132, or MTH 127/130 and MTH 132 (or equivalent)
with a grade of C.
For those desiring to major in computer sciences who do not meet the
admission or transfer criteria listed above may be admitted as Pre-Computer
Science majors with a minimum ACT composite of 19 (SAT 900) and an ACT
mathematics score of 19-23 (SAT 460-550) Transfer students must be eligible
for MTH 127/130 and MTH 132. b. Entrance and Exit Abilities of past five years of graduates: Appendix III
shows that our last five years of students entered the program with high
school GPAs that ranged from yearly means of 3.38 to 3.75. The yearly mean
composite ACT scores ranged from 24.9 to 26.4. Yearly mean SAT Verbal
scores ranged from 523.3.7 to 612.9, SAT Quantitative scores from 530 to
612.9, and SAT Analytic Writing scores from 523.3 to 590. Appendix IV
shows that these graduates compiled respectable GPAs during their
undergraduate program, with yearly means ranging from 3.09 to 3.42.
4. Resources:
a. Financial: Provide information related to financial support of the program,
including what portion of the unit’s resources was devoted to this program.
Include state-appropriated funds, grants, contracts, supplemental state funds
or student fees. If this program were terminated as a major, what resource
changes would occur, e.g., reduced faculty, staff, space, courses taught, etc.
If this program were reduced or terminated, what changes would occur and
how would it affect the university?
The average State financial support over a five year period for the Weisberg
Division of Engineering and Computer Science is $233,550, with
approximately 32% annually going towards personnel (Student assistants,
Part-Time Faculty, etc.). If this program were terminated as a major, three tenure-track faculty
positions and one term faculty position would be lost. Several of the faculty
work on grants and contracts which positively impact the region and the loss
of that expertise would negatively impact the region and the university’s
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research capabilities. In addition, the loss of the program would also impact
students in other majors who are minoring in Computer Science and taking
Computer Science courses to complete needed requirements for their
College. Computer Science students have participated annually in the
Governor’s Summer Internship program which has supported the State
government and also provided valuable experience for the students. The loss
of this program would also impact local business, such as Strictly Business,
which employs several current students and former graduates. There is one
administrative support position for the Weisberg Division of Engineering and
Computer Science, so the workload would be less but the position would still
be needed to support engineering and the two graduate programs also in the
division.
b. Facilities: Describe facilities available for the program including classrooms,
laboratories, computer facilities, library facilities, or equipment needed for
program delivery.
Classrooms
During the review period, there were two dedicated classrooms
that are set up in a lecture/lab format with lecture seating in the center of the
room and lab machines against three of the four walls. This layout enables
the students to concentrate on the material being presented during the
lectures without distraction, and to use the computer workstations during the
lab portion of the class.
This room includes 20 student systems, seating at tables for 20 students, one
instructor system with a visual presenter, a touch screen display, a standard
display, and speakers, and two ceiling-mounted projectors and projection
screens that allow the instructor to simultaneously display two different
content items.
Gullickson Hall Room 211
This room has 23 student systems, seating at
tables for 24 students, one instructor system with a visual presenter, a touch
screen display, a standard display, and speakers, and two ceiling-mounted
projectors and projection screens that allow the instructor to simultaneously
display two different content items.
Gullickson Hall Room 5 Classroom
This room has 12 student systems, one instructor system with a visual
presenter, DVD/VCR player, speakers, and a touch-screen monitor. It also
has one ceiling- mount projector, a white-board and projection screen, and
seating at tables for 24 students.
Labs
There are no dedicated labs however there is space available in
GH206A for lab use.
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Imaging Lab
This is located in the back of GH206A and consists of two Dell
Precision workstations and a color printer.
Networking Lab
This is also located in the back of GH206A and consists of
two workstations. Each workstation is composed of four blade servers, four
CISCO routers, four switches, and one keyboard, monitor, and mouse. The
workstations are on wheels so that they can be moved as necessary.
Visualization Lab
We are able to make use of the facilities in the
Visualization lab which include a large LCD ten by eight foot LCD, a server,
and a movement simulator that translates real-time motion by an individual
into the motion of an avatar on the large format LCD display.
Computational Research and Education for New and Emerging Technologies
CoRE-NET is an undergraduate research group designed to promote
scholarly achievement and works closely with the ACM Student Chapter.
CoRE-NET houses the Computing Technology Farm (CTF) that provides
various computing resources for student projects in and out of the classroom.
Among the current projects is the development of a cluster, display wall, a
Cybersecurity network farm and a Cubee interactive VR display system along
with the research and development of various software systems in Human
Computer Interface and Intelligent Systems.
Server Room
There is a make-shift server room in GH206C that houses six
blade servers for image processing, an Oracle database server, a second
database server running MySQL and Microsoft SQL Server, a server devoted
to geographical information systems (ARCgis), one file server for course
work, and one file server for administrative use. There are three batterybackup Uninterrupted Power Supplies. The file servers are backed up to
external USB drives on a weekly basis. There is a window-mount air
conditioning unit to maintain the temperature at 70°F.
Student Areas
The ante-rooms in the GH205 and GH207 suite of offices
each contain two Dell OptiPlex 780 systems. GH205 also has a CS library
with over 150 computer-related texts.
Software
The CS program maintains active memberships in the Oracle
Academic Initiative, the Microsoft Academic Alliance, and the VMware
academic program. These three programs enable us to distribute proprietary
software to our students for a nominal annual fee. This allows them to use
state-of-the-art software for their courses and projects. In addition, the
program relies on open-source software (such as MySQL, OpenOffice,
LaTeX, OpenCV, ImageJ, Tomcat, Java, NetBeans, BlueJ, and Python,
among other titles) that provides our students with capable software that is
used by industry and academia with no cost.
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Other Equipment
The department has two digital cameras, a digital video
recorder, and two digital cameras with TCP/IP interfaces for use by students
in their various projects. Additional equipment includes hand-held GIScapable personal digital computers, two programmable Android phones, and
two programmable Motorola phones. These latter devices are used in our
Special Topics courses devoted to current trends in computing.
The new Weisberg Family Applied Engineering Complex that will be available
starting in the Fall of 2105 will provide greatly needed space and facilities. All
division faculty members and staff will have offices in the same general area.
The classrooms and labs relevant to the BS in CS program consist of:
Rooms 2119 and 2121 – These two classrooms each have 30 computers and
seating for 48
Room 3123 – A smaller interactive classroom/lab with 20 computers and
seating capacity for 36
Room 3245 – A room specifically designed for security and networking
classes, this has seating for 24 students and additional equipment that will
provide for a secure isolated network of computers and servers
Room 3241 – A combination classroom and lab with over 24 computers and
seating for 48 students
There will be ample space for graduate assistants, storage and supplies, and
a dedicated server room.
5. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a. Please refer to Appendix V for a summary of our program’s assessment of
student learning.
The computer science program tailored each course to provide students the
skills and knowledge necessary to be an effective and efficient computer
scientist. Each student is expected to acquire the theoretical concept and
technical knowledge to devise and implement a practical solution to various
computer science concepts at the end of every course in accordance to the
curriculum defined by Association for Computing Machinery (ACM).
Assessment of the individual course and the program as a whole features a
variety of assessment tools such as exams, in class quizzes, lab
assignments, and group programming projects along with project
presentations and question-answer sessions. The utilization of co-teaching in
the early CS courses allows each instructor to assess student performance
during lab sessions and also to assess fellow instructors in delivery of course
materials. Each course will then be discussed in program meetings among
fellow CS faculty, offering input and constructive criticism to refine the
courses.
The dynamic and constantly changing field of computer science creates a
challenge in establishing a standard in upper level courses. The program of
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study adheres to the standard established by the Accreditation Board for
Engineering and Technology (ABET) for computing in preparation for ABET
accreditation in the coming future.
In general, the CS program is up to par in offering the standard CS program
in the nation which is evident in students’ performance in events such as the
ACM programming competition and employer satisfaction. The program does
have several limitations due to lack of space which lead to limited support for
equipment and research activity. These drawbacks provide considerable
limitations to the program’s ability to offer various computer science elective
courses that are relevant to the current state of the technology.
The computer science program is constantly evolving to address the
demands of the technology. The program will revise each course in
accordance to the development of technology in the field while providing the
necessary hardware and software support required in the course. Each
course will receive minor revision every semester and sometimes the course
will receive major revisions that are in accordance to adjustment in the entire
curriculum.
b. Other Learning and Service Activities: Provide a summary of learning and
service activities not covered explicitly in Appendix V.
CS faculty and students are involved with various activities beyond the
regular classroom. Every year, several CS students form teams and compete
in the ACM International Collegiate Programming Competition (ICPC) held a
university in Kentucky as part of the Mid Central region. The competition is a
five hours long programming event between teams from various universities,
where each team consisting of three students will be given a set of problems
and will be required to provide the computational solution. Team rankings are
determined on the number of problems solved and through the coaching by
the CS faculty. Marshall’s teams have competitively solved problems greater
than or equal to the regional average.
The Marshall ACM Student Chapter has various events planned throughout
the semester to provide a fun learning experience beyond the classroom and
to build camaraderie in the student body. The chapter recently started a
service oriented activity in the form Linux Installfest event that provide free
setup and installation of Linux to any PC or Notebook owned by a Marshall
student.
c. Plans for Program Improvement: Based on assessment data, provide a
detailed plan for program improvement. The plan must include a timeline.
Course content and course activities is continuously monitored and improved
by means of the Faculty Course Assessment Report process. This was
established in the Spring of 2013 as a means to implement a continuous
improvement program within the Division.
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Over 40 FCAR documents for the BS in CS program have been collected,
covering courses from the Spring of 2013 to the Spring of 2015, inclusive.
These provide a valuable mechanism for identifying the improvements
needed for a course, the changes that were implemented, and an
assessment of those changes.
Recommended
course
improvements
Assessment
of changes
A sample FCAR document is shown below:
Course
changes
13
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d. Graduate Satisfaction: Provide evidence and results of follow-up studies to
indicate satisfaction with the effectiveness of the educational experience
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students received in your program. Indicate the number of individuals
surveyed or contacted and the number of respondents.
This data is not available.
e. Please refer to Appendix IX for letters from the Office of Assessment
providing feedback regarding the program’s assessment of student learning.
6. Previous Reviews: At its meeting on April 28, 2011, the Marshall University
Board of Governors recommended that the Bachelor of Science in Computer
Science continue at its current level of activity.
7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, submitted in academic year 2010 – 2011, the Bachelor
of Science in Computer Science identified the following weaknesses. These are
transcribed from that report.
Weaknesses:
 There are not enough faculty members to meet the demands of the program.
We need a minimum of five full-time faculty members instead of three full-time
and one adjunct member to meet the needs of course preparation, research,
and faculty development. As it is, faculty members are hard-pressed to meet
the needs of course instruction, let alone participate in faculty development,
creation and presentation of papers, participation in conferences, etc. In
addition to teaching core CS courses, new faculty would teach courses in the
areas of graphics, artificial intelligence, embedded systems, or cyber security.
 As our enrollment continues to increase, we will need more course sections
and more professors to teach those sections. For example, twenty students is
about the largest class size that can be accommodated in the CS320 –
Internetworking and CS330 – Operating Systems courses. As early as the
2011-2012 academic year, we will need to start offering two sections of these
courses, not just one, if we are to maintain the current teaching pedagogy that
has an emphasis on class interaction, in-class hands-on exercises, and
student involvement. If we taught these courses using a traditional lecture
format we could accommodate much larger class sizes but the educational
experience would be much diluted.
 The lack of facilities continues to be a problem. There is not enough lab
space for students to set up and work on a project for a course or for a senior
project. There is no facility for a server room with adequate temperature
controls and power.
 Security is a problem. Ideally we should be able to give CS students access
to facilities after five o’clock so they can complete their assignments outside
of class. While the GH206A classroom and its equipment are available
16





Monday through Thursday until 9:00 pm, that is often not long enough for
students to complete their work. Ideally, we would have swipe cards issued to
students so they can access the equipment 24x7.
The lack of a steering committee composed of local members of industry and
academia. Such a committee could champion the program and provide us
with valuable guidance as to the content of the program. Again, the lack of
resources has made it difficult to find the time to organize and maintain such
a committee.
The lack of reliable air conditioning in the classrooms and labs continues to
be a problem. The server room and the classrooms continue to overheat,
which leads to a poor teaching environment that disturbs teaching activity and
damage to sensitive computing equipment.
The program needs a higher graduation rate. The current rate will be
improved with the graduating class of 2011 as there are several dual majors
and other students who needed five years to complete the degree program
who will be graduating in December or in May. A major problem continues to
be the mathematics and science requirements. These are critical to the
success of our students and cannot be simply waived away. The Calculus
Rescue initiative, with the participation of Professor Fuller, has helped in this
regard. A more comprehensive program is needed to assist students in
remedial mathematical and science needs.
While the employment rate for our graduates is acceptable, we might be able
to do more to ensure employability through the increased use of internships
and job search capabilities. Frequently, our graduates are not aware of
emerging jobs in the area because they are out of touch with us after they
graduate. We need to develop a better communication facility to keep them
informed of job opportunities after they have left the area (such as an
alumnus email list).
The program needs to develop a more systematic satisfaction survey to
canvas a broader spectrum of the employers of our graduates.
Table of Weaknesses and Corresponding Improvement Actions
Weaknesses:
Status of improvements implemented
or accomplished
There are not enough faculty members One new position was assigned to the
division and a new full-time faculty
to meet the demands of the program.
member was hired.
We need a minimum of five full-time
faculty members instead of three fulltime and one adjunct member to meet
the needs of course preparation,
research, and faculty development. As
it is, faculty members are hard-pressed
to meet the needs of course instruction,
let alone participate in faculty
development, creation and
presentation of papers, participation in
17
conferences, etc. In addition to
teaching core CS courses, new faculty
would teach courses in the areas of
graphics, artificial intelligence,
embedded systems, or cyber security.
As our enrollment continues to
increase, we will need more course
sections and more professors to teach
those sections. For example, twenty
students is about the largest class size
that can be accommodated in the
CS320 – Internetworking and CS330 –
Operating Systems courses. As early
as the 2011-2012 academic year, we
will need to start offering two sections
of these courses, not just one, if we are
to maintain the current teaching
pedagogy that has an emphasis on
class interaction, in-class hands-on
exercises, and student involvement. If
we taught these courses using a
traditional lecture format we could
accommodate much larger class sizes
but the educational experience would
be much diluted.
The lack of facilities continues to be a
problem. There is not enough lab
space for students to set up and work
on a project for a course or for a senior
project. There is no facility for a server
room with adequate temperature
controls and power.
