Self-Study Report

Bachelor Science in Information Technology

Southern Polytechnic State University
Marietta, GA
Spring 2011

Dean Han Reichgelt, School of Computing & Software Engineering

Dr. Andy Wang, Department Chair, IT
Dr. Rebecca Rutherfoord, BSIT Coordinator, Self-Study Director

1
 INDEX

SECTION PAGE

Background Information.3

I. General Criteria
A. Students13
B. Program Educational Objectives..23
C. Student Outcomes.28
D. Continuous Improvement43
E. Curriculum..67
F. Faculty.78
G. Facilities90
H. Institutional Support110

II. Program Criteria

A. Information Technology.117

III. Appendix A119

IV. Appendix B150

V. Appendix C.174

VI. Appendix D..182

2
 Self-Study Report
Bachelor Science in Information Technology
Southern Polytechnic State University
Marietta, GA
Spring 2011

BACKGROUND INFORMATION

A. Contact Information
1. Dr. Rebecca H. Rutherfoord, Information Technology Department, SPSU, 1100 S. Marietta
Parkway, Marietta, GA 30060; phone: 678-915-7400, IT Department office phone: 678-915-
4292, fax: 678-915-5511, email: [email protected]

2. Dr. Andy (Ju An) Wang, Department Chair Information Technology Department, SPSU, 1100
S. Marietta Parkway, Marietta, GA, 30060; phone: 678-915-3718, email: [email protected]

3. Dr. Han Reichgelt, Dean, School of Computing & Software Engineering, SPSU, 1100 S.
Marietta Parkway, Marietta, GA 30060; phone: 678915-3717, email: [email protected]

B. Program History
The Department of Information Technology at Southern Polytechnic State University has been
in existence since July 2001. The department offers both undergraduate and graduate degrees
in information technology. The Bachelor of Science in Information Technology (BSIT) program
has 120 semester hours required for graduation. This includes 42 hours of general education
requirements; 60 semester hours of required courses from Information Technology, Computer
Science, Software Engineering, Accounting, Math, Technical Writing and Management; 12 hours
of technical electives from Information Technology, Software Engineering and Management;
and 6 hours of free electives. In addition to the 120 hours students are also required to
complete a 1-hour Introduction to the Discipline course. A copy of the degree requirements is
included in Attachment #1.

Other Programs in IT
The BSIT program is one of 3 undergraduate programs in the IT department. The other two
programs are the WebBSIT and BASIT. All three programs require 120 semester hours for
graduation. The WebBSIT program is a consortial agreement between six University of Georgia
System schools exclusively online with the diploma reading Bachelor of Science in Information
Technology Web. Currently there are approximately 73 students in this program. The BASIT
Bachelor of Applied Science in IT program is an articulation agreement between SPSU and the

3
Technical College System of Georgia. The Technical College System consists of various 2-year
technical colleges across the state. It is a different system from the University System of GA
schools. This program is a 2+2 program whereby the students who receive an AAS degree in a
computing discipline from one of our technical schools, can transfer into SPSU into the IT
program and have a little over two additional years to complete their bachelor of applied
science degree. The diploma for graduation reads: Bachelor of Applied Science in Information
Technology. Currently there are approximately 75 students in this program.

The IT Department also has a MS degree in IT. This program requires 12 graduate courses (36
semester hours). There are currently 162 students in this program.

The BSIT program received its initial ABET/CAC accreditation July 2010. We received a 5 year
accreditation that ends July 2012 (the 5 years were back-dated to be able to be on the same
accreditation cycle as the CS program).

The following are summaries of the improvements made to the BSIT program since its inception
in 2001.

2002-2004 Academic Years

The IT faculty undertook a study of the curriculum in 2002 and proposed a new BSIT curriculum
January 28, 2003 to the campus-wide Undergraduate Curriculum Committee (who approves all
curriculum changes on the campus). The new curriculum removed many of the required
management courses and took several of the IT elective courses and made them required
courses. The curriculum was also revised to have upper level concentrations that the students
could choose from. Three concentrations were created in the curriculum. This curriculum went
into effect fall of 2003 and lasted until summer of 2005.

2004-2005 Academic Year

During 2004/05 the IT faculty examined the curriculum for any needed improvements needed.
The following were the changes made to the curriculum:
1. The faculty recommended the change of SWE 4624 (Software Engineering) to a lower
level IT course IT 3224 (Software Development Life Cycle).
2. A second free elective was added.
3. A new track was added Advanced Information Assurance & Security that contained 4
new courses (which had been taught as special topics).
4. The Web System & Administration Track was re-named to Systems & Administration
Track and added 1 new course Client Server systems Administration.
5. The 2nd programming class was renumbered to IT 1324.

4
These changes reflected the interest by our students in the special topics courses in Information
security. This curriculum was in affect fall 2005-summer 2007.

2005-2006 Academic Year

There were no major changes made to the curriculum during 2005-2006.

2006-2007 Academic Year

In the spring 2007, the IT faculty again looked at the curriculum for any needed improvements.
Looking ahead for ABET accreditation outcomes for IT, it was determined that some project
management was missing from our curriculum. Although we have a software project
management course within a concentration, not all students would take that course.
Therefore, a capstone course was proposed to include a large component of project
management. The following are the changes made to the curriculum.
1. add a 3-hour IT 4983 Capstone course
2. reduce the IT 3124 Hardware/Software Concepts by 1 hour to a 3-hour course
3. reduce the IT 3204 Intro to Web Development by 1 hour to a 3-hour course
4. reduce the free electives to 5 hours.

2007-2009 Academic Years

In the spring 2008, the IT faculty again looked at the curriculum for any needed improvements.
It was decided that some additional project management would be helpful to students at the
lower level. Another topic that the faculty decided was needed was software acquisition. This
was then brought up to our Industrial Advisory Board who agreed that students needed project
management in particular. Based on these needed improvements, the following were the
changes for the new curriculum that went into effect fall 2008:
1. change the IT 3224 Software Life Cycle course to a 3-hour Software Acquisition and
Project Management course IT 3223.
2. increase the free electives to 6 hours.
This was the curriculum that was used for the last ABET visit. This curriculum stayed the same
through the 2008-2009 academic year.

2009-2010 Academic Year (since the last ABET visit)

The curriculum stayed stable during this time. This is the curriculum that we are using for this
self-study. Please see Attachment #1 for the 2009-2010 curriculum sheet. We have had many
graduates under this curriculum 8 fall, 2008, 30 in 2009, and 45 in 2010. Each year as part of
our assessment process, we evaluate approximately 1/3 of our courses for any possible

5
improvement, and seek possible improvement suggestions from our Industrial Advisory Board.
These course improvements will be addressed under the continuous improvement section.
As part of our assessment cycle (listed in the continuous improvement section) we are
undertaking another major program evaluation during the 2010-11 academic year. However,
we will not have graduates under this updated curriculum at the time of the ABET visit. We
would, however, like to address the various improvements that have been made to our 2009-
2010 curriculum.

2010-2011 Academic Years

During spring term 2010, the faculty began looking ahead to the 2010-11 academic year as this
was a major year for curriculum assessment. Two major areas immerged from the spring
assessment discussions.
The first area concerned various courses in the curriculum. There were discussions with our
Industrial Advisory Board concerning the requirement of two business courses Accounting 1
and Management and Organization Behavior. The faculty believed that these courses no longer
served the needs of our students in obtaining jobs in IT. The Industrial Advisory Board agreed
with the facultys assessment. See Attachment #17 IAB meeting minutes. The faculty
proposed changing the curriculum for 2010-11 to remove the two management courses. The
Accounting 1 course was housed in AREA F (major requirements of the core curriculum) and the
Management and Org Behavior was housed in Required Courses (see Attachment #1 2009-
2010 Graduation Requirements). All students who graduate from SPSU must complete 42
hours of general education courses. These courses are broken up into 6 major areas AREA A-
F. AREA A Essential Skills includes English and the first math course. AREA B Institutional
Options includes speech and a science, technology & society course. AREA C Humanities &
Fine Arts includes a literature course, and an arts (drama, music, art) or language course. AREA
D Science, Math & Technology includes the second math course, and 2 lab science courses.
AREA E Social Sciences includes courses in US history, world history, behavior sciences and
cultures & society. AREA F Major Course Requirements includes lower division courses
specific to the major. All of these topics were discussed at the spring assessment meeting (see
IT minutes).
1. The faculty proposed to replace the Accounting 1 course in AREA F (see above
explanation of AREAs) with Technical Writing that had been one of the Required
Courses.
2. The faculty proposed to move the Management and Org Behavior course to the upper
level technical electives Management Track (replacing IT 4723 IT Policy & Law or MGNT
3145 Business Law).
3. In addition, the faculty proposed that two IT courses that were contained in the
Advanced Software Development Track IT 4723 IT and the Law and IT 4683
Management Information Technology be moved. The faculty felt that both of these
courses contained important topics that all students should have at the time of

6
 graduation supporting the Student Outcomes #5 Participate effectively in the
planning, documentation, and execution of team projects; and #6- describe the impact
of IT solutions on individuals and organizations in a global, societal, ethical, legal and
professional context.
It was decided that both IT 4683 Management Information Technology, and IT 4723 IT
and the Law would be added to the Major course requirements for all students.
4. This left the Advanced Software Development Track with only two courses SWE 4663
Software Project Management that was contained in the Management Track as well,
and SWE 4724 Software Engineering Project that had other software engineering pre-
requisites that IT students didnt take. The department therefore decided to remove
the Advanced Software Development Track. (See Attachment #2 - 2010-2011
Graduation Requirements sheet)
The second major area concerned the addition of a new upper level track. The Dean and
Department Chair of IT had begun pursuing health information technology (HIT) during fall
2009 as an area of interest for our students. After various discussions with the faculty during
fall term, it was decided that we would search for a new IT faculty member who could develop
such a program both for our undergraduate and graduate students.
A new faculty member was hired beginning January 2010 who had experience in the HIT area.
The new faculty member was charged with creating courses that could make up an upper level
track in HIT for our undergraduate students. The new faculty member worked throughout
spring term beginning to develop courses that would be first taught as special topics to gauge
the students interest.
Special topics courses were created for fall 2010 in Foundations of Health IT and spring 2011
in Electronic Health Record System & Applications. During fall 2010 the complete set of four
courses for the upper level technical electives track were developed and presented to the
Undergraduate Curriculum Committee. The UCC passed the proposal and the general faculty
passed the UCC recommendation. See minutes of UCC and General Faculty - Attachment #3.
This new set of courses will comprise a new upper level technical elective track in the 2011-12
academic year. (See Attachment #4 - 2011-12 Graduation Requirements sheet).
All of these changes will be revisited in the continuous improvement section of this report with
supporting documentation.

C. Options
The BSIT program has four upper level technical elective tracks that students may choose (from
the 2009-2010 Graduation Requirements. The tracks are:
Management Track:
MGNT 4185 Technical Management
MGNT 4151 Production & Operations Management
SWE 4663 Software Project Management OR MGNT 4135 Proj Mgt
MGNT 3105 Management & Organizational Behavior

7
 Systems & Administration Track:
IT 4203 Adv Web Development
IT 4153 Adv Database
IT 4333 Network Configuration & Administration
IT 3653 Client Server Systems Administration

Advanced Software Development Track:

IT 4683 Management Information Systems
IT 4723 IT Policy & Law
SWE 4663 Software Project Management
SWE 4724 Software Engineering Project

Information Assurance & Security Track:

IT 4833 Wireless Security
IT 4843 Ethical Hacking for Effective Defense
IT 4853 Computer Forensics
IT 4903 Special Topics in Info Security

Students are required to choose one track and take three courses from that track and their 4th
course can be from that same track or from one of the other two tracks.

The new HIT track will be added to the curriculum fall 2011 replacing the Advanced Software
Development track.

D. Organizational Structure

The Department of Information Technology has a Department Chair. He is directly supported

by an Administrative Assistant. The IT Department Chair reports to the Dean of Computing and
Software Engineering. The Dean of CSE reports to the Vice President of Academic Affairs. The
VPAA reports to the President.

The University has four academic deans for four schools School of Arts & Sciences, School of
Computing & Software Engineering, School of Architecture, Construction and Civil, School of
Engineering Technology & Management, and the Division of Engineering headed by an
associate dean. All deans and the associate dean report to the Vice President for Academic
Affairs. The University has four Vice Presidents. The VPAA has an Assistant VPAA, Dr. David
Caudill. The other vice presidents are: Vice President for Student and Enrollment Services, Dr.
Ron Koger, Vice President for Business and Finance, Dr. Bill Prigge, and Vice President for
Advancement, Dr. Ron Dempsey. Please see the Organizational Chart found in Attachment #5.

E. Program Delivery Modes

The BSIT program uses several delivery modes. Courses are offered Monday Friday 8:00-
10:15 pm. Courses are offered on campus on a two day a week schedule, or a hybrid (one day a
week plus online). We also offer most courses in the BSIT online. Our online courses are

8
supported through GeorgiaView VISTA 8 a Blackboard product. There is 24/7 support for
faculty and students throughout Georgia. This product is supported by the University System IT
personnel and local on-campus personnel.

The institution has a well-developed process in place to ensure that courses that are developed
for distance delivery are of high quality and provide students with learning opportunities that
are equivalent to those provided in face-to-face sections of the courses. Faculty first must
attend a 40 hour online readiness course (TADL) where they learn tools and techniques for
developing online courses. This course is offered through the Office of Faculty Support and
Development. After a new online course is developed, it is sent to a subject matter expert who
looks at the content of the course, and an online educational expert who looks at the format,
tools and options for the course. A course can only be taught online after it has received
approval both from the content and online experts.

A few of the programming courses also have a closed lab environment (3 hours of lecture, and
2 hours of closed lab). All of our other courses are a 3-0-3 (3 lecture hours, no lab hours)
format. Several of our rooms can be used both as a closed lab configuration or classroom
configuration through the use of disappearing computer desks. Our online students have full
access to laboratory material through our Vlabs (virtual labs) and RLabs (remote labs)
environments. Students have access to our software located in our building J263 Main
projects lab, as well as connections to other IT support through our on campus Department of
IT (computer operations).

Our students are scattered around the Atlanta area, and across the state of GA and beyond.
Having the flexibility with program delivery modes allows our students to better obtain their
degree in a timely manner.

F. Program Locations
The BSIT is only offered on the SPSU campus in Marietta, GA plus the online courses.

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken
to Address Them
There were two criterion that had weaknesses in the ABET report. The two areas affected were
Criterion 4 Continuous Improvement, and Criterion 6 Faculty.

Weakness #1 Criterion 4 Continuous Improvement

The ABET visiting team found two areas of weakness in Criterion 4 Continuous Improvement.
These two weaknesses are identified below and the original response and additional
improvements are listed.

First, the team found evidence of cycles of program improvement using the Faculty Course
Assessment Report (FCAR) for each course, but the nature of the weakness concerned the
linkage between the FCARs and the overall program-level assessment process. The team found
the FCAR-based course assessment process by individual course instructors was effective, but

9
did not see the systematic promulgation of any improvements to other instructors teaching the
course. They also didnt see the systematic utilization of course assessment results in the
assessment of program outcomes.

Second, the team found the improvement process was in its preliminary stages and needs to see
evidence that the continuous improvement process will be sustained over time.

The IT department responded to the ABET team with the following and has implemented
additional improvements for the two weaknesses in Criterion 4 that are also listed:

A. The IT department responded to the first weakness with the following: the process now
requires course instructors to read the FCARs produced for the course prior to teaching the
course. The hope is that this will broaden the effectiveness of the FCAR process and ensure
that course level improvements extend beyond an individual instructor.

However, as suggested by the final report from the ABET commission, just reading the FCARs by
a new instructor doesnt ensure that the new instructor either understands or will implement
any improvement identified by the FCAR. Therefore, the faculty have instituted an additional
process whereby any faculty member teaching a new course for them will meet with the
faculty member who last taught the course to get the following information:

1. All FCAR information any improvements that need to be made or have been made
2. All materials for the course this is usually done by giving access to our online
management system (VISTA) where we have all course (on campus and online)
material. This allows for a standardization of courses and material presented to the
students.
3. The faculty member who last taught the course is also available to the new faculty
member throughout the course for questions and help.

This has allowed faculty teaching a course for the first time (or havent taught it for a long time)
to get the most current, up-to-date information about the course. Examples of this are:

1. Professor Bob Brown was asked to teach the IT 4323 E-commerce class during spring
2011. He met with Dr. Becky Rutherfoord who normally teaches the course. Professor Brown
received the FCAR information and the VISTA course access for the course. Both Professor
Brown and Dr. Rutherfoord discussed various aspects of the course and how Dr. Rutherfoord
believed the course still needed to be improved. At the end of teaching the course, Professor
Brown met with Dr. Rutherfoord to discuss what he found in the course and any additional
suggestions for improvement that were part of his FCAR.
2. When Dr. Zhang was hired spring 2010, she needed to meet with faculty who had taught
the courses she was assigned. She met with each faculty member and received the FCARs and
information for each course. She was also mentored by Dr. Rutherfoord who was available for
assisting with any course problem.

10
These are only two examples of how our system operates. Faculty members are eager to help
our colleagues with courses they havent taught previously making sure that FCAR
information for improvement and course materials are available.

In addition, the FCARs for all courses are kept at a central location in the IT departmental office
so that any faculty member can easily look at the history of the FCARs for a particular course.

B. The IT department responded to the second weakness in Criterion 4 with the following: the
assessment and continuous improvement process includes breaking up the various courses for
the BSIT program into three different curriculum groups as listed in our original submission for
accreditation. One group of courses will be examined at the end of each fall term by the whole
IT faculty, so that by the end of a six year cycle, each set of courses has been examined twice. A
template has been created to be used for the assessment portion, and any improvement(s)
needed for each course being examined.

The IT faculty and three faculty members in from the Department of Computer Science and
Software Engineering met in the middle of November 2009 to look at the first group of courses.
During the assessment of the FCARs of each course, faculty discussed how the course was
supporting particular outcomes of the program. Any problems with the course were noted
from faculty discussions, and any improvements needed were also noted on the form.

Since the concern was that the continuous improvement process was in its preliminary states,
the ABET team wanted to be sure that this process had been implemented fully. The IT
Department has continued with the continuous improvement process every term holding
assessment retreats and industrial advisory board meetings to talk about assessment and
improvement of courses and program objectives and outcomes.

The IT faculty met spring 2010, fall 2010 and spring 2011 to assess the various courses, program
objectives and student outcomes. The cycle for assessment has been through several
semesters and the consistency of the process has proven very helpful in assessment and
improvement of the courses and student outcomes. The results of these assessment retreats
and industrial advisory board meetings will be shared in the continuous improvement section of
this report.

Minutes for the meeting are included in Appendix B. The primary results from this meeting
were an improved mapping from courses to program outcomes. The improved mapping is
included in Appendix C.

