BABYL OPTIONS: -*- rmail -*- Version: 5 Labels: Note: This is the header of an rmail file. Note: If you are seeing it in rmail, Note: it means the file has no messages in it.  1,, Summary-line: 3-May rick@cis.ohio-state.edu [81] #Re: CIS 731 Mail-from: From rick@cis.ohio-state.edu Mon May 3 12:06:24 1999 Received: from [164.107.60.98] (mac-593.cis.ohio-state.edu [164.107.60.98]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id MAA13288; Mon, 3 May 1999 12:06:23 -0400 (EDT) Message-Id: <199905031606.MAA13288@cis.ohio-state.edu> X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Date: Mon, 03 May 1999 12:06:22 -0400 Subject: Re: CIS 731 From: "Richard Lewis" To: Neelam Soundarajan CC: Chandra Mime-version: 1.0 X-Priority: 3 Content-type: text/plain; charset="US-ASCII" Content-transfer-encoding: 7bit *** EOOH *** X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Date: Mon, 03 May 1999 12:06:22 -0400 Subject: Re: CIS 731 From: "Richard Lewis" To: Neelam Soundarajan CC: Chandra Mime-version: 1.0 X-Priority: 3 Content-type: text/plain; charset="US-ASCII" Content-transfer-encoding: 7bit Neelam, I did indeed end up making a significant change to the 731 labs this time. The lab they are working on right now is a diagnosis system. The domain they are working with is Unix/NT account problems in the CIS environment. The idea is to develop an automated system that starts with the presented symptoms ("I get a directory missing error") and takes the user through an intelligently guided dialogue to pinpoint the cause (diagnosis; "the account was created after 3am last night and the directories have not yet been updated"), then suggest a recommended fix (therapy/repair). For their current lab, instead of me giving them the specific domain knowledge (detailed spec of the solution space and data space), they are starting from a set of sample "real-world" problem cases provided by the IICF staff. The students must then generate a detailed spec for the implementation that consists of a structured description of the solution (cause) space, mapping from data space to the solution space, etc. On Friday, the students will bring their analyses of the sample cases and they will break into groups to discuss their analyses, with the goal of coming up with a group consensus about the best analysis of this domain. Each group must then make a brief presentation to the class describing their consensus analysis. So, this is at least moving in the following direction wrt the ABET requirements: 1. There is more system design involved. The students are involved in generating the spec for the system themselves; it is not given. 2. There is some minimal amount of group work involved. 3. There is some minimal amount of public presentation involved. We'll see how it goes. ----------------------------- Richard L. Lewis Assistant Professor  Department of Computer and Information Science Ohio State University 2015 Neil Avenue Columbus, OH 43210 rick@cis.ohio-state.edu http://www.cis.ohio-state.edu/~rick 614-292-2958 (voice) 614-292-2911 (fax) ---------- >From: Neelam Soundarajan >To: rick@cis.ohio-state.edu >Subject: Re: CIS 731 >Date: Mon, Apr 26, 1999, 9:50 AM > > > Rick, > > I continue to be worried about CIS731 and what the ABET evaluators will > say about it. Can you send please send me a paragraph summarizing the > changes you are making to it this time? Also, I noticed that it only has > 630 as a pre-req. Would you be able to increase the design component if > we were to make 730 the pre-req? > > --Neelam. >  1,, Summary-line: 6-May to: chuck-klein@osu.edu [54] #CIS computing facilities Date: 6 May 1999 10:50:51 -0400 From: Neelam Soundarajan To: chuck-klein@osu.edu Subject: CIS computing facilities *** EOOH *** Date: 6 May 1999 10:50:51 -0400 From: Neelam Soundarajan To: chuck-klein@osu.edu Subject: CIS computing facilities You had asked for a description of the CIS computing facilities that ECE students use when they take our courses. The following is what I plan to use in our self-study to describe out facilities. This is basically the same thing that ECE students use when taking our courses. So feel free to use any portion of this: The CIS computing facilities provide access to Unix and NT systems in all faculty offices and in all student labs used by students in the program. The Department maintains facilities for the program that include 130 seats for open lab use, and an additional 20-seat closed laboratory that is used for introductory computer science sequence (221-222-321), and for other courses on occasion. Remote access to the lab stations is available, and students in the program can use special dial-in numbers that are not available to non-majors. Thus, they do not compete with the rest of the students on campus access to the systems. The CIS network includes both ATM and fast ethernet, with high-powered servers for both compute power and file management. Printing facilities exist in each lab. Appropriate software resides on the servers and is accessible from any lab seat or office. The Department controls three classrooms that have full internet access, including the closed laboratory classroom used by the introductory sequence. Other classrooms assigned to our courses have overhead projectors as standard equipment. The Department also maintains laptops and laptop projectors that can be reserved by faculty to give, for example, power point presentations or other demos. The Department's own 13-person computing staff maintains the facilities used in the program by faculty, staff and students. Because they are employees of the Department, they can be more responsive to the needs of the program and cn plan upgrades and maintainence activities to minimize disruption to the program. The Department's Computer Committee is responsible for computing policies and plans. The director of the computing staff, and representatives from the student community, sit on this committee with department faculty to ensure that the different perspectives are represented when setting these policies and plans. Hope that helps. --Neelam.  1,, Summary-line: 7-May klein@ee.eng.ohio-state.e [86] #Re: computing facilities Mail-from: From klein@ee.eng.ohio-state.edu Fri May 7 08:57:09 1999 Received: from avalon.eng.ohio-state.edu (root@avalon.eng.ohio-state.edu [128.146.155.41]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id IAA01090 for ; Fri, 7 May 1999 08:57:08 -0400 (EDT) Received: from eecf38 (eecf38.eng.ohio-state.edu [164.107.159.138]) by avalon.eng.ohio-state.edu with SMTP (8.7.5/8.7.1) id IAA06758 for ; Fri, 7 May 1999 08:57:07 -0400 (EDT) Message-Id: <4.1.19990507085421.0091dde0@ee.eng.ohio-state.edu> X-Sender: klein@ee.eng.ohio-state.edu (Unverified) X-Mailer: QUALCOMM Windows Eudora Pro Version 4.1 Date: Fri, 07 May 1999 08:56:42 -0400 To: Neelam Soundarajan From: Charles Klein Subject: Re: computing facilities In-Reply-To: <199905061454.KAA01219@london.cis.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: klein@ee.eng.ohio-state.edu (Unverified) X-Mailer: QUALCOMM Windows Eudora Pro Version 4.1 Date: Fri, 07 May 1999 08:56:42 -0400 To: Neelam Soundarajan From: Charles Klein Subject: Re: computing facilities In-Reply-To: <199905061454.KAA01219@london.cis.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Neelam, I don't know if you wanted to include anything about our computer lab concerning your hardware option students' EE experience or not. Here is what I wrote about our facilities. I haven't had our site proof it yet. c. Computing and information infrastructure Computing and information infrastructure common to all university units or to all programs within the College of Engineering will be discussed in Vol. II. These include the University Library System including the Science and Engineering Library. Also included is the Enginnering College computer network system which is a backbone to the individual departments' computer networks. In 1993, the College instituted a college wide set of computer regions paid for from a engineering student computing fee. Seven regions were established. Region 4 corresponds to the Department of Electrical Engineering, although some of the other computing regions cover several departments. Engineering Region 4 (ER4) decided on Unix workstations for student use after extensive input from the students in public meetings. It was felt that Unix supported professional software tools that could not be run on PC or Macs that many students already owned. At the present time, the region owns approximately 90 HP workstations which reside in four different rooms. Keycard access allows 24 hour access for students. Because faculty members have computers on their desks, faculty rarely use any of the seats. These workstations are also available for remote login from the network. The ER4 system has 4 staff members to keep the ER4 system and faculty desk and lab computers running plus a number of student monitors. Major software packages include Matlab: Interactive numerical and plotting package used throughout the curriculum. Maple: Symbolic math manipulation. Framemaker: publishing system LabView: G graphical programming for systems and instrumentation. It is also available on many PC in labs throughout the department. Mentor Graphics: Complete electronic CAD suite. . The EE department pays a staff person to support Mentor and other CAD tools and to provide help to instructors and students for this sophisticated package. EESOF Microwave design tool . Saber: Design tool for mechatronics. IMSL: A library of math, science, and engineering C and Fortran functions which can be included in student code. PVWave: Data visualization package C, C++, FORTRAN, PASCAL compilers: The ER4 region is supervised by the Computer Facilities Committee which sets policy and plans upgrades. The committee consists of xx faculty members, the computr site manager. An undergraduate and a graduate student are also members to assure that the students are directly represented in the governance of this system. In addition to the ER4 engineering workstation system, many of the labs contain PCs and the appropriate design tools for a particular class. For example, PC's for the EE 265 microprocessor class contain assemblers for the microprocessors used. See Table xx which lists the software design and analysis tools for each lab.  1,, Summary-line: 7-May doug@cis.ohio-state.edu [25] #Re: Urgent: 772 description Mail-from: From doug@cis.ohio-state.edu Fri May 7 10:10:15 1999 Received: from utah.cis.ohio-state.edu (doug@utah.cis.ohio-state.edu [164.107.137.9]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id KAA12553 for ; Fri, 7 May 1999 10:10:14 -0400 (EDT) Received: (doug@localhost) by utah.cis.ohio-state.edu (8.8.0/8.6.4) id KAA07754; Fri, 7 May 1999 10:10:04 -0400 (EDT) Date: Fri, 7 May 1999 10:10:04 -0400 (EDT) Message-Id: <199905071410.KAA07754@utah.cis.ohio-state.edu> From: Doug Kerr To: neelam@cis.ohio-state.edu In-reply-to: <199905071248.IAA12229@london.cis.ohio-state.edu> (message from Neelam Soundarajan on Fri, 7 May 1999 08:48:51 -0400 (EDT)) Subject: Re: Urgent: 772 description *** EOOH *** Date: Fri, 7 May 1999 10:10:04 -0400 (EDT) From: Doug Kerr To: neelam@cis.ohio-state.edu In-reply-to: <199905071248.IAA12229@london.cis.ohio-state.edu> (message from Neelam Soundarajan on Fri, 7 May 1999 08:48:51 -0400 (EDT)) Subject: Re: Urgent: 772 description Will the following suffice? http://www.cis.ohio-state.edu/~doug/Cis772/syllabus99Wi/ Doug Date: Fri, 7 May 1999 08:48:51 -0400 (EDT) From: Neelam Soundarajan Doug, I urgently need the 772 course description (for the self-study report). Can you please point me to your most recent version of it (or give me a hardcopy)? Thanks. --Neelam.  1, forwarded,, Summary-line: 8-May to: rick [100] #CIS 731 Date: 8 May 1999 18:08:52 -0400 From: Neelam Soundarajan To: rick Subject: CIS 731 *** EOOH *** Date: 8 May 1999 18:08:52 -0400 From: Neelam Soundarajan To: rick Subject: CIS 731 Rick, I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. Based on what you have told me so far, I came up with the following about 731; does this look ok to you? Thanks. / Neelam. ===================== \item CIS~731 (Knowledge-Based Systems): Students interested in Artificial Intelligence (AI) choose this course as their capstone design course. The focus in this course is to design {\em knowledge-based} systems. General AI concepts, as well as basic concepts of building knowledge-based systems are discussed in the pre-requisite course CIS~630. In 731, students focus on using these ideas to design and implement a knowledge-based system to solve specific problem in some specific application domain. A typical application domain for the course has been medical diagnosis; the problem with this has been the lack of student-background in the domain. As mentioned earlier, Prof.~Lewis, the coordinator for the course, has identified what seems to be a better application domain (from the point of view of this course), indeed one that our students are intimately familiar with. This application is that of creating and maintaining computer accounts in a large system, such as the one our Department maintains. The idea is to develop an automated system that starts with the presented symptoms (`I get a directory missing error') and takes the user through an intelligently guided dialogue to pinpoint the cause, then suggest a recommended fix, using the knowledge-based approach. In their actual projects, students start from a set of sample `real-world' problem cases (provided by the Departmental computer staff). The students must then generate a detailed specification for the implementation that consists of a structured description of the solution space, mapping from problem space to the solution space, etc. Students form groups in which they discuss their individual analyses of the problems, with the goal of coming up with a group consensus about the best analysis of this domain. Each group will then make a presentation to the class describing their consensus analysis. Actual implementation of the system will be done by individual students. In the future, the course may move toward including teams for this aspect of the project also. These activities of starting from a loosely-specified requirements, going through a team-based analysis of the problem, to arriving at a design for the system, and then implementing it, are very typical of industry practice for such systems. Further, the key reason for using the knowledge-based approach for designing such systems is that it allows the designer to make decisions efficiently, rather than by searching exhaustively through all possible answers. This makes it possible for such systems to function within specified time constraints, so that these resource considerations are a running theme in the course and in the design tasks. Sustainability is another running theme since an important aspect of these systems is that they allow you to account for cases that may not have been considered during the original design. Indeed this is the case in the computer-accounts domain; thus, for example, it may one day be decided to impose a quota on the amount of printing that may be done by a given account, and it must be possible to add new rules to the knowledge-based system to take account of this. Ethical, social, and political issues, while they are not in the forefront, are nevertheless ever present in the design of software systems. Since students will typically take 731 near the end of their program, they would already have taken CIS~601 whose key objective is to make that students are keenly aware of these issues. Thus whereever appropriate, students are expected to take account of these issues in the systems that they design and implement in CIS~731. Thus the course meets the Criterion 4 requirements. =====================  1, answered,, Summary-line: 8-May to: harrold [63] #CIS 758 Date: 8 May 1999 18:51:52 -0400 From: Neelam Soundarajan To: harrold cc: ramnath Subject: CIS 758 *** EOOH *** Date: 8 May 1999 18:51:52 -0400 From: Neelam Soundarajan To: harrold cc: ramnath Subject: CIS 758 Mary-Jean, Rajiv: I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. I came up with the following about 758; does this look ok to you? Thanks. / Neelam. ===================== \item CIS~758 (Software Engineering Project): This is our most popular capstone design course. The reason is easy to see; the type of system that the students in this course design is very similar to the kinds of systems they are likely to design in their future careers in the software industry. Further, the processes they are required to use in arriving at the