Security is a problem. Ideally we
should be able to give CS students
access to facilities after five o’clock so
they can complete their assignments
outside of class. While the GH206A
classroom and its equipment are
available Monday through Thursday
until 9:00 pm, that is often not long
enough for students to complete their
work. Ideally, we would have swipe
cards issued to students so they can
access the equipment 24x7.
The lack of a steering committee
composed of local members of industry
The facilities in the new Weisberg
Family Applied Engineering Complex
provides for larger classrooms so that
25-30 students can be accommodated.
This will alleviate the need for more
sections.
This will be addressed when the new
Weisberg Family Applied Engineering
Complex is opened in the Fall of 2015.
This continues to be a problem. The
new building does not have swipe
cards for the labs.
This continues to be a weakness.
18
and academia. Such a committee could
champion the program and provide us
with valuable guidance as to the
content of the program. Again, the lack
of resources has made it difficult to find
the time to organize and maintain such
a committee.
The lack of reliable air conditioning in
the classrooms and labs continues to
be a problem. The server room and the
classrooms continue to overheat, which
leads to a poor teaching environment
that disturbs teaching activity and
damage to sensitive computing
equipment.
The program needs a higher
graduation rate. The current rate will be
improved with the graduating class of
2011 as there are several dual majors
and other students who needed five
years to complete the degree program
who will be graduating in December or
in May. A major problem continues to
be the mathematics and science
requirements. These are critical to the
success of our students and cannot be
simply waived away. The Calculus
Rescue initiative, with the participation
of Professor Fuller, has helped in this
regard. A more comprehensive
program is needed to assist students in
remedial mathematical and science
needs.
While the employment rate for our
graduates is acceptable, we might be
able to do more to ensure employability
through the increased use of
internships and job search capabilities.
Frequently, our graduates are not
aware of emerging jobs in the area
because they are out of touch with us
after they graduate. We need to
develop a better communication facility
to keep them informed of job
opportunities after they have left the
area (such as an alumnus email list).
This will be addressed when the new
Weisberg Family Applied Engineering
Complex is opened in the Fall of 2015.
This continues to be a problem,
especially given our increasing PreComputer Science student enrollments.
These are students who lack the
necessary Mathematical pre-requisites
to become a Computer Science major.
Most of the Pre-CS students do not
continue in the program after the first
two semesters.
This has been addressed by proactively communicating internship
opportunities to our undergraduates
and by maintaining a list of current
email addresses for our graduates so
that they can be notified of new job
opportunities.
19
The program needs to develop a more
systematic satisfaction survey to
canvas a broader spectrum of the
employers of our graduates.
This continues to be a weakness.
8. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
Strengths
 The curriculum follows the BS in CS guidelines set forth by the Association for
Computing Machinery which is used by ABET for program accreditation.
 Faculty are accessible and meet frequently with students
 We are able to place graduates in Computer Science positions that have very
good starting salaries. These positions are with both local and national
organizations.
 The Comprehensive Project course continues to be a valuable opportunity for
Seniors to assimilate and apply their knowledge and to provide a showcase
for their talents to prospective employers.
 Teams of students from the Computer Science program continue to do well in
the ACM Programming Contest that is held every Fall.
 The strong involvement of undergraduates in research activities and
internships, that gives them a chance to apply their classroom learnings to
actual problems and applications.
 75% of the faculty have a PhD degree in Computer Science or a closely
related field.
 Starting in the Fall of 2015, facilities in the new Weisberg Family Applied
Engineering Complex will be a major asset available to the department with
state-of-the-art classrooms and labs.
Weaknesses
 After hours student access to specialized lab equipment is not available. We
will have to identify alternative ways to provide access to this equipment.
 The lack of a steering committee composed of local members of industry and
academia. Such a committee could champion the program and provide us
with valuable guidance as to the content of the program. We will organize a
nascent Computer Science Steering Committee by the end of the Spring
2016 semester.
 The program needs a higher graduation rate. We will evaluate the possibility
of adding a Computer Science related course that Pre-CS majors could take
in their first semester in the program to introduce them to some interesting CS
topics. This will encourage them to more diligently pursue their mathematics
studies.
 The program needs to develop a more systematic satisfaction survey to
canvas a broader spectrum of the employers of our graduates. This will be an
excellent opportunity for the Steering Committee to address in their first few
meetings.
20
IV.
Viability of the Program: Provide a narrative summary in each of the following
sections in addition to the appendices.
1. Articulation Agreements: Describe program specific articulation agreements
with other institutions for delivery of this program.
The CS program does not have articulation agreements with other institutions.
2. Off-Campus Classes: Describe/Summarize off-campus (other than the
Huntington, or South Charleston campuses) courses offered.
The CS program does not offer off-campus classes.
3. Online Courses: Describe/Summarize online courses offered.
The CS program does not offer online courses.
4. Service Courses: Describe/Summarize departmental courses that are required
for students in other majors and support programs outside the major.
The program offers CS215 – Scientific Computing, a service course for the
Mathematics Department.
5. Program Course Enrollment: Describe/Summarize program area courses
taken by students who are majors and include enrollment by semester for the
past 5 years. Specific course enrollments will be provided to you in
Appendix VI.
6. Program Enrollment: Summarize data indicating the number of principal majors
enrolled in your program, number of second majors, the number of students
enrolled as majors from other colleges (i.e., College of Education specialization
majors), the number of minors, and the number of graduates for the program for
each of the past five years. (Appendix VII and Figure 1, which support this
section, will be provided).
7. Enrollment Projections: Identify trends that will influence enrollment over the
next five years. Provide enrollment projections. This information should be
supported by evidence.
We expect the number of program enrollments to continue to increase at a low to
moderate rate. Factors that would increase our enrollment include improved
facilities, an up-turn in the economy, and continued word-of-mouth advertising
among our current students and students still in high school.
21
V.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee: Identify whether the program has an Advisory Committee,
and, if so, briefly indicate the role and impact of the Committee.
The program does not currently have an advisory committee
2. Graduates: Provide information on graduates in terms of places of employment,
starting salary ranges (where appropriate and known), number employed in field
of specialization, and/or acceptance into baccalaureate or graduate programs.
(NOTE: Do not identify students by name.) Include this information in Appendix
VIII.
AK Steel, $55-60K
American Foundation for the Blind, Huntington, WV, $40-45K
Associated Systems Professionals, S. Charleston, WV
Battlefield Telecommunications Systems, Gallipolis, OH, $40-45K
Battlefield Telecommunications Systems, Gallipolis, OH, $45-50K
Brickstreet Insurance, Charleston, WV
Brickstreet Insurance, Charleston, WV, $35-40K
Brickstreet Insurance, Charleston, WV, $40-45K
Carsignment, Barboursville, WV
CBS Interactive, Louisville, KY
CBS Interactive, Louisville, KY, $55-60K
Clemson University, Clemson, SC, $65-70K
Code Busters LLC, Charleston, WV
CrossChx LLC, Columbus, OH
CrossChx LLC, Gallipollis, OH, $40-45K
Deliver Plus, Hurricane, WV
Deloitte Consulting LLP, Charleston, WV, $45-50K
Deloitte Consulting LLP, Charleston, WV, $45-50K
Epic Systems, Madison, Wisconsin
Epic Systems, Madison, Wisconsin, $90-95K
Fox Sports, Cincinnati, OH, $55-60K
IBM, Dublin, OH
IBM, Dublin, OH
IBM, Dublin, OH, $60-65K
IBM, Rocket City, WV, $55-60K
JH Fletcher Mining Equipment, Huntington, WV
JP Morgan Chase, Columbus, OH , $55-60K
JP Morgan Chase, Columbus, OH , $55-60K
Liberty Mutual, Fairfield, OH, $65-70K
Liberty Mutual, New Hampshire
Lockheed Martin, Pittsburg, PA
Microsoft Corporation
22
Office of West Virginia Attorney General, Charleston, WV
Powertek Corporation, Washington, DC
Special Metals, Huntington, WV
State Electric, Huntington, WV
Strictly Business, Huntington, WV, $45-50K
Syntel, Collierville, TN, $45-50K
Terradon Communications Group, Charleston, WV, $30-35K
U.S. Army Topographic Engineering Center (USATEC), Alexandria, Va.
Walmart, Bentonville, AR, $65-70K
WV Legislature, Charleston, WV
Clemson Graduate School
Princeton Graduate School
3. Job Placement: If the job placement rate reported above is low, can a course of
action be identified that would improve this situation? Provide a summary of
procedures utilized by the institution to help place program graduates in jobs or
additional educational programs. Include activities supported by both the
student’s academic department as well as the institution’s placement office. This
summary should include the institution’s procedures and program organization
for continuing contact and follow-up with graduates.
We have been successful in keeping in touch with our graduates in large part
because of the efforts of Dr. Paulus Wahjudi. As a result, we have lost track of
only one of our graduates. The Marshall University placement office has an
excellent online Job Search application. The CS faculty has encouraged our
seniors to create an account in that system so that they are aware of job
opportunities. It is not clear that graduates continue to check that application after
they have been out of school for a few years. This is unfortunate because many
positions that are posted require several years of work experience, something
that they don’t have when graduating but perhaps do have a few years after
graduation. VI.
RESOURCE DEVELOPMENT (If applicable)
Please prepare the following materials: 1) Program vision and mission
statements with a strategic plan to achieve the program’s vision and mission, and
2) a specification of the resources needed to accomplish the program’s vision,
with an evidence-based rationale as why these resources are needed and how
they will help the program to accomplish its vision. The mission and vision
statements, strategic plan, and needed resources with evidence-based rationale
must be included in the program review when submitted. Additionally, the chair
and dean must make an additional presentation to either the Academic Planning
Committee or to the Graduate Council before final votes are taken.
23
1. Program Vision and Mission: As stated in Section I of this document, the
Computer Science program strives for excellence in creating, applying and
imparting knowledge towards student advancement through intellectually
challenging curriculum, scholarly research and publications in collaboration with
industry and government for the advancement of computing sciences and service
to the university, community, and the profession.
The program’s teaching mission realizes the need of human capital in the rapidly
changing technology in the field and aims to imbue graduates with strong
problem solving expertise, astute critical thinking, technical proficiency, ethical
decision making and effective communication skills as individuals, as members
of multidisciplinary teams, and ultimately as team leaders with an awareness of
the cultural, social, legal and ethical issues inherent in the discipline of computer
science.
The pursuit of scholarly research, publications and scholarship in computer
science from both faculty and students is integral to create a balanced and well
rounded individual with mastery of the fundamentals and practical skills that will
continuously pursue the creation of scientific knowledge and practical technology
as part of lifelong learning.
The program recognizes the responsibility to support the discipline, the university
and society through faculty contribution in professional organizations,
sponsorship of student organizations and participation in various service-learning
projects and activities.
2. Specification of Resources Needed:
Faculty Positions
The division has an immediate need for three faculty positions, in addition to the
existing five positions.
Computer Science faculty members support both the BS in CS program and the
MS in CS program that was started in the Fall of 2014. The number of
undergraduate Computer Science majors has hovered between 89 and 94 for the
five-year review period. The number of students in the MS in CS program of
study has increased from the initial 15 students in the Fall of 2014 to 87 students
in the Fall of 2015. The number is expected to increase further to 136 students in
the Spring of 2016 based on the over 200 applications that have been processed
as of late November, 2015. Most of these graduate students are entering via the
INTO program and pay tuition at out-of-state rates.
Undergraduate Majors
Graduate Majors
Total Majors
Fa 14 Sp 15 Fa 15
89
83
95
15
41
87
104
124
182
Sp 16
89
136
225
The growth of the Graduate program is expected to continue. Below are graphs
obtained from the INTO web site for two other US universities partnering with
INTO.
24
University of Southern Florida
Oregon State University
The increase in the number of graduate students has resulted in a decrease in
the number of undergraduate courses that we are able to offer and an increase in
the demand for graduate courses. Eight courses and a Thesis or nine courses
and a Comprehensive Project are required for the MS in CS degree program.
Additional courses have been added to expand our graduate course offerings
and to keep the average class size below 48 (the maximum room capacity for
most of our classrooms).
Number of Undergraduate Courses
Fa 14 Sp 15 Fa 15
13
13
11
Sp 16
11
25
Number of Graduate Courses
Total
Thesis and Comprehensive Project Advisees
Available FTE Faculty
Courses taught by faculty from other departments
3
16
0
2.75
0
5
18
4
2.75
1
6
17
7
2.5
0
11
22
14
2.5
2
The Accreditation Board for Engineering and Technology (ABET) accreditation
guidelines call for an Undergraduate Student/Faculty ratio of 20:1. This can be
stretched to 25 if there is justification for the increase. Using these ratios, five fulltime faculty are required to support the BS in CS program and four full-time
faculty are required to adequately cover the current Fall 2015 MS in CS program
teaching and advising load. These positions are also necessary because adjunct
faculty funds are now centralized and can no longer be counted on to backfill the
shortage of instructors.
Looking to the future, if the current semester-to-semester growth in the graduate
program is maintained, then we will need 12 to 14 faculty members to cover the
Fall of 2016 and 17-20 to cover the needs for the Fall of 2017.
Undergraduate Student Majors
Graduate Student Majors
Total Majors
Number of Undergraduate Courses
Number of Graduate Courses (avg class size 40)
Total
Thesis and Comprehensive Project Advisees
Faculty Requirements
Fa 14 Fa 15
89
95
15
87
104
182
13
11
3
11
16
22
0
7
5
9
Fa 16 Fa 17
99
102
193
331
292
433
13
13
15
25
28
37
22
56
12-14 17-20
The need for faculty will increase further still if the recent initiative with the
Chinese government is realized. This is projected to bring an additional 80
undergraduate students per year to Marshall. If 20% are Computer Science
majors then the undergraduate student population will grow from 95 in the Fall of
2015 to 111 in the Fall of 2016 and 127 in the Fall of 2017.
The additional faculty will allow us to adequately prepare for ABET Accreditation,
offer the Computer Science courses in the core BS in CS curriculum, and to offer
a greater number of the courses that are in listed the MS in CS curriculum. Due
to the lack of resources, we are currently forced to offer two fewer BS in CS
electives per year than desired and to offer a potpourri of Special Topics
graduate courses based on skills and interest of available adjunct faculty.
MS in CS Degree Requirements
Required Courses
CS620 – Applied Algorithms
CS660 – Big Data Systems
26
Additional Courses
Seven additional courses if a student chooses the Comprehensive Project
option or six additional courses if the student chooses the Thesis option. Only
four of these courses can be at the 500-level.