Weakness #2: Criterion 6 - Faculty

The visiting team pointed out that in general the faculty have done an excellent job in
developing the IT curriculum and implementing the program. However, it was concerned that
(a) there was insufficient redundancy in that some faculty members have individually provided
sole leadership for certain program areas and losing such faculty would have crippling effects
on the program; and (b) teaching loads are very high.
11
A number of measures have been put in place to address these issues:

First, several new faculty have been hired for the IT department. Spring 2010, Dr. Chi Zhang
was hired. During spring 2011, two faculty searches were conducted and two new IT faculty
members will be joining the faculty fall 2011. In addition, a temporary full-time faculty member
was hired for the 2010-11 academic year in IT, as one of our full-time faculty retired Dec. 2010.

Second, while the faculty of Information Technology are the primary faculty teaching in the BSIT
program, other faculty from the department of Computer Science and Software Engineering
(CSSwE) also teach courses in Information Technology. We have duplicate coverage in many of
our courses from both IT and CSSwE faculty. The following lists the courses that have been
taught by at least two different faculty members:

CSE 1002 Intro to the Discipline Harbort (CSSwE) Brown (IT)

CSE 1301 Prog & Prob Solving I Morrison (CSSwE) Vandeven (IT)
IT 1324 Adv Prog Principles Hartfield (IT) Vandeven (IT)
CSE 2642 Prof Prac & Ethics Brown (IT) Harbort (CSSwE)
CS 3153 Database Systems Rutherfoord (IT) Karam (CSSwE)
IT 3123 Hard/soft Concepts Brown (IT) Rutherfoord (IT)
IT 4323 Data Comm & Network Peltsverger (IT) Rutherfoord (IT)
IT 4123 E-commerce Rutherfoord (IT) Vandeven (IT)
IT 4723 IT and the Law Rutherfoord (IT) Vandeven (IT)
IT 4153 Adv Database Peltsverger (IT) Rutherfoord (IT)
IT 3653 Client Server Sys Adm Halstead-Nussloch (IT) Vandeven (IT)
IT 4683 Mgnt of Inf Sys Brown (IT) Rutherfoord (IT)
IT 4333 Net Conf & Adm Peltsverger (IT) Rutherfoord (IT)

As can be seen from the table, most courses have been covered by at least two faculty, and
most are covered by IT faculty. The fact that faculty from the sister department make a
significant contribution to the program is reflected in the fact that a number of faculty in
Computer Science and/or Software Engineering are invited and attend the IT assessment
retreats, including Dr. Orlando Karam, Dr. Frank Tsui, and Prof. Briana Morrison.

H. Joint Accreditation
The program is not seeking joint accreditation.

12
I. GENERAL CRITERIA

CRITERION 1. STUDENTS

A. Student Admissions

Students are admitted to Southern Polytechnic by following the admissions process found both
on the SPSU website, and in the Undergraduate Catalog. The catalog contains information
about general admission, special students, appeals processes, admission procedures and
deadlines for application, admissions categories and requirements, AP exams and other
pertinent information.

The full text from the catalog may be found in Attachment #28 Admissions Information.

Other Considerations
Students may fill out their application completely online or on paper. All official high school
documents and test scores must be sent directly to Southern Polytechnic from the issuing
institution. Students choose their major on the actual admissions application. Once all
documentation is received, the admissions office sends an official letter of acceptance to
Southern Polytechnic. In the letter it also lets students know about the upcoming orientations
that they may sign up for.

All advanced placement (AP) scores that pass the college credit level are put on the students
transcript as courses completed.

Students also take our math placement test the MAT when they come to orientation. This
placement test indicates which math course a student should begin with College Algebra, Pre-
calculus, or Calculus 1. This MAT score is considered to be a hard indicator of which course to
place a new student. Students who pass their AP exam are placed into the higher mathematics
course.

New freshman students participate in a 2-day orientation experience called Journey. Transfer
students participate in a simplified orientation 1-day process. Students first find out
information about the whole university and then come to the individual departments where
they get advised and registered for classes for the first term. An explanation of the CSE
Mandatory Advising Policy will be found in subsections B and D. The academic advisor fills out
curriculum sheets showing any courses (AP or transfer) that students have earned. These
curriculum sheets are then passed out during orientation and the advisors and students can
then determine the best set of courses to register for. The MAT test results are also available

13
during the orientation time. Students who place in College Algebra will not receive BSIT credit
for that course.

This process allows students to get admitted to the university, and through orientation in order
to get registered for the proper courses.

B. Evaluating Student Performance

As part of our advising system in the School of Computing and Software Engineering (CSE),
students who are new to CSE MUST create a 2-year academic plan during their first term at
SPSU or if they change majors into IT. This 2-year plan is created with the help of the students
advisor. Students have mandatory advising during that first term, and if they deviate from their
2-year plan, they must again see an advisor to update their plan. Students can find out
information about the mandatory advising policy by going to our website at: cse.spsu.edu.

Southern Polytechnic has purchased a new advising system DegreeWorks, that will be
implemented summer 2011. This advising system will automate the 2-year plan process and
will make it much easier than the manual tracking of the students progress with their plan.
Our full-time academic advisor, and the faculty advisors all monitor their students progress.
Students who get placed on probation or suspension for poor academic grades (falling below a
2.0) are monitored within the department. Probationary students must see an advisor to plan
out what they will take over the next two terms. Students who are on suspension (prolonged
GPA below a 2.0) must petition to be re-instated. Students who petition must first meet with
their advisor who helps prepare a two term plan of study for the student. If the petition for re-
instatement is approved by the Undergraduate Student Status Committee, then the student
must meet with their advisor each term to monitor their progress and coordinate their
schedules. Students who are on probation or suspension receive notice from the registrars
office of their standing.

As part of monitoring the students at SPSU, we have a procedure of student engagement at the
beginning of the term, and mid-term assessment, plus, of course, the final grades for the term.
The student engagement reports are done during the 3rd week of the term. Faculty go onto the
BANNER system and must state for each student in their classes whether or not the student is
engaged or not-engaged. This catches students who havent shown up for class, or havent
shown up since the first week, etc. Students who are not-engaged are sent a letter to their
home and an email from the VP of Student and Enrollment Services. In the letter students are
encouraged to go to the Career and Counseling Center, the ATTIC (for tutoring), and see their
advisor. In addition, as part of the attempt to get the student engaged, the letter advises the
students to sign up for an 8-week SPSU 1001 (The Hitchhikers Guide to SPSU) for the second
half of the semester. The SPSU 1001 course is mandatory for all first-time, full-time freshman
on campus. Other non-engaged students have the option of signing up for this helpful course.
The students do not pay any tuition for this course. It is to assist students in better navigating
SPSU and get engaged with the university.

14
The midterm report is done by faculty for all students in their classes. This midterm report lets
the students know if their performance has been satisfactory or unsatisfactory at midterms
in that particular course. This helps the student decide whether to drop a course they are doing
poorly in. In IT, the coordinator of the BSIT sends out an email to students letting them know
that if they an unsatisfactory grade in a course(s), they should immediately contact their
professor for assistance on how to proceed with the course. Faculty can then advise the
student to drop the course, or stay with the course.

Our student record system is BANNER. Within the BANNER system we put pre-requisites for
courses. When a student tries to register for a course that he/she hasnt met the pre-requisites
the system will not allow the student to register for that course. If a student believes that
he/she has met the pre-requisite, then they must visit with their advisor who can decide by
looking at the transcript of the student, or asking for additional documentation of a transfer
course that the student has indeed met the pre-requisites. The advisor then sends the student
to either the program coordinator or the full-time academic advisor who can override the pre-
requisite problem and add the student to the course in question.

As new courses are added to the curriculum, they are placed in BANNER along with their pre-
requisites to ensure students have access to the proper information.

C. Transfer Students and Transfer Courses

The SPSU Catalog for undergraduate students list the following admission information for
transfer students:

Transfer Freshman Admissions Standards

Applicants with fewer than 30 semester hours of acceptable transfer credit will be considered under the following policies:
Applicants must meet the same admission requirements as freshman admitted from high school.
Applicants must have completed and exited all required remedial courses at their previous institution.
Applicants must not be on dismissal from their previous institution.
Applicants must have at least a 2.0 cumulative college GPA.

Transfer Admissions Standards for Sophomores and Upperclassmen

Transfer applicants with sufficient transferable hours to be classified as a sophomore, junior or senior at SPSU will be
considered under the following policies:
Applicants must have completed and exited all required remedial courses at their previous institution
Applicants must not be on dismissal from their previous institution
Applicants must have at least a 2.0 cumulative college GPA

In addition, the catalog lists the requirements for transfer credits:

15
Transfer Credit, Policy for Acceptance of
Transfer credit is awarded in accordance with the policies of the university system of Georgia, accrediting agencies, and
SPSU. Courses under consideration for transfer credit are evaluated by the department chair whose department is primarily
responsible for the course.
Transfer credit should not be confused with course substitutions. A course might not be equivalent to any course offered at
SPSU, but still have enough content to be considered as a substitute for a course within a degree program. Transfer credit
would be awarded for free elective hours and a course substitution petition would be initiated and processed through the
curriculum committee.
To be considered for transfer credit, courses must normally:
Represent college or university-level work
Have been completed with a grade of "C" or better
Have been taken at institutions holding college-level accreditation by a United States regional accrediting authority.
Be equivalent to courses at SPSU with regard to
Credit hours
Course content
Level of instruction
Not have been in a subject for which the student received a failing grade at SPSU
Special considerations for transfer of University System of Georgia (USG) Core Curriculum courses:
Students completing a given area (A,B,C,D,E, or F) will be given full credit when transferring to a different institution if the
major field of study remains the same.
In Area A, students will receive transfer credit for all satisfactorily-completed courses, regardless of whether the entire Area
has been completed.
Grades of "D" are transferable for all USG core courses except:
ENGL 1101 requires "C" or better
MATH 1111 requires "C" or better
MATH 1113 requires "C" or better
If students transfer the entire USG Core (60 semester hours) for a given major (without changing majors), the total credit
hours required for the transfer student's baccalaureate degree at SPSU will not exceed the total credit hours required for a
student who completed the USG Core at SPSU in that same major.

Evaluation of Courses for Transfer Credit

In order for SPSU to perform an evaluation of transfer credits, the student
must provide official transcripts containing all the courses being considered,
must be accepted for admission to SPSU,
must provide course descriptions, syllabi, or other documentation on course content if requested by SPSU, and
may be tested for proficiency in courses that were not USG Core courses.
The amount of transfer credit awarded can be limited by:
Residency requirements defined in Academic Regulations
The applicability of transferring courses to the chosen major
Performance of the student during proficiency evaluations
Responsibility for transfer credit decisions at SPSU:
The Student has responsibility for providing complete and correct information (including course descriptions, syllabi, and
other required documents).
The Chair of the department at SPSU in which the subject is taught has responsibility for determining whether transfer credit
will be awarded.
The Chair of the student's major program of study has responsibility for determining whether transfer courses are applicable
to that degree program.

16
The Registrar is responsible for determining restrictions and limits on amounts of transfer credit that can be granted.
The Registrar has final authority in checking compliance with university-wide academic standards and graduation
requirements.

Additional Information for Students Transferring from Outside The University System
of Georgia
Students who transfer to Southern Polytechnic State University from an institution located outside the University System of
Georgia and who have completed U.S. History or American Government must complete HIST 2911 with a grade of "C" or
better to receive transfer credit for HIST 2111 or 2112, or POLS 1101.

Transfer Credit for Courses Earned Outside the United States

Transfer credit for courses completed at institutions of higher learning outside the United States shall be subject to the same
criteria as those courses earned in the United States, but outside the University System of Georgia.
In addition, the following conditions must also be met by the institution where the credits were earned:
International course descriptions must have been translated by a recognized translation service and certified as a true and
correct translation.
The institution at which the credit was earned:
Must have been evaluated and endorsed/certified/accredited by a nationally-known evaluation agency,
Must be offering degrees and course work at the college or university level, and
Must have a well-established international reputation for quality instruction.

Most requests for transfer are evaluated first by the registrars office, which uses a list of
courses that have been approved by the relevant departments for transfer to SPSU. Transfer
credit auditors look at each course from accredited institutions and determine transferability.
The transfer institution must be accredited from one of the five regional accrediting boards.
International students must provide additional evaluation for their credits. If the registrars
office isnt certain about the transferability of a particular course, then that course (and
description) is sent to the department who controls the course where the transfer credit would
be awarded. The Registrars office keeps a list of courses that have been evaluated by the
department for transfer acceptance. If a particular course is on the approved transfer list, the
Registrars office gives the transfer credit automatically. If the course is not on the approved
transfer list, the Registrars office sends the course (with descriptions) to the department. Once
in the department, the course(s) is given to the Undergraduate Coordinator for evaluation. The
coordinator then contacts the faculty member who primarily teaches the equivalent course for
verification that the course may be accepted for transfer credit. If approved, or not approved,
the course(s) is then sent back to the Registrars office for final processing.

The department then examines the course description to ascertain whether or not the course
meets the equivalent description of the SPSU course. General education as well as major
courses are all handled the same.

Students may request a re-evaluation of credits made through the registrars office if they
believe that the course needs to be examined by the department who controls the course. The
student may be asked by the department to provide additional information about the course
such as a course syllabus, to allow the department to make the judgment for transferability of
the course.

17
As mentioned previously, transfer students may also be required to take the MAT math
placement test depending upon the level of math course they transfer into the university. The
transfer students go through the same orientation and advisement process that new freshman
do although it is a bit more abbreviated.

D. Advising and Career Guidance

Student advising and guidance is a very important and integral part of the School of Computing
and Software Engineering. Good student advising helps the student build a one-on-one
relationship with their advisor providing student motivation and involvement with the
institution and also providing support needed for the student during stressful times while
working towards academic success. The school employs a full-time professional academic
advisor on staff who is available 40 hours per week. The advisor has an open door policy to
provide students with information on their major as well as resources available to them on the
SPSU campus.

In addition, students are assigned a particular full-time IT faculty member as an advisor.

Students may go to faculty members at any time to seek course or career advice. During pre-
registration and registration periods, faculty members are available during their announced
office hours for advising, as well as the School Advisor, the Undergraduate Program
Coordinator, and the Department Chair. This gives the students several available people to
help them with their advising.

The Undergraduate Coordinator for IT receives one course release time to coordinate the
activities for the BSIT students. Part of the coordinators job is to keep students informed of
dates, events, activities and other important information for the department and school. The
coordinator routinely sends out emails to all BSIT majors concerning dates for pre-registration,
on-campus speakers, engagement and midterm reports and other pertinent information.

As mentioned previously, the School of Computing and Software Engineering has mandatory
advising for first-time, full-time freshmen and new transfer students. This procedure was put in
place after discussion between the IT and Computer Science and Software Engineering
Departments. This system will be enhanced technically by a new computer system called
DegreeWorks that goes into place summer 2011. DegreeWorks allows for advising and degree
auditing for students.

A copy of the Mandatory Advising Procedure can be found in Attachment #6. This policy
specifies the circumstances under which students are required to seek advising. Students are
also free and encouraged to seek advising under other circumstances as well. Students are
required to create a degree completion plan that designates which semester a student will
complete a course. This degree completion plan must be signed by the student and advisor.
Students who do not follow the requirements of the Advising Policy will have a hold placed
on their registration records, and will not be able to register until they have met with their

18
advisor. This will keep advisors up-to-date with each advisees situation and help students
complete their program requirements in a timely fashion.

Entering students are required to seek advisement in their first semester in the school. This is to
ensure that they are on the right track for their degree. They may see either the professional
academic advisor or meet with a faculty advisor.

Students on probationary standing are placed on hold for registration until they meet via e-
mail, in person, or by telephone to discuss their selection of classes for the upcoming semester
and have the approval of their advisor to take these classes. The objective of this is so that the
student does not overload classes and is staying on track for graduating.

As both their right and responsibility, all students are encouraged to seek advising at least once
a year to ensure that they have met all the degree requirements for their program of study and
that they are making adequate progress toward the degree.

Our informal student interaction indicates that students feel they have access to faculty as and
when they need it and are satisfied with it. See the results of the Student Focus Group found in
Attachment #7.

The requirements a student follows are designated in the Undergraduate Catalog that the
student matriculates under. The department provides Graduation Requirements sheets listing
both courses and prerequisites, which designates what courses the students must take in order
to graduate. Prerequisites diagrams are also included.

During freshman and transfer orientation, students are given a Catalog and a Student
Handbook. This student handbook acts as an outline for specific areas of information from the
program of study: advising, registration, withdrawal from class, lab times and basic information
to faculty support. While attending the orientation sessions, students are given general
information about the university (called Journey). At the end of the general orientation,
students then meet with their individual departments for course and departmental advising.
During the departmental part of orientation, all CSE students, including Information
Technology, Computer Science, Software Engineering and Computer Game Design and
Development majors all meet together to find out information about the CSE school. The dean,
department chairs, program coordinators, the academic advisor and other interested faculty
participate in this orientation. After the general CSE orientation, each major meets with their
individual program coordinators and chairs to get registered for classes. Students are given
Curriculum Requirements for their particular degree.

New freshmen, or transfer students are given the MAT test during the general orientation
session. This is the math placement test that shows where students should begin their math
program College Algebra, Pre-Calculus or Calculus. Students are then advised what they
should be taking their first term. Information about how to look up the Schedule of Classes,
and how to use the BANNER registration system are also covered. The academic advisor fills

19
out Graduation Requirement sheets for all transfer students. She checks off courses that have
transferred in so that each student knows which courses they have left to take. This really
helps the transfer students with selecting the correct courses

Copies of Graduation Requirements for current and past years are also available in and outside
the department office, on the website at http://it.spsu.edu, in the student catalogs and
university website at http://www.spsu.edu.

When discussing career choices it is recommended that the student speak to the department
chair of their major, faculty advisor, or SPSU career services. The Career and Counseling Center
offers students information about internships, part-time and full-time jobs, resume writing, co-
op opportunities, career counseling and general personal advising. You can see more about the
Career and Counseling Center by visiting http://www.spsu.edu/cccenter/index.htm.

During the spring 2011 IT majors were asked to take a survey about their opinion for academic
advising in IT. 79% of the students in the focus group rated advising as good or excellent. 21%
of the students rated advising as poor. The students in the focus group were primarily
sophomores and juniors.

As mentioned previously, both IT faculty and a full-time advisor advise the students. The full-
time academic advisor has been with the department for 8 years. The undergraduate
coordinator has been at SPSU for over twenty eight years, and with the IT department since it
was created. The Department Chair assigns mentors to new faculty. The mentor assists the
new faculty member in understanding the curriculum and how to advise students. All faculty
members also participate in curriculum discussions for assessment and improvement.

