Computer Science
Accreditation Council (CSAC)
Program Accreditation
Institutional Questionnaire and
Self-Assessment
Report
For
Computer Science,
Software Engineering, and Interdisciplinary programs
Incorporating
Outcomes-Based Principles
November
2011
Table of
Contents
1 Introduction.................................................................................................................................... 3
2 Supplemental information required.............................................................................................. 5
3 The University Environment.......................................................................................................... 7
4 Faculty........................................................................................................................................... 8
5 Students....................................................................................................................................... 10
6 Curriculum.................................................................................................................................. 13
7 Resources..................................................................................................................................... 21
8 Privacy Code Statement............................................................................................................... 24
9 Mailing Instructions and Contact Information............................................................................ 25
The questionnaire provides essential qualitative and quantitative input
for the evaluation team as part of the overall accreditation process. It also
serves as a tool for self-assessment.
The accreditation process consists of the following
steps:
·
Request by the institution for evaluation of its
program(s);
·
Completion and submission of this questionnaire and
supplementary material described later;
·
On-site visit by a team of program evaluators;
·
Submission of a draft report by the team to the
dean and/or program director approximately 6 weeks after the visit. The
institution may respond to team's finding and/or note errors of fact or
findings and respond with 14 days.
·
Formal consideration by the Computer Science
Accreditation Council resulting in a decision on accreditation.
In the evaluation process for accreditation as a
Computer Science, Software Engineering, or Interdisciplinary program, the
principal emphases are placed on the program administration, faculty and its
qualifications, the students and graduates, the curriculum, and the resources
(physical, fiscal, and human). Although the criteria are intended to specify
minimum requirements, they also allow for and encourage two important
characteristics of programs in computing. These characteristics are the
diversity of programs that exist among the various institutions and the
innovative features that have been typical in these programs.
Definition of an interdisciplinary program: A program where the material in computer science
is combined with material from one or more, frequently quite different
disciplines, to form an interdisciplinary or joint degree program. Examples
include programs with sciences such as physics, biology or humanities such as
visual arts. Additional possibilities include double majors with computer
science and mathematics, computer science and business. Joint programs with
tightly integrated sets of courses from the different disciplines and a set of
‘building blocks’ (often called ‘majors’) that can be used to create a variety
of interdisciplinary combinations also fall within this definition. The interdisciplinary
criteria do not apply to programs in which students take courses in CS as a
secondary discipline (e.g. a minor in CS). In this questionnaire the term
“Other Discipline” is used to refer to the key non-CS topic(s) in interdisciplinary
programs.
To simplify the task of the Council it is suggested
that you complete the questionnaire by simply editing a copy of this document
(Sections 3 and onward). Your responses will consist of filling in tables found
below, and typing answers to certain free-form questions, also found below. The
free-form answers should be in boldface,
so they can be easily located. To assist you we have placed the word ‘Answer’ or ‘Additional-comments’ wherever a free-form answer is requested. However, if you wish, you may submit your
responses as a separate document. Please be sure to include question numbers
with your responses. If an alternate format is used, at least all of the
information requested in this questionnaire must be included.
This
form is available electronically through the web at http://www.cips.ca/infouniversity. A web template is also available from this site if you
wish to host the questionnaire and related materials via a private secure
website on your servers.
Whether
using the web template or not, you are encouraged to submit the completed
questionnaire and related documentation in electronic format.
To
assist departments in preparing for accreditation, especially in the transition
to outcomes-based accreditation, we have prepared a sample questionnaire for a
fictitious university. This can be obtained from the same website as this form.
The sample does not have every detail completed, but it should show what is
generally expected.
The following draft accreditation report production
guidelines are used by the accreditation team. The Department can expect to
receive the draft report within the noted time lines.
Regular review single program - Draft
ready within 6 to 8 weeks
Regular review multiple programs - Draft
ready within 8 to 10 weeks
In
addition to completing this questionnaire, you must also submit of each of the documents
listed in the following table at the time of the application, preferably in
digital form or as web links. If no digital version exists, then please submit
five hardcopies of these materials.
