Department of Computer Science East Carolina University Self Study October 1, 2011

1 Contents

1 Program Description 4 1.1 Exact title of the unit ...... 4 1.2 Department authorized to oﬀer degree programs . . . . .4 1.3 Exact titles of degrees granted ...... 4 1.4 College or school ...... 4 1.5 Brief history and mission ...... 4 1.6 Relationship of the program to UNC’s strategic goals, to the ECU mission and to ECU’s strategic directions . . .9 1.7 Degree program objectives ...... 14 1.8 Program enrichment opportunities ...... 20 1.9 Responsiveness to local and national needs ...... 20 1.10 Program quality ...... 21 1.11 Administration ...... 21

2 Curriculum and Instruction 22 2.1 Foundation curriculum ...... 22 2.2 Instructional relationship to other programs ...... 23 2.3 Curriculum assessment and curricular changes ...... 24 2.4 Bachelor’s degrees ...... 27 2.5 Certiﬁcate programs ...... 31 2.6 Master’s degrees ...... 32 2.7 Doctoral degree ...... 35

3 Students 36 3.1 Enrollment ...... 36 3.2 Quality of incoming students ...... 37 3.3 Quality of current and outgoing students ...... 38 3.4 Degrees granted ...... 40 3.5 Diversity of student population ...... 41 3.6 Needs for graduates and student placement ...... 43 3.7 Funding ...... 44 3.8 Student involvement in the instructional process . . . . . 45

4 Faculty 46 4.1 Faculty list and curriculum vitae ...... 46 4.2 Faculty proﬁle summary ...... 47

2 4.3 Visiting, part-time and other faculty ...... 48 4.4 Advising ...... 48 4.5 Faculty quality ...... 49 4.6 Faculty workload distribution ...... 50

5 Resources 52 5.1 Budget ...... 52 5.2 Space ...... 53 5.3 Technical and equipment support ...... 54 5.4 Library support ...... 57

6 Assessment of Outcomes and Faculty Expectations 61 6.1 Attributes that faculty expect graduates to attain . . . . 61 6.2 How well is the program achieving expectations? . . . . . 65 6.3 Changes to be made and quality enhancement practices . 65 6.4 Assessment reports ...... 68

7 Research and Creative Activity 69 7.1 Current research and creative activity ...... 69 7.2 National comparison ...... 75 7.3 Interdisciplinary projects ...... 75 7.4 External research and creative activity support ...... 77 7.5 Research development ...... 78 7.6 Ethics training ...... 79

8 Service and Outreach 79 8.1 Consulting ...... 79 8.2 Community service and engagement ...... 79 8.3 Student involvement in community service and engagement 80

9 Accreditation 80

10 Summary Comments and Vision for the Future 81 10.1 Major strengths and weaknesses ...... 81 10.2 Vision and strategic plan ...... 82

Appendix A: Assessment Reports 87

Appendix B: Faculty Curriculum Vitae

3 1. Program Description

1.1. Exact title of the unit College of Technology and Computer Science, Department of Computer Science

1.2. Department authorized to oﬀer degree programs Department of Computer Science

1.3. Exact titles of degrees granted 1. Bachelor of Arts in Computer Science

2. Bachelor of Science in Computer Science

3. Master of Science in Computer Science

4. Master of Science in Software Engineering

1.4. College or school College of Technology and Computer Science

1.5. Brief history and mission

Provide a brief history of the development of the unit undergraduate and graduate program(s). Brieﬂy describe the vision and the mission of the program(s).

Early History (Undergraduate Programs)

Computer science classes were oﬀered at ECU beginning in the mid 1960’s. The initial home department for computer science was the Department of Mathematics. This remained the case until Computer Science became its own department beginning fall 2000. In 1969 a minor in Information Science was oﬀered that included courses in programming, computer organization, numerical analysis,

4 automata, and systems simulation. The first degree program in Com- puter Science was the BA degree which began in 1977. A BS professional degree in Computer Science was offered beginning in 1986. It quickly became the more popular choice for students seeking a computer science major. One significant influence was the lack of a foreign language requirement for the BS degree. From the early 1990’s through the mid 2000’s, most curriculum revisions were made with the BS degree primarily in mind as discussed next.

BS degree evolution

As the 1990’s unfolded, the department engaged in several robust de- bates about the value of introducing computer science with and without programming in the first course. Initially, the introductory sequence was a traditional two course programming sequence using the programming language Pascal as the tool, with the first course focused on programming and algorithmic fundamentals, and the second course focused on data structures and the requisite algorithms for manipula- tion of those structures (CSCI 2610 and 3510, each a three credit hour course) Early in the 1990’s, a decision was made to add a preliminary course in the degree program that did not involve programming (CSCI 2510). However, once a decision was made in the mid 1990’s to begin using C++ as the introductory programming language (a move made in order to make our students more marketable), it was quickly determined that CSCI 2610 and CSCI 3510 as currently structured were insufficient. A first attempt to remedy this deficiency was to increase the first programming course to a four credit hour course by including a two hour closed lab each week. However, even this was insufficient, and consequently CSCI 2510 began to include a few weeks of C++ programming anyway. The next major curriculum revision occurred in the 2002–2004 time frame when a two-part discussion ensued. One part was a discussion about how to improve the retention of intellectually capable students who lacked sufficient background in problem solving. The second part was about the role of Java as a tool in teaching computer science. Starting from an initial proposal offered by Dr. Karl Abraham- son, the faculty reached a consensus that it would be useful if students were exposed to Java early in their studies. However, there was also a group of faculty who felt that it was important that students also gain exposure to concrete data structures and memory management issues that could best be studied if C++ and pointers were used. Eventually

5 the decision was reached to change the introductory sequence into four courses:

1. A computer science survey course (3 credit hours).

2. A traditional introduction to algorithmic problem solving and programming using Java (4 credit hours, included 2 hour closed lab). (CSCI 2310/11)

3. An introduction to algorithms and data structures that focused on concrete data structures and pointers using C++ (4 credit hours, extra hour for time to learn about new language) (CSCI 3300).

4. An advanced data structures and data abstraction course that could be taught using either C++ (and the STL), or Java (and its API) (CSCI 3310). However, in all cases since this course was ﬁrst oﬀered in spring 2006, the instructor has used Java.

As part of the process, prerequisites for some advanced courses were revised to allow students to being taking some (but not all) advanced courses after completing CSCI 3300 instead of waiting until CSCI 3310 was completed. However, this four sequence introduction did not last long as we began to focus on the process of securing ABET accreditation. In order to have the curriculum meet ABET standards, a second required course in Software Engineering was added. To keep the number of required hours at a reasonable level, the introductory computer science survey course was eliminated. The curriculum changes motivated by the goal of achieving ABET accreditation took effect during 2007. In terms of the other elements of the degree program with respect to computer science core offerings and electives, we have aligned our- selves fairly close to the ACM Computing Curriculum reports that have been issued over the years. Electives have been created based on faculty research and teaching interests. A topics course (CSCI 4905) was introduced to enable “hot topics” to be offered more quickly. Required hours of mathematics and science have been increased to be compli- ant with ABET standards. Students are now required to complete at least two semesters of calculus, two semesters of statistics, and twelve hours of science. In addition, students continue to complete a course in discrete mathematics and a course in linear algebra. These last two courses are taught within the Computer Science department.

6 BA degree evolution

As the various changes to the introductory curriculum took place form about 1990–2006, the BA degree was basically “along for the ride”, and very little attention was paid to it, partly because there were few BA students. Thanks to the initiative of our new chair in 2006, Dr. John Placer, the faculty revised the BA program during the academic year 2006–2007 to give it a more unique identity. As noted in the explanatory memo provided to the University Curriculum Committee when the proposed changes were submitted during fall semester 2006.

The curriculum for the BA degree program in computer science is being modiﬁed to give the program an emphasis on practical skills in problem solving that can be applied to a variety of areas. The changes also highlight the importance of professional ethics and the need for a student to develop good communication skills. Some of the more theoretical courses in the core are being replaced by computer science courses that focus on important practical knowledge in computing such as database management, computer networks, and the functionality of systems software. The calculus course is being replaced by the more practical and com- monly needed statistics course. These changes along with the BA degrees requirements for a minor and the study of a foreign language will produce a well rounded graduate of computer science that is ready to assume employment in a variety of business and technical environments.

New courses introduced in support of this curriculum revision included a systems programming course and an applied data structures class that became part of a two course introductory sequence for the BA degree (the previously mentioned CSCI 2310/11 and this new course). The proposed changes have had the desired eﬀect. A larger number of students are choosing to enroll in the BA program than previously. Currently, about 25% of all students receiving an undergraduate degree in computer science are earning the BA degree

MS program evolution

A traditional breadth-oriented and research-oriented MS degree in computer science was approved just prior to the start of the 1995–1996 academic year. Consequently, the ﬁrst students were admitted for study beginning fall semester 1996. The Masters of Science program in the

7 Department of Computer Science is designed to both develop the student’s ability to think critically about software design and to expose the student to issues in foundations and applications of computing that are at a level inaccessible to an undergraduate student. Graduates of the program have suﬃcient knowledge and experience to make sound, informed professional decisions, and have a solid foundation to support further advanced study. One aspect of the program is that all students are required to complete a research project or thesis under the direct supervision of a faculty member. A list of graduates from the start of the program through 2009 (together with project/thesis title and advisor) are given at http://www.cs.ecu.edu/rws/graduate/record.html. As is typical with MS programs and regional public institutions, the number of enrolled students tends to rise and fall with larger scale economic trends. One constraining factor for enrollment at ECU is the lack of any large scale high-tech employers in the area. The nearest large market for such employment is the Research Triangle Park area (Raleigh, Durham, Chapel Hill, Cary etc.). However, as can be seen by the numbers, the program has maintained a steady output of graduates Curriculum adjustments over the years have related primarily to the research interests of new faculty and slight adjustments in the required core as computer science has evolved. For example, initially, the required core was four classes in Operating Systems, Compilers, Archi- tecture, and Theory of Computation. Eventually, the core was revised to include Software Engineering, but only one of Operating Systems or Compilers. Examples of added electives include Mobile Communica- tions, Cryptography, and Data Mining.

MS (Software Engineering) program evolution

Soon after the Department of Computer Science became part of the College of Technology and Computer Science effective fall 2003, the department undertook a proposal to establish an MS degree in software engineering (hereafter labeled MSSE). The department faculty, led in this effort by Dr. Nasseh Tabrizi, approved the establishment of such a program that was eventually approved by the UNC system. The program fulfilled at least two unique needs within the UNC-system

1. It provided the only degree program in Software Engineering in the state. The need for more software engineers has been widely documented.

8 2. It was designed to be oﬀered both on campus and online. Oﬀering it online opened it up to active professional practitioners seeking more expertise in the area of software development and design, particularly as it relates to larger-scale systems.

The first courses were offered during spring semester 2008. One new faculty member was hired fall semester 2007 to help develop the initial course offerings and two more faculty were hired fall semester 2008 to enable a full set of offerings to be provided. The program has produced 17 graduates since inception, and enrollments have tended to meet projected numbers. Since the inception of the program, some minor curriculum revisions have been initiated after faculty realized that more emphasis on requirements engineering and software construction are needed. In addition, based on a faculty member’s research interest, more in-depth study of software testing is also now available in the curriculum. A nice synergy between the MS and MSSE is evolving whereby some students are studying for both degrees, and a subset of the classes in each program can be used to meet the degree requirements of the other program.

Software engineering at the undergraduate level

Beginning in fall 2008, the department considered expanding its coverage of software engineering to a BS degree. Requesting a new degree requires that the degree be added to the university’s two year plan, and the next opportunity to do that came in fall 2010. A proposal for a BS in software engineering was submitted for addition to the university academic planning committee, but in the spring semester of 2011 the planning committee decided not to add this new degree, advising the department to oﬀer a concentration in software engineering instead. That issue is under consideration.

1.6. Relationship of the program to UNC’s strategic goals, to the ECU mission and to ECU’s strategic directions

Describe how each degree program relates to the UNC system’s strategic goals, to ECU’s mission, and to ECU’s strategic directions. The UNC Tomorrow report emphasizes the need to prepare work- ers for the jobs of the future. It emphasizes the need for “soft skills:

9 those capabilities including the ability to think critically, reason analyt- ically, solve problems, communicate clearly both orally and in writing, work in teams and be comfortable within a diverse workforce.” It also advocates “improving student proficiency in 21st-century knowledge, emphasizing science, technology, engineering and mathematics.” Problem solving and analytical reasoning are at the heart of computer science, and the degree programs in computer science emphasize them heavily through courses in mathematics, algorithms, computer programming and courses that concentrate on specific topics in computer science such as databases and operating systems. Oral and written communication issues, as well as teamwork, are all important parts of the degrees, as noted in the points below. Software engineering emphasizes organizational skills and critical reasoning in the context of software design and analysis, and fits well into the UNC goals. Teamwork is a central concern of software engineering, since large software projects are, of necessity, done in teams. The computer science department contributes to ECU objectives as outlined below, listed by ECU objective number.

1.1.2 Leverage our global proﬁle to extend partnerships with international universities. (UNC Tomorrow 4.1.3 UNC should promote increased partnerships between its own campuses and international universities and enhance the global awareness of its faculty and students) During the 2010–2011 academic year ECU, in partnership with IBM, has ﬁnalized a memorandum of understanding with universities in Rwanda to admit students from Rwanda into the online MS in software engineering, with the long term goal of universities in Rwanda, particularly the Kigali Institute of Technology, evolving to where they can take over teaching this material to their own students. As part of the capstone software design course, undergraduate students have participated in software design projects with students in India, preparing them for global interactions that are common in the computer industry.

1.1.6 Graduate students who are proﬁcient in information technology appropriate for their discipline. (We interpret “graduate” as a verb.) A large majority of courses for all of the degrees oﬀered involve use of computer technology.

10 Software used include software development tools, software documentation and design tools, software testing tools, operating systems and database tools. Coverage goes beyond how to use the software, but into how the software works. Students make use of the internet as a matter of course. Both graduate and undergraduate programs oﬀer courses on networking, and a networking course is required for all BA students. BS and BA students are required to take a course in digital electronics. Students in the MS in computer science are required to take a course in computer architecture. Students are expected to use other common software such as Microsoft Oﬃce as needed.

1.2.3 Develop each student’s ability to locate, evaluate and communicate knowledge, to make informed decisions, and to recognize the ethical dimensions of decisions. Both BS and BA students are required to take two courses that concentrate on ethics, a three credit course oﬀered by the Philos- ophy Department and a one credit Computer Science course. BS students are required to take a course on public speaking offered by the Communication Department, as well as a technical writing course. All BS and BA students are required to complete the university’s Writing across the Curriculum requirement, requiring four writing-intensive courses. One of the writing intensive courses for computer science majors is CSCI 4200 (Software Engineering). Students in both MS degrees are required to complete a thesis or project, requiring a report. The report writing process, with the student’s supervisor advising, is a valuable writing experience for the student.

1.3.1 Increase research, scholarship, and funding opportunities available to undergraduate and graduate students. Research has primarily concentrated on graduate students. The department currently oﬀers approximately 13 graduate assistantships, which are critical in allowing face-to-face graduate students to complete their degrees. Computer science and software engineering graduate students have regularly contributed to the ECU Research and Creative Achievement Week, with four presentations and two posters at the 2011 event. All of the 2011 winners in the Technology and Computer Science area were from Computer Science.

11 The department encourages students to author or coauthor publications. In 2011, students were coauthors on 12 publications.

1.3.2 Substantially increase support for research and graduate programs that are tied to UNC-GA’s and ECU’s highest priorities, among them STEM. Computer science is a broad area that has aspects of mathematics, engineering and technology. By supporting two graduate degrees, one in computer science and one in software engineering, the De- partment of Computer Science makes a signiﬁcant contribution to this ECU objective.

1.4.3 Lead the State in efforts to define, enhance and expand the delivery of distance education programs in focused areas. We offer the only online MS degree in North Carolina in Software Engineering. Our faculty use a variety of distance education tools, such as Blackboard, Centra and Camtasia, as well as the ECU Global Classroom, but we are also exploring a new tool developed by a department member (Tabrizi) and his students that presents a virtual classroom to students and that utilizes a relatively low network bandwidth. The MS in Computer Science is not currently offered online, but the department is exploring the possibility of that, in addition to its current face-to-face format, with the requirement that educational quality and the student experience not be significantly lowered. At this time there is no plan to offer the undergraduate degrees by distance education.

1.4.5 Increase the number of students who enter and succeed in the science, technology, engineering, mathematics (STEM), and health science disciplines. The department has made efforts to recruit and retain students. CSCI 1001 offers nonmajors a chance to study elements of computer science, and a small number of students who took that course decided to study computer science. We hope that it con- tinues to attract students, at a higher rate. The department has long offered both the BS and BA degrees. To give students another option, the BA was reworked in 2006– 2007 to be a more applied degree, with a somewhat less rigorous

12 coverage of some topics, such as data structures, but with more emphasis on applied courses. The number of students studying for the BA has risen from 19 in fall 2006 to 79 in fall 2010. Those increases have not yet shown up in BA graduates, but are expected to in the near future. 1.4.7 Promote student excellence through the integration of academic, co-curricular and extra-curricular student liv- ing and learning experiences. The department hosts a student chapter of the Association for Computing Machinery (ACM), which offers students an opportunity to interact, to lead and to apply knowledge to issues outside the classroom. The ACM has also hosted lectures that were well attended by students. In addition, the department has sponsored at least one ACM Student Programming Team that has competed in the ACM In- ternational Programming Contest each year beginning in 1994. Teams are coached by interested faculty members. Teams learn about advanced techniques for algorithmic problem solving and get a chance to interact with students from other universities. Most years the teams have competed at Duke University. 1.4.8 Continue to support and promote our graduate programs. The department has received funding from the Graduate School of $83,300 for computer science and $50,000 for software engineering graduate assistantships, and has obtained additional sporadic funding from the dean from lapsed salary dollars. Additional work for graduate students has been available with other departments. The Graduate Director works hard recruiting students for both graduate degrees. 4.2.1 Enhance support to faculty, staff, and students seeking to discover, develop, transfer, and commercialize knowledge. The department spends a majority of its budget on supporting faculty travel to present research at conferences. The most important way that any department can support discovery of knowledge is to allow faculty time to do that. The chair has made efforts to keep teaching loads conducive to research and to reduce service and administrative loads. Over time, the university administration has been working against that, mainly by mandating service and administrative duties such as gathering

13 assessment data in a rigidly monitored form, and through such mandates as this report represents. Experience has shown that those mandates only increase over time, and that those making the mandates never oﬀer suggestions on where the time to complete them will come from.

4.2.3 Enhance inter-disciplinary and multi-disciplinary collaborations and partnerships with industry, education, government, and communities. The Department of Computer Science, through the eﬀorts of Dr. Tabrizi, has had a long relationship with IBM that has involved him visiting IBM, IBM researchers brieﬂy visiting ECU and providing software for the computer science department to use. Dr. Vilkomir and his students have been working with Google on testing their software. CSCI 4230 has involved student projects for industrial partners.

4.2.4 Engage in public-private partnerships that are responsive to job creation. Please see the next item, which is closely related.

4.2.5 Strengthen research and creative productivity, the engine for innovation, entrepreneurship, and economic development for the region. The department is working to engage with industry in the region and the country. In the 2010–2011 academic year the department engaged in discussions with TekElec and Figure Eight Technolo- gies, both local companies that oﬀer promise of bringing jobs to the region. Graduates from the department are an important resource for regional companies.

1.7. Degree program objectives

For each degree program, list the objectives and outcomes (faculty expectations) from the unit’s current assessment plan. Describe the breadth and depth of the program, and indicate special features or innovations.

Bachelor’s degrees

Rather than preparing students for a particular job, the BS and BA degree programs seek to give students a strong foundation in computer

14 science that will facilitate learning what is required for the job that they select after graduation, or that will enable them to do well in graduate school. Students get experience with problem solving and learn to express and justify their ideas precisely. The BS degree in computer science is intended to provide a strong foundation in (1) the theory of what computers are capable of, how they work and how computer software is written and organized, and (2) the practice of writing computer software, including fundamental algorithms, common programming models, software design and architecture and software testing. Graduates are expected to be strong problem solvers, ready to encounter new situations, new systems and new languages and quickly to adapt to them and begin doing new things with them. The BS also offers a good background in the mathematics of computing, requiring 18 credits of mathematics courses and 12 credits of science focused in a single discipline. Where typical computer science curricula require one course in data structures, as ECU did for a long time, data indicated both that there was a high failure rate in the data structures course and that students who managed to pass it did not graduate with an adequate understanding of that critical subject. In response, the department now requires BS students to take a two-semester sequence of courses on data structures, concentrating on physical (concrete) subjects in the first course and on more abstract concepts, such as objects and polymorphism, in the second. Improved student performance in later courses, along with a lower failure rate, suggest that the two-semester sequence is working. The department has a strong group of faculty in software engineering. BS students are required to take a two-semester sequence in software engineering, the first a study of the principles of software engineering and the second an application of those principles to development of a project in a team. The first course uses professional quality software design and documentation tools, such as Rational Rose from IBM, and project management tools such as Microsoft Project. The BA degree is intended for students who want to apply the practices of computing and software development to a particular area. Like all BA degrees at ECU, it requires a minor in the student’s chosen area, giving the student a broader base on which to build. Although the BA requires fewer computer science, mathematics and science credits, it still requires a solid foundation of problem solving and practical computation courses. The data structures course for the BA focuses on understanding and using data structures from a library rather than

15 on building them. BA students are required to study databases and computer networks. They are also required to take the ﬁrst software engineering course, but are not required to complete the second one.

SACS outcomes for the BA and BS degrees

The BA and BS degrees use the same set of outcomes.

1. Knowledge of Computing and Mathematics. Students will have an ability to apply knowledge of computing and mathematics appropriate to the discipline.

2. Analyze a Problem. Students will have an ability to analyze a problem, and identify and deﬁne the computing requirements appropriate to its solution.

3. Professional Development. Students will acquire knowledge about the diﬀerent ways to become professionally engaged.

4. Education for a New Century (Global and Local Issues). Uses disciplinary concepts to explain how global and local issues are interconnected.

5. The Leadership University (Ethical Principles). Demonstrates knowledge of ethical principles and their application in leadership.

6. Scholarly Activity. For the period 2008–2012 there will be an average of at least one peerreviewed journal or conference paper published per faculty member per academic year.

7. Grant Submissions. For the period 2008–2012 at least one half of the faculty will participate in the preparation of a grant submission each academic year.

Proposed ABET objectives and outcomes for the BS

In preparation for seeking ABET accreditation for the BS in computer science, the department has developed objectives, outcomes and measures. Outcomes (a)–(k) are required by ABET. The department added outcome (l).

Objective 1 Graduates of the BS in Computer Science at ECU will be prepared with a broad technical foundation in computer science and problem solving that allows them to enter professional practice or pursue graduate studies in the discipline.

16 (a) Students will acquire an ability to apply knowledge of computing and mathematics appropriate to the discipline. (i) Students will acquire an ability to use current techniques, skills, and tools necessary for computing practice. (l) Students will acquire an ability to use modern software engineering tools and techniques in order to design and implement solutions to technical problems submitted by external constituents.

Objective 2 Graduates of the BS in Computer Science at ECU will be prepared with the theoretical and practical knowledge needed to analyze, design and implement solutions to problems in computer science and software systems development.

(b) Students will acquire an ability to analyze a problem, and identify and deﬁne the computing requirements appropriate to its solution. (c) Students will acquire an ability to design, implement, and evaluate a computer based system, process, component, or program to meet desired needs. (j) Students will acquire 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 tradeoﬀs involved in design choices. (k) Students will acquire an ability to apply design and development principles in the construction of software systems of varying complexity.

Objective 3 Graduates of the BS in Computer Science at ECU will be prepared with communication skills and experience in teamwork that is conducive to professional practice in computing.

(d) Students will acquire an ability to function eﬀectively on teams to accomplish a common goal. (f) Students will acquire an ability to communicate eﬀectively with a range of audiences.

Objective 4 Graduates of the BS in Computer Science at ECU will be prepared with an understanding of the need for life-long learning and with an awareness of cultural, societal, and professional issues.

17 (e) An understanding of professional, ethical, legal, security and social issues and responsibilities. (g) Students will acquire an ability to analyze the local and global impact of computing on individuals, organizations, and society. (h) Students will acquire recognition of the need for, and an ability to engage in, continuing professional development.

Master’s degrees

The department offers two MS degrees, one in computer science and one in software engineering. The MS in Computer Science gives students with bachelor’s degrees in computer science an opportunity to solidify and extend their knowledge of the principles and practice of computer science, as well to study a particular topic in depth through a thesis or project. Stu- dents with bachelor’s degrees in other areas can also complete the MS in computer science after completing a few undergraduate preparatory courses. The MS in Software Engineering is the only such degree in North Carolina. It focuses on software development on a large scale, including in-depth study of project management, requirements analysis, software architecture and design, software construction and verification and validation. This degree is suitable for students who want to go beyond computer programming and work on management of large software projects. It is offered both face-to-face and online. The face-to-face students generally have a background in computing or project management and need to extend their knowledge and experience into software engineering. Online students typically have careers in software development or computer system management and need to solidify their knowledge of software engineering principles and practice. Students are required to complete either a project that typically brings the entire development process together or a thesis that explores one topic in depth and sheds new light on it.

SACS outcomes for the MS in Computer Science

1. Problem Solving Students will acquire suﬃcient knowledge of computer science theory and practice to allow them to analyze and solve problems in four core areas of computer science.

18 2. Software Development Students will acquire an ability to apply design and development principles in the construction of software systems.

3. Professionalism Students will acquire knowledge about diﬀerent ways to become professionally engaged.

4. Education for a New Century (Global and Local Issues) Uses disciplinary concepts to explain how global and local issues are interconnected.

5. The Leadership University (Ethical Principles) Demonstrates knowledge of ethical principles and their application in leadership.

6. Scholarly Activity For the period 2008–2012 there will be an average of at least one peerreviewed journal or conference paper published per faculty member per academic year.

7. Grant Submission For the period 2008–2012 at least one half of the faculty will participate in the preparation of a grant submission each academic year.

SACS outcomes for the MS in Software Engineering

1. Computer-Based System Students will acquire an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

2. Software Systems Students will acquire an ability to apply design and development principles in the construction of software systems.

3. Professionalism Students will acquire knowledge about diﬀerent ways to become professionally engaged.

4. Education for a New Century (Global and Local Issues) Uses disciplinary concepts to explain how global and local issues are interconnected.

5. The Leadership University (Ethical Principles) Demonstrates knowledge of ethical principles and their application in leadership.

6. Scholarly Activity For the period 2008-2012 there will be an average of at least one peer-reviewed journal or conference paper published per faculty member per academic year.

19 7. Grant Submissions For the period 2008–2012 at least one half of the faculty will participate in the preparation of a grant submission each academic year.

1.8. Program enrichment opportunities

List and describe special events, activities and programs (e.g., lecture series) that enhance the academic and research/creative activity environment. The student chapter of the ACM is active, with regular meetings, well-attended meetings and occasional lectures. Recently it hosted a lecture by Richard Hipp, developer of SQLite, and has hosted two lectures by Tom Carbone, director of the Florida Interactive Entertain- ment Academy at the University of Central Florida. Until this year, Joyner library received a weekly series of lectures through NCREN by outstanding computer scientists who were part of a lecture series that took place at UNC, Duke and NC State universities. Budget cuts have forced Joyner library no longer to oﬀer this service, and it is only available now at the Health Sciences campus, which is far enough away to make the lectures diﬃcult to attend.

1.9. Responsiveness to local and national needs

Describe the nature of the discipline and the type of educational experiences provided by the degree program(s) in the unit. In what way is/are the program(s) responsive to the needs of North Carolina, the region and the nation? The U.S. Department of Labor estimates that jobs for computer scientists will grow by 24% from 2008 to 2018, while Software Engineer- ing will be among the fastest growing professions with a 32% growth rate over the same period. In North Carolina, employment of software engineers is expected to grow at 3% per year for application development and at 2.4% for system software development. In Eastern North Carolina, employment in computer and mathematical sciences is among the ﬁve fastest growing employment areas. Median annual wages in computer and mathematical sciences are approximately $72,000 in North Carolina and $98,000 nationally, giving graduates an excellent job prospect. As North Carolina makes an expected transition from manufacturing to knowledge-based and service industries, software engineers and computer scientists will become more and more important to the economy. Computer science contributes to the economic prosperity of the region by providing a source of talented students. An example of a

20 software ﬁrm in the Greenville area is Figure Eight Technologies, which builds electronic gambling machines and has contacted ECU about software development needs. Companies from the Raleigh area and beyond frequently visit the campus to meet computer science students. A representative of the Federal Aviation Administration visited this year speciﬁcally to talk with computer science students.

1.10. Program quality

Provide an assessment of the quality of the unit program(s) as compared to other programs in the Southeast and the rest of the nation, and explain the basis of the assessment. How does the unit program rank nationally? What is considered to be the best objective measure for national comparisons in the field? What award recognition has the program received? National rankings for the top programs in the country, such as Stanford, MIT and Carnegie Mellon, are easy to find. But rankings of computer science departments at universities that are peers of ECU are difficult to find. The National Research Council rates the top 107 PhD-granting computer science programs, and among universities in North Carolina lists only Duke, UNC Chapel Hill and NC State. The Computer Science department at ECU does not offer a PhD. GetEducated.com rates the ECU MS in Software Engineering as its number 1 best buy. When IBM was looking for an institution to help with its software engineering project in Rwanda, it turned to ECU. Students who have moved into the work force have given good feedback, saying that they feel well prepared. One student wrote “I’ve seen the graduates of many other programs and ECU CS graduates seem to blow the others out of the water.” A disappointing result was a set of low scores on the ETS Major Field Test in 2010–2011. Scores were especially low in the areas of discrete structures and algorithms and systems, including databases. One possible cause of that is that BS students (who account for most of the students) are given flexibility in what to study, and neither the algorithms course nor the database course is required. An improvement in that area would be to require those courses, or to take other action to ensure more exposure to those topics.

1.11. Administration

Provide an organizational chart of the unit including all personnel. Brieﬂy describe the program’s administrative structure. List the major committees

21 of the unit that relate to undergraduate and/or graduate education and their structure and function. Address leadership and describe any important formal and informal relationships the unit has with other units, institutes, centers, etc. at ECU and beyond. The department is currently in its second year under an interim chair. Before that, Dr. John Placer was chair for five years. Getting a permanent chair is an important administrative improvement. The administrative structure is flat, with the chair supervising the faculty and staff, with the exception of the undergraduate advisor, Amy Shannon, who reports to the head of the advising office. The staff consists of two administrative assistants, Debra Haddock and Jennifer Jacobs. There are nine tenured faculty (Karl Abrahamson [interim chair], Qin Ding, K. Gopalakrishan, Masao Kishore, John Placer, Lak- shmi Narasimhan, Ronnie Smith, Nasseh Tabrizi and James Wirth), two tenure-track faculty (Junhua Ding and Sergiy Vilkomir) and one fixed-term faculty member (Robert Hoggard). The department’s committees that directly affect curriculum, instruction and advising are the Curriculum Committee, which makes recommendations to the department on curriculum modifications, and the Graduate Committee, which is responsible for admitting and advising graduate students and for other issues affecting the MS degrees. The Graduate committee consists of the Graduate Director, (Nasseh Tabrizi) and two assistants (Junhua Ding and Qin Ding). Amy Shannon advises all undergraduate students through the College Advising Office, and the undergraduate coordinator (currently Karl Abrahamson) handles sporadic issues on undergraduate advising, curriculum and instruction that Ms. Shannon is unable to handle. Qin Ding and Robert Hoggard serve as advisors for the student chapter of the ACM. The department is part of a memorandum of understanding with the Kigali Institute of Technology and the State University of Rwanda, described above. The department cross-lists five courses with the Department of Mathematics and two with the Department of Engineering.

2. Curriculum and Instruction

2.1. Foundation curriculum

Indicate the contributions the unit program makes to the Foundations Pro-

22 gram and foundation course cognate requirements of other units and the university. Describe the units quality enhancement process for Foundations courses. State the full-time equivalents (FTEs) utilized for Foundations courses and the student credit hours (SCH) produced per 1.0 FTE for each academic year under review. Describe the percentage of the units resources (funding, time, faculty, other) supporting Foundations courses per academic year under review and whether a greater or lesser amount of resources needs to be allocated to Foundations courses. The computer science department does not offer any courses that count toward the foundation curriculum. The department has created a course for nonmajors, CSCI 1001 (Introduction to Computer Science), that has been increased from one section per term to two sections per term. But it has been taught in a way that requires lab time and sections of no more than about 25 students. In the 2009–2010 academic year an ad-hoc committee examined the possibility of offering a course that would count toward the foundation curriculum, and that could be taught in a way that would allow for large sections. The committee determined that the only realistic place to insert the course into the current foundation requirements would be in the mathematics portion. (The university does not currently have a computer competency requirement.) The committee went as far as exploring possible material for the course, but concluded that suitable books are lacking, and that the requirements of the mathematics foundation course would be difficult to meet. Recently, a new book has become available, and the department is examining it as a possible resource for teaching CSCI 1001 with larger sections.

2.2. Instructional relationship to other programs

Describe how instruction and research in this program supports or is otherwise related to other programs (undergraduate, graduate, professional) within unit and/or in other units or schools at East Carolina University. Cite other programs whose students frequently take minors or other program options with the units program. List courses in the unit program that are also required or are prerequisites within other degree programs. The BA in Mathematics requires CSCI 2310/2311 (Algorithmic Problem Solving and Programming Laboratory) as a cognate. The BS in Mathematics also requires CSCI 2310/2311 and requires students to choose a concentration. One of the concentration choices consists

23 of CSCI 3300 (Introduction to Algorithms and Data Structures), 3310 (Advanced Data Structures and Data Abstraction) and 3650 (Anal- ysis of Algorithms), plus an additional course that can be CSCI 2410 (Digital Electronics) or CSCI 3675 (Organization of Programming Lan- guages) or MATH 4110 (Elementary Complex Variables). The BS in Geographical Information Systems, offered by the De- partment of Geography, requires a student to choose among cognate courses. The choices include CSCI 1001, CSCI 2310/2311, CSCI 3200 (Data Structures and Their Applications) and CSCI 3700 (Database Management Systems). Four courses, CSCI 2427 (Discrete Mathematics), CSCI 3573 (Nu- merical Analysis), CSCI 3584 (Computational Linear Algebra) and CSCI 5002 (Logic for Mathematics and Computer Science) are cross- listed with the Mathematics department. During the last five years, the first three of those courses have been taught by faculty from Computer Science, while the fourth has been taught sporadically by faculty from Mathematics. During the 2010–2011 academic year the Engineering department proposed new courses in electrical engineering, one of which was very close to an existing computer science course, and another that was not, but would be of interest to computer science students. The two departments got together and decided to cross-list those two courses. They are CSCI 2410 (Digital Electronics, formerly CSCI 3526) and CSCI 3040 (Microprocessors). The computer science department offers a minor that can be taken by any undergraduate student at the university. We do not receive any data on who has taken the minor.

2.3. Curriculum assessment and curricular changes

Describe the assessment process and the metrics involved in measuring learning outcomes and implementing quality enhancement. Describe any significant changes in curriculum and instruction in the unit program as a result of the quality enhancement process or since the last self-study. Explain the reason for the changes, such as different needs of students, shifts of emphasis in the discipline, changes in faculty, perceived weaknesses in the program, problems with facilities, etc. Until recently departmental assessment, as it relates to curriculum modifications, has been somewhat ad-hoc, based on faculty perceptions of the areas in which students were clearly having difficulties, and on new developments in the field.

24 The university has now mandated that such faculty perceptions have no value and that all curriculum modifications must be carried out based on limited data gathered in a more rigorous style, and that all modifications to the curriculum must be justified by that data or on advice obtained from advisory boards. In reality, both forms of information are valuable and both have flaws. Ad-hoc information gathering can miss important trends and features, and can even suggest problems where in reality there are none. On the other hand, no short list of codified measurements can match what a professor sees in direct interactions with students. A better situation is a middle ground where all available information is examined carefully, and where all relevant information is germane. The modifications outlined below were mostly a result of faculty perceptions, not due to a formal process of data gathering. At the end of this section, a modification that is being worked on now, and that is based on formal assessment, is mentioned. In the few years before the 2007–2008 academic year the curriculum went through a period of relatively minor modifications. One significant change took effect with the 2005–2006 catalog. Before that, BS students had to choose between two concentrations, Applications Development and Systems Development, each consisting of 12 credits. Those credits were replaced by 12 credits of CSCI electives to give students more choice on what to study. Several significant changes took effect for the 2007–2008 academic year. Before that year, the BS had four concentration areas outside the major, each 12 credits, which can be thought of as half-minors. The concentrations were MATH, ACCT/DSCI (business courses), ICTN (computer technology courses), and a concentration about the relationships of computers to humans. With the 2007–2008 academic year those half-minors were removed. At the same time, the department started thinking about seeking ABET accreditation for the BS degree. Based on ABET guidelines, additional requirements were added to the BS, including an extended core of courses, a requirement for 12 semester hours of science and a stronger mathematics requirement. The additional requirements of the BS degree had the potential to reduce the number of students who had the necessary skills to complete those requirements. To provide options for more students, the BA degree underwent a modification designed for students who wanted a more applied and somewhat less mathematical study of computing. A new Data Structures course was created that concentrated on using

25 the API rather than creating new data structures. The new BA degree also required students to complete courses on Databases, Computer Networks, Systems Programming and E-Business Systems, all deemed important applied areas. Perhaps the largest change in the 2007–2008 catalog was the introduction of the MS in Software Engineering, offering both face-to-face and online students an opportunity to study the business and process of software development. It started with only a few students, but has grown steadily. The motivation for the MS in Software Engineering came from faculty interactions with IBM that made it clear that software engineering was a national area of need. The curriculum of the MS in Software Engineering has undergone a few changes since its introduction. Experience with students showed that many were weak on software construction, so a course (SENG 6245, Software Construction) was added to correct that weakness. Ad- ditional courses were added to provide more focus on particular topics, including SENG 6255 (Software Requirements Analysis and Manage- ment), SENG 6265 (Foundations of Software Testing), and SENG 6275 (Dependable Systems and Software Reliability). To better serve the variety of students who seek the MS in Software Engineering, three concentrations were added, effective in 2010–2011, consisting of Software Design and Development, Software Project Management and Quality Assurance and Software Testing. Beginning in fall 2008, the department decided to try to take its successes in the MS in Software Engineering and offer a BS in Software Engineering, suitable for students with strong business or organizational skills and adequate software development skills. In fall 2011 a proposal for such a degree was presented to the Educational Policy and Planning Committee. That committee did not see the need for such a program, and decided not to include it in the university’s two-year plan, recommending that the department instead reintroduce concentrations, including one in software engineering. That suggestion is under consideration. (Curiously, feedback from EPPC indicated that at least one member was not aware of what degree was being proposed, since his/her comments suggested that the department was not ready to offer the MS in software engineering, a degree that it had already offered successfully for four years.) In 2010–2011 the Department of Engineering proposed a concentration in Electrical Engineering, requiring several new courses. One course, EENG 2410 (Digital Electronics) was so similar to CSCI 3526 that the two departments got together and decided to cross list them,

26 as EENG/CSCI 2410. That is expected to take effect in the spring of 2012. Additionally, the Engineering department proposed EENG 3040 (Microprocessors), which has been cross-listed as CSCI 3040 so that students can count it as an elective toward a computer science degree. As part of SACS assessment, all computer science undergraduate students are required to take the ETS Major Field Test in computer science. In prior years, not all students took the exam, but the results appeared to indicate that ECU students were achieving roughly the same distribution of scores found nationally. Results from the 2010– 2011 academic year, which involved a larger cross-section of students, showed that none of the BA students and only 36% of the BS students scored at or above the national 50th percentile score. For the BA students, that fit with professors’ observations that students were weak in fundamentals. The department Curriculum Committee is exploring splitting CSCI 3200 (Data Structures, taken by BA students) into two courses, to have more time to stress the basics of object-oriented programming, data structure concepts and algorithms. Scores for BS students indicated that they were weakest in two broad areas, the first being discrete structures and algorithms and the second being systems, including databases, networking and operating systems. For the BS, the committee is examining requiring CSCI 3700 (databases) and CSCI 3650 (Analysis of Algorithms) to strengthen students abililties in those key areas.

2.4. Bachelor’s degrees

Describe the bachelor’s degree curriculum, indicating the total number of required credits and the credit distribution among various units. If more than one concentration is available, then list the concentrations and their curricula separately. (Use Appendix C for this purpose.) If there is substantial dependence on some other unit program, describe and comment on the relationship between it and the unit’s program. Indicate any associated professional certification. Include any additional information concerning curricular emphasis that would aid in characterizing the program as oriented to practice or training. Two bachelor’s degrees are offered, the BS and the BA in Com- puter Science (CIP code 110701). We also refer to the BS in Computer Science as the BSCS degree, and the BA in Computer Science as the BACS degree. The intent of the BS degree is to offer a strong foundation in computer science and software engineering and related mathematics

27 and science, as well as good communication skills. As shown in the degree requirements below, the BS requires 18 credits of mathematics and 12 credits of a science focused in one discipline. Students are required to take a technical writing class and a public speaking class. CSCI 4200, also required, is writing intensive. Students must take two course related to professional ethics. The BA degree is intended for students who want to apply computer science to a particular area. The curriculum puts more emphasis on applied courses, and requires a minor and a foreign language. Only 6 credits of mathematics are required. Two required courses cover professional ethics. Both degrees give students a mixture of theory and practice. A rough breakdown of core computer science courses (excluding mathematics courses) shows the BS core roughly 18 credits practice and 11 credits theory, while the core for the BA degree (excluding mathematics) is roughly 18.5 credits practice and 7.5 credits theory. Those breakdowns can only be taken as approximations. Courses for both degrees are generally only offered for face-to- face students, but we make an effort to offer courses in the evening on a rotating basis to allow local students who work during the day to complete a degree.

Requirements for the BS in computer science

At least 126 credits are required. Courses are typically mixtures of theory and practice. After each CSCI core course, the number of credits is shown along with a rough breakdown into theory and practice. For example [3 (P:2, T:1)] indicates a three credit course that is roughly 2/3 practice and 1/3 theory. The exact breakdown depends on details of how the course is taught and on where one draws the line between theory and practice, but these numbers are intended to give a rough idea.

1. Foundations curriculum [42 s.h.] See cognates below for courses that fulﬁll science requirements. The foundation courses must include the following.

(a) COMM 2410 [3] (Public Speaking) or COMM 2420 (Business and Professional Communication) (b) PHIL 2275 [3] (Professional Ethics)

2. Core [30 s.h.]

28 (a) CSCI 2310, 2311 [4 (P:3, T:1)] (Algorithmic Problem Solving and Programming Laboratory) (b) CSCI 2410 [3 (P:1.5, T:1.5)] (Digital Electronics) (c) CSCI 3300 [4 (P:3, T:1)] (Introduction to Algorithms and Data Structures) (d) CSCI 3310 [3 (P:2, T:1)] (Advanced Data Structures and Data Abstraction) (e) CSCI 3675 [3 (P:1.5, T:1.5)] (Organization of Programming Language) (f) CSCI 4000 [1] (Ethical and Professional Issues in Computer Science) (g) CSCI 4200 [3 (P:2, T:1)] (Software Engineering I) (h) CSCI 4230 [3 (P:3, T:0)] (Software Engineering II) (i) CSCI 4602 [3 (P:0, T:3)] (Theory of Automata and Linguis- tics) (j) CSCI 4630 [3 (P:2, T:1)] (Operating Systems I)

3. Cognates [25–27 s.h.]

(a) CSCI/MATH 2427 [3] (Discrete Mathematical Structures) (b) CSCI/MATH 3584 [3] (Computational Linear Algebra) (c) ENGL 3880 [3] (Writing for Business and Industry) or ITEC 3290 [3] (Technical Writing) (d) MATH 2171 [4] (Calculus I) or MATH 2121 [3] (Calculus for the Life Sciences I) (e) MATH 2172 [4] (Calculus II) or MATH 2122 [3] (Calculus for the Life Sciences II) (f) MATH 2228 [3] (Elementary Statistical Methods I) or MATH 2283 [3] (Statistics for Business) or MATH 3307 [3] (Math- ematical Statistics I) (g) MATH 3229 [3] (Elementary Statistical Methods II) or MATH 3308 [3] (Mathematical Statistics II) or CSCI 5774 [3] (Pro- gramming for Research) (h) 12 s.h. of science. (Note that 8 of these 12 units count toward foundation curriculum requirements.) One of the following options must be selected. i. Option 1 – Physics:

29 A. PHYS 1251 [1], 1261 [1] (General Physics Labora- tory) B. PHYS 2350 [4], 2360 [4] (University Physics) C. 2 s.h. of science that satisfy ECU foundation requirements. ii. Option 2 – Chemistry: A. CHEM 1150 [3], 1151 [1] (General Chemistry and Laboratory I) B. CHEM 1160 [3], 1161 [1] (General Chemistry and Laboratory II) C. 4 s.h. of science that satisfy ECU foundation requirements. iii. Option 3 – Biology A. BIOL 1100 [3], 1101 [1] (Principles of Biology and Laboratory I) B. BIOL 1200 [3], 1201 [1] (Principles of Biology and Laboratory II) C. 4 s.h. of science that satisfy ECU foundations curriculum requirements.