In addition, the VPAA along with a faculty committee, created a 4-hour faculty advisor training
workshop. Every full-time faculty member, part-time faculty members who wanted to
participate, all full-time academic advisors and administrative departmental assistants took this
training workshop during fall 2010-spring 2011. In addition, faculty will be encouraged to
attend follow-up workshops during 2011-12 whereby a faculty member can earn a certificate as
a master advisor. This campus-wide workshop helped to create a common body of
information that would be shared with all students.

E. Work in Lieu of Courses

Southern Polytechnic has a policy of no credit for work experience. Students may be able to sit
for a credit by exam. Each department chooses whether or not it will allow any credit by
exam. For those courses that the department will allow credit by exam, the student works with
the department chair who advises the student which courses are available for exam credit. If
the student chooses to take an exam, they must first fill out the credit by exam form, have it
signed by the department chair, pay $50.00, and then they are allowed to sit for the exam.
Each department chooses the passing grade for the exam. If the student passes the exam, the

20
department chair forwards that information to the registrars office who then puts the course
on the students transcript as credit but no grade.

F. Graduation Requirements

Southern Polytechnic State University offers the degree of Bachelor of Science in Information
Technology (BSIT) (see Attachment #1 2009-2010 Graduation Requirements) In the BSIT
program students take 42 general education hours that include English, Math, sciences, social
science and institutional options. As part of the 42 general education hours (AREAS A-F), AREA
F contains courses particular to the BSIT major including Accounting 1, statistics, discrete
math and our two programming JAVA courses. The rest of the 120 semester hours required for
graduation include the IT fundamentals, related courses, and upper level IT courses and upper
level track electives.

Degree Audit
As part of meeting degree requirements, students are required to fill out a Graduation Petition
the term before their anticipated graduation (i.e., beginning of fall term for a graduation in
spring term). This petition includes the current terms courses as well as the last terms courses
(anticipated). The petition is then audited by the undergraduate coordinator. The
undergraduate coordinator checks the degree requirements including general education
requirements. The petition lists the particular curriculum (year) that the student is using for
graduation requirements. All requirements for the degree MUST be met in order for the
student to graduate. If a particular course was transferred from another institution, the course
must be listed on the transcript with an SPSU course number.

If a student wishes to substitute one course for another, they must fill out a Course Substitution
Petition that has to be signed by the Department Chairs for each course and the advisor.
Course Substitutions MUST be equivalent courses in order for them to count for graduation
purposes. An example of a petition to graduate can be found in Attachment #8.

After the petition is audited by the coordinator, it is sent to the registrars office where it
undergoes another round of scrutiny by curriculum auditors who double check that all
requirements for graduation have been met. Only when a petition passes all of these levels,
and a student successfully completes their final term of coursework, does a student graduate
with the bachelors degree in IT. Students must graduate with a minimum GPA of 2.0.
New degree tracking software Degree Works has been purchased and is being installed
during summer term 2011. This software allows students, faculty and administration/staff to
monitor and track student progress towards a degree. Each program of study is entered into
degree works by academic year. When a student is admitted into the university, they choose a
major. As they take class towards the major, the system not only keeps track of the courses
and grades that are required, but suggests courses to take to make satisfactory progress
towards graduation.

21
Since SPSU has a mandatory 2-year plan of study towards graduation, Degree Works will allow
students and their advisor to enter this plan and if a student deviates from the plan, the advisor
will be able to see this and can work with the student to be sure the student doesnt fall behind
or take courses they dont need.

Faculty, advisors and administrators will be trained on Degree Works during summer/fall 2011.
The registrars office has hired a staff person to enter the various degree programs on campus
into the Degree Works system. It is assumed that Degree Works will be up and running for fall
2011.

G. Transcripts of Recent Graduates

Transcripts of recent graduates may be found in Attachment #29. The transcripts and their
completed graduation requirements sheet are shown for 10 graduates of the BSIT program.

22
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

A. Mission Statement
Mission Statement (approved by Board of Regents 3/8/06)

Southern Polytechnic State University is proud to be Georgias technology university. Our

academic, professional, outreach and service programs embrace all aspects of technology,
including the practical applied skills (techne) needed to solve todays real-world problems and
the theoretical knowledge (logos) necessary to meet tomorrows challenges. SPSU graduates
are well prepared to lead the scientific and economic development of an increasingly complex
state, nation, and world.

Our mission is to serve both traditional and non-traditional students at the undergraduate,
graduate and continuing education levels; in engineering and engineering technology, the
sciences, applied liberal arts, business and professional programs. We work to develop the
broader communitys intellectual, cultural, economic, and human resources. Facilitated by our
innovative faculty, dedicated staff, and supportive campus environment, our learning
community empowers SPSU students with the ability and vision to transform the future.

B. Program Educational Objectives

School of Computing and Software Engineering (CSE) Vision and Mission

Vision

In keeping with the vision of Southern Polytechnic State University, and recognizing the highly
dynamic nature of the field of computing, the School of Computing and Software Engineering
will be recognized as one of the best academic units in the world dedicated to all aspects of
computing and its applications. Through our educational programs, our research and
scholarship, and our service to the community, we seek to empower individuals and
organizations to improve the quality of life for people around the globe through the application
of computing and information technologies

Mission

In keeping with the mission of Southern Polytechnic State University, and recognizing the highly
dynamic nature of the field of computing, the School of Computing and Software Engineering
serves the community by equipping its students and graduates with the skills in and knowledge
of computing necessary to solve today's real-world problems and face tomorrow's challenges.
To this end, we offer a range of first-rate undergraduate and graduate degrees and professional

23
programs and engage in high-quality scholarship, research and development in all aspects of
computing and its applications.

Program Educational Objectives

Graduates will be able to demonstrate
A. The ability to hold progressively more responsible positions in the IT field,
including positions that are supervisory or managerial in nature.
B. Engage in life-long learning and professional development.
C. Communicate effectively as an IT professional with users, peers, and higher
management.
D. Work effectively on teams, whether as a participant or as a leader.
E. Demonstrate ethical behavior as an IT professional and sensitivity to the impact of
technology on society.
F. Pursue and successfully complete an advanced degree if desired.

All of the Program Education Objectives and Program Outcomes are listed on the departmental
IT accreditation website at: http://it.spsu.edu/ITAccreditation. They are also kept in the
departmental office and can be accessed through our IT main webpage at: http://it.spsu.edu.

C. Consistency of the Program Educational Objectives with the Mission of the Institution

The program educational objectives are consistent with the mission of the School of CSE and
that of the university and contribute toward the success of the mission. Further, by being
consistent with and supportive of the university and school mission, achievement of these
objectives has the support of the university administration and infrastructure. In the SPSU
mission statement including the practical applied skills (techne) needed to solve todays real
world problems, the BSIT program objectives lists the ability to hold progressively more
responsible positions in the IT field, which indicates a knowledge of solving problems in the IT
field. The BSIT program objectives also mention working effectively on teams, whether as a
participant or a leader, again working on solving real-world problems. Another BSIT program
objectives states that sensitivity to the impact of technology on society which speaks to
real-world problems of technology impact. The BSIT program objectives also speak to
demonstrate ethical behavior as an IT professional which speaks to the SPSU mission
work to develop the broader communitys intellectual, cultural that ties together ethical
and behavioral concerns.

The BSIT program objectives are consistent and supportive of the SPSU mission and the School
of Computing and Software Engineering mission.

D. Program Constituencies

24
The program constituencies and stakeholders of the Information Technology Department
include our Industrial Advisory Board, alumni, students, faculty, and employers. In order to
ascertain that our BSIT Program Objectives meet the needs of each group we survey the
Industrial Advisory Board (who include employers of our students), and alumni on a 3-4 year
cycle as part of our Assessment Plan. In addition, the faculty assess the BSIT Program
Objectives every 3 years as part of our assessment plan. The current students are surveyed for
the Student Outcomes, but not for the Program Objectives. The following are the various
constituent groups that have been surveyed and/or assessed during this past year.

Industrial Advisory Board/Employers

The IAB/Employers are one of the main constituents that are directly impacted by our Program
Objectives. Our board and employers have a stake in our objectives meeting their various
needs. Both the IAB and employers need graduates who are employable and who can meet the
Program Objectives as they are employed.

Alumni
The alumni of the BSIT program are the second main constituent that is directly impacted by
meeting our Program Objectives. The BSIT alumni are kept in touch with through the Deans
office.

Faculty
As part of our assessment plan, the BSIT faculty periodically assess the BSIT Program Objectives
to see what improvements should be made.

Students
Our students are our primary constituent group. Our students are surveyed about several
types of issues for the BSIT program. Students are asked periodically about advising, and during
their senior seminar, are asked about courses and student outcomes.

E. Process for Revision of the Program Educational Objectives

The BSIT program has an Assessment Plan that has a section on the assessment/improvement
of the Program Objectives. (see Attachment #9 Assessment Process) This assessment
process lists the time line for doing particular assessments, who participates in the assessment,
who evaluates the assessment and who is responsible for getting improvements implemented.

The following table maps the types of assessment methods to the Program Objectives.

Mapping of Assessment Methods to Program Objectives

BSIT Program
Alumni surveys Faculty Assessment IAB (Ind Adv Bd)/Employers
A. Hold more
responsible
positions X X X
B. life-long

25
 learning
X X
C.
Communication X X X
skills
D. Work eff in
teams X X X

E. ethical
behavior and
impact of IT X X X
F. Pursue
advanced
degree X X

Alumni, employers and the Industrial Advisory Board are polled using surveys. They are asked
about the appropriateness of the Program Objectives, as well as the achievement of those
objectives. Current surveys done with the IAB and alumni indicate that the objectives are
appropriate for each group. The following are the results from surveys and meetings with the
constituents concerning BSIT Program objectives

Faculty:
As part of the assessment process cycle for the BSIT program (see Attachment #9
Assessment Process for BSIT), the IT faculty held its annual retreat March 23, 2011. As part of
the agenda of the meeting, the faculty revisited both the Objectives and Student Outcomes for
the BSIT program. After reviewing the Program Outcomes, the IT faculty recommended the
following:

1. That the program objectives only include the area for students. In the previous
Program Outcomes, there were two areas students and curriculum. The faculty
decided that curriculum outcomes were not actually part of our assessment
improvement process and therefore, should not be part of the Program Outcomes.

Industrial Advisory Board (including employers):

In keeping with the assessment cycle, the Advisory Board was asked to comment on the
objectives and outcomes for the BSIT program during the IT Faculty meeting and IAD meeting
of April 27, 2011 (see Attachment #10 Faculty Meeting Minutes and Attachment # 17 IAB
Meeting Minutes). The Advisory Board approved the objectives and outcomes with the
following suggestions:

1. Add a statement that reflects that students need to be continuously learning in order
to earn more responsibility. During additional discussion it was noted that a survey is
sent to our alumni every 3 years for information regarding issues such as this. In
addition, our Program Objective 2 reads Engage in life-long learning and professional
development that reflects this concept.

26
 2. In statement number 4, Work effectively on teams, whether as a participant or as a
leader, be modified to include, including distributed remote teams. This would let
teams be made up of online and in-class students together. It was decided by the
faculty that this suggestion would be taken under advisement and revisited during the
fall, 2011 semester.

Alumni:
During spring 2011 alumni of the BSIT program were also surveyed concerning whether or not
they believed that the BSIT program objectives prepared them for the work environment using
the PEOs as achievements. A copy of the survey questions can be found in Attachment #11.
22 students responded to the survey with the following results.

Alumni Survey Results Table

PEO/Responses Strongly Agree Agree Neutral Disagree N/A

1 The ability to hold progressively more 22.7% 50% 4.5% 22.7%
responsible positions in the IT field
including positions that are supervisory or
managerial in nature
2 Engage in life-long learning and 45.5% 27.3% 9.1% 18.2%
professional development
3 Communicate effectively as an IT 36.4% 36.4% 13.6% 13.6%
professional with users, peers, and higher
management
4 Work effectively on teams, whether as 36.4% 36.4% 9.1% 18.2%
a participant or as a leader
5 Demonstrate ethical behavior as an IT 31.8% 50% 4.5% 13.6%
professional and sensitivity to the impact
of technology on society
6 Pursue and successfully complete an 40.9% 18.2% 18.2% 18.2% 4.5%
advanced degree if desired

These results will be analyzed and evaluated during the fall 2011 first IT faculty meeting. The
comments from the alumni are also available in the attachment #11. As can be seen from the
table, 77.7% of alumni believe the BSIT program has given them the ability to achieve PEO #1;
72.8% believe they have achieved PEO #2; 72.8% believe they have achieved PEO #3;, 72.8%
believe they have achieved PEO #4; 81.8% believe they have achieved PEO #5; and 59.1%
believe they have achieved PEO #6. As PEO #6 was lower than the other PEO percentages, the
IT faculty will be carefully looking at this area.

The results from these various surveys and meetings show that our constituents believe that
our BSIT Program objectives are meeting the needs of each constituent group.

27
CRITERION 3. STUDENT OUTCOMES

A. Student Outcomes
The BSIT student outcomes can be found listed both on the IT website at: http://it.spsu.edu
and at the IT accreditation website: http://it.spsu.edu/ITAccreditation. The outcomes are as
follows:

Student Outcomes for BSIT

Each graduate of the program should be able to:
1. apply problem solving skills, core IT concepts, best practices and standards to
information technologies;
2. identify and evaluate organizational requirements and current and emergingm
technologies;
3. select, design, integrate and administer IT-based solutions into the organizational
environment;
4. communicate effectively, both in writing and in speaking;
5. demonstrate an ability to participate effectively in the planning and execution of team
projects;
6. describe the impact of IT solutions in a global, societal, and ethical context;
7. describe the need for lifelong learning and some of the methods for engaging in it.

B. Relationship of Student Outcomes to Program Educational Objectives

The following table maps the program educational objectives to the program outcomes. Every
program outcome is related to one or more program educational objectives, and every program
educational objective is related to at least one program outcome.

Mapping of Program Outcomes to Program Educational Objectives

BSIT Program
A. Hold more B. life-long C. comm. D. work eff E. ethical F. Pursue
respon learning skills in teams behavior and advanced
positions impact of IT degree
1. apply X
problem
X
solving, IT conc, X
best prac &
stand
2. identify & X
evaluate org
req & current & X X
emerg tech

28
3. select,
design,
X X
integrate & X
adm IT sol
4.
communicate
X
effectively, oral X
and written
5. participate X
effect in
planning & X
execution of
team projects
6. describe &
explain impact
of IT sol in X X X
global, ethical
context
7. need for
lifelong learn
and methods X X

By mapping our Student Outcomes to our Program Objectives, we can see where the achievement of
Student Outcomes supports the achievement of our Program Objectives.

C. Process for the Establishment and Revision of the Student Outcomes

The original set of Student Outcomes were established when the degree began. A revision of
these outcomes (called program outcomes at the time) occurred during 2007-08. As part of our
continuous improvement plan we have been conducting surveys this 2010-11 academic year
concerning the current Student Outcomes. The assessment process includes how and when
revisions are made to both Program Objectives and Student Outcomes. The process is on a 3-
year cycle.

The BSIT program has an assessment/continuous improvement process that includes analysis,
assessment and improvement of student outcomes. The following is the BSIT assessment
process/plan.

BSIT Assessment/Continuous Improvement Process

Southern Polytechnic State University

29
The BSIT Assessment/Continuous Improvement process was established during the 2007-2008
school year for the purposes of improving the degree offered to our students, establishing a
continuous improvement to the curriculum offered, and to serve as the basis for our self-
assessment for accreditation. Our assessment/improvement process is based on using the
following assessment mechanisms:
o Faculty Course Assessment Reports (FCARs)
o Senior Surveys/Exit Interviews
o Curriculum Groups
o Alumni Surveys
o Employer Surveys
o IAB Surveys
o Advising surveys
o Capstone evaluations
o Program Educational Objectives & Student Outcomes surveys

Below, each one is described in detail along with who is responsible for ensuring the completion
of each, who reviews the results of each, and how often the analysis of each is completed.

Program Educational Objectives & Student Outcomes Surveys

Completed by: Assessment Coordinator
Completion Assurance: Assessment Coordinator and Department Chair every 3 years
Data Evaluation: IT Faculty

Program Educational Objectives Student Outcomes will be evaluated for any necessary
improvement on a 3-year cycle. The faculty, IAB Board, employers and alumni will be asked to
comment on the relevance of current Program Educational Objectives and Student Outcomes for
the BSIT program.

FCARs (Faculty Course Assessment Reports)

Completed by: Faculty members (including adjuncts), every semester, due 1st week into
next term (adjunct faculty members submit by the end of current term), copies
submitted to Administrative Assistant for filing.
Completion Assurance: Assessment Coordinator and Department Chair, every semester
Data Evaluation: Curriculum Groups, every 3 years on a rotating basis; every year for a
new or specifically identified course (for two years after new course taught).

FCARS are completed each semester for each instructor-class pairing by the instructor. If an
instructor teaches multiple sections of the same course in one semester, only one FCAR should
be completed, however, faculty have the option for doing multiple FCARs if they so choose. A
template for the FCAR can be found at the department assessment website
(it.spsu.edu/accreditation).
1. Before the semester begins, the instructor should review prior FCARs for the course, and
indicate any changes that will be made to the course (including the reason for the

30
 change). Before the semester, the instructor should determine what assessment
mechanism will be used to assess the course outcomes and any program outcomes
measured in the course.
2. During the semester, the instructor should keep assessment data for entry into the FCAR
throughout the term.
3. Once the term has been completed, the instructor should complete the FCAR. This must be
done by the 1st week of the next term for full-time faculty, and at the end of the current
term for adjunct/part-time faculty. Instructors should pay particular attention to the
Outcome Conclusions (improvements) and Improvements from Prior Term Brought
Forward sections. This is where possible improvements can be noted. Once completed,
a copy of the report should be given to the Administrative Assistant for filing along with
blank copies of all assessment mechanisms (tests, labs,etc.)

Senior Surveys/Exit Interviews

Completed by: Students in the IT Capstone course every semester taught & when student
turns in graduation petition (exit interview)
Completion Assurance: Assessment Coordinator, Capstone Instructor, Dept. chair every
semester.
Data Evaluation: Assessment Coordinator, once a year, due before next academic year begins.

Senior surveys are completed by all students in the IT capstone course every semester that the
course is taught. The instructor for the capstone course will ensure that every student has the
opportunity to take the survey and will appropriately encourage all students to complete the
survey.
1. Once a year the Assessment Coordinator will validate and vet the questions on the senior
survey for faculty input.
2. During the semester, the capstone instructor will instruct the students how to access the
survey and when it should be completed.
3. Once a year, all the surveys from the previous year should be evaluated and analyzed for
possible improvement suggestions. The summary report should be posted to the
assessment website (it.spsu.edu/accreditation). The report should be presented to the
faculty for discussion of possible improvements during the fall semester of the following
year.
4. For the Exit Interviews faculty member for the senior seminar conducts meetings with
individual students for comments about the program at the time they turn in their
graduation petition.