Information
required with the application |
Check |
The
official University calendar. A
pointer to the website is almost always sufficient. |
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Teaching assignments for the current academic year. |
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Complete
or abbreviated CVs for all faculty[1],
including information on grants received, recent evidence of scholarship, and
professional involvement. |
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Recruitment Brochures and Materials; examples of all
materials other than the official Calendar or Program Handbook which are used
for recruitment purposes should be included, e.g. brochures, flyers,
data-sheets etc. |
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Scholarships and Bursaries; list all scholarships and bursaries
available to students enrolled in the program. Include the criteria
associated with the award as well as the amount on the award. |
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Course Outlines; provide copies of all Computer
Science and/or Software Engineering course outlines for every course offered
to students in the program(s). Course outlines are not required for disciplines outside of Computer Science and
Software Engineering unless such a course is essential for meeting one of the
graduate attributes discussed in Section 5.5. Course outlines should ideally
contain learning objectives that can be mapped to the graduate attributes. |
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All
official department handbooks
describing the undergraduate programs to be considered. |
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All
guidance materials, such as
program checklists, distributed to undergraduate students |
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Any relevant salary
policy documents, collective agreements, and so forth |
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Any publications describing physical, computing, library, and other physical resources. |
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Any publications describing the Department's organization or operations,
such as the latest annual report, descriptions of internship programs, and so
forth. |
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Additional
materials that you feel may be helpful for the accreditation team should also
be submitted. The material should be submitted in digital form, using CD-ROMs,
memory sticks. This is so they can be assessed while not connected to the
Internet. Examples of the types of materials to provide are indicated
throughout the questionnaire.
When new or
updated material becomes available between the time the questionnaire is
assembled and the date of the visit, it should be provided to the team members
in advance or on arrival at the campus, with a copy to CIPS Accreditation
Secretariat.
Specific
material for each Computer Science and/or Software Engineering course must be made
available to the visit team in their meeting room during the accreditation
visit. Much of this can be provided electronically if desired. Confidential
materials provided electronically should use a password-protected website, or
else in five copies in the form of CD-ROMs or USB drives. Since not all members
of the visit team may have suitable computers, a couple of computers should be
made available in the meeting room with clear instructions regarding how to
access any electronic material.
Above all, it is important that the visit team have
quick and easy access to the material.
The following table should be replicated for every Computer
Science and Software Engineering course. Note that in addition to the material
listed in this table, course outlines and details of the graduate attributes will
already have been provided with the original application for accreditation.
Check |
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Course Code: |
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Course Name: |
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Sample assignments |
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Sample midterms, tests or quizzes |
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Sample final examination |
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Course textbook (provide a physical copy for
examination or electronic access to an E-Book) |
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Course notes given to students (a link to the
course website will suffice if the notes are there) |
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Demonstrable
evidence must be provided regarding how this course ensures certain graduate
attributes are fulfilled. This evidence will include samples of the actual work
of students (projects, marked tests and exams, etc.).
Note
that, other than physical textbooks, much of the above material could be provided at the time the
application is submitted. However it is only required at the time of the visit.
Please
complete the following table to indicate the size of your operations (i) in
absolute terms, (ii) as an approximate percentage of the operations of all
units reporting to the same Dean (typically a Faculty), and (iii) as an approximate percentage of the total
University operations.
How
do the Department's programs fit into the structure of the University? Please
include explicit references to the University calendar or other submitted
materials.
Answer
Please
complete the following table to indicate the financial resources allocated in
support of Computer Science and/or Software Engineering faculty members:
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Minimum for Faculty Members funded |
Maximum |
Number of Faculty Members included |
Comments or clarifications |
Salaries |
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Professional or other allowances |
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NSERC research grant |
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Other research funding |
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Other financial support |
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How
many courses are taught annually by non-regular faculty? How are non-regular faculty hired?
How
is the administrative load distributed among the faculty? How is the teaching
load distributed among the faculty? How are teaching assignments made?
Answer
Please
provide any additional data you have, not covered above, demonstrating the high
or continually-improving quality of faculty members. This could include a high
proportion of full-time faculty, high NSERC Discovery Grant renewal rates, recent
or planned hiring to renew faculty, good gender distribution, surveys showing
high job satisfaction among faculty, and good student evaluations.
Answer
Please complete
the following tables for each program for which you are seeking accreditation,
using one row per program and including the name of the program in the first
column:
Official Program Name |
Program Code* |
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*”Program
Code” should be an acronym or short name you will use to identify the entries
in subsequent tables. This may be an acronym or similar code. It may be
commonly used in your institution or invented for the purposes of this questionnaire.