4. CSCI electives above 2999 (excluding CSCI 3200 and 5774) [15 s.h.]

5. Electives to complete requirements for graduation (minimum 126 s.h. total)

Requirements for the BA in computer science

1. Foundations curriculum [42 s.h.] The foundation courses must include the following.

(a) PHIL 2275 [3] (Professional Ethics)

2. Foreign language through level 1004 [12 s.h.]

3. Core [33 s.h.]

(a) CSCI 2310, 2311 [4 (P:3, T:1)] (Algorithmic Problem Solving and Programming Laboratory) (b) CSCI 2410 [3 (P:1.5, T:1.5)] (Digital Electronics) (c) CSCI 3200 [4 (P:3, T:1)] (Data Structures and Their Appli- cations)

30 (d) CSCI 3700 [3 (P:1.5, T:1.5)] (Database Management Sys- tems) (e) CSCI 4000 [1] (Ethical and Professional Issues in Computer Science) (f) CSCI 4200 [3 (P:2, T:1)] (Software Engineering I) (g) CSCI 4300 [3 (P:3, T:0)] (Systems Programming) (h) CSCI 4530 [3 (P:1.5, T:1.5)] (Computer Networks and the Internet) (i) CSCI 4710 [3 (P:3, T:0)] (Introduction to Developing E- Business Systems) (j) Choose 6 s.h. CSCI courses above 2999, excluding CSCI 3584 and 5774

4. Cognates [6 s.h.]

(a) CSCI/MATH 2427 (Discrete Mathematical Structures) (b) MATH 2228 (Elementary Statistical Methods I) or MATH 2283 (Statistics for Business)

5. Minor

6. Electives to complete requirements for graduation (minimum 126 s.h.)

2.5. Certiﬁcate programs

Describe the certificate curriculum, indicating the total number of required credits and the credit distribution among various units as in 2.4 above. If there is substantial dependence on some other unit program, describe and comment on the relationship between it and the units program. The department offers a Certificate in Computer Game Develop- ment. It is available to students who only want to get a few courses on game development, but it can also be completed as part of a major or a minor. The required courses are as follows.

1. CSCI 2310, 2311 (Algorithmic Problem Solving and Programming Laboratory)

2. CSCI 3200 (Data Structures and Their Applications) or CSCI 3300 (Introduction to Algorithms and Data Structures)

3. CSCI 3550 (Introduction to Computer Game Development)

31 4. CSCI 4550 (Computer Game Development)

5. CSCI 3800 (Introduction to Computer Graphics) or CSCI 4530 (Computer Networks and the Internet) or CSCI 5800 (Artiﬁcial Intelligence)

A minor in computer science is also available, requiring at least 26 semester hours as follows.

1. CSCI 2310, 2311 (Algorithmic Problem Solving and Programming Laboratory)

2. CSCI 3200 (Data Structures and their Applications) or CSCI 3300 (Introduction to Algorithms and Data Structures)

3. CSCI 2427 (Discrete Mathematical Structures)

4. CSCI electives above 2999 (15 s.h.)

2.6. Master’s degrees

Describe the master’s degree curriculum, indicating the total number of required credits and the credit distribution among various units as in 2.4 above. If more than one concentration is available, then list the concentrations or areas of emphasis and their curricula separately. (Use Appendix C for this purpose.) If there is substantial dependence on some other unit program, describe and comment on the relationship between it and the unit’s program. Indicate any associated professional certiﬁcation. Include any additional information concerning curricular emphasis that would aid in characterizing the program as oriented toward practice-training. Describe the research orientation of the thesis programs. The department oﬀers two MS degrees, the MS in Computer Sci- ence (CIP code 110701) and the MS in Software Engineering (CIP code 140903). We refer to the MS in Computer Science as the MSCS degree, and to the MS in Software Engineering as the MSSE degree. Both degrees can be taken on a face-to-face basis, but the MS in Software Engineering also supports online students, and can be completed entirely online. The MS in Computer Science requires a total of 30 semester hours, including a core of four courses (12 s.h.) intended to give the student the background in theory and practice of computer science that an MS graduate would be expected to have, and 18 semester hours of additional work that includes a project (3 s.h.) or a thesis (6 s.h.). The

32 project is suitable for students with a more applied focus, and the thesis is best for students with who desire a strong theoretical background, are interested in research, or who want to continue their educations with a doctorate. Generally, an MS thesis is expected to yield, or be equivalent to, a publishable original research paper. Students in the MS in Computer Science degree are required to pass a comprehensive examination, which is a written exam on four areas of work selected by the student. The MS in Software Engineering requires a total of 30 semester hours, including two courses (6 s.h.) core, a project or thesis, and a concentration (12 s.h.) in either Software Design and Development, Software Project Management and Quality Assurance or Software Test- ing. This degree does not require a comprehensive examination, and is focused on the practice of developing signiﬁcant, software projects that are within budget and work correctly according to the requirements.

Requirements for the MS in computer science

1. Core courses [12 s.h.]:

(a) CSCI 6120 [3] (Computer Systems Architecture) (b) CSCI/SENG 6230 [3] (Software Engineering Foundations) (c) CSCI 6420 [3] (Computability and Complexity) (d) one of CSCI 5210 (Operating Systems II) or CSCI 5220 (Pro- gram Translation).

2. An additional 18 s.h. selected from CSCI courses numbered 5000 or above, including 3–6 s.h. of thesis or research project. At least 15 s.h. must be in courses numbered 6000 or above. Up to 6 s.h. of the following courses can count toward the 18 hours of CSCI elective courses:

(a) SENG 6240 (Software Architecture and Design) (b) SENG 6250 (Software Systems Modeling and Analysis) (c) SENG 6270 (Software Veriﬁcation and Validation)

3. A minimum cumulative GPA of 3.0 must be submitted for all graduate courses. No more than 6 s.h. of course work evaluated as C may be counted toward the degree.

4. Satisfactory score on a comprehensive examination covering 12 s.h. of course work.

33 5. Following successful completion of the comprehensive examination, the student must design and complete CSCI 6995 or 7000 under the direction of an advisor. The project or thesis must be successfully defended before the students examination committee. Students must attend at least ﬁve research seminars and present at least one research seminar during the course of study.

6. A minimum cumulative GPA of 3.0 must be submitted for all graduate courses. No more than 6 s.h. of course work evaluated as C may be counted toward the degree.

Requirements for the MS in software engineering

1. Core [9–12 s.h.]

(a) SENG/CSCI 6230 [3] (Software Engineering Foundations) (b) SENG 6235 [3] (Software Project Management) (c) SENG 6290 [3] (Software Engineering Project) or SENG 7000 [6] (Thesis)

2. Concentration area (choose one) [12 s.h.]

(a) Software Design and Development i. SENG 6240 (Software Architecture and Design) ii. SENG 6245 (Software Construction) iii. SENG 6250 (Software Systems Modeling and Analysis) iv. SENG 6270 (Software Veriﬁcation and Validation) (b) Software Project Management and Quality Assurance i. SENG 6255 (Software Requirement Analysis and Man- agement) ii. SENG 6260 (Software Metrics and Quality Management) iii. SENG 6265 (Foundation of Software Testing) iv. SENG 6280 (Process Management and Life Cycle Mod- eling) (c) Software Testing i. SENG 6250 (Software Modeling and Analysis) ii. SENG 6265 (Foundation of Software Testing) iii. SENG 6270 (Software Veriﬁcation and Validation) iv. SENG 6275 (Dependable Systems and Software Relia- bility)

34 3. Electives (Choose any two) [6–9 s.h.] Electives must come from outside concentrations

(a) CSCI 5220 [3] (Program Translation) (b) CSCI 6130 [3] Networking and Telecommunication (c) CSCI 6140 [3] Mobile Communications and Wireless Secu- rity (d) CSCI 6600 [3] Data Base Management Systems (e) CSCI 6710 [3] Developing E-Commerce Systems (f) SENG 6240 [3] Software Architecture and Design (g) SENG 6245 [3] Software Construction (h) SENG 6250 [3] Software Systems Modeling and Analysis (i) SENG 6255 [3] Software Requirements Analysis and Man- agement (j) SENG 6260 [3] Software Metrics and Quality Management (k) SENG 6265 [3] Foundations of Software Testing (l) SENG 6270 [3] Software Veriﬁcation and Validation (m) SENG 6275 [3] Dependable Systems and Software Reliability (n) SENG 6280 [3] Process Management and Lifecycle Modeling (o) Up to three s.h. from the following list: i. CSCI 5210 [3] Operating Systems II ii. CSCI 5800 [3] Artiﬁcial Intelligence iii. CSCI 6100 [3] Cryptography and Information Security iv. CSCI 6120 [3] Computer Systems Architecture v. CSCI 6410 [3] Design and Analysis of Algorithms vi. CSCI 6420 [3] Computability and Complexity vii. CSCI 6840 [3] Data Mining

4. A minimum cumulative GPA of 3.0 must be submitted for all graduate courses. No more than 6 s.h. of course work evaluated as C may be counted toward the degree.

2.7. Doctoral degree

Describe the doctoral degree curriculum, noting the credit and general distribution of requirements as in 2.4 above. When concentrations are oﬀered, describe their curricula separately. (Use Appendix C.). Indicate whether

35 the master’s degree is required or usually completed before proceeding to the doctoral program and note the most common minor fields of study. Describe the preliminary examination requirements. Indicate any associated professional certification. Include any additional information concerning curricular emphasis that would aid in characterizing this program as oriented toward practice or research. The department does not offer any doctoral degrees.

3. Students

3.1. Enrollment

Provide student credit hour data on unit degree programs and, as appropriate, on the units contribution to the Foundations Program. Assess the strength of student demand for the degree program and for courses in the Foundations Program. Utilizing appropriate data, comment on student enrollment trends in the degree program and as appropriate in Foundations courses. What are the implications of these trends for future unit planning? The following table shows graduate and undergraduate student credit hours taught.

Student credit hours taught, by academic year 06–07 07–08 08–09 09–10 10–11 Undergraduate 2203 2073 2058 2323 2557 Graduate 305 274 521 890 929 Total 2508 2395 2579 3213 3486

Overall, the department has seen growth in student credit hours. Some of the increase in undergraduate credit hours is due to the introduction and expansion of CSCI 1001, a course for nonmajors, and some to small increases in the number of majors. As the above table shows, much of the overall growth is due to increases in graduate students, and, as indicated by the table below, most of the growth in graduate students is due to the introduction of the MS in software engineering.

Number of declared majors by adademic year Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 BSCS 164 139 163 169 137 BACS 19 32 64 80 79 MSCS 16 15 23 19 16 MSSE - 3 10 37 51 Total 199 189 260 305 283

36 There is a need in the state and the nation for students with degrees or minors in computer science and related areas, and it is sen- sible for the department to make an effort to increase its numbers of students. One of the high demand areas is software engineering, and one way to increase majors would be to add an undergraduate degree in software engineering, which would be the only such degree in the state, and which would serve an important segment of the population who is better suited to management and integration of software prod- ucts rather than to the detailed, algorithmic view normally expected of a computer scientist. Given that we have four faculty working in software engineering, offering such a degree seems like a good idea for the department, the university and the state. During the 2010–2011 academic year the department put in a request for a BS degree in software engineering to be added to the university’s next two-year plan. The proposal was not supported. Instead, we were encouraged to develop a concentration in software engineering in the existing BS degree. During the 2011–2012 academic year the department will examine that possiblity. Enrollment in the MS in computer science has gone down somewhat while enrollment in the MS in software engineering has increased (though by more than the decrease in computer science). A factor is that the MSSE degree is offered online, while the MSCS degree is not. That suggests that offering the MSCS online will help with its enrollment. An additional factor is that face-to-face students in the MSCS must generally be supported with an assistantship, while there is no such requirement for online students, so offering the degree online would free it from the limit on how many assistantships the department can offer. The faculty has discussed this issue, and, while some faculty are strongly for offering the MSCS online, other faculty have legitimate concerns. During the 2011–2012 academic year this possiblity will be discussed further to see whether objections can be overcome in a way that satisfies everybody.

3.2. Quality of incoming students

Comment on how evaluation and assessment of the quality of students in the units degree programs and, as appropriate in Foundations courses, is accomplished. Referring to appropriate data, comment on incoming student quality and trends over the past 10 years. What speciﬁc measures does the unit use to evaluate the quality of entering students? (For example, what use is made of the GPA or of standardized test scores?). Is the quality of the enrolling students as good as desired? What does the annual applications/acceptance

37 ratio indicate about the quality of entering students and the faculty’s standards of student quality? The department has no GPA or other quality requirement on incoming undergraduate students. However, students need to pass CSCI 2310/2311 (Algorithmic Problems Solving and Programming Labora- tory) and either CSCI 3200 (Data Structures and Their Applications) or CSCI 3300 (Introduction to Algorithms and Data Structures). and those courses act as filters to ensure quality of students in later courses. The following table indicates percentages of students who received A–C, D or F grades in each of those courses. Many students in CSCI 2310 do not intend to major or minor in computer science, but most students in CSCI 3200 and CSCI 3300 indicate that they are pursuing either a major or minor in computer science. 2007–2008 was the first year that CSCI 3200 was offered, and there were only four students registered for it. The A–C rate for CSCI 2310 indicates that the quality of incoming students has improved slightly. Students who choose the BA are typically less strong at the material covered in Data Structures, as is clear from the table.

Pass/fail rates for CSCI 2310, 3200 and 3300 Acad. year CSCI 2310 CSCI 3200 CSCI 3300 A-C D F A-C D F A-C D F 07–08 47% 12% 49% 0% 25% 75% 58% 9% 33% 08–09 54% 11% 39% 60% 10% 30% 70% 2% 28% 09–10 57% 13% 40% 50% 28% 22% 76% 0% 24% 10–11 60% 12% 29% 48% 14% 19% 57% 10% 33%

3.3. Quality of current and outgoing students

Quality of Current/Ongoing Students: Are current students performing as well as desired? If not, what are the contributing factors? (Briefly refer to the findings of the outcomes assessment document, which is described in more detail in another section). Describe measures of student accomplishment (ex. major field tests, licensure scores, course-embedded assessment, etc.). List student recognition data such as research/creative activity publications and exhibits, campus awards, presentations, fellowships, and scholarships.

Quality of outgoing undergraduate students

One measure of quality is the number of students who get jobs related to their major after graduation, along with the number who continue

38 to graduate school. The department does not currently collect data on either of those, and it is very difficult to get. That is one area where the department needs to improve. However, students communicate informally with faculty and staff that they have obtained jobs. Firms who hire our students make a point of attending career fairs at ECU, so we know that they have had success with our graduates. Senior undergraduate students are required to take the ETS Ma- jor Field Test. However, before this year graduating seniors were not required to take the test because they graduated under an earlier catalog than the first one requiring the test. Before this year, test data was collected for students who did take the test, and a baseline was established for assessment showing that about 50% of our students scored at or above the 50-th percentile of students nationwide. Results for the 2010–2011 academic year have shown much lower results. The national mean score over that last four years is 149, but the mean for ECU students was 142. Only 7 out of 25, or 28%, of students who took the test this academic year scored at or above the 50-th percentile nationwide. None of the BA students scored at or above the national mean. That either indicates a significant drop in student quality or indicates that there are other factors at work. A factor that likely confounds the comparison to prior terms is that, in prior terms, since the test was not required, it tended to be the better students who chose to take it. But that leaves the issue that ECU students’ scores were signi- fantly below the national average. A breakdown of test results shows that their average score on questions involving discrete structures and algorithms is only 27%. Students in the BS degree are not required to take a course on algorithms, which goes a long way to explain- ing that low score. Scores on systems include questions on networking and databases, areas that BS students are not required to study. The department is considering its response to this. Ideas being explored include splitting CSCI 3200 into two courses to help the BA students and requiring CSCI 3650 (Analysis of Algorithms) and CSCI 3700 (Databases) for the BS students.

Quality of outgoing graduate students

All MS students are required to complete a project or a thesis. In the past, most students chose to do the project, but there has been a trend toward more MS students choosing the thesis.

39 Thesis and projects supervised Thesis Project 2008–2009 0 3 2009–2010 1 7 2010–2011 6 13

Computer science and software engineering graduate students have regularly contributed to the ECU Research and Creative Achievement Week, with four presentations and two posters at the 2011 event. All of the 2011 winners in the Technology and Computer Science area were from Computer Science.

3.4. Degrees granted

Using appropriate data, comment on the trends in the number of degrees awarded annually and the average length of time required to complete each degree program. What has been the trend in attrition over the past seven years? If attrition has been increasing, what measures, if any, have been taken to address that increase? Although there are ﬂuctuations in the number of degrees obtained, the numbers in the bachelor’s degrees in computer science has remained fairly constant when averaged over a three year window, as shown in the following table. Numbers in the MS in computer science have been low, and need to be increased as discussed in Section 3.1. The MS in software engineering is relatively new, and graduated its ﬁrst students in 2009–2010. Its numbers have steadily increased, with 10 degrees awarded in the 2010–2011 academic year.

Degrees conferred by academic year 05–06 06–07 07–08 08–09 09–10 10–11 BA/BS 34 18 15 31 22 39 MSCS 10 2 6 5 5 3 MSSE 0 0 0 0 5 10

Attrition appears to have remained fairly constant. For undergraduate degrees, roughly 50% who take CSCI 2310 have received a grade of A–C, allowing them to move on to the next course, though the exact percentage has been rising, to about 60% most recently. Many of the students who pass CSCI 2310 do not intend to major in computer science, or change to a diﬀerent major, and we expect roughly half of them to move on. Roughly 60–70% of students then get through the next Data Structures course. Information on degrees conferred and

40 numbers of students in the programs are combined in the following table.

Number of degrees conferred and majors, by academic year 06–07 07–08 08–09 09–10 10–11 BA/BS majors 183 171 227 249 216 BA/BS degrees granted 18 15 31 22 39 MSCS enrolled 16 15 23 19 16 MSCS degrees granted 2 6 5 5 3 MSSE enrolled - 3 10 37 51 MSSE degrees granted 0 0 0 5 10

Taking the number 227 of BS/BA majors for 2008–2009, and mul- tiplying by the expected attrition figures from CSCI 2310 and CSCI 3200/3300 (dominated by 3300, since far more students chose that route) give roughly 40. There is a lag, and we see that 39 students graduated two years later. That fits with faculty observations that a large majority of CSCI undergraduate students who finish a Data Structures course with at least a C successfully go on to complete the degree. Since the MS degree typically takes two years to complete, one would expect the annual number of degrees awarded to be about half the number of students in the program. Distance education students skew that, though, since they often are not able to take as many courses per term. Numbers for the MS in Computer Science show the graduation rate to be low, indicating that there is either attrition or that students are taking more than two years to finish the degree. The MS in Software engineering has not had data long enough to draw useful conclusions.

3.5. Diversity of student population

Provide student proﬁles relative to gender, age, minority, and international status. Describe plans to promote diversity. The tables below show a breakdown of graduates by race/ethnicity and by gender. Students of all kinds do well in computer science when they apply themselves, and faculty are pleased to have diverse classes. Unfortunately, we have to deal with a persistent rumor that particular people, especially women, will not do well in computer science. There is no indication at all that the rumor is true. We have one female faculty member, Qin Ding, who is a great asset to the department. She

41 advises the student chapter of the Association for Computing Machin- ery, and so encounters most students in the degree. It is our hope that her presence will attract good female students.

BS and BA in computer science graduates by gender, by academic year 05–06 06–07 07–08 08–09 09–10 Female 5 3 1 1 1 Male 29 15 14 30 21

MS in computer science graduates by gender, by adademic year 05–06 06–07 07–08 08–09 09–10 Female 2 0 1 0 1 Male 8 2 5 5 4

MS in software engineering graduates by gender, by academic year 05–06 06–07 07–08 08–09 09–10 Female 0 0 0 0 1 Male 0 0 0 0 4

BS and BA in computer science graduates by race/ethnicity, by academic year 05–06 06–07 07–08 08–09 09–10 American Indian or Alaskan 1 0 0 0 0 Native Asian 0 0 0 1 0 Asian or Paciﬁc Islander 0 1 3 0 0 Black or African American 3 2 0 3 2 Hispanic of any Race 1 2 2 2 3 hline 2 1 0 1 0 Non Resident Alien Two or More Races (Non 0 0 0 1 0 Hispanic) Unknown 0 0 0 0 1 White 27 12 10 23 16

42 MS in computer science graduates by race/ethnicity, by adademic year 05–06 06–07 07–08 08–09 09–10 Asian 0 0 0 0 1 Asian or Paciﬁc Islander 1 0 0 0 0 Hispanic of any Race 0 0 0 0 1 Non Resident Alien 5 0 4 1 1 Unknown 0 0 0 1 0 White 4 2 2 3 2

MS in software engineering graduates by race/ethnicity, by academic year 05–06 06–07 07–08 08–09 09–10 Non Resident Alien 0 0 0 0 3 Unknown 0 0 0 0 1 White 0 0 0 0 1

3.6. Needs for graduates and student placement

Comment on the strength of employers or others’ demand for students with the knowledge and skills provided by the unit’s courses. Describe past, present and future need for graduates from the program in the region, state, South- east, and the nation. Cite any pertinent studies. Present data on the placement of students who have earned their degrees in the unit in the past seven years. Report those that have entered into graduate or professional schools. Report any information and data available on the level of employer satisfaction with unit graduates. Describe the level and kinds of assistance provided by the unit in placement of graduates. According to the U.S. Department of Labor 2010-2011 Occupa- tional Outlook Handbook, employment growth for computer scientists is expected to be much faster than the average, and job prospects should be excellent. Computer scientists held about 28,900 jobs in 2008, and it is projected that they will hold about 35,900 jobs in 2018, for a 24 percent growth. Median annual wages of computer and information scientists were $97,970 in May 2008, which gives graduates an excellent prospect for their careers. Computer software engineers are among the occupations projected to grow the fastest. U.S. employment of software engineers was about

43 909,600 in 2008 and is projected to grow to 1,204,800 in 2018, for a 32% growth rate. Overall, prospects for graduates in computer science and software engineering are excellent. The department encourages undergraduate students to take part in cooperative education experiences, and has a Coop Director (James Wirth). Dr. Wirth has had good results ﬁnding placements with companies. Unfortunately, data on Coop placement, student job placement and numbers of students who go on to graduate study is lacking. Al- though Dr. Wirth and the College help arrange interviews, there is no mechanism in place to assure that he learns of placements. Students have not reported what they do after graduation except via informal discussions. This kind of data gathering is a major weekness, and the department needs to take steps to improve it. The senior exit survey and the graduate student exit survey will be modiﬁed to include questions about student plans after graduation. That will not get information about all students since some make plans after doing the survey, but it will improve the data.

3.7. Funding

Describe the scholarship and stipend support packages available for students and the approximate annual number of each type that have been received. Include Graduate Teaching Assistantships (GTAs), Graduate intern Assis- tantships (GIAs), and Graduate Research Assistantships (GRAs), fellowships, traineeships, etc. Include the number of semesters the average master’s and doctoral student spends on a GTA or GRA. How are GTA/GRA positions publicized, and how are students selected for those appointments? The department has received funding for graduate assistantships from the Graduate School and, on a one-time basis in 2009-2010 and 2010–2011, from the Dean’s Oﬃce. The following table shows assistantship support. NA indicates that data is not available.

44 Funding of graduate student assistantships Year Num. GAs Graduate school Grants Outside From sources dean CSCI SENG 04–05 8.5 $83,300 – NA – – 05–06 8.5 $83,300 – NA – – 06–07 8.5 $83,300 – NA – – 07–08 8.7 $83,300 – $1,549 – – 08–09 19.0 $83,300 – $1,404 – $100,441 09–10 20.5 $163,304 – $17,653 $19600 $74,500 10–11 18.0 $84,904 $74,400 $15,348 – $85,000

Each assistantship is for an amount of $4900 per semester. (In 2010– 2011 two students received additional compensation for teaching courses.) A graduate student who remains in good standing is normally supported for up to four semesters. Students are selected for assistantships by the Graduate Director, based on availability and qualiﬁcations. Students are selected for assistantships by the department graduate director. In the case of funding from grants or other departments, the graduate director makes recommendations, but the funder selects students. Graduate assistants funded by the graduate school or the dean are assigned duties, either to support teaching or research, by the graduate director, in consultation with faculty. Students without assistantships have generally obtained employment elsewhere in the area. The School of Nursing has employed computer science and software engineering graduate students, and others have worked for the college technology support oﬃce.

3.8. Student involvement in the instructional process

Indicate the degree of participation by students in formal or informal teaching activities within the unit and/or in other programs on campus. Describe any preparatory training and/or ongoing mentoring that undergraduate or graduate students receive. Most face-to-face graduate students who have assistantships have been involved in informal teaching activities, such as serving as teaching assistants, graders, lab tutors, etc. Three graduate students have been involved in formal teaching activities, serving as the instructor for CSCI 1001 (Introduction to Com- puter Science for Non-Majors). Students teaching CSCI 1001 have been

45 mentored and supervised by faculty (Dr. Qin Ding, Dr. James Wirth, Dr. Ronnie Smith). Christopher Westbrook, having completed his MS in Software Engineering, taught two courses while ﬁnishing his MS in Computer Science.

4. Faculty

4.1. Faculty list and curriculum vitae As attachments to the Self-Study narrative, provide:

(a) An alphabetical list of faculty members, including the rank of each and the number of master’s and doctoral advisory committees that each member has chaired during the past seven years, and

(b) A current, brief, Sedona-generated curriculum vitae for each faculty member covering the last 7 years.

The following faculty teach in the computer science department. Vitas can be found in Appendix B.

Dr. Karl Abrahamson, associate professor. (Supervised 4 MS • students in the last seven years. Currently supervising 2 MS students.)

Dr. Junhua Ding, assistant professor. (Supervised 6 MS students • in the last seven years. Currently supervising 5 MS students.)

Dr. Qin Ding, associate professor. (Supervised 2 MS students at • ECU and 4 at Penn. State Harrisburg in the last seven years. Currently supervising 1 MS student.)

Dr. Krishnan Gopalakrishnan, associate professor. (Supervised 3 • MS students in the last seven years. Currently supervising 2 MS students.)

Robert Hoggard, instructor. • Dr. Masao Kishore, associate professor. (Supervised 0 MS stu- • dents in the last seven years. Currently supervising 0 MS students.)

Dr. Lakshmi Narasimhan, professor. (Supervised 1 MS students • in the last seven years. Currently supervising 0 MS students.)

46 Dr. Nasseh Tabrizi, professor. (Supervised 17 MS students in the • last seven years. Currently supervising 10 MS students.)

Dr. John Placer, professor. (Supervised 0 MS students in the last • seven years. Currently supervising 1 MS students.)

Dr. Ronnie Smith, associate professor. (Supervised 9 MS students • in the last seven years. Currently supervising 1 MS student.)

Dr. Sergiy Vilkomir, assistant professor. (Supervised 6 MS stu- • dents in the last seven years. Currently supervising 6 MS students.)

Dr. James Wirth, associate professor. (Supervised 1 MS students • in the last seven years. Currently supervising 1 MS students.)

Over the last seven years some faculty were lost and some gained. John Placer was hired as department chair in August 2006. Junhua Ding and Qin Ding (not related) were hired in August 2007. John Crammer, who had been shared with the Mathematics department, had his status changed to be entiredly with Mathematics after the fall 2007 semester. Carol Collins, a longtime instructor with the department, retired after the 2007–2008 year. In August 2008 Lakshmi Narasimhan and Sergiy Vilkomir were hired. Robert Hochberg, a tenure track assistant professor, left after the 2009–2010 year. The story of Dr. Narasimhan since his hiring is complicated, but it resulted in a personnel action that is ongoing. At the time of this report he is not a contributing member of the department while personnel actions are under way.

4.2. Faculty proﬁle summary

Provide summary data on: tenured/non-tenured, terminal/non-terminal degree, gender, minority, and international status. Describe hiring trends over the past 7 years and present hiring needs. The department has nine tenured faculty, two tenure-track faculty and one ﬁxed-term faculty member. One faculty member is female. seven are asian and seven are white. One faculty member is originally Japanese, two Chinese, two Indian, one Ukrainian and one Iranian. Five of the current faculty were hired in the last seven years, including two from China, one from India, one from Ukraine and one American, although all already had U.S. residence and employment

47 when they were hired. Two of the new faculty were hired as full professors (one as department chair) and three as assistant professors. The department has two main needs. As the software engineering degree has grown, faculty in that area have become heavily burdened with graduate student projects and theses. Another faculty member in software engineering would not only relieve that burden but would also lead to a signiﬁcant research group in software engineering. The second need is for a permanent chair.

4.3. Visiting, part-time and other faculty

Describe the extent to which visiting and part-time faculty participate in the undergraduate and graduate programs. A list of graduate courses taught by adjunct faculty for the last seven years should be included. Also, if faculty members from other university units serve important roles in the program, please specify. For most of the last seven years, the department has not had any visiting or part-time faculty. During the spring 2011 term the department hired Christopher Westbrook, one of its MS graduates, as a part-time faculty member to cover two undergraduate courses, graphics and analysis of algorithms.

4.4. Advising

Describe how and when faculty advisors are assigned to students in the unit programs, as well as any guidance that new faculty are given in directing undergraduate/graduate student research. Departmental advising of undergraduate students is handled by the college advising oﬃce. Amy Shannon is assigned to advise computer science undergraduate students. As a dedicated advisor, she does an excellent job of keeping advising materials up to date and keeping students abreast of developments. She also prepares senior summaries for students who are near graduation. When Ms. Shannon has questions that she cannot answer, she asks the department’s undergraduate coordinator (Karl Abrahamson), who also reviews and signs students’ senior summaries. Advising and admission of graduate students is handled by the graduate director, currently Nasseh Tabrizi. Dr. Tabrizi has two assistant directors, one for computer science and one for software engineering, but he has generally handled advising of students himself. That is a large burden on one person, particularly with the growth of students

48 in the MS in software engineering, and it will probably be necessary to oﬄoad some advising to assistants. Supervision of graduate student projects, theses and other research is arranged by mutual agreement between students and faculty. Typically, students choose a faculty member whose interests are close to their own. New faculty are encouraged to direct graduate student research, and have done an outstanding job. No formal mentoring process is in place at present because the need for one has not arisen. None of our current tenure-track faculty came directly out of graduate school. All had signiﬁcant experience in research or teaching, and did not need mentors to do exceptional jobs. Any necessary guidance took place through informal discussions.

4.5. Faculty quality

Provide summary faculty productivity data such as: books, articles, exhibi- tions, performances, presentations, awards, grants, patents, service/outreach activities, number serving as theses advisors, number serving on theses committees, and number supervising honors and/or senior projects. Describe the ways in which the unit evaluates the quality of its faculty (e.g., teaching evaluations, peer review, publications, research grants, graduate students advised and their time to degree, etc.) and how it uses the results of these evaluations. Faculty publications, grant submissions and grants obtained are summarized in the following tables. The table showing grants received combines 2008-2009 and 2009–2010 because two NSF award notices came on the boundary between those academic years. Peer-Reviewed Journal or Conference Papers Published 2006–2007 6 2007–2008 13 2008–2009 32 2009–2010 32 2010–2011 24

Grants Submitted 2006–2007 5 2007–2008 15 2008–2009 7 2009–2010 18 2010–2011 18

49 Funding Obtained (Grants/Awards/Subcontracts) Academic year Number of submissions 06–07 $0 07–08 $147,706 08–09/09–10 $274,910 09–10 $13,333 10–11 $255,805

The following table shows completed theses and projects supervised over the last three years. Each project and thesis committee has at least two members from the department in addition to the supervisor. (The fourth member of thesis committee is often from a diﬀerent department).

Thesis and projects supervised Thesis Project 2008–2009 0 3 2009–2010 1 7 2010–2011 6 13

Faculty teaching quality is partially supported by Student Opin- ion of Instruction (SOIS) results, as shown in the following table. The department also conducts peer reviews of instruction that are kept in faculty personnel ﬁles and reviewed with tenure and promotion decisions.

SOIS means Department means Univ. means by course level Overall undergrad grad 2xxx 3xxx 4xxx 6xxx Fall 2008 5.82 5.87 5.43 6.19 6.18 6.24 6.23 Fall 2009 6.06 5.98 6.16 6.19 6.16 6.16 6.29 Fall 2010 6.00 5.87 6.27 6.21 6.20 6.23 6.26 Spring 2009 6.31 6.25 6.44 6.16 6.27 6.34 6.23 Spring 2010 6.04 5.87 6.43 6.21 6.21 6.21 6.24 Spring 2011 5.66 5.31 6.50 6.29 6.31 6.35 6.32

4.6. Faculty workload distribution

Describe the faculty workload relative to teaching, research/creative activity, and service/community engagement. Is the unit staﬀed adequately to meet the needs of various ﬁelds of specialization in the discipline? If not, please

50 explain how the unit could achieve an appropriate distribution of faculty across specializations oﬀered, given no growth in resources. The following table summarizes overall teaching load for the last four years. Teaching load has increased as the software engineering courses were added. The department had two tenure-track faculty during the 2007–2008 academic year and three during the other years shown. They were given release time for research, and taught two courses per term. Tenured faculty generally teach from two to three courses per term, with release time for research and service. Teaching workload 07–08 08–09 09–10 10–11 Num FTE 13 13 13 12 Credits taught 147 158 177 173 Annual credits per 11.3 12.2 13.6 14.4 FTE Annual credits per 12.3 13.2 14.75 15.7 FTE, excluding chair

The table does not show workload in the lab course CSCI 2311, which counts as 0 credit hours, but meets for two hours per week. Four sections of it are offered each term, and it is assigned to faculty. Another issue that is not shown in the table is that SENG courses are funded at level 4, while computer science courses are funded at level 3. The following table shows the number of credits of SENG courses taught since spring 2008, when the first SENG courses were taught. Since the SENG degree does not have a topics course (an issue that needs to be remedied), CSCI 6905 has been used for software engineering topics three times, but that course is not included in the figures below. SENG credits taught, by term Spring 2008 6 Fall 2008 6 Spring 2009 12 Fall 2009 9 Spring 2010 12 Fall 2010 15 Spring 2011 9

The workload table also does not show workload in supervising graduate students. That has become a problem for software engineering. The number of students in that degree program has been growing

51 strongly, with 51 students in the degree program in Fall 2010. The department had four faculty whose primary area is software engineering, but recently lost one from active participation due to a personnel action. The remaining three software engineering faculty are overwhelmed. Re- placing the lost faculty member in software engineering is critical. If that is not done, we risk losing those faculty that we have. If resources do not allow that replacement, then faculty who are not in software engineering will need to ﬁll in. But that is not just asking them to cover courses, it is asking them to supervise projects or theses in areas with which they are not familiar, which is considerably more diﬃcult. The total amount of service that is needed in a department, including committee work at the department, college and university level, is fairly independent of the number of faculty in the department, or varies only weakly with it, since every department needs a curriculum committee, a personnel committee, an awards committee, an assessment committee, etc. The computer science department is not large, so there tends to be a high service load per faculty member. One faculty member (Qin Ding) is a member of seven department committees, two college committees and one university committee. That not only needs to be taken into account when looking at overall load, but needs to be seen against the expectation of what faculty are expected to do to achieve raises or promotion, and service is a very small part of that expectation.

5. Resources

5.1. Budget

Provide data for: the unit operating budget (expenditures), sponsored projects, F&A returns, fees, royalties, special services, assistantships, scholarships, etc. Most of the department’s budget is used for supplies and travel, with travel generally the largest item. The department’s budget since 2005 is summarized in the following table.

52 Operating Grants F&A/ Assistantships Gifts/ budget GCRT Foundation 05–06 $15,000 $0 $0 $83,300 $2,900 06–07 $49,000 $0 $0 $83,300 $2,350 07–08 $37,000 $207,551 $6,395 $84,875 $33,185 08–09 $30,000 $0 $4,660 $85,324 $2,300 09–10 $32,312 $74,924 $12 $190,602 $2,656 10–11 $32,312 $25,000 $1,953 $185,152 $9,633

The department currently has a base operating budget of $9,000, with an additional amount of approximately $18,000 supplied by the dean from the college operating budget.

5.2. Space

Describe scope, quality, and need-projections. Department offices moved in 2003 from the Austin building to the C annex of the Science and Technology building. Where before faculty were spread around Austin, they are now all located together, which facilitates communication. Currently there are two empty offices in the C annex. One is currently being used on a temporary basis for office space for graduate students who are teaching CSCI 1001. When and if new faculty are hired, it is very important for them to be located with the other faculty, and not isolated in another building. The department has two administrative assistants. Debra Had- dock has an office in the C annex but Jennifer Jacobs has space without walls (except for a partial glass wall) at the front of the office space. It would be better for her to have a real office. The empty offices are currently reserved for new faculty. The department has student lab space in Austin, consisting of Austin 209 (a lab with Windows machines), Austin 208 (a lab with Linux machines) and Austin 207 (a place for graduate students to work). The laboratories are used for CSCI 1001 and CSCI 2311 and also are available as open time for students to work. Some classes require software development in teams, and the laboratory is a good place for teams to meet and work. Additional space includes Austin 324 A, B and C, one of which are currently shared with a researcher from another department. Those rooms are used for meeting space, space for student tutoring and research space. Rooms 226A-F in Austin are also used for research and for temporary offices, but they are very small.

53 Room 234 in the Science and Technology building has served as research space for a variety of projects.

5.3. Technical and equipment support

Describe equipment and technical personnel support provided to faculty, staﬀ and students.

Available equipment and support

In addition to computers in faculty offices, the department currently has two laboratories for student work. Austin 208 holds about 20 machines that support the Linux operating system by remote login to a server. Austin 209 holds about 20 Windows machines. Both Windows and Linux are available to faculty and students via remote login. Faculty and students also have access to a storage array where files are kept. All system administration support is through the college system support office, which currently employs five staff. Joel Sweatte heads the system support office. John Jones, hired in 2007, supports Linux systems, as well as having other duties.

Evolution of technical infrastructure in support of academic programs

In computer science, program development goes hand-in-hand with the development of the supporting technical infrastructure. To maximize its eﬀectiveness, academic computer science must have access to computational infrastructure that goes beyond the view of computation as a tool and embraces the view of computation as an object of study. Computer scientists are not merely users of computational tools, we are the creators and developers of them. If we are successful academi- cally, each of our students will grow to realize that he or she does not have to accept computational tools and systems for what they are currently capable of doing, but that the student has the power to change, modify, and create totally new tools and systems and ways of carrying out computational tasks. Infrastructure requires administration. But asking faculty to be computer system administrators is not a good idea. It takes a lot of their time, more than it would a professional system administrator, because the faculty need to spend time learning how to do the required tasks. That time would be better used on work that the faculty are expected to do, such as teaching and research. Instead of using a lower

54 paid and more eﬃcient individual, asking faculty to take on system administration uses more highly paid individuals who are less eﬃcient to do things that they were not hired to do. Over the years, University support for the necessary infrastructure and administrative support has varied. The biggest positive break- through occurred in the early 2000’s when the department was permit- ted to hire a full-time system administrator by converting a faculty position to a system administration position. From 2001 to 2005, the department progressed quickly toward a computing environment that exhibited the following desirable characteristics.

Single account access to a uniﬁed ﬁle system across platforms • (PC’s and Sun’s) and operating systems (Unix, Linux, and Win- dows).

Server-based system design that enables data and programs to • reside in only one place and be made available as needed to computing clients and applications.

Independent mail and separate network and web server systems, • allowing easy access to mail from software, not just directly by users.

Distributed and replicated functionality that greatly improves re- • liability.

Ability to install and use not only our own custom software, but • software developed for academic purposes at other institutions.

The most obvious reason for the improvement was that the department had a system administrator whose mission was to satisfy the needs of this department. Unfortunately, our system administrator resigned in November 2005, and for reasons that were never completely clear, his replacement was not hired until August 2007. That replacement was only hired because the department once again decided that a system administrator was so important that it was willing to give up a faculty position in order to get it. But, even though the department gave up that position, the replacement became an employee of the College rather than the department. Furthermore, another College-level administrative decision was made to replace the existing systems infrastructure by a centralized College system that utilizes virtual systems hosted by college servers.

55 The system staff also outsourced important tasks such as user authentication and domain name resolution to the computing services branch (ITCS). These changes have yet to achieve the functionality, reliability, and responsiveness that existed during the first half of the 2000’s. Sys- tems have frequently been inaccessible, sometimes due to problems ac- cessing authentication or domain name resolution and sometimes due to inherent problems with the way the systems and user interaction have been set up. Requests for a single unified file system accessible from both Linux and Windows have gone unanswered because the current system setup does not allow it. Instead, two separate file systems are provided, one for Linux and one for Windows. (The Linux systems are able to get through to the Windows file system as a subdirectory, but that file system interface does not allow fundamental operations such as changing permissions on files. The Windows systems have no access to the Linux file system. Faculty and student web pages are forced to be on the Linux file system, making them inaccessible from Windows, except through the web server, which is inherently read-only.) Requests to make the software in the student laboratory easy to modify have gone unanswered because they do not fit the model that the College staff uses. (Currently, any change to the software in the Windows laboratory, no matter how trivial, requires shutting down the laboratory for an afternoon while staff make the change to each machine manually.) The college system support staff has worked to make overall improvements over time. System downtime now is not as frequent as in the past. Virtual machines have been created that support the research of particular faculty members, allowing them to configure the machines as they need. However, longstanding issues have been put on the back burner while other issues of much lower importance to this department have been the subject of focus. During the week of September 19–23, 2011, the general Linux systems used by faculty and students were inaccessible for long periods, and when they were accessible, access to the Windows file system was not available, forcing people to try to work around that. The impact on program development has been to make maintaining and expansion of program quality more challenging than in the past. While economic pressures have undoubtedly been a factor in some of the decision making, nevertheless, it has yet to achieve the level of performance that has been promised.

56 5.4. Library support

Provide assessment of library holdings and services related to the unit program.

Joyner Library Services

Joyner Library offers more than 500 databases, a half million ebooks, and 89,000 current and archival online journals, in addition to providing more than 1.25 million bound volumes, 2.5 million pieces of microfilm, more than a half million printed government documents, and about 800 currently-received print journals. Additional library resources and support for the Computer Science Department include the following: a liaison librarian to serve as primary point of contact with the department, course-integrated library instruction sessions, online research guides, and individualized research consultations. Other services include Interlibrary Loan, electronic document delivery of articles, and a pull-and-hold service. The libraries also offer group study rooms (some of which can be reserved), study carrels, a 125-seat computer lab, and 2 computer classrooms for hands-on library instruction. Joyner Library hosts the University Writing Center and the Pirate Tutoring Program.

Books

Books for the Computer Science Department are acquired primarily by either the subject fund or the library’s approval plan (which automatically ships books meeting a profile we set up). The subject fund for the Computer Science Department is $3,000 for the current fiscal year (2011–2012), which is the same allocation provided last fiscal year (2010–2011). Other subject funds, for instance Math or Engineering, may also purchase books of interest to Computer Science faculty and students. The reason for the changes in funds has to do with the budget cuts that ECU has had to take in recent years. The table below shows the subject fund’s expenditures for the past six fiscal years for the Computer Science Department.

57 Fiscal Year Number of books purchased Total Expenditures FY 2011 42 books $ 3,468.61 FY 2010 48 books $ 2,221.61 FY 2009 72 books $ 6,383.69 FY 2008 75 books $ 4,306.59 FY 2007 49 books $ 4,356.39 FY 2006 67 books $ 4,333.80

In addition to the subject fund and the approval plan, the library also purchases complete ebook packages from Springer. The Computer Science ebook collection includes not only Lecture Notes in Computer Science and Lecture Notes in Artiﬁcial Intelligence, but also other monographs on computer science topics. The library also purchases the Math ebook collection from Springer; this collection may include titles useful to the Department. Numbers of titles received under this arrangement for the current calendar year (to date) and the past two calendar years are reported below.

Calendar Year Computer Science Math Ebooks Re- Ebooks Received ceived 2011 510 343 2010 925 343 2009 884 352

Apart from their inclusion in the Springer ebook collections, Joyner Library provides online access to Lecture Notes in Computer Science from 1997 to current. The following table lists the total number of print books currently held at Joyner Library by call number range.

58 Call number range General Topic Number of books QA1 – QA70 Mathematics — General 4,840 and Tables QA71 – QA90 Instruments and Machines 5,140 QA91 – QA940 Mathematics — Arithmetic, 14,374 Algebra, Probability, Analysis, Geometry, and Analytic Mechanics All TA Engineering / Civil 2,723 Engineering All TK Electrical Engineering 3,283 TK5101 – TK6720 Electrical Engineering — 1,212 Telecommunication TK7885 – TK7895 Computer Engineering / 86 Computer Hardware

Journals

Access to journal literature is important for researchers, and ECU has made significant strides in expanding this access for our students and faculty. Joyner Library has current subscriptions to about 800 print journals, while offering access to more than 89,000 journals online. ECU Libraries are aggressively changing from print to online journal subscriptions, and there are only three current print subscriptions for the Computer Science Department remaining in Joyner (Electronics World, Web Designer, and Wired). There may be additional print subscriptions for the Math Department that are also relevant for Computer Science; about 30 math journals are currently received in print. ECU Libraries have extensive journal packages with major publishers in relevant areas, including Elsevier, Springer, Wiley-Blackwell, and Sage, and have benefited from major support by university administration for purchase of archival packages from these publishers and others. It is difficult to provide full title lists and to track down exactly how many journals provide support for a given discipline, especially given the fact that faculty and students use a variety of journals across disciplines. Catalog subject searches for print and online periodicals yields the following results.

59 Computer Science-Periodicals 241 Artiﬁcial Intelligence - Periodicals 115 Information Technology-Periodicals 220

Catalog searches of subject headings are useful, but should also be compared to journals grouped by broader categories. The following table shows E-Journal Portal Category Headings for Engineering & Applied Sciences.

Computer Science 720 Applied Mathematics 109 Civil & Environmental Engineering: Operations Research 100 Electrical & Computer Engineering Electrical Engineering 581 Information Technology 93 Telecommunications 238

Note that these numbers do not include more general math or engineering journals that may be relevant, nor do they include other relevant related subject areas. Separately the liaison to the library has received a list of online journals from the E-Journal Portal Categories listed above. These journal titles include individual subscriptions, journals in publisher packages, and journals otherwise included in databases.

Databases

Joyner Library has more than 500 databases available, and the following are databases that support research and teaching for Computer Science.