design also reflect current industrial practice. The first two weeks of the course discusses such industrial software development practices as iterative development, workbook centered design, the use of CASE tools etc. Following this, the class is organized into project teams of 4 or 5 people each. The project typically includes elements of project management, cost-estimation, requirements collection, analysis, user-interface design, system design, and implementation planning and scheduling. Each team is required to present its deliverables for each step of the process; each team might also be required to review some documents of some of the other teams. Each team is required to make oral presentations. The teams are also expected to generate and evaluate alternative designs. Since students would have already taken CIS~601, they are expected to take of social, ethical, and political issues as appropriate. Thus the course meets the Criterion 4 requirements. =====================  1,, Summary-line: 8-May to: mamrak, anish [74] #CIS 762 Date: 8 May 1999 18:53:15 -0400 From: Neelam Soundarajan To: mamrak, anish Subject: CIS 762 *** EOOH *** Date: 8 May 1999 18:53:15 -0400 From: Neelam Soundarajan To: mamrak, anish Subject: CIS 762 Sandy, Anish: I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. I came up with the following about 762; does this look ok to you? Thanks. / Neelam. ===================== \item CIS~762 (Advanced Operating Systems Laboratory): While most {\em CSE} students, following their graduation, will be employed in software industries that develop {\em application} software, a few will be engaged in developing {\em systems} software, i.e., parts of the underlying operating system (OS). CIS~762 is excellent preparation for such work. Students work with (an educational version of) an industry standard OS, Unix. Given a new requirement that the OS must meet, students are then required to redesign the system and implement their design to meet this requirement. The pre-requisites for this course are CIS~660 and 662. CIS~662 discusses fundamental operating system concepts, while 662 is a laboratory course where students implement simple system components. CIS~762 is a natural continuation of CIS~662. Students in 762 are expected to solve any problems they encounter when they modify the operating system to implement whatever new feature they are trying to implement. This is a key skill that system designers will need in actual practice and the only way to develop it is by going througha design and implementation experience as in 762. Thus, as we noted, the course provides excellent training for students interested in systems development work following graduation. Resource considerations is fundamental to all systems work since if the underlying OS does not make effective use of the hardware resources, that can have a severe impact on the users of the system. 762 students become acutely aware of this; in class discussions, resource issues form a running theme. Sustainability is another fundamental aspect of the course since the whole point of the design projects is to modify the existing operating system to meet new requirements. And, as in the case of the other courses, since students would have already taken CIS~601 by the time they take 762, they are expected to take account of social, ethical, and political issues as appropriate. Thus the course meets the Criterion 4 requirements. =====================  1,, Summary-line: 7-May reeder@cis.ohio-state.edu [28] #Re: 776 Mail-from: From reeder@cis.ohio-state.edu Fri May 7 15:32:33 1999 Received: from ranier.cis.ohio-state.edu (reeder@ranier.cis.ohio-state.edu [164.107.112.49]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id PAA08365 for ; Fri, 7 May 1999 15:32:32 -0400 (EDT) From: doug reeder Received: (reeder@localhost) by ranier.cis.ohio-state.edu (8.8.0/8.6.4) id PAA26754 for neelam@cis.ohio-state.edu; Fri, 7 May 1999 15:32:24 -0400 (EDT) Message-Id: <199905071932.PAA26754@ranier.cis.ohio-state.edu> Subject: Re: 776 To: neelam@cis.ohio-state.edu (Neelam Soundarajan) Date: Fri, 7 May 1999 15:32:24 -0400 (EDT) In-Reply-To: <199905071258.IAA12235@london.cis.ohio-state.edu> from "Neelam Soundarajan" at May 7, 99 08:58:32 am X-Mailer: ELM [version 2.4 PL25] MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit *** EOOH *** From: doug reeder Subject: Re: 776 To: neelam@cis.ohio-state.edu (Neelam Soundarajan) Date: Fri, 7 May 1999 15:32:24 -0400 (EDT) In-Reply-To: <199905071258.IAA12235@london.cis.ohio-state.edu> from "Neelam Soundarajan" at May 7, 99 08:58:32 am X-Mailer: ELM [version 2.4 PL25] MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > Quick questions about CIS 776: I remember you have your students work in > teams. What size teams? Also, has 776 always used teams, or is this > something you are trying? Teams are 3 or 4 students; IMHO ideal team size is 2 or 3 but we have a limited number of kits 776 has always had teams. -- P. Douglas Reeder Lecturer, Computer. Science. Dept., Ohio State Univ.. reeder@cis.ohio-state.edu http://www.cis.ohio-state.edu/~reeder/reeder.html GE/S d+ s+:- a C+@$ UH+ P+ L E W++ N+ o? K? w !O M+ V PS+() PE Y+ PGP- t 5+ !X R>+ tv+ b+++>$ DI+ D- G e+++ h r+>+++ y+>++  1,, Summary-line: 9-May to: neelam@cis.ohio-state [73] #Re: CIS 758 Mail-from: From neelam@cis.ohio-state.edu Sun May 9 17:04:33 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id RAA09479; Sun, 9 May 1999 17:04:29 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id RAA14886; Sun, 9 May 1999 17:04:17 -0400 (EDT) Date: Sun, 9 May 1999 17:04:17 -0400 (EDT) Message-Id: <199905092104.RAA14886@london.cis.ohio-state.edu> From: Neelam Soundarajan To: neelam@cis.ohio-state.edu CC: harrold@cis.ohio-state.edu, ramnath@cis.ohio-state.edu In-reply-to: message from Neelam Soundarajan on 8 May 1999 18:51:52 -0400 Subject: Re: CIS 758 *** EOOH *** Date: Sun, 9 May 1999 17:04:17 -0400 (EDT) From: Neelam Soundarajan To: neelam@cis.ohio-state.edu CC: harrold@cis.ohio-state.edu, ramnath@cis.ohio-state.edu In-reply-to: message from Neelam Soundarajan on 8 May 1999 18:51:52 -0400 Subject: Re: CIS 758 Mary-Jean, Rajiv: I have revised the 758 portion of the ABET document somewhat. Please look at the version below instead of the one I sent yesterday. For your convenience, I am also including below the ABET criterion and my preliminary discussion that precedes the discussions regarding the individual capstone design courses. Thanks. / Neelam. First, the ABET criterion: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " The part discussing 758: CIS 758 (Software Engineering Project): This is our most popular capstone design course. The reason is easy to see; the type of system that the students in this course design is very similar to the kinds of systems they are likely to design in their future careers in the software industry. Further, the processes they are required to use in arriving at the design also reflect current industrial practice. The pre-requisites for the course are CIS 560 and 757. 560 provides students with extensive experience in software design and implementation, working in teams, and in documentation. 757 provides additional knowledge of the best software development practices, methods for implementation and maintainence of software, as well as the importance of reliability of software and ways of achieving it. CIS 758 allows students to utilize these skills, as well as other industry-standard approaches, to design a software system to meet given (often, informal) requirements. A typical example project for this course might be the design of a Customer Support System that a software vendor might use to provide technical and other support for his customers. The class is organized into project teams of 4 or 5 people each. The teams are required to take account of project management issues, cost-estimation, requirements collection, analysis, user-interface design, system design, and implementation planning and scheduling. Each team is required to present its deliverables for each step of the process; each team might also be required to review some documents of some of the other teams. Each team is required to make oral presentations. The teams are also expected to generate and evaluate alternative designs. Since students would have already taken CIS 601, they are expected to take of social, ethical, and political issues as appropriate. Thus the course meets the Criterion 4 requirements.  1,, Summary-line: 9-May to: doug@cis.ohio-state.e [87] #CIS 772 Mail-from: From neelam@cis.ohio-state.edu Sun May 9 17:07:30 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id RAA09875; Sun, 9 May 1999 17:07:29 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id RAA14892; Sun, 9 May 1999 17:07:21 -0400 (EDT) Date: Sun, 9 May 1999 17:07:21 -0400 (EDT) Message-Id: <199905092107.RAA14892@london.cis.ohio-state.edu> From: Neelam Soundarajan To: doug@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 772 *** EOOH *** Date: Sun, 9 May 1999 17:07:21 -0400 (EDT) From: Neelam Soundarajan To: doug@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 772 Doug, I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. I came up with the following about 772; does this look ok to you? Thanks. / Neelam. ===================== {\bf CIS~772 (Information Systems Project)}: One of the fastest-growing areas in computing is the design and development of large information systems, especially web-based systems. CIS~772 gives students the opportunity to design and implement such a system, starting from requirements analysis, through design, implementation, testing, and evaluation, working in a team-setting. The pre-requisites for the course are CIS~560, 670, and either CIS~516 or 757. CIS~772 builds on the software design and implementation experience that students have acquired in CIS~560, the database fundamentals they have acquired in CIS~670, and the software engineering knowledge acquired in CIS~516 or 757. The project that students work on in 772 is very realistic; it requires students to build a system that can be used to maintain a database of information about a large, highly structure, organization (specfically, our Department). As the first step, students perform a careful requirements analysis and arrive at a precise set of requirements that their design must meet. Next, students from each team are required to obtain information about the existing database by talking to non-computing people (the office staff of the Department). They then design their new system to meet the requirements they have established, and proceed with the implementation. During the implementation, they use industry-standard tools such as Software Through Pictures. They then proceed to test and evaluate their implementation. Members from each team are required to make oral presentations to the entire class on different aspects of their analysis, design, and implementation. Each member is also required to submit written documentation on different aspects of the project. One of the most common type of work that our graduates will be involved with in the next few years is replacing legacy systems with better designed, more capable, systems. The 772 project is precisely this type of project, and so gives prepares our students extremely well for this important type of work. As in all software systems, both reliability, and effective use of machine resources are key issues in the project. User interface design questions also play a prominent role in the project, so students need to come up with reasonable designs for this aspect of the project. The interaction with other members of the team, as well as with non-computing people that the project requires, is another important respect in which the course prepares students for work in industry. And as in the other capstone courses, students are expected to take account of social, ethical, and political issues. These issues are, in fact, rather more important in the context of database projects since, given the nature of the information stored in the databases, questions of privacy become central. Thus the course meets Criterion 4 requirements. ==================  1,, Summary-line: 9-May to: reeder@cis.ohio-state [85] #CIS 776 Mail-from: From neelam@cis.ohio-state.edu Sun May 9 17:08:23 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id RAA09986; Sun, 9 May 1999 17:08:23 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id RAA14896; Sun, 9 May 1999 17:08:15 -0400 (EDT) Date: Sun, 9 May 1999 17:08:15 -0400 (EDT) Message-Id: <199905092108.RAA14896@london.cis.ohio-state.edu> From: Neelam Soundarajan To: reeder@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 776 *** EOOH *** Date: Sun, 9 May 1999 17:08:15 -0400 (EDT) From: Neelam Soundarajan To: reeder@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 776 Doug, I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. I came up with the following about 776; does this look ok to you? Thanks. / Neelam. ===================== {\bf CIS~776 (Hardware/Software Interface Design Project)}: The goal of the project in this course is to get students to call upon both their software and hardware knowledge to design and implement a functional robot. Students working in teams of 3 or 4 students each, design the robot, assemble hardware, instrument sensors, write control software, and test the robot. Near the end of the quarter, each robot is tested to see how well it performs predetermined tasks such as obstacle avoidance. The robots are to be constructed using off-the-shelf components, consisting of lego parts, microprocessor board, assorted sensors, motors, and batteries. The main pre-requisites for the course are CIS~660, and EE~567. CIS~660 prepares students for this design by addressing such issues as synchronization between independent processes, and by discussing techniques for writing software that can interact appropriately with devices (both sensors and motors). EE~567 prepares students for the course by giving them general experience in the design of digital systems. An interesting aspect of CIS~776 is a set of contests in which robots of different teams compete against each other to see which robot functions most efficiently. Teams are allowed to purchase and use in their robots, whatever electronic items they wish -- but they have to work under a restricted budget (\$20 per team). The documentation that the team provides is required to itemize these expenses clearly. Team members are also required to give several presentations during the quarter, addressing such questions as what design alternatives were considered, how the alternatives were evaluated, how the chosen design was implemented, etc. Autonomous robots, with the controlling software embedded in on-board microprocessors is one of the most interesting applications of computing `in-the-small'. From the Mars rover to robots designed to perform hazardous clean-up, if designed well, they can carry out remarkable tasks. But the requirements are demanding; weight, size, and power consumptions may not exceed narrowly defined limits. CIS~776 gives students a wonderful opportunity to experience designing such systems. Cost considerations are emphasized in a very practical manner. The teams are required to build the robots in such a way that they can easily be disassembled at the end of the quarter, so that the components can be used by students in the next offering of the course; this also ensures that students are environmentally aware. The use of off-the-shelf components emphasizes easy manufacturability. And as in the other capstone courses, students are expected to take account of social, ethical, and political issues. Thus the course meets Criterion 4 requirements. ==================  1,, Summary-line: 9-May to: saday@cis.ohio-state. [79] #CIS 778 Mail-from: From neelam@cis.ohio-state.edu Sun May 9 17:09:24 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id RAA10102; Sun, 9 May 1999 17:09:23 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id RAA17100; Sun, 9 May 1999 17:09:16 -0400 (EDT) Date: Sun, 9 May 1999 17:09:16 -0400 (EDT) Message-Id: <199905092109.RAA17100@london.cis.ohio-state.edu> From: Neelam Soundarajan To: saday@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 778 *** EOOH *** Date: Sun, 9 May 1999 17:09:16 -0400 (EDT) From: Neelam Soundarajan To: saday@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: CIS 778 Saday, I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. I came up with the following about 778; does this look ok to you? Thanks. / Neelam. ===================== {\bf CIS~778 (Computer Aided Design and Analysis of VLSI