Program Code |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
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Program Code |
5 years ago |
4 years ago |
3 years ago |
2 years ago |
most recently |
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What
are the requirements to enter into or continue in the programs? Please include
explicit references to the University calendar or other submitted materials.
If you have articulation agreements in place with
non-university educational institutions, describe what policies and processes
there are in place to assure the equivalency of courses that are recognized
under the articulation agreements.
Answer
How
are students advised about course and career selection?
Answer:
Approximately
what percentage of graduates continue in post-graduate studies?
Answer:
How
many graduating students received scholarships for post-graduate studies?
Answer:
Provide
any other data you have indicating the high and/or continuously improving
quality of students. This could include prizes awarded, high levels of job
placement, feedback from employers, low attrition rates, high admission
averages and high graduation averages.
Answer:
Central
to the outcomes-based accreditation process is demonstrating that all students
have met certain learning and competency objectives by the time of graduation.
CSAC has developed a set of graduate attributes, which it is suggested you
adopt[2].
However, you may provide an alternative set of graduate attributes by simply
editing the following section. Any edits must be underlined. One example
of a situation where you may need to adopt different graduate attributes would
be if your programs are also being reviewed by another agency that has specific
requirements. A second example would be if your program focuses on a
specialized area of computer science, and you wish to refine the attributes to
take this into account.
A graduate of a computer science, software
engineering or interdisciplinary program must be able to:
GA1. Demonstrate Knowledge: Competently apply knowledge in a)
software engineering, b) algorithms and data structures, c) systems software,
d) computer elements and architectures, e) theoretical foundations of
computing, f) discrete mathematics and g) probability and statistics.
GA2. Analyse and Solve Problems: Use appropriate knowledge and skills,
including background research and experimentation, to identify, investigate,
abstract, conceptualize, analyse, and solve complex computing problems, in
order to reach substantiated conclusions.
GA3. Design Software and Systems: Design and evaluate solutions for
complex open-ended computing problems, and design and evaluate systems,
components, or processes that meet specified needs with appropriate
consideration for public health and safety, as well as economic, cultural, societal,
and environmental considerations
GA4. Use Appropriate Resources: Create, select, adapt and apply
appropriate techniques, resources, and modern computing tools to complex
computing activities, with an understanding of their strengths and limitations.
GA5. Work Individually and in a Team: Function effectively as an individual
and as a member or leader in diverse teams and in multi-disciplinary settings
GA6. Communicate Effectively. Communicate with the computing
community and with society at large about complex computing activities by being
able to comprehend and write effective reports, design documentation, make
effective presentations, and give and understand clear instructions
GA7. Act Professionally. Act appropriately with respect to
ethical, societal, environmental, health, safety, legal, and cultural issues
within local and global contexts, and with regard to the consequential
responsibilities relevant to professional computing practice.
GA8. Be Prepared for Life-Long Learning: Learn new tools, computer languages,
technologies, techniques, standards and practices, as well as be able to
identify and address their own educational needs in a changing world in ways
sufficient to maintain their competence and to allow them to contribute to the
advancement of knowledge.
GA9. Demonstrate Breadth of Knowledge. Possess knowledge in areas other than
computer science
and mathematics so as to be able to communicate effectively with professionals
in those fields.
If
you have adopted a different set of graduate attributes than the CSAC defaults,
please describe the reasons for doing so, and a mapping to the CSAC default
attributes, justifying any omissions.
Answer:
In
judging curricula for accreditation, the main objective is to ensure that,
taken together, the material taught leads students to have met the graduate
attributes by the time they graduate. Ensuring this is the case requires courses
with breadth and depth, and a variety of teaching strategies.
For
each of the questions in this section, when you are asked to identify a course,
it would be very helpful to give the course code plus a very short abbreviation of the title of the course. For
example, if CS202 is your data structures and algorithms course, you might
right CS202-DSA. The added abbreviation will greatly speed comprehension by the
evaluators.
Please
provide information for each program, as taken by students who will be
graduating within two academic semesters.