ACM Digital Library (includes ACM Guide to Computing Liter- • ature)

Annual Reviews (really a journal) • Applied Science & Technology FullText • Archival journal packages for computer science and applied math- • ematics from Elsevier, Springer, Wiley, SIAM, Oxford UP, Cam- bridge UP and others

Compendex • Gartner (paid by ECU ITCS) • 60 IEEE Xplore • Knovel ebooks • MathSci Net (Math Reviews) • Project Euclid (really a journal package) • SIAM Journal package • We also link to the following free databases

ArXiv • ERAM (Jahrbuch Project Electronic Research Archive for Math- • ematics)

NTIS • OSTI E-Print Network •

6. Assessment of Outcomes and Faculty Expectations

6.1. Attributes that faculty expect graduates to attain What are the unit program values of the faculty, that is, the knowledge, skills, and other attributes faculty expect their graduates to attain? Unit programs at East Carolina University have answered this question. Unit faculty have established broad objectives for their programs, typically related to the students’ professional and career goals. For each of these objectives, unit faculty have identiﬁed outcomes by which they have deﬁned their particular program’s expectations for students’ professional development and career goals. The unit provides objectives and outcomes for each program.

BS in Computer Science

The BS in Computer Science is intended to give students a strong foundation in computer science, software design and problem solving on computers, with an ability to apply that foundation to a variety of problems and to analyze the eﬀectiveness of solutions. They are

61 expected to be able to communicate, work eﬀectively in teams and take leadership roles. Program objectives for the BS degree are well expressed by the proposed ABET objectives and outcomes.

(a) Students will acquire an ability to apply knowledge of computing and mathematics appropriate to the discipline. (i) Students will acquire an ability to use current techniques, skills, and tools necessary for computing practice. (l) Students will acquire an ability to use modern software engineering tools and techniques in order to design and implement solutions to technical problems submitted by external constituents.

Objective 3 Graduates of the BS in Computer Science at ECU will be prepared with communication skills and experience in teamwork that is conducive to professional practice in computing.

62 (d) Students will acquire an ability to function eﬀectively on teams to accomplish a common goal. (f) Students will acquire an ability to communicate eﬀectively with a range of audiences.

(e) An understanding of professional, ethical, legal, security and social issues and responsibilities. (g) Students will acquire an ability to analyze the local and global impact of computing on individuals, organizations, and society. (h) Students will acquire recognition of the need for, and an ability to engage in, continuing professional development.

BA in Computer Science

The BA in Computer Science is intended to give students a basic foundation in computer science along with an ability to apply that foundation to development and support of computer systems in a business or similar setting. Students are expected to communicate well, to have a knowledge of professional ethics and to be ready to take on leadership roles. The following objectives expand on that.

1. Knowledge of Computing and Mathematics. Students will have an ability to apply knowledge of computing and mathematics appropriate to the discipline.

2. Analyze a Problem. Students will have an ability to analyze a problem, and identify and deﬁne the computing requirements appropriate to its solution.

3. Professional Development. Students will acquire knowledge about the diﬀerent ways to become professionally engaged.

4. Education for a New Century (Global and Local Issues). Uses disciplinary concepts to explain how global and local issues are interconnected.

5. The Leadership University (Ethical Principles). Demonstrates knowledge of ethical principles and their application in leadership.

63 MS in Computer Science

The MS in Computer Science gives students with bachelor’s degrees in computer science an opportunity to solidify and extend their knowledge of the principles and practice of computer science, as well to study a particular topic in depth through a thesis or project. The following are the departments objectives for student achievement.

1. Problem Solving Students will acquire suﬃcient knowledge of computer science theory and practice to allow them to analyze and solve problems in four core areas of computer science. 2. Software Development Students will acquire an ability to apply design and development principles in the construction of software systems. 3. Professionalism Students will acquire knowledge about diﬀerent ways to become professionally engaged. 4. Education for a New Century (Global and Local Issues) Uses disciplinary concepts to explain how global and local issues are interconnected. 5. The Leadership University (Ethical Principles) Demonstrates knowledge of ethical principles and their application in leadership.

MS in Software Engineering

The MS in Software Engineering concentrates on competencies related to the software development cycle. The following are the departments objectives for student achievement.

1. Computer-Based System Students will acquire an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs. 2. Software Systems Students will acquire an ability to apply design and development principles in the construction of software systems. 3. Professionalism Students will acquire knowledge about diﬀerent ways to become professionally engaged. 4. Education for a New Century (Global and Local Issues) Uses disciplinary concepts to explain how global and local issues are interconnected.

64 5. The Leadership University (Ethical Principles) Demonstrates knowledge of ethical principles and their application in leadership.

6.2. How well is the program achieving expectations?

How well is the program achieving faculty expectations? Units have generated plans for assessing their program outcomes: assessment data to be collected, the source of the data, how often the data are to be collected, and when the assessment results will be reported. Assessment plans are provided by the unit. Unit faculty are in the process of collecting and analyzing data and using the results to evaluate their programs. In some cases the assessment data was incomplete. That was partially found to be the result of uncooperativeness by a particular faculty member, partially the result of unclear instructions to faculty, and partially the result of student difficulties in filling out surveys. For example, not all students filled out the survey that all graduating students should fill out. The uncooperative faculty member will no longer be involved in courses requiring assessment data to be gathered. The senior exit survey will be given in class, with help on how to fill it out. The Graduate Student Exit Survey will be administered before the project or thesis defense, and a completed survey will be required before the defense. Outcomes under the heading “Education for a New Century (Global and Local Issues)” and The Leadership University (Ethical Principles)” are new, and data has not been gathered concerning them. The action for them is to ensure that data is gathered, for all degrees. In most cases where data was adequate, the department found that assessment results indicated that expectations were being met, and that no curricular or other changes were called for. A major issue came up in data for 2010–2011, where students were found to have done much poorer than expected, on average, on the ETS Major Field Test. Responses to that data are discussed under the next heading.

6.3. Changes to be made and quality enhancement practices What changes should be made in the program so that it can better achieve faculty expectations? What ongoing process does the unit utilize to promote quality enhancement?

65 This is the most important of the three questions, focusing on the goal of outcomes assessment: improving programs. Outcomes assessment provides data that unit faculty can use to identify aspects of the program that are not meeting their expectations and then to make decisions for improving the program. Continuous collection of data can provide unit faculty the information they need to determine the extent to which changes they have made in their programs are having the desired eﬀect of improving outcomes. Summaries of what unit faculty have learned about their programs based on outcomes assessment and what changes in their programs they will make are given in their unit outcomes/assessment reports. The Review Committee report (including its recommendations) will be shared with the academic unit to assist faculty in developing a planned quality enhancement procedure.

BA degree in computer science

Assessment data found that students in the BA degree were weak in the ETS national test. Information from sources other than assessment data is also critical in making decisions on curriculum revisions, and a faculty member who has been involved in teaching CSCI 3200 lent his experience with that course to the development of a proposal for improving the curriculum. The following action was agreed on.

The course CSCI 3200 Data Structures and Their Applica- tions is a required course in the BACS program. It covers object-oriented programming, data structures, algorithms, and advanced Java programming. This seems to be too much content for one course. It will be recommended that CSCI 3200 be split into two required courses. One course will focus on object-oriented and advanced Java programming. The other course will focus on data structures and algorithms.

BS degree in computer science

Assessment data found that students in the BA degree were weaker than expected, on average, in the ETS national test. In this case, it appeared to faculty that the main issue was that BS students are not required to take some courses whose content are heavily tested in the ETS Major Field Test. The following action was agreed on.

Two recommendations to improve student performance on the ETS exam will be presented to the computer science department faculty. Those recommendations are as follows.

66 1. The course CSCI 3310 Advanced Data Structures and Data Abstraction is a required course in the BSCS. program that currently emphasizes objected-oriented programming. It will be recommended that the content of CSCI 3310 be modified to put significantly more emphasis on data structures and algorithms. 2. It will be recommended that CSCI 3700 Database Man- agement Systems be added to the core of required computer science courses in the BSCS program. This will require that three semester hours of computer science advanced electives be dropped from the core. The two recommendations specified above will require approval of the department faculty. It is anticipated that these changes or other equivalent changes will be approved and become effective no later than the fall semester of 2012. This report will be updated to include the final actual curriculum changes that are approved by the department faculty.

MS degree in software engineering

The major weakness that was found was related to data gathering. Weakness 1 was that not all students completed the required survey at graduation. Weakness 2 was that students did not report many extracurricular activities, even though faculty were aware of many that were unreported. The following actions were recommended.

1. Action for weakness 1: The improvement action implemented last year that required surveys to be administered immediately after each project/thesis defense still allowed three surveys to be missed. Therefore, in order to guarantee that a Graduate Student Exit Sur- vey is collected from every student before they graduate, a completed survey will be required of each student before that student begins the project/thesis defense. This policy will begin with the 2010–2011 academic year. 2. Action for weakness 2: The space for recording the number of professional activities on the Graduate Stu- dent Assessment Form has been deleted. The number of extracurricular professional activities claimed

67 by each student will be determined only from the exit surveys. Since students are asked to specify their extracurricular professional activities on the exit survey, the survey is the most reliable source of this information. 3. Action taken to clarify the Criterion for Success: The word “diﬀerent” was deleted from the ﬁrst sentence of the Criterion for Success. Assessment Committee members found that this word made the criterion ambiguous. The word was deleted from that sentence in order to make it clear that any three professional activities of any types would be counted toward the satisfaction of this outcome.

MS degree in computer science

Not all graduating students have completed the Graduate Student Exit Survey. The action is to require that the survey be completed before the student’s project or thesis defense, as in the MSSE.

6.4. Assessment reports Assessment Reports In order to document the efforts of unit faculty to improve their programs, each unit has instituted a report of the assessment of program outcomes and the actions taken in response to the key findings of those assessments. The report could consist of brief responses to a set of questions with an emphasis on summarizing as opposed to providing details of assessment results. Possible questions that units may be posing are: 6.4.1 What outcomes were scheduled to be assessed during the present reporting period? What outcomes were actually assessed? [Please refer to the unit program assessment plan]. 6.4.2 What data were collected? Summarize findings for these data. 6.4.3 What did the unit program administration and the faculty learn about the program and/or the students from the analysis of the data? What areas of concern have emerged from the assessment? 6.4.4 As a result of the assessment, what changes, if any, have the unit program administration and the faculty implemented or considered implementing to address areas of concern? (These can include changes in the program and in the assessment plan.) How will the effectiveness of these changes be measured? Appendix A contains assessment reports, indicating what data was gathered, how it was measured and actions taken.

68 The department has not had an external review in the last seven years.

7. Research and Creative Activity

7.1. Current research and creative activity

Provide a brief description of signiﬁcant ongoing research in the unit program. Indicate the major strengths or emphases of this research. Describe any unique programs that have national prominence. Describe three to ﬁve major research/creative activity accomplishments over the past seven years by faculty and/or graduate students in the unit and any new emphases planned for the near future (through new faculty hires, redirection of current faculty’s research/creative activity, etc.)

Ongoing major research projects

Dr. Junhua Ding’s current and long term research is on “Under- standing Learning Activities in a Social Network Environment”. The project includes three tasks: (1). Integrating a social network system such as Facebook into a computer aided learning tool such as Black- board to support the communication, guiding, monitoring, and recording of learning activities. (2). Modeling learning activities in the social network environment. (3). Mining the learning activities from the social network environment to ﬁnd interesting learning patterns. He has already built a prototype system based on the learning tool Moodle and a self-developed social network system. He also produced the preliminary result on modeling learning activities based on temporal logic and Petri nets.

Dr. Qin Ding has been active in the research area of data mining, database, and bioinformatics. She has been collaborating with faculty from the Department of Biology at ECU and has multiple ongoing research projects which have generated several publications and more in the pipeline. One project is to use computational approach in the field of computational genomics and evolution. The methods can provide, for the first time, a firm set of null hypotheses, against which new phylogenomic hypotheses can be tested to determine whether they are significantly more likely than what is expected from stochastic variation and known biases present in genomic data. Their publication in “BMC Genomics” achieved the “highly accessed” status shortly after it was

69 published in 2009 and has since maintained that status. Dr. Ding’s research team also developed a computational tool called AlienG that can be used to predict candidates for horizontal gene transfers at genome level. Performance studies show that AlienG outperforms other similar tools. Dr. Ding and her student also developed a text mining system and toolkit called mirCancer to extract the relationship between miR- NAs and cancers from research literature and store them in database for further query and analysis.

Dr. Gopalakrishnan is working in cryptography, digital signatures and security. He has worked on digital watermarks for images and on public key cryptosystems.

Dr. Ronnie W. Smith has two active projects focused in the area of natural language processing, with a specific focus on natural language dialog. The first project is investigating strategies for the prevention, detection, and repair of miscommunication in a multi-modal spoken natural language dialog system. The experimental platform was initially developed as part of the Command Post of the Future (CPOF) project funded by DARPA from 1999–2001 (joint work with General Dynamics and Duke University). Ongoing work has continued these investigations and have led to a few publications and the completion of 3 M.S. theses and 3 M.S. projects. Dr. Smith’s second project is joint work with UNC-Greensboro (Dr. Nancy Green), and UNC-Wilmington (Dr. Curry Guinn). This project is investigating the development of a computational model of co-constructed narrative between a storyteller who has dementia of the Alzheimer’s type (DAT) and a facilitating conversational partner. Suc- cessful development of such a model can lead to the development of a computer system that can facilitate more effective social interaction between a person with (DAT) and their caregivers. Funding from NSF is being actively pursued for this project.

Dr. Con Slobodchikoﬀ, Professor Emeritus at Northern Arizona University, and Dr. John Placer are investigating the possibility that the small-scale variations in the acoustic properties of animal alarm calls represent distinct acoustic structures that might encode information. They have developed techniques that they used to identify small- scale acoustic structures in animal alarm calls. These techniques 1) revealed new details about acoustic microstructures in alarm calls, 2) allowed patterns of sounds to be discovered that hint of lexical and possibly even syntactic structure in alarm calls, and 3) allowed alarm

70 calls to be associated with predator species information at high levels of accuracy. In an associated project, Dr. Slobodchikoﬀ and Dr. Placer are working with an ECU graduate student and with Dr. Jennifer Verdolin, a NESCent scholar and postdoctoral research fellow from Stony Brook University. We are developing a fuzzy-genetic software system that will help discover relationships between the social metrics associated with a species of animal and personality characteristics of individuals in the species.

Dr. Tabrizi has a variety of ongoing research projects, brieﬂy summarized as follows.

1. Image processing research on computer modeling for sur- gical simulation on cleft palate repair: jointly working with Dept. of Communication Sciences and Disorders

2. Autism: The question we are going to try to answer is that how a person with Autism Spectrum Disorder sees the world. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. The main signs and symptoms of autism involve problems in the following areas:

(a) Communication — both verbal (spoken) and non-verbal (un- spoken, such as pointing, eye contact, and smiling) (b) Social — such as sharing emotions, understanding how others think and feel, and holding a conversation (c) Routine or repetitive behaviors (also called stereotyped behaviors) - such as repeating words or actions, obsessively following routines or schedules, and playing in repetitive ways. (d) We choose to work with more severely disordered individuals aﬀected with autism; the nonverbal ones. Not many studies have been done on this type of autism because of the communication barriers caused by lack of linguistics abilities. We are collaborating with others

3. Cloud Computing Security Framework with Parity-based Partially Distributed File System: One of the major disad- vantages of using cloud computing is its increased security risks. In this researcj we examine the diﬀerent aspects of security issues in cloud computing and propose a ﬁle distribution model as

71 a possible solution to alleviate security risks. We show the effectiveness of the new security model when compared with those currently being used.

4. Improving Access to Information through Conceptual Clas- sification: We propose a conceptual classification method and ranking of information in order to provide better user access to a wider range of information. We also provide the information that may help in analyzing the global trends in various fields. In order to demonstrate the effectiveness of this method, a feed ag- gregator system has been developed and evaluated. To improve the flexibility and adaptability of the system, we have adopted the agent-oriented software engineering architecture that has also helped facilitating the development process. In addition, since the system deals with storing and processing large amounts of information, that requires a large number of resources the cloud platform service has been used as a platform for deploying the application. The result was a cloud based software service that benefited from the unlimited on-demand resources. To take advantage of the available features of public cloud computing platforms, those supporting the agent-oriented design, the multi-agent system was implemented by mapping the agents to the cloud computing services. In addition, the cloud queue service that is provided by some cloud providers such as Microsoft and Amazon was used to implement indirect communication among the agents in the multi-agent system.

5. Agent and Virtual Reality Based online course delivery system: The technology goals for this project include implementation and evaluation of nontraditional educational delivery systems that redeﬁne the role of technology in learning. The project will result in the creation of a virtual classroom world to enhance and enrich the learning experience of online education students, by creating real-time lectures and class discussions. This system makes an especially important contribution to the educational process for students and educators because it can be delivered via low-bandwidth to rural areas of the country. The SPVS classroom worlds to be used in this project comprise an emerging medium demonstrated in many areas already familiar to today’s student, (e.g., computer games, entertainment systems, and visualization).

6. Proﬁle based Information System using Radio Frequency Identiﬁcation.

72 7. Virtual Reality Based Home-Bound Patient’s Home In- spection System.

8. Several other ongoing research topics in Cloud Computing from architecture, privacy, and security.

The broad area of Dr. Sergiy Vilkomir’s research interests is quality of modern computer software and systems. High quality and reliable software is essential to many industries in the U.S., including the nuclear industry, aviation, car industry, etc. His main research direction in this area is software testing as a way to guarantee software quality. His main research results in this direction are algorithms of software test generation, new criteria of software testing, and experimental methods of analysis of testing eﬀectiveness. All these results contribute to reducing the level of risk for using safety critical software by ensuring a higher level of reliability.

Other research projects

Dr. Karl Abrahamson has developed and implemented a programming language that closely integrates polymorphically typed (lazy) functional programming, logic programming and object-oriented programming in a way that makes each style look natural and unforced. It is currently used for teaching principles of programming languages.

Robert Hoggard has been working on an Internet-based assignment submission system called Course Elf. As currently written, this system produces a list of assignments for a course, which can then be incorporated into an existing web page hosted on a different server. As assignments become due, students log into Course Elf to submit their assignments. A few basic requirements are checked and students can correct and resubmit assignments if the basic requirements are not met. Once collected, instructors may download an entire assignment collection via FTP. A separate collection of Microsoft PowerShell scripts may be executed to assist instructors in testing and grading student programs. Reports are automatically generated in Microsoft Word, where an instructor may easily add highly visible comments and suggestions for the student. Once the instructor has finished grading, scripts in the library collect the grades and enter them into a grading database, and then convert the reports into PDF form for delivery to the student. The final PDF reports are uploaded back to the Course Elf server where the system detects the reports and creates links for the students to review

73 their grades and instructor comments. Many additional revisions and improvements have been planned for this system which will provide even more immediate feedback for the students, and a wider variety of assignment types which can be automatically managed. While other similar systems are commercially available, such as Blackboard, those systems are generally designed to support teaching traditional classes. Computer science assignments are much more technical in nature and do not adapt well to such systems. Course Elf is speciﬁcally designed for computer science courses, to address the unique needs of computer science instructors. The system has been used by one other faculty member to support teaching the introductory CSCI 2310/2311 courses. With high reviews, it has been recommended that Course Elf be mar- keted commercially. Mr. Hoggard has also been creating software which is used to automatically trade currencies on the global foreign currency market. This ﬁnancial software is designed to analyze statistics about international currencies, and then when appropriate, place and manage trades within the global market. Lectures on this topic are currently being prepared by Mr. Hoggard to present to the student chapter of the ACM.

Dr. James Wirth has worked on a list of projects. (1) Jash is an interpretive language which allows program testing for Graphical User Interface courses — it can analyze and exercise windowing structures. It allows intrusion into a student’s program to check that actual Class organization speciﬁcations have been followed. Since it can execute scripts and return textual test results, it can be interfaced with the Mentor Homework Generation and Grading system. A number of such scripts have been developed for the CSCI 4510 GUI course. (2) Box English was a beginner’s language written to allow ﬁrst time CSCI students to immediately be able to write programs by lever- aging their existing knowledge of English. Unfortunately, the CSCI curriculum has lost 3 sh from its initial phase (to provide 3sh more of curriculum depth) and so there is no longer time to use this tool and yet train students to transfer their programming knowledge to the commercial language Java. (3) Javablocks is an “Alice like” Java program editing system, using a visual building block approach to simple program construction. It also provokes the student to become familiar with standard models of simple application development. It provides an easy bridge to the Eclipse IDE now widely used in industry. (4) New Discrete Mathematics homeworks are being developed in the Mentor Homework Generation and Grading system to support

74 CSCI 4602, Theory of Automata. This is a work in progress. (5) Logsim is an easy to use program that simulates digital circuit emulation directly from gate schematics which it allows the student to draw. It features some automatic layout features and textual decon- struction so that it interfaces with the Mentor Homework Generation and Grading system.

7.2. National comparison

Briefly describe how the research/creative activity effort in the unit compares to that in the discipline nationally in terms of focus areas and breadth of coverage. Although computer science is an evolving field, it has a fairly well understood collection of areas. When compared to other departments nationally of similar sizes and level (offering BS and MS degrees), the department’s breadth is typical. Our faculty conduct research in the areas of software engineering, algorithms and theory of computation, database and data mining, artificial intelligence (including natural language communication and applications of artificial intellegence to analysis of animal behavior), bioinformatics, cryptography and security, image processing, cloud computing (systems) and instructional principles and technology, as well as sporadic research in specialized areas. The department has a focus in software engineering, with subareas including testing and aspect-oriented programming. That matches well with the department offering the only MS in Software Engineering in the state. In a department of this size there are inevitably areas that are not covered. Examples of some areas where our department does little or no research are networking, computer graphics and numerical analysis.

7.3. Interdisciplinary projects

What opportunities are there for carrying out interdisciplinary research/creative activity projects with other units on campus and with other universities, state or federal agencies, and industry? Are the present needs for interdisciplinary research/creative activity being accommodated? How successful are the efforts? Are there plans for increasing such eﬀorts in the future? The department, college, and university encourage interdisciplinary research projects. Several faculty members within the department (Dr. Tabrizi, Dr. Junhua Ding, Dr. Qin Ding, and Dr. John Placer) have

75 had collaborative interdisciplinary research with other units on campus, such as the Brody School of Medicine, Department of Biology, Department of Physics, Department of Psychology, Department of Con- struction Management, etc., as well as other universities. The eﬀorts have been successful as shown by collaborative publications and funding received. The present needs for interdisciplinary research/creative activity are being accommodated, but with the growing interest and the plan for increasing such eﬀorts, more support will be needed in the future.

Modeling animal behavior with fuzzy systems

Dr. Placer has been working on modeling animal behavior with fuzzy systems. There are four participants in this project: Steve Jeck (an ECU MSSE graduate student), Dr. Jennifer Verdolin (NESCent scholar and postdoctoral student at Stony Brook University), Dr. Constan- tine Slobodchikoﬀ (professor emeritus at Northern Arizona University). They are developing a hybrid fuzzy-evolutionary system that will help scientists discover relationships between individual behaviors of animals and the social metrics associated with the groups these animals are associated with.

Numerical studying of reﬂectance imaging using Monte Carlo methods

Dr. Junhua Ding has used numerical techniques to study reﬂectance imaging using Monte Carlo methods based on cylindrical model. In addition, his group also investigated a method, the metamorphic testing approach for validating the model and program. Participants: Dr. Tong Wu (graduate student), Dr. Xin-Hua Hu (Professor of physics at ECU), Dr. Jun-Qin Lu (Associate Professor of Physics at ECU), Dr. Junhua Ding.

A 3-Dimension Image Database for studying morphology of biology cells

Dr. Junhua Ding has developed a system for building the 3 dimensional image for the study of the morphology of biological cells based on slides of confocal images of the cell, and then calculating the morphology values of each cell using a FDTD method. Through building a large database, they hope to create a pattern recognition system to

76 recognize partial morphology values of a cell without running the time- consuming FDTD computing in the future. Participants: Dr. Xin-Hua Hu (Professor of physics at ECU), Dr. Jun-Qin Lu (Associate Professor of Physics at ECU), Dr. Junhua Ding.

A computational package for a priori hypothesis testing of phylogenomic data

Dr. Qin Ding’s group is developing novel statistical approaches that address some of the most serious issues facing the field of computational genomics, particularly with respect to understanding sequence data biases in large, complex genomes. The methods we are developing can provide, for the first time, a firm set of null hypotheses, against which new phylogenomic hypotheses can be tested to determine whether they are significantly more likely than what is expected from stochastic variation and known biases present in genomic data. Participants: Dr. John Stiller (Associate Professor of Biology at ECU), Dr. Jinling Huang (Associate Professor of Biology at ECU), Dr. Qin Ding.

Computational Tool for Phylogenomic Identiﬁcation of Hori- zontally Transferred Genes

Dr. Qin Ding’s group developed a computational tool called AlienG to identify horizontal gene transfer candidates at genome level. AlienG is based on the observation that sequence similarity is correlated to sequence relatedness. AlienG represents a signiﬁcant improvement over existing phylogenomic programs, both in computational eﬃciency and accuracy. Participants: Dr. Jinling Huang (Associate Professor of Bi- ology at ECU), Dr. Guiling Sun (Postdoc of Biology at ECU), Dr. Qin Ding

7.4. External research and creative activity support

Evaluate the level of external funding for research/creative activity in the unit program. Comment on any trends. Is the unit program competing eﬀectively for external support? The following tables summarize publications and grants received and applied for. Publication trends have generally been good. Averaged over two-year periods, grant funding has been improving, and can be expected to improve further with the increase in grant submissions.

77 Peer-Reviewed Journal or Conference Papers Published Academic year Number of publications 06–07 6 07–08 13 08–09 32 09–10 32 10–11 24

Grants Submitted Academic year Number of submissions 06–07 5 07–08 15 08–09 7 09–10 18 10–11 18

Two NSF award notices came on the boundary between 08–09 and 09–10.

Funding Obtained (Grants/Awards/Subcontracts) Academic year Number of submissions 06–07 $0 07–08 $147,706 08–09/09–10 $274,910 09–10 $13,333 10–11 $255,805

7.5. Research development

What does the unit do to encourage and develop research/creative activity collaborations with faculty performing similar research/creative activities elsewhere in the university? Also, please describe deﬁciencies in facilities and resources that impede the unit’s attempts to reach its objectives and any plans to address these deﬁciencies. Faculty are left on their own to develop collaborations with faculty in other units. The department’s interdisciplinary projects are listed above, and indicate a healthy relationship with other departments.

78 7.6. Ethics training

Describe any education in research/creative activity and professional ethics that the unit program provides for its students. Such education could include courses, workshops, seminars offered by the unit program or by related programs or other appropriate experiences, such as the use of resources provided by the university. On April 26, 2011 Dr. Robert Lowman offered a workshop at ECU on responsible conduct of research, open to all. Dr. Lowman is a research professor in the Department of Psychology and the Asso- ciate Vice Chancellor for Research at the University of North Carolina Chapel Hill. Undergraduate students take two courses on professional ethics. Graduate students are not required to take ethics courses, and, other than sporadically offered workshops such as Dr. Lowman’s, no workshops on ethics are offered for them.

8. Service and Outreach

8.1. Consulting

Consulting: To what extent are faculty involved in outside consulting work, paid and non-paid? Provide a quantitative and qualitative assessment of this type of work, and explain in what ways it contributes to the unit’s program and to the mission of ECU. Department members have not reported outside consulting.

8.2. Community service and engagement

Community Service/Engagement: To what extent is the unit’s professional expertise made available to the community, state and nation through formal service programs, lectures, exhibits, public symposia, or concerts or through faculty service on governmental boards, scientiﬁc/professional associations, etc.? Evaluate the quality of this service, and indicate how it contributes to the unit’s graduate instructional and research programs. Dr. Qin Ding has given a workshop on Alice (a pedagogical tool) to science and math teachers from regional high schools, middle schools and elementary schools, as part of a workshop series organized by the ECU STEM center in spring 2011. She has co-taught Summer Venture programming course to state-wide high school students in summer 2010. She has also coached math team at Chicod middle school in spring 2009.

79 Dr. Tabrizi has been involved in creation of IBM university center/services; currently several CS students are working under this program. He helped to put together the ECU-IBM-Rwanda partnership program. Dr. Tabrizi and Dean White met with a group from a gaming company called Figure 8, which is moving to Greenville. They showed a lot of interest in our Technology Innovation Lab in S&T 234. They have recruited two of our students and are currently interviewing another one of CS students. Dr. Tabrizin and the Department of Computer Science are actively helping local companies to succeed. We have been involved with Beaufort Community College through an NSF grant to evaluate the eﬀectiveness of Virtual Reality based course delivery systems.

8.3. Student involvement in community service and engagement

Student Involvement in Community Service/Engagement: To what extent are students exposed to formal or informal outreach activities? Members and students of the ACM Student Chapter have provided community service to the Greenville community shelter. Students have provided technical support to the computer lab in the community shelter by ﬁxing internet problems, repairing computers, and giving recommendations about hardware replacement and upgrade.

9. Accreditation

The computer science department does not currently have any accred- ited degrees. We have been working toward ABET accreditation for the BS degree. The ﬁrst phase was to bring the curriculum in line what ABET requirements, which was accomplished by 2008-2009. (The requirements are generally a moving target, but we believe that the curriculum will be an easy issue to address.) The next phase was to develop and implement an assessment plan. That eﬀort was set back by one faculty member who took responsibility for it but did not do anything on it. The assessment plan was taken over by Dr. John Placer and the department currently has an ABET assessment plan. The next phase is to gather data and perform reviews of the data for two cycles before requesting accreditation. An online repository for

80 all information and data regarding accreditation has been set up and needs to be populated. Partial data has been gathered for the 2010– 2011 academic year, and full data needs to be gathered for the coming academic year. The department plans to request accreditation in 2014, the same year as the Engineering departments renewal. Some parts of the required self study can be shared with Engineering.

10. Summary Comments and Vision for the Future

10.1. Major strengths and weaknesses

Summarize the major strengths and weaknesses of the unit program(s) and the challenges and opportunities it faces in the foreseeable future. Indicate options for change and speciﬁc concerns that prevail.

Strengths and opportunities

Strengths include a faculty who are committed to high quality instruction and to a high quality curriculum. Faculty frequently discuss teaching and curriculum issues among themselves. The Graduate Director and assistant directors actively work to recruit graduate students. Recruitment has been very successful for the MS in Software Engineering. An opportunity to be explored is the possibility of oﬀering the MS in Computer Science online. That will have to be approached with caution to ensure that, if it is done, it is done in a way that the department is convinced will ensure quality without introducing an inordinate amount of work that, inevitably, is take away from research time. Several faculty have been productive in research, and the addition of three tenure-track faculty with very good research records has helped improve the department’s research proﬁle. The department has an excellent advisory board consisting of industrial representatives and department alumni that advises the department on a variety of issues. The department should take maximum advantage of this board. The department is fortunate to have a female faculty member who interacts very well with students and who can help to serve as a role model to female students, and to attract female students.

81 The department has two administrative assistants who take a proactive role in keeping the department running, and who are a valuable asset. Even in a shaky economy, job prospects for graduates are very good. Although the department certainly cannot take credit for that, it is still a tremendous asset in attracting high quality students, and it keeps faculty focused on developing students who are well prepared for the jobs that they might enter.

Weaknesses and challenges

Faculty workloads are high for software engineering. That puts a strain on the department, as some faculty have much higher numbers of graduate students to supervise than others. Dealing with this strain will be a signiﬁcant challenge for the department. A high proportion of the research publications are the work of a relatively few faculty members. A better balance would improve the department. The recent ETS Major Field Test scores of graduating seniors have been disappointing, and will need a strong response to ensure that students are well prepared. The MS in Computer Science has had low enrollment and productivity. As discussed above, one idea for improving enrollment is to oﬀer the degree online, assuming that issues of quality and workload can be resolved.

10.2. Vision and strategic plan

Brieﬂy describe the program’s vision/strategic plan for the immediate future: Review the unit’s major goals for the program(s) over the next ﬁve years, and describe their relation to the University’s Strategic Plan and to a long-term strategy for resource allocation or reallocation. The most recent plan, shown below, is from 2010. The department is working on a new one in Fall 2011. The 2010 plan refers to the BS in Software Engineering, which was not added to the university’s current two-year plan, but the need for faculty in software engineering remains a priority.

Goal 1. Improve recruitment and retention of students and faculty

82 1. Accreditation. [College strategic plan item 1.1, 1.3] This is an update of an item from the 2009 plan. The department has developed a set of assessment plans for both ABET and SACS. It should now stress gathering assessment data from courses using its current set of objectives and outcomes, and on using the results of that data to reach recommendations on improving all aspects of the program. We need to have done two full cycles of data gathering and response to the data before applying for ABET accreditation. The Department of Engineering has an accreditation visit from ABET in 2014, and it lightens the load for us if visits to the two departments coincide. We should be ready for accreditation in the 2012-2013 academic year, and at that time request reviews of our work from ABET reviewers so that any errors can be corrected. We will to seek accreditation in 2014, coinciding with Engineering. It is important that as many faculty members become involved in this eﬀort as possible. Faculty will be encouraged to attend ABET seminars so that they can become familiar with what ABET requires. John Placer and Karl Abraham- son will lead this eﬀort. 2. Improve retention of students. [College strategic plan item 1.1, 2.1] This item is from the 2009 plan. About half of the students who take CSCI 2310 go on to take a follow-up course. Although some have not planned to go further, there is a disparity between 249 majors in Fall 2009 and the 32 students who graduated with BS or BA degrees in the 2009-2010 academic year. Based on observations of classroom composition it appears that minorities and women are lost at a higher rate than others. The department currently uses graduate students as tutors for undergraduate students on an ad-hoc basis, managed by the Graduate Coordinator, Nasseh Tabrizi. We have a larger pool of talented upper-division undergraduate students who would make excellent tutors, and who can also encourage lower division students to persevere. The department should develop and implement a plan for enabling and encouraging undergraduate students to serve as tutors, with a pilot in place fall 2011 and a more mature plan in place by the fall after that. 3. Increase department faculty. [College strategic plan item

83 1.1] There is a possibility of obtaining a new position this academic year. The certificate in computer game development and the intended BS in software engineering will put a strain of current faculty resources. The department should look to increasing by two faculty positions in this term, including the one that might or might not be available this year. 4. Increase enrollment in the MS in computer science. [College strategic plan item 1, 5.2] The MS in software engineering is increasing at a healthy rate, but the MS in computer science is among programs that have been identified as having low productivity. It is important to recruit students from North Carolina. The department should increase efforts to recruit our undergraduate students and to make recruiting trips to area colleges to encourage students to enroll in graduate study in computer science. For colleges that are too far away for visits the department should send fliers. Nasseh Tabrizi will lead this effort.

Goal 2. Increase departmental outreach and visibility and the impact of the world external to ECU on how we function.

1. Increase Advisory Board impact on the department. [College strategic plan items 1.2, 1.3, 4.2] Encourage and enable Advisory Board members to have a greater impact on the department by submitting projects, giving guest lectures, hiring coop students and offering suggestions on improvements to the curriculum. Nasseh Tabrizi and Rich Ward will lead this effort. 2. Update departmental web materials. [College strategic plan item 2] Update the department web materials (www.cs.ecu.edu) to ensure that their information is current. Migrate departmental material to the web so that faculty and students have easier access to it. Such materials include meeting minutes, assessment materials, plans and anything else that might be made available in electronic form. Information that needs to have restricted access must be protected. Karl Abrahamson will lead this effort until a replacement is found.

84 3. Increase enrollment in CSCI 1001. [College strategic plan item 5.2] Last year a committee explored the possibility of a new introductory course that is more suited to large audiences than CSCI 1001, and that might be an option for the Foundation Curriculum, but that effort stalled, partly for lack of a good textbook and partly because of the difficulty of fitting the course into the Foundation Curriculum’s requirements. A less ambitious option is to increase enrollment in CSCI 1001 as it is currently taught and to use graduate students to do the teaching (with faculty members as instructors of record). Since this is a lab course, available lab hours limit the number of sections, but the course can be taught with less lab use without a big impact on what is taught. Qin Ding will lead this effort. 4. Increase community engagement. [College strategic plan item 4.2] This item is from the 2009 plan. Thanks to work of Qin Ding and students, we have a healthy student ACM chapter. Through the student chapter of the ACM, explore ways to get students engaged in helping around the community. Qin Ding will lead this. 5. Increase Coop utilization and our knowledge of who is doing it. [College strategic plan items 1.1, 4.1, 5.2] The department needs access to a database that shows coop placements. The coop coordinator and the chair should seek ways to do this, with College or Career Center involvement. A possible way to achieve that is to make use of social networking tools to encourage our students to provide information on their own. We will plan to have a reasonably accurate database in place by Spring 2012. Jim Wirth will lead this effort.

Goal 3. Increase scholarly activity

1. Increase scholarly publications. [College strategic plan item 1.1, 3.1, 3.2] The department will seek to increase publications by 50% over this three year period. Encourage faculty to involve undergraduate students in research. 2. Increase funding for research. [College strategic plan item 3.1] The department will seek to increase its funded research by 50% over this three year period. The college

85 has new administrators in place who will make the grant development process easier.

86 Appendix A: Assessment Reports 2009

2010

Unit Assessment Report - Four Column East Carolina University TECS Program - Computer Science (BA) Department: Computer Science Program: The Bachelor of Arts (B.A.) degree program provides an emphasis on practical skills in problem solving that can be applied in diverse professional settings. The focus of the program is to produce well-rounded graduates with good technical and communication skills who are ready to assume employment in a variety of business and technical environments. Students in the B.A. program have an opportunity to integrate their study of computer science with a career track emphasis in fields such as high technology, business, and health information systems.

The B.S. degree program is a comprehensive program that prepares students for either professional employment in the field or for further studies in graduate school. The program provides a strong background in mathematics and science and focuses on the underlying principles of computer science, including but not limited to, theory, practice, programming and software development. An active dialog with its industrial supporters and alumni through advisory boards and by other means helps to assure that the program remains relevant and current. ECU Academic Program 02/01/2011 Review Cycle: Official Program or Unit The mission of the Computer Science Program at East Carolina University is to provide a broad-based general education Mission: in computer science that will enable graduates to enter careers in fields related to computing, pursue further studies, and serve the needs of the region, the State of North Carolina, and the nation. National Accreditations: Preparation For: Accreditation Board for Engineering and Technology (ABET) Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks TECS Program - Computer Science (BA) - Assessment Method: Education for a New Century (Global and Assignments, group project and final Local Issues) - Uses disciplinary concepts to examination in CSCI 4000. explain how global and local issues are Assessment Method Category: interconnected. Course Embedded Outcome Types: Criterion for Success: Institutional Learning Outcome At least 70% of students who passed CSCI Start Date: 4000 received Satisfactory or Good on a 08/01/2009 case study analysis of the local and global impact of computing on individuals, Outcome Status: organizations and society, using the Currently Being Assessed following criteria: Unsatisfactory - student analysis shows little or no understanding of the local and global impact of computing on individuals organizations and society. Satisfactory - studnet analysis shows partial understanding of the local and global impact

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks of computing on individuals, organizations and society (typically 1-3 aspects). Good - student analysis shows a comprehensive understanding of the local and global impact of computing on individuals, organizations and society (typically more than 3 aspects).

TECS Program - Computer Science (BA) - The Leadership University (Successful Collaboration) - Collaborates effectively in diverse groups to promote successful outcomes. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BA) - The Leadership University (Reflection) - Utilizes reflection to promote personal growth. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BA) - The Leadership University (Ethical Principles) - Demonstrates knowledge of ethical principles and their application in leadership. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BA) - Assessment Method: 11/01/2010 - Number of students tested: 18 11/01/2010 - It should be noted that Knowledge of Computing and Math - ETS Major Field Exam Number below 50% score: 9 ( = 50% of students) this initial baseline is based on a Students will have an ability to apply Assessment Method Category: Number above 50% score: 9 ( = 50% of students) small sample size and also that B.S. knowledge of computing and mathematics Standardized Test and B.A. students are mixed appropriate to the discipline. Criterion for Success: The ETS exam is administered in the course CSCI together to form this initial baseline Outcome Types: Measure: The score distribution of our 4000 (Ethical and Professional Issues in Computer of ETS Field Test results. The Program Learning Outcome students is roughly comparable to the scores Science). The requirement that students in the reasons for this are described in the Start Date: of all other students who take the ETS Field B.S. and B.A. degree programs in computer first paragraph above. The ETS 08/11/2008 Test. Within a 10% deviation, half of our science take the course CSCI 4000 did not take Field Test metrics are based on students score at or above the percentile Outcome Status: effect until the 2007-2008 academic year. results obtained from testing that separates the top half of all students Currently Being Assessed Consequently, students took the course on a thousands of computer science taking the ETS Field Test. voluntary basis over the last four years (fall 2006- seniors across 193 domestic spring 2010). Although this resulted in a low universities. Even though our initial number of students (18) taking the test during this ?baseline? of results is limited and period, it has allowed us to begin our assessment only preliminary, it is reassuring that in 2009-2010 with an initial baseline of ETS Field these early results suggest that we Test results even though the first full group of are providing an education in students falling under the 2007 (and later) computer science commensurate curriculum requirements will not graduate until the with universities across the nation. spring of 2011. There are roughly 25 to 30 undergraduate students per year graduating with The baseline results are exactly computer science degrees, therefore, ETS Field within the desired limits of the Test results will rapidly multiply starting with this measure prescribed for the given academic year (2010-2011). outcomes, and do not suggest improvements that need to be made The score distribution of our students around the to the program. As more students 50% percentile is identical to the distribution of take the Major Field Test in later scores of all other students who took the ETS years, their scores will be compared Field Test. Half of our students score at or above to this baseline to rate how well the percentile that separates the top half of all other changes are affecting the students taking the ETS Field Test. program. Result Type: Criterion Met Action Status: Action Complete Related Documents: BACS-09-10-Outcome1.doc

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks 08/01/2009 - Data has been collected in order to 06/15/2009 - Collect data from ETS create a multi-year baseline to be analyzed Major Field Exam as part of CSCI starting the 2009-2010 academic year. This 4000. baseline will be used to begin our year to year analysis of ETS results. Result Type: Benchmark Action Status: Action In Progress

TECS Program - Computer Science (BA) - Assessment Method: 11/01/2010 - Number of students tested: 18 11/08/2010 - It should be noted that Analyze a Problem - Students will have an ETS Major Field Exam Number below 50% score: 9 ( = 50% of students) this initial baseline is based on a ability to analyze a problem, and identify and Assessment Method Category: Number above 50% score: 9 ( = 50% of students) small sample size and also that B.S. define the computing requirements Standardized Test and B.A. students are mixed appropriate to its solution. Criterion for Success: together to form this initial baseline Outcome Types: Measure: The score distribution of our The ETS exam is administered in the course CSCI of ETS Field Test results. The Program Learning Outcome students is roughly comparable to the scores 4000 (Ethical and Professional Issues in Computer reasons for this are described in the Start Date: of all other students who take the ETS Field Science). The requirement that students in the first paragraph above. The ETS 08/11/2008 Test. Within a 10% deviation, half of our B.S. and B.A. degree programs in computer Field Test metrics are based on students score at or above the percentile Outcome Status: science take the course CSCI 4000 did not take results obtained from testing that separates the top half of all students Currently Being Assessed effect until the 2007-2008 academic year. thousands of computer science taking the ETS Field Test. Consequently, students took the course on a seniors across 193 domestic voluntary basis over the last four years (fall 2006 ? universities. Even though our initial spring 2010). Although this resulted in a low ?baseline? of results is limited and number of students (18) taking the test during this only preliminary, it is reassuring that period, it has allowed us to begin our assessment these early results suggest that we in 2009-2010 with an initial baseline of ETS Field are providing an education in Test results even though the first full group of computer science commensurate students falling under the 2007 (and later) with universities across the nation. curriculum requirements will not graduate until the The baseline results are exactly spring of 2011. There are roughly 25 to 30 within the desired limits of the undergraduate students per year graduating with measure prescribed for the given computer science degrees, therefore, ETS Field outcomes, and do not suggest Test results will rapidly multiply starting with this improvements that need to be made academic year (2010-2011). to the program. As more students take the Major Field Test in later The score distribution of our students around the years, their scores will be compared 50% percentile is identical to the distribution of to this baseline to rate how well scores of all other students who took the ETS other changes are affecting the Field Test. Half of our students score at or above

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks the percentile that separates the top half of all program. students taking the ETS Field Test.

Result Type: Criterion Met Action Status: Action Complete Related Documents: BACS-09-10-Outcome2.doc 08/01/2009 - Data has been collected in order to create a multi-year baseline to be analyzed starting the 2009-2010 academic year. This baseline will be used to begin our year to year analysis of ETS results. Result Type: Inconclusive Action Status: Action In Progress

TECS Program - Computer Science (BA) - Assessment Method: 11/01/2010 - This is a new outcome and the 11/01/2010 - All B.A. students will Professionally Engaged - Students will Senior Exit Survey survey is not scheduled to be administered until complete the survey as part of CSCI acquire knowledge about different ways to Assessment Method Category: fall 2010. 4000 starting in fall 2010. become professionally engaged. Survey Outcome Types: Criterion for Success: Identification of strengths and weaknesses: Program Learning Outcome Upon graduation 50% of the undergraduate It is critical that the survey be administered in such Start Date: students will have engaged in two or more a way that all B.A. students will take it. That has 08/11/2008 different activities beyond the classroom that not been done previously, and the lack of such have the potential to enhance their Outcome Status: information is why this new outcome was professional knowledge (e.g., membership Currently Being Assessed introduced. and/or participation in professional societies, Result Type: participation in professional conferences, Inconclusive attendance at professional lectures outside Action Status: the classroom, etc.) Action In Progress 08/01/2009 - No data was collected in this academic year. Result Type: Inconclusive Action Status: Action In Progress

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

TECS Program - Computer Science (BA) - The Leadership University (Leadership Principles) - Applies leadership principles relevant to the chosen discipline. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BA) - Assessment Method: 11/01/2010 - Peer-Reviewed Journal or 11/08/2010 - Strength: An average Scholarly Activity - For the period 2008-2012 The data on the annual review for each Conference Papers Published of 32/11 or approximately 2.9 peer- there will be an average of at least one peer- faculty member will be compiled by the AY09-10:32 reviewed papers per faculty member reviewed journal or conference paper department. were published during the 2009- published per faculty member per academic Assessment Method Category: 2010 AY. This exceeded the Criteria year. Grant Submission Result Type: for Success, which requires that an Outcome Types: Criterion for Success: Criterion Met average of at least one peer- Strategic Planning Outcome For the period 2008-2012 there will be an Action Status: reviewed journal or conference Start Date: average of at least one peer-reviewed Action Complete paper be published each academic 08/01/2009 journal or conference paper published per Related Documents: year. faculty member per academic year. Outcome Status: BACS-StrategicDirectionOutcome 1 Currently Being Assessed 09-10.docx The Criteria for Success was met and exceeded. No remedial action is required at this time.