MS in CS Course List
CS 502 Computer Architecture
CS 504 High Performance Computing
CS 505 Computing for Bioinformatics
CS 510 Database Systems
CS 540 Digital Image Processing
CS 550
Information Retrieval
CS 552 Natural Language Processing
CS 605 Software Specifications
CS 610 Software Design
CS 615 Software Testing
CS 625 AI Principles and Methods
CS 630 Machine Learning
CS 645 Advanced Topics in Bioinformatics
CS 670 Visual Analytics
Undergraduate Course Offerings 2014-2016
The number of BS in CS majors has been stable for the review period. Our
current course offerings reflect this steady state.
Course
Fa 14 Sp 15 Fa 15 Sp 16
CS105 – Expl World with Computing
1
CS110 - Computer Science I
2
1
2
1
CS110H - Computer Science I Honors
1
1
CS120 - Computer Science II
1
1
1
1
CS210 - Algorithm Analysis and Design
1
1
1
1
CS215 - Adv Algorithm Analysis and Design
1
1
CS300 - Programming Languages
1
1
CS305 - Software Engineering I
1
1
CS310 - Software Engineering II
1
1
CS320 - Internetworking
1
1
CS330 - Operating Systems
1
1
CS360 - Automata and Formal Languages
1
1
CS402 - Computer Architecture
1
1
CS410 - Database Engineering
1
1
CS430 - CyberSecurity
1
1
CS480 - Senior Project
1
1
1
CSxxx - Electives
2
3
2
1
Total Undergraduate CS Courses
13
13
11
11
Graduate Course Offerings 2014-2016
We have steadily increased the number of course offerings since the inception of
the MS in CS program in the Fall of 2014.
27
Course
CS502 - Computer Architecture
CS510 - Database Systems
CS515 – Data Mining
CS540 – Digital Image Processing
CS552 – Natural Lang Processing
CS580 – SpTp: Software Performance
CS581 - SpTp: Adv. Programming
CS582 – SpTp: IT Disaster Plan and Rec
CS583 – SpTp: OO Algorithms
CS605 - Software Specifications
CS610 - Software Design
CS620 - Applied Algorithms
CS650 – SpTp: Development for the IoT
CS650 – SpTp: Parallel Computing
CS651 – SpTp: Network Security
CS660 - Big Data Systems
CS670 – Visual Analytics
Total Graduate Courses
Fa 14 Sp 15 Fa 15 Sp 16
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
5
6
11
Library Resources
The division is also in need of approximately $180,000 over the next five years to
cover additional library subscriptions to support student thesis research and
faculty research and scholarly activities. These online subscriptions provide
flexible and immediate access to key current peer-reviewed scholarly articles in
the field of Computer Science.
The following is a five-year estimate of subscription pricing based on data
provided by Library Services. It incorporates a 9% annual increase in STEM
subscription rates and reflects the balloon payment methodology used by the
IEEE organization.
Year 1 Year 2 Year 3 Year 4 Year 5
ACM* Digital Library
10,000 11,000 12,000 13,500 15,000
IEEE* Digital Library
11,000 19,000 25,000 27,000 30,000
Total
21,000 30,000 37,000 40,500 45,000
*ACM – Association for Computing Machinery
*IEEE – Institute for Electrical and Electronics Engineers
28
Appendix I
Required/Elective Course Work in the Program
Degree Program:
BS in Computer Science
Fall
Year 1
Year 2
Year 3
Person responsible for the report: ___Jonathan Thompson____
CH
Spring
CH
CS 110 - Computer Science I
3
CS 120 - Computer Science II
3
FYS100 - First Year Seminar
3
Fine Arts
3
ENG 101 - English Composition I
3
MTH 230 - Calculus II
4
MTH 229 (CT) - Calculus I
5
MTH 220 - Discrete Structures
3
Communications
3
Social Science
3
Total
17
Total
16
CS 210 - Data Structures and Algorithms
3
CS 215 - Adv. Data Structures and Algorithms
3
ENG 201 - English Composition II
3
CS 300 - Programming Languages
3
Sci w/Lab 1
4
Sci w/Lab 2
4
MGT 320 - Principles of Management
3
ENG 354 - Scientific and Technical Writing
3
WI Course 1
3
Humanities (WI)
3
Total
16
Total
16
CS 305 -Software Engineering I
3
CS 310 -Software Engineering II
3
CS 320 - Internetworking
3
CS 410 - Database Systems
3
CS 330 - Operating Systems
3
CS 430 - CyberSecurity
3
29
Year 4
MTH 329 - Elementary Linear Algebra
3
MTH 345 - Applied Probability and Statistics
3
Sci w/Lab 3
4
CS Elective 1
3
Total
16
Total
15
CS 360 - Automata and Formal Languages
3
CS 402 - Computer Architecture
3
CS Elective 2
3
CS 490 - Senior Project
3
Free elective
3
CS Elective 3
3
Free elective
3
Free elective
3
Total
12
Total
12
Grand total Credit Hours (CH)
120
Professional society that may have influenced the program offering and/or requirements:
Association for Computing Machinery
NOTE: YOU MAY USE YOUR FOUR-YEAR PLANS OF STUDY AS APPENDIX I IF YOU WISH
30
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Dr. Venkat Gudivada
Rank:
Start Date at Marshall as a Faculty Member:
Status:
Professor
August 17, 2003
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
1993
University of Louisiana, Lafayette, LA
Area of Degree Specialization:
Computer Science
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Course
CS 410
CS 510
CS 440
CS 540
CS 475
CS 660
CS 660
CS 475
CS 475
CS 552
CS 552
CS 452
CS 452
Database Engineering
Database Systems
Digital Image Processing
Digital Image Processing
Internship
Big Data Systems
Big Data Systems
Internship
Internship
Natural Lang Processing
Natural Lang Processing
Natural Language Processing
Natural Language Processing
31
Fall 2014
Fall 2014
Summer 2014
Summer 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
CS 490
CS 490
IS 621
CS 475
CS 410
CS 105
CS 404
CS 300
CS 490
Senior Project
Senior Project
Information Structures I
Internship
Database Engineering
Expl World with Computing (CT)
High Performance Computing
Programming Languages
Senior Project
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Gudivada, V., Grant, "Data Infrastructure for Enabling Institutional and Systemic Financial Risk
Research", NSF, Federal, Currently Under Review. (January 2, 2014 - Present).
Gudivada, V. (Principal), Rao, D. (Co-Principal), Walker, J. (Principal), Wang, H. (Principal), Darsey, J.
(Principal), Selvam, R. Panneer (Principal), Agrawal, R. (Principal), Hasan, R. (Principal), Grant,
"BIGDATA: Mid-Scale: ESCE: DA: Collaborative Research: SciDataCloud --- A Data and
Collaboration Platform for Advancing Science and Engineering", National Science Foundation,
Federal, $4,786,849.00, Not Funded. (January 1, 2013 - December 31, 2017).
Gudivada, V. (Principal), Grant, "BioQ – A Cloud-based Web System for Enhancing Quantitative Skills of
Bioscientists", National Institutes of Health, Federal, $1,080,000.00, Currently Under Review.
(January 1, 2013 - December 31, 2017).
Gudivada, V. (Co-Principal), Szwilski, A. B. (Co-Principal), Sponsored Research, "CI-P: An infrastructure
for software defined information networking and flexible spectrum access in sparsely connected
communities", National Science Foundation, Federal, $71,376.00, Currently Under Review. (March 1,
2015 - December 31, 2015).
Gudivada, V. (Principal), Grant, "CS10K: Collaborative Proposal: CS Rise (CSR) -- Promoting Computer
Science Education in High Schools through Compelling and Personalizable Teaching and Learning
Materials", National Science Foundation, Federal, $304,113.70, Currently Under Review. (January 1,
2013 - December 31, 2015).
Gudivada, V. (Principal), Grant, "BioStat Inspire (BSI): West Virginia – Arkansas Summer Institute for
Biostatistics", National Institutes of Health, Federal, $258,726.00, Currently Under Review. (April 1,
2013 - August 30, 2015).
Gudivada, V. (Principal), Grant, "Silicon Mechanics' Third Annual Research Cluster Grant", Silicon
Mechanics, Private, $150,000.00, Not Funded. (April 1, 2014 - December 31, 2014).
Gudivada, V. (Principal), Grant, "WV CSTA Clearinghouse: A Broadband Resource for Work Force
Development through Computer Science Education in Secondary Schools", West Virginia Geological
& Economic Survey, State, $29,195.00, Currently Under Review. (February 1, 2014 - August 30,
32
2014).
Gudivada, V., Grant, "CsBridge: Promoting Computing Curricula in West Virginia Middle and High
Schools", WV HEPC - Division of Science and Research, State, $5,000.00, Currently Under Review.
(May 16, 2013 - May 15, 2014).
Gudivada, V., Grant, "DiscoveryViz: Discovering Trends and Relationships in Massive Datasets through
Exploratory Analysis and Visualization", NASA West Virginia Space Grant Consortium, Federal,
$5,000.00, Not Funded. (May 16, 2013 - May 15, 2014).
Gudivada, V., Grant, "Exploring the World with Computing", NASA West Virginia Space Grant
Consortium, Federal, $5,000.00, Funded. (May 16, 2013 - May 15, 2014).
Gudivada, V. (Supporting), Contract, "CIF21 DIBBs: Designing Sustainable and Domain Neutral Next
Generation Data Infrastructure to Advance Big Data Science", National Science Foundation, Federal,
$100,000.00, Currently Under Review. (January 1, 2013 - December 31, 2013).
Gudivada, V., Grant, "ISPeL: An Interactive System for Personalized eLearning", NSF, Federal,
$199,910.00, Not Funded. (December 1, 2011 - November 30, 2013).
Gudivada, V. (Principal), Grant, "CSRise: Introducing Computer Science in West Virginia High Schools
Using Virtual Computing Lab", West Virginia Geological & Economic Survey, State, $30,000.00, Not
Funded. (September 1, 2012 - June 30, 2013).
Gudivada, V. (Co-Principal), Rao, D. (Principal), Grant, "StatWiz: Introducing Statistics in West Virginia
High Schools Using Virtual Computing Lab", West Virginia Geological & Economic Survey, State,
$30,000.00, Currently Under Review. (September 1, 2012 - June 30, 2013).
Gudivada, V. (Principal), Grant, "CS Sunrise: Computer Science Teaching and Program Innovation
Through Effective Student Assessment and ABET Accreditation", MU Center for Teaching and
Learning, Local, $5,000.00, Not Funded. (July 1, 2012 - June 30, 2013).
Gudivada, V. (Other), Szwilski, A. B. (Co-Principal), Grant, "Cyberinfrastructure for Transformational
Scientific Discovery in Arkansas and West Virginia (CI-TRAIN)", NSF, Federal, $1,350,000.00.
(September 1, 2009 - August 30, 2012).
Gudivada, V. (Principal), Grant, "Problem Solving Using Search and Statistics", Brickstreet Insurance,
Private, $1,500.00, Funded. (May 15, 2012 - June 30, 2012).
Gudivada, V. (Principal), Grant, "Problem Solving Using Search and Statistics", West Virginia EPSCoR,
State, $5,000.00, Funded. (May 15, 2012 - June 30, 2012).
Wahjudi, P. (Principal), Aluthge, A. (Co-Principal), Wait, I. W. (Co-Principal), Conlon, J. P. (Co-Principal),
Gudivada, V. (Co-Principal), Grant, "STEP Type 1A: Advancing STEM Success, Retention and
Recruitment in the Tri-state (ASSeRRT)", National Science Foundation, Federal, $1,000,000.00, Not
Funded. (August 1, 2011 - December 30, 2011).
Gudivada, V., Grant, "MU - DITA: Teaching Innovation Through Single Source Content Management for
Personalized Multi-channel Delivery", MU Center for Teaching and Learning, Marshall University,
33
$7,250.00, Not Funded. (June 1, 2011 - August 15, 2011).
Gudivada, V. (Principal), Grant, "Problem-Solving Using Search as a Principal Paradigm", WV EPSCoR,
State, $6,100.00, Funded. (June 20, 2011 - June 24, 2011).
Intellectual Contributions
Gudivada, V. (2015). Programming Paradigms in High Performance Computing. In Richard Segall and
Jeffrey Cook (Ed.) Hershey, PA: Research & Applications in Global Supercomputing/IGI Global.
Gudivada, V., & Rao, D. Big Data Driven Natural Language Processing Research and Applications. In V.
Govindaraju and V. Raghavan and C. R. Rao (Ed.) Elsevier.
Abdel-Aziz, S. A., & Gudivada, V. Biofilms in the Environment: Processes, Application and Control. In P.
S. Murthy and Y. V. Nanchariah and V. Thiyagarajan and Raju Sekar (Ed.) Narosa Publishing House.
Gudivada, V., Rao, D. (in press). Renaissance in Data Management Systems: SQL, NoSQL, and
NewSQL. IEEE Computer Society.
Rao, D., Gudivada, V. (2014). Automatic Generation of SQL Queries ASEE.
Gudivada, V., Rao, D. (in press). Search Engine Optimization: Current Practices and Future Direction.
Gudivada, V. (2014). Learning Software Industry Practices with Open Source and Free Software Tools. In
Liguo Yu (Ed.) Hershey, PA: Overcoming Challenges in Software Engineering Education: Delivering
Non-Technical Knowledge and Skills/IGI Global.
Gudivada, V., Rao, D. DiscoveryViz: A Web-based Framework for Discovering Trends and Relationships
in Massive Datasets Through Exploratory Data Analysis and Visualization International Conference
on Big Data Analytics (BDA).
Gudivada, V., Rao, D. Computational Enhancements to a Nonparametric-test-based Structural Similarity
Measure for Digital Images 2013 IEEE International Conference on Big Data.
Presentations
Gudivada, V.
Rao, D. (Author Only), Gudivada, V. (Chair), Oral Presentation, International Conference on Advances in
Interdisciplinary Statistics and Combinatorics, University of NC, Greensboro, Greensboro, NC,
"Canonical discriminate analysis of functional metagenomes", Conference, Academic, International,
peer-reviewed/refereed, Accepted. (October 10, 2014).
Rao, D. (Author Only), Gudivada, V. (Author Only), Paper, 120th ASEE Annual Conference & Exposition,
ASEE, Atlanta, GA, "Scaffolding Beginning Research Students Using Open Source Tools",
Conference, Academic, National, Accepted. (June 23, 2013).
Gudivada, V. (Presenter & Author), Do, Q. (Presenter & Author), Oral Presentation, International
Conference on Advances in Interdisciplinary Statistics and Combinatorics, National Science
Foundation and University of North Carolina at Greensboro, Greensboro, NC, "DiscoveryViz:
34
Discovering Trends and Relationships in Massive Datasets Through Exploratory Analysis and
Visualizatio", Conference, Academic, International, Accepted. (October 6, 2012).
Gudivada, V. (Presenter & Author), Loader, C. J. (Presenter & Author), Oral Presentation, International
Conference on Advances in Interdisciplinary Statistics and Combinatorics, National Science
Foundation and University of North Carolina at Greensboro, Greensboro, NC, "Generation of
Sentences from Images", Conference, Academic, International, Accepted. (October 6, 2012).