If the lists of required courses have officially changed for students currently
enrolled (but who will be graduating at a later date) then please explain the
rationale for the changes and add rows to the tables with labels such as ‘NEW CS
(for students starting in 2014)’. If the code for a course has changed, but the
content remains essentially the same, then please indicate this as oldCode
[newCode]. If a requirement can be met by the student choosing from a small
list or category of courses, then please list the codes of courses the students
may choose from, separating each by ‘or’. Finally, if there are differences in
what appears below and the official calendar(s), please explain the
discrepancies.
For
each computer science or software engineering course that is required in any of the programs or
options, please complete the following table. Please replicate the
table for each course. For each graduate attribute please give, where possible,
quantitative indicators showing how that course contributes to that attribute. If
the tables provide insufficient space, you may attach additional information as
an appendix to this questionnaire. If you do that, please provide clear
pointers to the supplementary material.
If
you have given a different set of graduate attributes in Section 5.5, then
please edit the rows here accordingly.
In
some situations, you may want to group 2 or 3 courses together and create a
table for the group. That might be the case, for example, if the calendar says
student must choose “one of X, Y or Z”. If X, Y and Z are sufficiently similar
such that you can give the same answers regarding the graduate attributes, then
grouping these three courses would simplify analysis.
Concise
information is encouraged in the ‘Details’ column. One paragraph per cell will
often suffice.
Per-course
information requirements |
Details |
Course Code(s): |
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Course Name: |
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Program Codes: |
(In this cell, indicate
‘all’ if this course or group is required in all programs; otherwise list the
programs in which it is required, or indicate “all except …”) |
Names of professors who have most recently taught the course |
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(Simply paste the course description here.
Accreditation team members will verify that this material is indeed taught by
looking at the course notes, exams, textbooks, etc.) |
GA2. Analyse and Solve Problems: |
(In the cell, briefly describe in this cell the
analytic and problem-solving techniques learned or practiced, and how the
assessment process ensures that students will in fact become proficient in
these techniques. During the visit, accreditation team members will look for
evidence to corroborate what you say in assignments, exams and student
interviews.) |
GA3. Design Software and Systems: |
(In this cell, briefly describe in this cell the
kinds of open-ended design experiences in the course, if any. Identify how
students are taught to evaluate their designs, and how the assessment process
guarantees that students will learn to be effective designers. Note that
programming is considered a type of design. The visit team will corroborate
what you say by looking at student work and interviewing students.) |
GA4. Use Appropriate Resources: |
(In this cell, list the tools and practices learned,
including software, platforms and hardware; briefly describe how the
educational process ensures that students definitely learn to use these and
that they are state-of-the-art. The visit team will look for evidence of
various kinds to confirm what you say.) |
GA5. Work Individually and in a Team: |
(In this cell, describe any teamwork and how team
performance is assessed, as well as how independent study is promoted.) |
GA6. Communicate Effectively. |
(In this cell, describe oral presentations,
written work and other activities that teach communication) |
GA7. Act Professionally. |
(In this cell, describe elements of the course
that promote professionalism and ethics, and how students obtain are assessed
in this material) |
GA8. Be Prepared for Life-Long Learning |
(In this cell, describe ways in which students are
given skills that will enable them to learn on their own later; this may
include research tasks, significant individual reports, etc.) |
GA9. Demonstrate Breadth of Knowledge. |
(Describe any integration of non-computing
learning into the course) |
Complete
the following table, with each blank cell being replaced with:
***
if the course (or course group) contributes greatly
to the GA in question;
** if the course or
group contributes substantially to
the GA; and
* if the course or
group contributes in a minor way to
the GA.
Leave
the cell blank if the course does not contribute to the GA at all.
GA1
does not appear in the table since there are specific questions that address
it. You may need to adjust the table if you have used a set of graduate
attributes that differs from the CSAC defaults.
Please
list courses or course groups that are required in all programs, then courses
or course groups required only in certain programs
GA2 |
GA3 |
GA4 |
GA5 |
GA6 |
GA7 |
GA8 |
GA9 |
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In
addition to the per-course information given in Section 6.2, please summarize
any other qualitative or quantitative assessment you have done which provides
evidence that the graduate attributes have been met and that your curriculum is
of high and/or continually improving quality. This may include
surveys of students, surveys of employers, special tests given to students,
interviews with students, etc.
Answer:
Complete
the following table to indicate how the minimum
requirements in each program compare to CSAC’s general expectations. Use one
row for each program being considered. In each cell please give the coeds and
abbreviations for the required courses (or groups of courses) in your
program(s) that fall in each category.