06/15/2009 - Peer-Reviewed Journal or 06/25/2009 - Strength: An average Conference Papers Published of 32/12 or approximately 2.7 peer- AY08-09:32 reviewed papers per faculty member were published during the 2008- Result Type: 2009 AY. This exceeded the Criteria Criterion Met for Success, which requires that an Action Status: average of at least one peer- Action Complete reviewed journal or conference

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks paper be published each academic year. The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty and percentage of faculty submitting grant proposals.

TECS Program - Computer Science (BA) - Assessment Method: 12/15/2010 - Grants Submitted 12/15/2010 - Strength: 6 out of 11 Grant Submissions - For the period 2008- The data on the annual review for each AY09-10:18 tenure-track faculty members 2012 faculty efforts to acquire external faculty member will be compiled by the participated in grant submissions funding will remain strong. department. Number of unique faculty members who during the 2009-2010 AY. This was Outcome Types: Assessment Method Category: participated in grant submissions: 6 about 55% of the tenure-track Strategic Planning Outcome Grant Submission (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Criterion for Success: Start Date: Tabrizi, Vilkomir) exceeded the Criteria for Success, 08/01/2010 For the period 2008-2012 at least one half of which requires that at least one half the faculty will participate in the preparation Outcome Status: Result Type: of the faculty will participate in the of a grant submission each academic year. Currently Being Assessed Criterion Met preparation of a grant submission Action Status: each academic year. Action Complete Related Documents: The Criteria for Success was met BACS-StrategicDirectionOutcome 2 and exceeded. No remedial action is 09-10.docx required at this time.

06/25/2009 - Grants Submitted 06/15/2009 - Strength: 7 out of 12 AY08-09:>= 9 tenure-track faculty members participated in grant submissions Number of unique faculty members who during the 2008-2009 AY. This was participated in grant submissions: 7 about 58% of the tenure-track (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Tabrizi, Vilkomir, Placer) exceeded the Criteria for Success, which requires that at least one half Result Type: of the faculty will participate in the Criterion Met

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks preparation of a grant submission Action Status: each academic year. The results for Action Complete the 2008-2009 AY are well above our desired four-year average for publications per faculty and percentage of faculty submitting grant proposals.

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Unit Assessment Report - Four Column East Carolina University TECS Program - Computer Science (BS)

Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks TECS Program - Computer Science (BS) - Assessment Method: Education for a New Century (Global and Assignments, group project and final exam in Local Issues) - Uses disciplinary concepts to CSCI 4000. explain how global and local issues are Assessment Method Category: interconnected. Course Embedded Outcome Types: Criterion for Success: Institutional Learning Outcome At least 70% of students who passed CSCI Start Date: 4000 received Satisfactory or Good on a 08/01/2009 case study analysis of the local and global impact of computing on individuals, Outcome Status: organizations and society, using the Currently Being Assessed following criteria: Unsatisfactory - student analysis shows little or no understanding of the local and global impact of computing on individuals organizations and society. Satisfactory - studnet analysis shows partial understanding of the local and global impact of computing on individuals, organizations and society (typically 1-3 aspects). Good - student analysis shows a comprehensive understanding of the local and global impact of computing on individuals, organizations and society (typically more than 3 aspects).

TECS Program - Computer Science (BS) - The Leadership University (Leadership Principles) - Applies leadership principles relevant to the chosen discipline. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status:

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

Not Currently Being Assessed TECS Program - Computer Science (BS) - The Leadership University (Successful Collaboration) - Collaborates effectively in diverse groups to promote successful outcomes. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BS) - The Leadership University (Reflection) - Utilizes reflection to promote personal growth. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BS) - The Leadership University (Ethical Principles) - Demonstrates knowledge of ethical principles and their application in leadership. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (BS) - Assessment Method: 11/01/2010 - Number of students tested: 18 11/08/2010 - Identification of Knowledge of Computing and Mathematics - ETS Major Field Exam Number below 50% score: 9 ( = 50% of students) strengths and weaknesses: Students will have an ability to apply Assessment Method Category: Number above 50% score: 9 ( = 50% of students) knowledge of computing and mathematics Standardized Test It should be noted that this initial

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks appropriate to the discipline. baseline is based on a small sample Outcome Types: Criterion for Success: The ETS exam is administered in the course CSCI size and also that B.S. and B.A. Program Learning Outcome Measure: The score distribution of our 4000 (Ethical and Professional Issues in Computer students are mixed together to form Start Date: students is roughly comparable to the scores Science). The requirement that students in the this initial baseline of ETS Field Test 08/01/2008 of all other students who take the ETS Field B.S. and B.A. degree programs in computer results. The reasons for this are Outcome Status: Test. Within a 10% deviation, half of our science take the course CSCI 4000 did not take described in the first paragraph Currently Being Assessed students score at or above the percentile effect until the 2007-2008 academic year. above. The ETS Field Test metrics that separates the top half of all students Consequently, students took the course on a are based on results obtained from taking the ETS Field Test. voluntary basis over the last four years (fall 2006- testing thousands of computer spring 2010). Although this resulted in a low science seniors across 193 number of students (18) taking the test during this domestic universities. Even though period, it has allowed us to begin our assessment our initial baseline of results is in 2009-2010 with an initial baseline of ETS Field limited and only preliminary, it is Test results even though the first full group of reassuring that these early results students falling under the 2007 (and later) suggest that we are providing an curriculum requirements will not graduate until the education in computer science spring of 2011. There are roughly 25 to 30 commensurate with universities undergraduate students per year graduating with across the nation. computer science degrees, therefore, ETS Field Test results will rapidly multiply starting with this The baseline results are exactly academic year (2010-2011). within the desired limits of the measure prescribed for the given The score distribution of our students around the outcomes, and do not suggest 50% percentile is identical to the distribution of improvements that need to be made scores of all other students who took the ETS to the program. As more students Field Test. Half of our students score at or above take the Major Field Test in later the percentile that separates the top half of all years, their scores will be compared students taking the ETS Field Test. to this baseline to rate how well other changes are affecting the program.

Result Type: Criterion Met Action Status: Action Complete 06/25/2009 - Data has been collected in order to 06/25/2010 - Collect data from ETS create a multi-year baseline to be analyzed Major Field Exam as part of CSCI starting in the 2009-2010 academic year. This 4000. baseline will be used to begin our year to year analysis of ETS results.

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks Result Type: Benchmark Action Status: Action In Progress Related Documents: BSCS-09-10-Outcome1.doc

TECS Program - Computer Science (BS) - Assessment Method: 12/15/2010 - Number of students tested: 18 12/15/2010 - It should be noted that Analyze a Problem - Students will have an ETS Major Field Exam. Number below 50% score: 9 ( = 50% of students) this initial baseline is based on a ability to analyze a problem, and identify and Assessment Method Category: Number above 50% score: 9 ( = 50% of students) small sample size and also that B.S. define the computing requirements Standardized Test and B.A. students are mixed appropriate to its solution. Criterion for Success: The ETS exam is administered in the course CSCI together to form this initial baseline Outcome Types: Measure: The score distribution of our 4000 (Ethical and Professional Issues in Computer of ETS Field Test results. The Program Learning Outcome students is roughly comparable to the scores Science). The requirement that students in the reasons for this are described in the Start Date: of all other students who take the ETS Field B.S. and B.A. degree programs in computer first paragraph above. The ETS 08/01/2008 Test. Within a 10% deviation, half of our science take the course CSCI 4000 did not take Field Test metrics are based on students score at or above the percentile Outcome Status: effect until the 2007-2008 academic year. results obtained from testing that separates the top half of all students Currently Being Assessed Consequently, students took the course on a thousands of computer science taking the ETS Field Test. voluntary basis over the last four years (fall 2006- seniors across 193 domestic spring 2010). Although this resulted in a low universities. Even though our initial number of students (18) taking the test during this ?baseline? of results is limited and period, it has allowed us to begin our assessment only preliminary, it is reassuring that in 2009-2010 with an initial baseline of ETS Field these early results suggest that we Test results even though the first full group of are providing an education in students falling under the 2007 (and later) computer science commensurate curriculum requirements will not graduate until the with universities across the nation. spring of 2011. There are roughly 25 to 30 undergraduate students per year graduating with The baseline results are exactly computer science degrees, therefore, ETS Field within the desired limits of the Test results will rapidly multiply starting with this measure prescribed for the given academic year (2010-2011). The score distribution outcomes, and do not suggest of our students around the 50% percentile is improvements that need to be made identical to the distribution of scores of all other to the program. As more students students who took the ETS Field Test. Half of our take the Major Field Test in later students score at or above the percentile that years, their scores will be compared separates the top half of all students taking the to this baseline to rate how well Result Type: other changes are affecting the Criterion Met program. Action Status:

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Action Complete Related Documents: BSCS-09-10-Outcome2.doc

TECS Program - Computer Science (BS) - Assessment Method: 06/25/2010 - No data was collected in this 06/25/2010 - Give senior exit survey Professional Development - Students will Senior Exit Survey academic year. However, a senior survey will be to graduating seniors beginning Fall acquire knowledge about the different ways Assessment Method Category: created in 2009-2010. This survey will be 2010. to become professionally engaged. Survey deployed in Fall 2010. Outcome Types: Criterion for Success: Result Type: Program Learning Outcome Upon graduation 50% of the undergraduate Inconclusive Start Date: students will have engaged in two or more Action Status: 08/01/2010 different activities beyond the classroom that Action In Progress have the potential to enhance their Outcome Status: Related Documents: professional knowledge (e.g., membership Currently Being Assessed BSCS-09-10-Outcome3.doc and/or participation in professional societies, participation in professional conferences, attendance at professional lectures outside the classroom, etc.).

TECS Program - Computer Science (BS) - Assessment Method: 06/25/2010 - Peer-Reviewed Journal or 12/15/2010 - Strength: An average Scholarly Activity - For the period 2008-2012 The data on the annual review for each Conference Papers Published of 32/11 or approximately 2.9 peer- there will be an average of at least one peer- faculty member will be compiled by the AY09-10:32 reviewed papers per faculty member reviewed journal or conference paper department. were published during the 2009- published per faculty member per academic Assessment Method Category: Result Type: 2010 AY. This exceeded the Criteria year. Annual Report Criterion Met for Success, which requires that an Outcome Types: Criterion for Success: Action Status: average of at least one peer- Strategic Planning Outcome For the period 2008-2012 there will be an Action Complete reviewed journal or conference Start Date: average of at least one peer-reviewed Related Documents: paper be published each academic 08/01/2010 journal or conference paper published per BSCS-StrategicDirectionOutcome- year. faculty member per academic year. Outcome Status: FrstMeans-09-10.doc Currently Being Assessed The Criteria for Success was met and exceeded. No remedial action is required at this time.

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks 06/25/2010 - The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty.

06/25/2009 - Peer-Reviewed Journal or 06/25/2009 - Strength: An average Conference Papers Published of 32/12 or approximately 2.7 peer- AY08-09:32 reviewed papers per faculty member were published during the 2008- Strength: An average of 32/12 or approximately 2009 AY. This exceeded the Criteria 2.7 peer-reviewed papers per faculty member for Success, which requires that an were published during the 2008-2009 AY. This average of at least one peer- exceeded the Criteria for Success, which requires reviewed journal or conference that an average of at least one peer-reviewed paper be published each academic journal or conference paper be published each year. academic year. The results for the 2008-2009 AY Result Type: are well above our desired four-year Criterion Met average for publications per faculty Action Status: and percentage of faculty submitting Action Complete grant proposals.

TECS Program - Computer Science (BS) - Assessment Method: 12/15/2010 - Grants Submitted 12/15/2010 - Strength: 6 out of 11 Grant Submissions - For the period 2008- The data on the annual review for each AY09-10:18 tenure-track faculty members 2012 at least one half of the faculty will faculty member will be compiled by the participated in grant submissions participate in the preparation of a grant department. Number of unique faculty members who during the 2009-2010 AY. This was submission each academic year. Assessment Method Category: participated in grant submissions: 6 about 55% of the tenure-track Outcome Types: Annual Report (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Strategic Planning Outcome Criterion for Success: Tabrizi, Vilkomir) exceeded the Criteria for Success, Start Date: For the period 2008-2012 at least one half of which requires that at least one half 08/01/2010 the faculty will participate in the preparation Result Type: of the faculty will participate in the of a grant submission each academic year. Outcome Status: Criterion Met preparation of a grant submission Currently Being Assessed Action Status: each academic year. Action Complete Related Documents: The Criteria for Success was met

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks and exceeded. No remedial action is BSCS-StrategicDirectionOutcome- required at this time. 2ndMeans-09-10.doc

06/25/2009 - Grants Submitted 06/25/2009 - Strength: 7 out of 12 AY08-09:>= 9 tenure-track faculty members participated in grant submissions Number of unique faculty members who during the 2008-2009 AY. This was participated in grant submissions: 7 about 58% of the tenure-track (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Tabrizi, Vilkomir, Placer) exceeded the Criteria for Success, which requires that at least one half Result Type: of the faculty will participate in the Criterion Met preparation of a grant submission Action Status: each academic year. Action Complete The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty and percentage of faculty submitting grant proposals.

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Unit Assessment Report - Four Column East Carolina University TECS Program - Computer Science (MS) Department: Computer Science Program: Master's in Computer Science ECU Academic Program 02/01/2011 Review Cycle: Official Program or Unit The mission of the Computer Science Program at East Carolina University is to provide a broad-based general education Mission: in computer science that will enable graduates to enter careers in fields related to computing, pursue further studies, and serve the needs of the region, the State of North Carolina, and the nation. National Accreditations: SACS Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks TECS Program - Computer Science (MS) - Assessment Method: Education for a New Century (Global and Assignments, group project and final exam in Local Issues) - Uses disciplinary concepts to CSC/SENG 6230. explain how global and local issues are Assessment Method Category: interconnected. Course Embedded Outcome Types: Criterion for Success: Institutional Learning Outcome At least 70% of students who passed Start Date: CSCI/SENG 6230 received Satisfactory or 09/22/2010 Good on a case study analysis of the local and global impact of computing on Outcome Status: individuals, organizations and society using Currently Being Assessed the following criteria: Unsatifactory, student analysis shows little or no understanding of the local and global impact of computing on individuals, organizations, and society; Satisfactory, student analysis shows partial understanding of the local and global impact of computing on individuals, organizations, and society--typically 1-3 aspects; Good, student analysis shows a comprehensive understanding of the local and global impact of computing on individuals, organizations, and society--typically more than 3 aspects.

TECS Program - Computer Science (MS) - The Leadership University (Leadership Principles) - Applies leadership principles relevant to the chosen discipline.

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Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (MS) - The Leadership University (Successful Collaboration) - Collaborates effectively in diverse groups to promote successful outcomes. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (MS) - The Leadership University (Reflection) - Utilizes reflection to promote personal growth. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Computer Science (MS) - The Leadership University (Ethical Principles) - Demonstrates knowledge of ethical principles and their application in leadership. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

TECS Program - Computer Science (MS) - Assessment Method: 12/15/2010 - Number of students that taking the 12/15/2010 - Strength: 100% of Problem Solving - Students will acquire Each student must take a comprehensive MSCS comprehensive exam for the first time: 5 MSCS students who took the sufficient knowledge of computer science exam in four areas of computer science. Number of the above students who passed the comprehensive exam for the first theory and practice to allow them to analyze Assessment Method Category: comprehensive exam: 5 time successfully passed the exam. and solve problems in four core areas of Master's Comprehensive Exam This exceeded the Criteria for computer science. Criterion for Success: Result Type: Success, which required that at Outcome Types: 80% or more graduate students pass the Criterion Met least 70% of students would achieve Program Learning Outcome comprehensive exam the first time it is Action Status: Satisfactory or Good according to Start Date: taken. To pass the comprehensive exam Action Complete the criteria specified for this 08/11/2008 students must receive a score of at least Related Documents: outcome. The Criteria for Success 70% on each section of the exam. Outcome Status: MSCS-Outcome1-FirstMeans- was met and exceeded. No Currently Being Assessed Report09-10.doc remedial action is required at this time.

08/01/2009 - Data collection does not begin until spring 2010. Result Type: Inconclusive Action Status: Action In Progress

TECS Program - Computer Science (MS) - Assessment Method: 12/15/2010 - Note: A student's committee consists 12/15/2010 - Strength: 100% of Software Development - Students will A software project will be developed and of at least three faculty members; these faculty MSCS students received a Good or acquire an ability to apply design and implemented that will require at least 70 evaluate the student's project/thesis. The data Satisfactory on their project/thesis. development principles in the construction of hours of effort. listed below is based on these evaluations. This exceeded the Criteria for software systems. Assessment Method Category: Success, which required that at Outcome Types: Capstone Assignment/Project Number of student project/theses: 5 least 70% of students would achieve Program Learning Outcome Criterion for Success: Number assessed as Good: 4 Satisfactory or Good according to Start Date: At least 70% of students received Number assessed as Satisfactory: 1 the criteria specified for this 08/01/2008 Satisfactory or Good according to the Number assessed as Unsatisfactory: 0 outcome. The Criteria for Success following measures of quality of system Outcome Status: was met and exceeded. No implementation: Currently Being Assessed Result Type: remedial action is required at this Criterion Met time. Unsatisfactory: Action Status: The final project software correctly performs Action Complete less than 60% of the functionality specified in

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

the requirements document. Most of the Related Documents: code is rarely commented, and the code MSCS-Outcome2-FirstMeans-09- produced does not conform to a coding 10.doc standard.

Satisfactory: The final project software correctly performs at least 60% of the functionality specified in the requirements document. Most of the code is well commented, and most code conforms to a coding standard.

Good: The final project software correctly performs at least 80% of the functionality specified in the requirements document. Code is well commented, and code conforms to a coding standard.

Assessment Method: 12/15/2010 - Number of students that graduated: 5 12/15/2010 - Identification of Graduate Student Exit Survey. Number of students that turned in Graduate strengths and weaknesses: Assessment Method Category: Student Exit Survey: 3 Survey Number of students that agree or strongly agree Strength: 100% of MSCS students Criterion for Success: (as stated above): 3 who turned in a Graduate Student The Graduate Student Exit Survey indicates Exit Survey agreed or strongly that at least 70% of graduating seniors agree Result Type: agreed that the graduate program or strongly agree that the graduate program Criterion Met has prepared them to apply design has prepared them to apply design and Action Status: and development principles in the development principles in the construction of Action Complete construction of software systems software systems. Related Documents: MSCS-Outcome2-SecondMeans-09- Weakness: Only 3 out of 5 MSCS 10.doc graduate students who completed their degrees returned a Graduate Student Exit Survey. This survey was the measure of this second means of assessment.

Use of Results to Improve Program:

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

Action for weakness above: The Graduate Student Exit Survey was administered by email after students graduated. The response was poor and not all surveys were returned. Starting with the 2010-2011 AY the Graduate Student Exit Survey will be administered immediately after the student project/thesis defense.

08/01/2009 - Data collection does not begin until spring 2010. Result Type: Inconclusive Action Status: Action In Progress

TECS Program - Computer Science (MS) - Assessment Method: 11/01/2010 - Number of students that completed 12/15/2010 - Identification of Professionalism - Students will acquire Graduate Student Exit Survey MSCS degree program: 5 strengths and weaknesses: knowledge about different ways to become Assessment Method Category: Number of above students who completed professionally engaged. Survey graduate survey: 3 Weakness: Only 3 out of 5 MSCS Outcome Types: Criterion for Success: Number of the above students who completed the graduate students who completed Program Learning Outcome Upon graduation at least 70% of graduate graduate survey who engaged in three or more their degrees returned a graduate Start Date: students will have engaged in three or more different activities beyond the classroom: 1 student exit survey. The survey 08/01/2008 different activities beyond the classroom that gathered information about student have the potential to enhance their Outcome Status: Result Type: professional activities outside the professional knowledge (e.g., membership Currently Being Assessed Criterion Not Met classroom. and/or participation in professional societies, Action Status: participation in professional conferences, Action Complete Weakness: Of the three graduate attendance at professional lectures outside Related Documents: students who completed their the classroom, etc.) MSCS-Outcome3-FirstMeans-09- graduate student exit survey, only 10.doc one had engaged in three or more professional activities beyond the classroom.

Weakness: It was apparent after

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks reviewing the completed graduate surveys, that some of the students were not clear about what could be included as professional activities. One student even failed to note the publication of a peer-reviewed paper.

Use of Results to Improve Program:

Action for #1 above: Graduate student surveys were administered by email after students graduated. The response was poor and few surveys were returned. Starting with the 2010-2011 AY graduate student surveys will be administered immediately after the student project/thesis defense.

Action for #2 above: Starting with the 2010-2011 AY the Director of Graduate Studies will include information about the importance of engaging in professional activities outside the classroom as part of the graduate student orientation programs. The director will inform students that they are expected to engage in activities outside the classroom that have the potential to enhance their professional knowledge and examples of such activities will be provided.

Action for #3 above: The graduate student exit survey questions will be improved to provide more explicit examples of what can be listed as a professional activity.

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08/01/2010 - Data collection does not begin until spring 2010. Result Type: Inconclusive Action Status: Action In Progress

TECS Program - Computer Science (MS) - Assessment Method: 11/01/2010 - Peer-Reviewed Journal or 12/15/2010 - Strength: An average Scholarly Activity - For the period 2008-2012 The data on the annual review for each Conference Papers Published of 32/11 or approximately 2.9 peer- there will be an average of at least one peer- faculty member will be compiled by the AY09-10:32 reviewed papers per faculty member reviewed journal or conference paper department. Result Type: were published during the 2009- published per faculty member per academic Assessment Method Category: Criterion Met 2010 AY. This exceeded the Criteria year. Annual Report Action Status: for Success, which requires that an Outcome Types: Criterion for Success: Action Complete average of at least one peer- Strategic Planning Outcome For the period 2008-2012 there will be an Related Documents: reviewed journal or conference Start Date: average of at least one peer-reviewed MSCS-StrategicDirectionOutcome- paper be published each academic 08/01/2008 journal or conference paper published per FrstMeans-09-10.doc year. faculty member per academic year. Outcome Status: Currently Being Assessed The Criteria for Success was met and exceeded. No remedial action is required at this time.

06/25/2009 - Peer-Reviewed Journal or 06/25/2009 - Strength: An average Conference Papers Published of 32/12 or approximately 2.7 peer- AY08-09:32 reviewed papers per faculty member were published during the 2008- Result Type: 2009 AY. This exceeded the Criteria Criterion Met for Success, which requires that an Action Status: average of at least one peer- Action Complete reviewed journal or conference paper be published each academic year. The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty.

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TECS Program - Computer Science (MS) - Assessment Method: 11/01/2010 - Grants Submitted 12/15/2010 - Strength: 6 out of 11 Grant Submission - For the period 2008- The data on the annual review for each AY09-10:18 tenure-track faculty members 2012 at least one half of the faculty will faculty member will be compiled by the participated in grant submissions participate in the preparation of a grant department. Number of unique faculty members who during the 2009-2010 AY. This was submission each academic year. Assessment Method Category: participated in grant submissions: 6 about 55% of the tenure-track Outcome Types: Annual Report (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Strategic Planning Outcome Criterion for Success: Tabrizi, Vilkomir) exceeded the Criteria for Success, Start Date: Department data based on the information in which requires that at least one half 08/01/2008 the faculty database Sedona. Result Type: of the faculty will participate in the Outcome Status: Criterion Met preparation of a grant submission Currently Being Assessed Action Status: each academic year.. Action Complete The Criteria for Success was met Related Documents: and exceeded. No remedial action is MSCS-StrategicDirectionOutcome- required at this time. 2ndMeans-09-10.doc

06/25/2009 - Grants Submitted 06/25/2009 - Strength: 7 out of 12 AY08-09:>= 9 tenure-track faculty members participated in grant submissions Number of unique faculty members who during the 2008-2009 AY. This was participated in grant submissions: 7 about 58% of the tenure-track (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Tabrizi, Vilkomir, Placer) exceeded the Criteria for Success, which requires that at least one half Result Type: of the faculty will participate in the Benchmark preparation of a grant submission Action Status: each academic year. The results for Action Complete the 2008-2009 AY are well above our desired four-year average for publications per faculty and percentage of faculty submitting grant proposals.

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Unit Assessment Report - Four Column East Carolina University TECS Program - Software Engineering (MS) Department: Computer Science Program: MS in Software Engineering ECU Academic Program 03/01/2009 Review Cycle: Official Program or Unit The mission of the Software Engineering Program at East Carolina University is to provide students with the solid Mission: foundation of software engineering practice that will enable graduates to enter careers in fields related to software development, pursue further studies, and serve the needs of the region, the State of North Carolina, and the nation. Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks TECS Program - Software Engineering (MS) Assessment Method: - Education for a New Century (Global and Assignments/group projects and final exam Local Issues) - Uses disciplinary concepts to in SENG 6230. explain how global and local issues are Assessment Method Category: interconnected. Course Embedded Outcome Types: Criterion for Success: Institutional Learning Outcome At least 70% of students who passed Start Date: CSCI/SENG 6230 received Satisfactory or 09/22/2010 Good on a case study analysis of the local and global impact of computing on Outcome Status: individuals, organizations and society using Currently Being Assessed the following criteria: Unsatifactory, student analysis shows little or no understanding of the local and global impact of computing on individuals, organizations, and society; Satisfactory, student analysis shows partial understanding of the local and global impact of computing on individuals, organizations, and society--typically 1-3 aspects; Good, student analysis shows a comprehensive understanding of the local and global impact of computing on individuals, organizations, and society--typically more than 3 aspects.

TECS Program - Software Engineering (MS) - The Leadership University (Leadership Principles) - Applies leadership principles relevant to the chosen discipline.

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Software Engineering (MS) - The Leadership University (Successful Collaboration) - Collaborates effectively in diverse groups to promote successful outcomes. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Software Engineering (MS) - The Leadership University (Reflection) - Utilizes reflection to promote personal growth. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed TECS Program - Software Engineering (MS) - The Leadership University (Ethical Principles) - Demonstrates knowledge of ethical principles and their application in leadership. Outcome Types: Institutional Learning Outcome Start Date: 08/25/2010 Outcome Status: Not Currently Being Assessed

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

TECS Program - Software Engineering (MS) Assessment Method: 11/01/2010 - Measure 1: 12/15/2010 - Strength: 100% of - Computer-Based System - Students will A software project will be developed and A student's committee consists of at least three MSSE students received a Good or acquire an ability to design, implement, and implemented that will require at least 70 faculty members; these faculty evaluate the Satisfactory for First Means of evaluate a computer-based system, process, hours of effort. student's projects. The data listed below is based Assessment of this outcome on their component, or program to meet desired Assessment Method Category: on these evaluations. The data are collected only projects. This exceeded the Criteria needs. Capstone Assignment/Project for students graduated in 2010. for Success, which required that at Outcome Types: Criterion for Success: Number of student projects: 4 least 70% of students would achieve Program Learning Outcome Measure 1. Number of student projects with at least 70 hours Satisfactory or Good according to Start Date: At least 70% of students received of effort: 4 the criteria specified for this 08/01/2008 Satisfactory or Good according to the Number assessed as Good for First Means of outcome. following measures of quality of system Outcome Status: Assessment of this outcome: 1 design: Currently Being Assessed Number assessed as Satisfactory for First Means The Criteria for Success was met of Assessment of this outcome: 3 and exceeded. No remedial action is Unsatisfactory: Number assessed as Unsatisfactory for First required at this time. The design model failed to model adequately Means of Assessment of this outcome: 0 the requirement for the proposed software.

Satisfactory: The system modeled incorporates most of Result Type: the features listed in the requirements Criterion Met document. Action Status: Action Complete Good: Related Documents: The system modeled clearly incorporates the MSSE-Outcome1-FirstMeans- features listed in the requirements Report09-10.doc document. The design models effectively use high level abstractions to achieve 08/01/2009 - Data Collection for this outcome suitable modularity. Pre-built components (if does not begin until the spring 2010 semester. needed) are incorporated appropriately. Result Type: Inconclusive Action Status: Action In Progress

Assessment Method: 11/01/2010 - Measure 2: 12/15/2010 - Strength: 100% of A software project will be developed and Number of student projects: 4 MSSE students received a Good or implemented that will require at least 70 Number of student projects with at least 70 hours Satisfactory for Second Means of hours of effort. of effort: 4 Assessment of this outcome on their Assessment Method Category: Number assessed as Good for Second Means of projects. This exceeded the Criteria Capstone Assignment/Project Assessment of this outcome: 3 for Success, which required that at Criterion for Success: Number assessed as Satisfactory for Second least 70% of students would achieve

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks Means of Assessment of this outcome: 1 Satisfactory or Good according to Measure 2. Number assessed as Unsatisfactory for Second the criteria specified for this At least 70% of students received Means of Assessment of this outcome: 0 outcome. Satisfactory or Good according to the The Criteria for Success was met following measures for the use of a life-cycle and exceeded. No remedial action is model to create a software project: Result Type: required at this time. Criterion Met Unsatisfactory: Action Status: The documentation fails to describe and Action Complete justify life cycle process chosen and fails to Related Documents: track the process of creating the software. MSSE-Outcome1-SecondMeans- Report09-10.doc Satisfactory: The documentation barely describes and justifies the life cycle process chosen, and weakly tracks the process of creating the models and software. The documentation is not likely to be useful in supporting process improvement efforts for future projects.

Good: The documentation adequately describes and justifies the life cycle process chosen, and adequately tracks the process of creating the models and software. The documentation should be useful in supporting process improvement for future projects.

TECS Program - Software Engineering (MS) Assessment Method: 12/15/2010 - Note: A student's committee consists 12/15/2010 - Strength: 100% of - Software Systems - Students will acquire A software project will be developed that will of at least three faculty members; these faculty MSSE students received a Good or an ability to apply design and development require at least 70 hours of effort. evaluate the student's projects. The data listed Satisfactory for First Means of principles in the construction of software Assessment Method Category: below is based on these evaluations. The data are Assessment of this outcome on their systems. Capstone Assignment/Project collected only for students graduated in spring and projects. This exceeded the Criteria Outcome Types: Criterion for Success: summer of 2010. for Success, which required that at Program Learning Outcome At least 70% of students received least 70% of students would achieve Start Date: Satisfactory or Good according to the Number of student projects: 4 Satisfactory or Good according to 08/01/2008 following measures of quality of system Number of student projects with at least 70 hours the criteria specified for this implementation: of effort: 4

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks Number assessed as Good for First Means of outcome. Outcome Status: Assessment of this outcome: 3 The Criteria for Success was met Currently Being Assessed Unsatisfactory: Number assessed as Satisfactory for First Means and exceeded. No remedial action is The final project software correctly performs of Assessment of this outcome: 1 required at this time. less than 60% of the functionality specified in the requirements document. Most of the Result Type: code is rarely commented, and the code Criterion Met produced does not conform to a coding Action Status: standard. Action Complete Related Documents: Satisfactory: MSSE-Outcome2-FirstMeans-09- The final project software correctly performs 10.doc at least 60% of the functionality specified in the requirements document. Most of the code is well commented, and most code conforms to a coding standard.

Good: The final project software correctly performs at least 80% of the functionality specified in the requirements document. Code is well commented, and code conforms to a coding standard.

TECS Program - Software Engineering (MS) Assessment Method: 11/01/2010 - The data are collected only for 12/15/2010 - Identification of - Professionalism - Students will acquire Graduate Student Survey students graduated in spring and summer of 2010. strengths and weaknesses: knowledge about different ways to become Assessment Method Category: Number of students that completed MSSE degree professionally engaged. Survey program: 4 1. Weakness: Only 2 out of 4 MSSE Outcome Types: Criterion for Success: Number of the above students who engaged in graduate students were engaged in Program Learning Outcome Upon graduation at least 70% of graduate three or more different activities beyond the three or more different activities Start Date: students will have engaged in three or more classroom (according to the Graduate Committee beyond the classroom (according to 08/01/2008 different activities beyond the classroom that Assessment Form): 2 the Assessment Form). have the potential to enhance their Outcome Status: Number of above students who completed professional knowledge (e.g., membership Currently Being Assessed graduate survey: 1 2. Weakness: Only 1 out of 4 MSSE and/or participation in professional societies, Number of the above students who completed the graduate students who completed participation in professional conferences, graduate survey who engaged in three or more their degrees returned a graduate attendance at professional lectures outside different activities beyond the classroom: 0 student exit survey. The survey the classroom, etc.) gathered information about student

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks professional activities outside the Result Type: classroom. Criterion Not Met

Action Status: 3. Weakness: The number of Action Complete different activities beyond the Related Documents: classroom are included in the MSSE-Outcome3-FirstMeans-09- Graduate Committee Assessment 10.doc Forms but support information (lists of activities) from the Graduate Survey is absent.

4. Weakness: It was apparent after reviewing the completed graduate surveys, that some of the students were not clear about what could be included as professional activities.

Use of Results to Improve Program:

1. Action: Graduate student surveys were administered by email after students graduated. The response was poor and few surveys were returned. Starting with the 2010- 2011 AY graduate student surveys will be administered immediately after the student project/thesis defense.

2. Action: Starting with the 2010- 2011 AY the Director of Graduate Studies will include information about the importance of engaging in professional activities outside the classroom as part of the graduate Student orientation programs. The director will inform students that they are expected to engage in activities outside the classroom that have the potential to enhance their professional knowledge and

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks examples of such activities will be provided.

3. Action: The graduate student exit survey questions will be improved to provide more explicit examples of what can be listed as a professional activity.

08/01/2009 - Data collection for this outcome does not begin until the spring 2010 semester. Result Type: Inconclusive Action Status: Action In Progress

TECS Program - Software Engineering (MS) Assessment Method: 12/15/2010 - Peer-Reviewed Journal or 12/15/2010 - Strength: An average - Scholarly Activity - For the period 2008- The data on the annual review for each Conference Papers Published of 32/11 or approximately 2.9 peer- 2012 there will be an average of at least one faculty member will be compiled by the AY09-10:32 reviewed papers per faculty member peer-reviewed journal or conference paper department. were published during the 2009- published per faculty member per academic Assessment Method Category: Result Type: 2010 AY. This exceeded the Criteria year. Scholarly Activity Criterion Met for Success, which requires that an Outcome Types: Criterion for Success: Action Status: average of at least one peer- Strategic Planning Outcome For the period 2008-2012 there will be an Action Complete reviewed journal or conference Start Date: average of at least one peer-reviewed Related Documents: paper be published each academic 08/01/2008 journal or conference paper published per MSSE-StrategicDirectionOutcome- year. faculty member per academic year. Outcome Status: FrstMeans-09-10.docx Currently Being Assessed The Criteria for Success was met and exceeded. No remedial action is required at this time.

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks 2009 AY. This exceeded the Criteria Result Type: for Success, which requires that an Criterion Met average of at least one peer- Action Status: reviewed journal or conference Action Complete paper be published each academic year.

The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty.

TECS Program - Software Engineering (MS) Assessment Method: 12/15/2010 - Grants Submitted 12/15/2010 - Strength: 6 out of 11 - Grant Submissions - For the period 2008- The data on the annual review for each AY09-10:18 tenure-track faculty members 2012 at least one half of the faculty will faculty member will be compiled by the participated in grant submissions participate in the preparation of a grant department. Number of unique faculty members who during the 2009-2010 AY. This was submission each academic year. Assessment Method Category: participated in grant submissions: 6 about 55% of the tenure-track Outcome Types: Grant Submission (J. Ding, Q. Ding, Gopalakrishnan, Narasimhan, faculty in the department. This Strategic Planning Outcome Criterion for Success: Tabrizi, Vilkomir) exceeded the Criteria for Success, Start Date: For the period 2008-2012 at least one half of which requires that at least one half 08/01/2008 the faculty will participate in the preparation of the faculty will participate in the of a grant submission each academic year. Outcome Status: Result Type: preparation of a grant submission Currently Being Assessed Criterion Met each academic year. The Criteria for Action Status: Success was met and exceeded. No Action Complete remedial action is required at this Related Documents: time. MSSE-StrategicDirectionOutcome- 2ndMeans-09-10.docx

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Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks of the faculty will participate in the Criterion Met preparation of a grant submission Action Status: each academic year.. Action Complete The results for the 2008-2009 AY are well above our desired four-year average for publications per faculty and percentage of faculty submitting grant proposals.

12/15/10 1:45 PM Generated by TracDat a product of Nuventive. Page 9 of 9 2011 BACS 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __B.A. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 1: Knowledge of Computing and Math. Students will have an ability to apply knowledge of computing and mathematics appropriate to the discipline.

Means of Assessment:

ETS Major Field Test, taken by all students.

Criteria for Success:

The score distribution of our students is roughly comparable to the scores of all other students who take the ETS Field Test. Within a 10% deviation, half of our students score at or above the percentile that separates the top half of all students taking the ETS Field Test.

Description of Data Collection & Assessment Results:

Number of students tested from the B.A. program: 6 Number below 50% score: 6 Number above 50% score: 0

Identification of strengths and weaknesses:

Weakness 1: None of the B.A. students tested, scored above the 50% mark for all students taking the ETS Field Test.

Use of Results to Improve Program:

Actions for weakness 1: The following recommendation to improve student performance on the ETS exam will be presented to the computer science department faculty.

The course CSCI 3200 Data Structures and Their Applications is a required course in the B.A.C.S. program. It covers object-oriented programming, data structures, algorithms, and advanced Java programming. This seems to be too much content for one course. It will be recommended that CSCI 3200 be split into two required courses. One course will focus on object-oriented and advanced Java programming. The other course will focus on data structures and algorithms.

The recommendation specified above will require approval of the department faculty. It is anticipated that these changes or other equivalent changes will be approved and become effective no later than the fall semester of 2012. This report will be updated to include the final actual curriculum changes that are approved by the department faculty.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000 - Ethical and Professional Issues in Computer Science 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __B.A. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 2: Analyze a Problem. Students will have an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution.

Means of Assessment:

ETS Major Field Test.

Criteria for Success:

Description of Data Collection & Assessment Results:

Number of students tested from the B.A. program: 6 Number below 50% score: 6 Number above 50% score:

Identification of strengths and weaknesses:

Weakness 1: None of the B.A. students tested, scored above the 50% mark for all students taking the ETS Field Test.

Use of Results to Improve Program:

Actions for weakness 1: The following recommendation to improve student performance on the ETS exam will be presented to the computer science department faculty.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000 - Ethical and Professional Issues in Computer Science 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __B.A. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 3: Professional Engaged. Students will acquire knowledge about different ways to become professionally engaged.

Means of Assessment:

Senior Exit Survey.

Criteria for Success:

Upon graduation 50% of the undergraduate students will have engaged in two or more different activities beyond the classroom that have the potential to enhance their professional knowledge (e.g. membership and/or participation in professional societies, participation in professional conferences, attendance at professional lectures outside the classroom, etc.).

Description of Data Collection & Assessment Results:

Of the nine B.A. students graduating in the 2010-2011 academic year, three of these students completed surveys. One student had no professional engagement, and the other two students were engaged in one activity each.

Identification of strengths and weaknesses:

Strength: Participation in ACM events has been good. Two ACM invited lectures were well attended.

Weakness 1: No students reported attending the ACM invited lectures, and only a few reported belonging to the ACM. It is very clear that students are not reporting all of their activities. One reason for this may be that the survey format requires them to recall the activities far from their times of participation but another possibility is that they need to be reminded of the types of activities that are used to satisfy this outcome.

Use of Results to Improve Program:

Action for Weakness 1: Starting with the fall semester of 2011, when the Senior Exit Survey is administered in CSCI 4000, the instructor will provide students with a list of past activities at ECU that would satisfy outcome 3.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000 - Ethical and Professional Issues in Computer Science

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(B.A. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Education for a new Century Leadership Objective:

Uses disciplinary concepts to explain how global and local issues are interconnected.

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI 4000

Criteria for Success:

At least 70% of students who passed CSCI 4000 received Satisfactory or Good when analyzing the local and global impact of computing on individuals, organizations and society, using the following criteria.

Unsatisfactory Satisfactory Good Student analysis shows a Student analysis shows partial Student analysis shows little comprehensive understanding of understanding of the local and or no understanding of the the local and global impact of global impact of computing on local and global impact of computing on individuals, individuals, organizations and computing on individuals, organizations and society. society. (Typically 1-3 organizations and society. (Typically more than 3 significant significant aspects.) aspects.) Description of Data Collection & Assessment Results:

Data collection will begin in the 2011-2012 Academic Year.

Use of Results to Improve Program:

Weakness 1: Data for this outcome was not collected for the 2010-2011 Academic Year. There was confusion about the start date for data collection for this outcome and course instructors assumed that data collection would begin during the 2011-2012 academic year.

Actions Taken:

Action for weakness 1: Starting with the fall semester of 2011 the instructors of all courses that will be used to collect assessment data will be required to attend a special Assessment Committee meeting each semester. This meeting will be held no later than four weeks after the start of each semester; all data collection requirements for the semester in progress will be reviewed.

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2009-2010 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(B.A. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Leadership Student Learning Outcomes

Demonstrates knowledge of ethical principles and their application in leadership.

Leadership Objective:

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Case study assignments in CSCI 4000.

Criteria for Success:

At least 70% of students who passed CSCI 4000 received Satisfactory or Good on a case study analysis of how ethical principles and leadership quality impacted individuals, organizations and society, with a focus on using the following criteria.

Unsatisfactory Satisfactory Good Student analysis shows partial Student analysis shows a Student analysis shows little understanding of the impact comprehensive understanding of or no understanding of the that ethical principles and the impact that ethical principles impact that ethical principles leadership had on individuals and leadership had on individuals and leadership had on organizations and society. organizations and society. individuals organizations and (Typically 1-3 significant (Typically more than 3 signi ficant society. aspects.) aspects.)

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Return this completed report electronically to Kristen Springer-Dreyfus: [email protected]

DUE: 1 October 2009

BSCS 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: ______B.S. Computer Science______

Department: ______Computer Science______

Academic Program Outcome and Description:

Outcome 1: Knowledge of Computing and Math. Students will have an ability to apply knowledge of computing and mathematics appropriate to the discipline.

Means of Assessment:

ETS Major Field Exam

Criteria for Success:

Measure: The score distribution of our students is roughly comparable to the scores of all other students who take the ETS Field Test. Within a 10% deviation, half of our students score at or above the percentile that separates the top half of all students taking the ETS Field Test.

Description of Data Collection & Assessment Results:

The ETS exam is administered in the course CSCI 4000 (Ethical and Professional Issues in Computer Science).

Number of students tested: 19 Number below 50% score: 12 ( = 64% of students) Number above 50% score: 7 ( = 36% of students) Identification of strengths and weaknesses:

Weakness 1; Only 36% of ECU students who took the test scored at least as well as 50% of students nationally. That is well below the target mark. Broken down into broad areas, ECU students answered about 55% of programming questions correctly, about 27% of questions on discrete structures an algorithms, and about 33% on systems (including architecture, operating systems, networking and databases).

Use of Results to Improve Program:

Actions for weakness 1: Two recommendations to improve student performance on the ETS exam will be presented to the computer science department faculty. Those recommendations are: 1. The course CSCI 3310 Advanced Data Structures and Data Abstraction is a required course in the B.S.C.S. program that currently emphasizes objected-oriented programming. It will be recommended that the content of CSCI 3310 be modified to put significantly more emphasis on data structures and algorithms. 2. It will be recommended that CSCI 3700 Database Management Systems be added to the core of required computer science courses in the B.S.C.S. program. This will require that three semester hours of computer science advanced electives be dropped from the core.

The two recommendations specified above will require approval of the department faculty. It is anticipated that these changes or other equivalent changes will be approved and become effective no later than the fall semester of 2012. This report will be updated to include the final actual curriculum changes that are approved by the department faculty.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: ______B.S. Computer Science______

Department: ______Computer Science______

Academic Program Outcome and Description:

(outcome 2) Students will have an ability to analyze a problem, and identify and define the computing requirements appropriate to its solution

Means of Assessment:

ETS Major Field Exam

Criteria for Success:

Description of Data Collection & Assessment Results:

The ETS exam is administered in the course CSCI 4000 (Ethical and Professional Issues in Computer Science).

Number of students tested: 19 Number below 50% score: 12 ( = 64% of students) Number above 50% score: 7 ( = 36% of students) Identification of strengths and weaknesses:

Use of Results to Improve Program:

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: ______B.S. Computer Science______

Department: ______Computer Science______

Academic Program Outcome and Description:

(outcome 3) . Students will acquire knowledge about different ways to become professionally engaged .

Means of Assessment:

Senior Exit Survey

Criteria for Success:

Upon graduation 50% of the undergraduate students will have engaged in two or more different activities beyond the classroom that have the potential to enhance their professional knowledge (e.g., membership and/or participation in professional societies, participation in professional conferences, attendance at professional lectures outside the classroom, etc.)

Description of Data Collection & Assessment Results:

Senior surveys completed: 17 Number reporting at least two activities outside the classroom: 3 Number reporting one activity outside the classroom: 4 Number reporting no activities outside the classroom: 10

Identification of strengths and weaknesses: Strength: Participation in ACM events has been good. Two ACM invited lectures were well attended.

Use of Results to Improve Program:

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 4000

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(B.S. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Education for a new Century Leadership Objective:

Uses disciplinary concepts to explain how global and local issues are interconnected.

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI 4000

Criteria for Success:

Data collection will begin in the 2011-2012 Academic Year.

Use of Results to Improve Program:

Actions Taken:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(B.S. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Leadership Student Learning Outcomes

Demonstrates knowledge of ethical principles and their application in leadership.