Gudivada, V. (Presenter & Author), Shay, K. (Presenter & Author), Oral Presentation, International
Conference on Advances in Interdisciplinary Statistics and Combinatorics, National Science
Foundation and University of North Carolina at Greensboro, Greensboro, NC, "Scaling of PSSIM
Algorithm Using OpenMP", Conference, Academic, International, Accepted. (October 6, 2012).
Gudivada, V. (Chair), Other, International Conference on Advances in Interdisciplinary Statistics and
Combinatorics, National Science Foundation, University of North Carolina - Greensboro, IMA Institute for Mathematics and its Applications, SAS, North Carolina Chapter of ASA, American
Statistical Association, Pearson, Taylor and Francis, Greensboro, NC, "Statistical and Data
Management Challenges in Big Data Analyses", Conference, Academic, International, peerreviewed/refereed, published in proceedings, Accepted. (October 5, 2012).
Gudivada, V. (Presenter & Author), Oral Presentation, West Virginia Statewide Technology Conference,
Virtual (Web-based), "Cloud-based Virtual Computing Lab (VCL) for Computer Science Eduction in
High Schools", Conference, Non-Academic, State, peer-reviewed/refereed, published in proceedings,
Accepted. (August 8, 2012).
Gudivada, V. (Presenter & Author), Poster, First International IBM Cloud Academy Conference, IBM,
Research Triangle Park, NC, "Security and Privacy Issues in Current Cloud Computing Architecture",
Conference, Non-Academic, International, peer-reviewed/refereed, Accepted. (April 19, 2012).
Gudivada, V., Oral Presentation, CI-TRAIN, MU CI-TRAIN Project, MU Drinko Library Room 138,
"Statistical Computing with R", Seminar, Academic, Local, published elsewhere, Invited. (March 9,
2012).
Gudivada, V., Keynote/Plenary Address, Third International Conference on Cognition and Recognition
(ICCR 2011), University of Mysore, Mysore, India, "Personalized eLearning", Conference, Academic,
International, peer-reviewed/refereed, published in proceedings, Invited. (December 9, 2011).
Han, H. (Presenter Only), Gudivada, V. (Presenter Only), Oral Presentation, Next Generation Sequencing
& Bioinformatics Forum, Center for Environmental, Geotechnical and Applied Sciences (CEGAS),
Drinko Library 402, "Overview of Data Mining and Machine Learning Using R and Weka", Workshop,
Academic, Regional, Invited. (October 27, 2011).
Gudivada, V., Oral Presentation, Marshall University CI-TRAIN Seminar Series, NSF and MU, Drinko
Library, "Statistical Computing with R". (October 21, 2011).
Gudivada, V., Oral Presentation, Marshall University CI-TRAIN Seminar Series, NSF and MU, Drinko
Library, "Statistical Computing with R". (September 23, 2011).
Gudivada, V. (Coordinator/Organizer), Oral Presentation, Inquiring Pedogoies Teaching Conference,
35
Marshall University, Drinko Library, "Case-‐Based Learning in Computer Science and Engineering
Courses", Conference, Academic, Local, peer-reviewed/refereed, Accepted. (August 16, 2011).
Gudivada, V., Oral Presentation, Marshall University CI-TRAIN Seminar Series, NSF and MU, Drinko
Library, "Introduction to R". (June 29, 2011).
Gudivada, V. (Presenter Only), Oral Presentation, Opportunities in Innovation for Undergraduate
Institutions, WV EPSCoR, Charleston, WV, "Cyberinfrastructure at Marshall University", Conference,
Academic, State, Invited. (May 25, 2011).
Gudivada, V. (Presenter & Author), Lecture, Marshall University Cyberinfrastructure Seminars, National
Science Foundation and Marshall University, Huntington, WV (Drinko Library 349), "MU HighPerformance Computing (HPC) Cluster 101", Seminar, Academic, Local, Invited. (March 17, 2011).
Research Currently in Progress
Gudivada, Venkat, Rao, Dhana, "Computational Enhancements to a Nonparametric-test-based Structural
Similarity Measure for Digital Images", Writing Results, Scholarly.
Gudivada, Venkat, Rao, Dhana, "DiscoveryViz: A Web-based Framework for Exploratory Data Analysis
and Visualization", Writing Results, Scholarly.
Gudivada, Venkat, Quan, "DiscoveryViz: Discovering Trends and Relationships in Massive Datasets
Through Exploratory Analysis and Visualization", On-Going, Scholarly.
Gudivada, Venkat, Cameron, "Generation of Sentences from Images", On-Going, Scholarly.
Gudivada, Venkat, Kevin, "Scaling of PSSIM Algorithm Using OpenMP", On-Going, Scholarly.
Directed Student Learning and Research
Bahor, A., Learning, Internship Advisor, Computer Science Department, CS, 475, 3 credit hours, InProcess. (February 1, 2012 - May 12, 2012).
Elamanchili, S., Research, External Examiner for PhD Dissertation, Computer Science Department, "A
Novel Authentication Model Applied to Internet Key Exchange and Wireless Network", Completed.
(August 15, 2011 - August 20, 2011).
Jyothilakshmi, S., Research, External Examiner for PhD Dissertation, Computer Science Department,
"Speech Analysis for Speaker Diarization and Spoken Language Identification", Completed. (March
10, 2011 - April 5, 2011).
2)
Service
Department
AK Steel Internships, Faculty Mentor, (April 1, 2011 - Present).
Blue Waters Undergraduate Petascale Education Program Internships, Faculty Mentor, (April 1, 2011 -
36
Present).
Online Learning Collaboration with the WV Division of Personnel, Faculty Advisor, (March 25, 2011 Present).
CS Faculty Search Committee, Committee Member, (March 3, 2011 - Present).
Brickstreet Insurance, Industry Liaison, (March 15, 2010 - Present).
HS Open House/Green and White Day, Faculty Advisor, (April 7, 2012).
Green and White Day (2 April 2011), Faculty Advisor, (April 2, 2011).
Green and White Day (21 Feb 2011), Faculty Advisor, (February 21, 2011).
College
Recognition of graduating students, Faculty Advisor (May 7, 2011).
University
Honors College Curriculum and Policies Committee, Committee Member (August 1, 2009 - Present).
Research Committee, Committee Member (August 1, 2009 - Present).
MU Distinguished Artists and Schloars Awards (DASA) committee, Committee Chair (November 1, 2007 Present).
Computer Science Curriculum Committee, Committee Member (August 1, 2005 - Present).
Marshall University CI Day, Committee Member (November 1, 2010 - April 7, 2011).
Professional
Consortium for Computing Sciences in Colleges - Central Plains Region (CCSC - CP), Reviewer,
Conference Paper, Fulton, MO, USA (December 24, 2013).
Consortium for Computing Sciences in Colleges - Central Plains Region (CCSC - CP), Reviewer,
Conference Paper, Fulton, MO, USA (December 24, 2013).
IGI Global (Book Publisher), Reviewer, Book, Hershey, PA, USA (December 24, 2013).
2013 IEEE/WIC/ACM International Conference on Web Intelligence, Committee Member, Atlanta,
Georgia, USA (November 17, 2013 - November 20, 2013).
2013 IEEE International Conference on Big Data (IEEE Big Data), Committee Member, Santa Clara,
California, USA (October 6, 2013 - October 9, 2013).
CCSC: CP, Reviewer, Conference Paper, http://www.ccsc.org/centralplains/ (December 24, 2012).
37
2012 IEEE/WIC/ACM International Conference on Web Intelligence, Committee Member, Macau, China
(December 4, 2012 - December 7, 2012).
Information Technology: New Generation (ITNG) International Conference, Track Organizer, Las Vegas,
NV, USA (August 1, 2008 - April 30, 2012).
2011 IEEE/WIC/ACM International Conference on Web Intelligence, Committee Member, Lyon, France
(August 23, 2011 - August 25, 2011).
Frontiers in Education (FIE) Conference, Reviewer, Conference Paper, Rapid City, SD, USA (May 7,
2011).
2010 IEEE / WIC / ACM International Conference on Web Intelligence, Reviewer, Conference Paper,
Toronto, Canada (May 1, 2011 - May 6, 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Professional Memberships
IEEE Computer Society, IEEE CS, Member, IEEE Computer Society is a 64-year-old, world's premier
organization of computing professionals, with rich offerings in publications, standards, certifications,
conferences. (January 1, 2011 - Present).
Faculty Development Activities Attended
Workshop, "MU WAC Workshop", MU WAC Program, Huntington, West Virginia, USA. (May 15, 2013).
Tutorial, "Use of Clickers for Student Engagement in Classroom", Turning Technologies, Huntington,
West Virginia, USA. (April 24, 2013).
Conference Attendance, "2013 ABET Symposium", ABET, Portland, Oregon, USA. (April 12, 2013 - April
13, 2013).
Conference Attendance, "International Conference on Advances in Interdisciplinary Statistics and
Combinatorics", NSF, North Carolina Chapter of ASA, SAS, Greensboro, North Carolina, USA.
(October 5, 2012 - October 7, 2012).
Seminar, "The Confessions of a Clicker Addict". (May 2, 2012).
Seminar, "Data Mining", Marshall University CI-TRAIN Project, Huntington, WV, USA. (April 27, 2012).
Conference Attendance, "First International IBM Cloud Academy Conference", IBM, Research Triangle
Park, NC, USA. (April 19, 2012 - April 20, 2012).
Regional Research Symposium, "Epigenetic Regulation of Gene Expression and Bioinformatics", Cell
Differentiation and Development Center, Marshall University, Huntington, WV. (March 23, 2012).
38
Webinar, "The Rise of Big Data in Higher Education", Educause. (March 22, 2012).
Conference Attendance, "Super Computing 2011 Education Program", IEEE Computer Society and ACM
SIGGRAPH, Seattle, WA, USA. (November 12, 2011 - November 15, 2011).
Workshop, "Fall WAC Workshop", MU Center for Teaching and Learning, Cedar Lakes, WV, USA.
(October 14, 2011 - October 15, 2011).
Workshop, "Teaching with a Software Life-Cycle Case Study", NSF and Embry-Riddle Aeronautical
University, Daytona Beach, FL, USA. (June 13, 2011 - June 15, 2011).
Conference Attendance, "Conference Committee Member and Session Chair", MU and NSF, Huntington,
WV, USA. (April 7, 2011).
Conference Attendance, "Content Management Strategies/DITA 2011", The Center for InformationDevelopment Management, Baltimore, MD, USA. (April 4, 2011 - April 6, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
MU DASA Team Award, Marshall University, (April 30, 2013).
39
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Dr. Hyoil Han
Rank:
Start Date at Marshall as a Faculty Member:
Status:
Associate Professor
August 17, 2011
Probationary
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2002
University of Texas at Arlington, Arlington, Texas
Area of Degree Specialization:
Computer Science and Engineering, Database, Data mining, and Web
technology
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring 2014
Spring 2014
Spring 2014
Course
CS 215
CS 410
CS 510
CS 490
CS 320
CS 320
CS 330
CS 330
CS 481
CS 481
CS 215
CS 210
CS 410
Adv Data Struct and Algorithms
Database Engineering
Database Systems
Senior Project
Internetworking
Internetworking
Operating Systems
Operating Systems
SpTp: Data Mining
SpTp: Data Mining
Adv Data Struct and Algorithms
Data Structures and Algorithms
Database Engineering
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
40
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Han, H., Grant, "Automatic Evidence-based Medicine", NASA WV EPSCoR Research Seed Grants,
Other, $20,000.00, Not Funded. (July 2014 - June 2015).
Han, H. (Principal), Grant, "Query-Focused Text Summarization", NASA WV EPSCoR Research Seed
Grants, State, $20,000.00, Not Funded. (July 2013 - June 2014).
Han, H. (Principal), Grant, "Multi-document Summarization", NASA WV EPSCoR Research Seed Grants,
State, $20,000.00, Funded. (July 2012 - June 2013).
Wahjudi, P. (Principal), Aluthge, A. (Co-Principal), Huffman, J. T. (Co-Principal), Hanrahan, E. E. (CoPrincipal), Han, H. (Co-Principal), Grant, "STEP Type 1A: STEM Retention and Outreach
Cooperation to Keep Students Succeeding (STEM ROCKSS)", National Science Foundation,
Federal, $1,000,000.00, Not Funded. (October 1, 2012 - December 30, 2012).
Han, H. (Principal), Grant, "BUILDING AN INTELLIGENT EVIDENCE-BASED MEDICINE SYSTEM", MUADVANCE/NSF, Marshall University, $20,000.00, Funded. (October 2011 - August 2012).
Intellectual Contributions
Israel, Q., Han, H., Song, I.-Y. (2015). Semantic Analysis for Focused Multi-Document Summarization of
Text The 30th Annual ACM Symposium on Applied Computing (ACM SAC).
Fahrmann, E., Adkins, L., Loader, C., Han, H., Rice, K. M., Denvir, J., Driscoll, H. K. (2014). Severe
hypoglycemia and coronary artery calcification during the diabetes control and complications
trial/epidemiology of diabetes interventions and complications (DCCT/EDIC) study. Diabetes
Research and Clinical Practice.
Sovine, S., & Han, H. (2014). Classification of Sentence Ranking Methods for Multi-Document
Summarization. In Alessandro Fiori (Ed.) IGI Global: Innovative Document Summarization
Techniques: Revolutionizing Knowledge Understanding.
Fahrmann, E., Adkins, L., Loader, C., Denvir, J., Han, H., Driscoll, H. K. (2013). Hypoglycemia in the
Diabetes Control and Complications and Epidemiology of Diabetes Interventions and Complications
Trial (DCCT/EDIC): What is its Story with Cardiovascular Disease (CVD)? Diabetes Research and
Clinical Practice.
Fahrmann, E., Adkins, L., Loader, C., Denvir, J., Han, H., Driscoll, H. Hypoglycemia during the Diabetes
Control and Complications Trial and the Epidemiology of Diabetes Interventions and Complications
Continuing Follow-up (DCCT/EDIC) – What is its Story in Cardiovascular Disease?. Diabetes Care.
Fahrmann, E., Adkins, L., Loader, C., Denvir, J., Han, H., Driscoll, H. (2013). Hypoglycemia in the
Diabetes Control and Complications and Epidemiology of Diabetes Interventions and Complications
Trial (DCCT/EDIC): What is its Story with Cardiovascular Disease (CVD)? Diabetes.
Sovine, S., Han, H. (2013). A Computationally Efficient System for High-Performance Multi-Document
41
Summarization The 26th International FLAIRS Conference.
