BS-CIS Exit Survey Results

The BS-CIS Exit Survey for the students' opinions on the importance of each of the outcomes of the program on a scale of "Not important", "Somewhat important", "Important", "Very important", through "Extremely important"; and, for each outcome, the extent to which the student agrees with the statement, "The program prepared me to achieve this outcome", on a scale of, "Strongly disagree", "Disagree", "Neutral", "Agree", "Strongly agree". In reporting the results, we average the student responses by attaching the weights 0%, 25%, 50%, 75%, 100% for the various possible choices for both importance as well as preparation. The exit survey also asks the student to respond to the following two questions:
a) What single aspect of the BS-CIS program did you find most helpful? Explain briefly.
b) What single change in the BS-CIS program would you most like to see? Explain briefly.

The results for student outcomes: The first column in the table below lists the outcome in question, the second shows, as a bargraph, the average importance that respondents for the year attached to that item, the third shows the average value for "objective was met" that respondents for the year specified for that item; in each case, the numerical percentage represented by the bargraph is also shown. For comparison, a bargraph representing "100%" appears at the top of each column; immediately below that is listed the number of respondents for the year's survey.

Note: The bar-graphs displaying the results don't display well in some browsers; please check the numerical results printed next to the bar-graphs to be sure of the actual values.

Outcome

Importance
(Not important -
Extremely important)

Outcome was met
(Strongly Disagree-
Strongly Agree)

2016

N=6

100

a. an ability to apply knowledge of computing, mathematics including discrete mathematics as well as probability and statistics;

b. an ability to design and conduct experiments, as well as to analyze and interpret data;

c. an ability to design, implement, and evaluate a software system, component, or process to meet desired needs within realistic constraints such as memory, runtime efficiency, as well as appropriate constraints related to economic, environmental, social, political, ethical, health and safety, and sustainability considerations;

d. an ability to function on multi-disciplinary teams;

e. an ability to identify, formulate, and solve computing problems;

f. an understanding of professional, ethical, legal, security and social issues and responsibilities;

g. an ability to communicate effectively with a range of audiences;

h. an ability to analyze the local and global impact of computing on individuals, organizations, and society;

i. a recognition of the need for, and an ability to engage in life-long learning and continuing professional development;

j. a knowledge of contemporary issues;

k. an ability to use the techniques, skills, and modern tools necessary for practice as a computing professional;

l. an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution;

m. an ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the trade-offs involved in design choices;

n. an ability to apply design and development principles in the construction of software systems of varying complexity.

Results for the question: "What single aspect of the BS-CIS program did you find most helpful? Explain briefly."

2016:
- Very heavy development focus which helps with problem-solving as well as there are a lot of career opportunities for developers.
- The part I found most helpful was the option to delve into many different specializations and the explore specific areas of computer science that I was interested in.
- Capstone
- I really like the broad range of topics covered. I'm not stuck only knowing one thing, and that gave me valuable insight on what I like and what I don't really care for, which has helped me tremendously for applying for jobs.
- The professor's that loved what they did made their passions known in a non-judgemental manner and encouraged experimentation/exploration/discussion.

Results for the question: "What single change in the BS-CIS program would you most like to see? Explain briefly."

2016:
- When it is all said and done, CIS majors do the exact same thing CSE majors do except for some GE requirements that differ. I switched from an Arts & Sciences major so I chose CIS for GE purposes. There should be a way to designate someone who has completed CIS as having an engineering degree (when the entire major itself is engineering).
- One thing that I would change would be to advertise more research opportunities and make them more available.
- Software sequence - more focus on design than just implementing methods provided for us. More usage of actual Java.
- Stay more up to date on modern technologies. We only have one mobile applications course and it's only on Android (and it's taught in an archaic way) with a professor who is not a mobile application expert. My post graduate career is being a Junior Android developer and I learned all Android (and iOS) development via teamtreehouse.com, a subscription based learning website. We should have an iOS course 1 and 2, an Android course 1 and 2, and maybe even a Mobile Applications Design Patterns course (MVP, MVC, MVVM, libraries etc.). Maybe add a project course that is mobile apps?
- I'm really interested in game design, so a couple more graphics/game design classes would have been nice.