Leadership Objective:

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI/SENG 6230.

Criteria for Success:

At least 70% of students who passed CSCI 4000 received Satisfactory or Good when analyzing how ethical principles and leadership quality impacted individuals, organizations and society, with a focus on using the following criteria.

Description of Data Collection & Assessment Results: Data collection begins in the 2011-2012 Academic Year

Use of Results to Improve Program:

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Certiﬁcate in Game Development East Carolina University TECS Program: Certificate in Computer Game Development Department: Computer Science

Program: The College of Technology and Computer Science offers an undergraduate certificate in computer game development. The program prepares students to design and develop computer games and simulations. Students acquire technical skills in real-time rendering and content creation, and work with concepts behind the development of story, character, environment, level design, user interface and sound augmentation. The certificate can be obtained part of a minor, with courses counting toward both.

Besides the preparatory courses (CSCI 2310 and CSCI 3200 or CSCI 3300), students are required to take: CSCI 3550: Introduction to Computer Game Development CSCI 4550: Computer Game Development CSCI 3800: Introduction to Computer Graphics, or CSCI 4530. Computer Networks and the Internet, or CSCI 5800: Artificial Intelligence

CSCI 3550: Introduction to Computer Game Development

Academic Program Outcome and Description 1: Every student will acquire theoretical knowledge of computer graphics required for computer game development.

Means of Assessment : Examinations:

Criteria for Success: At least 70% of students who pass CSCI 3550 receive satisfactory or good according to the following measures of theoretical understanding:

Unsatisfactory: Student shows little or no understanding of how to solve problems that involve translation, scaling and rotation of two-dimensional and three-dimensional objects such as lines, triangles, rectangles, circles, solid rectangles, and spheres.

Satisfactory: Student demonstrates an understanding of how to solve moderate and some advanced problems that involve translation, scaling and rotation of two-dimensional and three- dimensional objects such as lines, triangles, rectangles, circles, solid rectangles, and spheres.

Good: Student demonstrates an understanding of how to solve moderate and advanced problems that involve translation, scaling and rotation of two-dimensional and three-dimensional objects such as lines, triangles, rectangles, circles, solid rectangles, and spheres.

Academic Program Outcome and Description 2: Every student will acquire working knowledge of computer graphics required for computer game development.

Means of Assessment : Programming assignments

Criteria for Success: At least 70% of students who pass CSCI 3550 receive satisfactory or good according to the following measures of program functionality:

Unsatisfactory: Student has difficulty using software packages to model and implement even basic two-dimensional and three-dimensional objects.

Satisfactory: Student is able to use software packages to model and implement basic and moderate-level two-dimensional and three-dimensional objects.

Good: Student is able to use software packages to model and implement moderate and some advanced-level two-dimensional and three-dimensional objects.

CSCI 4550: Computer Game Development

Academic Program Outcome and Description: Every student will acquire working knowledge of computer game software.

Means of Assessment : Programming assignments

Criteria for Success: At least 70% of students who pass CSCI 4550 receive satisfactory or good according to the following measures:

Unsatisfactory: Student has difficulty implementing even basic computer game objects with lighting systems, scripts and sound systems for their movements, collisions, and sound systems.

Satisfactory: Student has is able to implement basic to moderate-level computer game objects with lighting systems, scripts and sound systems for their movements, collisions, and sound systems..

Good: Student has is able to implement moderate to advanced-level computer game objects with lighting systems, scripts and sound systems for their movements, collisions, and sound systems.

Unit Assessment Report - Four Column East Carolina University TECS Program - Computer Game Development (UG Cert)

Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks TECS Program - Computer Game Assessment Method: Development (UG Cert) - Theoretical Course Examinations in CSCI 3550 Knowledge - Every student will acquire Introduction to Computer Game theoretical knowledge of computer graphics Development required for computer game development. Assessment Method Category: Outcome Types: Examination Program Learning Outcome Criterion for Success: Start Date: At least 70% of students who pass CSCI 06/01/2010 3550 receive satisfactory or good according to the following measures of theoretical Outcome Status: understanding: Currently Being Assessed

Satisfactory: Student demonstrates an understanding of how to solve moderate and some advanced problems that involve translation, scaling and rotation of two- dimensional and three-dimensional objects such as lines, triangles, rectangles, circles, solid rectangles, and spheres.

06/22/2011 3:10 PM Generated by TracDat a product of Nuventive. Page 1 of 3

Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks

TECS Program - Computer Game Assessment Method: Development (UG Cert) - Knowledge of Programming assignments within the course Computer Graphics - Every student will CSCI 3550: Introduction to Game acquire working knowledge of computer Development graphics required for computer game Assessment Method Category: development. Course Embedded Outcome Types: Criterion for Success: Program Learning Outcome At least 70% of students who pass CSCI Start Date: 3550 receive satisfactory or good according 06/01/2010 to the following measures of program functionality: Outcome Status:

Currently Being Assessed Unsatisfactory: Student has difficulty using software packages to model and implement even basic two-dimensional and three- dimensional objects.

Satisfactory: Student is able to use software packages to model and implement basic and moderate-level two-dimensional and three- dimensional objects.

Good: Student is able to use software packages to model and implement moderate and some advanced-level two-dimensional and three-dimensional objects.

TECS Program - Computer Game Assessment Method: Development (UG Cert) - Working Programming Assignments in CSCI 4550: Knowledge of Computer Game Software - Computer Game Development Every student will acquire working Assessment Method Category: knowledge of computer game software. Course Embedded Outcome Types: Criterion for Success: Program Learning Outcome At least 70% of students who pass CSCI Start Date: 4550 receive satisfactory or good according 06/01/2010 to the following measures:

Outcome Status:

06/22/2011 3:10 PM Generated by TracDat a product of Nuventive. Page 2 of 3

Means of Assessment & Criteria for Outcomes Results Action & Follow-Up Success / Tasks Unsatisfactory: Student has difficulty Currently Being Assessed implementing even basic computer game objects with lighting systems, scripts for their movements, collisions, and sound systems.

Satisfactory: Student is able to implement basic to moderate-level computer game objects with lighting systems, scripts for their movements, collisions, and sound systems..

Good: Student is able to implement moderate to advanced-level computer game objects with lighting systems, scripts for their movements, collisions, and sound systems.

06/22/2011 3:10 PM Generated by TracDat a product of Nuventive. Page 3 of 3 Unit Assessment Report: Computer Game Development

Outcome 1: Every student will acquire theoretical knowledge of computer graphics required for computer game development:

Assessment method : Course examination in CSCI 3550:

Results: 2010 Fall semester: 13 students Good: 3 23% Satisfactory: 10 77% Unsatisfactory: 0 0%

Outcome 2: Every student will acquire working knowledge of computer graphics software:

Assessment method: Programming assignments within CSCI 3550:

Results: CSCI 3550 Fall 2010: 13 students Good: 2 15% Satisfactory: 8 62% Unsatisfactory: 3 23%

Pass/Fail : Pass: 10 77% Fail: 3 23% Number assessed as Satisfactory slightly exceeded the Criteria for Success (70%).

Outcome 3: Every student will acquire working knowledge of computer game software:

Assessment method: Programming assignments within CSCI 4550

Results: CSCI 4550 Spring 2011: 8 students Good: 2 25% Satisfactory: 5 63% Unsatisfactory: 1 12%

Pass/Fail: Pass: 7 88% Fail: 1 12% Number assessed as Satisfactory exceeded the Criteria for Success (70%). MSCS 2009-2010 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

1. Students will acquire sufficient knowledge of computer science theory and practice to allow them to analyze and solve problems in four core areas of computer science.

Means of Assessment:

Every student must take a comprehensive exam in four areas of computer science. Each student's work will be evaluated by at least three computer science faculty.

Criteria for Success:

80% or more graduate students pass the comprehensive exam the first time it is taken. To pass the comprehensive exam students must receive a score of at least 70% on each section of the exam and they must have an overall average of at least 80%.

Description of Data Collection & Assessment Results:

Number of students taking the MSCS comprehensive exam for the first time: 1 Number of the above students who passed the comprehensive exam: 1

Identification of strengths and weaknesses:

1. Strength: 100% of MSCS students who took the comprehensive exam for the first time successfully passed the exam. This exceeded the Criteria for Success , which required that at least 80% of students would achieve Satisfactory or Good according to the criteria specified for this outcome.

Use of Results to Improve Program:

The Criteria for Success was met and exceeded. No remedial action is required at this time.

Action taken to correct the Criterion for Success : The last sentence of the Criterion for Success of this outcome was in error and has been modified to correctly describe the procedure that has always been used for comprehensive exam evaluations.

Courses used for assessment of this outcome (must be listed as listed in banner):

No specific courses are used for assessment. The comprehensive exam is administered independently and not as part of any course. 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 2. Students will acquire an ability to apply design and development principles in the construction of software systems.

First Means of Assessment:

Every graduate student must develop and implement a project. This project will require at least 70 hours of effort.

Criteria for Success:

At least 70% of students received Satisfactory or Good according to the following measures of quality of system implementation:

Unsatisfactory: The final project software correctly performs less than 60% of the functionality specified in the requirements document. Most of the code is rarely commented, and the code produced does not conform to a coding standard

Good: The final project software correctly performs at least 80% of the functionality specified in the requirements document. Code is well commented, and code conforms to a coding standard.

Description of Data Collection & Assessment Results:

Note: A student’s committee consists of at least three faculty members; these faculty preside over a student’s project/thesis defense and one or more of these faculty evaluate the project./thesis in depth prior to the defense. The data listed below is based on these evaluations.

Number of student project/theses: 1 Number assessed as Good: 1 Number assessed as Satisfactory: 0 Number assessed as Unsatisfactory: 0

Identification of strengths and weaknesses:

Strength: 100% of MSCS students received a Good or Satisfactory on their project/thesis. This exceeded the Criteria for Success , which required that at least 70% of students would achieve Satisfactory or Good according to the criteria specified for this outcome.

Use of Results to Improve Program:

The Criteria for Success was met and exceeded. No remedial action is required at this time.

Action taken to clarify note on Description of Data Collection & Assessment Results: For clarity the note that accompanies the Description of Data Collection & Assessment Results was rewritten . It now reads “Note: A student’s committee consists of at least three faculty members; these faculty preside over a student’s project/thesis defense and one or more of these faculty evaluate the project./thesis in depth prior to the defense. The data listed below is based on these evaluations.”. This modification was made simply for clarity.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 6995 Research Project CSCI 7000 Thesis 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

2. Students will acquire an ability to apply design and development principles in the construction of software systems.

Second Means of Assessment:

Graduate Student Exit Survey.

Criteria for Success:

The Graduate Student Exit Survey indicates that at least 70% of graduating seniors agree or strongly agree that the graduate program has prepared them to apply design and development principles in the construction of software systems.

Description of Data Collection & Assessment Results:

Number of students that graduated: 1 Number of students that turned in Graduate Student Exit Survey: 1 Number of students that agree or strongly agree (as stated above): 1

Identification of strengths and weaknesses:

Strength: 100% of MSCS students who turned in a Graduate Student Exit Survey agreed or strongly agreed that the graduate program has prepared them to apply design and development principles in the construction of software systems

Use of Results to Improve Program:

No actions required.

Courses used for assessment of this outcome (must be listed as listed in banner):

CSCI 6995 Research Project CSCI 7000 Thesis 2009-2010 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

3. Professionalism : Students will acquire knowledge about different ways to become professionally engaged.

Means of Assessment:

Graduate Student Exit Survey.

Criteria for Success:

Upon graduation at least 70% of graduate students will have engaged in three or more activities beyond the classroom that have the potential to enhance their professional knowledge (e.g., membership and/or participation in professional societies, participation in professional conferences, attendance at professional lectures outside the classroom, etc.)

Description of Data Collection & Assessment Results:

Number of students that completed MSCS degree program: 1 Number of above students who completed graduate survey: 1 Number of the above students who completed the graduate survey who engaged in three or more different activities beyond the classroom: 1

Identification of strengths and weaknesses:

No weaknesses detected.

Use of Results to Improve Program:

1. Action taken to clarify the Criterion for Success : The word “different” was deleted from the first sentence of the Criterion for Success. Assessment Committee members found that this word made the criterion ambiguous. The word was deleted from that sentence in order to make it clear that any three professional activities of any types would be counted toward the satisfaction of this outcome.

Courses used for assessment of this outcome (must be listed as listed in banner):

Beginning with the 2010-2011 AY: CSCI 6995 Research Project CSCI 7000 Thesis

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(M.S. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Education for a new Century Leadership Objective:

Uses disciplinary concepts to explain how global and local issues are interconnected.

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI/SENG 6230.

Criteria for Success:

At least 70% of students who passed CSCI 6230 received Satisfactory or Good when analyzing the local and global impact of computing on individuals, organizations and society, using the following criteria.

Data collection will begin in the 2011-2012 Academic Year.

Use of Results to Improve Program:

Actions Taken:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(M.S. in Computer Science)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Leadership Student Learning Outcomes

Demonstrates knowledge of ethical principles and their application in leadership.

Leadership Objective:

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI/SENG 6230.

Criteria for Success:

At least 70% of students who passed CSCI 6230 received Satisfactory or Good when analyzing how ethical principles and leadership quality impacted individuals, organizations and society, with a focus on using the following criteria.

Description of Data Collection & Assessment Results: Data collection begins in the 2011-2012 Academic Year

Use of Results to Improve Program:

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

. Strategic Direction Objective: Scholarly Activity and Grant Submission

Outcome 1: For the period 2008-2012 faculty publication efforts will remain strong.

First Means of Assessment:

The data on the annual review for each faculty member will be compiled by the department.

Criteria for Success:

For the period 2008-2012 there will be an average of at least one peer-reviewed journal or conference paper published per faculty member per academic year.

Description of Data Collection & Assessment Results:

Peer-Reviewed Journal or Conference Papers Published AY10-11: 24

Identification of strengths and weaknesses: Strength: An average of 24/11 or approximately 2.2 peer-reviewed papers per faculty member were published during the 2010-2011 AY. This exceeded the Criteria for Success , which requires that an average of at least one peer- reviewed journal or conference paper be published each academic year.

Use of Results to Improve Program:

The Criteria for Success was met and exceeded. No remedial action is required at this time.

Courses used for assessment of this outcome (must be listed as listed in banner):

NA 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Computer Science___

Department: _____Computer Science______

Academic Program Outcome and Description:

. Strategic Direction Objective: Grant Submission

Outcome 2: For the period 2008-2012 faculty efforts to acquire external funding will remain strong.

Second Means of Assessment:

The data on the annual review for each faculty member will be compiled by the department.

Criteria for Success:

For the period 2008-2012 at least one half of the faculty will participate in the preparation of a grant submission each academic year.

Description of Data Collection & Assessment Results:

Grants Submitted AY10-11: 18

Number of different faculty members who participated in grant submissions: 5

Identification of strengths and weaknesses:

Weakness: 5 out of 11 tenure-track faculty members participated in grant submissions during the 2010-2011 AY. This was about 45% of the tenure-track faculty in the department. This is slightly lower than the Criterion for Success , which requires that at least one half of the faculty will participate in the preparation of a grant submission each academic year.

Use of Results to Improve Program:

The chair will communicate to the faculty the importance of applying for grants.

Courses used for assessment of this outcome (must be listed as listed in banner): NA MSSE 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 1 Computer-Based System: Students will acquire an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

First Means of Assessment:

A software project will be developed and implemented that will require at least 70 hours of effort.

Criteria for Success:

Measure 1. At least 70% of students received Satisfactory or Good according to the following measures of quality of system design:

Unsatisfactory: The design model fails to model adequately the requirement for the proposed software.

Satisfactory: The system modeled incorporates most of the features listed in the requirements document.

Good: The system modeled clearly incorporates the features listed in the requirements document. The design models effectively use high level abstractions to achieve suitable modularity. Pre-built components (if needed) are incorporated appropriately.

Description of Data Collection & Assessment Results:

Number of student project/theses: 11 Number assessed as Good: 9 Number assessed as Satisfactory: 2 Number assessed as Unsatisfactory: 0

Identification of strengths and weaknesses:

Strength: 100% of MSSE students received a Good or Satisfactory on their project/thesis. This exceeded the Criteria for Success , which required that at least 70% of students would achieve Satisfactory or Good according to the criteria specified for this outcome.

Use of Results to Improve Program:

The Criteria for Success was met and exceeded. No remedial action is required at this time. However, it appears from the last two years of performance by students that the criteria for success can be increased. The criteria for success starting with the 2012-2013 Academic Year will be :

At least 80% of students received Satisfactory or Good and at least 50% of those students received Good according to the following measures of quality of system implementation:

Courses used for assessment of this outcome (must be listed as listed in banner):

SENG 6995 Research Project SENG 7000 Thesis 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 1 Computer-Based System: Students will acquire an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

First Means of Assessment:

A software project will be developed and implemented that will require at least 70 hours of effort.

Criteria for Success:

Measure 2. At least 70% of students received Satisfactory or Good according to the following measures for the use of a life-cycle model to create a software project:

Unsatisfactory: The documentation fails to describe and justify life cycle process chosen and fails to track the process of creating the software.

Satisfactory: The documentation barely describes and justifies the life cycle process chosen, and weakly tracks the process of creating the models and software. The documentation is not likely to be useful in supporting process improvement efforts for future projects.

Description of Data Collection & Assessment Results:

Number of student project/theses: 11 Number assessed as Good: 7 Number assessed as Satisfactory: 4 Number assessed as Unsatisfactory: 0

Identification of strengths and weaknesses:

Use of Results to Improve Program:

At least 80% of students received Satisfactory or Good and at least 50% of those students received Good according to the following measures of quality of system implementation:

Courses used for assessment of this outcome (must be listed as listed in banner):

SENG 6995 Research Project SENG 7000 Thesis 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 2 Software Systems: Students will acquire an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

First Means of Assessment:

A software project will be developed that will require at least 70 hours of effort.

Criteria for Success:

At least 70% of students received Satisfactory or Good according to the following measures of quality of system implementation:

Good: The final project software correctly performs at least 80% of the functionality specified in the requirements document. Code is well commented, and code conforms to a coding standard.

Description of Data Collection & Assessment Results:

Number of student project/theses: 11 Number assessed as Good: 9 Number assessed as Satisfactory: 2 Number assessed as Unsatisfactory: 0

Identification of strengths and weaknesses:

Use of Results to Improve Program:

At least 80% of students received Satisfactory or Good and at least 50% of those students received Good according to the following measures of quality of system implementation:

Courses used for assessment of this outcome (must be listed as listed in banner):

SENG 6995 Research Project SENG 7000 Thesis 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

Outcome 3 Professionalism: Students will acquire knowledge about different ways to become professionally engaged.

First Means of Assessment:

Graduate Student Survey

Criteria for Success:

Upon graduation at least 70% of graduate students will have engaged in three or more different activities beyond the classroom that have the potential to enhance their professional knowledge (e.g., membership and/or participation in professional societies, participation in professional conferences, attendance at professional lectures outside the classroom, etc.)

Description of Data Collection & Assessment Results:

Number of students that completed MSSE degree program: 11

Number of above students who completed graduate survey: 8

Number of the above students who completed the graduate survey who engaged in three or more different activities beyond the classroom: 6

Identification of strengths and weaknesses: Strength: 75% of MSSE students completed graduate survey engaged in three or more different activities beyond the classroom. This exceeded the Criteria for Success, which required that at least 70% of students would have engaged in three or more different activities beyond the classroom.

Weakness 1: Only 8 out of 11 MSCS graduate students who completed their degrees returned a graduate student exit survey.

Weakness 2: The number of extracurricular professional activities recorded on the assessment form for a graduate student did not always agree with the number of professional activities indicated on that student’s exit survey. The reason for this discrepancy was unclear.

Use of Results to Improve Program:

1. Action for weakness 1: The improvement action implemented last year that required surveys to be administered immediately after each project/thesis defense still allowed one survey to be missed. Therefore, in order to guarantee that a Graduate Student Exit Survey is collected from every student before they graduate, a completed survey will be required of each student before that student begins the project/thesis defense. This policy will begin with the 2010-2011 AY.

2. Action for weakness 3: The space for recording the number of professional activities on the Graduate Student Assessment Form has been deleted. The number of extracurricular professional activities claimed by each student will be determined only from the exit surveys. Since students are asked to specify their extracurricular professional activities on the exit survey, the survey is the most reliable source of this information.

3. Action taken to clarify the Criterion for Success : The word “different” was deleted from the first sentence of the Criterion for Success. Assessment Committee members found that this word made the criterion ambiguous. The word was deleted from that sentence in order to make it clear that any three professional activities of any types would be counted toward the satisfaction of this outcome.

Courses used for assessment of this outcome (must be listed as listed in banner): Beginning with the 2010-2011 AY: SENG 6995 Research Project SENG 7000 Thesis

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(M.S. in Software Engineering)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Education for a new Century Leadership Objective:

Uses disciplinary concepts to explain how global and local issues are interconnected.

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI/SENG 6230.

Criteria for Success:

Data collection will begin in the 2011-2012 Academic Year.

Use of Results to Improve Program:

Actions Taken:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

Office of Institutional Planning, Assessment and Research East Carolina University Greenville Center – Suite 2700 2200 South Charles Boulevard Greenville, North Carolina 27858-4353

Deadline for submitting this report to Associate Deans: 1 Deadline for submitting this report to IPAR:

Academic Program Assessment Report East Carolina University 2010-2011

General Instructions

Before completing the 2010-2011 Report, please

€ Carefully read all directions

€ Assign responsibility for completion and accuracy to the Unit Assessment Committee Chair

Before returning the completed 2010-2011 assessment report, review the last page of this document to ensure check lists are complete.

Please direct additional questions to Ms. Kristen Springer-Dreyfus at [email protected]

______

(M.S. in Software Engineering)

(Assessment Period Covered) (Date Submitted)

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Leadership Student Learning Outcomes

Demonstrates knowledge of ethical principles and their application in leadership.

Leadership Objective:

First Means of Assessment for Outcome Identified above:

Means of Assessment:

Assignments or exams in CSCI/SENG 6230.

Criteria for Success:

Description of Data Collection & Assessment Results: Data collection begins in the 2011-2012 Academic Year

Use of Results to Improve Program:

Second Means of Assessment for Strategic Direction Outcome Identified above:

Means of Assessment:

Criteria for Success:

Description of Data Collection & Assessment Results:

Use of Results to Improve Program:

ACADEMIC PROGRAM ASSESSMENT REPORT 2010-2011

Name of Unit Assessment Committee Chair

Title

Office Mailing Address

Telephone Number

Fax Number

Email address

SIGNATURES OF VERIFICATION:

We certify that the information provided in his assessment report is correct.

______Signature of Unit Assessment Committee Chair Date

______Signature of Department Chair Date

______Signature of College/School Associate Dean Date

COMPLETION CHECKLIST:

€ Are all sections of this assessment report complete?

€ Has the document been signed – signatures for verification?

2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

. Strategic Direction Objective: Scholarly Activity and Grant Submission

Outcome 1: For the period 2008-2012 faculty publication efforts will remain strong.

First Means of Assessment:

The data on the annual review for each faculty member will be compiled by the department.

Criteria for Success:

For the period 2008-2012 there will be an average of at least one peer-reviewed journal or conference paper published per faculty member per academic year.

Description of Data Collection & Assessment Results:

Peer-Reviewed Journal or Conference Papers Published AY10-11: 24

Identification of strengths and weaknesses: Strength: An average of 24/11 or approximately 2.2 peer-reviewed papers per faculty member were published during the 2010-2011 AY. This exceeded the Criteria for Success, which requires that an average of at least one peer- reviewed journal or conference paper be published each academic year.

Use of Results to Improve Program:

The Criteria for Success was met and exceeded. No remedial action is required at this time.

Courses used for assessment of this outcome (must be listed as listed in banner):

NA 2010-2011 Outcomes Assessment Reporting Template College of Technology and Computer Science

Program Name: __M.S. in Software Engineering___

Department: _____Computer Science______

Academic Program Outcome and Description:

. Strategic Direction Objective: Grant Submission

Outcome 2: For the period 2008-2012 faculty efforts to acquire external funding will remain strong.

Second Means of Assessment:

The data on the annual review for each faculty member will be compiled by the department.

Criteria for Success:

For the period 2008-2012 at least one half of the faculty will participate in the preparation of a grant submission each academic year.

Description of Data Collection & Assessment Results:

Grants Submitted AY10-11: 18

Number of different faculty members who participated in grant submissions: 5

Identification of strengths and weaknesses:

Weakness: 5 out of 11 tenure-track faculty members participated in grant submissions during the 2010-2011 AY. This was about 45% of the tenure-track faculty in the department. This is slightly lower than the Criterion for Success, which requires that at least one half of the faculty will participate in the preparation of a grant submission each academic year.

Use of Results to Improve Program:

The chair will communicate to the faculty the importance of applying for grants.

Courses used for assessment of this outcome (must be listed as listed in banner): NA Appendix B: Faculty Curriculum Vitae

Karl R. Abrahamson, Ph.D. Associate Professor Computer Science College of Technology & Computer Science [email protected]

Academic Background Ph.D. , --N/A-- WORK EXPERIENCE Courses Taught Adv Data Str & Da Att, Algo Prob Solv Pr Lab, Analysis of Algorithms, Computability and Complexity, Data Structures, Independent Study, Introduction to Algorithms and Data Structures, Introduction to Computer Science II, Introduction to Computer Science II, Laboratory, Org Of Program Lang, Procedural Languages and Compilers, Program Translation, Research Project, Theory of Automata and Linguistics, Thesis, Topics in Language Design Other Teaching Activities

Student Assign-Supervised Research (GRAD) 2009-2010 - Student Assign-Supervised Research (GRAD). 4 students, I served as advisor for graduate students Sri Pujitha Vemerredy (full year), Jayashree Kasukurthi (full year), Shilpa Nandamuri (Fall), Jacob Pennock (Spring)

Thesis / Dissertation Committee - Chair 2010-2011 - Thesis / Dissertation Committee - Chair. 1 student, Thesis advisor for Jacob Pennock. Area or research: recognizing single- and multi-touch gestures.

Innovations in Course Content / Presentation 2009-2010 - Innovations in Course Content / Presentation. I was disappointed in my results from CSCI 2310 for the Fall, and that class is very important to student retention. I developed web- based material that introduces students first in a simple functional style and then brings in the complexities of Java, in a way that allows them to write programs or program fragments on the web page and have them automatically compiled and run. The results have appeared promising so far. The notes are at http://www.cs.ecu.edu/~karl/2310/spr10/LectureNotes/html/ (but each student logs in so that his or her work is saved, and this URL bypasses the login).

Other Teaching Activities 2010-2011 - Other Teaching Activities. Member of MS project committee for Steven Biccum. INTELLECTUAL CONTRIBUTIONS: Refereed Articles Higham, L., Kirkpatrick, D., Abrahamson, K., & Adler, A. (1997). `Optimal algorithms for probabilistic solitude detection on anonymous rings. Journal of Algorithms, 23 , 291-328. Abrahamson, K. R., Downey, R. G., & Fellows, M. R. (1995). Fixed parameter tractability and completeness IV: on completeness for W[P] and PSPACE analagues. Annals of Pure and Applied Logic, 73 , 235-276. Abrahamson, K. R., Adler, A., Higham, L., & Kirkpatrick, D. (1994). Tight lower bounds for probabilistic solitude verification on anonymous rings. Journal of the Association for Computing Machinery, 41 (2) , 277-310. Abrahamson, K. R. (1991). Constructive complexity. Discrete Applied Mathematics, 34 (1) , 3- 16. Abrahamson, K. R. (1991). Time-space tradeoffs for algebraic problems on a general sequential machine. Journal of Computer and System Sciences, 43 (2) , 269-289. Abrahamson, K. R. (1990). On the modality of convex polygons. Discrete and Computational Geometry, 5 , 409-419. Abrahamson, K. R., Dadoun, N., Kirkpatrick, D., & Przytycka, T. (1989). A simple parallel tree contraction algorithm. Journal of Algorithms, 10 (2) , 287--302. Abrahamson, K. R., Adler, A., Gelbart, R., Higham, L., & Kirkpatrick, D. (1989). The bit complexity of randomized leader election on a unidirectional ring. SIAM Journal on Computing, 3, 107--117. Abrahamson, K. R., Adler, A., Higham, L., & Kirkpatrick, D. (1989). Randomized function evaluation on a ring. Distributed Computing, 3 , 107--117. Abrahamson, K. R. (in press, 1987). Generalized string matching. SIAM Journal on Computing, 16 (6) , 1039--1051. Abrahamson, K. R. (1987). Succinct representation of regular sets using gotos and Boolean variables. Journal of Computer and System Sciences, 34 (1) , 129-148. Refereed Proceedings

Full Paper Vemareddy, S. P., Abrahamson, K., & Tabrizi, M. (2010). Features-based Approach For Handwriting Recognition. International Conference on Image Processing, Computer Vision, & Pattern recognition, IPCV 2010 , 765-768. Abrahamson, K. R. & Fellows, M. R. (1991). Finite automata, bounded treewidth and well- quasiordering. Proceedings of a Joint Summer Research Conference on Graph Minors , Seattle, WA: . Abrahamson, K. R. (1990). A time-space tradeoff for Boolean matrix multiplication. 31st IEEE Symposium on Foundations in Computer Science , 412--419. Abrahamson, K. R. (1991). Efficient algorithms for shared memory consensus. Allerton Conference on Communication, Control and Computing . Abrahamson, K. R., Ellis, J., Fellows, M., & Mata, M. (1989). On the complexity of fixed parameter problems. 30th IEEE Symposium on Foundations of Computer Science , 210--215. Abrahamson, K. R. (1988). On achieving consensus using a shared memory. Seventh ACM Symposium on Principles of Distributed Computing , 291--302. Abrahamson, K. R., Fellows, M., Langston, M., & Moret, B. (1989). Constructive complexity. Capitol City Conference on Combinatorics and Theoretical Computer Science . Abrahamson, K. R., Dadoun, N., Kirkpatrick, D., & Przytycka, T. (1987). A simple parallel tree contraction algorithm. Proceedings 25th Annual Allerton Conference on Computation, Communication and Control . Abrahamson, K. R., Adler, A., Higham, L., & Kirkpatrick, D. (1987). Randomized function evaluation on a ring. Proceedings 2nd International Workshop on Distributed Algorithms on Graphs . Abrahamson, K. R., Adler, A., Higham, :., & Kirkpatrick, D. (1986). Probabilistic solitude verification on a ring. Proceedings of the 5th Annual ACM Symposium on Principles of Distributed Computing , 161--173. Abrahamson, K. R. (1986). Time-space tradeoffs for branching programs contrasted with those for straight-line programs. 27th IEEE Symposium on Foundations of Computer Science , 402-- 409. Abrahamson, K. R., Adler, A., Higham, L., & Kirkpatrick, D. (1986). The bit complexity of probabilistic leader election on a ring. Distributed Algorithms on Graphs , 3-12. Abrahamson, K. R. (1979). Modal logic of concurrent nondeterministic programs. Semantics of Concurrent Computation (Lecture Notes in Comp. Sci. 70) , Evian, France: Springer, 21--33.

Abstract Only Abrahamson, K. (2005). Parameterized Objects and Inducements to Explore Functional Programming. 44th ACM Southeast Conference , 770-771. Abrahamson, K. R., Downey, R. B., & Fellows, M. R. (1993). Fixed-parameter Intractability II (Extended Abstract). Symposium on Theoretical Aspects of Computer Science , Wurtzburg, Germany: Springer, 374-385. Presentation of Non-Refereed Papers

Regional Abrahamson, K. R. (1989). ime Space Tradeoffs for Boolean Matrix Multiplication. WOBCATS symposium, Portland, Oregon. Research Reports 1985: Abrahamson, K. R., A fast divide and conquer protocol for contention resolution on broadcast channels., submitted to . 1983: Abrahamson, K. R., & Kanda, A., Data types as term algebras., submitted to . 1980: Abrahamson, K. R., Decidability and Expressiveness of Logics of Processes., submitted to . SERVICE: Service to the University

Department Assignments

Chair: 2009-2010: Assessment committee 2009-2010: Computer science department assessment commitee

Member: 2009-2010: Promotion and tenure committee 2007-2008 – 2009-2010: Personnel committee 2007-2008 – 2008-2009: Promotion and Rank Committee 2007-2008 – 2008-2009: Tenure Committee

Other Institutional Service Activities: 2010-2011: Department of computer science interim chair 2010-2011: Dept undergraduate coordinator

College Assignments

Chair: 2009-2010: Undergraduate curriculum committee 2008-2009: Technology Committee

Member: 2007-2008 – 2008-2009: Undergraduate Curriculum Committee 2007-2008: Technology Committee

University Assignments

Member: 2010-2011: IRCC Committee (Technology) 2009-2010: IRCC committee (Technology)

Last updated by member on 02-May-11 (10:39 AM)

CURRICULUM VITA Junhua Ding Telephone: (252)737-1908 Email: [email protected] Education Ph.D. Computer Science, Florida International University, Miami, Florida, April 2004 M.S. Computer Science, Florida International University, Miami, Florida, July 2000 M.Eng. Computer Science, Nanjing University, Nanjing, China, July 1997 B.Eng. Computer Science, China University of Geosciences, Wuhan, China, July 1994 Research Interests Software Specification and Design, Software Verification and Validation, Biomedical imaging, Biomedical computing, System Development and Quality Assurance of Biomedical Systems Courses Taught at ECU 1. CSCI2310/2311: Algorithmic Problem Solving and Programming Laboratory, Summer 10, 11 2. CSCI4230: Software Engineering II, Spring 11 3. CSCI4630: Operating Systems I, Fall 07, 08 4: CSCI4710: Introduction to developing e-business systems, Spring 09 5. CSCI5210: Operating Systems II, Fall 09 6. SENG/CSCI 6230: Foundations of Software Engineering, Fall 08, 09, Spring 10 7. SENG6240: Software Architecture and Design, Spring 08, 09, 10, Fall 10 8. SENG6245: Software Construction, Fall 10 9. SENG6270: Software Verification and Validation, Spring 08 10. CSCI6905: Special Topics on Designing Secure Software, Summer 11

Professional Career 8/07- date: Assistant Professor Department of Computer Science, East Carolina University, Greenville, North Carolina 1/06-8/07: Senior Engineer Ortho-Clinical Diagnostics, a Johnson & Johnson company, Rochester, New York 5/00-1/06: Software Engineer /Senior Software Engineer Beckman Coulter Inc., Miami, Florida Publications Paper : 1. J. Ding, I. Cruz, C. Li, A Formal Model for Building a Social Network, SOLI 2011, Beijing, July 2011. 2. J. Ding, T. Wu, D. Xu, J. Lu, X. Hu, Metamorphic Testing of a Monte Carlo Modeling Program. AST 11, Honolulu, May 2011. 3. M.H. N. Tabrizi, S. Vilkomir, J. Ding: Development of North Carolina's first Software Engineering program: An experience report. CSEE&T 2011 : 266-273, Honolulu, May 2011.

I 4. J. Ding, T. Wu, J. Q. Lu, X. Hu, Self-Checked Metamorphic Testing of an Image Processing Program, 4th IEEE Intl. Conference on Security Software Integration and Reliability Improvemen t, Singapore, June 9 – 11, 2010. 5. J. Ding, C. R. Westbrook, M.N.H. Tabrizi, Design Aspects with Use Cases: A Case Study, The 22 nd Intl. Conf. on Software Engineering and Knowledge Engineering (SEKE 2010), San Francisco Bay, USA, July 1 - July 3, 2010. 6. J. Ding, X. He, Formal Specification and Analysis of an Agent-Based Medical Image Processing System, International Journal of Software Engineering and Knowledge Engineering , Vol. 20, No. 3, pp. 1 – 35, 2010. 7. D. Xu, J. Ding, Prioritizing State-Based Aspect Tests, 3rd Intl. Conf. on Software Testing, Verification, and Validation , Paris, France, April 6- 10, 2010. 8. K.M. Jacobs, J. Ding, L.V. Yang, C.L. Reynolds, A.E. Ekpenyong, Y. Feng, M.A. Farwell, J.Q. Lu, X.H. Hu, Diffraction Imaging Flow Cytometric and 3D Morphological Analysis of Three Cell Lines, OSA Biomedical Optics Topical Meeting , paper BTuD44, Miami, Florida, April 11-14, 2010. 9. J. Ding, P. J. Clarke, G. Argote-Garcia and X. He, A Methodology for Evaluating Test Adequacy Coverage Criteria of High Level Petri Nets, Journal of Information and Software Technology , 51(11): pp. 1520-1533, 2009 10. Y. Fu, Z. Dong, J. Ding, X. He, V. Atluri, S. Li, Modular Analysis of Software Architecture Model. Software Engineering Research and Practice 2009 , pp. 17-23, 2009 11. K. M. Jacobs, L. V. Yang, J. Ding, A. E. Ekpenyong, R. Castellone, J. Q. Lu, X.H. Hu, Diffraction imaging of spheres and melanoma cells with a microscope objective, Journal of Biophotonics, 2, pp. 521–527, 2009. 12. Y. Fu, J. Ding, P. Bording, An Approach for Modeling and Analyzing Crosscutting Concerns, The 5th IEEE International Conference on Services Operations, Logistics and Informatics , Chicago, July 22-24, 2009. 13. A. E. Ekpenyong, J. Ding, L. Yang, N. R. Leffler, J. Lu, R. S. Brock, X.H. Hu, Study of 3D Cell Morphology and Effect on Light Scattering Distribution, European Conferences on Biomedical Optics (ECBO) , Munich, Germany, June 14-18, 2009. 14. J. Q. Lu, J. Ding, K.M. Jacobs, X.H. Hu, Diffraction Imaging of Biological Cells in Microfluidic Flow, Int. Conf. on Laser Applications in Life Science (LALS) 2008 , Paper Sat- S34-04 (invited), December 4-6, Taipei, Taiwan, 2008. 15. Y. Fu, Z. Dong, J. Ding, X. He, Mapping Software Architecture Specification to Rewriting Logic, The Eighth International Conference on Quality Software (QSIC 2008) , Oxford, UK, August 2008 16. L. Chang, J. Ding, X. He, S. Shatz, A Formal Modeling Approach for Software Agents Coordination , Comm. of SIWN, vol. 3, 2008, p. 58-64. 17. M. L. D. Ponce, J. Ding, M. H. N. Tabrizi, Identifying Factors that Improve the Predictive Quality of BMI, The 2008 International Conference on Bioinformatics and Computational Biology (BIOCOMP'08) , Las Vegas, NV, July 2008 18. J. Wang, X. Zhou, J. Ding, Software Architectural Modeling and Verification: A Petri Net and Temporal Logic Approach, the workshop on Petri Nets and Agile Manufacturing at the 29 th International Conference on Applications and Theory of Petri Nets , Xian, China, June 2008 19. J. Ding, G. Argote-Garcia, P. J. Clarke, X. He, Evaluating Test Adequacy Coverage of High Level Petri Nets Using Spin, The 3rd International Workshop on Automation of Software Test (AST’08) at 30 th International Conference on Software Engineering (ICSE’08) , Leipzig, Germany, May 2008

II 20. J. Ding, M.N.H. Tabrizi, Modeling and Model Checking of a Clinical Diagnostic Algorithm, IEEE International Conference on Networking, Sensing and Control , Sanya, Hainan, China, April 2008 21. J. Ding, L. Mo, X. He, An Approach for Specification Construction Using Property- Preserving Refinement Patterns, The 23 rd Annual ACM Symposium on Applied Computing , Fortaleza, Ceará, Brazil, March 2008 22. J. Ding, P.J. Clarke, D. Xu, X. He, and Y. Deng, A Formal Model-Based Approach for Developing an Interoperable Mobile Agent System, The Multi-Agent and Grid Systems - An International Journal, No.4, Vol. 2, 2006 23. J. Ding, D. Xu, Y. Deng, P.J. Clarke, and X. He, Design an Interoperable Mobile Agent System Based on Predicate Transition Net Models, The 17 th International Conference on Software Engineering and Knowledge Engineering , Taipei, 2005 24. J. Ding, Z. Dai, J. Wang, and X. He, Formally Modeling and Analyzing a Secure Mobile Agent Finder, IEEE International Conference on Systems, Man, and Cybernetics , Hawaii, USA, 2005 25. J. Ding, D. Xu, X. He, and Y. Deng, Modeling and Analyzing a Mobile Agent-based Clinical Information System, International Journal of Intelligent Control and Systems , Vol.10, No.2 2005 26. P.J. Clarke, J. Ding, B.A. Malloy, and D. Babich, A Tool to Automatically Map Implementation-based Testing Techniques to Classes, International Journal of Software Engineering and Knowledge Engineering , Vol. 16, No. 4, 2006 27. P.J. Clarke, J. Ding, and B.A. Malloy, A Tool to Map Testing Techniques to Classes, International Conference on Information Technology (ITCC 2005) , Las Vegas, NV, 2005 28. Z. Dai, X. He, J. Ding, and S. Gao, Modeling and Analyzing Security Protocols in SAM: A Case Study, Proc. of IASTED International Conference on Software Engineering and Applications , Cambridge, MA, 2004 29. X. He, H. Yu, T. Shi, J. Ding, and Y. Deng, Formally Specifying and Analyzing Software Architectural Specifications Using SAM, Journal of Systems and Software , vol.71, no.1-2, pp.11-29, 2004 30. D. Xu, J. Yin, Y. Deng, and J. Ding, A Formal Architectural Model for Logical Agent Mobility, IEEE Transactions on Software Engineering , vol. 29, no.1, pp.31-45, January 2003 31. X. He, J. Ding, and Y. Deng: Analyzing SAM Architectural Specifications Using Model Checking, 14 th International Conference on Software Engineering and Knowledge Engineering , Italy, 2002 32. D. Yang, J. Ding, and J. Lü, The Research on Dictionary Management Methods in Software Requirements Analysis Automation Systems, Computer Software & Application , April 2001 (in Chinese) 33. J. Ding, S. Sun, D. Yang, and J. Lü, Multi-view Requirements Specification and Verification, Computer Research & Development , March 1998 (in Chinese) 34. J. Ding, H. Dong, D. Wu, and J. Lü. Software Interoperability: A Comparison Study of CORBA and Other Approaches, Computer Research and Development , 35(7):577-583, July 1998 (in Chinese) 35. J. Ding, H. Dong, and J. Lü, Researches on Models & Languages of Application Framework- Based Software Interoperability, Proc. of ICYCS'98 , Oct. 1998 (in Chinese) 36. D. Yang, S. Sun, J. Ding, and J. Lü, The HCI Design of the Requirements Analysis Supporting System: NDRASS, Computer Research & Development , vol. s1, Dec. 1998 (in Chinese)

III 37. X. Li, H. Dong, J. Ding, and J. Lü, The Security on Software Agents, Computer Science , May 1998 (in Chinese) 38. H. Dong, J. Ding, and J. Lü, Researches on Open Communication Frameworks for Software Agents, Proc. of ICYCS'98 , Oct. 1998 39. S. Sun, D. Yang, J. Ding, and J. Lü, The Transformation from Requirements Definitions to Z State Spaces and Functional Specifications, Computer Research & Development , Dec. 1997 (in Chinese)

Theses : 1. J. Ding, A Methodology for Formally Modeling and Analyzing Software Architecture of Mobile Agent Systems, Ph.D. Dissertation , School of Computer Science, Florida International University, 2004 Advisor: Dr. Xudong He 2. J. Ding, An Approach for Model Checking Petri Nets Based Software Architecture, M.S. Thesis , School of Computer Science, Florida International University, 2000 Advisor: Dr. Yi Deng, Dr. Xudong He 3. J. Ding, A Model for Application Framework-Based Software Interoperability, M.S. Thesis , Department of Computer Science, Nanjing University, 1997 (in Chinese) Advisor: Dr. Jian L ü

IV Curriculum Vitae

Name K. Gopalakrishnan Address 2409-A Chavis Drive Greenville, NC 27858-2105 U.S.A.

Home Phone: (252)-653-4545 Oﬃce Phone: (252)-328-9688 Oﬃce Fax: (252)-328-0715 Email: [email protected]

Education Ph.D. Computer Science, August 1994, University of Nebraska-Lincoln, USA. • GPA: 4.0 Dissertation: A Study of Correlation-Immune, Resilient and related Crypto- graphic Functions Adviser: Prof. Douglas R. Stinson M.Tech. (Hons.) Computer Science, August 1989, Indian Statistical Institute, • Calcutta, India. GPA: 4.0 Thesis: Studies on Non-Checkpoint Target Faults in Combinational Circuits Adviser: Prof. Bhargab B. Bhattacharya B.E. Mechanical Engineering, December 1985, University of Madras, India. • Project: Conversion of Cone-Pulley Headstock of a Lathe into an All Geared Headstock - Design and Fabrication Adviser: Prof. Dharani S. Venkatakrishnan Research Interests My primary research interests are in the areas of Cryptography and Information Security. Some of the topics from the above areas in which I am interested in are correlation-immune and resilient functions, secret sharing schemes, authentication codes, public-key cryptography and digital signature schemes, zero knowledge proofs and identiﬁcation schemes, bit committment schemes and oblivious transfer, digital watermarking and intellectual property protection. My secondary research interests are in the areas of Algorithms, Discrete Mathematics and Theoretical Computer Science. Work Experience

Aug. 2006 - Dec. 2006, Fellow, Institute of Pure and Applied Mathematics. • Temporary Appointment in Conjunction with the long program on “Securing Cyberspace: Applications and Foundations of Cryptography and Computer Se- curity”.

Aug. 2003 - present: Tenured Associate Professor, Department of Computer • Science, East Carolina University, Greenville, North Carolina.

Aug . 1997 - Aug. 2003: Assistant Professor, Department of Computer Science, • East Carolina University, Greenville, North Carolina.

Aug. 1994 - Aug. 1997: Visiting Assistant Professor, Department of Computer • Science, Wichita State University, Wichita, Kansas.

Jan. 1993 - Aug. 1994: Research Assistant, Department of Computer Science, • University of Nebraska - Lincoln, Lincoln, Nebraska.