Circuits)}: The goal of the project in this course is to have students design a number of VLSI circuits using tools similar to those used in industry, and use industry-standard hardware description languages to describe the circuits. Most of our students plan to work, after graduation, in the software industry; CIS~778 is designed for the few who plan to work in hardware design. The pre-requisites for the course are CIS~560, EE~561, and CIS~675. Since one of the important projects in 560 is the design of a simulator of a simple computer, it prepares the students for 778 by equipping with a programmer's model of the computer; 675 refines this by discussing the underlying implementation at the circuit-level; and EE~561 gives them a thorough grounding in digital design principles. Students in 778 draw on all of this preparation to design two circuits that are specified informally. Students have to first translate the informal specification into a precise one, and then design a circuit that meets the specification, and implement it using standard circuit layout tools. A typical example of a circuit that students might design in 778 is a traffic light controller. Having students start from loosely defined specifications of the circuits reflects the common situation they will encounter in industry. Moreover, it also gets students to ask themselves who will use the ciruit and for what purpose. Thus in the example described above, of a traffic light controller, it gets students to draw upon not just their technical knowledge from courses like EE~561 and CIS~675, but also on their real-life knowledge and experience to arrive at a set of requirements for the circuit that the intended users will approve of. Students learn to appreciate the importance of using standard circuit layout tools and hardware description languages (HDL) (as against designing everything on a custom-basis) and the resulting savings in cost, as well as the easy manufacturability (since once the designs are expressed in the HDL, the actual fabrication can be automated). Again, as in the case of the other capston design courses, students are expected to take account of social, ethical, and political issues. Thus the course meets Criterion 4 requirements. ==================  1,, Summary-line: 9-May to: rick@cis.ohio-state.e [180] #Re: 731 Mail-from: From neelam@cis.ohio-state.edu Sun May 9 17:18:47 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id RAA11273; Sun, 9 May 1999 17:18:46 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id RAA17108; Sun, 9 May 1999 17:18:37 -0400 (EDT) Date: Sun, 9 May 1999 17:18:37 -0400 (EDT) Message-Id: <199905092118.RAA17108@london.cis.ohio-state.edu> From: Neelam Soundarajan To: rick@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: Re: 731 *** EOOH *** Date: Sun, 9 May 1999 17:18:37 -0400 (EDT) From: Neelam Soundarajan To: rick@cis.ohio-state.edu cc: neelam@cis.ohio-state.edu Subject: Re: 731 ------- Start of forwarded message ------- Date: 8 May 1999 18:08:52 -0400 From: Neelam Soundarajan To: rick Subject: CIS 731 Rick, I have made some changes in the 731 description in the self-study document (since I felt the previous version was too long). Here is the new version. Please comment on this one instead of the one I sent my previous message. For your reference, I am including a copy of my previous message at the end of this message. Thanks. / Neelam. ================== {\bf CIS~731 (Knowledge-Based Systems)}: Students interested in Artificial Intelligence (AI) choose this course as their capstone design course. The focus in this course is to design {\em knowledge-based} systems. General AI concepts, as well as basic concepts of building knowledge-based systems are discussed in the pre-requisite course CIS~630. In 731, students focus on using these ideas to design and implement a knowledge-based system to solve specific problem in some specific application domain. Students are also expected to rely upon the software design and implementation skills they have acquired in courses such as CIS~560.\footnote{Courses such as 560 are not official pre-requisites for 731, although most students would have taken these courses by the time they take 731. The reason we do not include these courses as official pre-requisites is that occasionally a few graduate students enroll in the course; these students are well qualified for 731 since, although they may not have taken 560 and other similar courses in our Department, they have considerable software design and implmentation experience.} A typical application domain for the course has been medical diagnosis; the problem with this has been the lack of student-background in the domain. As mentioned earlier, Prof.~Lewis, the coordinator for the course, has identified what seems to be a better application domain (from the point of view of this course), indeed one that our students are intimately familiar with. This application is that of creating and maintaining computer accounts in a large system, such as the one our Department maintains. The idea is to develop an automated system that starts with the presented symptoms (`I get a directory missing error') and takes the user through an intelligently guided dialogue to pinpoint the cause, then suggest a recommended fix, using the knowledge-based approach. In their actual projects, students start from a set of sample `real-world' problem cases (provided by the Departmental computer staff). The students must then generate a detailed specification for the implementation that consists of a structured description of the solution space, mapping from problem space to the solution space, etc. Students form groups in which they discuss their individual analyses of the problems, with the goal of coming up with a group consensus about the best analysis of this domain. Each group will then make a presentation to the class describing their consensus analysis. Actual implementation of the system will be done by individual students. In the future, the course may move toward including teams for this aspect of the project also. These activities of starting from a loosely-specified requirements, going through a team-based analysis of the problem, to arriving at a design for the system, and then implementing it, are very typical of industry practice for such systems. Further, the key reason for using the knowledge-based approach for designing such systems is that it allows the designer to make decisions efficiently, rather than by searching exhaustively through all possible answers. This makes it possible for such systems to function within specified time constraints, so that these resource considerations are a running theme in the course and in the design tasks. Sustainability is another running theme since an important aspect of these systems is that they allow you to account for cases that may not have been considered during the original design. And since students would have already taken CIS~601, they are expected to take of social, ethical, and political issues as appropriate. Thus the course meets the Criterion 4 requirements. ===================== Copy of previous message: ============== Rick, I am writing the ABET self-study document. I am working on the part concerned with the capstone design courses. Here is what the criterion says: "Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political." Before discussing the individual courses, I wrote the following paragraph: "We should first note that these requirements need to be interpreted appropriately when applied to {\em software} systems, which is the type of system that students design in (most of) the courses described below. Thus we will interpret `economic considerations' as not just dollars and cents but, rather, resource considerations in general; thus, for example, this could include such issues as the amount of memory a system occupies since memory is often a resource in short supply. Or again, we will interpret `sustainability' to mean how easy it to modify the design of the software system if the requirements were to be slightly changed, etc. " Next, I plan to discuss the individual courses. Based on what you have told me so far, I came up with the following about 731; does this look ok to you? Thanks. / Neelam. ===================== \item CIS~731 (Knowledge-Based Systems): Students interested in Artificial Intelligence (AI) choose this course as their capstone design course. The focus in this course is to design {\em knowledge-based} systems. General AI concepts, as well as basic concepts of building knowledge-based systems are discussed in the pre-requisite course CIS~630. In 731, students focus on using these ideas to design and implement a knowledge-based system to solve specific problem in some specific application domain. A typical application domain for the course has been medical diagnosis; the problem with this has been the lack of student-background in the domain. As mentioned earlier, Prof.~Lewis, the coordinator for the course, has identified what seems to be a better application domain (from the point of view of this course), indeed one that our students are intimately familiar with. This application is that of creating and maintaining computer accounts in a large system, such as the one our Department maintains. The idea is to develop an automated system that starts with the presented symptoms (`I get a directory missing error') and takes the user through an intelligently guided dialogue to pinpoint the cause, then suggest a recommended fix, using the knowledge-based approach. In their actual projects, students start from a set of sample `real-world' problem cases (provided by the Departmental computer staff). The students must then generate a detailed specification for the implementation that consists of a structured description of the solution space, mapping from problem space to the solution space, etc. Students form groups in which they discuss their individual analyses of the problems, with the goal of coming up with a group consensus about the best analysis of this domain. Each group will then make a presentation to the class describing their consensus analysis. Actual implementation of the system will be done by individual students. In the future, the course may move toward including teams for this aspect of the project also. These activities of starting from a loosely-specified requirements, going through a team-based analysis of the problem, to arriving at a design for the system, and then implementing it, are very typical of industry practice for such systems. Further, the key reason for using the knowledge-based approach for designing such systems is that it allows the designer to make decisions efficiently, rather than by searching exhaustively through all possible answers. This makes it possible for such systems to function within specified time constraints, so that these resource considerations are a running theme in the course and in the design tasks. Sustainability is another running theme since an important aspect of these systems is that they allow you to account for cases that may not have been considered during the original design. Indeed this is the case in the computer-accounts domain; thus, for example, it may one day be decided to impose a quota on the amount of printing that may be done by a given account, and it must be possible to add new rules to the knowledge-based system to take account of this. Ethical, social, and political issues, while they are not in the forefront, are nevertheless ever present in the design of software systems. Since students will typically take 731 near the end of their program, they would already have taken CIS~601 whose key objective is to make that students are keenly aware of these issues. Thus whereever appropriate, students are expected to take account of these issues in the systems that they design and implement in CIS~731. Thus the course meets the Criterion 4 requirements. ===================== ------- End of forwarded message -------  1,, Summary-line: 9-May ramnath@concentus-tech.co [171] #Re: CIS 758 Mail-from: From ramnath@concentus-tech.com Sun May 9 23:32:10 1999 Received: from riscy.concentus-tech.com (riscy.concentus-tech.com [204.241.204.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with SMTP id XAA27260; Sun, 9 May 1999 23:32:04 -0400 (EDT) Received: from [209.190.33.48] by riscy.concentus-tech.com (AIX 3.2/UCB 5.64/4.03) id AA16003; Sun, 9 May 1999 23:01:23 -0400 Message-Id: <373654DF.B25741FF@concentus-tech.com> Date: Sun, 09 May 1999 23:39:11 -0400 From: Rajiv Ramnath Reply-To: ramnath@concentus-tech.com Organization: Concentus Technology Corp. X-Mailer: Mozilla 4.5 [en] (WinNT; U) X-Accept-Language: en Mime-Version: 1.0 To: Neelam Soundarajan Cc: harrold@cis.ohio-state.edu, ramnath@cis.ohio-state.edu Subject: Re: CIS 758 References: <199905092104.RAA14886@london.cis.ohio-state.edu> Content-Type: multipart/mixed; boundary="------------5962CC1163FC3ADFE6729544" *** EOOH *** Date: Sun, 09 May 1999 23:39:11 -0400 From: Rajiv Ramnath Reply-To: ramnath@concentus-tech.com Organization: Concentus Technology Corp. X-Mailer: Mozilla 4.5 [en] (WinNT; U) X-Accept-Language: en Mime-Version: 1.0 To: Neelam Soundarajan Cc: harrold@cis.ohio-state.edu, ramnath@cis.ohio-state.edu Subject: Re: CIS 758 References: <199905092104.RAA14886@london.cis.ohio-state.edu> Content-Type: multipart/mixed; boundary="------------5962CC1163FC3ADFE6729544" This is a multi-part message in MIME format. --------------5962CC1163FC3ADFE6729544 Content-Type: multipart/alternative; boundary="------------C9BC884F4F00570A21122133" --------------C9BC884F4F00570A21122133 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam, Mary-Jean, See comments below: > First, the ABET criterion: > "Students must be prepared for engineering practice through the > curriculum culminating in a major design experience based on the > knowledge and skills acquired in earlier course work and incorporating > engineering standards and realistic constraints that include most of > the following considerations: economic; environmental; sustainability; > manufacturability; ethical; health and safety; social; and political." > > Before discussing the individual courses, I wrote the following > paragraph: > "We should first note that these requirements need to be interpreted > appropriately when applied to {\em software} systems, which is the > type of system that students design in (most of) the courses described > below. Thus we will interpret `economic considerations' as not just > dollars and cents but, rather, resource considerations in general; > thus, for example, this could include such issues as the amount of > memory a system occupies since memory is often a resource in short > supply. Or again, we will interpret `sustainability' to mean how easy > it to modify the design of the software system if the requirements > were to be slightly changed, etc. " Good idea! Incidentally, we do consider economic considerations directly. The students write a business case for the project they take up - basically a cost vs. benefit analysis. > The part discussing 758: > > ... No comments on the deleted portions. > > The class is organized into project teams of 4 or 5 people each. The > teams are required to take account of project management issues, > cost-estimation, requirements collection, analysis, user-interface > design, system design, and implementation planning and scheduling. Could just remove the word "implementation" > > The teams are also expected to generate and evaluate > alternative designs. Not enough time to do this .... but the intent was there. > Since students would have already taken CIS 601, > they are expected to take of social, ethical, and political issues as > appropriate. Thus the course meets the Criterion 4 requirements. And, as I said before, they write a business case in which this stuff is implcitly included. It will be a good idea to expand the scope of this work-product to explicitly include social, ethical and political issues - I will try to do so in the future. Rajiv --------------C9BC884F4F00570A21122133 Content-Type: text/html; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam, Mary-Jean,

See comments below:

First, the ABET criterion:
"Students must be prepared for engineering practice through the
curriculum culminating in a major design experience based on the
knowledge and skills acquired in earlier course work and incorporating
engineering standards and realistic constraints that include most of
the following considerations: economic; environmental; sustainability;
manufacturability; ethical; health and safety; social; and political."