Please
note that under outcomes-based accreditation, fulfilling graduate attributes
takes precedence over strict counting of numbers of courses, so the guideline numbers
given in rows two and three may not need to be fully adhered to in all cases.
The material in this table will help assess GA1 (knowledge taught) and GA9
(breadth of knowledge).
CS/SE |
Math |
non-CS
/ non-Math |
Unspecified |
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Guidelines
for CS and SE programs |
>=15 |
>=5 |
>=10 |
<=10 |
Guidelines
for Interdisciplinary programs |
>=10 |
>=3[3] |
10
(at least 5 in each Other Discipline) |
At
least 3 |
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Complete
the following table to indicate the codes and abbreviations for the required courses taken by students that
significantly address each of the identified sub-areas within Computer Science,
again using one row per program.
For
general CS and SE programs, it is the general expectation that there will be
material taught in all of the categories. However for interdisciplinary
programs, it may be that only algorithms and data structures taught. As before,
fulfilling the graduate attributes is key. The material in this table will help
assess GA1 (knowledge taught) and GA9 (breadth, within computing).
Software engineering |
Algorithms and data structures |
Software systems |
Computer elements and architecture |
Theoretical foundations |
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Additional-comments
What
knowledge and skills at an advanced level will students learn in each program?
(Used to assess GA1)
Answer
How
do the programs guarantee students are exposed to multiple programming
languages and paradigms? (Used to assess GA1 and GA4)
Answer
How
do the programs expose students to new areas of computing? (Used to assess GA1
and GA9)
Answer
For
programs to be considered under the Software Engineering Accreditation
guidelines, please indicate the required courses in the program that cover the
following areas of Software Engineering. This is to assess GA1.
Part
1
Software requirements |
Software design/ architecture |
Software construction and maintenance |
Software testing and QA |
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Part 2
Program Code |
Software engineering management and process |
Application areas |
Human-computer interaction |
Standards |
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Additional-comments
Complete
the following table to indicate the required
courses taken by students that significantly address each of the identified
sub-areas of mathematics, again using one row per program. This is to assess
GA1.
It
would generally be expected that in CS and SE programs, there is material
taught in each of columns 2-7. For interdisciplinary programs Discrete Mathematics and Probability and
Statistics would be considered normally essential, combined with some grounding
in logic, Boolean algebra and the basics of graph theory.
Discrete
math |
Calculus |
Probability
and statistics |
Logic |
Boolean
algebra |
Graph
theory |
Other
math |
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Additional-comments
Complete
the following table to indicate the required
courses (or categories of courses) taken by students in each of the broad
disciplines outside of computer science and mathematics/statistics, again using
one row per program. This is to assess GA9.
Science |
Engineering |
Business |
Humanities |
Social
science |
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Note:
For CS and SE programs, a minimum of ten courses is suggested in these areas,
with a minimum of three courses in humanities or social science. For
interdisciplinary programs a minimum of three courses are suggested in these
areas.
Additional-comments
For Interdisciplinary
programs complete the following table to indicate the required courses (or categories of courses) taken by students in
the Other Discipline(s) of the programs. Again using one row per program. This
is to assess GA9.
Courses |
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Note:
A minimum of 10 courses is required in these areas, with at least 5 in each
Other Discipline (two of which must be advanced courses)
Additional-comments
How
does the Department manage and review its curriculum?
Are
there other innovative aspects of the programs that deserve special mention?
Answer
Answers to any of the following questions can be in the form
of explicit reference to one or more pages in the submitted materials
Briefly
summarize the physical facilities (including offices, laboratories, and
classrooms) available to meet program needs.
Briefly
describe the computing resources (hardware and software) available to your
undergraduate students. What policies and procedures are in place for
maintaining and upgrading equipment?