Capstone Evaluations
Completed by: IAB members and evaluators (faculty), every semester taught, due at conclusion of
IAB meeting, information currently stored in database.
Completion Assurance: Assessment Coordinator and Capstone Instructor, every semester
Data Evaluation: Assessment Coordinator and Capstone Instructors, once a year, due before
next academic year begins.

31
Capstone Evaluations are completed by IAB members and any other evaluators present at the
presentation sessions. Currently evaluations and completed and stored in the Capstone
Database which will also generate reports.
1. Before the IAB evaluation session, the professor for the program prepares students for
the evaluation.
2. During the IAB meeting, evaluators will complete the evaluation and submit the
information to the database.
3. After the IAB meeting, the assessment coordinator will print a summary report (including
all comments) for the Capstone instructor to use in grading.
4. Once a year, all the capstone evaluations from the previous year should be evaluated
and analyzed for possible improvement suggestions. The summary report should be
posted to the assessment website (it.spsu.edu/accreditation). The report should be
presented to the faculty for discussion of possible improvements during the fall semester
of the following year.

Curriculum Groups/BSIT Faculty

Responsible: Faculty members; every 2 years on a rotating basis or as needed
Completion Assurance: Curriculum Group Chairs and Department Chair, yearly
Data Evaluation: Curriculum Group, yearly

Curriculum Groups are faculty members that oversee groups of courses that are related. The
Curriculum Groups are:

Categories Required Elective Courses Faculty (Chair)

Courses
Programming/Software CSE 1301 IT 4683 Hartfield, Rutherfoord,
IT 1324 SWE 4663 Brown, Vandeven,
IT 3883 SWE 4724 Morrison, Tsui, Duggins
IT 3223
IT 3123
IT 3423
Web/Database/Networks IT 3204 IT4203 Halstead-Nussloch, Brown,
IT 4123 IT 4153 Rutherfoord, Peltsverger,
IT 4323 IT 3653 Karam
CS 3153 IT 4333
Security/Policy IT 4823 IT 4723 Peltsverger, Wang,
CSE 1002 IT 4833 Rutherfoord, Bernal, Brown
SWE 2642 IT 4843
SWE 4324 IT 4853

Each year the committee meets, it is expected to review all the course materials for the classes
in their group (Course Description in catalog and course database, FCARs, sample work, tests,

32
assignments, text book selection, etc.) and to determine what is working well in each class, and
what could be improved. In addition, the group should look at the overall group of courses to
determine if there is overlap or missing material from the courses related to the current national
curriculum standards. The group may also suggest discontinuation or addition of specific
courses. The committee will look at how well the course is supporting the IT Program Outcomes
and makes any suggestions for improvement.

After reviewing the material, the group (under direction of the chair of the group) brings their
findings to the annual assessment/improvement meeting of the whole BSIT faculty at the end of
spring term. The schedule for the BSIT faculty assessment/improvement meetings is as follows:

Fall 08 Fall 09 Spring Spring Spring 12 Spring 13

1 1
0 1
Programming/Software X X
Web/Database/networks X X
Security/Policy X X

Alumni Surveys
Responsible: Department Chair, Alumni Development
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered.

When a need is determined by an existing constituent an alumni survey will be developed and
administered. Results of the survey should be analyzed by the Department Chair and
Assessment Coordinator for suggestions of improvements to go to the IT faculty for approval.

Employer Surveys
Responsible: Department Chair, Alumni Development
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered.

When a need is determined by an existing constituent an Employer survey will be developed and
administered. Results of the survey should be analyzed by the Department Chair and
Assessment Coordinator for suggestions of improvements to go to the IT faculty for approval.

IAB Surveys/Focus Groups

33
Responsible: Assessment Coordinator
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered or focus groups are formed.

When a need is determined by an existing constituent a survey for IAB members will be
developed and administered. Results of the survey should be analyzed by the Department Chair
and Assessment Coordinator for suggestions of improvements to go to the IT faculty for
approval.

When a need is determined by an existing constituent focus group questions for the specified
group will be developed. Focus groups will be formed and interviewed. Results of the focus
group input should be analyzed by the Department Chair and Assessment Coordinator for
suggestions of improvements to go to the IT faculty for approval.

-------------------------------------------------------------
The constituencies and stakeholders of the Information Technology Department include our
Industrial Advisory Board, alumni, students and employers. Each of these areas has similar, yet
different needs. The students need to have a relevant curriculum that prepares them for the
work place. The alumni need life-long skills to help them succeed and prosper in their jobs.
The Industrial Advisory Board advises on current and relevant curriculum that might be
considered for the program. Employers want to hire graduates (and students) who are
knowledgeable in the IT field.

As part of the assessment /improvement cycle several revisions were proposed during spring
2011. These improvements will be discussed in the continuous improvement section.

D. Enabled Student Characteristics

The BSIT program looks at how the ABET General Criteria map to the BSIT student outcomes by
viewing the various BSIT student outcomes and how they relate to the ABET general outcomes.
The following table shows the correlation between the ABET General Criteria outcomes and the
BSIT student outcomes.

Mapping ABET General Outcomes and BSIT Student Outcomes

ABET/SPSU Apply Identify & Select, design, Comm Participate Describe & Recognize
Outcomes problem evaluate org integrate & effectively, effect in explain need for
solving, IT req & adm IT solu oral & written planning & impact of IT and
conc, best current & exec of team solutions in engage in
prac & stand emerg tech projects global context life long
learning

34
 a. Ability to apply
know of computing X
& math
b. Ability to
analyze a problem
& Identify & define X X X
comp req

c. Ability to design,
imple, & evaluate
system, process, X X
comp or prog
d. Ability to
function effect in X
teams
e. Understand of
Prof, ethical, legal,
sec & social issues X
& resp
f. Ability to comm X
effec
Ability g. to anal local & global
impact of X
computing
h. Recog need for
and ability to X
engage in cont prof
dev
i. Ability to use
current tech, skills, X
& tools
j. Ability to use &
apply current tech X X
conc & prac in core
IT
k. Ability to Ident &
anal user needs in
sel, creat, eval & X X
adm of comp sys
l. Ability to effect
integrate IT X X X
solutions into user
environ
m.Understanding of
best practices & X
stand and appl
n.Ability to assist in
creat of effect X
project plan

The program enables students to achieve, by the time of graduation:

(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline;
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its
solution;
(c) An ability to design, implement and evaluate a computer-based system, process, component, or program
to meet desired needs;
(d) An ability to function effectively on teams to accomplish a common goal;
(e) An understanding of professional, ethical, legal, security, and social issues and responsibilities;
(f) An ability to communicate effectively with a range of audiences;
(g) An ability to analyze the local and global impact of computing on individuals, organizations and society;
(h) Recognition of the need for, and an ability to engage in, continuing professional development;

35
 (i) An ability to use current techniques, skills, and tools necessary for computing practices.

The BSIT courses all have course outcomes that tie into one or more of the ABET general
criteria. By looking at the various course outcomes (assessed and improved in 3-year cycles),
the faculty can ascertain how the courses support the BSIT student outcomes, and therefore,
also support the ABET general criteria outcomes.

The following table maps where the BSIT courses support the ABET IT criteria outcomes.

ABET IT CRITERIA/BSIT COURSES

HCI Inf Pgm Net Web IT Inf Sys Sys Int Adv
a.1 M T S /Arch
A Courses
g e e d
t c c m
h
CSE1002
CSE1301 X
IT 1324 X
CSE2642 X
IT 1324 X
CS 3153 X
IT 3203 X
IT 3223 X X X
IT 3423 X
IT 3883 X
IT 4123 X X X X X
IT 4323 X
SwE4324 X
IT 4823 X
MGT TK X
SYS TK X
SOFT TK X
INF SEC X
TK

The course descriptions can be found in Attachment #13 Course Descriptions. Each course
description gives a general idea of what the course contains. The individual course syllabi give
more detailed course information including the individual course outcomes. A list of all
individual course outcomes can be found in Attachment #14 Individual Course Outcomes.

The following are the ABET General Criteria and how the BSIT courses address each criteria:

The program enables students to achieve, by the time of graduation:

a) An ability to apply knowledge of computing and mathematics appropriate to the discipline;

36
In the area of applying mathematics, students take the following Math courses:
1. Pre Calculus (Math 1113)
2. Calculus (Math 2253 or Math 2240)
3. Probability & Statistics (Math 2260)
4. Discrete Math (Math 2345).

In the area of applying knowledge of computing, students not only take 9 required IT
courses, but also take 3 computing courses and 2 software engineering courses. They also
take from 2 to 4 additional upper level IT/SwE courses depending upon their desired track
of depth. These courses include:
1. Advanced Programming Principles (IT 1324) - required
2. Hardware/software Concepts (IT 3123) - required
3. Software Acquisition & Project Mgt (IT 3223) - required
4. Intro to Web Development (IT 3203) - required
5. Operating Systems Concepts & Adm (IT 3423) - required
6. Applications Programming (IT 3883) - required
7. Data Communications & Networks (IT 4323) - required
8. Electronic Commerce (IT 4123) - required
9. Information Security Administration (IT 4823) - required
10. Intro to Computing Disciplines (CSE 1002) - required
11. Programming Principles (CSE 1301) - required
12. Database Systems (CS 3153) - required
13. Professional Practices & Ethics (CSE 2642) - required
14. User Centered Design (SwE 4324) required
15. IT Policy & Law (IT 4723) elective
16. Advanced Web Development (IT 4203) elective
17. Advanced Database (IT 4153) elective
18. Network Configuration & Adm (IT 4333) elective
19. Client Server Systems Adm (IT 3653) elective
20. Management Information Systems (IT 4683) elective
21. Wireless Security (IT 4833) elective
22. Ethical Hacking (IT 4843) elective
23. Computer Forensics (IT 4853) elective
24. Software Project Management (SwE 4663) elective
25. Software Engineering Project (SwE 4724) - elective

b) An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution;

Courses that support this criterion are:

1. Advanced Programming Principles (IT 1324) -required
2. Software Acquisition & Project Mgt (IT 3223) - required
3. Electronic Commerce (IT 4123) -required
4. Applications Programming (IT 3883) -required

37
5. Software Project Management (SwE 4663) -elective
6. Network Configuration and Administration (IT 4333) - elective

c) An ability to design, implement and evaluate a computer-based system, process,

component, or program to meet desired needs;

Courses that support this criterion are:

1. Advanced Programming Principles (IT 1324) - required
2. Software Acquisition & Project Mgt (IT 3223) - required
3. Software Project Management (SwE 4663) - elective
4. Software Engineering Project (SwE 4724) - elective
5. Client Server System Administration (IT 3653) - elective

d) An ability to function effectively on teams to accomplish a common goal;

Courses that support this criterion are:

1. Software Acquisition & Project Mgt (IT 3223) - required
2. Intro to Web Development (IT 3203) - required
3. Electronic Commerce (IT 4123) - required
4. Software Project Management (SwE 4663) - elective
5. IT Policy & Law (IT 4723) - elective
6. Advanced Web Development (IT 4203) - elective
7. Advanced Database (IT 4153) - elective
8. Client Server System Administration (IT 3653) - elective
9. Software Engineering Project (SwE 4724) - elective.

e) An understanding of professional, ethical, legal, security, and social issues and

responsibilities;

Courses that support this criterion are:

1. Professional Practices & Ethics (CSE 2642) - required
2. IT Policy and Law (IT 4723) - elective
3. Ethical Hacking (IT 4843) - elective
4. Wireless Security (IT 4833) - elective
5. Computer Forensics (IT 4853) - elective
6. Information Security Administration (IT 4823) - required

f) An ability to communicate effectively with a range of audiences;

Courses that support this criterion are:

1. Public Speaking (SPCH 2400) - required
2. Composition 1 (ENGL 1101) - required

38
3. Composition 2 (ENGL 1102) - required
4. Technical Writing (TCOM 2010) - required
5. Software Acquisition & Project Mgt (IT 3223) - elective
6. Software Project Management (SwE 4663) - elective

g) An ability to analyze the local and global impact of computing on individuals,

organizations and society;

Courses that support this criterion are:

1. Introduction to Computing Disciplines (CSE 1002) - required
2. Professional Practices and Ethics (CSE 2642) - required
3. IT Policy and Law (IT 4723) - elective

h) Recognition of the need for, and an ability to engage in, continuing professional
development;

Courses that support this criterion are:

1. Introduction to Computing Disciplines (CSE 1002) - required
2. Professional Practices and Ethics (CSE 2642) - required

i) An ability to use current techniques, skills, and tools necessary for computing practices.

Courses that support this criterion are:

1. Advanced Programming Principles (IT 1324) - required
2. Applications Programming( IT 3883) - required
3. Database Systems (CS 3153) - required
4. Software Acquisition & Project Mgt (IT 3223) - required
5. Intro to Web Development (IT 3203) - required
6. Data Communications and Networks (IT 4323) - required
7. Electronic Commerce (IT 4123) - required
8. Information Security Administration (IT 4823) - required

j) An ability to use and apply current technical concepts and practices in the core
information technologies;

Courses that support this criterion are:

1. Programming Principles (CSE 1301) - required
2. Advanced Programming (IT 1324) - required
3. Applications Programming (IT 3883) - required
4. User Centered Design (SwE 4324) - required
5. Database Systems (CS 3153) - required
6. Hardware/Software Concepts (IT 3123) - required
7. Operating Systems Concepts and Adm (IT 3423) - required
8. Data Communication and Networks (IT 4323) - required

39
 9. Information Security Administration (IT 4823) - required

k) An ability to identify and analyze user needs and take them into account in the selection,
creation, evaluation and administration of computer-based systems;

Courses that support this criterion are:

1. User Centered Design (SwE 4324) - required
2. Software Development Life Cycle (IT 3223) - required
3. Operating Systems Concepts and Adm (IT 3423) - required
4. Information Security Administration (IT 4823) - required
5. Network Configuration and Adm (IT 4333) - elective
6. Client Server System Administration (IT 3653) - elective
7. Software Project Management (SwE 4663) - elective
8. Software Engineering Project (SwE 4724) - elective

l) An ability to effectively integrate IT-based solutions into the user environment;

Courses that support this criterion are:

1. User Centered Design (SwE 4324) - required
2. Software Acquisition & Project Mgt (IT 3223) - required
3. Applications Programming (IT 3883) - required
4. Electronic Commerce (IT 4123) - required
5. Software Engineering Project (SwE 4724) - elective
6. Advanced Web Development (IT 4203) - elective
7. Advanced Database (IT 4153) - elective

m) An understanding of best practices and standards and their application;

Courses that support this criterion are:

1. Introduction to Computing Disciplines (CSE 1002) - required
2. Professional Practices and Ethics (CSE 2642) - required

n) An ability to assist in the creation of an effective project plan.

Courses that support this criterion are:

1. Software Acquisition & Project Mgt (IT 322e) - required
2. Applications Programming (IT 3883) - required
3. Electronic Commerce (IT 4123) - required
4. Software Project Management (SwE 4663) - elective
5. Software Engineering Project (SwE 4724) - elective
6. Advanced Database (IT 4153) - elective
7. Advanced Web Development (IT 4203) - elective

40
IT Program Specific Outcomes
The following are the Criteria for Information Technology Programs and how the BSIT courses
support these specific criteria.
For Information Technology Programs:

Students have course work or an equivalent educational experience that includes:

a. Coverage of the fundamentals of
1. The core information technologies of human computer interaction,
information management, programming, networking, web systems and
technologies. [IT]
2. Information assurance and security [IT]
3. System administration and maintenance [IT]
4. System integration and architecture [IT]
a. Advanced course work that builds on the fundamental course work to provide depth.

Courses that support the coverage of fundamentals of:

1. HCI User Centered Design (SwE 4324) - required
2. Information Management Database Systems (CS 3153) - required
3. Programming Programming Principles (CSE 1301), Advanced Programming Principles
(IT 1324) - required
4. Networking Data Communications and Networks (IT 4323) - required
5. Web systems Intro to Web Development (IT 3203) - required
6. Technologies Hardware/software Concepts (IT 3123), Operating Systems Concepts &
Administration (IT 3423), Electronic Commerce (IT 4123) - required
7. Information Assurance & Security Information Security Administration (IT 4823) -
required
8. Systems Administration and Maintenance Hardware/Software Concepts (IT 3123),
Operating Systems Concepts & Administration (IT 3423) - required
9. System Integration and Architecture Hardware/Software (IT 3123

Advanced course work that builds on fundamentals (students take 4 courses of upper level
track electives):
1. Applications Programming (IT 3883) - required
2. Software Project Management (SwE 4663) - elective
3. IT Policy and Law (IT 4723) - elective
4. Advanced Web Development (IT 4203) - elective
5. Advanced Database (IT 4153) - elective
6. Network Configuration & Administration (IT 4333) - elective
7. Client Server System Administration (IT 3653) - elective
8. Management Information Systems (IT 4683) - elective
9. Wireless Security (IT 4833) - elective
10. Ethical Hacking (IT 4843) - elective

41
 11. Computer Forensics (IT 4853) - elective
12. Software Engineering Project (SwE 4724) - elective
13. Technical Management (MGNT 4185) - elective
14. Production & Operations Management (4151) - elective

The BSIT also has other required courses outside of IT, CS or SwE. These courses include:
1. Accounting 1 (ACCT 2101)
2. Technical Writing (TCOM 2010)
3. Management and Organization Behavior (MGNT 3105)

A copy of the graduation requirements for 2009-2010 with all courses and pre-requisites listed
can be found in Attachment #1- 2009-2010 Graduation Requirements.

42
CRITERION 4. CONTINUOUS IMPROVEMENT
A. Program Educational Objectives

The evaluation, assessment and improvement of our Program Educational Objectives follows
our process of assessment/continuous improvement. This process follows a cycle of
assessment/continuous improvement through various activities and assessment methods.
This assessment/improvement process describes the type of assessment to be carried out, who
will carry it out, when it will be carried out, and who will evaluate and assess the results.
Different types of assessment are carried out during the 3-year cycle.

There are term course assessments the Faculty Course Assessment Reports (FCAR) that
indicate information about the individual courses. There are yearly and every 3-year
assessments, usually various surveys such as advising, Program Educational Objectives,
student outcomes and lab facilities. Each type of assessment brings valuable information to the
IT faculty for evaluation and possible improvement.

All constituents faculty, alumni, students, IAB Board, and employers are asked to participate
in various types of assessment activities. The assessment/improvement process describes how
each constituent group will be contacted and when it will occur.

The following is the BSIT Assessment/Improvement process:

BSIT Assessment/Continuous Improvement Process

Southern Polytechnic State University

The BSIT Assessment/Continuous Improvement process was established during the 2007-2008
school year for the purposes of improving the degree offered to our students, establishing a
continuous improvement to the curriculum offered, and to serve as the basis for our self-
assessment for accreditation.