Before discussing the individual courses, I wrote the following
paragraph:
"We should first note that these requirements need to be interpreted
appropriately when applied to {\em software} systems, which is the
type of system that students design in (most of) the courses described
below. Thus we will interpret `economic considerations' as not just
dollars and cents but, rather, resource considerations in general;
thus, for example, this could include such issues as the amount of
memory a system occupies since memory is often a resource in short
supply. Or again, we will interpret `sustainability' to mean how easy
it to modify the design of the software system if the requirements
were to be slightly changed, etc. "

Good idea!

Incidentally, we do consider economic considerations directly. The students write a business case for the project they take up - basically a cost vs. benefit analysis.

The part discussing 758:
 
...
No comments on the deleted portions.
 
The class is organized into project teams of 4 or 5 people each. The
teams are required to take account of project management issues,
cost-estimation, requirements collection, analysis, user-interface
design, system design, and implementation planning and scheduling.
Could just remove the word "implementation"
 
The teams are also expected to generate and evaluate
alternative designs.
Not enough time to do this .... but the intent was there.
Since students would have already taken CIS 601,
they are expected to take of social, ethical, and political issues as
appropriate. Thus the course meets the Criterion 4 requirements.
And, as I said before, they write a business case in which this stuff is implcitly included. It will be a good idea to expand the scope of this work-product to explicitly include social, ethical and political issues - I will try to do so in the future.

    Rajiv --------------C9BC884F4F00570A21122133-- --------------5962CC1163FC3ADFE6729544 Content-Type: text/x-vcard; charset=us-ascii; name="ramnath.vcf" Content-Transfer-Encoding: 7bit Content-Description: Card for Rajiv Ramnath Content-Disposition: attachment; filename="ramnath.vcf" begin:vcard n:Ramnath;Rajiv tel;fax:614-792-0998 tel;work:614-792-9996 x-mozilla-html:TRUE url:http://www.concentus-tech.com org:Concentus Technology Corp. version:2.1 email;internet:ramnath@concentus-tech.com title:Vice President, Product Development adr;quoted-printable:;;5115 ParkCenter Ave., Suite 150=0D=0A;Dublin;OH;43017;USA x-mozilla-cpt:;16304 fn:Rajiv Ramnath end:vcard --------------5962CC1163FC3ADFE6729544--  1,, Summary-line: 9-May saday@cis.ohio-state.edu [92] #Re: CIS 778 Mail-from: From saday@cis.ohio-state.edu Sun May 9 22:55:53 1999 Received: from beta.cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id WAA22773 for ; Sun, 9 May 1999 22:55:52 -0400 (EDT) From: P Sadayappan Received: (from saday@localhost) by beta.cis.ohio-state.edu (8.9.1/8.9.1) id WAA09354 for neelam@cis.ohio-state.edu; Sun, 9 May 1999 22:55:52 -0400 (EDT) Message-Id: <199905100255.WAA09354@beta.cis.ohio-state.edu> Subject: Re: CIS 778 To: neelam@cis.ohio-state.edu (Neelam Soundarajan) Date: Sun, 9 May 1999 22:55:52 -0400 (EDT) In-Reply-To: <199905092109.RAA17100@london.cis.ohio-state.edu> from "Neelam Soundarajan" at May 09, 1999 05:09:16 PM X-Mailer: ELM [version 2.5 PL0pre8] MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** From: P Sadayappan Subject: Re: CIS 778 To: neelam@cis.ohio-state.edu (Neelam Soundarajan) Date: Sun, 9 May 1999 22:55:52 -0400 (EDT) In-Reply-To: <199905092109.RAA17100@london.cis.ohio-state.edu> from "Neelam Soundarajan" at May 09, 1999 05:09:16 PM X-Mailer: ELM [version 2.5 PL0pre8] MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam, The description generally looks good. I will stop by to ask you about a couple of things about the write-up. -- Saday > > > Saday, > > I am writing the ABET self-study document. I am working on the part > concerned with the capstone design courses. Here is what the criterion > says: > > "Students must be prepared for engineering practice through the > curriculum culminating in a major design experience based on the > knowledge and skills acquired in earlier course work and incorporating > engineering standards and realistic constraints that include most of > the following considerations: economic; environmental; sustainability; > manufacturability; ethical; health and safety; social; and political." > > > Before discussing the individual courses, I wrote the following > paragraph: > "We should first note that these requirements need to be interpreted > appropriately when applied to {\em software} systems, which is the > type of system that students design in (most of) the courses described > below. Thus we will interpret `economic considerations' as not just > dollars and cents but, rather, resource considerations in general; > thus, for example, this could include such issues as the amount of > memory a system occupies since memory is often a resource in short > supply. Or again, we will interpret `sustainability' to mean how easy > it to modify the design of the software system if the requirements > were to be slightly changed, etc. " > > > Next, I plan to discuss the individual courses. I came up with the > following about 778; does this look ok to you? Thanks. / Neelam. > > ===================== > {\bf CIS~778 (Computer Aided Design and Analysis of VLSI Circuits)}: > The goal of the project in this course is to have students design a > number of VLSI circuits using tools similar to those used in industry, > and use industry-standard hardware description languages to describe > the circuits. Most of our students plan to work, after graduation, in > the software industry; CIS~778 is designed for the few who plan to > work in hardware design. > > The pre-requisites for the course are CIS~560, EE~561, and CIS~675. > Since one of the important projects in 560 is the design of a > simulator of a simple computer, it prepares the students for 778 > by equipping with a programmer's model of the computer; 675 refines > this by discussing the underlying implementation at the circuit-level; > and EE~561 gives them a thorough grounding in digital design > principles. Students in 778 draw on all of this preparation to design > two circuits that are specified informally. Students have to first > translate the informal specification into a precise one, and then > design a circuit that meets the specification, and implement it using > standard circuit layout tools. A typical example of a circuit that > students might design in 778 is a traffic light controller. > > Having students start from loosely defined specifications of the > circuits reflects the common situation they will encounter in > industry. Moreover, it also gets students to ask themselves who will > use the ciruit and for what purpose. Thus in the example described > above, of a traffic light controller, it gets students to draw upon > not just their technical knowledge from courses like EE~561 and > CIS~675, but also on their real-life knowledge and experience to > arrive at a set of requirements for the circuit that the intended > users will approve of. Students learn to appreciate the importance of > using standard circuit layout tools and hardware description languages > (HDL) (as against designing everything on a custom-basis) and the > resulting savings in cost, as well as the easy manufacturability > (since once the designs are expressed in the HDL, the actual > fabrication can be automated). Again, as in the case of the other > capston design courses, students are expected to take account of > social, ethical, and political issues. Thus the course meets Criterion > 4 requirements. > ================== >  1,, Summary-line: 10-May rick@cis.ohio-state.edu [203] #Re: 731 Mail-from: From rick@cis.ohio-state.edu Mon May 10 13:21:40 1999 Received: from [164.107.60.98] (mac-593.cis.ohio-state.edu [164.107.60.98]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id NAA13539 for ; Mon, 10 May 1999 13:21:39 -0400 (EDT) Message-Id: <199905101721.NAA13539@cis.ohio-state.edu> X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Date: Mon, 10 May 1999 13:21:47 -0400 Subject: Re: 731 From: "Richard Lewis" To: Neelam Soundarajan Mime-version: 1.0 X-Priority: 3 Content-type: text/plain; charset="US-ASCII" Content-transfer-encoding: 7bit *** EOOH *** X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Date: Mon, 10 May 1999 13:21:47 -0400 Subject: Re: 731 From: "Richard Lewis" To: Neelam Soundarajan Mime-version: 1.0 X-Priority: 3 Content-type: text/plain; charset="US-ASCII" Content-transfer-encoding: 7bit Neelam, Here are a few suggestion/comments on the text: > {\bf CIS~731 (Knowledge-Based Systems)}: Students interested in > Artificial Intelligence (AI) choose this course as their capstone > design course. The focus in this course is to design {\em > knowledge-based} systems. General AI concepts, as well as basic > concepts of building knowledge-based systems are discussed in the > pre-requisite course CIS~630. In 731, students focus on using these > ideas to design and implement a knowledge-based system to solve > specific problem in some specific application domain. Students are > also expected to rely upon the software design and implementation > skills they have acquired in courses such as CIS~560.\footnote{Courses > such as 560 are not official pre-requisites for 731, although most > students would have taken these courses by the time they take 731. > The reason we do not include these courses as official pre-requisites > is that occasionally a few graduate students enroll in the course; > these students are well qualified for 731 since, although they may not > have taken 560 and other similar courses in our Department, they have > considerable software design and implmentation experience.} > A typical application domain for the course has been medical > diagnosis; the problem with this has been the lack of We never had the students implement medical diagnosis systems, but the point is still valid. I would word it a little differently, perhaps as follows: "The best-known examples of knowledge-based systems, such as medical diagnosis systems, naturally involve domains that require considerable expertise or access to domain experts, and therefore are not suitable as the basis of course projects. As mentioned earlier, .... > student-background in the domain. As mentioned earlier, Prof.~Lewis, > the coordinator for the course, has identified what seems to be a > better application domain (from the point of view of this course), > indeed one that our students are intimately familiar with. This > application is that of creating and maintaining computer accounts in a > large system, such as the one our Department maintains. The idea is > to develop an automated system that starts with the presented symptoms > (`I get a directory missing error') and takes the user through an > intelligently guided dialogue to pinpoint the cause, then suggest a > recommended fix, using the knowledge-based approach. > > In their actual projects, students start from a set of sample > `real-world' problem cases (provided by the Departmental computer > staff). The students must then generate a detailed specification for > the implementation that consists of a structured description of the > solution space, mapping from problem space to the solution space, etc. The solution/problem space terminology might be a little confusing, though we use these terms in a specific technical sense in the course. It might be better to say "..description of the diagnosis space, mapping from data space to the diagnosis space, etc." > Students form groups in which they discuss their individual analyses > of the problems, with the goal of coming up with a group consensus > about the best analysis of this domain. Each group will then make a > presentation to the class describing their consensus analysis. Actual > implementation of the system will be done by individual students. In > the future, the course may move toward including teams for this aspect > of the project also. > > These activities of starting from a loosely-specified requirements, > going through a team-based analysis of the problem, to arriving at a > design for the system, and then implementing it, are very typical of > industry practice for such systems. Further, the key reason for using > the knowledge-based approach for designing such systems is that it > allows the designer to make decisions efficiently, rather than by Instead of "the key reason for using", how about: "A key constraint on the development of knowledge-based systems is that they allow the .... Instead of "allows the designer", how about: "allow the user (who may not be an expert in the domain) to make decisions ..... > searching exhaustively through all possible answers. This makes it > possible for such systems to function within specified time > constraints, so that these resource considerations are a running theme > in the course and in the design tasks. Sustainability is another > running theme since an important aspect of these systems is that they > allow you to account for cases that may not have been considered "..two important aspects of these systems are that they handle cases that may not have been considered during the original design, and that they permit incremental additions of new knowledge over the lifetime of the system." > during the original design. And since students would have already > taken CIS~601, they are expected to take of social, ethical, and > political issues as appropriate. Thus the course meets the Criterion 4 > requirements. > ===================== > > > Copy of previous message: > > ============== > Rick, > > I am writing the ABET self-study document. I am working on the part > concerned with the capstone design courses. Here is what the criterion > says: > > "Students must be prepared for engineering practice through the > curriculum culminating in a major design experience based on the > knowledge and skills acquired in earlier course work and incorporating > engineering standards and realistic constraints that include most of > the following considerations: economic; environmental; sustainability; > manufacturability; ethical; health and safety; social; and political." > > Before discussing the individual courses, I wrote the following > paragraph: > "We should first note that these requirements need to be interpreted > appropriately when applied to {\em software} systems, which is the > type of system that students design in (most of) the courses described > below. Thus we will interpret `economic considerations' as not just > dollars and cents but, rather, resource considerations in general; > thus, for example, this could include such issues as the amount of > memory a system occupies since memory is often a resource in short > supply. Or again, we will interpret `sustainability' to mean how easy > it to modify the design of the software system if the requirements > were to be slightly changed, etc. " > > > Next, I plan to discuss the individual courses. Based on what you have > told me so far, I came up with the following about 731; does this look > ok to you? Thanks. / Neelam. > > ===================== > \item CIS~731 (Knowledge-Based Systems): Students interested in > Artificial Intelligence (AI) choose this course as their capstone > design course. The focus in this course is to design {\em > knowledge-based} systems. General AI concepts, as well as basic > concepts of building knowledge-based systems are discussed in the > pre-requisite course CIS~630. In 731, students focus on using these > ideas to design and implement a knowledge-based system to solve > specific problem in some specific application domain. A typical > application domain for the course has been medical diagnosis; the > problem with this has been the lack of student-background in the > domain. As mentioned earlier, Prof.