Aug. 1990 - Dec. 1992: Teaching Assistant, Department of Computer Science, • University of Nebraska - Lincoln, Lincoln, Nebraska.

Aug. 1989 - Aug. 1990: Research Assistant, Department of Computer Science, • University of Nebraska - Lincoln, Lincoln, Nebraska.

Aug. 1986 - Aug. 1987: Project Associate, Internal Combustion Engines Di- • vision, Department of Mechanical Engineering, Indian Institute of Technology, Madras, India. Conducted research in the use of vegetable oils as alternative fuels for stationary diesel engines.

Jan. 1986 - Aug. 1986: Deputy Engineer, Bharat Electronics Limited, Banga- • lore, India. In charge of assembly line operations involved in the manufacturing of transmitters used in military. Journal Papers

1. K. Gopalakrishnan, Derandomization via Matroidal Sample Spaces, Congres- sus Numerantium, 168 (2004), 177–190.

2. K. Gopalakrishnan, Nasir D. Memon and Poorvi Vora, Protocols for Watermark Veriﬁcation, IEEE Multimedia, 8 (2001), 66–70.

3. Jitender . S. Deogun and K. Gopalakrishnan, Consecutive Retrieval Property - Revisited, Information Processing Letters, 69 (1999), 15–20.

4. J¨urgen Bierbrauer, K. Gopalakrishnan and D. R. Stinson, A Note on the Duality of Linear Programming Bounds for Orthogonal Arrays and Codes, Bulletin of the Institute of Combinatorics and its Applications, 22 (1998), 17–24. 5. K. Gopalakrishnan and D. R. Stinson, A simple analysis of the error probability of two-point based sampling, Information Processing Letters, 60 (1996), 91–96.

6. J¨urgen Bierbrauer, K. Gopalakrishnan and D. R. Stinson, Orthogonal Arrays, Resilient Functions, Error Correcting Codes and Linear Programming Bounds, SIAM Journal of Discrete Mathematics, 9 (1996), 424–452.

7. K. Gopalakrishnan and D. R. Stinson, A Short Proof of the Non-Existence of Certain Cryptographic Functions, Journal of Combinatorial Mathematics and Combinatorial Computing, 20 (1996), 129–137.

8. K. Gopalakrishnan and D. R. Stinson, Three Characterizations of Non-Binary Correlation Immune and Resilient Functions, International Journal of De- signs, Codes and Cryptography 5 (1995), 241-251.

9. K. Gopalakrishnan, D. G. Hoﬀmann and D. R. Stinson, A note on a Conjecture concerning Symmetric Resilient Functions, Information Processing Letters 47 (1993), 139-143. Conference Papers

1. K. Gopalakrishnan and D. R. Stinson, Applications of Orthogonal Arrays to Computer Science, Proceedings of International Conference on Discrete Math- ematics, Ramanujan Mathematical Society, Lecture Notes Series in Mathematics, Vol. 7, (2008), 149–164.

2. K. Gopalakrishnan, N. Theriault and Chui Zhi Yao, Solving Discrete Loga- rithms from Partial Knowledge of the Key Progress in Cryptology – IN- DOCRYPT 2007, Proceedings of the 8th International Conference on Cryptology in India (held at Indian Institute of Technology - Madras, Chennai, India in Dec. 2007), Lecture Notes in Computer Science, 4859 (2007), 224–237, Springer verlag.

3. K. Gopalakrishnan, Nasir D. Memon and Poorvi Vora, Protocols for Watermark Veriﬁcation, Proceedings of the Multimedia and Security Workshop at ACM Multimedia Conference, GMD Report No. 85, (1999), 91–94.

4. J¨urgen Bierbrauer, K. Gopalakrishnan and D. R. Stinson, Bounds for resilient functions and orthogonal arrays, Advances in Cryptology – CRYPTO ’94, Proceedings of the 14th Annual International Cryptology Conference (held in University of California, Santa Barbara in Aug 1994), Lecutre Notes in Computer Science, 839 (1994), 247–256.

5. K. Gopalakrishnan and B. B. Bhattacharya, Non-Checkpoint Target Faults - How to order them?, Proceedings of the 34th Midwest Symposium on Circuits and Systems, May 1991, 619-622. 6. K. Gopalakrishnan, P. Srinivasa Rao and K. V. Gopalakrishnan, Vegetable Oils as Diesel Engine Fuels, Proceedings of the Tenth National Conference on I. C. Engines and Combustion, India, December 1987, AF-121 to AF-132. Articles in Books

1. K. Gopalakrishnan and D. R. Stinson, Derandomization, Handbook of Com- binatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, Chapman & Hall/CRC, Second Edition, Nov. 2006, 389–391.

2. K. Gopalakrishnan and D. R. Stinson, Correlation Immune and Resilient Func- tions, Handbook of Combinatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, Chapman & Hall/CRC, Second Edition, Nov. 2006, 355–357.

3. K. Gopalakrishnan and D. R. Stinson, Secrecy and Authentication Codes, Hand- book of Combinatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, Chapman & Hall/CRC, Second Edition, Nov. 2006, 606–611.

4. K. Gopalakrishnan and D. R. Stinson, Threshold and Ramp Schemes, Hand- book of Combinatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, Chapman & Hall/CRC, Second Edition, Nov. 2006, 635–639.

5. K. Gopalakrishnan and D. R. Stinson, Derandomization, The CRC Hand- book of Combinatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, CRC Press, Inc., 1996, 558–560.

6. K. Gopalakrishnan and D. R. Stinson, Application of Combinatorial Designs to Cryptography, The CRC Handbook of Combinatorial Designs, edited by C. J. Coulborn and J. H. Dinitz, CRC Press, Inc., 1996, 549–557. Grants

Travel Grant to speak at the ICRTGC (International Conference on Recent • Trends in Graph Theory and Combinatorics), a satellite conference of ICM- 2010 (International Congress of Mathematicians), held in Cochin, India in Aug. 2010. The grant was covering boarding & lodging expenses.

Received $ 500.00 award in Dec. 2006 from the International Conference Fund • (ICF) administered by the oﬃce of International Aﬀairs at ECU. This is in partial support of attending the International Conferences (ICDM and ICNTC) in India.

Travel Grant from Ramanujan Mathematical Society, India to speak at • the ICDM (International Conference on Discrete Mathematics) and ICNTC (International Conference on Number Theory and Combinatorics) conferences in India in Dec. 2006. The grant was covering boarding & lodging expenses and travel within India. Fellowship from Institute of Pure and Applied Mathematics (IPAM) at • University of California, Los Angeles (UCLA) to enable me attend a three month long program on Securing Cyberspace: Applications and Foundations of Cryptography and Computer Security held during Sep. 11 to Dec. 15, 2006. I received $ 6,250.00 from IPAM to cover my housing expenses in LA and my travel expenses.

Fellowship from Rocky Mountain Mathematics Consortium (RMMC) to • enable me attend a Summer School on Computational Number Theory and Applications to Cryptography held at the University of Wyoming, Laramie, Wyoming, USA. I received $ 2,550.00 from the sponsors of the Summer School. They took care of boarding and lodging for three weeks of my stay in Laramie, WY and paid for my travel expenses.

Summer Research & Creative Activity Grant of $11,653.75 was awarded by • East Carolina University for the Project titled “Digital Watermarking Via Zero Knowledge Proofs”, Summer 1999.

Summer Research & Creative Activity Grant of $11,140.82 was awarded by East • Carolina Univeristy for the Project titled “An Investigation of Bit Committment Schemes”, Summer 2003. Awards

Gold Medalist for outstanding performance in M.Tech. Programme • Institution of Engineers (India) Scholar, 1981-85 • Government of India Merit Scholar 1976-79 • Aﬃliations

Fellow of the Institute of Combinatorics and its Applications. • Member of the International Association of Cryptology Researchers. • Member of the Association for Computing Machinery and SIGACT. • Member of the European Association of Theoretical Computer Science. • Legal Status

Citizen of U.S.A. Professional Activities Program Committee Member of INDOCRYPT 2007, Eighth Interna- • tional Conference on Cryptology in India, held in December, 2007 at Chennai, India. Program Committee Member of INDOCRYPT 2006, Seventh Interna- • tional Conference on Cryptology in India, held in December, 2006 at Calcutta, India. Organizing Committee Member of 20th MCCCC, the Twentieth Mid- • western Conference on Combinatorics, Cryptography and Computing, held in October, 2006 at Wichita, KS. Program Committee Member of INDOCRYPT 2000, First International • Conference on Cryptology in India held in December, 2000 at Calcutta, India. Organizing Committee Member of 14th MCCCC, the Fourteenth Mid- • western Conference on Combinatorics, Cryptography and Computing held in October, 2000 at Wichita, KS. Served as a referee for the following journals. • 1. Journal of Combinatorial Mathematics and Combinatorial Computing. 2. International Journal of Designs, Codes and Cryptography. 3. Australasian Journal of Combinatorics. 4. Discrete Applied Mathematics. 5. Theoretical Computer Science. 6. IEEE Transactions on Information Theory. 7. IEEE Transactions on Computer Aided Design of Integrated Circuits and Systems. Direction of Graduate Students Mr. Girish Vuggina, M.S. Computer Science, Dec. 2009, Project titled Studies • on Weighted Threshold Schemes. Mr. Zakaria Rostom, M.S. Computer Science, Dec. 2005, Project titled Studies • on Erasure Resilient Codes for RAID Systems. Mr. Hao Ji, M.S. Computer Science, Jul. 2004, Project titled Implementation • of some Digital Watermarking Schemes for Images in Spatial Domain. Ms. Anna Butler, M.A. Mathematics, Jul. 2001, Project titled Applications of • Quadratic Residuosity in Cryptographic Protocol Design Ms. Ou Liang, M.S. Computer Science, Dec. 2000, Project titled UNIX Utilities • to Aid Computer Science Instructors. Teaching Experience

Taught the following courses independently with full responsibility at East Car- • olina University

– CSCI 6420 Computability & Complexity. – CSCI 6410 Design and Analysis of Algorithms. – CSCI 6300 Cryptographic Protocols. – CSCI 6100 Cryptography & Information Security. – CSCI 5210 Distributed Systems. – CSCI 5002 Logic for Mathematics and Computer Science. – CSCI 4630 Operating Systems. – CSCI 4602 Theory of Automata and Linguistics. – CSCI 3650 Analysis of Algorithms. – CSCI 3526 Switching Theory and Computer Organization. – CSCI 2427 Discrete Mathematical Structures. – CSCI 2310 Algorithmic Problem Solving and Programming. – CSCI 2300 Computer Science Survey.

Taught the following courses independently with full responsibility at Wichita • State University

– CS 898 Cryptography and Computer Security. – CS 697 Error Correcting Codes. – CS 560 Data Structures & Algorithms II. – CS 540 Operating Systems. – CS 211 Problem Solving & Program Design in C. – CS 210 Introduction to Computer Science.

Taught the following courses independently with full responsibility at University • of Nebraska-Lincoln.

– CS 310, Data Structures and Algorithms – CS 252G, Pascal Programming – CS 252D, Fortran Programming – CS 235, Introduction to Discrete Structures – CS 231, Assembly Language and Systems Programming Teaching Assistant for the following courses taught at University of Nebraska- • Lincoln.

– CS 434, VLSI Design – CS 420, Language Structures – CS 413, Database Systems – CS 137, Computer Applications in Business Projects Completed

Implemented features like ﬁle locks and symbolic links in the MINIX operating • system.

Designed a full custom 8-bit multiplier VLSI chip using the package Magic. • Developed a package for solving Data Flow Equations and applied it in the • Code Optimization phase of a Pascal Compiler.

Developed an FTP (File Transfer Protocol) for transfering ﬁles between MSDOS • based PCs and Burroughs systems. The package is currently being used in TELCO, Jamshedpur, India.

Developed a package for computation on finite fields with features like finding • minimal polynomials and generating Galois Field with 2n elements. Skills

Hardware: Sun Ultra 10, Sun Sparc II, DEC Station, Silicon Graphics, Connec- • tion Machine, Burroughs Systems, IBM PC.

Operating Systems: UNIX, SunOS, ULTRIX, MINIX, LINUX and WINDOWS. • Languages: Java, C++, C, C*, Pascal, FORTRAN, Basic, COBOL, VAX-11 • Assembly language, IBM PC Assembly language, C-Shell.

Packages: Mathematica and Maple V for symbolic computation, MAGIC for • full custom VLSI Design, EMPRESS for relational database andLATEX for document preparation, PGP and MAGMA for cryptographic courseware, OSP for operating system courseware, Appia for distributed protocols. Service

I served on the following committees at East Carolina University.

College Undergraduate Curriculum Committee Member, 2010 — present. • Department’s Library Representative, 2009 — present. • Department’s Award Committee Member, 2009 — 2010. • Alternate Member (with vote) of Faculty Senate, 2007 — 2009. • Appellate Hearing Committee, Alternate Member (with vote), 2004 — 2007. • Departmental Library Representative, 2000 — 2006. • Assessment Committee, Member, 2002 — 2006. • Coordinator for ECU site in simulcast of TCSDLS talks, 2002 — present. • Equipment Committee, Member, 2001 — 2004. • Spectrum Committee, Faculty Adviser, 2000 — 2001. • Library Committee Member, 1999 — 2000. • Computer Science Text Book Committee Member, 1997 — 2000. • Computer Science Search Committee Member, 1997 — 1998. • References

Provided Upon Request. Robert D. Hoggard, M.S. Instructor Computer Science College of Technology & Computer Science [email protected]

Academic Background M.S. East Carolina University, Greenville, NC, USA, Computer Science, 1999 B.S. East Carolina University, Greenville, NC, USA, Computer Science, 1996

Work Experience Academic Experience Teaching Instructor, East Carolina University (August, 1999 - Present). Instructor, advisor, faculty advisor for student club, develop new courses, revise existing course content, serve on department committees, design materials for the department, assist with graduation ceremonies. Distance Education Researcher, Pitt Community College (January, 2000 - May, 2000). Research and development of distance education resources for use locally, as well as for use in other community colleges state-wide. Lead Instructor, Pitt Community College (June, 1996 - December, 2000). Instructor, advisor, developed and revised course content. Student Research Assistant, East Carolina University (September, 1996 - February, 1997). Assisted Dr. Ronnie Smith with research in the area of artificial intelligence, working on a speech-dialog system with natural language recognition. Non-Academic Experience

National Owner / Manager, Grande Illusions Entertainment (June, 2000 - Present). Graphic Design, Website Design and Programming, Application Programming, Web Hosting, Commercial Printing, Video Production and Editing, DVD Authoring, CD/DVD Reproduction. Owner / Manager, DataTech Electronics (December, 1993 - June, 2000). Computer sales, repair, troubleshooting, diagnostics, upgrading, taught classes on basic computer skills, Windows and DOS, prepared exhibits for Roanoke Chowan Community College Computer Fair. PC Support Specialist, America's Registry (June, 1993 - August, 1993). Assisted in troubleshooting computers throughout Weyerhaeuser paper company, both on site and remotely; designed a logo used on the logon screen for a new computer system installation; assisted with the installation of a plant-wide electronic mail system; wrote an instruction manual for users of the electronic mail system. Courses Taught Advanced Data Structures and Data Abstraction, Algorithmic Problem Solving & Programming Lab, Comput Org And Progr, Computer Networks and the Internet, Computer Science Survey, Data Structures, Data Structures and Their Applications, Database Management Systems, Intro To Algo & D St, Intro to Developing e-Business Systems, Introduction To Computer Architecture, Introduction to Computer Game Development, Introduction to Computer Science, Introduction to Computer Science II, Introduction to Computer Science II, Laboratory, Switching Theory and Computer Organization, Systems Programming Other Teaching Activities

Course (New) - Creation/Delivery: Conventional 2009-2010 - Course (New) - Creation/Delivery: Conventional. CSCI 3550 (Intro to Computer Gaming) course development 2008-2009 - Course (New) - Creation/Delivery: Conventional. CSCI 4530 (Computer Networks) course development 2008-2009 - Course (New) - Creation/Delivery: Conventional. CSCI 4300 (Systems Programming) course development

Innovations in Course Content / Presentation 2008-2009 - Innovations in Course Content / Presentation. Created several new step-by-step web-based tutorials for the CSCI 2311 course. These are designed to supplement the lecture material by walking students through examples to help them to better see how to apply the course material before beginning their assignments. Examples are currently posted at the following web addresses: http://www.cs.ecu.edu/rhoggard/2310/tutorials/01_p1.htm http://www.cs.ecu.edu/rhoggard/2310/tutorials/02_p1.htm http://www.cs.ecu.edu/rhoggard/2310/tutorials/03_p1.htm

Other Teaching Activities 2011-2012 - Other Teaching Activities. Continued the use of screen capturing software to record all lectures to make them available to students via my website. I have received numerous compliments from students about this stating that it relieves them from having to write so many notes during class and therefore enables them to pay more attention to the material in class. 2010-2011 - Other Teaching Activities. Continued the use of screen capturing software to record all lectures to make them available to students via my website. I have received numerous compliments from students about this stating that it relieves them from having to write so many notes during class and therefore enables them to pay more attention to the material in class. 2009-2010 - Other Teaching Activities. Continued the use of screen capturing software to record all lectures to make them available to students via my website. I have received numerous compliments from students about this stating that it relieves them from having to write so many notes during class and therefore enables them to pay more attention to the material in class. 2008-2009 - Other Teaching Activities. Continued the use of screen capturing software to record all lectures to make them available to students via my website. I have received numerous compliments from students about this stating that it relieves them from having to write so many notes during class and therefore enables them to pay more attention to the material in class. Intellectual Contributions: Research Grants

Funded 2011: Hoggard, R. D., Course Elf, Received a donation of $420 worth of web hosting space on a Microsoft Web Server. This server is currently being used to host my Course Elf assignmment submission system., Grande Illusions Entertainment Group. 2010: Hoggard, R. D., DE2 Development Board, Received a donation of a programmable circuit development board valued at $500 from Altera Corporation. This board contains a programmable logic device, memory, and I/O components so as to be programmed for most any purpose. This will be used to perform lab experiments and assignments for switching theory, computer architecture and computer networking., Altera Corporation. 2010: Hoggard, R. D., Assignment Submission System, Received a donation of $420 worth of web hosting space on a Microsoft Web Server (our department currently does not operate one of our own). This was needed to implement the Assignment Submission System that I have been developing., Grande Illusions Entertainment Group. 2009: Hoggard, R. D., Assignment Submission System, Received a donation of $420 worth of web hosting space on a Microsoft Web Server (our department currently does not operate one of our own). This was needed to implement the Assignment Submission System that I have been developing., Grande Illusions Entertainment Group. 2008: Hoggard, R. D., Assignment Submission System, Received a donation of $420 worth of web hosting space on a Microsoft Web Server (our department currently does not operate one of our own). This was needed to implement the Assignment Submission System that I have been developing., Grande Illusions Entertainment Group. 2006: Hoggard, R. D., DE2 Development Board, Received a donation of an programmable circuit development board valued at $500 from Altera Corporation. This board contains a programmable logic device, memory, and I/O components so as to be programmed for most any purpose. This will be used to perform lab experiments and assignments for switching theory, computer architecture and computer networking., Altera Corporation.

Commercial Software Developed

2011: PowerShell C++ Program Testing Suite. Additions to my previous library of Microsoft Windows PowerShell scripts which facilitate automated testing of C++ student programs. Scripts automatically generate nicely formatted Microsoft Word documents showing a copy of the student's program, along with the inputs given to the program and the outputs generated by their program. 2010: 3200 JUnit Assignment Tester. Wrote a Java JUnit program to facilitate automated testing of a particular assignment given in the 3200 data structures course. Program automatically generates a grade that the student can immediately see - allowing them opportunity to fix problems before submitting the assignment. 2010: PowerShell Java Program Testing Suite. A series of Microsoft Windows PowerShell scripts which facilitate automated testing of student programs submitted at the introductory programming level. Scripts automatically generate nicely formatted Microsoft Word documents showing a copy of the student's program, along with the inputs given to the program and the outputs generated by their program. 2008: Assignment Submission System. Software allows students to submit assignments to the instructor through any standard web browser. At this time, the software does checks for some of the very basic assignment requirements primarily to facilitate further automated testing (i.e. checks for correct filename, presence of student name, and verifies due date). After grading is complete, students can log back into the system to download their grade report as a PDF.

Software Revision 2010: Course Elf. Software allows students to submit assignments to the instructor through any standard web browser. This software was originally written as the 'assignment submission system'. The program has been completely redesigned with a new name, a new visually appealing logo, better user interface, better graphics, better content layout, animated logo screen, help screen to assist with login problems, and a better internal structure to make the software easier to maintain and upgrade. 2009: Assignment Submission System. Software allows students to submit assignments to the instructor through any standard web browser. At this time, the software does checks for some of the very basic assignment requirements primarily to facilitate further automated testing (i.e. checks for correct filename, presence of student name, and verifies due date). After grading is complete, students can log back into the system to download their grade report as a PDF. Revisions have been made to allow web based management of assignments, and to detect when grade reports are uploaded so as to automatically make them immediately available to the students. Other Research Activities

Learning & Pedagogical Scholarship 2003: Special Projects or Assignments. Bioinformatics Team Research Member: Research in the area of edge detection as it relates to using the computer to read and analyze images taken from computerized medial imaging sytems. (2003-2004) Service: Service to the University

Department Assignments

Faculty Advisor: 2008-2009 – 2011-2012: ECU Student Chapter of the ACM: (Co-Advisor) Member: 2009-2010 – 2011-2012: Assessment Committee 2008-2009 – 2011-2012: Equipment Committee 2008-2009 – 2010-2011: Upsilon Pi Epsilon Membership Committee

Mentoring Activities: 2011-2012: Student Advisor: Advise students on their academic plans; in supplement to what is provided by the college advisor.

College Assignments

Other Institutional Service Activities: 2010: Graduation Assistance: Handed out gifts at the December college graduation ceremony 2009: Graduation Assistance: Ticket taker for departmental graduation ceremony 2008-2009 – 2009-2010: State Employees Combined Campaign: Unit Coordinator

Service to the Profession

Board Member: Advisory Board 2010-2011: College Board, Assist in developing a curriculum for an Advanced Placement (AP) Computer Science course. The course is being developed with funding from the National Science Foundation (NSF) under the supervision of an advisory board of faculty members from more than twenty colleges and universities. (National). Other Activities 2008-2009 - Other : Acted as a mentor for three students, advising them on career paths in Computer Science. All are graduating seniors who have returned to ECU to complete M.S. degrees in Computer Science.

Last updated by member on 30-Sep-11 (12:04 AM)

Masao Kishore, Ph.D. Associate Professor Computer Science College of Technology & Computer Science [email protected]

Academic Background Ph.D. , --N/A-- WORK EXPERIENCE Courses Taught CSCI4550: Computer Game Development, Comp Sys Arch, Computational Linear Algebra, Computer Game Development, Computer Graphics, Database Management Systems, Discrete Mathematical Structures, Independent Study, Intro Comp Graphics, Introduction To Computer Architecture, Introduction to Computer Game Development, Introduction to Computer Science, Introduction to Digital Computation, Introduction to Numerical Analysis, Introduction to Visual Programming, Object-Oriented Computing & Graphical User Interfaces, Operating Systems, Selected Topics in Computer Science, Switching Theory and Computer Organization Other Teaching Activities

Other Teaching Activities 2010-2011 - Other Teaching Activities. Membership on thesis committee for Jiang Wenhuan on April 14, 2011 2010-2011 - Other Teaching Activities. Tutorial on Saba Centra Distance Education Tool at ECU on April 14, 2011 2010-2011 - Other Teaching Activities. Tutorial on Camtasia Distance Education Tool at ECU on April 12, 2011 INTELLECTUAL CONTRIBUTIONS: Refereed Articles Kishore, M., Tabrizi, M., Ozan, E., Aziz, S., & Wuensch, K. (2009). Correlates of Student Preference for Online Instruction over Face-to-Face Instruction. E-Learning, 6 (4) , 400;415. Wuensch, K., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M. (2009). Technology and Pedagogy: The Association between Students' Perceptions of the Quality of Online Courses and the Technologies Employed. MERLOT Journal of Online Learning and Teaching, 5 (2) . Wuensch, K., Ozan, E., Kishore, M., Aziz, S., & Tabrizi, M. (2008). Pedagogical Characteristics of Online and Face-to-Face Classes. Internation Journal of E-Learning . Ozan, E., Kishore, M., Aziz, S., Toderick, L., & Tabrizi, M. (2005). Behavioral Assessment of Online Education. WIT Transactions on Ecology and the Environment . Presentation of Refereed Papers

International Ozan, E., Tabrizi, M., Wuensch, K., Aziz, S., & Kishore, M. (2007, June). Learning Effectiveness as a Function of the Technologies Employed in Online Learning Settings. 2007 American Society for Engineering Education Annual Conference, June 24-27, Honolulu, Hawaii. 2007, Honolulu, Hawaii. Wuensch, K., Ozan, E., Kishore, M., & Aziz, S. (2006, October). Pedagogical Characteristics of Online and Face-to-Face Classes. E-Learn 2006, October 13--17, 2006, Honolulu, Hawaii, P91, Honolulu, Hawaii. SERVICE: Service to the University

Department Assignments

Member: 2010-2011: Tenure Committee: Discussion of tenure in the department 2010-2011: Personal Committee: Discussion of Personal matters in the department 2007-2008 – 2008-2009: Promotion and Rank Committee 2007-2008 – 2008-2009: Tenure Committee 2007-2008 – 2008-2009: Personnel Committee

College Assignments

Member: 2010-2011: Code Committee: Discussion of College code 2008-2009: College Special Events Committee ` 2007-2008 – 2008-2009: Code Committee 2007-2008: Fall Pizza Party and Spring Fling

Last updated by member on 02-May-11 (01:35 PM)

John Robert Placer 3333 Honeysuckle Dr. Cell: (928) 699-4632 Winterville, NC 28590 Work: (252) 328-9682 Email: [email protected] Education

Oregon State University , Ph.D. Computer Science, 1988 Dissertation Area : Multiparadigm Programming Languages Dissertation Supervisor : Timothy A. Budd Dissertation Title : G: A Language Based On Demand-Driven Stream Evaluations

University of Arizona , M.S. Computer Science, 1985 Research Advisor : Ralph Griswold

University of California Santa Barbara , M.S.I., Scientific Instrumentation, 1975 Thesis Title : Multimodular Communications Testing System

California State Polytechnic University (Pomona), B.S. Physics, 1971 Senior Project : X-Ray Diffraction of Liquid Sodium at 54 Kbars

Industrial Experience

AT&T Information Systems, Denver, Colorado Member of the Technical Staff : 1985 - 1986

Data Electronics , Pasadena, California Electronics Engineer : 1976 - 1977

Academic Experience

East Carolina University , Greenville, North Carolina Professor : 8/2010 … Professor and Chair of Computer Science : 7/2006 – 8/2010

Northern Arizona University , Flagstaff, Arizona Chair of Computer Science : 7/2002 – 6/2006 Professor : 7/2000 Chair of Computer Science and Electrical Engineering : 5/1998 - 7/2000 Interim Chair of Computer Science and Engineering : 7/1995 - 7/1996 Associate Professor : 7/1994 Assistant Professor : 1/1989

Oregon State University , Corvallis, Oregon Research Assistant : 1986 - 1988

University of Arizona , Tucson, Arizona, 1983 - 1985 Research Assistant : 1984 - 1985 Teaching Assistant : 1983 - 1984

Private Secondary School Teaching , United States and Switzerland Science Teacher : 1978 - 1983

University of California , Santa Barbara, California Teaching Assistant : 1974 - 1975

Upward Bound Project , University of Massachusetts, Amherst, Massachusetts Staff/Science Teacher : 1972 - 1974

Honors Elected by the CSE student body as CSE Professor of the Year for the 2000-2001 academic year. Named "most influential professor" by top College of Engineering student in graduating class of 1994. Nominated by the College of Engineering and Technology for the NAU Teaching-Scholar Award - 1994 Nominated by the College of Engineering and Technology for the Burlington Resource Foundation Faculty Achievement Award - 1993 Ph.D. Dissertation submitted by the Oregon State University computer science faculty to the Distinguished Thesis Competition of the Association for Computing Machinery - 1989 Graduate Academic Scholarship , University of Arizona , 1983-1984 Laucks Foundation Grant , while at the University of California, Santa Barbara , 1975 National Institute of Health Fellowship , University of Colorado Medical School, 1971-1972

Memberships and Professional Activities Association for Computing Machinery (ACM) Sigma Xi - The Scientific Research Society Animal Behavior Society (ABS)

Journal Publications

John Placer and A. Sagahyroon , Design and Implementation of a VSL System , Intelligent Automation and Soft Computing, 13, 2, 2007, pp. 197-210. John Placer , C. N. Slobodchikoff, Jason Burns, Jeffrey Placer, Ryan Middleton, Using self-organizing maps to recognize acoustic units associated with information content in animal vocalizations , Journal of the Acoustical Society of America, 119, 5, May 2006, pp. 3140-3146. [This article also was selected for the May 1, 2006 issue of the Virtual Journal of Biological Physics Research. The Virtual Journal is published by the American Physical Society and the American Institute of Physics in cooperation with numerous other societies and publishers. It is an edited compilation of links to articles from participating publishers, covering a focused area of frontier research.] C. N. Slobodchikoff and John Placer Acoustic Structures in the Alarm Calls of Gunnison’s Prairie Dogs , Journal of the Acoustical Society of America, 119, 5, May 2006, pp. 3153-3160. John Placer and C. N. Slobodchikoff, A method for identifying sounds used in the classification of alarm calls , Behavioural Processes, 67/1, 2004, pp. 87-98 . John Placer and C. Slobodchikoff , Developing New Metrics for the Investigation of Animal Vocalizations , Intelligent Automation and Soft Computing, 7, 4, August 2001, pp. 249-258. John Placer and C. Slobodchikoff, A Fuzzy-Neural System for Identification of Species-Specific Alarm Calls of Gunnison Prairie Dogs , Behavioural Processes, 52, 2000 . John Placer and Assim Sagahyroon, An Object-Oriented Logic Simulator For Teaching and Research , Computer Applications in Engineering Education, 5,2, February 1997, pp. 85-92. John Placer, Integrating Destructive Assignment and Lazy Evaluation in the Multiparadigm Language G-2, SIGPLAN Notices, 27, 2, February 1992, pp. 65-74. John Placer, The Multiparadigm Language G , Computer Languages, 16, 3/4, 1991,pp. 235-258. John Placer, Multiparadigm Research: A New Direction in Language Design , SIGPLAN Notices. 26,3, March 1991, pp. 9-17.

Conference Publications/Presentations Con Slobodchikoff and John Placer, Acoustic structures in the alarm calls of Gunnison’s prairie dogs. , Animal Behavior Society 42 nd Annual Meeting, August 6-10, August 2005, Snowbird, Utah

John Placer, Interactive Data Analysis in Support of the ADOT/NAU Fuzzy Variable Speed Limit Project , Proceedings of the Intelligent Transportation Society of America 12th Annual Meeting and Exposition, April 29- May 2, 2002 John Placer, Assim Sagahyroon, and John Harper, Creating an Intelligent Variable Speed Limit System for Rural Highways , Proceedings of the 32 nd International Symposium on Automotive Technology and Automation, June 14-18, 1999, Vienna, Austria, pp. 51-58. A. Sagahyroon, J. Placer and M. Burmood, A VHDL-Based Simulation Methodology For Estimating Power Dissipation in Static CMOS Circuits , Proceedings of the IEEE International ASIC Conference, Rochester, New York, September 13 – 16, 1998, pp. 295-300. John Placer, Assim Sagahyroon, and John Harper, Design of a Fuzzy Variable Speed Limit System for Rural Highways , presented at the Rural Advanced Technology Transportation Systems 1998 International Conference, Pennsylvania State University, September 1998. John Placer, Sagahyroon A., Massoumi M., A Framework for Estimating Maximum Power Dissipation in CMOS Combinational Circuits Using Genetic Algorithms , Proceedings of the 28th IEEE Southeastern Symposium on System Theory, March 31 - April 2, 1996, Baton Rouge, Louisiana, pp. 348-352. John Placer, The Promise of Multiparadigm Languages as Pedagogical Tools , Proceedings of the 21st Annual ACM Computer Science Conference, February 1993, Indianapolis Indiana. Invited Talks John Placer, The NAU/ADOT Fuzzy Variable Speed Limit Project:Phase I Results, presented at the 1998 ITS Arizona 5 th Annual Conference, September 29, 1998, Phoenix, Arizona. John Placer, Fuzzy Variable Speed Limit Technology , presented at the ADOT 1998 3 rd Annual Transportation Conference, September 28-30, 1998, Phoenix, Arizona. John Placer, The NAU/ADOT Fuzzy Variable Speed Limit Project , presented at the 1998 Spring Conference of the Institute of Transportation Engineers and the International Municipal Signal Association, March 11-13, 1998, Phoenix, Arizona. A Survey of Three Research Projects , presented at the University of Strathclyde, Glasgow, Scotland in 1996. (A master’s thesis was completed at the University of Strathclyde in 1994 that was based on the programming language GED. GED is a programming language that I developed.) Technical Reports John Placer , Fuzzy Variable Speed Limit Device Modification and Testing, , Technical Report Number: 1l-2001-1 , The ATLAS Research Center, University of Arizona, July 2001 John Placer and Assim Sagahyroon , Fuzzy Variable Speed Limit Device Project, , Report Number: FHWA-AZ98-466 , Arizona Department of Transportation, 1998. Timothy A. Budd and John Placer , G: A Language Based on Demand-Driven Evaluation of Streams , Technical Report 87-60-10 , Oregon State University, 1988. Funded Grants Online CS Certificate in Computer Gaming , P.I. M.N. Tabrizi, Co-P.I. J. Placer, funded by the University of North Carolina General Administration 2007-08 E-Learning and Online Initiatives, 2007-2008, $49,990. Pre-Deployment Review of Critical Issues for Variable Speed Limits , P.I. John Placer, funded by the Arizona Department of Transportation Research Center, 2001-2002, $50,000. Fuzzy Variable Speed Limit Device Modification and Testing , P.I. John Placer, funded by the Arizona Department of Transportation, 1999-2002, $79,385. Fuzzy Variable Speed Limit Device Modification and Testing , P.I. John Placer, funded by the University of Arizona ATLAS Center, 1999-2001, $98,498. ASCI-PALS: A Pipeline Program for Outreach linkages to the ASCI Program. A Pilot Program for Native Americans , Mason Somerville:PI, Grace Boyne:Co-PI, Murali Medidi:Co-PI, John Placer:Co- PI, funded by the University of Utah, 1998 – 1999, $119,000. Fuzzy Variable Speed Limit Device , P.I. John Placer, Co-PI: Assim Sagahyroon, funded by the Arizona Department of Transportation, 1997-1998, $97,600 Power Electronics and Controls for Electric Vehicles , P.I. Marc Herniter, Collaborator: J. Placer, Applied Research Grant at Northern Arizona University , 1997, $24,000 Statement of Work Modification ( for the NAU-ARAC program) , P.I. Terry Baxter and CO-P.I. John Placer, Northern Arizona University - Lawrence Livermore National Lab Atmospheric Release Advisory Capability (ARAC) Initiative, 1996-1997, $5477 Instructional Application of NAU-ARAC Site Workstation System and Continuation of ARAC Student Internship Program , P.I. Terry Baxter and CO-P.I. John Placer, Northern Arizona University - Lawrence Livermore National Lab Atmospheric Release Advisory Capability (ARAC) Initiative, 1996- 1997, $50,927 Establishing the ARAC Site Workstation System and the ARAC Student Internship Program at NAU , P.I. Terry Baxter and CO-P.I. John Placer, Northern Arizona University - Lawrence Livermore National Lab Atmospheric Release Advisory Capability (ARAC) Initiative, 1996, $3853 Augmentation of the Language G to Support the Expression of Concurrent Computations , P.I. John Placer, University Organized Research Grant at Northern Arizona University, 1991, $5000

Qin DingDing,, Ph.D.

Associate Professor Department of Computer Science East Carolina University Greenville, NC 27858 Email: [email protected] Phone: (252) 328-9686 Homepage: http://www.cs.ecu.edu/~dingq

EDUCATION • Ph. D. in Computer Science, North Dakota State University, Fargo, ND, 2002 (Advisor: Dr. William Perrizo) • M. Eng. in Computer Science, Nanjing University, Nanjing, China, 1991 (Advisor: Prof. Jiafu Xu) • B.S. in Computer Science, Nanjing University, Nanjing, China, 1988

EMPLOYMENT • Associate Professor, Department of Computer Science, East Carolina University, Greenville, NC (Aug. 2011 – present) • Assistant Professor, Department of Computer Science, East Carolina University, Greenville, NC (Aug. 2007 – Aug. 2011) • Assistant Professor, Computer Science Department, Pennsylvania State University – Harrisburg, Middletown, PA (Aug. 2002 – June 2007) • Graduate Research Assistant, Computer Science Department, North Dakota State University, Fargo, ND (Aug. 1998 – July 2002) • Lecturer, Computer Engineering Department, Hohai University, Nanjing, China (July 1991– July 1998) • Graduate Research Assistant, State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing, China (Sept. 1988 – June 1991)

RESEARCH INTERESTS • Data mining • Database • Bioinformatics

PUBLICATIONS • Qin Ding and Gnanasekaran Sundarraj, "Frequent Pattern Discovery and Association Rule Mining of XML Data", in XML Data Mining: Models, Methods, and Applications, ed. Andrea Tagarelli, IGI Global, 2011, in press. • Jing Tian, Guiling Sun, Qin Ding , Jinling Huang, Shravanth Oruganti, Boya Xie, "AlienG: An Effective Computational Tool for Phylogenomic Identification of Horizontally Transferred Genes", International Conference on Bioinformatics and Computational Biology, 2011, pp. 13-18. • Boya Xie, Robert Hochberg, Qin Ding and Di Wu, "MIRSAT & MIRCDB: An Integrated microRNA Sequence Analysis Tool and a Cancer-associated microRNA Database", International Conference on Bioinformatics and Computational Biology , Honolulu, Hawaii, 2010, pp. 159-164. • John W . Stiller, Jinling Huang, Qin Ding , Jing Tian and Carol Goodwillie, "Are algal genes in nonphotosynthetic protists evidence of historical plastid endosymbioses?" BMC Genomics , 10:484, 2009. • David Hooks and Qin Ding , "A Framework for Data Mining on Combinatorial Game Theory", Journal of Computational Methods in Sciences and Engineering, Vol. 9, Supplement 1, 2009, pp. 91-98.

1 • Qin Ding , Qiang Ding, and William Perrizo, "PARM - An Efficient Algorithm to Mine Association Rules from Spatial Data", IEEE Transactions on Systems, Man and Cybernetics - Part B , 38(6), 2008, 1513-1524. • Baoying Wang, Qin Ding , Imad Rahal, "Parallel Hierarchical Clustering on Market Basket Data", IEEE International Workshop on High Performance Data Mining, in conjunction with IEEE International Conference on Data Mining , Pisa, Italy, 2008, pp. 526-532. • Qin Ding and Wen Shen Huang, "VP: An Efficent Algorithm for Frequent Itemset Mining", International Conference on Software Engineering and Knowledge Engineering , San Francisco, CA, 2008, pp. 381-386. • David Hooks and Qin Ding, "Bayesian Classification in Combinatorial Game Theory", International Conference on Software Engineering and Data Engineering , Los Angeles, CA, 2008, pp. 7-12. • Qin Ding , "Data Mining on XML Data", in Encyclopedia of Data Warehousing and Mining , 2nd edition, Vol. 1, ed. John Wang, IGI Global, 2008, pp. 506-510. • William Perrizo, Qiang Ding, Qin Ding and Taufik Abidin, "Vertical Data Mining on Very Large Data Sets", in Encyclopedia of Data Warehousing and Mining , 2nd edition, Vol. 4, ed. John Wang, IGI Global, 2008, pp. 2036-2041. • Qin Ding and Gnanasekaran Sundarraj, "Mining Association Rules from XML Data", in Data Mining and Knowledge Discovery Technologies , ed. David Taniar, IGI Global, 2008, pp. 59-71. • Qin Ding and William Perrizo, "Support-less Association Rule Mining Using Tuple Count Cube", Journal of Information and Knowledge Management , 6(4), 2007, pp. 271-280. • William Perrizo, Qin Ding , Maleq Khan, Anne Denton, and Qiang Ding, "An Efficient Weighted Nearest Neighbor Classifier using Vertical Data Representation", International Journal of Business Intelligence and Data Mining , 2(1), 2007, pp. 64-78. • Qin Ding and Mufit Colpan, "Decision Tree Induction on Hyper-Spectral Cement Images", International Journal of Computational Intelligence , 2(3), 2006, pp. 169-175. • Qin Ding and Gnanasekaran Sundarraj, "Association Rule Mining from XML Data", International Conference on Data Mining , Las Vegas, Nevada, 2006, pp. 144-150. • Kevin Ricords and Qin Ding , "XINDEX – XPATH Indexing Specification for XML", International Conference on Software Engineering and Data Engineering , Los Angeles, CA, 2006, pp. 228-233. • Qin Ding and Charles Daniel, "Multimedia Data Mining Framework for Banner Imagers", in Multimedia Data Mining and Knowledge Discovery , ed. Valery Al Petrushin and Latifur Khan, Springer, 2006, pp. 448-457. • Qin Ding and Jim Gasvoda, "A Genetic Algorithm for Clustering on Image Data", International Journal of Computational Intelligence , 1(1), 2005, pp. 75-80. • William Perrizo, Qiang Ding, Qin Ding and Taufik Abidin, "Vertical Data Mining", in Encyclopedia of Data Warehousing and Mining , ed. John Wang, Idea Group Publishing, 2005, pp. 1181-1184. • Charles Daniel and Qin Ding , "A Framework for Bayesian Classification on Banner Images", ACM KDD Workshop on Multimedia Data Mining , Seattle, WA, 2004, pp. 61-66. • Qin Ding and Bhavin Parikh, "A Model for Multi-relational Data Mining on Demand Forecasting", International Conference on Intelligent & Adaptive Systems, and Software Engineering , Nice, France, 2004, pp. 1-5. • Jim Gasvoda and Qin Ding , "A Genetic Algorithm for Clustering on Very Large Datasets", International Conference on Computer Applications in Industry and Engineering , Las Vegas, Nevada, 2003, pp. 163-167. • Qin Ding , Kevin Ricords, and Jeremy Lumpkin, "Deriving General Association Rules from XML Data", International Conference on Software Engineering, Artificial Intelligence, Networking, and Parallel/Distributed Computing , Lübeck, Germany, 2003, pp. 348-352. • William Perrizo, Qin Ding , Anne Denton, Kirk Scott, Qiang Ding, and Maleq Khan, "PINE - Podium Incremental Neighbor Evaluator for Classifying Spatial Data", ACM Symposium on Applied Computing , Melbourne, Florida, 2003, pp. 503-508. • Anne Denton, Qiang Ding, William Perrizo, and Qin Ding , “Efficient Hierarchical Clustering of Large Data Sets Using P-trees”, International Conference on Computer Applications in Industry and Engineering , San Diego, CA, 2002, pp. 138-141. • William Perrizo, Qin Ding , and Anne Denton, “Lazy Classifiers Using P-trees”, International Conference on Computer Applications in Industry and Engineering , San Diego, CA, 2002, pp. 176-179.

2 • Qin Ding , Qiang Ding and William Perrizo, "Association Rule Mining on Remotely Sensed Images Using P-trees", PAKDD 2002 , Springer-Verlag, Lecture Notes in Artificial Intelligence. Vol. 2336, 2002, pp. 66-79. • Maleq Khan, Qin Ding and William Perrizo, "K-nearest Neighbor Classification on Spatial Data Stream Using P-trees", PAKDD 2002 , Springer-Verlag, Lecture Notes in Artificial Intelligence, Vol. 2336, 2002, pp. 517-528. • Qin Ding , Maleq Khan, Amalendu Roy and William Perrizo, “The P-tree Algebra”, ACM Symposium on Applied Computing , Madrid, Spain, 2002, pp. 426-431. • Qiang Ding, Qin Ding and William Perrizo, “Decision Tree Classification of Spatial Data Streams Using Peano Count Trees”, ACM Symposium on Applied Computing , Madrid, Spain, 2002, pp. 413-417. • William Perrizo, Qin Ding , Qiang Ding and Amalendu Roy, "On Mining Satellite and Other Remotely Sensed Images", ACM SIGMOD Workshop on Research Issues in Data Mining and Knowledge Discovery , Santa Barbara, CA, 2001, pp. 33-40. • William Perrizo, Qin Ding , Qiang Ding and Amalendu Roy, "Deriving High Confidence Rules from Spatial Data using Peano Count Trees", International Conference on Web-Age Information Management , Springer-Verlag, Lecture Notes in Computer Science, Vol. 2118, 2001, pp. 91-102. • Qin Ding and William Perrizo, "Using Active Networks in Parallel Mining of Association Rules", International Conference on Information Reuse and Integration , Honolulu, Hawaii, 2000, pp. 58-61. • Qin Ding , William Perrizo, Kaushik Das and Qinghua Zou, "Data Mining Applications on Large RSI data", IFIP Congress , Beijing, China, 2000, pp. 891-897. • Qinghua Zou, Qin Ding and William Perrizo, "Fast Approach for Association Rule Mining on Remotely Sensed Imagery", International Conference on Computers and Their Applications , New Orleans, Louisiana, 2000, pp. 98-101. • Jianning Dong, William Perrizo, Qin Ding and Jingkai Zhou, "The Application of Association Rule Mining to Remotely Sensed Data", ACM Symposium on Applied Computing , Como, Italy, 2000, pp 340-345. • Kaushik Das, William Perrizo and Qin Ding , "Using Neural Networks for Clustering on RSI data and Related Spatial Data", International Conference on Information Reuse and Integration , Honolulu, Hawaii, 2000, pp. 111-116. • Qinghua Zou, Kirk Scott, Qin Ding and William Perrizo, "DLOTS: A Distributed Level Ordered Transaction Scheduler", International Conference on Parallel and Distributed Computing Systems , Las Vegas, Nevada, 2000. • Shian Zhang, William Perrizo and Qin Ding , "Reposting Algorithms for Request Order Concurrency Control", International Conference on Computer Applications in Industry and Engineering , Honolulu, Hawaii, 2000, pp. 161-164. • Qinghua Zou, William Perrizo and Qin Ding , "Level Ordered Transaction Scheduler (LOTS) for Concurrency Control", International Conference on Computers and Their Applications , New Orleans, Louisiana, 2000, pp. 88-91. • Tanya Jane, William Perrizo and Qin Ding , "Multiversion Post Ordering: A New Concurrency Control Method", International Conference on Computer Applications in Industry and Engineering , Honolulu, Hawaii, 2000, pp. 9-12. • Tianni Ni, Qin Ding and Zhaohui Meng, "A Method for Knowledge Base Coordination Maintenance Based on Relational Construction ", Journal of Mini-Micro Systems , Vol. 16, No. 4, 1995, pp. 22-26. (in Chinese) • Tianni Ni, Qin Ding and Dingsheng Wan, "Algorithm and Design of Nonlinear Isohyet Generating System KRIGS", Journal of Hohai University , Vol. 23, No. 2, 1995, pp. 45-49. (in Chinese) • Weihua Wu, Zhuhua Li and Qin Ding , Data Sharing, Exchange and Recovery Techniques of Micro Computers , Nanjing University Press, 1994. (in Chinese) • Qin Ding and Jiafu Xu, "Explanation-based Program Transformation", Journal of Computers , Vol. 15, No. 12, 1992, pp. 881-888. (in Chinese) • Jiafu Xu, Daoxu Chen, Jian Lu, Zhijian Wang, Zongming Fei, Yousong Zhang, Qin Ding and Yingchung Zhu, "NDSAIL: A Software Automation System with Automated Learning Mechanisms", Journal of Computers , Vol. 15, No. 11 , 1992. (in Chinese) • Jiafu Xu, Daoxu Chen, Jian Lu, Zhijian Wang, Zongming Fei, Yousong Zhang, Qin Ding and Yingchung Zhu, "On the Design and Implementation of NDSAIL: A Software Automation System

3 with Automated Learning Mechanisms", IFIP Congress , Vol. 1, Madrid, Spain, Sept. 1992, pp. 186- 192.