The assessment/continuous improvement process has two major components that involve
several types of assessment methods. The two major assessment/improvement components
are:

1. Annual assessment retreats

2. Major 3-year assessment retreats

In addition, after the major 3-year assessment retreat, the faculty conduct a faculty meeting to
go over any additional data that is collected during the collection of survey material.

The assessment/continuous improvement process outlines the process that will be followed for
the assessment, evaluation and improvement of the BSIT program. Our assessment process is
based on using the following assessment methods:
43
 o Faculty Course Assessment Reports (FCARs)
o Senior Surveys/Exit Interviews
o Curriculum Groups
o Alumni Surveys
o Employer Surveys
o IAB Surveys
o Focus Groups
o Capstone evaluations (to be added beginning Fall 2009)

Below, each one is described in detail along with who is responsible for ensuring the completion
of each, who reviews the results of each, and how often the analysis of each is completed.

Below, each one is described in detail along with who is responsible for ensuring the completion
of each, who reviews the results of each, and how often the analysis of each is completed.

FCARs (Faculty Course Assessment Reports)

Completed by: Faculty members (including adjuncts), every semester, due 1st week into
next term (adjunct faculty members submit by the end of current term), copies
submitted to Administrative Assistant for filing.
Completion Assurance: Assessment Coordinator and Department Chair, every semester
Data Evaluation: Curriculum Groups, every 3 years on a rotating basis; every year for a
new or specifically identified course (for two years after new course taught).

FCARS are completed each semester for each instructor-class pairing by the instructor. If an
instructor teaches multiple sections of the same course in one semester, only one FCAR should
be completed, however, faculty have the option for doing multiple FCARs if they so choose. A
template for the FCAR can be found at the department assessment website
(it.spsu.edu/accreditation).
1. Before the semester begins, the instructor should review prior FCARs for the course,
and indicate any changes that will be made to the course (including the reason for
the change). Before the semester, the instructor should determine what
assessment mechanism will be used to assess the course outcomes and any
program outcomes measured in the course.
2. During the semester, the instructor should keep assessment data for entry into the
FCAR throughout the term.
3. Once the term has been completed, the instructor should complete the FCAR. This
must be done by the 1st week of the next term for full-time faculty, and at the end of
the current term for adjunct/part-time faculty. Instructors should pay particular
attention to the Outcome Conclusions (improvements) and Improvements from Prior
Term Brought Forward sections. This is where possible improvements can be noted.
Once completed, a copy of the report should be given to the Administrative Assistant
for filing along with blank copies of all assessment mechanisms (tests, labs,etc.)

44
Senior Surveys/Exit Interviews
Completed by: Students in the IT Capstone course every semester taught & when student
turns in graduation petition (exit interview)
Completion Assurance: Assessment Coordinator, Capstone Instructor, Dept. chair every
semester.
Data Evaluation: Assessment Coordinator, once a year, due before next academic year begins.

Senior surveys are completed by all students in the IT capstone course every semester that the
course is taught. The instructor for the capstone course will ensure that every student has the
opportunity to take the survey and will appropriately encourage all students to complete the
survey.
1. Once a year the Assessment Coordinator will validate and vet the questions on the
senior survey for faculty input.
2. During the semester, the capstone instructor will instruct the students how to
access the survey and when it should be completed.
3. Once a year, all the surveys from the previous year should be evaluated and
analyzed for possible improvement suggestions. The summary report should be
posted to the assessment website (it.spsu.edu/accreditation). The report should
be presented to the faculty for discussion of possible improvements during the fall
semester of the following year.
4. For the Exit Interviews faculty member for the senior seminar conducts meetings
with individual students for comments about the program at the time they turn in
their graduation petition.

Capstone Evaluations
Completed by: IAB members and evaluators (faculty), every semester taught, due at conclusion of
IAB meeting, information currently stored in database.
Completion Assurance: Assessment Coordinator and Capstone Instructor, every semester
Data Evaluation: Assessment Coordinator and Capstone Instructors, once a year, due before
next academic year begins.

Capstone Evaluations are completed by IAB members and any other evaluators present at the
presentation sessions. Currently evaluations and completed and stored in the Capstone
Database which will also generate reports.
1. Before the IAB evaluation session, the professor prepares the students for the
evaluation.
2. During the IAB meeting, evaluators will complete the evaluation and submit the
information to the database.
3. After the IAB meeting, the assessment coordinator will print a summary report
(including all comments) for the Capstone instructor to use in grading.
4. Once a year, all the capstone evaluations from the previous year should be
evaluated and analyzed for possible improvement suggestions. The summary
report should be posted to the assessment website (it.spsu.edu/accreditation).

45
 The report should be presented to the faculty for discussion of possible
improvements during the fall semester of the following year.

Curriculum Groups/BSIT Faculty

Responsible: Faculty members; every 2 years on a rotating basis or as needed
Completion Assurance: Curriculum Group Chairs and Department Chair, yearly
Data Evaluation: Curriculum Group, yearly

Curriculum Groups are faculty members that oversee groups of courses that are related. The
Curriculum Groups are:

Categories Required Elective Courses Faculty (Chair)

Courses
Programming/Software CSE 1301 IT 4683 Vandeven, Rutherfoord,
IT 1324 SWE 4663 Brown, Morrison,
IT 3883 SWE 4724
IT 3223
IT 3123
IT 3423
Web/Database/Networks IT 3204 IT4203 Halstead-Nussloch, Brown,
IT 4123 IT 4153 Rutherfoord, Peltsverger,
IT 4323 IT 3653 Karam
CS 3153 IT 4333
Security/Policy IT 4823 IT 4723 Peltsverger, Wang,
CSE 1002 IT 4833 Rutherfoord, Bernal, Brown
SWE 2642 IT 4843
SWE 4324 IT 4853

Each year the committee meets, it is expected to review all the course materials for the classes
in their group that are up for evaluation(Course Description in catalog and course database,
FCARs, sample work, tests, assignments, text book selection, etc.) and to determine what is
working well in each class, and what could be improved. In addition, the group should look at
the overall group of courses to determine if there is overlap or missing material from the courses
related to the current national curriculum standards. The group may also suggest
discontinuation or addition of specific courses. The committee will look at how well the course
is supporting the IT Program Outcomes and makes any suggestions for improvement.

After reviewing the material, the group (under direction of the chair of the group) brings their
findings to the annual assessment/improvement meeting of the whole BSIT faculty at the end of
spring term.

The schedule for the BSIT faculty assessment/improvement group meetings is as follows:

46
 Fall 08 Fall 09 Spring 10 Spring 11 Spring 12 Spring 13
Programming/Software X X
Web/Database/networks X X
Security/Policy X X

Alumni Surveys
Responsible: Department Chair, Alumni Development
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered.

When a need is determined by an existing constituent an alumni survey will be developed and
administered. Results of the survey should be analyzed by the Department Chair and
Assessment Coordinator for suggestions of improvements to go to the IT faculty for approval.

Employer Surveys
Responsible: Department Chair, Alumni Development
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered.

When a need is determined by an existing constituent an Employer survey will be developed and
administered. Results of the survey should be analyzed by the Department Chair and
Assessment Coordinator for suggestions of improvements to go to the IT faculty for approval.

IAB Surveys
Responsible: Assessment Coordinator
Completion Assurance: Assessment Coordinator and Department Chair, Done once every 3
years
Data Evaluation: Assessment Coordinator and Department Chair, whenever survey is
administered or focus groups are formed.

When a need is determined by an existing constituent a survey for IAB members will be
developed and administered. Results of the survey should be analyzed by the Department Chair
and Assessment Coordinator for suggestions of improvements to go to the IT faculty for
approval.

47
When a need is determined by an existing constituent focus group questions for the specified
group will be developed. Focus groups will be formed and interviewed. Results of the focus
group input should be analyzed by the Department Chair and Assessment Coordinator for
suggestions of improvements to go to the IT faculty for approval.

The following is the BSIT Program Assessment Methods Table that shows the type of assessment
method, frequency of assessment, media, responsible person, evaluation and frequency of
evaluation.

IT Program Assessment Methods

Assessment Frequency Data Collected How From Responsible Who Frequency

Method of Media Collected Whom for Evaluates of
Assessment Collected Collection Data Evaluation
FCARs Every Assessment Paper/online All faculty Dept. Chair Curriculum Min of
semester reports including groups, every 2
adjuncts assessment years or
subcommittee every year
for new
course or
problem
course
Senior Every year Questionnaires Online Selected Dept. Chair Dept. Chair Once a year
Surveys lower div & upper & and assess as given
upper div lower div sub-
one per yr students committee
Exit Every Surveys Paper and Seniors Dept. Chair Dept. Chair & Once a year
Interviews semester verbal with grad faculty
petitions
Curriculum Every 2 Reports Submitted to Member of Chair of Faculty Every 2
comm years Dept. Chair committee curriculum years
& faculty comm
IAB surveys Every 3 Surveys Paper or IAB Dept. Chair Dept. Chair & Every time
years electronically members faculty survey is
done
Alumni Every 3 Surveys Online Alumni Dept. Chair Dept. Chair & Every time
surveys years within past faculty survey is
3 years done
Employer Every 3 Surveys Online Employers Dept. Chair Dept. Chair & Every time
surveys years identified faculty survey is
by alumni done

The continuous improvement for Program Educational Objectives will be shown in section C.

B. Student Outcomes
The evaluation and continuous improvement of Student Outcomes follows the same process as
listed in Section A. The same assessment/improvement process is used for student outcomes.

C. Continuous Improvement

48
The BSIT Assessment/Continuous Improvement process details what assessments will be
carried out in a 3-year cycle including the assessment and evaluation of courses with their
course outcomes, student outcomes for the program and program objectives. During 2008-
2009, 2009-10 and 2010-11, various improvements were made to courses, student outcomes
and Program Educational Objectives.

The process for improvement of courses, program objectives and student outcomes is as
follows (following the assessment/continuous improvement process):
1. 8 courses (4 required and 4 elective) are assessed and evaluated each year for
possible improvements during the spring IT faculty assessment retreat.
2. Any approved course changes are sent to the Undergraduate Curriculum Committee
for approval, and then to the General Faculty for final approval. Improvements take place
during the next academic year.
3. After the assessment retreat, the suggested improvements are presented to the
IAB/employer board for any additional suggestions for improvement. Any suggestions from the
board are evaluated at the opening IT meeting fall term.
4. Every 3 years in the cycle the Student Outcomes and Program Objectives are
assessed and evaluated for any improvement during the major spring assessment retreat. The
spring IT assessment retreat is where these are assessed and then brought to the IAB/employer
board for input.
5. In addition, various surveys for Student Outcomes and Program Objectives are sent
to alumni and graduating IT seniors. The survey data is examined at the beginning meeting fall
term.

As mentioned previously in the assessment/continuous improvement process, the two major

types of activities for continuous improvement are the 1) annual assessment retreat, and 2)
the major assessment retreat. Another assessment meeting is held fall term following the
major assessment spring retreat.

1. Annual Spring Assessment Retreat

The annual spring assessment retreat is primarily used to evaluate, assess and improve the 8-9
courses on the 3-year cycle. The retreat is used to examine the FCARs of each course, look at
the current course outcomes and identify improvements for the course. The faculty who have
taught the course contribute their data and ideas for course improvement. The faculty vote on
all improvements for each course. The suggested improvements from the retreat are shared
with the IAB Board for their input and approval.

2. Major Spring Assessment Retreat (every 3 years)

The major spring assessment retreat is done every three years. This takes the place of the
regular annual assessment retreat. This retreat covers the 8-9 courses to be evaluated as well
as the evaluation of the Program Educational Objectives and Student Outcomes. Data from
various surveys from alumni, graduating seniors, and students are included in the retreat. The

49
suggested improvements from the major assessment retreat are shared with the IAB Board for
input and approval. Any suggestions for improvement from the IAB board are carried forward
to the first IT faculty meeting of fall term.

3. Interim Fall Assessment Retreat (every 3 years)

The fall retreat examines any survey data that wasnt used for the major spring assessment
retreat and the IAB Board suggestions for improvement. The IT faculty decide whether
additional improvements need to be made for the Program Educational Objectives and Student
Outcomes.

We will present the continuous improvements to the BSIT program by first looking at the major
assessment retreat held spring 2011 to examine the Educational Program Objective and
Student Outcomes assessment, followed by yearly assessment retreats where various individual
courses are evaluated for possible improvement. By assessing and improving the course and
course outcomes each year, the whole curriculum is evaluated and improved within a 3-year
cycle. By achieving the course outcomes that support the achievement of the student
outcomes and Program Educational Objectives, the BSIT program follows a cycle of continuous
improvement.

1. Program Educational Objectives Continuous Improvement: (major spring 2011 retreat)

Following the assessment/improvement process for a 3 year evaluation of the Program

Objectives, different groups participated in various surveys during spring 2011. The following
are results from these surveys.

Alumni Survey Spring 2011

The alumni survey giving during spring 2011, asked each alumni who responded how they
believed the BSIT program had prepared them for the work environment using our Program
Objectives. The alumni were asked if they believed the BSIT program had prepared them for
the 6 Program Educational Objectives. The results of the 22 respondents to the survey are:

Program Educational Objectives (PEOs) for BSIT

1. The ability to hold progressively more responsible positions in the IT field,
Including positions that are supervisory or managerial in nature.
2. Engage in life-long learning and professional development.
3. Communicate effectively as an IT professional with users, peers, and higher management.
4. Work effectively on teams, whether as a participant or as a leader.
5. Demonstrate ethical behavior as an IT professional and sensitivity to the impact of
technology on society.
6. Pursue and successfully complete an advanced degree if desired.

Obj/Response Strongly Agree Agree Neutral Dont Agree N/A

#1 22.7% 50% 4.5% 22.7%
#2 45.5% 27.3% 9.1% 18.2%

50
#3 36.4% 36.4% 13.6% 13.6%
#4 36.4% 36.4% 9.1% 18.2%
#5 31.8% 50.0% 4.5% 13.6%
#6 40.9% 18.2% 18.2% 18.2% 4.5%

The results of this survey will be assessed and evaluated during the fall welcome back IT faculty
meeting to see if any additional improvements need to be made to the objectives and to the
curriculum.

Additional Alumni Information from Survey

The Alumni Survey contained questions pertaining to the students original job, and additional
information on their professional development activities that would support . The alumni
responded with the following job information:

1. Intrusion Analyst
2. Strategic Account Manager (Professional Services)
3. Infrastructure Architect
4. IT Specialist
5. Systems admin
6. Currently I am an Information Security consultant engaged in protecting Enterprise
customers by engineering and supporting controls and measures.
7. Cognos Systems Engineer
8. Retired from Lockheed as embedded software Developoer
9. Studying MS IT at SPSU
10. Mngr, Project Impementations
11. Systems Administrator
12. Contract Consultant, IT Systems
13. Sr Reseach Scientist
14. I am internship
15. Client Engagement Manager
16. Information Systems Analyst/Retail Store technology support
17. Software Engineer
18. System Administrator

As can be seen from the types of jobs held, many of the alumni who responded have advanced
positions in the industry which directly support Objective #7. Many of our current students and
past students have also chosen to continue their MSIT degree at SPSU or other advanced
degrees.

The companies who the alumni represent include:

51
1. Google Inc.
2. www.five9.com
3. HKA
4. City of Chattanooga
5. Bluewave
6. SeeGee Technologies
7. Aon
8. Logical EMS Inc. a one person consulting company I started on retirement From Lockheed
9. Sprint
10. Georgia Gulf Corp
11. Sabre Software Systems
12. Georgia Tech Research Institute
13. Interstate National Dealer Services www.inds.com
14. Innovative-e, Inc
15. Biscuitville, Inc.
16. IBM
17. Emerson

Faculty Assessment/Evaluation of Program Educational Objectives:

The IT faculty assessed and evaluated the Program Outcomes during the spring 2011
assessment retreat of March 23. During that retreat, it was decided that the curriculum
objectives would be eliminated and only the Program Objectives would be included. (see
Attachment #16 Assessment Meeting Minutes)

IAB/Employer Assessment of Program Educational Objectives

During the spring 2011 Industrial Advisory Board (which include employers of our students),
the board was asked for their assessment of our Program Objectives. (see Attachment #17
IAB meeting minutes). The IAB (which includes the employers) agreed that the current
Program Objectives (with removing the curriculum objectives as recommended by the BSIT
faculty) were consistent with what graduates of the BSIT program should know 3-5 years after
graduation.

These three constituent groups faculty, alumni and IAB/employers are all part of the
assessment/improvement plan that occurs every 3 years. By collecting, analyzing and
evaluating these three constituents, the BSIT objectives can be kept current and valid for our
graduates. The next cycle for evaluation of the Program Objectives will be spring 2014.

Summary of Educational Program Objective Improvements

52
The only change recommended by faculty and IAB/employers was the elimination of the
curriculum objectives and only keeping the program objectives. The alumni survey results
will be assessed and evaluated during the first fall 2011 IT faculty meeting.

2. Student Outcomes Continuous Improvement: (major spring 2011 retreat)

During spring 2011, various constituents were evaluated concerning the student outcomes for
the BSIT. The following lists the various groups and results of their evaluation.

Student Outcomes (as of 2009-2010)

Each graduate of the program should be able to:

1. apply problem solving skills, core IT concepts, best practices and standards to
information technologies;
2. identify and evaluate organizational requirements and current and emerging
technologies;
3. select, design, integrate and administer IT-based solutions into the organizational
environment;
4. communicate professionally and effectively, both in writing and in speaking;
5. demonstrate an ability to participate effectively in the planning and execution of team
projects;
6. describe the impact of IT solutions in a global, societal, ethical and innovative context;
7. recognize the need for, and engage in lifelong learning.

During the Spring 2011 Retreat the IT faculty suggested improvements to the Student
Outcomes. The following are the improved Student Outcomes that will go into effect fall 2011:

Each graduate of the program should be able to:

1 apply problem solving skills, core IT concepts, best practices and standards, and
techniques and tools to information technologies and computing practice;
2 identify and evaluate organizational requirements, user needs, and current and
emerging technologies;
3 select, design, integrate, secure and administer IT-based solutions into the
organizational environment;
4 communicate professionally and effectively, both in writing and in speaking to a wide
range of audiences;
5 demonstrate an ability to participate effectively in the planning, documentation, and
execution of team projects;
6 describe the impact of IT solutions on individuals and organizations in a global, societal,
ethical, legal and professional context.
7 Describe the need and techniques for lifelong learning and professional development.

53
IAB/Employer Assessment of Student Outcomes
During the spring 2011 IAB board meeting, the board was asked to evaluate the improved
student outcomes. The board approved the new improved student outcomes and made two
additional suggestions:

o In statement number 3, add the word, implement after design.

o In statement number 5, take out the words demonstrate an ability, and begin
with the word, participate instead.

These suggested improvements will be evaluated by the IT faculty during the first IT faculty
meeting fall 2011.