~Lewis, the coordinator for the > course, has identified what seems to be a better application domain > (from the point of view of this course), indeed one that our students > are intimately familiar with. This application is that of creating and > maintaining computer accounts in a large system, such as the one our > Department maintains. The idea is to develop an automated system that > starts with the presented symptoms (`I get a directory missing error') > and takes the user through an intelligently guided dialogue to > pinpoint the cause, then suggest a recommended fix, using the > knowledge-based approach. > > In their actual projects, students start from a set of sample > `real-world' problem cases (provided by the Departmental computer > staff). The students must then generate a detailed specification for > the implementation that consists of a structured description of the > solution space, mapping from problem space to the solution space, etc. > Students form groups in which they discuss their individual analyses > of the problems, with the goal of coming up with a group consensus > about the best analysis of this domain. Each group will then make a > presentation to the class describing their consensus analysis. Actual > implementation of the system will be done by individual students. In > the future, the course may move toward including teams for this aspect > of the project also. > > These activities of starting from a loosely-specified requirements, > going through a team-based analysis of the problem, to arriving at a > design for the system, and then implementing it, are very typical of > industry practice for such systems. Further, the key reason for using > the knowledge-based approach for designing such systems is that it > allows the designer to make decisions efficiently, rather than by > searching exhaustively through all possible answers. This makes it > possible for such systems to function within specified time > constraints, so that these resource considerations are a running theme > in the course and in the design tasks. Sustainability is another > running theme since an important aspect of these systems is that they > allow you to account for cases that may not have been considered > during the original design. Indeed this is the case in the > computer-accounts domain; thus, for example, it may one day be decided > to impose a quota on the amount of printing that may be done by a > given account, and it must be possible to add new rules to the > knowledge-based system to take account of this. Ethical, social, and > political issues, while they are not in the forefront, are > nevertheless ever present in the design of software systems. Since > students will typically take 731 near the end of their program, they > would already have taken CIS~601 whose key objective is to make that > students are keenly aware of these issues. Thus whereever appropriate, > students are expected to take account of these issues in the systems > that they design and implement in CIS~731. Thus the course meets the > Criterion 4 requirements. > ===================== > ------- End of forwarded message ------- >  1,, Summary-line: 10-May giles@cis.ohio-state.edu [31] # Mail-from: From giles@cis.ohio-state.edu Mon May 10 13:49:51 1999 Received: from mail2.uts.ohio-state.edu (mail2.uts.ohio-state.edu [128.146.214.31]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id NAA18512 for ; Mon, 10 May 1999 13:49:50 -0400 (EDT) Received: from advisor2 (advisor2.cis.ohio-state.edu [164.107.143.72]) by mail2.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id NAA22404 for ; Mon, 10 May 1999 13:49:49 -0400 (EDT) Message-Id: <199905101749.NAA22404@mail2.uts.ohio-state.edu> X-Sender: giles@cis.ohio-state.edu X-Mailer: QUALCOMM Windows Eudora Pro Version 4.0.1 Date: Mon, 10 May 1999 13:41:28 -0400 To: neelam@cis.ohio-state.edu From: Charlie Giles Mime-Version: 1.0 Content-Type: multipart/mixed; boundary="=====================_1737790029==_" *** EOOH *** X-Sender: giles@cis.ohio-state.edu X-Mailer: QUALCOMM Windows Eudora Pro Version 4.0.1 Date: Mon, 10 May 1999 13:41:28 -0400 To: neelam@cis.ohio-state.edu From: Charlie Giles Mime-Version: 1.0 Content-Type: multipart/mixed; boundary="=====================_1737790029==_" --=====================_1737790029==_ Content-Type: text/plain; charset="us-ascii" here is the survey results. i am on my way up to return the surveys themselves Isaac --=====================_1737790029==_ Content-Type: text/plain; charset="us-ascii" Content-Disposition: attachment; filename="surveyresults.txt" 2 1 1 3 4 3 2 3 4 4 3 4 4 4 4 3 3 3 4 5 2 2 3 3 1 3 3 3 3 5 4 4 4 4 5 5 4 5 5 5 4 3 5 5 5 3 3 4 3 2 2 1 2 3 5 1 3 2 2 2 3 3 3 5 4 4 4 3 5 3 3 1 2 2 1 3 1 2 3 5 3 3 4 5 5 4 4 4 4 4 4 4 3 5 5 4 3 3 3 1 2 3 3 3 4 5 2 3 4 5 3 5 5 5 4 3 4 4 3 5 3 3 4 4 3 3 1 3 4 5 3 8 8 5 4 4 4 5 5 5 5 4 4 5 4 4 3 3 3 1 3 1 1 4 5 3 2 4 4 5 5 5 3 3 5 5 3 4 5 5 4 3 4 2 1 4 1 1 1 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 1 2 1 3 5 5 3 4 4 5 3 5 4 4 4 5 5 3 3 5 4 2 4 4 2 1 8 8 8 8 5 3 8 8 5 4 4 3 4 4 4 4 2 3 3 2 1 1 4 3 1 --=====================_1737790029==_--  1,, Summary-line: 10-May peg@cis.ohio-state.edu [40] #Re: Second writing course? Mail-from: From peg@cis.ohio-state.edu Mon May 10 15:39:48 1999 Received: from cheryly (cheryly.cis.ohio-state.edu [164.107.143.50]) by cis.ohio-state.edu (8.9.1/8.9.1) with SMTP id PAA08505 for ; Mon, 10 May 1999 15:39:47 -0400 (EDT) Message-Id: <3.0.1.32.19990510152844.010528d0@mail.cis.ohio-state.edu> X-Sender: peg@mail.cis.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Mon, 10 May 1999 15:28:44 -0400 To: Neelam Soundarajan From: peg steele Subject: Re: Second writing course? In-Reply-To: <199905101646.MAA27046@london.cis.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: peg@mail.cis.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Mon, 10 May 1999 15:28:44 -0400 To: Neelam Soundarajan From: peg steele Subject: Re: Second writing course? In-Reply-To: <199905101646.MAA27046@london.cis.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Neelam: The second writing class is a requirement of the GEC's. Engineering determines what is acceptable & lists it with the other GEC. The 560 class is considered the 3rd writing class in the GEC one which we accept; the 3rd writing class is another GEC requirement. Peg At 12:46 PM 5/10/99 -0400, you wrote: > >Peg, > >Our requirements state English 110 (or 111) and a second writing course >for a total of 10 hours. Who decides what an acceptable writing course >is? Where does the 1 hour in 560 that is given for its writing component >figure in this? > >Thanks. > >--Neelam. > > Coordinator, Academic Advisement, CIS Dept. Ohio State University 374 Dreese Labs, 2015 Neil Ave. Columbus, OH 43201 614-292-1900, 614-292-2911 (fax)  1,, Summary-line: 11-May harrold@cis.ohio-state.ed [36] #Re: meeting on May 24 Mail-from: From harrold@cis.ohio-state.edu Tue May 11 09:50:50 1999 Received: from cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA05980 for ; Tue, 11 May 1999 09:50:49 -0400 (EDT) Sender: harrold Message-ID: <373835B9.4571EEBC@cis.ohio-state.edu> Date: Tue, 11 May 1999 09:50:49 -0400 From: Mary Jean Harrold Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: meeting on May 24 References: <199905111239.IAA08060@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Sender: harrold Date: Tue, 11 May 1999 09:50:49 -0400 From: Mary Jean Harrold Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: meeting on May 24 References: <199905111239.IAA08060@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > > Mary-Jean, > > One more thing: did you have a chance to look at the couple of paras > I wrote on 758? Did you see any serious problems? > > Thanks. > > --Neelam. Neelam, I didn't see any serious problems. My only comment is that the description of 758 fits what Al (and therefore Rajiv) does in the course. Others organize the class differently. But this isn't a serious problem. Mary Jean -- Computer and Information Science voice: (614) 292-2568 The Ohio State University fax: (614) 292-2911 395 Dreese Lab, 2015 Neil Avenue harrold@cis.ohio-state.edu Columbus, OH 43210-1227 http://www.cis.ohio-state.edu/~harrold  1,, Summary-line: 11-May to: dmath [26] #Accreditation stuff Date: 11 May 1999 12:13:02 -0400 From: Neelam Soundarajan To: dmath Subject: Accreditation stuff *** EOOH *** Date: 11 May 1999 12:13:02 -0400 From: Neelam Soundarajan To: dmath Subject: Accreditation stuff David, Thanks for agreeing to look at the accreditation documentation. What I am doing now is writing what is called the self-study document. This is supposed to describe our program and explain why we think it meets the accreditation requirements. The first draft of this nearly complete, and it is this document that I would like your comments on. I will leave two items in your mailbox. The first contains the ABET accreditation criteria (which is only a couple of pages long), as well as the instructions that ABET provides for preparing the self-study. The other item is the draft self-study document. Generally the draft is structured according to the ABET instructions. Thanks again for agreeing to help. --Neelam.  1,, Summary-line: 11-May paolo@cis.ohio-state.edu [37] #Re: comments on ABET self-study Mail-from: From paolo@cis.ohio-state.edu Tue May 11 12:50:26 1999 Received: from cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id MAA06977; Tue, 11 May 1999 12:50:25 -0400 (EDT) Sender: paolo Message-ID: <37385FD1.D1182A43@cis.ohio-state.edu> Date: Tue, 11 May 1999 12:50:25 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: comments on ABET self-study References: <199905111643.MAA09468@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Sender: paolo Date: Tue, 11 May 1999 12:50:25 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: comments on ABET self-study References: <199905111643.MAA09468@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > > Paul, > > Everything looked ok; there was just one place where you had circled > the courses in the software engineering group but did not write any > comments. (this was on page 11 where the idea of Course Groups was > being discussed, and this was given as an example of a course group.) > Do you remember what you meant to write? > > --Neelam. Right. I thought that the "Software Spine" and the "Software Engineering" groups were separate course groups. (e.g. with different course group reports), but that line indicated that they were a single group. I then thought that maybe you wanted to "beef up" the soft. eng. part by making that group larger. Personally, I don't think there's anything wrong with splitting them into 2 groups. Each group is quite cohesive and in terms of "size" each is comparable to the other groups. Either way works though. --paul  1,, Summary-line: 11-May paolo@cis.ohio-state.edu [23] #another addition for abet self-study Mail-from: From paolo@cis.ohio-state.edu Tue May 11 14:52:20 1999 Received: from cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id OAA28895; Tue, 11 May 1999 14:52:19 -0400 (EDT) Sender: paolo Message-ID: <37387C63.F27BBF2D@cis.ohio-state.edu> Date: Tue, 11 May 1999 14:52:19 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: another addition for abet self-study Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Sender: paolo Date: Tue, 11 May 1999 14:52:19 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: another addition for abet self-study Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Working on this soft. eng. course group report, another item just occured to me that might be useful to include in the self study: the Technical Communication Resource Center of the College of Engineering. It isn't a department service, but it is still a resource that our students can use to develop their communication skills... http://tcrc.eng.ohio-state.edu/ --paul  1,, Summary-line: 11-May to: paolo@cis.ohio-state. [30] #Re: another addition for abet self-study Date: 11 May 1999 16:14:57 -0400 From: Neelam Soundarajan To: paolo@cis.ohio-state.edu In-reply-to: <37387C63.F27BBF2D@cis.ohio-state.edu> (paolo@cis.ohio-state.edu) Subject: Re: another addition for abet self-study *** EOOH *** Date: 11 May 1999 16:14:57 -0400 From: Neelam Soundarajan To: paolo@cis.ohio-state.edu In-reply-to: <37387C63.F27BBF2D@cis.ohio-state.edu> (paolo@cis.ohio-state.edu) Subject: Re: another addition for abet self-study I took a look at the tcrc web site; it doesn't look very impressive; basically looks like some one cut and pasted a bunch of stuff a standard writing book, and several of the sections don't exist yet, etc. So I am not sure I want to get into this ... but thanks for the pointer; I will keep it in mind and work it into the final draft if the writing component seems weak. / Neelam. Sender: paolo Date: Tue, 11 May 1999 14:52:19 -0400 Working on this soft. eng. course group report, another item