Sovine, S., Han, H. EXTRACTIVE MULTIDOCUMENT SUMMARIZATION: A SURVEY OF EFFECTIVE
APPROACHES 2013 Conference for ACM Consortium for Computing Sciences in Colleges (CCSC).
Sovine, S., Han, H. Four Approaches to Extractive Multi-Document Summarization Research in Applied
Computation Symposium (RACS 2012).
Presentations
Sovine, S. (Author Only), Han, H. (Presenter & Author), Paper, The 26th International FLAIRS (The
Florida Artificial Intelligence Research Society) Conference, The Florida Artificial Intelligence
Research Society, Florida, "A Computationally Efficient System for High-Performance MultiDocument Summarization", Conference, Academic, International, peer-reviewed/refereed, published
in proceedings, Accepted. (May 23, 2013).
Hisiro, T. A. (Panelist), Ingersoll, C. R. (Panelist), Mummert, A. (Panelist), Mummert, C. (Panelist), Han,
H. (Panelist), Other, IPED: Inquiring Pedagogies Seminar, Marshall University, Huntington, "Tales
from the 2012 West Virginia Great Teachers Seminar", Panel, Academic, State, peerreviewed/refereed, Accepted. (August 21, 2012).
Han, H., Oral Presentation, CI-TRAIN project seminar, CI-TRAIN, Drinko Library, "Data Mining", Seminar,
Academic, Local, Invited. (April 27, 2012).
Han, H. (Chair), Other, ACM Symposium on Applied Computing, Association for Computing Machinery
(ACM), Italy, "Track for the Sematic Web and Appllications", Conference, Academic, International,
published in proceedings, Accepted. (March 29, 2012).
Han, H. (Presenter Only), Oral Presentation, Women's Studies Colloquium Series, Women’s Studies,
Drinko Library 402, "BioTUSE: A Biomedical Text Understanding System for Evidence-Based
System", Seminar, Academic, Local, Invited. (February 10, 2012).
Han, H. (Presenter Only), Gudivada, V. (Presenter Only), Oral Presentation, Next Generation Sequencing
& Bioinformatics Forum, Center for Environmental, Geotechnical and Applied Sciences (CEGAS),
Drinko Library 402, "Overview of Data Mining and Machine Learning Using R and Weka", Workshop,
Academic, Regional, Invited. (October 27, 2011).
Research Currently in Progress
Han, Hyoil, "Computing for Big Data Analysis", On-Going, Scholarly.
Han, Hyoil, Georgel, Philippe, "Controversial Topics Mining", On-Going, Scholarly.
Han, Hyoil, "Evidence-based Medicine", On-Going, Scholarly.
Han, Hyoil, Brozik, Dallas, "Financial Data Mining", On-Going, Scholarly.
Han, Hyoil, "Information Fusion for Question Answering", On-Going, Scholarly.
Han, Hyoil, Adkins, Laura, Elke, Henry, James, "Medical Data Mining", On-Going, Scholarly.
42
Han, Hyoil, "Opinion Mining & Recommender System", On-Going, Scholarly.
Han, Hyoil, "Query focused Multi-document Summarization", On-Going, Scholarly.
Han, Hyoil, "Social Network Data Analysis", On-Going, Scholarly.
Han, Hyoil, "Text Mining for Big Data", On-Going, Scholarly.
Han, Hyoil, Bae, Wonyul, "Twitter Sentiment Analysis for Sports Management", On-Going, Scholarly.
Directed Student Learning and Research
Alexander, N., Research, Supervised Research, Computer & Information Science Department, "A
Faceted Summary Generation", Completed. (June 1, 2014 - Present).
Petrie, E., Research, Supervised Research, Computer & Information Science Department,
"Characterization of an Epidemic Spread", Completed. (September 1, 2014 - December 15, 2014).
Alexander, N., Research, Supervised Research, Computer & Information Science Department, "Ontology
Generation using Protege", Completed. (February 1, 2014 - April 30, 2014).
Pectyo, J., Research, Supervised Research, Computer Science Department, "Tagging Twitter Data",
Completed. (June 2013 - July 2013).
Paris, J., Research, Supervised Research, Computer Science Department, "Sentiment Analysis on
Twitter", Completed. (November 2012 - July 2013).
Sovine, S., Research, Supervised Research, Computer Science Department, "Text Mining for MultiDocument Summarization", Completed. (October 2011 - May 2013).
Hammond, B., Research, Supervised Research, Computer Science Department, "Movie Recommender
System", Completed. (November 2012 - April 2013).
Workman, C., Research, Supervised Research, Computer Science Department, "Real World Data
Mining", In-Process. (November 2012 - April 2013).
Pectyo, J., Research, Weekly research meeting, Computer Science Department, "Single Document
Summarization for Biomedicine", In-Process. (January 2012 - April 2012).
Hall, J., Research, Supervised Research, Computer Science Department, "Document Retrieval to
Evidence-based Medicine", Completed. (January 2012 - April 2012).
Hall, J., Research, Supervised Research, Computer Science Department, "Document Retrieval to Identify
Evidence of Protein Roles", Completed. (September 2011 - December 2011).
2)
Service
Department
43
Division Committee to Study the MSIS Program Educational Objectives and Student Learning Outcomes,
Committee Member, (February 11, 2013 - May 30, 2014).
College
Curriculum Committee, Committee Member (September 2013 - Present).
Graduate Certificate in Bioinofrmatics (Steering Committee), Committee Member (January 2012 - May
2014).
University
Academic Planning Committee, Committee Member (January 2014 - Present).
MU-ADVANCE Path Forward Committee, Committee Member (January 2013 - Present).
Academic Planning Committee, Committee Member (January 2013 - December 2013).
NASA West Virginia Space Grant Undergraduate Fellowship and travel grants Committee, Committee
Member (October 2012 - December 2012).
Academic Planning Committee, Committee Member (January 2012 - December 2012).
Academic Planning Committee, Committee Member (October 2011 - December 2011).
Professional
Open Journal of Semantic Web, Editorial Review Board Member (September 2013 - Present).
ACM Applied Computing Review (ACR), Editorial Review Board Member (September 2010 - Present).
Knowledge and Information Systems (Journal by Springer), Reviewer, Journal Article (January 2010 Present).
Journal of Information Technology and Architecture, Editorial Review Board Member (September 2009 Present).
Journal of Biomedical Informatics, Reviewer, Journal Article (January 2009 - Present).
Technical track titled "Semantic Web and its Applications" in ACM Symposium of Applied Computing,
Workshop Organizer (March 2007 - Present).
International Florida Artificial Intelligence Research Symposium (FLAIRS), Data Mining Track, Committee
Member, Florida (January 2007 - Present).
co-chair of dissertation committee, Philadelphia, PA, USA (August 1, 2014 - August 31, 2014).
Data & Knowledge Engineering (Journal by Elsevier), Reviewer, Journal Article (January 2012 December 2013).
44
International Conference on Digital Government Research (dg.o), Committee Member (March 2009 December 2011).
Information Sciences (Journal by Elsevier), Reviewer, Journal Article (January 2009 - December 2011).
International Workshop on Web Information Systems Modeling, Committee Member (July 2008 December 2011).
Community
The Putnam County Engineering/Technical Career Conference, Guest Speaker, WV, USA (December 17,
2014).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Professional Memberships
SIGAPP in Association for Commuting Machinery, ACM, Editorial Board of ACM SIGAPP ACR, ACM, the
world’s largest educational and scientific computing society, delivers resources that advance
computing as a science and a profession. ACM provides the computing field's premier Digital Library
and serves its members and the computing profession with leading-edge publications, conferences,
and career resources. SIGAPP's mission is to further the interests of the computing professional
engaged in the development of new computing applications and application areas and the transfer of
computing technology to new problem domains. Applied Computing Review (ACR) is an International
newsletter for publications in the areas: Integration of traditional computing disciplines such as
graphics, databases, communication, software engineering, artificial intelligence and office
automation with emerging technologies such as neural networks, logic and symbolic programming,
expert systems, and image information systems. (June 2010 - Present).
Association for Commuting Machinery, ACM, ACM, the world’s largest educational and scientific
computing society, delivers resources that advance computing as a science and a profession. ACM
provides the computing field's premier Digital Library and serves its members and the computing
profession with leading-edge publications, conferences, and career resources. (June 2005 - Present).
WV Academy of Science, WVAS, The West Virginia Academy of Science is an organization to meet and
work with professional associates in Biology, Chemistry, Computer Science, Engineering, Geology,
Mathematics, Mining, Physics, Psychology and Education, History and Philosophy of Science and
Social Science. It is a corporation chartered by the authority of the West Virginia legislature for the
advancement of scientific knowledge and the promotion of scientific work in West Virginia. (April 6,
2013 - December 31, 2013).
Faculty Development Activities Attended
A semester-long event, "New Faculty Seminar", The Center for Teaching and Learning (CTL) at MU,
Huntington, WV, USA. (September 2013 - December 2013).
45
Conference Attendance, "The 5th Annual Conference on Teaching and Learning", Center for Teaching &
Learning at Marshall University, Huntington, WV, USA. (August 20, 2013).
Conference Attendance, "19th ACM SIGKDD Knowledge Discovery and Data Mining", Association for
Computing Machinery (ACM), Chicago, USA. (August 11, 2013 - August 14, 2013).
Conference Attendance, "The 26th International FLAIRS (The Florida Artificial Intelligence Research
Society) Conference", FLAIRS, USA. (May 22, 2013 - May 24, 2013).
A semester-long event, "Research Boot Camp", MU Faculty Development Office in the Center for
Teaching and Learning (CTL), Huntington, WV, USA. (January 2013 - April 2013).
Conference Attendance, "The 88th Annual Meeting of West Virginia Academy of Science (WVAS)",
WVAS, Canaan Valley, WV, USA. (April 6, 2013).
Conference Attendance, "18th ACM SIGKDD Knowledge Discovery and Data Mining", Association for
Computing Machinery (ACM), Beijing, China. (August 12, 2012 - August 16, 2012).
Workshop, "The 20th Annual WV Great Teachers Seminar (GTS)", The WV Higher Education Policy
Commission and the Community and Technical Colleges System, North Bend State Oarj, WV, USA.
(June 18, 2012 - June 21, 2012).
Workshop, "BIG DATA Workshop", National Institute of Science and Technology, Gaithersburg, MD,
USA. (June 13, 2012 - June 14, 2012).
Conference Attendance, "2012 ACM SIGMOD International Conference on Management of Data",
Association for Computing Machinery (ACM), Scottsdale, AZ, USA. (May 20, 2012 - May 24, 2012).
A semester-long event, "Research Boot Camp", MU Faculty Development Office in the Center for
Teaching and Learning (CTL), Huntington, WV, USA. (January 2012 - April 2012).
Conference Attendance, "the ACM 27th Symposium On Applied Computing", Association for Computing
Machinery (ACM), Riva del Garda, Trento, Italy. (March 26, 2012 - March 30, 2012).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
NASA EPSCoR Research Seed Grants, NASA WV EPSCoR, (April 18, 2012).
MU-ADVANCE, MU-ADVANCE/NSF, (November 2011).
46
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Professor Jonathan Frank Thompson
Start Date at Marshall as a Faculty Member:
Status:
Rank:
Associate Professor
August 17, 2011
Term Faculty
Highest Degree Earned:
Conferring Institution:
MS
Date Degree Received:
2001
Marshall University, Huntington, WV
Area of Degree Specialization:
Information Systems
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Course
IS 510
CS 402
CS 502
CS 120
FYS 100
CS 650
CS 110
CS 110
CS 120
FYS 100
CS 205
CS 650
CS 402
CS 370
CS 490
CS 480
Comptr Sys & Structured Prgm 2
Computer Architecture
Computer Architecture
Computer Science II
First Yr Sem Critical Thinking
SpTp: Advanced Programming
Computer Science I
Computer Science I
Computer Science II
First Yr Sem Critical Thinking
Scientific Computing
SpTp: Advanced Programming
Computer Architecture
Computer Graphics
Senior Project
SpTp: Advanced Networking
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
47
1)
Scholarship/Research
Presentations
Thompson, J. F. (Presenter Only), Oral Presentation, Putnam County Career Expo, Putnam Career
Technical Center, Eleanor, WV, "Computer Science at Marshall University", Session, Academic,
State, Invited. (November 8, 2012).
Research Currently in Progress
Thompson, Jonathan F, Dr. Timothy Hamilton, "The Relationship of Black Hole Mass to Black Hole Age",
On-Going, Scholarly.
Directed Student Learning and Research
Hall, J., Learning, Senior Capstone Project Advisor, Computer Science Department, CS, 490, 3 credit
hours, "MarcOS", Completed.
Rainey, T., Learning, Senior Capstone Project Advisor, Computer Science Department, CS, 490, 3 credit
hours, "Grade Wizard", Completed.
2)
Service
Department
Computer Science Professor Search Committee, Committee Member, (November 2012 - Present).
BioTech and Applied Engineering Building Committee, Attendee, Meeting, (October 2011 - May 2012).
Instructional Technologist Search Committee, Committee Member, (November 2011 - December 2011).
College
Web Site Committee, Attendee, Meeting (April 2013 - Present).
University
Ad-Hoc Committee to Plan a Computer Science Course for Mathematics, Committee Member
(September 2012 - Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Professional Memberships
Association for Computing Machinery, ACM, The world’s largest educational and scientific computing
society. (March 10, 2005 - Present).
48
Faculty Development Activities Attended
Training and development program for all FYS instructors, "FYS Institute", Marshall University,
Huntington, WV, USA, 0 credit hours. (February 1, 2014 - May 5, 2014).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
49
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Dr. Paulus Wahjudi
Rank:
Start Date at Marshall as a Faculty Member:
Status:
Associate Professor
August 17, 2009
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2007
University of Southern Mississippi, Hattiesburg, MS
Area of Degree Specialization:
Computational Science, Computer Science
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Course
CS 110
CS 340
CS 310
CS 110
CS 110
CS 210
CS 210
CS 305
CS 305
CS 480
CS 480
CS 110
CS 120
CS 340
CS 490
Computer Science I
Cyber Security
Software Engineering II
Computer Science Honors
Computer Science Honors
Data Structures and Algorithms
Data Structures and Algorithms
Software Engineering
Software Engineering
SpTp: Cybersecurity II
SpTp: Cybersecurity II
Computer Science I
Computer Science II
Cyber Security
Senior Project
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
50
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
McCormick, R. F. (Co-Principal), Huffman, J. T. (Co-Principal), Wahjudi, P. (Co-Principal), Wait, I. W.
(Principal), Sponsored Research, "Collaborative Research: Implementing and Assessing Strategies
for Environments for Fostering Effective Critical Thinking (EFFECTs) Development and
Implementation", NSF, Federal, Funded. (January 1, 2011 - Present).