Summary of Student Outcomes Improvements

The IT faculty, during their spring 2011 assessment retreat, recommended several
improvements to the student outcomes. The IAB board endorsed these changes along with
two other suggested improvements.

3. Course Improvements

As part of the assessment/improvement cycle, 8 courses each year (4 required and 4 elective)
are assessed and evaluated for possible improvements. These suggested improvements are
then shared with the IAB board for any additional suggestions. The spring IT faculty assessment
retreat (see Attachment #16 Assessment Meeting Minutes) shows the eight courses
assessment, evaluated and suggested improvements. Each course is assessed for its meeting
the course learning outcomes, improvements suggested for the learning outcomes themselves,
and any other improvements that the course might need. The FCARs are examined as well as
information from each faculty member who teaches the course is covered. The evaluations and
improvements are placed on an FCAR evaluation template one for each course evaluated.
The summaries of all FCAR evaluations from 2009-2011 may be found in Attachment 27 FCAR
Evaluation of Courses.

After the assessment retreat the IAB/employer board meets and the findings from the course
evaluations are brought to the board for any other suggestions. (see Attachment #17 IAB
meeting minutes). The latest IAB/employer board met April 2011. The course improvements
suggestions from the faculty were examined and accepted by the board.

The following section will detail which improvements have been made to the 2009-2010
curriculum since fall 2008.

The following summarize the various improvements made based upon course evaluation data,
constituent input and survey data: (see Attachment #10 IT Faculty Meeting Minutes,
Attachment #16 Assessment Retreat Minutes, Attachment #17 IAB Meeting Minutes,

54
Attachment #7 Senior Survey, Attachment #12 BSIT Alumni survey and Attachment #20
Advising Survey)

Academic Year 2008-2009 Improvement Process Activities (IT Faculty meetings, IAB meetings,
Assessment Retreat)

A. IT Faculty Meetings (see Attachment #10 IT Faculty meeting minutes)

1. Oct. 23 IT faculty meeting
a. Conduct two IAB meetings each year
b. Curriculum groups will review FCARs for courses being assessed
c. add Capstone course IT 4983 to Programming/software Curriculum group

2. January 29, 2009 IT faculty meeting

a. Draft policy on Credit by Examination limit
b. Renumbering of CSE 1301 into various sections J for Java, E for Engineering and C
for gaming

3. February 26, 2009 IT faculty meeting

a. Reiteration of FCAR policy
b. Increase BSIT undergraduate course offerings in summer by 2 courses

B. Spring IAB Board Meeting

April 1, 2009 IAB Board meeting & IT faculty meeting see Attachment#17 IAB Board
meeting minutes)
a. IT 4983 Capstone hadnt been offered yet. The Industrial Advisory Board was asked
about what should be in capstone projects two major suggestions came from
the IAB projects should be small enough to design and implement, make
certain each group has a team leader.

C. Fall 2008 Assessment Retreat

November 21, 2008 Assessment Retreat (see Attachment #16 Assessment Meeting minutes
and Attachment #21 2008 Fall Assessment Retreat Results)
a. Assessed IT 3223, Software Development Life cycle
b. CS 3153 Database Systems
c. CSE 1301 Programming Principles 1
d. IT 1324 Advanced Programming
e. IT 3123 Hardware/software Systems
f. IT 3423 Operating systems concepts
g. IT 3883 Programming Applications
h. IT 4683 Mgnt Information Systems (elective)
i. SWE 4663 Software Project Management (elective)
j. SWE 4724 software Engineering Project (elective)

55
The FCARs for each course were examined and any improvements were suggested by the
faculty. During this retreat it was suggested that we move the assessment retreats to spring
semester rather than fall semester all approved the change. The next assessment retreat,
therefore, would take place Spring 2010 (2009-2010 academic year).

Academic Year 2009-2010 Improvement Activities (IT Faculty meetings, IAB meetings,
Assessment Retreat)

A. IT Faculty Meetings (see Attachment #10 IT Faculty meeting minutes)

1. August 18, 2009

a. feasibility of offering informatics type of degree or courses
b. marketing of IT programs

2. September 16, 2009

a. remember re-accreditation timeline
b. looked at possibility of study abroad course
c. proposed draft of changes to BSIT curriculum
d. portfolio for IT students discussed no definite conclusion

3. November 18, 2009

a. retention and graduation rates should be a priority for department

4. February 1, 2010
a. Missing FCARs need to have these in from fall term
b. motion made for the following changes:
remove Account 1 from AREA F and replace with TCOM 2010 Tech Writing
Move MGNT 3105 Mgt & Org Behavior from required to Mgt track
Remove IT 4723 and MGNT 3145 from Mgt Track (pre-req problems)
Delete Adv. Software Devl Track (2 course are moving to required no track)
Move IT 4723 and IT 4683 to required IT courses
All of these passed
Remove SWE 4235 User Centered Design this will be taken under consideration
For next year

5. April 14, 2010

a. Will hold partial retreal fall term and regular assessment retreat spring 2011
b. discussion of online courses want to get most of BSIT courses also online
c. discussion of proctored exams for distance students

B. Fall/spring IAB Board Meeting (see Attachment #16 IAB meeting minutes)
1. December 8, 2009
a. IAB members reviewed senior capstone presentations and gave evaluations for

56
 each team
b. discussion graduation and retention rates
c. course improvement discussions drop accounting as requirement, move Mgt &
Org Behavior class to Mgt rack, add Management Information Technology and
IT and the Law courses to required
d. asked for ideas for new courses or new topics for courses
cloud computing
continuous integration
application of IT to business
disaster recovery planning & implementation
assessment/requirements for a business

2. May 6, 2010
a. IAB members reviewed senior capstone presentations and gave evaluations for
each team
b. copies of curriculum sheets were examined by IAB
c. capstone course discussed
shorten timeframe
give students more project management vs programming knowledge
consider 2 semester capstone projects
use timesheets for accountability
allow teams to hire from other teams

C. Spring 2010 Assessment Retreat (see Attachment #16 Assessment Meeting minutes and
Attachment #22 2010 Spring Assessment Retreat Results)

The 8 courses that were assessed during the Spring 2009 assessment cycle were:
Required Courses:
IT 3203 Intro to Web
IT 4123 E-Commerce
IT 4323 Data Comm & Networks
CS 3153 Database

Elective courses:
IT 4203 Advanced Web
IT 4153 Advanced DB
IT 3653 Client Server
IT 4333 Network Configuration

The results of the assessment, evaluation and improvements for each of these courses can be
found in Attachment 22 2010 spring Assessment Results

57
Academic Year 2010-2011 Improvement Activities (IT Faculty meetings, IAB meetings,
Assessment Retreat)

A. IT Faculty Meetings (see Attachment #10 IT Faculty meeting minutes)

1. August 18, 2010
a. IT department strategic plan and goals were discussed
b. finish plan of offering BSITonline
c. classroom visits for non-tenured and part-time faculty will be conducted fall term
d. CSE 1301 was discussed regarding course outcomes and student success
e. Faculty discussed student continued dis-satisfaction with User Centered Design
course proposed looking at adding HCI outcomes to current courses
f. discussed new HIT (health IT) track looked at courses and outcomes

2. September 15, 2010

a. Virtual and remote lab purchase orders have been submitted
b. continued discussion of BSIT online CSE 1301 is being developed and will be
offered summer term
c. CSE 1301 concerns were taken to the CSSwE meeting and resolution appears to
be coming
d. discussed new IT 4423 Unix/Linux course (pre-req) of IT 3423. This course has been
requested by students and IAB board
e. approved new HIT courses and outcomes for each course will present to UCC for
approval
f. discussed IT minor approved to take out IT 4203, MGNT 4140 and IT 3883 and
include IT 4423
g. continued discussion on User Centered design course examined IT body of
knowledge for HCI. Will examine adding this to Mgt of IT course

3. October 13, 2010

a. visits to part-time faculty and non-tenured faculty have begun
b. change to permanent schedule IT 4153 Adv DB is offered off-year spring; will
remove undergraduate Database Security & Auditing course and exchange
them with database courses
c. IT minor moved to accept with change: include IT 3203 Intro to Web or CS 3153
DB approved
d. new Unix/Linux course will be sent to UCC for approval
e. discussed adding new HCI course motion passed but will continue discussion
whether a new course or adding outcomes to current courses is the best
direction to take

4. November 10, 2010

a. UCC approved changes to IT minor
b. UCC approved new concentration (track) in HIT with 4 new courses
c. Add new HIT courses to permanent schedule

58
 d. new curriculum (graduation requirements) sheets will be created
e. new IT 4423 Unix/Linux course will be sent to UCC for Feb. meeting
f. will look at student focus groups

5. February 16, 2011

a. Discussion of adding online courses to permanent schedule, IT 3503, IT 4513, IT 4523,
IT 4533
b. discussion of proctored exams for online courses voted NOT to require proctored
exams for online courses leave up to the faculty member teaching the course
c. finalized discussion on adding HCI component (outcomes) to IT 4683 course with
major revisions of course approved - this will be done and sent to UCC
d. discussion of adding one additional hour to free electives (from UCD 4 hour course
that was removed) passed
e. new curriculum (graduation requirement) sheets will be developed for fall

B. Fall/spring IAB Board Meeting (see Attachment #16 IAB meeting minutes)

1. December 8, 2010
a. The board approved the changes approved by the IT faculty
b. IAB members reviewed senior capstone presentations and gave evaluations for
each team

2. April 27, 2011

a. IAB members reviewed senior capstone presentations and gave evaluations for
each team
b. discussed cut in state appropriations to the university
c. two new positions are in the process of being finalized candidates are coming to
campus in May for interviews
d. pilot for HIT Accelerated Training Program (through extended university) was run
e. discussed various coordinator changes for IT programs
f. discussed BSIT program improvements board approved the changes
g. discussed the Program Objectives 2 suggestions were made
add a statement that reflect students need to be continuously learning
work effectively on teamsincluding distributed remote teams
h. discussed the improved Student Outcomes from Assessment retreat 2 suggestions
were made
Add the word implement after design in outcome #3
Take out words demonstrate an ability and begin with word
participate in Outcome #5

C. Spring 2011 Assessment Retreat Retreat (see Attachment #16 Assessment Meeting
minutes and Attachment #23 2011 Spring Assessment Retreat Results)

59
Spring 2011 was the year to examine not only the 8 courses in the assessment cycle, but also
the student outcomes and program objectives. The IAB/employer board also gave input to the
course improvement and student outcomes and program objectives. (see Attachment #16
Assessment Retreat minutes, and Attachment #17 IAB Meeting minutes)

In addition, surveys were given to graduating IT seniors concerning the appropriateness of the
student outcomes, and to alumni for the appropriateness of the program objectives. The
following summarizes the various assessment efforts and improvements that were suggested
and/or approved.

The 8 courses that were assessed during the Spring 2009 assessment cycle were:

IT 4823 Inf Security

CSE 1002 Intro to Computing
SWE 2642 Prof Practices & Ethics
SWE 4324 UCD

Elective courses:

IT 4723 IT Policy & Law

IT 4833 Wireless Security
IT 4843 Ethical Hacking
IT 4853 Compu Forensics

The results of the assessment, evaluation and improvements for each of these courses can be
found in Attachment 23 2011 spring Assessment Results

Results from Senior Graduating Seminar Course

As part of the assessment/improvement cycle, all graduating seniors have a seminar course. All
CSE majors (IT, CS, SWE and CGDD) are placed in this online seminar. The seminars purpose is
to give information to the graduating seniors and collect data from them about the following
topics:

1. Courses that I benefited the most from

2. Courses that I believe could be improved
3. New courses (topics) Id like to see offered

The results of these three questions from the IT graduating seniors can be found at Attachment
#24 Classes I Benefited the Most From, Attachment #25 Courses Id Like to See Offered,
Attachment #26 Courses that Could be Improved.

These results are disseminated to the Department Chairs, undergraduate coordinators and
Dean for discussion in the various departments. Some comments from the BSIT graduating
seniors are:

60
A. Courses I benefited the most from:

1. The class that I believe that benifited me the most was Hardware/software, Intro-Web-
Development. This three classes gave me a hardcore understanding of knowing how
information technology works.

2. After getting a job as a software developer almost 15 years ago, I came back to school to
complete my undergraduate degree so that the doors of opportunity would never close in my
face. However, I realized along the way how much I dont know.

Since then, even more courses have been created in order to keep up with this growing field. Ive
worked full time along the way and my initial regrets of completing a Bachelor Degree at such
a slower pace have since faded. I would do it no other way.

Is it tough to pick just one course that has most benefited me in my journey of self discovery.
However, Information Security Administration with Bob Brown inspired me to do further
research on the vulnerabilities of computer systems and why its a skill that is always going to
be needed. I changed my BSIT track to Information Security and Assurance and have been
attending National Information Security Group (NAISG) meetings ever since.

Even though Im still in software development, I am considering a shift in my career and cannot
get enough. I am having a blast with the Computer Forensics course Im taking now and am
almost disappointed that Im almost done!

3. The most beneficial class that I feel like I learned the most in would probably have to be my
Operating Systems. It was a class that is an overview of how all OS's work and it will be
information that I will take with me throughout the course of my career. I also really enjoyed the
information security class because one of the most prominent issues that we as IT professionals
will find in our way will be the ability to secure data so that it is not accessed by the wrong
people this class was interesting and at the same time challenging which is a good combination
for learning.

4. The classes that have benefited me the most would be CS 1301, CS 3153, IT 3123, IT 4823,
and IT 4903 Infrastructure Defense. Collectively, these classes have taught me a vast amount of
information that has helped me to learn and gain even more interest in the computer field.

5. I think Database systems was the most important class for me as i learned a lot about SQL
and how data is stored in tables

6. The most beneficial courses I took were Software Project Management, Software Acquisition
and Management, and the IT Capstone course.

These classes teach you how to work in a group to complete a project as well as the

61
management involved with that. They are to me the most applicable to real world job
situations.

7. The most important is database systems

8. Information Security was the most beneficial course I have taken. It really formed the base of
all of my security education. It needs special attention to make sure that it remains an excellent
class. Security is the bedrock of everything that we do in IT.

Discussion of Results:
During the fall 2011 first IT faculty meeting these results will be discussed.

B. Courses Id Like to See Offered:

1. I'd like to second some of the other suggestions for a mobile device development class.
However, I think a class that focuses on developing applications for mobile platforms should
focus specifically on designing interfaces for touch-screen devices with limited screen space
and/or creating multi-platform software or services. The rest of the application development
process is similar to developing for more contemporary platforms.

Professor Halstead-Nussloch's User Interaction Engineering class is very relevant to interface

design for mobile devices. Some of the material from that class could be combined with
discussions on multi-platform application development to form a class about mobile device
software development. Also, discussions on efficient programming would be very relevant given
the (relatively) limited processing power available on mobile devices.

2. I would like to have class based on mobile platform development. This is a big market that
has appeared and no school really focus on codeing for mobile platforms. Even creating custom
mobile OS so there will be more competition in that market instead of just iphone and andriod.

3. I think that a class that goes over the app development and deployment for smart phone such
as the iPhone. I am really curious on how to develop an app, but would rather sit in a hands on
class with labs than to buy a book without any physical instruction.

4. I would like to see a class that would allow students to create apps for mobile phones. That
would be pretty cool.

5. Linux - There needs to be a course specifically designed for linux and all the facets that go
there with. I have had to learn from the ground up and it would be helpful.

6. Linux/Unix courses. Especially for BSIT. How many companies out there have Linux in their IT
infrastructures? Many. How much Linux exposure do we get at SPSU? Almost zero unless youve
taken the security track. To make a Linux course more interesting, you could combine it with C
programming on Linux or even have it be a C Programming course, but in Linux. Perhaps it could

62
be an IT Infrastructure Defense course in Linux?

7. Like others have mentioned, a Unix/Linux class would be a great addition to the curriculum.

8. I think that a Linux/Unix class should be required for all IT majors. Not all IT setups in
corporations are based in Unix or Linux, but the majority are. It would be helpful to graduate
with at least that small amount of knowledge.

9. I think someone else posted a class idea about Linux. This would be something that I'd like to
see taught.

10. I would like to see a class dealing with gadgets like android phones,apps,ipones.

11. One class that I would like to see at SPSU is a class about different operating systems such as
Linux. The class should teach the students how to use Linux not how Linux works. We have an
operating systems class at SPSU right now that focus on how the operation system works
instead of teaching us how can we use the operation system, troubleshoot it and all that good
stuff.

Discussion of Results:
Two of the important course suggestions to come from the graduating seniors is a Linux/Unix
course and a course on mobile applications. The new BSIT curriculum that begins fall 2011 does
include a Unix/Linux course that is required. During the first fall 2011 meeting the IT faculty will
examine all suggestions from students and see if some special topics courses are warranted.

C. Courses That Could Be Improved:

BSIT students listed a few courses that they believe could be improved. These are e-commerce,
data communications and networking, ethical hacking (mentioned several times), user centered
design (mentioned several times) and Intro to Computing (overview course).

Discussion of Results:
The user centered design course has already been removed from the curriculum starting fall
2011. The other courses that were mentioned will be examined during the fall IT faculty
meeting.

D. Results from Spring 2011 Surveys (Alumni, Advising, and Graduating Seniors)

As part of our assessment/improvement cycle, the alumni, graduating seniors and students
were invited to participate in various surveys. The alumni were asked to comment on the
attainment of program objectives, the graduating seniors were asked to comment on the
attainment of student outcomes in the BSIT, and students (freshmen-seniors) were asked to
comment on advising in the department.
The results from each of these surveys will be evaluated the first meeting of fall 2011 for
possible needed improvements to advising, outcomes and objectives. The following show

63
some of the results from each of these surveys. The complete set of results and comments may
be found in the attachment specified.

Advising Survey (see Attachment 20 Advising Survey Results)

Students were invited to complete an online survey that addresses advising in the department.
The department faculty believe that good advising assists students in the attainment of the
student outcomes. 31 students (16 seniors, 11 juniors, 3 sophomores, and 1 freshman)
answered the survey. The following table shows the general results of the short survey.

Advising Survey Table

Question/response Excellent Good Satisfactory Poor
How would you rate 61.3 35.5 3.2 0
advising as a whole for
the BSIT?
How would you rate 71.0 29.0 0 0
the academic advisor?
How would you rate 60.0 36.7 3.3 0
the BSIT coordinator?

Some examples of comments when asked How would you improve advising? were:

I think it would be good for advisors to have a closer relationship to the Career and Counseling
Department. Maybe have alignment meetings or something of that nature wherein advisors
can be sure they know the most up to date programs in the Career and Counseling section.

I transfered over from the ECET department last semester and I would recommend mimicking
their flow charts. So a new student can more clearly see the flow of the degree program and
compare to the flow of another similar degree program.

Well, my only suggestions would directly relate to what Degreeworks can take care of. So as
long as it used in the best way to benefit the students, I don't have any suggestions.