just occured to me that might be useful to include in the self study: the Technical Communication Resource Center of the College of Engineering. It isn't a department service, but it is still a resource that our students can use to develop their communication skills... http://tcrc.eng.ohio-state.edu/ --paul  1, filed,, Summary-line: 11-May paolo@cis.ohio-state.edu [37] #Re: comments on ABET self-study Mail-from: From paolo@cis.ohio-state.edu Tue May 11 12:50:26 1999 Received: from cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id MAA06977; Tue, 11 May 1999 12:50:25 -0400 (EDT) Sender: paolo Message-ID: <37385FD1.D1182A43@cis.ohio-state.edu> Date: Tue, 11 May 1999 12:50:25 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: comments on ABET self-study References: <199905111643.MAA09468@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Sender: paolo Date: Tue, 11 May 1999 12:50:25 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: comments on ABET self-study References: <199905111643.MAA09468@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > > Paul, > > Everything looked ok; there was just one place where you had circled > the courses in the software engineering group but did not write any > comments. (this was on page 11 where the idea of Course Groups was > being discussed, and this was given as an example of a course group.) > Do you remember what you meant to write? > > --Neelam. Right. I thought that the "Software Spine" and the "Software Engineering" groups were separate course groups. (e.g. with different course group reports), but that line indicated that they were a single group. I then thought that maybe you wanted to "beef up" the soft. eng. part by making that group larger. Personally, I don't think there's anything wrong with splitting them into 2 groups. Each group is quite cohesive and in terms of "size" each is comparable to the other groups. Either way works though. --paul  1, answered,, Summary-line: 11-May paolo@cis.ohio-state.edu [32] #Re: another addition for abet self-study Mail-from: From paolo@cis.ohio-state.edu Tue May 11 16:30:31 1999 Received: from cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id QAA16767; Tue, 11 May 1999 16:30:30 -0400 (EDT) Sender: paolo Message-ID: <37389366.6934A848@cis.ohio-state.edu> Date: Tue, 11 May 1999 16:30:30 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: another addition for abet self-study References: <199905112014.QAA11913@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Sender: paolo Date: Tue, 11 May 1999 16:30:30 -0400 From: "Paul A. G. Sivilotti" Organization: The Ohio State University X-Mailer: Mozilla 4.51 [en] (X11; U; SunOS 5.6 sun4u) X-Accept-Language: en MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: another addition for abet self-study References: <199905112014.QAA11913@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > > I took a look at the tcrc web site; it doesn't look very impressive; > basically looks like some one cut and pasted a bunch of stuff a > standard writing book, and several of the sections don't exist yet, etc. > So I am not sure I want to get into this ... but thanks for the pointer; > I will keep it in mind and work it into the final draft if the writing > component seems weak. / Neelam. Someone from TCRC came to give a little 10 minute talk in my 560 section. They appear to offer a review service for students. They will look over written documents for various stylistic issues and go over their review with the student in person. It isn't a spell-checking or typographic service, but they do give feedback on stylistic issues. This seems like a useful service, even if their web site is weak. --paul  1,, Summary-line: 5-May mccaul.1@osu.edu [38] #Notes from Meeting Mail-from: From mccaul.1@osu.edu Wed May 5 10:58:31 1999 Received: from mail3.uts.ohio-state.edu (mail3.uts.ohio-state.edu [128.146.214.32]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id KAA02181; Wed, 5 May 1999 10:58:28 -0400 (EDT) Received: (from daemon@localhost) by mail3.uts.ohio-state.edu (8.9.2/8.9.2) id KAA13009; Wed, 5 May 1999 10:57:36 -0400 (EDT) Received: from mccaul (edmccaul.eng.ohio-state.edu [128.146.248.140]) by mail3.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id KAA12947; Wed, 5 May 1999 10:57:21 -0400 (EDT) Message-Id: <3.0.1.32.19990505110025.00af5490@genesis.eng.ohio-state.edu> X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Wed, 05 May 1999 11:00:25 -0400 X-PH: V4.4@mail3 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Notes from Meeting Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Wed, 05 May 1999 11:00:25 -0400 X-PH: V4.4@mail3 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Notes from Meeting Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Just to put in writing some of the information passed out at today's meeting and some policies that were agreed to: 1) ISE 311 does have a design element in the course while ISE 504 does not. This is a change from the list that was previously published. 2) It was decided that one method of dealing with syllabi from outside of the college that do not meet ABET's format would be to have a cover sheet explaining the importance of the courses to your program while acknowledging the fact that the syllabi are not in the "approved" ABET format. The syllabi would follow the cover letter. This approach has the advantage of not editing other programs syllabi yet giving the evaluator a quick summary to read which should meet the ABET's intent in requiring a two page syllabus. 3) It was decided that what to do with the college's ABET web page could wait until after the Self Study Reports have been mailed to ABET. Ed  1,, Summary-line: 19-May to: neelam@cis.ohio-state [25] #CIS660 Mail-from: From neelam@cis.ohio-state.edu Wed May 19 14:33:49 1999 Received: from london.cis.ohio-state.edu (neelam@london.cis.ohio-state.edu [164.107.136.2]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id OAA12393 for ; Wed, 19 May 1999 14:33:48 -0400 (EDT) Received: (neelam@localhost) by london.cis.ohio-state.edu (8.8.0/8.6.4) id OAA09485; Wed, 19 May 1999 14:33:40 -0400 (EDT) Date: Wed, 19 May 1999 14:33:40 -0400 (EDT) Message-Id: <199905191833.OAA09485@london.cis.ohio-state.edu> From: Neelam Soundarajan to: neelam@cis.ohio-state.edu Subject: CIS660 *** EOOH *** Date: Wed, 19 May 1999 14:33:40 -0400 (EDT) From: Neelam Soundarajan to: neelam@cis.ohio-state.edu Subject: CIS660 To: anish,mamrak Sandy, Anish, Are there statistical analysis of any kind in CIS660? One of the pre-reqs for the class is Stat 427 (or maybe it is 428); so does 660 use the statistcal background of students? If so, can you please explain how? The syllabus talks about `disk allocation, disk arm scheduling'; these sound like possible candidates, but I wanted to check with the two of you. I need this info for the self-study document. Thanks. --Neelam.  1,, Summary-line: 21-May to: parent, weide, zweben [30] #CSAB part of self-study Date: 21 May 1999 17:15:20 -0400 From: Neelam Soundarajan To: parent, weide, zweben Subject: CSAB part of self-study *** EOOH *** Date: 21 May 1999 17:15:20 -0400 From: Neelam Soundarajan To: parent, weide, zweben Subject: CSAB part of self-study For CSAB, we are allowed to use the ABET self-study, but are required to complete a `supplemental questionnaire' which CSAB sent me. I have prepared a document answering all the questions in the questionnaire and will leave copies in your mailboxes shortly. I will also leave copies of the original CSAB questionnaire so you can check whether I have followed their directions appropriately. Please give me your comments. I have also completed section 8 (program criteria) part of the ABET self-study but I have not yet put in the changes that various people suggested. I hope to do that this weekend. One other thing remains to be done in the ABET self-study: this is appendix (I) and the big part of that is the official course syllabi. Unfortunately, we cannot just use our actual official course syllabi since they are not in the ABET format. I plan to work on coming up with ABET format of the syllabi of the various courses (as you may recall, I have already done this for courses like 221, 222, 360, etc., in other words the courses that ECE majors take); once that is done, we will have to see how to make them the official syllabi. --Neelam.  1,, Summary-line: 21-May to: parent, weide, zweben [16] #CSAB self-study Date: 21 May 1999 17:34:23 -0400 From: Neelam Soundarajan To: parent, weide, zweben Subject: CSAB self-study *** EOOH *** Date: 21 May 1999 17:34:23 -0400 From: Neelam Soundarajan To: parent, weide, zweben Subject: CSAB self-study One point, in case anyone gets confused: by `core' CSAB neabs `basics'; by `advanced', they mean anything that builds on the core. So it is ok to classify a course as advanced so long as it has some of the core courses as pre-reqs. --Neelam.  1,, Date: 24 May 1999 09:10:58 -0400 From: Neelam Soundarajan To: parent,weide Subject: Syllabi *** EOOH *** Date: 24 May 1999 09:10:58 -0400 From: Neelam Soundarajan To: parent,weide Subject: Syllabi Rick, Bruce: I have been working on getting ABET-format syllabi for all the required (and some elective) CSE courses. The complete list is at: http://www.cis.ohio-state.edu/~neelam/abet/TPS/index.html Please take a look. Some of these (221, 222, 321, 541, 560, 660, 778) you have seen before. As for the others: Some are mostly cut and pasted from the curriculum pages but even for those, I had to create the tables corresponding to the ABET/CSE objectives. As for the rest, several don't have CC pages (many of the 459's, 772, 776, etc.); and several, even though they had CC pages, needed considerable work because the CC syllabus looked bad (one example sticks in my mind: the `objectives' part of the official CIS625 syllabus was pretty horrible). Anyway, please take a look and give me your comments. Obviously the course coordinators have to approve these syllabi and we have to figure out a way to get them to do so quickly. (One possibility: you send them a note saying "Please take a look at the course syllabus at so-and-so web page and give me your comments; if I don't hear from you within 5 days, I will assume it is fine.") --Neelam. p.s.: A few of the links (in the electives section) from the above page are not yet quite ready; I am still working on those; I should have them done in a couple of hours.  1,, Date: 24 May 1999 16:56:12 -0400 From: Neelam Soundarajan To: parent@cis.ohio-state.edu CC: weide@cis.ohio-state.edu In-reply-to: (message from Rick Parent on Mon, 24 May 1999 13:54:35 -0400 (EDT)) Subject: Re: Syllabi *** EOOH *** Date: 24 May 1999 16:56:12 -0400 From: Neelam Soundarajan To: parent@cis.ohio-state.edu CC: weide@cis.ohio-state.edu In-reply-to: (message from Rick Parent on Mon, 24 May 1999 13:54:35 -0400 (EDT)) Subject: Re: Syllabi it looks like there are 2 formats for 'Level,...' and for 'Grading Plan' - should we standardize or is that not important. I didn't notice that; I think it would be important because all evaluators will understand this part of the syllabi and are likely to look at it; I will try to standardize; any preferences? I can't remember where we left the 'Objectives' discussion, but there are several syllabi (625, 660, 655, 459.23, 360) whose objectives are not in the form of [mastery of, familiar with, exposure to] 'using' or 'writing' or 'reading' something, but just are in the form of [mastery of, familiar with, exposure to] something. Weren't we going to try to do the former instead of the latter? This one I did notice, but didn't have the time to fix; I will try to get to it. --Neelam.  1, answered,, Mail-from: From weide@cis.ohio-state.edu Thu May 27 08:22:38 1999 Received: from cis.ohio-state.edu (mac-687.cis.ohio-state.edu [164.107.60.89]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id IAA08801 for ; Thu, 27 May 1999 08:22:38 -0400 (EDT) Message-ID: <374D3A14.BDB9A817@cis.ohio-state.edu> Date: Thu, 27 May 1999 08:30:23 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: ABET-format syllabi References: <199905262111.RAA12957@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Date: Thu, 27 May 1999 08:30:23 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Neelam Soundarajan Subject: Re: ABET-format syllabi References: <199905262111.RAA12957@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam, A few minor suggestions and fixes: (1) In the "Important Note" paragraph one your cover page, the second sentence is kind of hosed. (2) In the CIS 221 and CIS 222 syllabi, 221H and 222H should be changed to H221 and H222, respectively. (I never realized this naming convention until this quarter...) (3) There are some spelling mistakes in the CIS 230 objectives. Also, the second objective seems too ambitious w.r.t. inheritance in particular. (4) CIS 459.21, 459.23, and 757 have no representative lab assignments (they are "???" or "need this info"). (5) CIS 560 has "??" in class time distribution. Also, I think EE 460 should be EE 265 now, right? (6) CIS 570 has 300% allocated to the final exam :-). Also, "master" seems a bit strong for some of the objectives. (7) The 660 objectives seem very ambitious; too much "master". Also, grading says "homework and programming assignments" but no lab assignments are listed. (8) CIS 757 objectives are WAY too ambitious. I didn't look at the other capstone design courses or electives. Hopefully the coordinators will do so :-). -- Cheers, -Bruce  1, answered,, Mail-from: From parent@cis.ohio-state.edu Thu May 27 09:32:59 1999 Received: from beta.cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA12087; Thu, 27 May 1999 09:32:58 -0400 (EDT) Received: from localhost (parent@localhost) by beta.cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA11794; Thu, 27 May 1999 09:32:58 -0400 (EDT) X-Authentication-Warning: beta.cis.ohio-state.edu: parent owned process doing -bs Date: Thu, 27 May 1999 09:32:57 -0400 (EDT) From: Rick Parent To: Neelam Soundarajan cc: weide@cis.ohio-state.edu Subject: Re: ABET-format syllabi In-Reply-To: <199905262111.RAA12957@london.cis.ohio-state.edu> Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII *** EOOH *** X-Authentication-Warning: beta.cis.ohio-state.edu: parent owned process doing -bs Date: Thu, 27 May 1999 09:32:57 -0400 (EDT) From: Rick Parent To: Neelam Soundarajan cc: weide@cis.ohio-state.edu Subject: Re: ABET-format syllabi In-Reply-To: <199905262111.RAA12957@london.cis.ohio-state.edu> MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Neelam, several courses have some non-standard objectives: * 560 objectives needs the action put in them, e.g., "using" * 570 needs a "to" in one of them * 625 objectives needs the action put into a couple of them * 660 objectives needs the action put into a couple of them * 730 objectives needs the action put into a couple of them * 670 objectives needs the action put into a couple of them * 681 objectives needs "be exposed to" instead of "exposure" * 230 needs to be put in the correct form - levels into table form and objectives with the actions minor points: * 757 has different spacing in the objectives * there are 2 forms used for the grading plan - the horizontal table is used in most of them and the more vertical table which saves space is used in 221-222-321 I get a 'forbidden' error when I try to go to the 'criteria' link rick ----------------------------------------------------------------------- Rick Parent Department of Computer and Information Science office: 614-292-0055 395 Dreese Lab, Ohio State University FAX: 614-292-2911 2015 Neil Ave., Columbus, Ohio 43210-1277 parent@cis.ohio-state.edu http://www.cis.ohio-state.edu/~parent/ On Wed, 26 May 1999, Neelam Soundarajan wrote: > > I have revised the syllabi in > > http://www.cis.ohio-state.edu/~neelam/abet/TPS/index.html > > to use a consistent format and language as Rick suggested. Please take > a look. I would like Rick to send out mail tomorrow (after you have > had a chance to make sure these look ok) to all the course coordinators > to the effect: > > "We have prepared new syllabi containing essentially the same > information as the current official on-line syllabi (except for > courses where there are no on-line official syllabi, in which case > these were created based on various inputs from you or other people > involved with the course), but they are in the format required by ABET > for accreditation. These syllabi have to be included in the self-study > document which must be completed in the next few days. Please take a > look at your particular syllabus and see if you notice any problems or > would like to make any changes and e-mail me and Neelam. Please send > us your comments no later than 5:00 pm, June 2, 1999. If we do not > hear from you by then, we will assume that you are comfortable with > the syllabus for your particular course. If you believe that other > instructors/faculty than just you should comment on the syllabus for > your course, please forward this message to them. > > The proposed syllabus for your course can be accessed from > http://www.cis.ohio-state.edu/~neelam/abet/TPS/index.html > > The initial paragraph of this page contains an important explanation > that applies to all syllabi; the rest of the page is a set of links > to the individual course syllabi. > > > By the way, I am still working on the page (pointed to by the first > para referred to above) that will contain a listing of the ABET > criterion 3, CSE objectives, and the explanation of the `XXX' notation. > I should have that done early tomorrow. > > If you have any comments, please let me know. > > Thanks. > > --Neelam. >  1, filed, answered,, Mail-from: From weide@cis.ohio-state.edu Fri May 28 07:29:19 1999 Received: from cis.ohio-state.edu (mac-687.cis.ohio-state.edu [164.107.60.89]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id HAA08610; Fri, 28 May 1999 07:29:18 -0400 (EDT) Message-ID: <374E7F13.420119F3@cis.ohio-state.edu> Date: Fri, 28 May 1999 07:38:41 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Rick Parent CC: Neelam Soundarajan Subject: Re: ABET-format syllabi References: Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Date: Fri, 28 May 1999 07:38:41 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Rick Parent CC: Neelam Soundarajan Subject: Re: ABET-format syllabi References: Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam, In the new "Important Notes" section, subitems under item #2 are terminated with various punctuation ranging from none through ";" and ".". And I don't think "pre-req" should be hyphenated. But otherwise it's looking fine to me. An administrative item: Should all the materials end up in your directories? I notice the syllabus wording and table XXX info is still one of my files. Perhaps you should copy it and link to your copy. For compatibility I can leave a link to your copy in my directory, if you do this and let me know when it's done. Otherwise we'll get into a multiple-maintenance problem. -- Cheers, -Bruce  1, filed, answered,, Mail-from: From weide@cis.ohio-state.edu Fri May 28 07:34:53 1999 Received: from cis.ohio-state.edu (mac-687.cis.ohio-state.edu [164.107.60.89]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id HAA08712; Fri, 28 May 1999 07:34:52 -0400 (EDT) Message-ID: <374E8063.83370967@cis.ohio-state.edu> Date: Fri, 28 May 1999 07:44:17 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Neelam Soundarajan CC: parent@cis.ohio-state.edu Subject: Re: ABET-format syllabi References: <199905271624.MAA23303@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit *** EOOH *** Date: Fri, 28 May 1999 07:44:17 -0400 From: "Bruce W. Weide" Reply-To: weide@cis.ohio-state.edu Organization: Dept. of Comp. and Info. Sci, The Ohio State Univ. X-Mailer: Mozilla 4.5 (Macintosh; I; PPC) MIME-Version: 1.0 To: Neelam Soundarajan CC: parent@cis.ohio-state.edu Subject: Re: ABET-format syllabi References: <199905271624.MAA23303@london.cis.ohio-state.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Neelam Soundarajan wrote: > * 681 objectives needs "be exposed to" instead of "exposure" > Done. One question: some of the syllabi have a bit of extra space between > the `mastering' set of objectives and `familiarity' set (and `exposure' > set), others don't. Any preferences? We started the extra space because 221/222/321 had so many objectives. We listed them in order of importance: master, familiar, exposed. Some of the syllabi (unless you changed them recently) didn't seem to have objectives in this order. But I don't think it matters whether you separate groups for most of the courses since the objectives are fewer. > * 230 needs to be put in the correct form - levels into table form > and objectives with the actions > Done, but note that this is not open to CSE majors. True, but I didn't follow why that matters. Oh, and I just noticed that the period and right paren are transposed in the note on the syllabus list that mentions that 230 is not required. -- Cheers, -Bruce  1,, Mail-from: From mccaul.1@osu.edu Fri May 28 08:43:15 1999 Received: from mail4.uts.ohio-state.edu (mail4.uts.ohio-state.edu [128.146.214.33]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id IAA11036; Fri, 28 May 1999 08:43:13 -0400 (EDT) Received: (from daemon@localhost) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) id IAA08211; Fri, 28 May 1999 08:43:05 -0400 (EDT) Received: from mccaul (edmccaul.eng.ohio-state.edu [128.146.248.140]) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id IAA08200; Fri, 28 May 1999 08:43:03 -0400 (EDT) Message-Id: <3.0.1.32.19990528084621.00ab6340@genesis.eng.ohio-state.edu> X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Fri, 28 May 1999 08:46:21 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Manager's Survey Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Fri, 28 May 1999 08:46:21 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Manager's Survey Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Calendar Year Group 1983 1032 Surveys sent out, The names and addresses were obtained from the OSU Alumni House. 125 Surveys returned (12% return rate) The calendar year group 1983 was chosen for a trial of the Manager's Survey since it was felt that fifteen years after graduating they would been in managerial positions at this point in their careers but would still be directly supervising recent engineering graduates. The future plan is for the Outcomes Assessment Committee to determine if this group is an appropriate and useful sample for a Manager's Survey. It is recognized that this is only one mechanism for collection of feedback from employers of our students, which may be useful in concert with others. If it is not deemed effective, an alternative approach will be considered.  1,, Mail-from: From gustafson@genesis.eng.ohio-state.edu Fri May 28 13:02:09 1999 Received: from orb1.osu.edu (orb1.osu.edu [128.146.225.191]) by cis.ohio-state.edu (8.9.1/8.9.1) with SMTP id NAA26205 for ; Fri, 28 May 1999 13:02:09 -0400 (EDT) Received: (qmail 23381 invoked by alias); 28 May 1999 13:02:07 -0400 Received: (qmail 23294 invoked by uid 0); 28 May 1999 13:02:06 -0400 Received: from genesis.eng.ohio-state.edu (HELO genesis.ohio-state.edu) (128.146.232.11) by orb1.osu.edu with SMTP; 28 May 1999 13:02:06 -0400 Received: by genesis.eng.ohio-state.edu with Internet Mail Service (5.0.1460.8) id <2C86C3HY>; Fri, 28 May 1999 13:08:44 -0400 Message-ID: <013CCE304D55D111AE9000E0290658062DC218@genesis.eng.ohio-state.edu> X-PH: V4.4@orb1 From: Bob Gustafson To: stephen_merrill@compuserve.com, John Merrill , jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, "'mccaul.1@osu.edu'" Subject: ABET Materials Date: Fri, 28 May 1999 13:08:42 -0400 MIME-Version: 1.0 X-Mailer: Internet Mail Service (5.0.1460.8) Content-Type: text/plain *** EOOH *** X-PH: V4.4@orb1 From: Bob Gustafson To: stephen_merrill@compuserve.com, John Merrill , jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, "'mccaul.1@osu.edu'" Subject: ABET Materials Date: Fri, 28 May 1999 13:08:42 -0400 MIME-Version: 1.0 X-Mailer: Internet Mail Service (5.0.1460.8) Content-Type: text/plain 28 May 1999 TO: Outcomes Assessment Committee FR: Bob Gustafson RE: Previous Deficiencies The following is some verbiage you can use, or edit to your style, as part of your response in section A. 3. Actions to Correct Previous Deficiencies. In the Ohio State University Final Statement for the 1993-94 visit some concern was expressed relative to changes in administrative leadership at the College and University level. In the period since the last review, the College has a stable leadership pattern. Dr. Jose Cruz served as Dean until October of 1997 when Dr. David Ashley started his service as Dean. Associate Dean for Academic Affairs and Student Services Dr. David Dickinson served from July of 1993 through December of 1998. In January of 1998, the Associate Dean support for the College was strengthened further by the addition of a part-time (0.5 FTE) Associate Dean for Outreach and Special Projects and refilling of the position held by Dr. Dickinson. In the 1993-94 Report it was noted that the fiscal situation at Ohio State University was troublesome, but that the future was encouraging. In fact the intervening period has been encouraging for Engineering. The budget deficit situation for the College was rectified and during the period the College has been very successful in securing new program funds from the University for target high priority areas. The availability of quality space for some programs of the college remains an issue. However, the following examples reflect progress which has been made since the previous review. The new Science and Engineering Library is an excellent resource to the College. The facilities for Welding Engineering have been replaced by new facilities joint with the Edison Welding Institute. In addition, initial planning funds have been procured for a new Mechanical Engineering facility.  1, answered, filed,, Mail-from: From mccaul.1@osu.edu Fri May 28 14:39:33 1999 Received: from mail4.uts.ohio-state.edu (mail4.uts.ohio-state.edu [128.146.214.33]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id OAA02307; Fri, 28 May 1999 14:39:32 -0400 (EDT) Received: (from daemon@localhost) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) id OAA27716; Fri, 28 May 1999 14:39:24 -0400 (EDT) Received: from mccaul (edmccaul.eng.ohio-state.edu [128.146.248.140]) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id OAA27679; Fri, 28 May 1999 14:39:17 -0400 (EDT) Message-Id: <3.0.1.32.19990528144236.00ad72f0@genesis.eng.ohio-state.edu> X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Fri, 28 May 1999 14:42:36 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Supplemental Material Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Fri, 28 May 1999 14:42:36 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Supplemental Material Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Just to let everyone know that we will need for you to provide us with 6 copies of any supplementary information you wish to be include with your Self Study packet when you send us the Self Study packet. Ed  1,, Date: 31 May 1999 16:51:26 -0400 From: Neelam Soundarajan To: peg Subject: ABET self-study *** EOOH *** Date: 31 May 1999 16:51:26 -0400 From: Neelam Soundarajan To: peg Subject: ABET self-study Peg, As part of the self-study document, we are required to send the following additional materials: (the following is quoted from the ABET instructions): 1. A copy of the general catalog of the institution covering course details and other institutional information applicable at the time of the visit. 2. A copy of all promotional brochures or literature describing the engineering offerings of the institution and, if available, the institutions' web address. I guess (1) means the OSU course offerings bulletin, COE book 9, our (CIS) catalog of courses, and the CIS Undergrad degree programs brochure; can you think of anything else? In any case, the College has asked for six copies of all of these materials but I suspect we will have to send more (since our stuff has to go also to CSAB, not just ABET). Let us say 12 copies to be on the safe side. Can you take care of collecting this material, and any other `promotional brochure' that you think is relevant (as per the ABET language above)? Thanks. --Neelam.  1, answered,, Date: 31 May 1999 18:02:00 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu CC: gustafson.4@osu.edu In-reply-to: <3.0.1.32.19990528144236.00ad72f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Fri, 28 May 1999 14:42:36 -0400) Subject: Re: Course syllabi *** EOOH *** Date: 31 May 1999 18:02:00 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu CC: gustafson.4@osu.edu In-reply-to: <3.0.1.32.19990528144236.00ad72f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Fri, 28 May 1999 14:42:36 -0400) Subject: Re: Course syllabi The self-study instructions for Appendix IB says: `Provide standard descriptions for courses used to satisfy the math and basic sciences, and engineering topics required by Criterion 4.' The syllabus for English 110 was included in the packet we got; is there a reason to include this in Appendix IB? --Neelam.  