Wahjudi, P. (Supporting), Sponsored Research, "Framework for an Adaptable Wireless Network of
Sensors", DOW Chemical, Private, $5,000.00, Funded. (October 1, 2014 - May 1, 2015).
Wahjudi, P. (Supporting), Sponsored Research, "Modeling of River Flow and Chemical Concentration
Prediction for Rapid Response to Chemical Spills", DOW Chemical, Private, $5,000.00, Funded.
(October 1, 2014 - May 1, 2015).
Wahjudi, P. (Supporting), Contract, "Landslide Hazard Management System in West Virginia – Phase I",
WV-DOH, State, $249,225.00, Funded. (August 25, 2012 - August 17, 2014).
Wahjudi, P. (Principal), Patel, K., Davis, D., Sponsored Research, "PinPoint: Indoor Positioning System
Framework for Smartphones", NASA, Federal, $1,000.00, Funded. (January 14, 2014 - May 1, 2014).
Wahjudi, P. (Principal), Watson, D., Sponsored Research, "WIT: A Wearable Integrated Translator to
Break Down Communication Barriers", NASA, Federal, $1,000.00, Funded. (January 14, 2014 - May
1, 2014).
Wahjudi, P. (Supporting), Contract, "Development of Digital Inventory and GIS Web-Based Applications
for West Virginia’s Outdoor Advertising Program", WV-DOH, State, Funded. (August 25, 2011 December 31, 2013).
Wahjudi, P. (Supporting), Sponsored Research, "Spotection", NASA, Federal, $1,000.00, Funded.
(January 14, 2013 - May 1, 2013).
Wahjudi, P. (Supporting), Sponsored Research, "Storm Information Reporter Emergency Network
(SIREN)", NASA, Federal, $1,000.00, Funded. (January 14, 2013 - May 1, 2013).
Wahjudi, P. (Principal), Aluthge, A. (Co-Principal), Huffman, J. T. (Co-Principal), Hanrahan, E. E. (CoPrincipal), Han, H. (Co-Principal), Grant, "STEP Type 1A: STEM Retention and Outreach
Cooperation to Keep Students Succeeding (STEM ROCKSS)", National Science Foundation,
Federal, $1,000,000.00, Not Funded. (October 1, 2012 - December 30, 2012).
Wahjudi, P., Grant, "Android Privacy Protection Application", NASA WV Space Grant, Federal, $1,000.00,
Funded. (January 1, 2012 - May 1, 2012).
Wahjudi, P., Grant, "Mobile App Analysis, Recognition, Monitoring, and Reporting Tool (ARMR)", NASA
WV Space Grant, Federal, $1,000.00, Funded. (January 1, 2012 - May 1, 2012).
Wahjudi, P. (Principal), Aluthge, A. (Co-Principal), Wait, I. W. (Co-Principal), Conlon, J. P. (Co-Principal),
Gudivada, V. (Co-Principal), Grant, "STEP Type 1A: Advancing STEM Success, Retention and
51
Recruitment in the Tri-state (ASSeRRT)", National Science Foundation, Federal, $1,000,000.00, Not
Funded. (August 1, 2011 - December 30, 2011).
Wahjudi, P. (Principal), Grant, "Hedrick Grant for Teaching Innovation", Marshall University Center for
Teaching and Learning, Marshall University, $5,000.00, Funded. (August 1, 2010 - July 31, 2011).
Intellectual Contributions
Wahjudi, P., Moore, J., Kackley, J. (2013). Analyzing the Various Level of Security Threats within the
Android Mobile Operating System 17th International Conference on Industry, Engineering, &
Management Systems.
Wahjudi, P., Frampton, R., King, J., Bills, J. (2012). Marshall University Cyber-Security Research and
Education System (MU CRES) 17th International Conference on Industry, Engineering, &
Management Systems.
Presentations
Wahjudi, P. (Author Only), King, A. (Author Only), Paper, Journal of Management and Engineering
Integration, Association for Industry, Engineering & Management Systems, "Dynamic Free Text
Keystroke Biometrics System for simultaneous authentication and adaptation to user’s typing
pattern", Conference, Academic, International, peer-reviewed/refereed, published elsewhere,
Accepted. (July 31, 2014).
Wahjudi, P. (Author Only), Posey, B. (Author Only), Paper, Journal of Management and Engineering
Integration, Association for Industry, Engineering & Management Systems, "Spotection: An Efficient
and Versatile Parking Spot Detection System", Conference, Academic, International, peerreviewed/refereed, published elsewhere, Accepted. (July 31, 2014).
Wahjudi, P. (Author Only), Cheeks, S. (Presenter & Author), Poster, Annual SIGMA XI RESEARCH DAY,
SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall University Chapter, Huntington, WV,
"COMPARATIVE ANALYSIS OF TWO COALFIELD FLOODS.", Other, Academic, Local, peerreviewed/refereed, Invited. (May 2, 2014).
Wahjudi, P. (Author Only), Yanev, A. (Presenter & Author), Poster, Annual SIGMA XI RESEARCH DAY,
SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall University Chapter, Huntington, WV,
"DESIGN AND IMPLEMENTATION OF A DYNAMIC SLIDING WINDOWN TECHNIQUE TO
IDENTIFY AND RANK VEHICLE CRASH HOTSPOTS IN WEST VIRGINIA.", Other, Academic,
Local, peer-reviewed/refereed, Invited. (May 2, 2014).
Wahjudi, P. (Author Only), McQuerey, J. (Presenter & Author), Whitt, A. (Presenter & Author), Poster,
Annual SIGMA XI RESEARCH DAY, SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall
University Chapter, Huntington, WV, "EVALUATING THE PERFORMANCE OF VEHICLE
DETECTION SYSTEMS AT SIGNALIZED INTERSECTIONS", Other, Academic, Local, peerreviewed/refereed, Invited. (May 2, 2014).
Wahjudi, P. (Author Only), Patel, K. (Presenter & Author), Poster, Annual SIGMA XI RESEARCH DAY,
SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall University Chapter, Huntington, WV,
"PINPOINT: WI-FI BASED INDOOR POSITIONING SYSTEM", Other, Academic, Local, peerreviewed/refereed, Invited. (May 2, 2014).
52
Wahjudi, P. (Author Only), Watson, D. (Presenter & Author), Poster, Annual SIGMA XI RESEARCH DAY,
SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall University Chapter, Huntington, WV,
"WIT: A WEARABLE INTEGRATED TRANSLATOR TO BREAK DOWN COMMUNICATION
BARRIERS.", Other, Academic, Local, peer-reviewed/refereed, Invited. (May 2, 2014).
Wahjudi, P. (Author Only), Patel, K. (Author Only), Davis, D. (Presenter & Author), Oral Presentation,
International Conference on Industry, Engineering, and Management Systems, Association for
Industry, Engineering and Management Systems, Cocoa Beach, FL, "PinPoint: Indoor Positioning
System Framework for Smartphones", Conference, Academic, International, peer-reviewed/refereed,
published elsewhere, Accepted. (March 25, 2014).
Wahjudi, P. (Author Only), Watson, D. (Presenter & Author), Oral Presentation, International Conference
on Industry, Engineering, and Management Systems, Association for Industry, Engineering and
Management Systems, Cocoa Beach, FL, "WIT: A Wearable Integrated Translator to Break Down
Communication Barriers", Conference, Academic, International, peer-reviewed/refereed, published
elsewhere, Accepted. (March 25, 2014).
Wahjudi, P. (Presenter & Author), Douglas, L. (Presenter & Author), Oral Presentation, 2013 WVDOTMPO-FHWA Transportation Planning Conference, West Virginia Department of Transportation Division of Highways, Weirton, WV, "Landslide Hazard Management System in West Virginia Phase
I", Conference, Non-Academic, State, published elsewhere, Accepted. (September 18, 2013).
Wahjudi, P. (Presenter & Author), Huffman, J. T. (Presenter & Author), Pierce, C. (Presenter & Author),
Oral Presentation, EFFECTs presentation to Fairmont State University, Fairmont State University,
Fairmont, WV, "EFFECT in Engineering and Computer Science", Workshop, Academic, Local,
Invited. (August 16, 2013).
Wahjudi, P. (Presenter & Author), Oral Presentation, 13th Annual Technical Forum Geohazards, Center
for Environmental, Geotechnical and Applied Sciences, Harrisonburg, VA, "Development of West
Virginia Integrated Landslide Hazard Management System", Conference, Academic, National,
Accepted. (July 31, 2013).
Wahjudi, P. (Author Only), Posey, B. (Presenter & Author), Poster, Twenty-Third Annual SIGMA XI
RESEARCH DAY, SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY Marshall University Chapter,
Huntington, WV, "Spotection: An Efficient and Versatile Automated Parking Spot Detection System",
Other, Academic, Local, peer-reviewed/refereed, Invited. (May 3, 2013).
Wahjudi, P. (Author Only), Cheeks, S. (Presenter & Author), Law, K. T. (Author Only), Poster, TwentyThird Annual SIGMA XI RESEARCH DAY, SIGMA XI THE SCIENTIFIC RESEARCH SOCIETY
Marshall University Chapter, Huntington, WV, "Storm Information Reporter Emergency Network
(SIREN)", Other, Academic, Local, peer-reviewed/refereed, Accepted. (May 3, 2013).
Wahjudi, P. (Author Only), Davis, D. (Presenter & Author), Patel, K. (Presenter & Author), Oral
Presentation, Eastern Kentucky University's 26th Annual Symposium in The Mathematical, Statistical
and Computer Sciences, Eastern Kentucky University, "High Yield Display-wall for Research Activity
(HYDRA)", Conference, Academic, Regional, peer-reviewed/refereed, Accepted. (March 29, 2013).
Wahjudi, P. (Author Only), King, A. (Presenter & Author), Oral Presentation, Eastern Kentucky
53
University's 26th Annual Symposium in The Mathematical, Statistical and Computer Sciences,
Eastern Kentucky University, Richmond, KY, "Lockout: A Dynamic Free Text Keystroke Biometrics
System", Conference, Academic, Regional, peer-reviewed/refereed, Accepted. (March 29, 2013).
Wahjudi, P. (Author Only), Watson, D. (Presenter & Author), Oral Presentation, Eastern Kentucky
University's 26th Annual Symposium in The Mathematical, Statistical and Computer Sciences,
Eastern Kentucky University, Richmond, KY, "MUBuddy: A Dynamic Time Management System for
Android", Conference, Academic, Regional, peer-reviewed/refereed, Accepted. (March 29, 2013).
Wahjudi, P. (Author Only), Riggelman, N. (Presenter & Author), Oral Presentation, Eastern Kentucky
University's 26th Annual Symposium in The Mathematical, Statistical and Computer Sciences,
Eastern Kentucky University, Richmond, KY, "Quality Control System for a Non-Prot Organization",
Conference, Academic, Regional, peer-reviewed/refereed, Accepted. (March 29, 2013).
Wahjudi, P. (Author Only), Posey, B. (Presenter & Author), Oral Presentation, Eastern Kentucky
University's 26th Annual Symposium in The Mathematical, Statistical and Computer Sciences,
Eastern Kentucky University, Richmond, KY, "Spotection: An Ecient and Lightweight Parking Spot
Analysis and Notication System", Conference, Academic, Regional, peer-reviewed/refereed,
Accepted. (March 29, 2013).
Wahjudi, P. (Author Only), King, A. (Presenter Only), Oral Presentation, International Conference on
Industry, Engineering, and Management Systems, Association for Industry, Engineering and
Management Systems, Cocoa Beach, FL, "Developing a Dynamic Free Text Keystroke Biometrics
System", Conference, Academic, International, peer-reviewed/refereed, published elsewhere,
Accepted. (March 25, 2013).
Wahjudi, P. (Author Only), Browning, M. (Author Only), King, A. (Presenter & Author), Posey, B. (Author
Only), Hammond, F. (Author Only), Oral Presentation, International Conference on Industry,
Engineering, and Management Systems, Association for Industry, Engineering and Management
Systems, Cocoa Beach, FL, "Lossless Parallel Compression and Decompression of Big Data",
Conference, Academic, International, Accepted. (March 25, 2013).
Wahjudi, P. (Author Only), Hammond, F. (Author Only), Bogdan, N. (Presenter & Author), Oral
Presentation, International Conference on Industry, Engineering, and Management Systems,
Association for Industry, Engineering and Management Systems, Cocoa Beach, FL, "Packaging and
Submitting Big Data and the Importance of Efficient Storage to Leverage Lack of Network Access",
Conference, Academic, International, peer-reviewed/refereed, Accepted. (March 25, 2013).
Wahjudi, P. (Author Only), Posey, B. (Presenter & Author), Hall, T. (Author Only), Garg, N. (Author Only),
Oral Presentation, International Conference on Industry, Engineering, and Management Systems,
Association for Industry, Engineering and Management Systems, Cocoa Beach, FL, "Spotection: An
Efficient and Versatile Automated Parking Spot Detection System", Conference, Academic,
International, peer-reviewed/refereed, published elsewhere, Accepted. (March 25, 2013).
Wahjudi, P. (Presenter & Author), Cheeks, S. (Author Only), Oral Presentation, International Conference
on Industry, Engineering, and Management Systems, Association for Industry, Engineering and
Management Systems, Cocoa Beach, FL, "Storm Information Reporter Emergency Network
(SIREN)", Conference, Academic, International, peer-reviewed/refereed, published in proceedings,
Accepted. (March 25, 2013).
54
Wahjudi, P. (Author Only), Pittore, E. (Presenter & Author), Hammond, F. (Author Only), Browning, M.
(Author Only), Poster, Undergraduate Research Day at the Capitol, Higher Education Policy
Commission Division of Science and Research and the West Virginia Department of Education and
the Arts, Charleston, WV, "CRES: Cyber-security Research and Education System", Session,
Academic, State, peer-reviewed/refereed, Accepted. (February 28, 2013).
Wahjudi, P. (Author Only), Caldwell, J. (Author Only), Gaum, R. (Presenter & Author), Poster,
Undergraduate Research Day at the Capitol, Higher Education Policy Commission Division of
Science and Research and the West Virginia Department of Education and the Arts, Charleston, WV,
"INCITE: INvetorying College of Information Technology and Engineering", Session, Academic, State,
peer-reviewed/refereed, Accepted. (February 28, 2013).
Wahjudi, P. (Author Only), King, A. (Presenter & Author), Poster, Undergraduate Research Day at the
Capitol, Higher Education Policy Commission Division of Science and Research and the West
Virginia Department of Education and the Arts, Charleston, WV, "Lockout II", Session, Academic,
State, peer-reviewed/refereed, Accepted. (February 28, 2013).