FUNDING • Co-PI, “Development and Validation of Pavement Deterioration Models and Analysis of Weight Factors for the NCDOT PMS”, NC Department of Transportation, $114,416, 2010-2012 (with Yuhong Wang, George Wang, and Qiang Wu). • PI, “A Computational Package for a Priori Hypothesis Testing of Phylogenomic Data”, Research Development Award, East Carolina University, $42,389, 2010-2011 (with Jinling Huang and John Stiller). • DE Development Fund, East Carolina University, $5,000, 2010. • New Faculty Start-up Fund, East Carolina University, $20,000, 2007. • PI, “Data Mining on Semi-structured XML Data”, Penn State Capital College Research Council Grant, $4400, 2005–2007. • Co-PI, “A Multidisciplinary, Integrated Technique for the Identification of Microbial Pollution Sources”, Penn State Capital College Interdisciplinary Grant, $10,000, 2005–2006. (with Katherine Baker and Shirley Clark) • PI, “Classification on Images of Hyperspectral Volumetric Data”, National Institute of Standards and Technology (NIST), $15,000, 2003–2005.

COURSES TAUGHT • CSCI 6600 - Database Management Systems (graduate, East Carolina University) • CSCI 6840/6905 - Data Mining (graduate, East Carolina University) • CSCI 3700 - Database Management Systems (undergraduate, East Carolina University) • CSCI 2310/2311 - Algorithmic Problem Solving and Programming Laboratory (undergraduate, East Carolina University) • CSCI 1001 - Introduction to Computer Science for Non-majors (undergraduate, East Carolina University) • COMP 419 - Database Design (undergraduate, Penn State Harrisburg) • COMP 519 - Advanced Topics in Database Management Systems (graduate, Penn State Harrisburg) • COMP 416 - Principles of Programming Languages (undergraduate, Penn State Harrisburg) • COMP 432 - Object-oriented Programming with C++ (undergraduate, Penn State Harrisburg) • COMP 430 - UNIX and C (undergraduate, Penn State Harrisburg) • COMP 122 - Intermediate Programming (undergraduate, Penn State Harrisburg) • COMP 594 - Master’s Studies (graduate, Penn State Harrisburg)

GRADUATE THESES/PROJECTS SUPERVISED • Boya Xie, Master’s Thesis, East Carolina University, Dec. 2010. (recipient of 2010 Google Anita Borg Scholarship ) • Jing Tian, Master’s Project, East Carolina University, Dec. 2009. • Wen Shen Huang, Master’s Thesis, Penn State Harrisburg, Dec. 2006. • Holly Trego, Master’s Project, Penn State Harrisburg, Dec. 2004 • Xuhui Liu, Master’s Project, Penn State Harrisburg, Aug. 2004. • Bhavin Parikh, Master’s Project, Penn State Harrisburg, Dec. 2003.

PROFESSIONAL MEMBERSHIP AND SERVICES • Member, Association for Computing Machinery (ACM) • Journal reviewer: o IEEE Transactions on Knowledge and Data Engineering o IEEE Transactions on Systems, Man, and Cybernetics – Part B o IEEE Transactions on Systems, Man, and Cybernetics – Part C

4 o Data and Knowledge Engineering o Journal of Supercomputing o Journal of Machine Learning Research o Journal of Computer Science and Technology • Program Committee Member: o IADIS International Conference on Applied Computing (2004 – 2011) o IEEE International Conference on Service Operations, Logistics and Informatics (2009 – 2011) o International Conference on Data Mining (2007, 2008, 2011) o ACM Symposium on Applied Computing (2004, 2008, 2009) o International Conference on Software Engineering and Data Engineering (2006, 2010) o International Conference on Information and Knowledge Engineering (2006) o International Conference on the Virtual Computing Initiative (2007 – 2010) o International Conference on Software Engineering, Artificial Intelligence, Networking, and Parallel/Distributed Computing (2008) • Reviewer for Books and Book Chapters o Data Mining , Pearson Education, 2010. o Data Mining, Oxford University Press, 2010. o XML Data Mining: Models, Methods, and Applications , IGI Global, 2010. o The Handbook of Technology Management , John Wiley & Sons, Inc., 2008. o Encyclopedia of Data Warehousing and Mining , IGI Global, 2007. o Introduction to Programming in C++ , Prentice Hall Publisher, 2007. o “Distributed Database Systems”, in The Handbook of Computer Networks , John Wiley & Sons, 2007. o Absolute C++ (3 rd Ed.), Addison Wesley Publisher, 2006. o Programming Languages, Addison Wesley Publisher, 2005. o Database System Concepts (5 th Ed.), McGraw Hill publisher, 2004. • Proposal Reviewer: o NASA Goddard Space Flight Center o Louisiana Board of Regents

UNIVERSITY SERVICES (active) • Faculty advisor, ACM Student Chapter at East Carolina University • Assistant Graduate Coordinator in Computer Science • Secretary, Department Personnel Committee • Member, Department Assessment Committee • Member, Department Award Committee • Member, Department Equipment Committee • Member, Department Curriculum Committee • Member, TECS College Student and Faculty Honors, Scholarship, and Awards committee • Member, TECS College International Committee • Member, University Benefits Committee • Faculty Senate Alternate

5 Curriculum Vitae

Ronnie W. Smith Associate Professor Department of Computer Science East Carolina University Greenville, North Carolina 27858 Phone: 252-328-9687 Email: [email protected]

EDUCATION

Duke University, Durham, North Carolina. Ph. D. in Computer Science, December 1991. M.S. in Computer Science, May 1987.

University of Tennessee Space Institute, Tullahoma, Tennessee. Part-time study, 1984.

Vanderbilt University, Nashville, Tennessee. B.S. in Mathematics/Computer Science (double major), May 1983.

RELEVANT WORK EXPERIENCE

Associate/Assistant Professor , East Carolina University , Greenville, North Carolina. Tenured faculty member of the Department of Computer Science (awarded August 1998). August 1992-present.

Interim Chair Department of Mathematics , East Carolina University , Greenville, North Carolina. August 6, 2007 – June 30, 2008.

Research Assistant/Associate , Duke University , Durham, North Carolina. Conducted research under Alan W. Biermann in natural language dialog, focusing on the development of a general architecture for constructing task-oriented dialog processors. Helped implement and test a working system which was evaluated based on use by human subjects via voice communication. September 1988-May 1992.

Instructor , Duke University , Durham, North Carolina. Taught the introductory computer science course at Duke during the spring semester 1992. This course emphasized learning the C programming language together with a brief introduction to various data structures.

Visiting Lecturer , North Carolina Central University , Durham, North Carolina. Taught one section of COMP-1510, Programming I, during the fall semester 1991. Course curriculum emphasized an introduction to computer programming via the use of the Pascal programming language.

Programmer Analyst , Sverdrup Technology , Tullahoma, Tennessee. Responsibilities included the design, coding, validation and maintenance of a variety of programs. Wrote user guides for several programs and gave a tutorial recorded on videotape to teach engineers in the use of an interactive data display program. May 1983-July 1985.

1 COURSES TAUGHT

Undergraduate: Discrete Mathematics, FORTRAN programming, Introduction to Computer Science, CS1 (Pascal, C, C++, Java), Data Structures, Database, Architecture, Compilers, Artificial Intelligence.

Graduate: Artificial Intelligence, Topics in Artificial Intelligence, Compilers, Database, Software Engineering.

HONORS AND AWARDS

East Carolina University, College of Technology and Computer Science: Scholar- Teacher Award, April 2005.

East Carolina University, School of Computer Science and Communication: Scholar-Teacher Award, March 2001.

East Carolina University Department of Mathematics: Designated an Exemplary Faculty Member, February 1999.

East Carolina University College of Arts and Sciences: College Research Award, spring semester 1997.

ACM 1992 Symposium on Applied Computing Kansas City, Missouri: Outstanding Student Paper Award.

Duke University, Graduate School: James B. Duke Fellowship (1985-1988).

GRANTS

Command Post of the Future Multimedia Dialog Management System . Grant awarded by the Defense Advanced Research Projects Agency (DARPA ) via subcontract from General Dynamics Advanced Technology Systems. Joint work with General Dynamics, Hwaci, Inc., and Duke University. Award period: May 1999 through December 2001. Total amount awarded: $235,233.

CAREER: Prevention, Detection, and Repair of Miscommunication in Spoken Natural Language Dialog Processing Systems . Awarded by the National Science Foundation (NSF ). Award period: May 1995 through April 2000. Total amount awarded: $151,130.

The Impact of Misrecognition in Spoken Human-Computer Dialog . Awarded by East Carolina University . Award period: summer 1993. Total amount awarded: $7,250.

PUBLICATIONS

BOOKS

J. van Kuppevelt and R.W. Smith, editors, Current and New Directions in Discourse and Dialogue, Kluwer Academic Publishers, Dordrecht, 2003.

R.W. Smith and D.R. Hipp, Spoken Natural Language Dialog Systems: A Practical Approach , Oxford University Press, New York, 1994.

2 JOURNAL ARTICLES

R.W. Smith, "An Evaluation of Strategies for Selectively Verifying Utterance Meanings in Spoken Natural Language Dialog", International Journal of Human-Computer Studies , vol. 48, 1998, pages 627-647.

R.W. Smith and S.A. Gordon, "Effects of Variable Initiative on Linguistic Behavior in Human-Computer Spoken Natural Language Dialog", Computational Linguistics , vol. 23, no.1, March 1997, pages 141-168.

R.W. Smith, D.R. Hipp, and A.W. Biermann, "An Architecture for Voice Dialog Systems Based on Prolog-Style Theorem Proving", Computational Linguistics , vol. 21, no. 3, September 1995, pages 281-320.

R.W. Smith, "Spoken Variable Initiative Dialog: An Adaptable Interface", IEEE Expert , vol. 9, no. 1, February 1994, pages 45-50.

INVITED ARTICLES

R.W. Smith, “Natural Language Interfaces”, Encyclopedia of Language and Linguistics, 2nd edition, Elsevier Limited, Oxford, 2005, pages 496-503.

R.W. Smith, “Initiative and Its Impact on Dialogue Management”, elsnews, The Newsletter of the European Network in Human Language Technologies, Spring 2004, page 5.

CONFERENCE PROCEEDINGS

R.W. Smith, B. Adams, J.C. Rogers,“ Integrating Spoken Dialog with Bayesian Intent Recognition: A Case Study” in Proceedings of the 6th Workshop on Knowledge and Reasoning in Practical Dialogue Systems , Pasadena, CA, July 12, 2009, pages 28-33.

R.W. Smith, “The Role of Intention in Maintaining Coherent Human-Computer Dialog: Two Case Studies” in Proceedings of the AAAI 2007 Spring Symposium on Intentions in Intelligent Systems , Palo Alto, CA, March 26-28, 2007, pages 44- 45.

R. W. Smith, B.D. Manning, J.C. Rogers, B.A. Adams, M. Abdul, and A.A. Alvarez, “A Dialog Architecture for Military Story Capture”, Proceedings of the 3 rd SIGdial Workshop on Discourse and Dialogue , Philadelphia PA, July 11-12, 2002, pages 184-187.

R.W. Smith, "Integrating Different Knowledge Representations in an Intelligent System: Standardization Allows Diversity", Proceedings of the AAAI ’98 Workshop on Representations for Multi-Modal Human-Computer Interaction , Madison, Wisconsin, July 26-27, 1998, pages 76-77.

R.W. Smith, "Performance Measures for the Next Generation of Spoken Natural Language Dialog Systems", Proceedings of the Workshop on Interactive Spoken Dialog Systems: Bringing Speech and NLP Together in Real Applications , Madrid, Spain, July 11-12, 1997, pages 37-40.

R.W. Smith, "An Evaluation of Strategies for Selective Utterance Verification for Spoken Natural Language Dialog", Proceedings of the Fifth Conference on

3 Applied Natural Language Processing , Washington, D.C., March 31-April 3, 1997, pages 41-48.

R.W. Smith, "Practical Issues in Mixed-Initiative Natural Language Dialog: An Experimental Perspective", Proceedings of the 1997 AAAI Spring Symposium on Computational Models for Mixed Initiative Interaction , Palo Alto, California, March 24-26, 1997, pages 158-162.

R.W. Smith and S.A. Gordon, "Pragmatic Issues in Handling Miscommunication: Observations of a Spoken Natural Language Dialog System", Proceedings of the AAAI ’96 workshop on Detecting, Repairing, and Preventing Human-Machine Miscommunication , Portland, Oregon, August 4, 1996, pages 21-28.

R.W. Smith, “Initiative-Dependent Features of Human-Computer Dialogs in a Task- Assistance Domain”, Proceedings of the Energy Information Management Conference , Houston, Texas, January 31, 1996, pages 41-48.

R.W. Smith, "Effective Spoken Natural Language Dialog Requires Variable Initiative Behavior: An Empirical Study", 1993 AAAI Fall Symposium on Human-Computer Collaboration: Reconciling Theory, Synthesizing Practice , Research Triangle Park, North Carolina, October 22-24, 1993, pages 101-106.

A.W. Biermann, C.I. Guinn, R. W. Smith, and D. R. Hipp, "Efficient Collaborative Discourse: A Theory and Its Implementation", Proceedings of the ARPA Workshop on Human Language Technology , 1993.

R.W. Smith, "Integration of Domain Problem Solving with Natural Language Dialog: The Missing Axiom Theory", Proceedings of Applications of AI X: Knowledge-Based Systems, Orlando Florida, April 22-24, 1992, pages 270-278.

R.W. Smith, D.R. Hipp, and A.W. Biermann, "A Dialog Control Algorithm and Its Performance", Proceedings of the Third Conference on Applied Natural Language Processing , Trento, Italy, April 1-3, 1992, pages 9-16.

R.W. Smith, D.R. Hipp, and A.W. Biermann, "Four Theories of Natural Language Processing and Their Integration into a Practical Dialog Machine," Proceedings of the Workshop on Fully Implemented Natural Language Understanding Systems , Trento, Italy, March 30, 1992, pages 100-109.

R.W. Smith and D.R. Hipp, "Using Expectation to Enable Spoken Variable Initiative Dialog", Proceedings of the 1992 Symposium on Applied Computing , Kansas City, Missouri, March 1-3, 1992, pages 123-130. (RECEIVED OUTSTANDING STUDENT PAPER AWARD)

A.W. Biermann and R.W. Smith, "Architecture for Voice Interactive Dialogue Systems", (Invited), Sixth International Symposium on Methodologies for Intelligent Systems, published in Methodologies for Intelligent Systems , Z. W. Ras and M. Zemankova (Eds.) Springer Verlag Lecture Notes in Artificial Intelligence 542, Charlotte, North Carolina, October 16-19, 1991, pages 1-15.

R.W. Smith, "Providing Natural Language Assistance in Locating Objects: A General Model for Information Selection and Generation", Proceedings of the First International Conference on Industrial and Engineering Applications of Artificial Intelligence and Expert Systems , Tullahoma, Tennessee, 1988, pages 922-930.

4 ABSTRACTS

R.W. Smith, "Impact of Variable Initiative on a Natural Language Dialog System", Knowledge-Based Systems , vol. 7, no. 4, December 1994, pages 279-280.

VIDEOS

R.W. Smith, "Prevention, Detection, and Repair of Miscommunication in Spoken Natural Language Dialog Systems", April 2000.

D.R. Hipp and R.W. Smith, "A Demonstration of the Circuit Fix-It-Shoppe", AAAI Video Proceedings, 1993.

DISSERTATION

R.W. Smith, A Computational Model of Expectation-Driven Mixed-Initiative Dialog Processing , Duke University, 1991.

BOOK CHAPTERS

R.W. Smith, “Very Large Scale Integrated Circuits”, in Great Ideas in Computer Science , A.W. Biermann, Cambirdge, MA: MIT Press (1990), pp. 221-249.

INVITED PRESENTATIONS and DEMONSTRATIONS

Plenary Speaker , 2007 AAAI Spring Symposium on Intentions in Intelligent Systems, Palo Alto, California, March 27, 2007.

Multimodal Spoken Natural Language Dialog for a Battlefield Information System, St. Michael’s College, October 4, 2002, University of North Carolina at Greensboro, October 24, 2002, Western Carolina University, October 25, 2002, Appalachian State University, April 15, 2004, Elon University, May 4, 2004, North Carolina State University, November 15, 2007, and University of North Carolina at Wilmington, November 17, 2008.

Trying to Understand Misunderstanding: How Robust Can Spoken Natural Language Dialogue Systems Be? , Götalog 2000, Fourth Workshop on the Semantics and Pragmatics of Dialogue, Gothenburg, Sweden, June 16, 2000.

Circuit Fix-It Shop: The Sequel---Exploring Issues in the Detection, Prevention, and Repair of Miscommunication , Live presentation at the 37 th Annual Meeting of the Association for Computational Linguistics, June 1999, University of Maryland. Also presented via video at the 2000 AAAI Fall Symposium on Building Dialogue Systems for Tutorial Applications held at North Falmouth, Massachusetts, November 4, 2000.

An Integrated Architecture for Natural Language Dialog Processing: Theory and Results , variants of this presentation were given at University of Wisconsin- Milwaukee, April 26, 1999, University of Maryland, May 13, 1997 and University of Delaware, May 12, 1997.

Plenary Speaker , 1997 AAAI Spring Symposium on Computational Models for Mixed Initiative Interaction, Palo Alto, California, March 25, 1997.

5 A Practical Model of Dialog Processing: Theory and Results , University of Pennsylvania, February 1996.

A Mixed Initiative Natural Language Dialog System , Third Annual North Carolina Symposium on Artificial Intelligence, Research Triangle Park, North Carolina, November 1990.

An Architecture for Voice Dialog Systems , Second Annual North Carolina Symposium on Artificial Intelligence, Research Triangle Park, North Carolina, February 1989.

SUPERVISED RESEARCH

Defining the Complexity of Dialogue System Domains , Shannon Pollard, Duke University, Ph.D. Dissertation completed August 2006.

Grounding Domain Knowledge in Semantic Objects for Automatic Creation of Spoken Language Dialog Systems , Niels Kasch, M.S. Thesis completed May 2008.

Activity Based Multimodal Plan Recognition of Commander Intent, Brian A. Adams, M.S. Thesis completed January 2006.

Developing Bayesian Networks for Recognition of Commander Intent, Jon C. Rogers, M.S. Thesis completed July 2003.

M.S. project supervision—2 in 2009, 2 in 2008, 3 in 2006, 1 in 2005, 1 in 2004,

2 in 2003, 1 in 2002, 1 in 2001, 1 in 1998.

PROFESSIONAL SERVICE

Conference Chairmanships: • Co-Chair for Publications Committee, The Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL- HLT 2007) held in Rochester, NY, April 2007. • Chair for Demonstration Sessions , 40 th Annual Meeting of the Association for Computational Linguistics, held at the University of Pennsylvania, Philadelphia, Pennsylvania, July 2002. • Program Co-chair for the 2 nd SIGdial workshop on Discourse and Dialog, held in Aalborg, Denmark, September 2001. • Chair for Demonstration Sessions , 2 nd Meeting of the North American Chapter of the Association for Computational Linguistics, held at Carnegie Mellon University, Pittsburgh, Pennsylvania, June 2001.

Conference Service: • Program committee member for the 11th annual SIGdial meeting on Discourse and Dialog held in Tokyo, Japan, September, 2010. • Program committee member for the 10th annual SIGdial meeting on Discourse and Dialog held in London, England, September, 2009. • Program committee member for DiaHolmia: 2009 workshop on the Semantics and Pragmatics of Dialogue held in Stockholm, Sweden, June 2009. • Program committee member for the 9th SIGdial workshop on Discourse and Dialog held in Columbus, Ohio, June, 2008.

6 • Program committee member for the 7th SIGdial workshop on Discourse and Dialog held in Sydney, Australia, July, 2006. • Program committee member for the 6th SIGdial workshop on Discourse and Dialog held in Lisbon, Portugal, September 2005. • Program committee member for the 5th SIGdial workshop on Discourse and Dialog held at MIT, Cambridge, Massachusetts, in May 2004. • Program committee member for a special track on User Modeling and HCI Approaches in Natural Language Generation for the Florida AI Research Conference (FLAIRS 2004) held in Miami Beach, Florida, May 2004. • Program committee member for the 3 rd SIGdial workshop on Discourse and Dialog held at University of Pennsylvania, Philadelphia, PA, in July 2002. • Organizing committee member for the 2000 AAAI Fall Symposium on Building Dialogue Systems for Tutorial Applications held in North Falmouth, Massachusetts, November, 2000. • Organizing committee member for the 1997 AAAI Spring Symposium on Computational Models for Mixed Initiative Interaction held at Stanford University, March, 1997. • Organizing committee member for the AI ’96 Workshop on Detecting, Repairing, and Preventing Human-Machine Miscommunication held in Portland, Oregon, August, 1996. • Session chairperson, 2000 AAAI Fall Symposium on Building Dialogue Systems for Tutorial Applications to be held at North Falmouth, Massachusetts, November, 2000. • Session chairperson, 1999 AAAI Fall Symposium on Psychological Models of Communication in Collaborative Systems, held in North Falmouth, Massachusetts, November, 1999. • Session chairperson, Applications of AI X: Knowledge-Based Systems, Orlando, Florida, April, 1992.

Paper Reviews: • Paper for Computer Speech and Language , Fall 2008. • Paper for Speech Communication , Fall 2007. • Paper for the Journal of Dialog Systems , Fall 2006 • Paper for the book Recent Trends in Discourse and Dialogue , Spring 2006. • Paper for Journal of Bioinformatics (special issue on Health Dialog Systems), Fall 2005. • Book Review for Computational Linguistics , Spring 2005. • Paper for Computational Linguistics , Fall 2004. • Papers for the book Spoken Multimodal Human-Computer Dialogue in Mobile Environments, published December 2004. • Paper for Journal of Automated Reasoning , fall 2002. • Papers for International Journal of Human-Computer Studies , spring 1998 and spring 2000. • Conference Submission Reviewer, ACL ’99 for Theme Session on Dialogue Management in Interactive Spoken Dialogue Systems. • Journal of User Modeling and User Adaptive Interaction special issue on Computational Models of Mixed Interaction, fall 1997. • International Journal of Human-Computer Studies special issue on Prevention, Detection and Repair of Miscommunication in Spoken Natural Language Dialog, spring 1997. • Paper for IEEE Expert , 1994.

7 Miscellaneous Professional Service: • Editorial Board: Discourse & Dialogue: An International Journal, 2009 – present. • Editorial Board: Journal of Dialogue Systems , 2006-2008. • Scientific Advisory Committee Member, Special Interest Group on Discourse and Dialog (SIGdial) 2002 through 2008. • Peer evaluation of faculty: for Northern Illinois University, 2005 and for Elon University, 2008. • Reader for Advanced Placement Computer Science Exam: 1998, 1999, 2002. • Question Leader for Advanced Placement Computer Science Exam: 2003, 2004, 2006, 2007. • NSF CAREER Awardee Meeting, Washington, D.C., January 1999. • NSF PI Meetings, November 1995, Cambridge, Massachusetts, August 1997, Stevenson, Washington, and February 1999, Orlando, Florida. • NSF Panel Reviews, 1996, 1997, 2009.

University Committees • Dean’s Quadrennial Evaluation Committee, January 2007 – May 2008. • Served on Graduate Administrative Board from January 2001 through May 2003. • Served a 3-year term in August 1998 on the Faculty Senate Library Committee. • Served a 3-year term beginning August 1994 on the Faculty Senate Teaching Effectiveness Committee (TEC) • Served as TEC representative on the selection committee for the Board of Governors Award for Excellence in Teaching, spring 1997. • Served as TEC representative on the selection committee for the Distinguished Professor of Teaching Awards, spring 1996.

Miscellaneous University Service: • Personnel Committee Chair, Department of Computer Science, August 2004- August 2005, August 2008 – present. • Scholar-Teacher Award Selection Committee Chair, College of Technology and Computer Science, October 2008 – present. • Interim Chair Department of Mathematics: August 2007 – June 2008. • NSF CAREER Mentor: Fall 2007. • Faculty Senator: April 2006 – April 2008. • Curriculum Committee Chair, Department of Computer Science, August 2000- August 2007. • Director of Graduate Studies for Department of Computer Science, January 2001 to October 2007. • Computer Science Coordinator within Department of Mathematics, August 1998-December 2000. • East Carolina ACM Student Programming Team Coach/Advisor: 1994-2007; also organized and developed local contests spring 1993, every spring from 1995 through 1999 and spring 2001. • East Carolina Computer Club Advisor, 1993-1996.

PROFESSIONAL MEMBERSHIPS

Member of the Association for Computing Machinery since 1983, member of special interest groups on Artificial Intelligence and Computer Science Education. Member of the Association for Computational Linguistics since 1986.

8 Member of the American Association of Artificial Intelligence since 1993. Member of Sigma Xi since 1994. Member of the IEEE Computer Society since 1995. Member of the American Association of University Professors since 1997.

9 M.H.N. Tabrizi, Ph.D. Professor Computer Science College of Technology & Computer Science [email protected]

Academic Background Ph.D. , --N/A-- Memberships ACM, 2010-2011, International WORK EXPERIENCE Consulting 2007: East Carolina University's Department of Rehabilitation Studies, Helping Hands Solve Equipment, Software Problems Courses Taught CSCI 6130; Networking and Telecommunications; SENG 6260; Software Metrics and Quality Management; CSCI 6170; Developing E-Commerec Systems, Computer Networks and the Internet, Computer Science Survey, Computer Systems Architecture, Developing E-Commerce Systems, Independent Study, Intro to Developing e-Business Systems, Network and Telecommunication, Procedural Languages and Compilers, Research Project, SENG 6235: Project Managent; SENG 6230; Software Engineering Foundation; CSCI 6140; Mobile Communications and Wireless Security, SENG 6250: Software Systems Modeling and Analysis, Selected Topics in Computer Science, Software Engineering Foundations, Software Engineering I, Software Engineering II, Software Engineering Project, Software Metrics and Quality Management, Software Project Management, Software Systems Modeling and Analysis, Switching Theory and Computer Organization, Thesis, Topics in Computer Science Other Teaching Activities Distance Learning Have taught online CSCI 4530, 6130, 6140 and SENG 6230, 6235, 6250, 6260 for several years Course (Existing) - Compensated Redesign 2007-2008 - Course (Existing) - Compensated Redesign. Course (New) - Creation/Delivery: Conventional 2009-2010 - Course (New) - Creation/Delivery: Conventional. I taught a new course SENG 6250 in fall 2009 2006-2007 - Course (New) - Creation/Delivery: Conventional. Student Assign-Independent Studies 2007-2008 - Student Assign-Independent Studies. 1 student, Offered Independent Study; Jacob Penock Student Assign-Students Advised (GRAD) 2009-2010 - Student Assign-Students Advised (GRAD). 30 students, As a graduate program director I advise students constantly. Student Assign-Supervised Research (GRAD) 2010-2011 - Student Assign-Supervised Research (GRAD). 4 students, Supervised the following students projects: Alireza Kousha, Girish Vuggina, Abhilash Vuggina, Shyam Tandukar 2009-2010 - Student Assign-Supervised Research (GRAD). 1 student, Supervised James Crouch's project entitled 'Use of the Apple iPhone/iPod Touch as a Platform for the Development of Multi-Modal Sducational Applications 2007-2008 - Student Assign-Supervised Research (GRAD). 2 students, Supervised two graduate students in fall 2007 Student Assign-Supervised Research (UG) 2009-2010 - Student Assign-Supervised Research (UG). 1 student, Supervised Mitzi Ponce abstract in Univeristy research week. This was perform in April 2009. Student Collabor: Co-Author of Article/Chapter 2009-2010 - Student Collabor: Co-Author of Article/Chapter. 2 students, Published a paper (I have also listed this under publication section) entitled 'RFID Based Learning Assessment System' with 2 graduate students, V Drona and S. Drona. Thesis / Dissertation Committee - Chair 2009-2010 - Thesis / Dissertation Committee - Chair. 1 student, Supervised Mark Ahlstrom's Thesis, entitled 'Recurrence and Plasticity in Evolved Adaptive Neural Controllers' 2007-2008 - Thesis / Dissertation Committee - Chair. Supervised MS project; Sriram Venkata Drona 2007-2008 - Thesis / Dissertation Committee - Chair. Supervised MS project; Vamshi Venkata Drona 2007-2008 - Thesis / Dissertation Committee - Chair. 1 student, Supervised Dhiarya K Tolat MS project on Profile based Information System using RFID (PISR) Innovations in Course Content / Presentation 2010-2011 - Innovations in Course Content / Presentation. I have been engaged for many years in teaching online courses. I have also been developing a Virtual Reality based online course delivery system which has received funding from NSF and is being used by Mathematics department. 2007-2008 - Innovations in Course Content / Presentation. Have been developing Virtual Reality based course delivery system and has been involved in creation of the course content. Other Teaching Activities 2009-2010 - Other Teaching Activities. My CSCI 4230 class are involved in developing a software project for UNISYS together with students from India. 2009-2010 - Other Teaching Activities. I have helped to develop IBM University Delivery Services where IBM recruits the students to work on real world projects. 2007-2008 - Other Teaching Activities. Created a partnership program with IBM to participate in teaching software engineering students. 2006-2007 - Other Teaching Activities. Develped a program where CS students worked with team of stuents from India on a project provided by Unisys of India. Revision of Existing Course 2010-2011 - Revision of Existing Course. Developoed and delivered an online and on-campus course SENG 6260. I used Calsys, Camtasis, and Skype for recording and delivering the course online and conducting the weekly online meetings. INTELLECTUAL CONTRIBUTIONS: Refereed Articles Kishore, M., Tabrizi, M.H., Ozan, E., Aziz, S., & Wuensch, K. (2009). Correlates of Student Preference for Online Instruction over Face-to-Face Instruction. E-Learning, 6 (4) , 400-415. Drona, V., Drona, S., Russell, C., & Tabrizi, M. (2009). RFID Based Learning Assessment System. WSEAS Transactions on Computers, 8 (6) , 1010-1019. Wuensch, k., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M.H.N. (2009). Technology and Pedagogy: The Association between Students' Perceptions of the Quality of Online Courses and the Technologies Employed. MERLOT Journal of Online Learning and Teaching, 5 (2) , 253-262. Collins, C. & Tabrizi, M.H.N. (2007). Integrating Visual Modeling Throughout the Computer Science Curriculum. INTERNATIONAL JOURNAL OF SOCIAL SCIENCES, 1 (4) , 264-273. Wuensch, K., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M.H.N. (2008). Pedagogical characteristics of online and face-to-face classes. Internation Journal of E-Learning, 7 (3) , 523-532. Tabrizi, M.H.N., Liu, J., & Billings, s. (2007). Modeling of Non-linear Stochastic Systems. The IPSI BgD Transactions on Advanced Research, 2 (1) , 33-38. Hodge, E. M., Tabrizi, M.H.N., Farwell, M., & Wuensch, k. (2007). Virtual Reality Classrooms Strategies for Creating a Social Presence. INTERNATIONAL JOURNAL OF SOCIAL SCIENCES, 2 (2) , 105-109. Tabrizi, M. (2005). Behavioral assessment of online education. WIT Transaction on Biology and Environment, 84 , 1295-1299. Tabrizi, M. (2002). Compression and Filtration of US Medical Images with Inverse Difference Pyramid. Annals of New York Academy of Science, 980 , 140-151. Tabrizi, M. (2000). Nonlinear Model Estimation of the Regulated Stream flow system. Journal of Rivers, 7, 126-137. Refereed Proceedings Full Paper Vilkomir, S., Asghary, A., & Tabrizi, M. (in press, 2011). Interface Testing Using a Subgraph Splitting Algorithm: A Case Study. Twenty-Third International Conference on Software Engineering and Knowledge Engineering (SEKE 2011) . Tabrizi, M., Vilkomir, S., & Ding, J. (2011). Development of North Carolina's first Software Engineering program: An experience report. Software Engineering Education and Training (CSEE&T) . Russells, C., Tolat, D., Tabrizi, M., Farwell, M., & Dermody, M. (2011). Profile based Information System using Radio Frequency Identification. Proceedings of Intellectbase International Consortium . Vemareddy, S., Abrahamson, K., & Tabrizi, M. (2010). Features-based Approach For Handwriting Recognition. International Conference on Image Processing, Computer Vision, & Pattern recognition, IPCV 2010 , 765-768. Xie, B., Medi, M., Vuggina, G., & Tabrizi, M. (2010). Sigma Feature for Offline Cursive Handwriting Recognition. International Conference on Image Processing, Computer Vision, & Pattern recognition, IPCV 2010 , 750-754. Ding, J., Westbrook, C., & Tabrizi, M. (2010). Designing Aspects with Use Cases: A Case Study. International Conference on Software Engineering and Knowledge Engineering, SEKE 2010 , 797- 803. Farwell, M., Russells, C., Ferrell, D., McFadden, B., & Tabrizi, M. (2010). AGENT-BASED VIRTUAL REALITY (AVR) IN SCIENCE, TECHNOLOGY AND MATH. International Conference on Engineering and Technology Education , 119-123. Pennock, J. & Tabrizi, M.H.N. (2008). A Survey of Input Sensing and Processing Techniques for Multi- Touch Systems. CDES'08, International Conference on Computer Design , CSREA Press,. Hamrick, I. & Tabrizi, M.H.N. (2008). Virtual Reality-Based Home Safety Inspection System. SHEWS 2008, Safety Health, Environmental World Congress , 18-20. Ponce, M.L.D, Ding, J., & Tabrizi, M.H.N. (2008). Identifying Factors that Improve the Predictive Quality of BMI for Health Status. BIOCOMP'08, the 2008 International Conference on Bioinformatics and Computational Biology, II , CSREA Press,, 374-378. Tabrizi, M.H.N. (2008). Agent and Virtual Reality-based Course Delivery Systems. ACC 08, Applied Computing Conference , 73-76. Tabrizi, M., Collins, C., & Kalamkar, V. (2009). An International Collaboration in Software Engineering. ACM SIGCSE , 306-310. Tabrizi, M.H.N. (2007). Teaching Online Software Engineering Courses in a Virtual Reality Classroom Environment. International Conference on the Virtual Computing Initiative , 25-28. Ozan, E., Tabrizi, M.H.N., & Wuensch, K. (2007). Learning effectiveness as a function of the technologies employed in online learning settings. American Society for Engineering Education, Annual Conference . Collins, C. & Tabrizi, M.H.N. (2007). Using Visual Technologies tp Promote Excellence in Computer Science Education. Internation Conference on Computer, Electrical, and Systems Science, and Engineering , 83-87. Yao, X., Hooks, D., & Tabrizi, M.H.N (2007). Analysis of Feature Extraction Techniques for Offline Handwriting Recognition. International Conference on Image Processing, Computer Vision, & Pattern recognition , CSREA Press, 513-518. Ding, J. & Tabrizi, M.H.N. (2008). Modeling and Model Checking of Clinical Diagnostic Algorithms. IEEE International Conference On Networking, Sensing and Control , 78-83. Wuensch, K., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M.H.N. (2007). Pedagogical characteristics of online and face-to-face classes. 11th Annual E-Learn World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education , 2422-2429. Tabrizi, M. (2005). In -Process Object-Oriented Database Design for .NET. Proceedings of SIGITE Conference , 139-142. Todderick, L, TJ Mohhamed, Tabrizi, M. (2005). A RESERVATION AND EQUIPMENT MANAGEMENT SYSTEM FOR SECURE HANDS-ON REMOTE LABS FOR INFORMATION TECHNOLOGY STUDENTS. Proceedings of Frontiers in Education , S3F13-S3F18. Murenin, C. & Tabrizi, M. (2004). Development of Usable and Accessible web-portals using W3C standards. Proceedings of ITCC 2005, II , 829-831. Presentation of Refereed Papers International Tabrizi, M.H.N. (2007). Teaching Online Software Engineering Courses in a Virtual Reality Classroom Environment. International Conference on the Virtual Computing Initiative, Raleigh, North Carolina. Presentation of Non-Refereed Papers International Tabrizi, M.H.N. (2008, May). Agent and virtual reality-based course delivery system. The APPLIED COMPUTING CONFERENCE 2008, Istanbul, Turkey. Research Grants Funded 2010: Tabrizi, MHN, ....., Collaborative Project: Integration of Shared Presentation Virtual Space in STEM courses ($74,000.00), GOV-National Science Foundation (NSF). 2010: Li, C. & Tabrizi, MHN,...., A Centralized Resource Management Model for Computer Networking Laboratory Equipment Sharing among Collaborating Institutes, GOV-National Science Foundation (NSF). 2009: Tabrizi, M.H.N., A Centralized Resource Management Model for Computer Networking Laboratory Equipment Sharing among Collaborating Institutes, GOV-National Science Foundation (NSF). 2009: Tabrizi, M. H.N., Farwell, M., & Russell, C., Collaborative Project: Integration of Shared Presentation Virtual Space in STEM courses ($74,924.00), GOV-National Science Foundation (NSF). 2008: Tabrizi, M.H.N., Plan to Develop Online Certificate in Computer gaming ($49,900.00), UNC General Administration. 2007: Tabrizi, M.H.N., Virtual Reality ($30,000.00), IBM. Not Funded 2010: Ding, J. & Tabrizi,, MHN,...... , Software Testing -- Foundations, Tools and Applications, GOV- National Science Foundation (NSF). 2010: Ding, J. & Tabrizi,, MHN, ....., Development of a Process Excellence Platform for Teaching Computer Science Courses, GOV-National Science Foundation (NSF). 2009: Tabrizi, M.H.N., Integrating Qualitative Factors into Strategic Business Decision Models to Improve Overall Costs and Effectiveness of Critical Decisions, GOV-National Science Foundation (NSF). 2009: Tabrizi, M.H.N., A Game-based Glide Path into Computer Science, GOV-National Science Foundation (NSF). 2009: Tabrizi, M.H.N., Development of a Process Excellence Platform for Teaching and Learning Undergraduate Software Development Courses, GOV-National Science Foundation (NSF). 2007: Tabrizi, PI, M.H.N., Farwell, CoPI, M., Wuensch, CoPI, K., & Collins, CoPI, C., Teaching Online Courses in a Virtual Reality Classroom Environment, GOV-National Science Foundation (NSF). 2007: Tabrizi, PI, M.H.N.,, Placer, CoPI, J., & Luckzvich, CoPI, J., Archival Data Extraction, Assessment, and Preservation Infrastructure, GOV-National Science Foundation (NSF). 2007: Li, PI, C., Tabrizi, CoPI, M.H.N., Mohammed, CoPI, T., Lunsford, CoPI, P., & Lee, CoPI, L., A DE Hands-on Lab Model Based on Virtualization Technology and Equipment Sharing, GOV-National Science Foundation (NSF). 2007: Tabrizi, PI, M.H.N., carolan, CoPI, C., farwell, CoPI, m., & Coloney, CoPi, J., Teaching Online Courses in a Virtual Reality Classroom Environment, GOV-National Science Foundation (NSF). 2007: Tabrizi, PI, M.H.N., Wuensch, CoPI, K., aziz, CoPI, S., Ozan, CoPI, E., & Kishore, CoPI, M., Student Learning in Traditional Online and Virtual Reality Environments: Effects of Gender and Modality Preference, GOV-National Science Foundation (NSF). 2009: Tabrizi, PI, M., Placer, CoPI, J., & Narasimhan, CoPI, L., PIRE: Development of the system of speech and handwriting recognition, pre-proposal, GOV-National Science Foundation (NSF). 2008: Tabrizi, M.H.N., A Centralized Resource Management Model for Computer Networking Laboratory Equipment Sharing among Collaborating Institutes, GOV-National Science Foundation (NSF). Pending 2010: Tabrizi,, MHN...... , Improving and Enhancing STEM Education with Virtual Reality Tools, GOV- National Science Foundation (NSF). 2008: Tabrizi, M.H.N, Collaborative Project: Integration of Shared Presentation Virtual Space in STEM courses, GOV-National Science Foundation (NSF). Commercial Software Developed 2010: Agent and Virtual Reality Based Course Delivery System (Revised version). 2009: AVR teaching tool. I have been developing the AVR software and have reported in the past. 2008: Computer Simulated Home Visit System. I together with Dr. Hamrick have been developing this software for the past 3 years. 2008: Agent and Virtual Reality Based Online Course Delivery System. I have been developing this innovative technology for about 5 years. Several faculty are using this system now. SERVICE: Service to the University Department Assignments Chair: 2010-2011: Director of Graduate Studies 2009-2010: Director of Graduate Studies: Director of Graduate Studies 2007-2008: Director of Graduate Programs (Computer Science and Software Engineering) Member: 2010-2011: Promotion Committee 2009-2010: Curriculum Committee 2009-2010: Tenure Committee 2009-2010: Personnel Committee 2007-2008 – 2008-2009: Promotion and Rank Committee 2007-2008 – 2008-2009: Tenure Committee 2007-2008 – 2008-2009: Personnel Committee 2007-2008: Department Curriculum Committee 2007-2008: Tenure Committee College Assignments Chair: 2009-2010 – 2010-2011: TSYS International Committee 2009-2010 – 2010-2011: Graduate Curriculum Committee 2008-2009: TSYS International Committee 2007-2008: International Committee Faculty Sponsor: 2007-2008: Developed Software Engineering Program, MS in Software Engineering is being offered from Spring 2008: I have spent many years of my life to develop this program with all its lab supports and etc. Our new MS in Software Engineering that was initiated and developed by myself is being offered now. Member: 2009-2010: Promotion and Rank Committee 2008-2009: Graduate Faculty Committee 2008-2009: Tech Systems Dean Search Committee 2007-2008 – 2008-2009: College Space Committee 2007-2008 – 2008-2009: Graduate Curriculum Committee 2007-2008 – 2008-2009: Student and Faculty Honors Committe 2007-2008: Graduate Curriculum Committee, Technology and Computer Science 2007-2008: Promotion Committee: Served as a member of promotion committe for Dr. Gerald Micklow of Engineering 2007-2008: College graduate ad hoc committee University Assignments Chair: 2010-2011: faculty Information Technolgy Committee 2009-2010: Faculty Informatio Technology Review 2007-2008: faculty Information Technology Review Committee Member: 2010-2011: Information Resources Coordinating Council 2009-2010: Hearing Committee 2009-2010: Monthly informal meeting with committee chairs 2008-2009: Graduate Programs Assessment Committee 2008-2009: Graduate Admission Standard Committee 2007-2008: Committee of International Curriculum Initiatives 2007-2008: Performance Management Technology Review Committee (Dr. Weismiller)

Service to the Profession Invited Lecture 2010-2011: International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU '10), Teaching STEM Courses with Virtual Reality based Course Delivery System, Kiwate, Japan (International). Member: Committee/Task Force 2010-2011: International Conference on Computer and Electrical Engineering (International). Reviewer - Grant Proposal Related to Expertise 2010-2011: National Science Foundation (National). Other Activities 2010-2011 - Other : I have been involved fo many years in developing and delivering online courses. My Virtual Reality Based online course delivery system is being used by the Mathematics Department. 2010-2011 - Special Projects : Helped to develop Software Engineering new concentrations and presented before university GCC and administrators. Approved 2011 2010-2011 - Other : Attended IBM University Day in Raleigh. Several graduate students presented their research as posters 2010-2011 - Other : Attended NSF PI meeting in DC 2010-2011 - Other : Attended Cloud Computing Conference in DC 2010-2011 - Other : Participated with several graduate students in ECU research week 2010-2011 - Administrative Duties : CS Graduate Program Director 2010-2011 - Special Projects : Helped to develop ECU-IBM-Rwanda partnership to develop MS in Software Engineering program for Rwanda. 2009-2010 - Administrative Duties : Director of Graduate Studies

Last updated by member on 13-Sep-11 (05:15 PM)

CURRICULUM VITAE

Dr. Sergiy Vilkomir

Assistant Professor Department of Computer Science East Carolina University Greenville, NC, USA

Tel office: +1 252 328 9690 Fax: +1 252 328 0715 Email: [email protected] URL: http://core.ecu.edu/vilkomirs

AREAS OF INTEREST:

 Software testing  Requirement engineering (software specifications)  System and software reliability  Formal methods (the Z notation, tabular notations)  Distributed safety-critical systems

EDUCATION:

 Ph.D. in Computer Systems, 1985 - 1990 KHARKOV POLYTECHNIC UNIVERSITY, Ukraine. Thesis title: Models and methods of the reliability estimation of information and control systems for nuclear power plants.