Answer
Please
complete the following table to indicate the size of the library budget:
Library budget |
Computer Science |
as % of Faculty |
as % of University |
Comments or clarifications |
for monographs |
$ |
% |
% |
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for serials |
$ |
% |
% |
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Please attach your completed Canadian Association of
Computer Science (CACS/AIC) survey for the most recently completed academic
year, or complete the following tables:
FACULTY:
(as of this past April 1) |
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Number of full-time faculty: |
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Number of other faculty: |
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Number of open positions: |
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Number of additional projected
positions: |
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Starting salary you did/would offer a
fresh Ph.D.: |
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STAFFING:
Departmental Staff (as of this past April 1) |
University-funded positions |
Funded by other sources |
Number of clerical staff: |
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Number of administrative staff: |
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Number of system software staff: |
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Number of programming staff: |
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Number of hardware staff: |
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RESEARCH
FUNDING:
Research Funding (last 12 months) |
Amount |
NSERC Research (operating) Grants: |
$ |
NSERC Capital Grants: |
$ |
NSERC Infrastructure Grants: |
$ |
NSERC Strategic Grants: |
$ |
Other Capital or Equipment Grants: |
$ |
Other Operating Grants: |
$ |
Total Value of Research Contracts: |
$ |
Overhead Recovered by Department: |
$ |
DEPARTMENTAL
BUDGET:
Annual
budget for last complete fiscal year, ending on (date):
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Budget |
Actual |
salaries (regular faculty): |
$ |
$ |
salaries (sessionals): |
$ |
$ |
salaries (clerical): |
$ |
$ |
salaries (admin. support): |
$ |
$ |
salaries (tech. support): |
$ |
$ |
salaries (student T.A.s): |
$ |
$ |
salaries (other): |
$ |
$ |
equipment: |
$ |
$ |
non-equipment capital: |
$ |
$ |
computing: |
$ |
$ |
NOTES:
Student T.A.s
includes all marking, lab demonstration, etc. exclusive of sessional teaching.
Computing
is all expenditures in support of computing separate from Departmental
equipment and support (e.g. funds for purchase of computer time on a central
Computing Services facility)
GRADUATE
PROGRAM:
(most
recent complete calendar year)
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Masters |
Doctoral |
Total full-time enrollment |
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Total part-time enrollment |
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Number of degrees awarded |
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Average length of program (years) |
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Minimum guaranteed funding |
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Average funding per year |
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UNDERGRADUATE
PROGRAMS:
List
all undergraduate programs offered
through your Department, whether or not considered for accreditation:
Program Code (or full name if not
being accredited |
Date program introduced |
Most recent number of graduates |
Total current enrollment |
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The
information supplied in the submitted in this questionnaire is for the
confidential use of the Computer Science Accreditation Council and its
authorized agents, and will not be disclosed without authorization of the
institution concerned, except for summary data not identifiable to a specific
institution.
The
CIPS Accreditation Secretariat collects personal information through the
accreditation questionnaire and during the site visit. This information is used
solely by certain approved members of the CIPS national office staff, member
volunteers who are related to the accreditation process, and external
accreditors from the Seoul Accord, for the purpose of:
1)
assessing a faculty's ability to meet the accreditation criteria;
2)
assessing student compliance with the accreditation criteria;
3)
performing an audit of Accreditation Councils ' procedures and processes.
The Canadian Information Processing Society is committed to
the principles of the Canadian Standards Association’s “Model Code for the
Protection of Personal Information.” A copy of the full “Accreditation
Information Privacy” document can be obtained by contacting CIPS Executive
Director at info@cips.ca or 905-602 1370
All information should be submitted to:
CIPS Accreditation Secretariat
5090 Explorer Drive, Suite 801
Mississauga, Ontario L4W 4T9
For questions and for electronic submission of the document,
contact:
Gina van Dalen, Manager Professional Standards
905-602-1370
ext. 2329 or
[1] CV's of all faculty members should be
submitted, including Computer Science and/or Software Engineering as well as,
in the case of interdisciplinary programs, the faculty from any Other
Discipline(s). CV's of the CS/SE faculty members will be examined, and the team
will meet with groups of such faculty members. The faculty CV's for the Other
Discipline(s) will only be used by the accreditation team to ensure that, in
general, the faculty members in the Other Disciplines have appropriate backgrounds
and teaching loads. If, due to the structure of an interdisciplinary program,
the number of faculty in the Other Discipline(s) would be open-ended or extremely
large, then a representative selection may be submitted.
[2]
The CSAC graduate attributes are designed to be consistent with those of the
Seoul Accord, the international agreement governing mutual recognition of
accreditation in computing. Accreditation agencies for other disciplines also
use very similar graduate attributes.
[3] In case where mathematics is one of the Other Disciplines the total required courses is 10 (not 13). Courses in column three and four can be double counted.