Put a little more emphasis on helping students know what classes they need to take and what
not

The IT department is efficient and thorough in the advising department.

These comments have been shared with the IT faculty, Department Chair and Dean and will be
examined during the fall 2011 August IT faculty meeting. Any improvements needed to be
made to advising will be discussed and implemented at that time.

64
Graduating Senior Survey for Student Outcomes (see Attachment #7 Graduating Senior
Survey)
During spring 2011 the graduating seniors were asked to comment on the attainment of the
BSIT student outcomes. The following are the results from the seniors:

Graduating Seniors Survey of Student Outcomes Attainment

Outcome/Rating Strongly Agree Agree Neutral Disagree

1. At the time of 53.3% 46.7% 0% 0%
graduation you are
able to apply problem
solving skills, core IT
concepts, best
practices and
standards to
information
technologies
2. At the time of 46.7% 53.3% 0% 0%
graduation you are
able to identify and
evaluate
organizational
requirements and
current and emerging
technologies
3. At the time of 20.0% 66.7% 13.3% 0%
graduation you are
able to select, design,
integrate and
administer IT-based
solutions into the
organizational
environment
4. At the time of 60% 40% 0% 0%
graduation you are
able to communicate
effectively, both in
writing and in speaking
5. At the time of 53.5% 40% 6.7% 0%
graduation you are
able to demonstrate
an ability to participate
effectively in the
planning and
execution of team
projects
6. At the time of 13.3% 80% 6.7% 0%
graduation you are
able to describe the
impact of IT solutions
in a global, societal
and ethical context
7. At the time of 20% 66.7% 13.3% 0%
graduation you are
able to describe the
need for lifelong

65
learning and some of
the methods for
engaging in it

As can be seen from the table (survey) results, the students believe that they are attaining the
BSIT student outcomes at the time of graduation. This data will be shared with the IAB board
during the fall meeting.

Advising Survey all BSIT students (see Attachment #20 Advising Survey Results)

As part of the assessment/improvement process, all BSIT students were asked about the
general advising in the IT department. The faculty believe that good advising helps students
attain the student outcomes of the program.

Students were asked to rate advising in general in the department, the capabilities of academic
counselor in advising, and the capabilities of the BSIT coordinator for advising. The following
table lists the results from that survey. The full survey and comments from the students can be
found in the attachment listed above. 31 total BSIT students responded to the survey with the
following breakdown: 16 seniors, 11 juniors, 3 sophomores and 1 freshman.

BSIT Advising Survey Results

Question/result Excellent Good Satisfactory Poor
1. How would you 61.3% 35.5% 3.2% 0%
rate the IT department
advising as a whole?
2. How would you 71% 20% 0% 0%
rate the CSE Academic
Advisor for advising?
3. How would you 60% 36.7% 3.3% 0%
rate the Program
Coordinator for
advising?

As can be seen from the table, the majority of the students believe that advising for the BSIT
program is excellent or good. We believe there is a direct connection between student success
and advising. Faculty take advising very seriously and strive to assist students whenever they
can.

All of these different survey results are used for continuous improvement for program
objectives, student outcomes and general improvement of courses and the program. The
assessment/improvement plan drives what, when, where and who will carry out assessment,
evaluation and improvement activities in a cyclical manner.

66
CRITERION 5. CURRICULUM

A. Program Curriculum

Table Completed Below

How the Curriculum Aligns with Program Educational Objectives:

The Program Educational Objectives (PEOs) for the BSIT are:

Graduates will be able to demonstrate

A. The ability to hold progressively more responsible positions in the IT field,
including positions that are supervisory or managerial in nature.
B. Engage in life-long learning and professional development.
C. Communicate effectively as an IT professional with users, peers, and higher
management.
D. Work effectively on teams, whether as a participant or as a leader.
E. Demonstrate ethical behavior as an IT professional and sensitivity to the impact of
technology on society.
F. Pursue and successfully complete an advanced degree if desired.

PEO 1 is met through all the computing courses in the curriculum. Each course adds value to
either the fundamental knowledge of computer science attained by the student or the
advanced knowledge in the IT field. The advanced knowledge is required for making valuable
technical contributions in those areas in the workplace and allows the student to hold more
responsible positions.

PEO 2 is met primarily through the CSE 2642 Professional Practices and Ethics course. The
students also spend time discussing life-long learning of new IT concepts in such courses as IT
3223 Software Acquisition and Project Management and IT 4823 Information Security
Administration.

PEO 3 is met through a subset of courses. Courses contributing to this PEO have large team
projects and / or substantial written or communication assignments such as e-commerce, IT
and the Law, Advanced Applications Development, and Intro to Web Development. In addition
to the IT courses, there are several General Education courses and others required for the
degree which contribute to this PEO:
COMM 2400 Public Speaking addresses oral communication skills
ENGL 1101, ENGL 1102, TCOM 2010 Technical Writing address the written
communication skills

67
 STS 2400 Science, Technology, & Society requires a large multi-disciplinary team
project as well as written and communication skills.

PEO 4 is met through the use of team projects in many courses. The following courses have
major group project (team) components: IT 3883, IT 4123, IT 4983 and most of the upper level
track courses.

PEO 5 is met primarily through the CSE 2642 Professional Practices & Ethics course. This course
covers the basic areas of ethics and professional behavior, standards and policies. In addition,
courses such as IT 3203 Intro to Web Development, IT 3883 Advanced Applications
Development, IT 4123 Electronic Commerce and IT 4823 Information Security Administration
discuss the impact of technology on society and how awareness of that impact should be
understood by the students.

PEO 6 is met through all of the IT courses and supporting courses. Students who attain the
student outcomes by the end of graduation and employ those skills in the workplace find that
they desire additional knowledge and preparation especially in the areas of managing IT that
comes from a graduate degree.

Table 5.2 Mapping of BSIT Curriculum to Program Educational Objectives

The ability to Engage in Comm Work Demonstrate Pursue &

hold life-long effectively effectively ethical successfully
Progressively learning & as IT prof on teams, behavior & complete
more professional w/ users, as sensitivity to an adv
responsible development peers & participant impact of degree if
positions in higher or leader technology desired
IT mgt on society
CSE 1301 Prog
& Problem
Solving I X
IT 1324
Advanced Prog X X
Principles
CSE 2642 Prof
Practices & X X
Ethics

IT 3123
Hardware
software sys X X
CS 3153
Database X X X
Systems
IT 3203 Intro
to Web
Development X X
IT 3223
Software
Acquisition & X X X X
Project

68
Management
IT 3423
Operating
Systems
Concepts & X
Adm
IT 3883 Adv
Applications
Development X X X X
IT 4123
Electronic
Commerce X X X X
IT 4323 Data
Comm &
Networks X X
SWE 4324
User Centered X X X
Design
IT 4823 Inf
Security
Administration X X
SWE 4663
Software Proj
Management X X X X
IT 4723 IT and
the Law X X X X X
IT 4153
Advanced
Database X X X X
IT 4203 Adv
Web
Development X X X X
IT 4333
Network Conf &
Administration X X X X X
IT 3653 Client
Server sys
Administration X X X X
IT 4683 Mgt
Information
Systems X X
SWE 4724
Software Eng
Project X X X X X
IT 4833 Wire
Security X X X X X
IT 4843 Ethical
Hacking X X X X X
IT 4853
Computer
Forensics X X X X X

69
How the Curriculum and Prerequisite Structure Support Attainment of Student Outcomes:

A mapping of the IT curriculum to the student outcomes can be found in Table 5.3.

All Student Outcomes are demonstrated in one or more classes.

Table 5.3 of Relevant Course Outcomes Mapped to Program Outcomes

Apply Identify & Select, Comm Participate Describe & Recognize

problem eval org design, effectively, effectively in explain need for &
solving, IT req & integrate & oral & plan & exec impact of engage in
conc, best current & adm IT written of IT team IT sol in lifelong
prac & emerging solutions projects global, learning
stand tech ethical
CSE 1002 Intro
to Computing
Disciplines

CSE 1301 Prog

& Problem
Solving I X X
IT 1324 Advanced
Prog Principles X X
CSE 2642 Prof
Practices & Ethics X X X

IT 3123 relate
basic concepts to
modern X
computer
systems
CS 3153 Database
Systems X X X X
IT 3203 Intro to
Web
Development X X X
IT 3223 Software
Acquisition &
Project X X X
Management
IT 3423
Operating
Systems
Concepts & Adm X X
IT 3883 Adv
Applications
Development X X X X
IT 4123
Electronic
Commerce X X X
IT 4323 Data
Comm &
Networks X X X
SWE 4324 User

70
Centered Design X X X
IT 4823 Inf
Security
Administration X X X
SWE 4663
Software Proj
Management X X X
IT 4723 IT and
the Law X X X
IT 4153
Advanced
Database X X X X
IT 4203 Adv
Web
Development X X X X
IT 4333
Network Conf &
Administration X X X X
IT 3653 Client
Server sys
Administration X X X X
IT 4683 Mgt
Information
Systems X X X
SWE 4724
Software Eng
Project X X X X
IT 4833 Wire
Security X X
IT 4843 Ethical
Hacking X X X
IT 4853
Computer
Forensics X X X

4. Curriculum Pre-requisite Flowchart (2009-2010)

The following page contains the pre-requisite chart for the 2009-2010 BSIT program.

71
MATH CSE CSE IT
1113 1301 2642 3223

IT CSE IT
3883 3153 4153
MATH
IT
2345
1324
SWE SWE IT
4324 4324 4683

IT
3203
IT
IT
4123
4843

IT
4203 IT
3653

IT
3123

IT IT IT
3423 4323 4723
IT
4823
IT
4333

IT IT
4833 4853

BSIT Pre-requisite Flow Chart 2009-2010

72
Hours and Depth of Study for Each Area of the Criteria:

The IT curriculum contains 62 semester hours of fundamental and advanced IT topics. All upper
level courses incorporate current research and up-to-date material within the class.
Specifically, many of the IT upper level technical electives are based on faculty members
research areas such as security, digital image processing, artificial intelligence, and embedded
systems.

The IT curriculum requires 10 hours of mathematics beyond pre-calculus. These courses are:
MATH 2253 Calculus I (4 hours)
MATH 2345 Discrete Math (3 hours)
MATH 2260 Probability and Statistics (3 hours)

Descriptions of all courses are published in the catalog and on the school website along with
the requirements for the degree.

IT Specific Program Criteria:

The 62 hours of IT topics required in the degree include specific courses on:
Hardware/software concepts (IT 3123)
Software Acquisition & Project Management (IT 3223)
Operating Systems Concepts & Administration (IT 3423)
Intro to Web Development (IT 3203)
Data Communications & Networks (IT 4323)
Electronic Commerce (IT 4123)
Information Security Administration (IT 4823)

Students completing the BSIT are exposed to several different programming languages and
systems. CSE 1301J and IT 1324 teach introductory programming in Java. IT 3883 Advanced
Applications Development uses the .NET environment. In CS 3153 Database Systems, students
learn PHP and the Linux operating system. Most upper level IT courses allow students to select
their own programming language and environment for projects.

The pre-requisite diagram illustrates the fundamental courses that are required before the
advanced course work. For example, IT 3123 builds on IT 1324, and IT 3223 builds on CS 3153.
12 hours of upper level IT technical electives build on the fundamentals and provide depth into
a single topic area such as information security.

The IT curriculum requires 13 hours of mathematics (including pre-calculus) and an additional 8

hours of science. The 13 hours of mathematics includes MATH 2345 Discrete Math and MATH
2260 Probability and Statistics. The 8 hours of science include courses that the science and
engineering majors take and are selected from:

73
 Biology I and II
Chemistry I and II
Physics I and II
Astronomy I and II
Geology I

All of these science courses include a laboratory component.

Capstone Course
Our BSIT program includes a IT Capstone course (IT 4983) which requires students to compete a
team-based project for a client. This course allows students to demonstrate all the PEOs.
Capstone projects are evaluated by members of the IT Industry Advisory Board and IT faculty
each semester.

Cooperative Education

We do not have cooperative education as part of the requirements of the BSIT program.

Documentation for Evaluators in the Documents Room Display Materials

Documentation for Program Evaluators will be found in the following format:

1. All courses will have a notebook that contains FCARs, syllabi, student work of assignments,
tests and quizzes.

2. There is a notebook containing all of the FCAR improvement templates from the assessment
retreats.

3. There is a notebook containing just the syllabi for all courses.

4. There will be material present for the supporting courses from other departments.

5. There will be examples of the textbooks used for each course.

6. There is also a website for the department and for accreditation. However, we are under-
going a web-site upgrade (completely redoing every website on campus), and so I am not able
to give the URL for these websites in the report. The websites will be given to the Program
evaluators and chair when they become available.

B. Course Syllabi
Course syllabi are found in the Appendix A.

74
 Table 5-1 Curriculum
Program Name

Curricular Area (Credit Hours)

Indicate Whether
Course is
Course Required,
(Department, Number, Title) Average
Elective or a
List all courses in the program by term starting with first term of first year and Computing Section
Selective Elective Last Two Terms
ending with the last term of the final year. Topics Enrollment
the Course
by an R, an E or Mark with an was Offered: for the Last Two
an SE2 Math & F or A for Year and, Terms the
Basic Fundamental General Semester, or Course was
Sciences or Advanced Education Other Quarter Offered1
Freshman Fall Term
ENGL 1101 Composition 1 R 3 Sp & Su 2011

MATH 1113 Precalculus R 4 Sp & Su 2011

HIST 2111 US History choice of several US history courses R 3 Sp & Su 2011

CSE 1301 Programming & Problem Solving 1 R 4F Sp & Su 2011

CSE 1002 Introduction to Computing Disciplines R 2F Fa & Sp

2010/11
Freshman Spring Term
ENGL 1102 Composition II R 3 Sp & Su 2011

MATH 2240 or MATH 2253 R 3 Sp & Su 2011

HIST 1111 World History choice of several world history courses R 3 Sp & Su 2011

ECON 1101 or PSYC 1101 R 3 Sp & Su 2011

IT 1324 Advanced Programming Principles R 4F Sp & Su 2011

Sophomore Fall Term Sp & Su 2011

COMM 2400 Public Speaking R 2

SCIENCE COURSE choose from Astr, biology, chem and physics R 4 Sp & Su 2011

CS 3153 Database Systems R 3F Sp & Su 2011

75
TCOM 2010 Technical Writing R 3 Sp & Su 2011

IT 3123 Hardware/software Concepts R 3F

Sophomore Spring Term
ENGL 2110 Literature choice of several literature courses R 3 Sp & Su 2011

ES 1100 Ethnic Studies or choice of 4 other cultures & society courses R 3 Sp & Su 2011

ACCT 2101 Accounting 1 R 3 Sp & Su 2011

IT 3223 Software Acquisition & Project Management R 3F Sp & Su 2011

IT 3203 Intro to Web Development R 3F Fa & Sp

2010/11
Junior Fall Term
STS 2400 Science, Technology & Society R 2 Sp & Su 2011

ARTS 2001 Drama appreciation or choice of 4 other arts/lang courses R 3 Sp & Su 2011

MGNT 3105 Management & Organizational Behavior R 3 Sp & Su 2011

IT 3423 Operating Systems Concepts & Adm R 3A Fa & Sp

2010/11
IT 3883 Advanced Applications Development R 3A Sp & Su 2011

Junior Spring Term

SCIENCE COURSE choose from Astr, biology, chem and physics R 4 Sp & Su 2011

MATH 2345 Discrete Math R 3 Sp & Su 2011

CSE 2642 Professional Practices & Ethics R 2F Sp & Su 2011

IT 4323 Data Communications & Networks R 3A Sp & Su 2011

IT 4123 Electronic Commerce R 3A Sp & Su 2011

Senior Fall Term

MATH 2260 or IET 2227 Statistics R 3 Sp & Su 2011

SWE 4324 User Centered Design R 4A

IT 4823 Information Security Administration R 3A Sp & Su 2011

Upper Level Technical Elective (Mgt, systems, Adv Software or Sec Tk) R 3A Sp & Su 2011

Upper Level Technical Elective (Mgt, systems, Adv Software or Sec Tk) R 3A Sp & Su 2011

Senior Spring Term

IT 4983 IT Capstone R 3A Fa & Sp
2010/11

76
Upper Level Technical Elective (Mgt, systems, Adv Software or Sec Tk) R 3A Sp & Su 2011

Upper Level Technical Elective (Mgt, systems, Adv Software or Sec Tk) R 3A Sp & Su 2011

Free Elective E 3 Sp & Su 2011

Free Elective E 3 Sp & Su 2011

Add rows as needed to show all courses in the curriculum.

OVERALL TOTAL CREDIT HOURS FOR THE DEGREE 122 hrs

PERCENT OF TOTAL 17.2% 47.5% 22.9% 12.3%

1. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element.
2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are
courses where students must take one or more courses from a specified group.

Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit.

77
CRITERION 6. FACULTY

A. Faculty Qualifications

There are five tenure/tenure track faculty members who teach full-time in IT, plus three full-
time lecturers. In addition the Department Chair of IT and the Dean of the School of
Computing & Software Engineering teach a minimum of one course during each academic year.
Each of the full-time faculty members teaches at least 2-4 courses in the IT program each
semester. Six of the full-time faculty hold a doctorate degree in-field or closely related (such as
CS, IS, etc.) Two full-time faculty members, who do not have the doctorate in-field, have
extensive teaching, work, consulting and professional development experience and have been
teaching in IT since the program began. Both had teaching experience in CS as well. The Dean
and Department Chair hold doctorates in-field. All of these faculty are listed in Table 6-1.

The School of Computing and Software Engineering share faculty between IT, CS and SWE, and
this allows for expertise in particular areas to be easily covered. When faculty are hired the
Dean is careful to ascertain whether or not the new faculty member will be able to fill-in any
gaps of teaching expertise that we need. When ads are placed for new positions, general
requirements for areas of needed expertise are listed.

Additional faculty members from the sister department of Computer Science & Software
Engineering have always taught SWE 4324 User Centered Design (required), SWE 4624
Software Engineering (elective), SWE 4663 Software Project Management (elective), SWE 4724
Software Engineering Project (elective), CS 3252 Database Systems (required), CSE 1301
Programming Principles (required), IT 4843 Ethical Hacking for Eff. Defense (elective), IT 4853
Computer Forensics (elective), and CSE 1002 Introduction to the Computing Disciplines
(required). The faculty who teach these courses have credentials in CS and SWE, extensive
teaching experience in the area they are teaching, and additional work and professional
development experience. All of the faculty are listed in Table 6-1.

There are several adjunct faculty members who routinely teach for the IT department at least
once per year. These faculty members are hired for particular courses in which they have the
proper degree and corresponding work experience.

With the combination of the full-time IT faculty, faculty from CS and SWE, plus any additional
adjunct faculty, the program can be offered for students to meet the student outcomes. The
two year rolling permanent schedule, which lists the courses that will be available in a given
semester and their delivery mode, ensures that students can complete their program of study
in four years. It allows the department chair to schedule the needed faculty for each term and
anticipate the needs coming up.