Wahjudi, P. (Author Only), Riggelman, N. (Presenter & Author), Poster, Undergraduate Research Day at
the Capitol, Higher Education Policy Commission Division of Science and Research and the West
Virginia Department of Education and the Arts, Charleston, WV, "Quality Control System for NonProfit Organization", Session, Academic, State, peer-reviewed/refereed, Accepted. (February 28,
2013).
Wahjudi, P. (Author Only), Moore, J. M. (Presenter & Author), Poster, Undergraduate Research Day at
the Capitol, Higher Education Policy Commission Division of Science and Research and the West
Virginia Department of Education and the Arts, Charleston, WV, "S.C.O.R.E.S Web Application",
Session, Academic, State, peer-reviewed/refereed, Accepted. (February 28, 2013).
Wahjudi, P. (Author Only), Paper, National Conference on Intermodal Transportation-Problems Practices
and Policies, The Eastern Seaboard Intermodal Transportation Applications Center (ESITAC),
Hampton University, Hampton, VA 23668, "GIS Web-Based Applications for WV Outdoor Advertising
Program", Conference, Academic, National, peer-reviewed/refereed, published in proceedings,
Accepted. (October 11, 2012).
Wahjudi, P. (Presenter & Author), Huffman, J. T. (Presenter & Author), Oral Presentation, Inquiring
Pedagogies (iPed) Fall Teaching Conference, Marshall University Center for Teaching and Learning,
Marshall University, Huntington, WV 25755, "Kick-Off Your Class The Right Way with CITE3!",
Session, Academic, Regional, peer-reviewed/refereed, published elsewhere, Accepted. (August 21,
2012).
Wahjudi, P. (Author Only), Warnick, E. (Presenter & Author), Jackson, S. (Author Only), Poster,
Undergraduate Research Day at the Capitol, Higher Education Policy Commission Division of
Science and Research and the West Virginia Department of Education and the Arts, Charleston, WV,
"Cyber Security Research and Education System (CRES)", Other, Academic, Regional, peerreviewed/refereed, Accepted. (January 26, 2012).
Wahjudi, P. (Author Only), Rappold, C. (Presenter & Author), Lilly, J. (Author Only), Poster,
Undergraduate Research Day at the Capitol, Higher Education Policy Commission Division of
55
Science and Research and the West Virginia Department of Education and the Arts, Charleston, WV,
"MUBuddy: Marshall University Buddy", Other, Academic, Regional, peer-reviewed/refereed,
Accepted. (January 26, 2012).
Wahjudi, P. (Author Only), Hall, T. (Presenter & Author), Garg, N. (Presenter & Author), Poster,
Undergraduate Research Day at the Capitol, Higher Education Policy Commission Division of
Science and Research and the West Virginia Department of Education and the Arts, Charleston, WV,
"Spotection", Other, Academic, Regional, peer-reviewed/refereed, Accepted. (January 26, 2012).
Research Currently in Progress
Wahjudi, Paulus, Edwin Warnick, Seth Jackson, "Cybersecurity Research and Education System
(CRES)", On-Going, Scholarly.
Wahjudi, Paulus, Keyur, Daniel, "PinPoint: Indoor Positioning System", Planning, Scholarly.
Wahjudi, Paulus, "Spotection: An Efficient and Versatile Automated Parking Spot Detection System", OnGoing, Scholarly.
Wahjudi, Paulus, "Storm Information Reporter Emergency Network (SIREN)", On-Going, Scholarly.
Directed Student Learning and Research
Davis, D., Research, Supervised Research, Computer Science Department, "Simplified Concentration
Prediction for Rapid Response to Chemical Spills", In-Process. (September 1, 2014 - May 1, 2015).
Baker, S., Research, Supervised Research, Computer Science Department, "Framework for Extensible
Wireless Sensor Networks (FEWSN)", In-Process. (September 1, 2014 - May 1, 2015).
Patel, K., Research, Supervised Research, Computer Science Department, "Research and Development
of a Smart Class Scheduler (E-Z Scheduler)", In-Process. (August 1, 2012 - December 1, 2014).
Hall, J., Research, Supervised Research, Computer Science Department, "Travelling Time Display and
Analysis System", In-Process. (August 1, 2012 - May 1, 2014).
Posey, B., Learning, Supervised Teaching Activity, Computer Science Department, HON, 486, 2 credit
hours, "CS 110 Teaching Assistant Handbook", Completed. (September 1, 2013 - December 1,
2013).
Senior, I., Davis, D., Richards, K., Timmons, J., Research, Supervised Teaching Activity, Computer
Science Department, CS, 120, 3 credit hours, "Honors Option", Completed. (January 13, 2013 - May
1, 2013).
Cheeks, S., Research, Supervised Research, Computer Science Department, CS, 2012, 3 credit hours,
"Honors Option", In-Process. (August 1, 2012 - December 1, 2012).
Bond, D., Research, Dissertation Committee Member, Computer Science Department, 12 credit hours,
"ISS: PARADIGM FOR INFORMATION SHARING ON LARGE DISPARATE HETEROGENEOUS
DATA STORAGE SYSTEMS", Completed. (August 1, 2011 - May 31, 2012).
56
Posey, B., Bogdan, N., Research, Supervised Research, Computer Science Department, "Android
Application Data Monitoring", Completed. (January 1, 2012 - March 31, 2012).
Jackson, S., Warnick, E., Research, Supervised Research, Computer Science Department, CS, 491, 3
credit hours, "CRES: Cybersecurity Research and Education System", Completed. (January 1, 2012 March 31, 2012).
Hall, T., Garg, N., Research, Supervised Research, Computer Science Department, CS, 491, 3 credit
hours, "Spotection", Completed. (January 1, 2012 - March 31, 2012).
Warner, T., Meadows, C., Research, Supervised Research, Computer Science Department, "Analysis,
Recognition, Monitoring and Reporting (ARMR) Tool for Android devices", Completed. (January 1,
2012 - March 31, 2012).
Sovine, S., Albrecht, D., Hall, T., Research, Supervised Research, Computer Science Department, "High
Yield Display-wall for Research Activity", Completed. (June 1, 2010 - August 31, 2011).
King, J., Frampton, R., Bills, J., Research, Supervised Research, Computer Science Department, CS,
491, 3 credit hours, "Marshall University Cybersecurity Research and Education System", Completed.
(August 22, 2010 - March 1, 2011).
2)
Service
Department
NASA SPACE GRANT Committe, Committee Member, (January 1, 2011 - Present).
ACM International Collegiate Programming Competition, Coach, (August 1, 2009 - Present).
ACM Marshall University Student Chapter, Faculty Advisor, (August 1, 2009 - Present).
TRiO Summer Mini Camp, Committee Chair, (June 12, 2013).
Undergraduate Research Day at the Capitol, Faculty Advisor, (January 1, 2013 - February 28, 2013).
Diversity Breakfast, Attendee, Meeting, (February 15, 2013).
Computer Science Preview Day, Faculty Mentor, (December 7, 2012).
Marshall University Class of 2017 Preview Day, Faculty Mentor, (December 7, 2012).
Computer Science Faculty Search, Committee Chair, (January 1, 2011 - August 1, 2011).
College
Undergraduate Research Day at the Capitol (URDC), Faculty Advisor (January 1, 2013 - February 28,
2013).
Undergraduate Research Day at the Capitol (URDC), Faculty Advisor (January 1, 2013 - February 28,
57
2013).
Marshall University Day at the Capitol, Faculty Advisor (January 31, 2013 - February 20, 2013).
Marshall University Day at the Capitol, Presenter & Organizer (January 31, 2013 - February 20, 2013).
Safety Faculty Search Committee, Committee Member (August 1, 2012 - January 14, 2013).
University
Physical Facilities & Planning Committee, Committee Member (August 1, 2012 - Present).
CITE Dean Search Committee, Committee Member (August 1, 2011 - January 1, 2012).
Professional
ELSEVIER, Reviewer, Journal Article (August 1, 2011 - Present).
International Journal of Intelligent Information and Database Systems, Reviewer, Journal Article (August
1, 2011 - Present).
Federated Conference on Computer Science and Information Systems, Committee Member (August 1,
2009 - Present).
Information Technology : New Generations - Software Engineering Education Track, Committee Member,
Las Vegas, Nevada, United States (August 1, 2009 - Present).
Journal of Management and Engineering Integration, Editorial Review Board Member, United States
(August 1, 2009 - Present).
Community
Kanawha County College Fair, Guest Speaker, Charleston, West Virginia, USA (October 7, 2014).
Cabell County HSTA Engineering and Technology Expo, Guest Speaker, Huntington, West Virginia, USA
(November 16, 2013).
Engineering & Technical Cluster Career Conference, Guest Speaker, Eleanor, West Virginia, USA
(November 7, 2013).
Clay Center Discover Engineering Family Fun Day, Program Organizer, Charleston, WV, USA (January
31, 2013 - February 23, 2013).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Faculty Development Activities Attended
Workshop, "Marshall University Collegiate Learning Assessment Performance Task Academy", Office of
58
Assessment and Program Review, Huntington, WV, USA, 8 credit hours.
Seminar, "Marshall University Copyright Seminar", Marshall University Information Technology,
Huntington, WV, USA, 1 credit hours. (April 27, 2012).
Conference Attendance, "Supercomputing 2011", Seattle, Washington, USA. (November 11, 2011 November 16, 2011).
Tutorial, "MU Online Training Session", Marshall University - MUOnline Center, Huntington, WV, USA, 2
credit hours. (January 4, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
59
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Course
No.
(e.g. 101)
Course Name
Year 1
2010- 2011
Year 2
2011- 2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
Su
Su
Su
Su
Su
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
None
Complete graduate teaching assistant’s name; course number and course name taught; indicate enrollment in the semesters taught.
Expand table as needed.
Fa
Sp
60
Appendix III
Students’ Entrance Abilities for Past Five Years of Graduates: BS in Computer Science
Year
Mean High School GPA
Mean ACT
Mean SAT
Verbal
Mean SAT
Quantitative
Mean SAT
Writing
20
24.9 (n = 18)
612.9 (n = 7)
630.0 (n = 7)
----
26.4 (n = 8)
523.3 (n = 6)
553.3 (n = 6)
----
2011-2012
13
Mistake in IR Data – will add
later
3.75
2012-2013
23
3.38
25.8 (n = 21)
550.0 (n = 1)
630.0 (n = 1)
540.0 (n = 1)
2013-2014
13
3.49
26.5 (n = 11)
546.7 (n = 3)
530.0 (n = 3)
523.3 (n = 3)
2014-2015
21
3.72
26.1 (n = 19)
587.5 (n = 4)
582.5 (n = 4)
590.0 (n = 4)
2010-2011
.
N
61
Appendix IV
Exit Abilities for Past Five Years of Graduates: BS in Computer Science
3.15
Licensure Exam
Results
----
Certification Test
Results
----
Other Standardized
Exam Results
----
13
3.42
----
----
----
2012-2013
23
3.26
----
----
----
2013-2014
13
3.09
----
----
----
2014-2015
21
3.24
----
----
----
Year
N
Mean GPA
2010-2011
19
2011-2012
62
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BS in Computer Science___________________________________________
Program Level
Program’s Student Learning
Outcomes
Students will apply knowledge
of computing and mathematics
appropriate to the discipline,
including the ability to analyze
and evaluate performance
tradeoffs of algorithms, data
structures, and hardware
solutions.
Assessment Measures
(Tools)
Standards/Benchmark
Assessment Point 1:
CS 210, 215
(Assignments and
Exams)
Milestone
Assessment Point 2:
CS 360, 490
(Assignments, exams,
and capstone project)
Capstone
Results/Analysis
Action Taken to
improve the
program
About 75% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
All of the students
achieved the desired
benchmark level of
performance for this
Learning Outcome.
In CS330 Operating Systems,
give more time to
students for the
research project.
63
Assessment Point 1:
CS 305 (Writing
assignments, UML
diagrams, exams)
Students will analyze a
problem, and identify and
define the computing
requirements appropriate to its
solution.
Assessment Point 2:
CS 350, 490 (Team
design and
implementation project,
writing, assignments,
exams, and capstone
project)
Milestone
About 30 - 40% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Capstone
Nearly all of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
While the P1
benchmark results
are unfavorable,
students achieve
the desired level of
performance by the
time the P2
benchmark is
assessed.
In CS320 Internetworking, not
all students actively
participate in class
discussions.In the
future, make sure
that all students
actively participate
in class
discussions.
In CS330 Operating Systems,
further increase
students’
engagement by
encouraging them
to identify and
understand
essential questions.
64
Assessment Point 1:
CS 210, 215
(Programming
assignments, devising
and analyzing
algorithms)
Students will design,
implement, and evaluate a
computer-based system,
process, component, or
program, including software
systems of varying complexity,
to meet desired needs.
Assessment Point 2:
CS 305, 490
(Requirements analysis
and design projects,
exams, writing
assignments.
Milestone
About 60 - 70% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Capstone
About 60 - 70% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Provide more
emphasis on testing
and test cases in
CS110 and CS120.
This could be done
by specific
assignments on
testing and test
cases and by
making this element
an explicit
component of the
homework and at
least one of the
exams.
In CS410 Database Systems,
provide more
examples per topic
and more in-class
exercises.
In CS490 Comprehensive
Project, give a
lecture related to
software
architecture in the
beginning of the
course. Students
will also be asked
to present their
software project
using software
architecture from
the beginning.
65
Assessment Point 1:
CS 210, 215
(Developing and
analyzing algorithms,
writing assignments,
developing and testing
programs)
Students will function effectively
on teams to accomplish a
common goal.
Assessment Point 2:
CS 305, 490
(Requirements analysis,
software design,
software testing,
capstone project)
Milestone
About 75% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Capstone
About 75% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
In CS215 - Adv.
Data Structures and
Algorithms, we plan
on providing more
in-depth group
assignments and
peer-evaluations of
performance.
In CS490 Comprehensive
Project, we will ask
students for their
progress report
every other week to
assess their
progress in a more
timely manner.
66
Assessment Point 1:
CS 110, 120 (Reading
assignments, exams)
Students will understand
professional, ethical, legal,
security, and social issues and
responsibilities.
Students will communicate
effectively, both written and
oral, with a range of audiences.
Assessment Point 2:
CS 305 (Reading
assignments,
requirements
specifications, software
design, and software
testing)
Assessment Point 1:
CS 210, 215 (Writing
assignments, class
presentations)
Assessment Point 2:
CS 305, 350, 490
(Writing assignments,
class presentations)
Milestone
About 60% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Capstone
About 50% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Milestone
Capstone
About 70% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
About 75% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
In CS110 Computer Science
I, devise new
methods to cover
this material: case
study, role playing,
etc.
We should also
consider moving
some of the social
topics in
programming from
CS110 into
CS120 - Computer
Science II. This will
provide a more
continuous
exposure to these
important topics
throughout
the student's first
year in
programming.