1,, Date: 31 May 1999 18:36:16 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu, gustafson.4@osu.edu In-reply-to: message from Neelam Soundarajan on 31 May 1999 18:02:00 -0400 Subject: Re: Course syllabi *** EOOH *** Date: 31 May 1999 18:36:16 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu, gustafson.4@osu.edu In-reply-to: message from Neelam Soundarajan on 31 May 1999 18:02:00 -0400 Subject: Re: Course syllabi The syllabi for Statistics 427 and 428 have `David Todd, Office Administrative Associate' as the person who prepared the syllabi. This doesn't seem right. Is it possible to get the name of at least an instructor who will take responsibility for these syllabi? Thanks. --Neelam.  1,, Date: 1 Jun 1999 08:55:34 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu In-reply-to: <3.0.1.32.19990528144236.00ad72f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Fri, 28 May 1999 14:42:36 -0400) Subject: Re: Supplemental Material *** EOOH *** Date: 1 Jun 1999 08:55:34 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu In-reply-to: <3.0.1.32.19990528144236.00ad72f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Fri, 28 May 1999 14:42:36 -0400) Subject: Re: Supplemental Material Ed, Our CSAB self-study will consist of everything we send to ABET plus a supplemental questionnaire which should be complete soon. It might be be best if I give you two separate sets of things: one consisting of the ABET self-study and 6 copies of supplementary info; another consisting of the CSAB self-study and N copies of supplementary info to send to CSAB. Question: How much is N? --Neelam.  1, answered,, Mail-from: From doug@cis.ohio-state.edu Tue Jun 1 09:25:48 1999 Received: from utah.cis.ohio-state.edu (doug@utah.cis.ohio-state.edu [164.107.137.9]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA10153 for ; Tue, 1 Jun 1999 09:25:48 -0400 (EDT) Received: (doug@localhost) by utah.cis.ohio-state.edu (8.8.0/8.6.4) id JAA11947; Tue, 1 Jun 1999 09:25:39 -0400 (EDT) Date: Tue, 1 Jun 1999 09:25:39 -0400 (EDT) Message-Id: <199906011325.JAA11947@utah.cis.ohio-state.edu> From: Doug Kerr To: neelam@cis.ohio-state.edu In-reply-to: <199905312104.RAA10519@london.cis.ohio-state.edu> (message from Neelam Soundarajan on Mon, 31 May 1999 17:04:45 -0400 (EDT)) Subject: Re: Self-study *** EOOH *** Date: Tue, 1 Jun 1999 09:25:39 -0400 (EDT) From: Doug Kerr To: neelam@cis.ohio-state.edu In-reply-to: <199905312104.RAA10519@london.cis.ohio-state.edu> (message from Neelam Soundarajan on Mon, 31 May 1999 17:04:45 -0400 (EDT)) Subject: Re: Self-study Yes, it's name is the "Council on Academic Affairs." Some members are elected by the Senate, while others are appointed by the President. CAA is the group that apporves all program changes, etc. (I was on the council about 10 years ago.) Doug Date: Mon, 31 May 1999 17:04:45 -0400 (EDT) From: Neelam Soundarajan Doug, One of your comments in the self-study draft was that OAA was an administrative entity and that I should replace it by Committee on Academic Affairs; is there actually a university-level CAA? --Neelam.  1,, Mail-from: From gurari@cis.ohio-state.edu Tue Jun 1 09:38:19 1999 Received: from beta.cis.ohio-state.edu (beta.cis.ohio-state.edu [164.107.112.14]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA10851; Tue, 1 Jun 1999 09:38:18 -0400 (EDT) Received: (from gurari@localhost) by beta.cis.ohio-state.edu (8.9.1/8.9.1) id JAA26138; Tue, 1 Jun 1999 09:38:18 -0400 (EDT) From: Eitan Gurari MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Date: Tue, 1 Jun 1999 09:38:17 -0400 (EDT) To: Neelam Soundarajan Cc: parent@cis.ohio-state.edu Subject: Re: Review syllabus for ABET accreditation In-Reply-To: <199906011301.JAA19087@london.cis.ohio-state.edu> References: <14163.11962.575372.685755@beta.cis.ohio-state.edu> <199906011301.JAA19087@london.cis.ohio-state.edu> X-Mailer: VM 6.43 under 20.4 "Emerald" XEmacs Lucid Message-ID: <14163.57638.25742.74514@beta.cis.ohio-state.edu> *** EOOH *** From: Eitan Gurari MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Date: Tue, 1 Jun 1999 09:38:17 -0400 (EDT) To: Neelam Soundarajan Cc: parent@cis.ohio-state.edu Subject: Re: Review syllabus for ABET accreditation In-Reply-To: <199906011301.JAA19087@london.cis.ohio-state.edu> References: <14163.11962.575372.685755@beta.cis.ohio-state.edu> <199906011301.JAA19087@london.cis.ohio-state.edu> X-Mailer: VM 6.43 under 20.4 "Emerald" XEmacs Lucid > Since you don't expect to teach 625 next year, maybe we should check > with some one else also. (That course is important especially for > CSAB.) Who else teaches 625 (other than Ogden since he is not around)? NBelam, The registrar web page http://www.ureg.ohio-state.edu/course/autumn/msched/M117.htm lists Rafe for the two sections of the course in Autumn quarter. -eitan  1, answered,, Mail-from: From mccaul.1@osu.edu Wed Jun 2 11:36:08 1999 Received: from mail4.uts.ohio-state.edu (mail4.uts.ohio-state.edu [128.146.214.33]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id LAA20127; Wed, 2 Jun 1999 11:36:07 -0400 (EDT) Received: (from daemon@localhost) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) id LAA29014; Wed, 2 Jun 1999 11:36:03 -0400 (EDT) Received: from mccaul (edmccaul.eng.ohio-state.edu [128.146.248.140]) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id LAA28961; Wed, 2 Jun 1999 11:35:49 -0400 (EDT) Message-Id: <3.0.1.32.19990602113911.00b0f4f0@genesis.eng.ohio-state.edu> X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Wed, 02 Jun 1999 11:39:11 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Meeting Notes Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Wed, 02 Jun 1999 11:39:11 -0400 X-PH: V4.4@mail4 To: stephen_merrill@compuserve.com, merrill@genesis.eng.ohio-state.edu, jacmcg@aol.com, anderson@ee.eng.ohio-state.edu, hazelton.5@osu.edu, klein@ee.eng.ohio-state.edu, allen@ee.eng.ohio-state.edu, mount-campbell.1@osu.edu, whitlatch.1@osu.edu, kinzel.1@osu.edu, rathman.1@osu.edu, gregorek.1@osu.edu, demel.1@osu.edu, mills.108@osu.edu, lichtensteiger.2@osu.edu, soundarajan.1@osu.edu, richardson.11@osu.edu, hughes@mps.ohio-state.edu, chaturvedi.1@osu.edu, zweben.1@osu.edu, gustafson.4@osu.edu, ward.2@osu.edu, mosley.34@osu.edu, nicely.41@osu.edu, ziermaier.2@osu.edu From: Ed McCaul Subject: Meeting Notes Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Here are some notes from our meeting today: 1) It was decided that each program will get 6 bound copies of the Self Study Report along with the appendixes and 1 unbound copy. 2) Everyone will be sent the latest version of Appendix 2 via e-mail. If anyone has any questions about it please contact Bob. 3) Everyone should include the syllabus from English 110 since it is the only GEC course that is specifically mentioned and is a requirement to entry into all engineering programs as per Book 9. The names of the Professors who teach statistics course you have syllabi for are: 133 - Prof. B. Kotz 145 - Prof. C. Ting 245 - Dr. J. Verducci 425 & 426 - Have not been taught in a while and will probably not be taught again due to low interest and a greater interest in 427 & 428 427 - Dr. P. Goel 428 - Dr. S. Joshi Ed McCaul  1,, Date: 8 Jun 1999 08:39:22 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu In-reply-to: <3.0.1.32.19990602113911.00b0f4f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Wed, 02 Jun 1999 11:39:11 -0400) Subject: Re: Self-study cover page *** EOOH *** Date: 8 Jun 1999 08:39:22 -0400 From: Neelam Soundarajan To: mccaul.1@osu.edu In-reply-to: <3.0.1.32.19990602113911.00b0f4f0@genesis.eng.ohio-state.edu> (message from Ed McCaul on Wed, 02 Jun 1999 11:39:11 -0400) Subject: Re: Self-study cover page Some questions/observations: 1. The college will provide the cover page for the self-study, correct? So the first page of the document that the program provides will follow the format of page 3 of EC 2000 Program Self-Study Instructions. Further, this page will be numbered 1. Is there a preference about how the page numbering should look? (at the top of the page? bottom? with headings of sections included in page heading?) 2. The program will provide the main portion of the self-study, as well as Appendix I. The college will provide Appendix II. Will there be a table of contents? Who provides that? 3. Apart from the main portion of the self-study and appendix I, the program provides copies of all program-specific material that are normally distributed to the students. 4. For CSAB, we will have all of the above plus a CSAB supplemental questionnaire which I would like to insert at the end of the main portion of the self-study, immediately before Appendix I. Is that ok? Anything else? --Neelam.  1,, Mail-from: From mccaul.1@osu.edu Tue Jun 8 09:22:48 1999 Received: from mail4.uts.ohio-state.edu (mail4.uts.ohio-state.edu [128.146.214.33]) by cis.ohio-state.edu (8.9.1/8.9.1) with ESMTP id JAA16119 for ; Tue, 8 Jun 1999 09:22:47 -0400 (EDT) Received: from mccaul (edmccaul.eng.ohio-state.edu [128.146.248.140]) by mail4.uts.ohio-state.edu (8.9.2/8.9.2) with SMTP id JAA10939; Tue, 8 Jun 1999 09:22:47 -0400 (EDT) Message-Id: <3.0.1.32.19990608092612.00b5cb20@genesis.eng.ohio-state.edu> X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Tue, 08 Jun 1999 09:26:12 -0400 To: Neelam Soundarajan From: Ed McCaul Subject: Re: Self-study cover page Cc: gustafson.4@osu.edu, ziermaier.2@osu.edu In-Reply-To: <199906081239.IAA15376@london.cis.ohio-state.edu> References: <3.0.1.32.19990602113911.00b0f4f0@genesis.eng.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" *** EOOH *** X-Sender: mccaul@genesis.eng.ohio-state.edu X-Mailer: Windows Eudora Pro Version 3.0.1 (32) Date: Tue, 08 Jun 1999 09:26:12 -0400 To: Neelam Soundarajan From: Ed McCaul Subject: Re: Self-study cover page Cc: gustafson.4@osu.edu, ziermaier.2@osu.edu In-Reply-To: <199906081239.IAA15376@london.cis.ohio-state.edu> References: <3.0.1.32.19990602113911.00b0f4f0@genesis.eng.ohio-state.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Neelam, Here are some answers for you Ed At 08:39 AM 6/8/99 -0400, you wrote: > >Some questions/observations: > >1. The college will provide the cover page for the self-study, correct? >So the first page of the document that the program provides will follow >the format of page 3 of EC 2000 Program Self-Study Instructions. Further, >this page will be numbered 1. Is there a preference about how the page >numbering should look? (at the top of the page? bottom? with headings >of sections included in page heading?) > Correct, we will provide the cover page. Each section will have its own table of contents. Not counting the table of contents the first page of the document will be the page shown on page 3 of EC 2000 Instructions. We have number the pages in Appendix II on the right hand side of the header. For an example you may want to look at the Appendix II that was e-mailed to you. >2. The program will provide the main portion of the self-study, as well >as Appendix I. The college will provide Appendix II. Will there be a >table of contents? Who provides that? > >3. Apart from the main portion of the self-study and appendix I, the >program provides copies of all program-specific material that are >normally distributed to the students. This is correct. We need 6 copies of all of this supplemental information. > >4. For CSAB, we will have all of the above plus a CSAB supplemental >questionnaire which I would like to insert at the end of the main >portion of the self-study, immediately before Appendix I. Is that ok? That sounds fine with us. > > >Anything else? Just do not forget the drop dead date of the 15th. > >--Neelam. >  1,, Path: news.cis.ohio-state.edu!not-for-mail From: marty-m@cis.ohio-state.edu (Marty Marlatt) Newsgroups: cis.faculty,cis.grads,cis.staff Subject: Stu's Summer Schedule Date: 8 Jun 1999 13:00:06 GMT Organization: The Ohio State University, Department of Computer and Information Science Lines: 9 Distribution: cis Message-ID: <7jj44m$m8e$1@news.cis.ohio-state.edu> NNTP-Posting-Host: scallop.cis.ohio-state.edu Xref: news.cis.ohio-state.edu cis.faculty:11009 cis.grads:11861 cis.staff:25241 *** EOOH *** Path: news.cis.ohio-state.edu!not-for-mail From: marty-m@cis.ohio-state.edu (Marty Marlatt) Newsgroups: cis.faculty,cis.grads,cis.staff Subject: Stu's Summer Schedule Date: 8 Jun 1999 13:00:06 GMT Organization: The Ohio State University, Department of Computer and Information Science Lines: 9 Distribution: cis Xref: news.cis.ohio-state.edu cis.faculty:11009 cis.grads:11861 cis.staff:25241 For planning purposes (signatures, etc.), Stu will be gone the following days during Summer Quarter: June 9 (p.m.), 10, 11, 14-16, 25, 28 July 2, 5 (holiday), 9, 12, 16, 19, 23, 26, 30 August 2, 6, 9-11, 13, 16, 20, 23, 27, 30 Always subject to change, and he will be in and out with other meetings.  1,, Date: 10 Jun 1999 11:21:47 -0400 From: Neelam Soundarajan To: zweben Subject: Self-study *** EOOH *** Date: 10 Jun 1999 11:21:47 -0400 From: Neelam Soundarajan To: zweben Subject: Self-study There is a paragraph in the draft I gave you (that was not in previous drafts). I wonder if you are comfortable with this new para; it is section A, and it reads as follows: Over the years we have managed to maintain relatively small class sizes, individual class sections being no larger than 40 students. We believe small classes have had a strong positive impact on the quality of our program by enabling close interaction between students and between students and instructors. We hope the university will continue to provide us with the needed resources in the coming years to allow us to keep our classes small, and we will work with the university administration toward this. I think it was Bruce who had suggested putting in something like this, just to avoid giving the impression (to the univ. admin.) that everything is hunky-dory; in one sense, we could of course say it IS, since we could raise the admission gpa using the enrollment mgmt. formula. Anyway, just thought I would check with you about it. --Neelam.