Unit: Information & Computer Science
Program: Computer Science (MS)
Degree: Master's
Date: Tue Nov 30, 2010 - 9:37:03 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

Master of Science in Computer Science and Online Master of Science in Computer Science

The Master of Science in Information and Computer Sciences program provides students with advanced technical education to specialize in computer science or apply computer science to another field.   Students are able to study the description and representation of information, as well as the theory, design, analysis and application of algorithmic processes to manipulate that information.  With this deeper understanding of the computer science, students are able to complete individual research projects in their specialized fields.

1.      Student Learning Outcomes

Student will be able to:

a.       Curriculum:

1.      Use current technology concepts and practices in software development as it relates to their specific field of interest;

2.      Manage all aspects of solving computer-based problems involving requirements analysis, design, implementation, and project management;

3.      Participate in collaborative team orientated activities;

4.      Communicate effectively using modern technologies that require oral, written and web media;

5.      Obtain an advanced technical education above what is provided by the Bachelor degree in computers.

b.      Research

1.      Student and faculty engage in research that responds to community and industry needs in their program of study;

2.      Students engage in research under faculty mentorship;

3.      Students present their research;

4.      Students achieve recognition for the quality of their research through receipt of awards.

c.       Service

1.      Graduates will take on a variety of leadership roles in high technology, from research and development to starting up new high tech companies.

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: syllabi contain course-specific SLOs
Other: Planned: Department website (to be voted on by faculty early Sprint 2011)

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2010:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

We yet have to begin program-wide assessment specific to our program-wide SLOs. Answers to the next two questions thus describe our own assessment process which is yet to be cast in an SLO-based process, partly due to the SLOs needing to be finalized/approved by our busy faculty, which will happen in 2011.

One assessment that took place was for the graduate student orientation. At the end of the orientation, the attendants were asked to rate the following 2 statements and answer the following 2 questions:

1) This session was useful to me

2) I would recommend this session to other incoming students

3) What was the most useful part?

4) What was the least useful part? 

All student answers to the orientation session were collected. For the statement "This orientation was useful to me", 4 students answered "Totally Agree", 3 answered "Partially Agree", and 1 answered "Totally disagree". To the statement "I would you recommend this session to other incoming students" 7 students answered "Totally agree" and 1 answered "Totally disagree".

6) State the type(s) of evidence gathered.

Data are collected from Master of Computer Sciences majors.

a.       Written examinations that assess the student’s understanding of the theoretical concepts in computers and information sciences.  Through tests students are able to demonstrate the skills and knowledge acquired in each course.

b.      Class assignments allow students to apply computer concepts and theories to practice and solve specific computer-based problems.

c.       Students are involved in group projects where their ability to work collaboratively can be assessed.  These projects allow students to develop their managerial skills in designing and implementing software systems.

d.      Course presentations are part course curriculum.  Students are assessed in their ability to present and explain topics in the information and computer sciences fields.  In presenting information, they can use a number of methods including but not limited to the use of software to present electronic presentations, use of the web as well as to communicate in writing and in person.

e.       Performing research in their focus area that results in a capstone project used for their thesis or Plan B project

f.       The department plans to develop an exit survey to be administered to students when they exit the program. This survey will be given to students when they have their Goldenrod form signed by an ICS advisor.

7) Who interpreted or analyzed the evidence that was collected?

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

8) How did they evaluate, analyze, or interpret the evidence?

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

10) Summarize the actual results.

At the moment our process isn't in place for assessment results to be presented in an SLO-based, program-wide fashion. Rather, we're assessing students progress and learning on a per-case basis, mostly via a faculty advisor and the graduate chair. Hopefully this will evolve in 2011 once our SLO, Curriculum map, and process will be approved by our faculty.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

The data collected are used to advise, and counsel students in addressing their academic and career concerns.

b.      The ICS program is constantly developing new topics that enable students to select courses in their particular areas of interest.  This allows the student to establish a subject emphasis in their preparation towards their Master’s research project.

c.       The Department has made administrative changes recently and hired a Faculty Specialist who will work on both the ICS and LIS programs to address student issues such as student data management (creating a database to integrate all relevant student information including survey data, advising, courses taken, background, track, alumni status and directory information, etc.).  This position will provide the support needed to better advise students and track assessment.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

This year, prompted by graduate division, the graduate chair has spent an inordinate amount of time to produce a document to evaluate the outcome of our M.S. (and Ph.D.) program, essentially looking at time-to-graduation, acceptance, impact of students beyond graduation. While not cast in an SLO-based, rubric-based, assessment, this document (available upon request) provides overwhelming evidence that our program is effective.  

13) Other important information:

One issue, which is beyond anybody's control, is that putting a new assessment process in the midst of a terrible crisis in which our department, like others, has lost 5 faculty members that it hasn't had the opportunity to replace in the last 3 years. Consequently, this is a time when all are scrambling to make ends meet, which does not provide for a ideal terrain for putting in place a new effort. 

The Information and Computer Sciences Assessment Committee is currently working on assessment plans for the Bachelor of Arts in Information and Computer Sciences, the Bachelor of Arts in Information and Computer Sciences w/ and IT focus, and the Bachelor of Science in Computer Science.  Once the assessment plan is complete, the committee plans to assess the Master of Science and PhD in Computer Science.