 M.Sc. in Mathematics and Mathematics Education, 1974 - 1979 KHARKOV STATE UNIVERSITY, Ukraine. Qualification: Mathematician, Teacher of Mathematics. Thesis title: Some problems of factorization of infinitely divisible distributions.

 College for mathematically gifted students at MOSCOW STATE UNIVERSITY, Russia, 1972 - 1974 (National boarding college, Head - Academician Kolmogorov)

CERTIFICATION

ISTQB Certified Tester, Foundation Level (CTFL), June 2010

EXPERIENCE:

August 2008 - present: Assistant Professor (tenure-track), Department of Computer Science, East Carolina University, USA  Research: o Software testing  Effectiveness of software testing  Testing with constraints among parameters  Experimental evaluation of coverage criteria  Teaching: o Fall 2011:  SENG 6280 “Process Management and Life Cycle Modeling” (on campus and online)  SENG 6265 "Foundations of Software Testing" (new course; on campus and online)

o Spring 2011  CSCI 6905 “Dependable Systems and Software Reliability” (on campus and online)  SENG 6270 “Software Verification and Validation” (on campus and online) o Fall 2010:  CSCI 4200 “Software Engineering”  SENG 6280 “Process Management and Life Cycle Modeling” (on campus and online) o Spring 2010  CSCI 6905 “Dependable Systems and Software Reliability” (new course; on campus and online)  SENG 6270 “Software Verification and Validation” (on campus and online) o Fall 2009:  CSCI 4200 “Software Engineering” (new course)  SENG 6280 “Process Management and Life Cycle Modeling” (on campus and online) o Spring 2009  SENG 6270 “Software Verification and Validation” (new course; on campus and online)  SENG 6230 “Software Engineering Foundation” (co-instructor)  SENG 4230 “Software Engineering II” (co-instructor) o Fall 2008:  SENG 6280 “Process Management and Life Cycle Modeling” (new course; on campus and online)  CSCI 4200 “Software Engineering” (co-instructor)

 Supervising MS in Software Engineering projects and theses: o William Ballance, "Effectiveness of Pair-wise Software Testing", current. o Kalyan Tata, "Applicability of Control-Flow criteria for Generation of Test cases from Logical Tabular Specifications", completed in May 2011. o William Jenkins, "Fault Evaluator: A Tool for experimental Investigation of Effectiveness in Software Testing", completed in April 2011. o Brian Fuller, "Software Cost Estimation Utilizing the COCOMO II Model", completed in December 2010. o Sudha Gummadi, "A tool for evaluation of reliability - Reliability Index Calculator", completed in December 2010. o Sunita Agrawal, "Software Testing Quizzes Tool", completed in December 2010. o Khalid Abdelfattah, "Development of Tool for Modeling Input Space for Testing", completed in August 2009.  Grants: o 2010-2011, from Google Inc., $25,000, “Experimental evaluation of effectiveness and tolerance of combinatorial software testing” (Google Faculty Research Award). o 2009-2010, Internal ECU start-up grant, $26,600, “Testing for Trustworthiness of Safety Critical Software”.

July 2007 - August 2008: Research Associate Professor, Software Quality Research Laboratory (SQRL), Department of Electrical Engineering and Computer Science, University of Tennessee, USA  Coverage and statistical testing scientific computational software  Joint project with Oak Ridge National Laboratory: o NEWTRNX – software for high-fidelity neutron transport computation (requirement specifications and testing)

February 2004 – June 2007: Senior Researcher and (2006) part-time Lecturer, Software Quality Research Laboratory (SQRL), Department of Computer Science and Information Systems, Faculty of Informatics and Electronics, UNIVERSITY OF LIMERICK, Limerick, Ireland

 Investigation of: o Formal tabular specifications of software o Methods of software testing based on formal specifications o Software reliability of telecommunication systems

 Participation in joint projects with industrial partners: o SQRL - Dell project (formal specifications) o SQRL - Dell project (automated testing) o SQRL - Ericsson project (formal specifications and testing) o CTVR-Bell Labs project (software and system reliability and fault-tolerance)

 Teaching  Developing and lecturing a new «Modeling and Representation» Module (first year students) o Developing a module structure and content o Developing materials for lectures, tutorials and labs o Lecturing o Supervising tutors o Grading  Co-supervisor of one Ph.D. and one M.Sc. student in Computer Science

2003 – 2004: Fellow, Decision Systems Lab, School of IT and Computer Science, UNIVERSITY OF WOLLONGONG, Australia  Formal Methods in Software Requirements Engineering project. Investigation of: o Co-evolution of formal and informal requirements o Combining i* framework and the Z notation o Formal regulatory requirements for safety-critical software  Co-supervisor of a Ph.D. student in Computer Science

2000 – 2003: Research Fellow and part-time Lecturer, Centre for Applied Formal Methods, School of Computing, Information Systems and Mathematics, SOUTH BANK UNIVERSITY, London, UK

Research Activities:  Formal methods: o Using the Z notation for formalization and analysis of requirements for software o Using the Z notation for formalization of testing criteria  Software testing: o Formulation of new software testing criteria o Analysis of the effectiveness of testing methods o Experimental study of testing  Requirement engineering: o Formalization of regulatory requirements for safety-critical software  Preparation of EPSRC research proposals

Teaching:  Website Management and Security (Internet Computing Year 3, lectures and tutorials)  Effective Web Page Design (Internet Computing Year 2, tutorials)  Mathematics (Computing Studies Foundation Year, tutorials),  Introduction to Computing Technology (Computing Studies Foundation Year, tutorials),  Computing mathematics (Computing Studies Year 1, lectures and tutorials)  Co-supervisor of a Ph.D. student in Computer Science

Responsibilities:  Member of the steering committee of the UK FORTEST network on formal methods and testing.  Organization of CAFM’s Research Seminars

1993-2000: Head of Software Safety Laboratory, Senior Researcher, Department of Computer Systems, UKRAINIAN STATE SCIENTIFIC AND TECHNICAL CENTRE ON NUCLEAR AND RADIATION SAFETY (the part of Nuclear Safety Regulatory Authority of Ukraine), Kharkov, Ukraine

 Licensing and safety audits of safety-critical computer systems at Ukrainian nuclear power plants  Elaboration of methodology of the safety assessment of software  Development of normative documents of Ukrainian Nuclear Regulatory Administration with requirements for safety-critical systems and software  Assessment of safety, reliability, and software quality of the following computer systems: o Teleperm XS system of Siemens, Germany for Rovno-4 NPP o Rod Group and Individual Control System of Skoda-Controls, Czech Republic for South-Ukrainian and Khmelnitski NPPs o Safety Parameters Display System of Westinghouse, USA for VVER-1000 and RBMK o Unit information system of WESTRON, Ukraine-USA for South-Ukrainian NPP o Turbine Control System of Shevchenko Plant (Ukraine) for Zaporozhye-1 NPP  Supervision of a Master student in Computer Science at the KHARKOV POLYTECHNIC UNIVERSITY, Ukraine (1998 –1999)

1992-1993: Senior Researcher, Department of Computer Systems, INSTITUTE OF SAFETY AND RELIABILITY OF TECHNOLOGICAL SYSTEMS, Kharkov, Ukraine

 Design of databases (FOXPRO) and applications software for analysis of technological equipment and control systems reliability and safety in nuclear and heat energetics

1985-1991: Researcher, Department of Reliability, CENTRAL INSTITUTE OF COMPLEX AUTOMATION, Kharkov, Ukraine

 Reliability assessment of “Complex-Titan 2” unit information system for NPPs in Ukraine and Russia  Elaboration of methods for estimation of reliability and safety of computer technological systems  Design and programming (PASCAL) of the software package "PRANA" for reliability estimation

1982-1984: Engineer-Programmer, UKRAINIAN POLYTECHNIC INSTITUTE, Kharkov, Ukraine

 Programming (PL-1, FORTRAN)

1979-1982: Lecturer in Mathematics, Foundation Year Course, UKRAINIAN POLYTECHNIC INSTITUTE, Kharkov, Ukraine and Teacher of Mathematics, HIGH SCHOOL no 57, Kharkov, Ukraine  Teaching mathematics

PROFESSIONAL SERVICE:

 Program Committee member, the Eighth International Conference on Digital Technologies (DT 2011), November 10 -11, 2011, Zilina, Slovak Republic.  Reviewer, “Software: Practice and Experience” journal, 2011.  Program Committee member, the 1st International Workshop on Critical Infrastructure Safety and Security (CrISS-DESSERT’11), May 11-13, 2011, Kirovograd, Ukraine  Moderator of the plenary session, the 1st International Workshop on Critical Infrastructure Safety and Security (CrISS-DESSERT’11), May 11-13, 2011, Kirovograd, Ukraine  Reviewer, "Information Processing Letters" journal, 2011  Program Committee member, the 6th International Conference on Software and Data Technologies (ICSOFT 2011), 18-21 July, 2011, Seville, Spain.  Program Committee member, the 6th International Conference on Software Engineering Advances (ICSEA 2011), October 23-28, 2011, Barcelona, Spain.  Chair of the Software Engineering session, International Conference on Progress in Informatics and Computing (PIC-2010), 10-12 December 2010, Shanghai, China.  Reviewer, “Software: Practice and Experience” journal, 2010.  Program Committee member, the 12th International Conference on Formal Engineering Methods (ICFEM 2010), November 16-19, 2010, Shanghai, China.  Program Committee member, the First International Workshop on Quality Software Practices (QSP 2010), July 14–15, 2010, Zhangjiajie, China.  Program Committee member, the 5th International Conference on Dependable Systems, Services & Technologies (DESSERT-2010), May 11-15, 2010, Kirovograd, Ukraine.  Program Committee member, the 5th International Conference on Software and Data Technologies (ICSOFT 2010), July 22-24, 2010, Athens, Greece.  Program Committee member, the Fifth International Conference on Software Engineering Advances (ICSEA 2010), August 22-27, 2010 - Nice, France.  Reviewer, “Quality and Reliability Engineering International” journal, 2009  Reviewer, the 13th IASTED International Conference on Software Engineering and Applications (SEA 2009), Cambridge, MA, USA, November 2 – 4, 2009  Reviewer, “Formal Aspects of Computing” journal, 2009.  Program Committee member, the Fourth International Scientific-Technical Conference "NPP Instrumentation and Control Systems: Safety Aspects", November 16-18, 2009, Kharkov, Ukraine.  Program Committee member, the Fourth International Conference on Software Engineering Advances (ICSEA 2009), September 20-25, 2009, Porto, Portugal.  Program Committee member, the Fourth International Conference on Software and Data Technologies (ICSOFT 2009), July 26-29, 2009, Sofia, Bulgaria.  Reviewer, the 39th Annual IEEE/IFIP International Conference on Dependable Systems and Networks (DSN-2009), June 29 –July 2, 2009, Estoril, Lisbon, Portugal.  Reviewer, the 4th International Conference on Information Technology (ICIT 2009), June 3–5, 2009, Amman, Jordan.  Reviewer, “Empirical Software Engineering” journal, 2009.  Program Committee member, the Fourth International Conference on Dependable Systems, Services & Technologies (DESSERT-2009), April 22-25, 2009, Kirovograd, Ukraine.  Program Committee member, 2nd International Conference on Software Testing, Verification, and Validation (ICST 2009), April 1 - 4, 2009, Denver, Colorado, USA  Reviewer, “Journal of Systems and Software”, 2008.  Reviewer, “IEEE Transactions on Software Engineering” journal, 2008.  Program Committee member, the 6th IEEE International Conference on Software Engineering and Formal Methods (SEFM 2008), November 10-14, 2008, Cape Town, South Africa.  Reviewer, book “Formal Methods and Testing”, R.M. Hierons et al. (Eds.), Springer Berlin / Heidelberg, Lecture Notes in Computer Science, Volume 4949, 2008, DOI 10.1007/978-3- 540-78917-8  Program Committee member, the 3rd International Conference on Software and Data Technologies (ICSOFT 2008), July 5-8, 2008, Oporto, Portugal.  Reviewer, “Quality and Reliability Engineering International” journal, 2008  Program Committee member, the Third International Conference on Software Engineering Advances (ICSEA 2008), October 26-31, 2008, Sliema, Malta  Program Committee member, the 2nd IEEE & IFIP International Symposium on Theoretical Aspects of Software Engineering (TASE 2008), June 17-19, 2008, Nanjing, China.  Program Committee member, the ABZ (Abstract State Machines, B and Z methods) Conference (ABZ 2008), September 16-18, 2008, London, UK.  Program Committee member, the Third International Conference on Dependable Systems, Services & Technologies (DESSERT-2008), April 23-26, 2008, Kirovograd, Ukraine.  Reviewer, The Fourth IASTED European Conference on Internet and Multimedia Systems and Applications (EuroIMSA 2008), Innsbruck, Austria, March 17 – 19, 2008  Reviewer, The Fourth IASTED International Conference on Advances in Computer Science and Technology (ACST 2008), Langkawi, Malaysia, April 2 – 4, 2008  Member, the IASTED Technical Committee on Software Engineering, for 2007-2010  Reviewer, “IEEE Transactions on Computers” journal, 2007.  Program Committee member, the 5th IEEE International Conference on Software Engineering and Formal Methods (SEFM 2007), September 10-14, 2007, London, UK.  Chair of the track on Software Reliability, the Second International Conference on Dependable Systems, Services & Technologies (DESSERT-2007), April 24-27, 2007, Kirovograd, Ukraine.  Program Committee member, the Second International Conference on Dependable Systems, Services & Technologies (DESSERT-2007), April 24-27, 2007, Kirovograd, Ukraine.  Program Committee member, the Second International Conference on Software Engineering Advances (ICSEA 2007), August 25-31, 2007, Cap Esterel, French Riviera, France.  Program Committee member, the First IEEE & IFIP International Symposium on Theoretical Aspects of Software Engineering (TASE 2007), June 6-8, 2007, Shanghai, China.  Program Committee member, 17th IEEE International Symposium on Software Reliability Engineering (ISSRE’2006), 6-10 November 2006, Raleigh (Research Triangle), North Carolina, USA.  Program Committee member, The Second International Conference on Open Source Systems (OSS 2006), Como, Italy, 8 - 10 June 2006.  Program Committee member, 16th International Conference of Z Users (Z User Meeting - ZUM 2006), part of the 2nd Systems and Software Week, Columbia, Maryland, USA, 24-28 April 2006.  Program Committee member, International Conference on Dependable Systems, Services & Technologies (DESSERT-2006), Poltava, Ukraine, April 25-28, 2006.  Steering Committee member, international Z User Group (ZUG), 2005 – present.  Steering Committee member, the UK FORTEST network on formal methods and testing, 2001 – 2003.  Reviewer, Fourth International Conference on Integrated Formal Methods (IFM 2004), Canterbury, Kent, England, April 4-7, 2004.  Reviewer, International Journal on Software Tools for Technology Transfer (STTT), Springer-Verlag, 2004.  Reviewer, 5th International Conference on Formal Engineering Methods (ICFEM 2003), Singapore, November 5-7, 2003.  Reviewer, Eighth International Workshop on Formal Methods for Industrial Critical Systems (FMICS 03), Trondheim, Norway, June 5-7, 2003.  Reviewer, “Information and Software Technology” Journal, ELSEVIER, 2002

INVITED PRESENTATIONS:

 Computers Systems and Networks Department, Ukrainian National Aerospace University (KhAI), Kharkiv, Ukraine, May 2011  Invited plenary speaker, the 1st International Workshop on Critical Infrastructure Safety and Security (CrISS-DESSERT’11), Kirovograd, Ukraine, May 11-13, 2011.  Invited plenary speaker, the Second International Conference on Dependable Systems, Services & Technologies (DESSERT-2007), Kirovograd, Ukraine, April 24-27, 2007.  Workshop, Software Quality Research Laboratory, University of Tennessee at Knoxville, USA, December 2006.  Research seminar, Department of Information Technology, National University of Ireland, Galway, October 2006.  Department of Computer Science, University of Tennessee at Knoxville, USA, August 2006  Computer Science Department, University of Idaho, USA, May 2006.  School of Computer Science, University of Nevada at Las Vegas, USA, May 2006.  SQRL research seminar, University of Limerick, Ireland, June 2005.  SQRL research seminar, University of Limerick, Ireland, January 2005.  International Symposium CTVR (Centre for Telecommunications Value Chain Driven Research), University of Limerick, Ireland, September 2004.  School of IT and Computer Science research seminar, University of Wollongong, Australia, August 2003.  Decision Systems Laboratory research seminar, University of Wollongong, Australia, April 2003.  Software Technology Research Laboratory (STRL) research seminar, De Montfort University, Leicester, UK, November 2002.  Third workshop of the EPSRC FORTEST Network on formal methods and testing, University of Kent at Canterbury, UK, June 17-18, 2002.  Systems & Software Engineering Research Group (SSE) research seminar, South Bank University, London, UK, June 2002.  Systems & Software Engineering Research Group (SSE) research seminar, South Bank University, London, UK, March 2002.  First workshop of the EPSRC FORTEST Network on formal methods and testing, Brunel University, London, UK, November 21-22, 2001.  Formal Methods Europe (FME) meeting, SBU, London, UK, November 2001.  Systems & Software Engineering Research Group (SSE) research seminar, South Bank University, London, UK, September 2001.  IAEA Regional Workshop on Design, Evaluation and Licensing of NPP Modification, Milan Copic Nuclear Training Centre, Ljubljana, Slovenia, 2000.  IAEA Regional Workshop on Evaluation and Licensing of NPP Modification, Milan Copic Nuclear Training Centre, Ljubljana, Slovenia, 1999.

PROFESSIONAL TRAINING:

 August 2008, January 2009, September 2009, January 2010, January 2011, February 2011: ECU training workshops, East Carolina University, USA  1998: Argonne National Laboratory, USA; Toronto, Canada, IAEA Interregional Training Course on “Advances in Monitoring, Assessment and Enhancement of Operational Safety of Nuclear Power Plants” (3 weeks, subject – computer systems).  1998: European Summer School on Reliability and Safety of Human-Machine Systems, Crete, Greece (1 week)  1996: Nuclear Safety and Protection Institute (IPSN), Fontenay-aux-Roses, France, training on MALPAS software tool for the static analysis of the critical software (2 weeks).  1995: Centre D’Etudes De Saclay, Gif-sur-Yvette, France, training on CLAIRE software tool for testing of software of distributed real time applications (4 weeks).  1994: Nuclear Safety and Protection Institute (IPSN), Fontenay-aux-Roses, France, advanced training on licensing of nuclear safety (6 weeks, subject – computer systems).

MEMBERSHIP:

 IEEE Senior Member  ACM Member

PUBLICATIONS:

 74 peer-reviewed papers in total, including: o Book chapter - 1 o Journals - 18 o International conferences - 36 o Other conferences (Russia and Ukraine) - 16 o Standards - 3

2011

74. Sergiy Vilkomir, Ali Asghary Karahroudy, Nasseh Tabrizi. Interface Testing Using a Subgraph Splitting Algorithm: A Case Study, Proceedings of the Twenty-Third International Conference on Software Engineering and Knowledge Engineering (SEKE 2011), Miami, Fl, USA, July 7-9, 2011, pp. 219-224.

73. Mohammad H. N. Tabrizi, Sergiy Vilkomir, Junhua Ding. Development of North Carolina's first Software Engineering program: An experience report, Proceedings of the 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T 2011), May 22-24, 2011, Waikiki, Honolulu, HI, USA, pp. 266-273.

72. Sergiy Vilkomir. Cloud Computing Infrastructures: Software Testing Aspects, Proceedings of the 1st International Workshop on Critical Infrastructure Safety and Security (CrISS- DESSERT’11), May 11-13 2011, Kirovograd, Ukraine, Vol. 1, pp. 35-40.

71. Sergiy Vilkomir. Effect of testing coverage on software reliability - An experimental investigation, Proceedings of the International Topical Meeting on Probabilistic Safety Assessment and Analysis (PSA 2011), Wilmington, North Carolina, March 13-17, 2011.

2010

70. William Jenkins, Sergiy Vilkomir, William Ballance. Fault Evaluator: A Tool for Experimental Investigation of Effectiveness in Software Testing, Proceedings of the International Conference on Progress in Informatics and Computing (PIC-2010), 10-12 December 2010, Shanghai, China, pp. 1077-1083.

69. William Ballance, William Jenkins, and Sergiy Vilkomir, Probabilistic Assessment of Effectiveness of Software Testing for Safety-Critical Systems, Proceedings of the 10th International Probabilistic Safety Assessment & Management Conference (PSAM 10), 7-11 June 2010, Seattle, Washington, USA

68. Sergiy Vilkomir, Approaches to Comparison of Software Testing Criteria, Radioelectronic and Computer Systems Journal (Ukraine), Vol. 6 (47), 2010, pp. 192-196 (in Russian).

67. Ben Flood, Brett Houlding, Simon P. Wilson, Sergiy Vilkomir. A probability model of system downtime with implications for optimal warranty design. Quality and Reliability Engineering International Journal, Volume 26, Issue 1, February 2010, pp. 83-96.

2009

66. Sergiy A. Vilkomir, Khalid A. Abdelfattah, Sudha Gummadi. MIST: Modeling Input Space for Testing Tool. Proceedings of the 13th IASTED International Conference on Software Engineering and Applications (SEA 2009), Cambridge, MA, USA, November 2 – 4, 2009, pp. 210-217.

65. Sergiy Vilkomir, Tom Swain and Jesse Poore. Software Input Space Modeling with Constraints among Parameters. Proceedings of the 33rd Annual IEEE International Computer Software and Applications Conference (COMPSAC 2009), Seattle, Washington, July 20 - July 24, 2009, pp. 136-141.

64. Sergiy Vilkomir. Algorithm for Construction of an Input Space Model for Software Testing. Radioelectronic and Computer Systems Journal (Ukraine), Vol. 5 (39), April 2009, pp. 147-152 (in Russian).

63. R. M. Hierons, K. Bogdanov, J. P. Bowen, R. Cleaveland, J. Derrick, J. Dick, M. Gheorghe, M. Harman, K. Kapoor, P. Krause, G. Luettgen, A. J. H. Simons, S. A. Vilkomir, M. R. Woodward and H. Zedan. Using Formal Specifications to Support Testing, ACM Computing Surveys journal, Vol. 41, No. 2, February 2009, pp.9:1-9:76.

62. Sergiy Vilkomir. Statistical testing for NPP I&C system reliability evaluation. Proceedings of the 6th American Nuclear Society International Topical Meeting on Nuclear Plant Instrumentation, Controls, and Human Machine Interface Technology (ICHMI 2009), Knoxville, TN, USA, April 5-9, 2009.

61. Aneesh Krishna, Sergiy Vilkomir, Aditya K. Ghose. Consistency preserving co-evolution of formal specifications and agent-oriented conceptual models. Information & Software Technology journal, Volume 51, Issue 2, February 2009, pp. 478–496.

2008

60. Sergiy Vilkomir, Tom Swain, Jesse Poore and Kevin Clarno. Modeling input space for testing scientific computational software: a case study. Proceedings of the International Conference on Computational Science 2008 (ICCS 2008), Krakow, POLAND, June 23-25, 2008, Part III, LNCS 5103, pp. 291-300.

59. Sergiy A. Vilkomir, David L. Parnas, Veena B. Mendiratta, Eamonn Murphy. Computer Systems Availability Evaluation Using a Segregated Failures Model. Quality and Reliability Engineering International Journal, Volume 24, Issue 4, June 2008, pp. 447-465.

58. Sergiy Vilkomir, Tom Swain and Jesse Poore. Combinatorial test case selection with Markovian usage models. Proceedings of the 5th International Conference on Information Technology: New Generations (ITNG 2008), April 7-9, 2008, Las Vegas, Nevada, USA, IEEE Computer Society, pp. 3-8.

57. Sergiy A. Vilkomir and Jonathan P. Bowen. From MC/DC to RC/DC: Formalization and Analysis of Control-Flow Testing Criteria. Book Chapter in “Formal Methods and Testing”, R.M. Hierons et al. (Eds.), Springer Berlin / Heidelberg, Lecture Notes in Computer Science, Volume 4949, 2008, DOI 10.1007/978-3-540-78917-8, pp. 240-270. (Modified version of paper 51)

2007

56. David Parnas and Sergiy Vilkomir. Precise Documentation of Critical Software. Proceedings of the 10th IEEE High Assurance Systems Engineering Symposium (HASE’07), Dallas, Texas, USA, November 14 - 16, 2007, pp. 237-244.

55. David Parnas and Sergiy Vilkomir. Using Precise Documentation to Improve the Trustworthiness of Critical Software. Radioelectronic and Computer Systems Journal (Ukraine), Vol. 8 (27), April 2007, pp. 163-172 (in Russian).

2006

54. Sergiy Vilkomir, Jonathan Bowen and Aditya Ghose. Formalization and assessment of regulatory requirements for safety-critical software. Innovations in Systems and Software Engineering - A NASA Journal, Volume 2, Numbers 3-4, December 2006, pp. 165-178.

53. Colm Quinn, Sergiy Vilkomir, David Parnas and Srdjan Kostic. Specification of Software Component Requirements Using the Trace Function Method. Proceedings of the International Conference on Software Engineering Advances (ICSEA 2006), October 29 - November 3, 2006, Tahiti, French Polynesia.

52. Sergiy A. Vilkomir. Using MC/DC and RC/DC criteria for specification-based testing of safety-critical software. Radio-electronic and Computer Systems journal (Ukraine), Vol. 6 (18), 2006, pp. 130-135.

51. Sergiy A. Vilkomir and Jonathan P. Bowen. From MC/DC to RC/DC: Formalization and Analysis of Control-Flow Testing Criteria, Formal Aspects of Computing, Vol. 18, Num. 1, March 2006, pp. 42-62.

50. Sergiy A. Vilkomir, David L. Parnas, Veena B. Mendiratta, Eamonn Murphy. Segregated Failures Model for Availability Evaluation of Fault-Tolerant Systems, Proceedings of the 29th Australasian Computer Science Conference (ACSC 2006), Tasmania, Hobart, Australia, January 16 - 19, 2006, CRPIT vol. 48, ACS, pp. 55-61.

2005

49. Sergiy A. Vilkomir, Paul Tips, David L. Parnas, J. Monahan, T. O'Connor. Evaluation of Automated Testing Coverage: a Case Study of Wireless Secure Connection Software Testing, Supplementary proceedings of the 16th IEEE International Symposium on Software Engineering Reliability (ISSRE 2005), November 8-11, 2005, Chicago, Illinois, USA, pp. 3.123-3.134.

48. Sergiy A. Vilkomir, David L. Parnas, Veena B. Mendiratta, Eamonn Murphy. Availability evaluation of hardware/software systems with several recovery procedures, Proceedings of the 29th Annual International Computer Software and Applications Conference (COMPSAC 2005), Edinburgh, Scotland, July 25-28, 2005, IEEE Computer Society, pp. 473-478.

47. Aneesh Krishna, Aditya K. Ghose, Sergiy A. Vilkomir. 'Loosely-coupled' consistency between agent-oriented conceptual models and Z specifications, Proceedings of the Seventeenth International Conference on Software Engineering and Knowledge Engineering, July 14-16, 2005, Taipei, Taiwan, Republic of China

46. Robert L. Baber, David L. Parnas, Sergiy A. Vilkomir, Paul Harrison, Tony O'Connor. Disciplined Methods of Software Specification: A Case Study, Proceedings of the International Conference on Information Technology Coding and Computing (ITCC 2005), April 4-6, 2005, Las Vegas, NV, USA, IEEE Computer Society, pp. 428-437.

2004

45. A. Krishna, A. Ghose, and S. Vilkomir. Consistency preserving co-evolution of formal and informal models, Proceedings of World Congress on Lateral-Computing (WCLC-2004), Bangalore, India, December 17-19, 2004.

44. A. Krishna, A. Ghose, and S. Vilkomir. Co-Evolution of Complementary Formal and Informal Requirements, Proceedings of 7th International Workshop on Principles of Software Evolution (IWPSE'04), September 06 - 07, 2004, Kyoto, Japan, IEEE Computer Society, pp. 159-164.

43. S. Vilkomir, A. Ghose and A. Krishna. Combining agent-oriented conceptual modeling with formal methods. Proceedings of ASWEC-2004: The 2004 Australian Software Engineering Conference, Melbourne, Australia, April 2004, IEEE Computer Society, pp. 147- 155.

42. A. Krishna, S. Vilkomir and A. Ghose. A case study of combining i* framework and the Z notation. Proceedings of ICEIS-2004: The 6th International Conference on Enterprise Information Systems, Porto, Portugal, April 2004.

41. S. Vilkomir and A. Ghose. Development of a normative package for safety-critical software using formal regulatory requirements. Proceedings of the Product Focused Software Process Improvement: 5th International Conference, PROFES 2004, Kansai Science City, Japan, April 5-8, 2004, Lecture Notes in Computer Science, Springer-Verlag, LNCS 3009, 2004, pp. 523 - 537

2003

40. V. Kharchenko and S. Vilkomir. Assessment of critical software verification: criteria, models and implementation - Control Systems and Computers, num. 6, 2003, pp. 60 - 68 (in Russian).

39. S. A. Vilkomir, K. Kapoor and J. P. Bowen. Tolerance of Control-Flow Testing Criteria, Proceedings of 27th IEEE Annual International Computer Software and Applications Conference (COMPSAC 2003), Dallas, Texas, USA, 3-6 November 2003. IEEE Computer Society Press, 2003, pp. 182-187

2002

38. S. A. Vilkomir and J. P. Bowen. Establishing Formal Regulatory Requirements for Safety- Critical Software Certification, Proceedings of AQuIS 2002: 5th International Conference on Achieving Quality In Software and SPICE 2002: 2nd International Conference on Software Process Improvement and Capability Determination, Venice, Italy, March 13-15, 2002, pages 7- 18

37. S. A. Vilkomir and J. P. Bowen. Reinforced Condition/Decision Coverage (RC/DC): A New Criterion for Software Testing, Proceedings of ZB2002: 2nd International Conference of Z and B Users, Grenoble, France, 23-25 January 2002. Didier Bert, Jonathan P. Bowen, Martin Henson and Ken Robinson (eds.). Springer-Verlag, LNCS 2272, 2002, pages 295 - 313

2001

36. S. A. Vilkomir and J. P. Bowen. Formalization of software testing criteria using the Z notation, Proceedings of COMPSAC 2001: 25th IEEE Annual International Computer Software and Applications Conference, Chicago, Illinois, USA, 8--12 October 2001. IEEE Computer Society Press, 2001, pp. 351 - 356.

2000

35. V. Kharchenko and S. Vilkomir. The Formalized Models of an Evaluation of a Verification Process of Critical Digital Systems Software. - Proceedings of PSAM 5, International Conference on Probabilistic Safety Assessment and Management, November 27 - December 1, 2000, Osaka, Japan, 2000, Vol. 4, pp. 2383 – 2388

34. S. Vilkomir and V. Kharchenko. An "Asymmetric" Approach to the Assessment of Safety- Critical Software During Certification and Licensing, - PROJECT CONTROL: THE HUMAN FACTOR, Proceedings of ESCOM-SCOPE 2000 Conference, 18th - 20th April 2000, Munich, Germany, pp. 467 - 475.

33. M. Yastrebenetsky, Y. Rosen, V. Vasilchenko, S. Vilkomir. Elaboration of Common Regulatory Requirements on Modernized NPP Instrumentation and Control Systems Important to Safety.- Foresight and Precaution. Proceedings of ESREL 2000, SARS and SRA-Europe Annual Conference, Edinburgh, Scotland, 15-17 May, 2000; Volume 1, pp. 813 - 817.

32. Kharchenko V., Sklyar V. , Vilkomir S. On Choosing Software Reliability Models for Critical Application Systems. - Control Systems and Computers, num. 3, 2000, pp. 59 - 69 (in Russian).

31. NP 306.7.02/2.041-2000. Methods of Assessment of Safety-Important NPP I&C Systems Conformity to Requirements of Nuclear and Radiation Safety. - M. Yastrebenetsky, S.Vinogradskaya, Y. Rosen, S. Vilkomir, V. Goldrin, L. Spektor, O. Butova, V. Kharchenko.- Nuclear Regulatory Administration of Ukraine, Kiev, 2000. Approved of 27.11.2000, N 214 (in Russian).

30. NP 306.5.02/3.035-2000. Requirements of Nuclear and Radiation Safety to Safety- Important NPP I&C Systems. - M. Yastrebenetsky, Y. Rosen, O. Butova, S. Vilkomir, S. Vinogradskaya, V. Goldrin, L. Spektor, V. Kharchenko. - Nuclear Regulatory Administration of Ukraine, Kiev, 2000. Approved of 28.03.2000, N 19 (in Russian).

1999

29. Vilkomir S., Kharchenko V. Methodology of the review of software for safety important systems. - Safety and Reliability. Proceedings of ESREL'99 - The Tenth European Conference on Safety and Reliability, Munich-Garching, Germany, 13-17 September 1999, Volume 1, pp. 593-596.

28. Vilkomir S., Kharchenko V., Ponomaryev A., Gorda A. The System Safety Assessment by the Use of Programming Tools during the Licensing Process. - Proceedings of the 17th International System Safety Conference, Orlando, Florida, USA, August 16 - 21, 1999, pp. 222 - 227.

27. Vilkomir S. Requirements to Software during Licensing of NPP's Microprocessor Systems, important for Safety. - Models and Systems, num. 1, 1999, Kharkov, pp. 20 - 22. (in Russian).

26. Kharchenko V, Vilkomir S., Sklyar V. Compensation of human errors in software by the matrix-graph method of reliability models fitting, - Instrumentation and Control Systems at Rail Transport, 6 (21), 1999, pp. 48 - 51 (in Russian).

1998

25. Vilkomir S., Zhidok G. Experience of licensing of software for digital safety related systems in Ukraine. - Project Control for 2000 and Beyond. Proceedings of ESCOM- ENCRESS 98, 27-29 May 1998, Rome, Italy, pp. 328-331

24. M. Yastrebenetsky, Y. Rozen, S.Vinogradskaja, S. Vilkomir, G. Zhidok. Development of Regulatory Requirement to NPP Instrumentation and Control Systems in Ukraine. - Proceedings of the Sixth International Conference on Nuclear Engineering (ICONE-6), USA, May 10-15, 1998

1997

23. Zhidok G.I., Yastrebenetsky M.A., Vilkomir S.A. Legislative Policy and Standards Preparedness for Licensing Process of NPP's I&C Systems. - Proceedings of the International Topical Meeting on VVER Instrumentation and Control, April 21-24, 1997, Congress Centre, Prague, Czech Republic, pp. 113-122.

1995

22. Vilkomir S., Zhidok G. Software for Nuclear Power-Generating Unit Protection Systems: Safety and Reliability Problem. - Control Systems and Computers, num. 4/5, 1995, pp. 82-86 (in Russian).

21. M. Yastrebenetsky, L. Garagulya, V. Glygalo, V.Goldrin, G. Gidok, B. Evdeev, L.Spector, S. Vilkomir, S. Vinogradskaya. Reliability Analysis of VVER-1000 Information and Control Systems. - The 3rd JSME/ASME Joint International Conference on Nuclear Engineering. April 23-27, 1995, Kyoto International Conference Hall, Kyoto, Japan, Vol. 3, pp.1295-1298

20. S. Vilkomir. The use of software tools for reliability and safety examination of nuclear power plants control systems. Proceedings of the 1st Ukrainian conference on Reliability, Kiev, 1995 (in Russian).

1985 – 1994 (all in Russian)

19. S. Vilkomir. Software for reliability and safety assessment of control systems. Proceedings of the 1st Ukrainian conference on Automatic Control “Automation-94”, Vol. 2, Kiev, 1994.

18. Vilkomir S., Vinogradskaya S., Yastrebenetskii M. A Software Package for Evaluating the Reliability of Power Station Automation Systems. - Teploenergetica, num. 2, 1993, pp. 35-37. Translated into English, Thermal Engineering, num. 2, v. 40, Feb. 1993, p. 119-121.

17. S. Vilkomir, M. Yastrebenetsky, S. Vinogradskaya, Y. Peltsman and V. Filippova. Program-information system “Reliability” for reliability assessment and maintenance of compound-structure control systems. Proceedings of the 5th USSR Conference on Reliability and Safety of Computer-Based System, Suzdal, November 1991.

16. S. Vilkomir. Reliability Estimation Programme “PRANA” and Its Application for Nuclear Power-Stations Control Systems Reliability Estimation, Proceedings of the Conference on Reliability and Safety Problems of Nuclear Power-Stations, Balakovskaya NPP, October 1991.

15. S. Vilkomir. Reliability analysis of computer control systems for nuclear units with VVER- 1000 reactor. Proceedings of the Conference on Reliability and Safety Problems of Nuclear Power-Stations, Rovno NPP, May 1990.

14. Vilkomir S. Mathematical Model of a Stream of Failures in Microprocessor Information Complexes. - Electronnoe modelirovanie, num. 3, 1988, pp 55-58.

15. Vilkomir S. On One Method of Reliability Estimation for Compound-Structure Systems With Restorable Elements. - Reliability and Quality Control, num. 2, 1988, pp. 14-17.

13. S. Vilkomir and S. Vinogradskaya. Exact method of mean-time-between-failures estimation for compound-structure systems and its application for reliability assessment of NPP control systems. Proceedings of the 4th USSR Conference on Reliability and Safety of Computer-Based System, Suzdal, March 1988.

11. S. Vilkomir. Model of a stream of failures in microprocessor control complexes. Proceedings of the USSR Conference on Microprocessor Control Complexes, Grozniy, 1987.

10. S. Vilkomir and S. Vinogradskaya. Reliability comparison of various structures of control systems. Proceedings of the USSR Conference on Control systems in Power Engineering, Metallurgy, Chemical and Petrochemical Industry, Moscow, April 1987.

9. S. Vilkomir, V. Goldrin, Y. Kolesnikov, M. Yastrebenetsky et al. Reliability coefficients of “Complex-Titan 2” unit information system. Proceedings of the 3d USSR Conference on Development, Implementation and Maintenance of Computer Control Systems at Nuclear Power Plants with VVER-1000. Zaporozhye NPP, March 1987.

8. A. Gorelik, I. Rozenbaum, V. Homyak, S. Vilkomir et al. Development and implementation of ULU-2 FGU system at Rovno-3 NPP. Proceedings of the 3d USSR Conference on Development, Implementation and Maintenance of Computer Control Systems at Nuclear Power Plants with VVER-1000. Zaporozhye NPP, March 1987.

7. S. Vilkomir. Failures in microprocessor control systems. Proceedings of the 5th Moscow Conference on Cybernetic and Computer Engineering Problems, Moscow, 1986.

6. S. Vinogradskaya, S. Vilkomir and V. Artemchuk. Investigation of FGU hardware and functions reliability. Proceedings of the Symposium on Monitoring and Control in Power Engineering, Tbilisi, June 16 – 20, 1986.

5. V. Goldrin, Y. Kolesnikov, S. Vilkomir and E. Shahislamov. Serviceability of M64 information systems. Proceedings of the Symposium on Monitoring and Control in Power Engineering, Tbilisi, June 16 – 20, 1986.

4. S. Vilkomir. Influence of hardware failures on effectiveness of control systems. Proceedings of the Conference on Mathematical and Programmed Methods of Control Systems Designing, Penza, 1986.

3. GOST 24.701-86. Unified system of standards of computer control systems. Dependability of computer control systems. General positions. - Y. Zarenin, O. Dimerets, A. Svistelnik, L. Hvilevitskiy, M. Yastrebenetskiy, S. Vilkomir and others. - Moscow, 1986, 17 pp.

2. S. Vilkomir. Coherence of software reliability and fault-tolerance with reliability of NPP control systems. Proceedings of the 2nd Ukrainian Conference on Data-Processing Units for Monitoring and Control in Power Engineering, Kharkov, October 22 – 24, 1985.

1. M. Yastrebenetsky, E. Dudchenko, V. Krishnev and S. Vilkomir. Models of influence of reliability on control systems effectiveness in chemical industry. Proceedings of the 4th USSR Conference on Mathematical Modelling of Chemical Engineering Systems. Vol. 1. Odessa, September 10 – 12, 1985. James Wirth Vitae

1. Rank Associate Professor

2. Degrees 1990-1997: 51 semester hours of Graduate Computer Science coursework at North Carolina State University, Raleigh, NC, 1990-1997.

Ph.D. 1965 University of Notre Dame, South Bend, IN.

B.S. 1961 University of Notre Dame, South Bend, IN.

3. Teaching experience related

a. Courses Taught: i. Introduction to Programming (2310,2311) ii. Data Structures(3510) iii. Switching Theory(3526) iv. Assembly Language(3601) v. Java GUI Programming(4510) vi. System Programming(4300) vii. Compiler Theory(4627,5220) viii. Operating Systems(4630,5210)

b. Graduate Student Supervision (masters and doctoral) “Reshell”, Robbie Edwards, M.S. Thesis completed Spring 2004 “Google-Based Mentor Web Framework ”, Naveen Mallela, M.S.S.E. Project completed, May 2009

4. Scholarly and Professional Activities

a. Publications and Scholarly work

Journal Articles

C.G. Adler and J.F. Wirth, “Quantum Logic,” American Journal of Physics, (April-June 1983)

“Improvements to Digital Tone Generators,” Electronics, Vol. 9(7s) (January 1977), p. 75

“The Mapping Cylinder Axiom for WCHP Fibrations, “ Pacific Journal of Mathematics.

“The Christmas Present Principle”, The Mathematics Teacher (December 1975).

“(J.F. Wirth and V.J. Bellis), “A Computer Based Flonstie Analysis of Pamlico River Phytoplankton,” Water Resources Research Institute, January 1971.

b. Grants and contracts

(M.J. Spurr, G. Peterson, and J.F. Wirth) National Science Foundation – ILI (Instrumentation and Laboratory Improvement) Grant $56,229 (1991).

National Science Foundation, “Micro-Computer Teacher Preparation Program” – ISEP, $13,000 (1981).

University Research Grant, East Carolina University Foundation, Greenville, NC - $1800 (1979)

Computer-Aided Music Synthesis, East Carolina University Foundation, Greenville, NC - $512 (1976)

Prototype Multidrop Terminal Interface, East Carolina University, Greenville, NC - $948.75 (1980). c. Invited research or presentations

“MELD – A modest Extensible LISP Dialect,” Proceedings of the 18 th Annual Southeastern Regional Association for Computing Machinery Conference, Florida State University, Tallahassee, FL, March 24-26, 1980.

“KASM – A Kind Assembler for the M6809 Microprocessor,” Proceedings of the 1981 Southeastern Regional Association for Computing Machinery Conference, 1981

“ASTROL – An Associative Structure Oriented Language,” American Federation of Information Processing Societies Conference Proceedings Vol. 48 (1979), pp. 721-725 (Abstracted in Computer Reviews).

“MUSICM – A Music Synthesis System,” Proceedings of the 16 th Annual Southeastern Regional Association for Computing Machinery Conference, April 1978, pp. 154-159.

“Puppet Master – A Tutorial Framework for Existing Java Applications”, Proceedings of the 45th Annual Southeastern Regional ACM Conference, March 23-24, 2007.

“Box English – Preparing for CS1,” Proceedings of the 44 th Annual Southeastern Regional ACM Conference, March 10-12, 2006.

Presentations, Workshops, and/or Participation on Panels

“Pascal by Template,” invited workshop at the 17 th Annual State Mathematics Conference, October 1987.

“Building a Nano-computer,” presented at Computer Conference, East Carolina University, Greenville, NC, Spring 1980.

Gave demonstration of computer synthesized music at East Carolina Computer Conference, 1980.

“Computer Aided Music Synthesis,” Society of Physics Students Seminar, 1976.

“An Extremely Portable Compiler Writing Language,” presented at Meeting of the North Carolina Academy of Sciences, Spring 1974.

Gave Computer Workshop for North Carolina Council of Teachers of Mathematics State Meeting, November 1971.

“Bus Architecture,” workshop given to NARF data processing personnel at Cherry Point by Computer Aided Tele-Conferencing, Havelock, NC, 1987.

Gave panelist presentation on “Computer Literacy” for the School of Medicine practice management seminar, East Carolina University, Greenville, NC, February 1984.

Conducted ECU School of Education Gifted and Talented Saturday Morning Seminar Program on Microcomputers (five 1-hour sessions), East Carolina University, Greenville, NC Spring 1983.

“An Introduction to Microcomputers,” given to Pitt County Medical Society, Greenville, NC, October1983.

“The ADA Language”, talk given to the ECU Student Chapter of the ACM, Mathematics Department, East Carolina University, Greenville, NC, March 1982.

Micro Computer Workshop given at South Greenville Elementary School, Gifted and Talented Program, Greenville, NC, 1981-1982.

“How to Build a Small Microcomputer,” presentation at Farmville High School, Farmville, NC 1979.

“Computers, Music and the Physics Laboratory,” Fall 1978 meeting of the South Atlantic Section of the American Association of Physics Teachers.

“Music and Mathematics,” talk given to Seniors in Mathematics at Kinston High School, Kinston, NC, April 1977.

Colloquium speaker, “FORTRAN for Formulas – Symbolic Math,” Department of Physics, East Carolina University, Greenville, NC, January 27, 1969.

d. Participation in scholarly collaborations with other universities, laboratories and centers

Consultantships

Electronic Services thru ECU Center for Applied Technology, 1986.

Specialized Data Systems Data Base Installation, 1984.

Developed Hardware Drivers for Installation of Turbo DOS Operating System on the SB80 computer for Colonial Data Services Corporation, 1983.

e. Service on boards, etc. relate to degree

5. Other