No action planned.
67
Students will analyze the local
and global impact of
computing on individuals,
organizations, and society.
Students will recognize the
need for and demonstrate the
ability to engage in continuing
professional development.
Assessment Point 1:
CS 110, 120 (Reading
and Writing
assignments, Exams)
Milestone
Assessment Point 2:
CS 305 (Reading and
Writing assignments,
Exams)
Capstone
Assessment Point 1:
CS 210, 215 (Reading
and Writing
assignments)
Assessment Point 2:
CS 350 (Reading and
writing assignments)
Students will use current
techniques, skills, and tools
necessary for computing
practice, including the ability to
express algorithms in at least
two of the most important
computer languages currently
in use in academic and
industry.
Milestone
Capstone
Assessment Point 1:
ENGR 111 (homework,
labs, and exams)
Milestone
Assessment Point 2:
ENGR 452 (Capstone
design evaluation)
Capstone
About 70% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
All students achieved
the desired
benchmark level of
performance for this
Learning Outcome.
About 70% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
About 90% of the
students achieved the
desired benchmark
level of performance
for this Learning
Outcome.
Between 70% and
80% of the students
achieved the desired
benchmark level of
performance for this
Learning Outcome.
No data is available
for this Learning
Outcome.
In CS430 CyberSecurity, be
more selective in
reading materials,
include more that
students can relate
and also include
“global” examples.
Emphasize the
need for keeping
up with current
knowledge and
events in all of our
courses.
Work with the
CITE Instructional
Technologist to
provide a dualboot capability for
the lab machines
so that students
can use the Linux
operating system.
68
Program Learning Outcome 1: Students will apply knowledge of computing and mathematics appropriate to the discipline,
including the ability to analyze and evaluate performance tradeoffs of algorithms, data structures, and hardware solutions.
Traits
Introductory
Performance Levels
Milestone
Capstone
Time and space complexity of
algorithms
Students have a conceptual
understanding of time and
complexity aspects of computer
algorithms
Students are able to explain the
meaning of big O notation for
mathematically characterizing the
time complexity of algorithms
Non-computability and
intractability
Students recognize that there
exists certain class of problems
which cannot be computed and
another class of problems whose
solutions will take forever to
compute
Students have conceptual
understanding of various abstract
languages for expressing
computations and algorithmic
solutions
Students provide examples of
problems that are noncomputable and problems that are
intractable
Expressive power of languages
Students have the knowledge and
skills in using languages that are
expressible using regular
expressions
Advanced
Given a list of algorithms for a
given problem, students are able
to choose one for the given
problem based on various
considerations
Students provide mathematical
proofs for the existence of noncomputable problems
Students are able to analyze the
time and space complexity of a
given algorithm
Students have the knowledge and
skills in using languages that are
expressible using context-free
grammars
Students have the knowledge and
skills in using context-sensitive
languages and difficulty of parsing
sentences defined by contextsensitive grammars
Students can prove that a certain
problem is NP-complete and have
the knowledge and skill to design
approximate algorithms
69
Program Learning Outcome 2: Students will analyze a problem, and identify and define the computing requirements appropriate
to its solution.
Traits
Introductory
Performance Levels
Milestone
Capstone
Advanced
Determining system scope and
developing context diagram
The student determines the
overall system scope based on
preliminary understanding of
the proposed system (by
reading existing documents)
The student actively engages
with the project sponsor to
understand the scope of the
proposed system
The student is able to
determine how the proposed
system interacts with other
existing systems in the
production environment
Identifying, elaborating,
documenting use cases
The student is able to identify
various use cases
The student is able to elaborate
on each use case
The student documents each
use case using a standard
template
Identifying and documenting
performance attributes
The student is able to identify
some quality/non-functional
attributes such as performance,
scalability, and reliability
The SRS document is based on
a standard template
The student is able to identify a
complete list of relevant quality
attributes and describes ways
to quantify/measure them
The SRS document is
incomplete and contains
grammatical errors
The student is able to describe
all relevant quality attributes
completely
Performs object-oriented
analysis and design
The student is able to identify
analysis classes for all the use
cases
The student is able to derive
design classes from the
analysis classes
The student is able to add
additional analysis classes to
account for quality attributes.
The student is able to apply
object-oriented analysis and
design metrics to evaluate the
quality of the proposed design
Develops test cases for
functional testing based on
software requirements
specification document
The student is able to identify
various test cases based on the
SRS document
The student is able to describe
various test cases based on the
SRS document
The student is able to trace test
cases to specific requirements
in SRS or use cases
Presents the artifacts resulting
from the above activities to
various stake holders of the
project
All the artifacts are well
organized into a project
portfolio incrementally. The
student makes a few minipresentations and one final
presentation to project
stakeholders. The presentation
is not well organized
The team is loosely structured
without any designated roles
The presentation is well
organized. There are some
technical inaccuracies in the
presentations
The presentation is free from
technical inaccuracies. The
level of detail is appropriately
chosen for the audience
The SRS document is complete
and free from grammatical
errors. There is evidence that
the document has gone
through at least two revisions
The student is able to come up
with more than one
design/architecture alternative
and explains reasoning for
choosing a specific alternative.
The student documents all the
design artifacts using UML and
presents the design as a
portfolio
All the test cases are
documented using a standard
template. There is evidence that
test cases document has gone
through at least two revisions
The student is confident about
the material being presented.
Answers audience questions
with clarity
The team is moderately
structured with reasonably
The team is well organized.
Every team member has clearly
The team members are
assigned roles and
Developing software
requirements specification
(SRS) document
Team Work
The SRS document is complete
but contains grammatical
errors
The student develops a system
scope document based on a
standard template. The student
also describes how the
proposed system interacts with
existing systems (i.e., context
diagram)
The student develops a usecase diagram and presents the
use case-diagram and the use
cases as a portfolio
The student organizes
descriptions about quality
attributes into a portfolio
70
and responsibilities. There is
evidence that most of the team
members are not involved in
the project actively
articulated roles and
responsibilities. There is some
evidence that most of the team
members are actively involved
in the project
defined roles and
responsibilities. There is clear
evidence that all the team
members contributed to the
project
responsibilities in a way to
draw upon their strengths.
Team members’ knowledge and
skills collectively contributed to
the success of the project
Program Learning Outcome 3: Students will design, implement, and evaluate a computer-based system, process, component, or
program, including software systems of varying complexity, to meet desired needs.
Traits
Introductory
Performance Levels
Milestone
Capstone
Type and nature of the problem
chosen
The project has limited scope and
addresses a trivial problem
The project has moderate scope
and addresses a useful real-world
problem
The project scope is moderate,
but addresses a complex problem
Completeness of the
requirements, analysis, design,
and architecture artifacts
Requirements are incomplete,
analysis and design is shallow,
and architecture is not based on a
thorough analysis
The artifacts are nearly complete
and are correctly documented
using UML
The artifacts are complete but
there is no evidence to show that
at least a couple of alternatives
were investigated for the design
elements and architecture
Quality of implementation
The implementation reflects most
of the design
elements/architecture
The implementation reflects all
the design elements/architecture
Quality of testing
Only basic structural testing is
done
Basic structural testing and basic
functional testing is done
The artifacts are complete but
there is no evidence to show that
at least a couple of alternatives
were investigated for the design
elements and architecture
Both structural and functional
testing is complete and thorough
The demonstration did work
reasonably well. Not all
requirements are implemented
More than 75% of the
requirements are implemented
correctly
Demonstration of the
implemented system
The demonstration did not work
as planned. There are technical
glitches
Advanced
The solution for the chosen
problem calls for integrating
knowledge and skills gained
across multiple courses in the CS
curriculum
There is evidence that substantial
amount of time is spent of
developing the artifacts. In many
cases the artifacts were derived
from work done for a previous
course
System is built using tools such as
Ant. Maven, or Makefile. There is
evidence that version control and
configuration management tools
such as Subversion are used
There is evidence that integration
testing, system testing,
performance testing, and load
testing are done
All the requirements are
implemented correctly.
Furthermore, the student also
demonstrated implementation of
quality attributes
71
Program Learning Outcome 4: Students will function effectively on teams to accomplish a common goal.
Traits
Introductory
Performance Levels
Milestone
Capstone
Team organization and
communication
Students are aware of the need
for effective team organization
and communication as critical
components of software
development projects
Project management
Students are familiar with tools
used for project planning,
estimation, and tracking
Students demonstrate knowledge
and experience with working in
teams including methods for team
member selection, organization
and reporting structure,
communication protocols
Students demonstrate expertise in
effectively managing projects in a
team environment
Advanced
72
Program Learning Outcome 5: Students will understand professional, ethical, legal, security, and social issues and responsibilities.
Traits
Introductory
Milestone
Performance Levels
Capstone
Ethical and moral imperatives
Students are cognizant about certain
moral and ethical standards expected
of computing professionals
Professional responsibilities
Students are cognizant about certain
responsibilities that come with being
a computing professional
Legal, security, and social
responsibilities
Students are cognizant of legal,
security, and social implications of
the products and services they create
and provide
Students are knowledgeable about the
following ACM general moral
imperatives: Contribute to society and
human well-being, avoid harm to others,
be honest and trustworthy, be fair and
take action not to discriminate, honor
property rights including copyrights and
patent, give proper credit for intellectual
property, respect the privacy of others,
and honor confidentiality
Students are knowledgeable about the
following ACM guidelines for professional
responsibility: Strive to achieve the
highest quality, effectiveness and dignity
in both the process and products of
professional work; Acquire and maintain
professional competence; Know and
respect existing laws pertaining to
professional work; Accept and provide
appropriate professional review; Give
comprehensive and thorough evaluations
of computer systems and their impacts,
including analysis of possible risks;
Honor contracts, agreements, and
assigned responsibilities; Improve public
understanding of computing and its
consequences; Access computing and
communication resources only when
authorized to do so
Students are knowledgeable about
patents; copyright protection; trade
secrets; security lapses, economic and
human life loss caused by defective
products; implications of computer
systems to environment and society at
large
Advanced
73
Program Learning Outcome 6: Students will communicate effectively, both written and oral, with a range of audiences.
Traits
Introductory
Performance Levels
Milestone
Capstone
Context/Audience
The student identifies potential
contexts/audiences for his/her
communication
The student selects a specific
context/audience for his/her
communication
Design
The student identifies and uses
basic ideas/descriptions/visual
representations
The student chooses
commonplace vocabulary that
conveys the intended meaning of
his/her communication
The student applies key design
principles in communication
he student’s writing has only a
few (but noticeable) errors in
mechanics/style
The student’s writing is virtually
free of mechanical/stylistic errors
Diction
Mechanics/Style
The student chooses vocabulary
that conveys the intended
meaning of his/her
communication
The student appraises his/her
audience and tailors the
communication with their
needs/culture in mind
The student fully develops the
design of the communication in a
cohesive manner
With the audience in mind, the
student chooses a varied
vocabulary that conveys the
intended meaning of the
communication
The student uses complex and
varied sentence style
Advanced
The student’s communication
engages the audience in novel
ways
The student creates novel
designs of communication
With the audience in mind, the
student chooses lively,
imaginative, memorable, and
compelling vocabulary, skillfully
communicating meaning to the
audience
The student uses complex and
varied sentence style to express
the relationships among ideas
Program Learning Outcome 7: Students will analyze the local and global impact of computing on individuals, organizations, and
society.
Traits
Introductory
Local and Global Impact of
Computing
Performance Levels
Milestone
Capstone
Students are cognizant of the
local and global impacts of
computing on individuals,
organizations, and society
Students demonstrate an ability to
analyze the local and global
impact of computing on
individuals, organizations, and
society
Advanced
74
Program Learning Outcome 8: Students will recognize the need for and demonstrate the ability to engage in continuing professional
development.
Traits
Introductory
Performance Levels
Milestone
Capstone
Need for continuing
professional development
Students recognize the need for
continuing professional
development
Career Development
Students recognize the need for
membership in professional
societies and networking with
peers to advance their careers
Students recognize the
importance of keeping abreast of
new developments in rapidly
evolving Computer Science
discipline
Keeping abreast of new
knowledge and skills
Students demonstrate knowledge
of: career options in the computer
science field; preparation needed
for professional practice; what soft
skills are needed to be a
successful professional, and have
learned plans to acquire them;
ability to evaluate an ethical
situation.
Students have become members
of professional organizations such
as ACM and IEEE computer
Society
Students are aware of various
technical conferences and
journals, and trade publications in
Computer Science discipline.
Advanced
75
Program Learning Outcome 9: Students will use current techniques, skills, and tools necessary for computing practice, including the
ability to express algorithms in at least two of the most important computer languages currently in use in academic and industry.
Traits
Introductory
Performance Levels
Milestone
Capstone
Computer Operating Systems
Students are well-versed
in the use of at least one
computer operating
system
Programming Languages
Students demonstrate
expertise in at least one
widely used programming
language
Programming environments
and tools
Students recognize the
importance of critical role
various tools play in
developing software
systems
Students demonstrate
expertise in one widely
used computer operating
system and familiarity
with one or more other
commonly used computer
operating systems
Students demonstrate
expertise in at least two
widely used programming
languages and familiarity
with lambda calculus
based and first-order logic
based programming
languages
Students demonstrate
expertise in using
software development
tools including editors,
compilers, debuggers,
profilers, build and test
tools
Advanced
76
Appendix VI
Program Course Enrollment: BS in Computer Science
77
Appendix VII
Program Enrollment: BS in Computer Science
Students
Principal Majors Enrolled
No Area of Emphasis
Principal Majors Enrolled
Area of Emphasis 1: Computer Forensics
Principal Majors Enrolled
Area of Emphasis 2: Game Development
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
89
91
89
88
86
1
1
1
Second Majors Enrolled*
2
2
2
1
3
Minors***
4
1
3
7
6
Grand Total of Students Enrolled in the
Program
96
95
95
96
95
Graduates of the program
19
13
23
13
21
Pre-Computer Science
15
16
23
14
32
78
Figure 1. Trend Line for Total Enrollment and Program Graduates:
BS in Computer Science
120
100
80
Graduates
60
Total Enrollment
40
20
0
2010-11
2011-12
2012-13
2013-14
2014-15
79
Appendix VIII
Job and Graduate School Placement Rates: BS in Computer Science
Year
# of graduates
employed in major
field
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted to
Graduate
Programs
# of
graduates
not
accounted
for
2010-2011
7
0
1
0
11
2011-2012
7
0
0
0
6
2012-2013
9
0
1
0
15
2013-2014
6
0
0
1
6
2014-2015
9
0
2
1
9
Five –Year Total
38
0
4
2
47
80
Appendix IX: Letters from the Assessment Office: BS in Computer Science
81
82