78
B. Faculty Workload
Table 6-2 describes the basic faculty workload for the department. The department has three
undergraduate programs the BSIT (Bachelor of Science in Information Technology), the BASIT
(Bachelor of Applied Science in Information Technology a 2+2 program), and the WebBSIT
(Bachelor of Science in Information Technology Web a consortial program with 5 other
Georgia schools). The BSIT and BASIT program share courses. The WebBSIT program has a
completely separate set of courses that were developed by the five consortial schools, and
taught by faculty from the five schools. There are no shared courses from the WebBSIT
program. Faculty can volunteer to teach in the WebBSIT program and courses may be
considered part of the faculty workload, or over the faculty workload where an additional
compensation will be paid through the consortium. The department also has a MSIT (Master of
Science in Information Technology) program.

C. Faculty Size
During the last few years, the Department of IT has had a steady growth. In order to
accommodate that growth, the Department Chair and Dean have worked closely with the VPAA
to ensure that there are adequate numbers of faculty to support the programs in IT.

With the retirement of a full-time professor December 2010, the VPAA approved the search
and hiring of two new IT full-time tenure track faculty. These faculty were hired spring 2010
and will begin fall 2011. This brings the total full-time tenure/tenure-track IT faculty to six, not
including two full-time lecturers. The Dean, Department Chair and other qualified faculty from
computer science and software engineering adequately support the IT programs.

At this time faculty designated as graduate faculty (those who teach graduate courses as well as
undergraduate courses) are required to teach 3 courses per term (or 9 hours) and do significant
research. Faculty who primarily teach undergraduate courses teach 4 courses per term (or 12
hours). Faculty who are designed lecturer do not have a research or heavy service
component to their duties and they teach 5 courses per term (or 15 hours). The Department
Chair also makes every effort to limit the numbers of different preps that an individual faculty
member has during each term. One of the purposes of the long-range permanent schedule is
to offer some courses less frequently and have larger sections of students (still keeping the
numbers no greater than 35 usually). The normal enrollment for undergraduate courses is set
at 30-35. The only courses that are larger than that are the first two programming courses that
cap at 40 students with two sections of twenty students for the closed lab sections.

The department also allows for significant internal course releases to faculty. The
Undergraduate Coordinator receives one course per year, the ABET coordinator receives one
course per year of the year the ABET report is being prepared, and the other program
coordinators (graduate coordinator, BASIT coordinator, and WebBSIT coordinator) receive a
course per year release.

79
Faculty have teaching as their primary responsibility. Faculty who teach graduate classes may
request one course release each term to do additional research. The normal faculty load is 12
semester hours (4 three hour classes) each semester. A typical graduate faculty member will
teach 9 semester hours (3 three hour classes) each semester. A lecturer teaches 15 semester
hours (5 three hour classes), but has reduced professional growth and development
expectations. All faculty perform service.

Faculty also participate in advising. The primary advising for the department is done through
the undergraduate coordinators (one for the BSIT and BASIT, one for the WebBSIT, and one for
the MSIT), and the full-time academic counselor. Faculty are also given a list of students to
advise. Students have the choice of seeing their faculty advisor, the program coordinator or the
academic counselor.

Faculty also participate in service departmental, university and profession. Faculty participate
in various departmental and university-wide committees.

D. Professional Development
The department budgets travel funds for all full-time faculty members; they are intended to
support scholarly activities by faculty, as well as professional growth and development. This
money pays for attendance at conferences and professional workshops/seminars. Faculty
members who receive funding are expected to have a paper to present at the conference. Each
faculty member receives an annual allotment for travel, but the department chair and dean
may move around additional funds to support faculty development. In addition, the VPAA will
support travel where funding isnt available. Faculty who are giving papers can be assured
(funding permitting) of having their travel paid for. This is very supportive of the faculty.

The faculty members are allowed to take courses free of charge from within the university
system after they have been a full-time employee for at least 6 months. This benefit allows
faculty to continue their education, or take courses that would support teaching new subjects.

Additional funding is available through the Center for Teaching Excellence. This center is
sponsored by the VPAA and Deans with funding for special projects, grants and fellowships for
faculty. Faculty may apply for these fellowships and grants yearly. The stipends range from
$500-$3000 per year. These stipends include travel money for teaching improvement
conferences.

The following is a summary of faculty research/professional growth and development over the
last year.

80
Summary of Faculty Scholarship Activities:

The faculty of the IT Department have been very active in scholarly activities. During the last 3-
4 years a total of 83 publications refereed conference papers, journal articles and books have
been published. The faculty have a variety of scholarly interests including information security,
privacy and ethics, adult learning, online learning, cyber attacks, women in IT, electronic
citizenship, mobile networks, Java web development, digital forensics, web engineering and
cryptography.

The following are examples of the papers, journal articles, workshops and books that have been
published:

Attacks on Vulnerability Analysis

Ontology Knowledge
Metrics for Vulnerability
Copyright Yes Faculty Still Need to Know
University Instructional Design for Developing Online Courses
Women in IT
Privacy & Ethics in Internet Security
Electronic Citizenship
Web Service
Electronic Identity
Routing in Mobile Networks
Complex Hall Computation & Application to Networks
Event-driven in Wireless Sensor Networks
Technology Acceptance in Learning Settings
Student Attitudes towards Virtual Learning Environments
JAVA Web Development Illuminated
Digital Forensics
Semantic Integration of Metadata in Bioinformatics Data Sources
Historic Perspectives of Web Engineering
Mobile & Handheld Security
Multimedia Information Security Crytography and Steganography

As can be seen by the list the faculty are engaged in a variety of IT-related research. With this
amount of scholarly activity the faculty are able to stay up-to-date with research in the field of
IT and its implications for classroom activities.

81
E. Authority and Responsibility of Faculty

SPSU Course Creation Process

The faculty at Southern Polytechnic State University are charged with the oversight of all
curriculum. The process for creation of new courses is as follows:

1. Faculty propose a new course within their department

2. After getting course approval within the department, the course is passed by the school for
input, and to the dean for approval
3. After school input, the department sends the course to the Undergraduate Curriculum
Committee using the standard form (see Attachment #15 Undergraduate Curriculum Form).
The UCC either approves or disapproves the course.
4. If approved, the course then goes to the general faculty who approves the recommendation
from the UCC for course creation.
5. After the course is approved by the general faculty, the course is then added into the
BANNER student record system and included as a valid course for registration.

Courses are also modified in the same manner. The UCC form is used for changes to existing
courses as well.

The Dean works closely with the department coordinators for course changes, improvements
and creation of new courses. As mentioned previously, the Department of IT gets approval
from the coordinators and CSE faculty for new courses and endorsements for course updates.

The VPAA attends the meetings of the standing committees on campus. New degree programs
are first sent to the faculty senate for approval of the concept. Then the new degree proposal
goes on to the general faculty for approval. The VPAA usually speaks to the faculty concerning
new program proposals giving their rationalization and support. The Undergraduate
Curriculum committee is also attended by the VPAA. This is where individual courses are
presented for approval. The Dean and department chairs also attend these meetings when
courses from their areas are on the agenda for consideration.

IT Internal Process
As part of our internal process for creating and modifying existing courses, we use our
assessment retreats for the improvement/modifications to existing courses based upon data
from faculty and other constituents. Courses have an oversight sub-committee who looks at
the courses under their jurisdiction and present possible improvements to the rest of the IT
faculty during retreats.

IT Curriculum Groups/Coordinators
The Department of Information Technology has three undergraduate curriculum groups the
fourth that will be added fall 2011. Each group with its accompanying courses is listed below
along with the group coordinator and course coordinators.

82
The job of the group coordinator is to call meetings (as needed) of the curriculum group and
coordinate getting the Course Guide entries for the courses in the group created and sent to
Becky to be put on the web. The coordinator will ensure that each course in the group has the
proper syllabus (also to go on the web) including the course outcomes for each course.

The course coordinator is responsible for writing the course outcomes for the course (or getting
the course outcomes from outside departments), any lab topics and selecting the list of
acceptable/optional textbooks for the course. He/she will work with the group coordinator to
ensure that the course guide syllabus is correct.

The accreditation coordinator will ensure that all course syllabi are in the correct format, course
outcomes, lab topics and textbooks are within the stated guidelines from the Course Guide and
will monitor compliance with ABET policy.

Undergraduate Curriculum Groups:

Programming/Software Group Susan Vendeven (group coordinator)
IT 1324 Adv Programming Susan Vandeven (course coordinator)
IT 3883 Prog Applications Susan Vandeven (course coordinator)
IT 3223 Soft Acq & Proj Mgnt Susan Vandeven (course coordinator)
IT 3124 Hardware/software Bob Brown (course coordinator)
IT 3423 Op Systems Susan Vandeven (course coordinator)

Web/Database/Networks Group Rich Halstead-Nussloch (group coordinator)

IT 3204 Intro Web Bob Brown (course coordinator)
IT 4123 Elec Commerce Becky Rutherfoord (course coordinator)
IT 4203 Adv Web Bob Brown (course coordinator)
IT 4153 Adv Database Svetlana Peltsverger (course coordinator)
IT 3653 Client Server Rich Halstead-Nussloch (course coordinator)
IT 4323 Data Comm & Networks - Svetlana Peltsverger (course coordinator)
IT 4333 Network Configuration Svetlana Peltsverger (course coordinator)

Security/Policy Group Svetlana Peltsverger (group coordinator)

IT 4823 Inf Security Andy Wang (course coordinator)
IT 4723 IT Policy & Law Becky Rutherfoord (course coordinator)
IT 4833 Wireless Security Andy Wang (course coordinator)
IT 4843 Ethical Hacking Svetlana Peltsverger (course coordinator)
IT 4853 Computer Forensics Andy Wang (course coordinator)
IT 4683 Mgt Inf Systems Rich Halstead-Nussloch (course coordinator)

HIT Group (new for fall 2011) Chi Zhang (group Coordinator)
IT 3503 Foundations of HIT Andy Wang (course coordinator)
IT 4513 Elec Health Rec Sys & App Chi Zhang (course coordinator)
IT 4523 Clinical Proc & WkFl: A&D Chi Zhang (course coordinator)

83
 IT 4533 Health Inf Sec & Pri Becky Rutherfoord (course coordinator)

These various curriculum groups ensure that courses are regularly assessed for any
improvements following the assessment cycle plan.

Faculty Role for Revisions of Education Objectives and Student Outcomes

As mentioned previously in Continuous Improvement, the faculty play an integral part of
updating and improving the educational objectives and students outcomes of the BSIT program.
As part of the assessment/improvement cycle the educational objectives and student outcomes
are examined every 3 years by the various constituents of the BSIT program. The faculty are
one of the constituents who evaluate the educational objectives and student outcomes. The
faculty also take under consideration suggestions from students, alumni and employers
concerning any improvements to the objective and outcomes. As mentioned in the continuous
improvement area, this examination of objectives and outcomes took place during spring 2011
in accordance with the assessment cycle.

84
 Table 6-1. Faculty Qualifications
Bachelor of Science in Information Technology

Years of Level of Activity

Professional Registration/
Experience H, M, or L

Type of Academic

FT or PT4
Appointment2
Rank 1

Certification
Highest Degree

T, TT, NTT

Consulting/summe
Govt./Ind. Practice

r work in industry
Teaching

This Institution

Organizations

Development
Faculty Name Earned- Field and

Professional

Professional
Year

Dr. Han Reichgelt, Dean CSE PhD, Cognitive P T FT 25 4 H M M

Science 1986

Dr. Ju An (Andy) Wang, Dept. Chair IT PhD, CS P T FT 3 22 10 H H M

Dr. Rebecca Rutherfoord EdD, Education, P T FT 4 33 28 CDP H H L

1975

Dr. Richard Halstead-Nussloch PhD, Psychology- P T FT 16 20 16 Cert H H M

experimental, Prof
1978 Ergono
mist

Dr. Svetlana Peltsverger PhD, CS 2001 AST TT FT 5 16 5 CISSP M H L

Dr. Chi Zhang PhD, IT 2009 AST TT FT 10 1 L H L

85
Prof. Robert Brown MS (ABD) I NTT FT

Prof. Susan Vandeven MS, CS 1993, I NTT FT 24 10 8 L L L

MBA 1985

Prof. Barbara Bernal (SwE dept teaches M.Ed., P T FT 31 27 T5 M L L

some courses for IT students) Mathematics, Masters
1981 Level
Teach
Cert in
GA

Dr. Orlando Karam (in CS dept teaches PhD, CS 2001 P T FT 3 10 8 L H L

some courses for IT students)

Prof Briana Morrison (CS dept teaches MS/CS 1995 ASC NTT FT 8 16 16 H M L
some courses for IT students) working on
doctorate at GA
Tech

Dr. Edward Jung (CS dept teaches some PhD, CS 1994 AST TT FT 14 4 2 CISSP M M L
courses for IT)

Dr. Dan Lo (CS dept teaches some courses PhD, CS 2001 AST TT FT 1 12 2 H H M
for IT)

Prof Pat Roth (CS dept- teaches some MS/CS I NTT FT 3 43 29 L L L

courses for IT students)

Dr. Jack Zheng (hired full-time for fall 2011) PhD, IS 2009 AST TT FT 3 4 0 M M L

86
Dr. Ming Yang (hired full-time for fall 2011) PhD, CS & Eng, AST TT FT 5 5 0 H H L
2006

Richard Austin MS, IS, 2003 A NTT PT 30 6 1 H M L

Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if
necessary. Updated information is to be provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track
3. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous
years at the institution

87
 Table 6-2. Faculty Workload Summary

Bachelor of Science in Information Technology

% of Time
Program Activity Distribution3 Devoted
PT to the
or Research or Other4 Program5
Faculty Member (name) Classes Taught (Course No./Credit Hrs.) Term and Year2
FT1 Teaching Scholarship

Dr. Ju An Wang FT IT 4903 (honors Inf Sec Research)/3, IT 4983/3, fall 25% 15% 60% 100%
2010; IT 4983/3, sp 2011 adm
Dr. Rebecca Rutherfoord FT IT 4723/3, sp 2011; IT 4123/3, IT 4723/3, sum 2011 60% 15% 25%
adm
Dr. Richard Halstead-Nussloch FT IT 4683/3, f 2010; IT 4683/3, sum 2011 75% 25%
Dr. Svetlana Peltsverger FT IT 4153/3, IT 4323/3, f 2010; IT 4153/3, IT 4323/3, sp 60% 15% 25%
2011; IT 4323/3, IT 4333/3, IT 4843/3, sum 2011 Adm
Dr. Chi Zhang FT IT 4903/3, fall 2010; IT 4903/3, sp 2011; IT 1113/3, IT 75% 25%
3503/3, sum 2011
Prof Robert Brown FT IT 3202/3, IT 4823/3, CSE 1003/2 (3 sections), f 2010; IT 75% 25%
3123/3, IT 3203/3, IT 4123/3, CSE 2642/2, sp 2011; IT adm
3212/3, IT 4823/3, sum 2011 QEP
Prof Susan Vandeven FT IT 3423/3, IT 3653/3, IT 3883/3, f2010; IT 1324/4, IT 90% 10%
3223/3, IT 3423/3, IT 3883/3, sp 2011; IT 1324/4, IT
3223/3, IT 3883/3, sum 2011
Prof Fred Hartfield (retired Dec. FT IT 1113/3, IT 1324/4 (2 sections) 60% 10% 30%
2010)
Prof. G. Campbell PT IT 3123/3, f2010 13%
Dr. Sarah North (temporary) FT IT 3223/3, f 2010; IT 1113/3 sp 2011 100%
Dr. Jack Zheng (hired full-time PT IT 4203/3 f 2010 13%
for fall 2011

88
 Prof. Richard Austin PT IT 4903/3 f 2010; IT 4853/3 sp 2011
Dr. Edward Jung (CS faculty) FT IT 4833/3, sp 2011 13% 75% CS
Dr. Dan Lo (CS faculty) FT IT 4903/3, sp 2011 13% 75% CS
Dr. Han Reichgelt (Dean) FT IT 4903/3, sp 2011 13% 87%
adm

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution

2. For the academic year for which the self-study is being prepared.

3. Program activity distribution should be in percent of effort in the program and should total 100%.

4. Indicate sabbatical leave, etc., under "Other."

5. Out of the total time employed at the institution.

89
CRITERION 7. FACILITIES

A. Offices, Classrooms and Laboratories

Faculty/Departmental Offices
Each full-time faculty member of the School of Computing and Software Engineering has an
individual office in the Atrium Building (Building J), where the department is located. Each
office is equipped with a desk, computer desk, file cabinet, shelves for books, computer, printer
and any other equipment that the faculty member might need.

Each department (IT Department and CSSwE Department) within the School of Computing and
Software Engineering has an office suite with a reception area, space for the Administrative
Assistant and student assistant, and a work room. The Deans office has room for the Dean,
administrative assistant, student assistant and work rooms. The full-time Academic Advisor of
the School of Computing and Software Engineering also has an individual office.

Part-time faculty members have three large offices, each with 3-4 desks and as many
workstations, and shelf space. These offices are generally time-shared and allow for the faculty
to work and meet with students. Graduate Assistants also have a shared office with three
desks and as many workstations.

Classrooms
The Atrium Building (Building J), where the Department of Information Technology resides is
approximately 12 years old. Information Technology has first priority on three classrooms for
instructional purpose, and can schedule other classrooms that are available anywhere on
campus. We normally dont have any difficulties scheduling our classes in Building J.

All the regular classrooms and most special-purpose classrooms routinely available for IT
classes are equipped with LCD projectors, and computers dedicated for instruction. They are
also equipped with either SMART Boards or Sympodiums, state-of-the-art instructional
technologies that are touch-screen based, allow instructors to write, draw, and highlight on the
screens, and save a transcript of the class session. The classrooms are, of course, equipped with
Internet access, and the saved class notes transcripts can be posted to class web sites. There
are also white boards, or in some cases chalkboards, in each classroom.

One of the CSE classrooms also has the Echo 360 audio capture system that creates seamless
Pod-casts of lectures that can be posted for online and in-class student use. There is a
technology fee proposal to add additional Echo 360 rooms for CSE use.

One of the regular classrooms that IT can use (J 201) and one of the closed laboratory
classrooms (J 201 L) are adjacent to each other with connecting doors which may be opened or
closed, depending on the instructional needs. This pair of rooms used to be a single large
classroom, which was particularly well-suited for classes that are part lecture part lab, and the

90
new arrangement permits the old use, while allowing for separate and independent sessions to
be held in the two rooms.

In addition, there are three regular classrooms, and a laboratory-intensive classroom (equipped
with workstations for students, but also suitable for lectures) primarily controlled by the other
departments within the School of Computing and Software Engineering, on which IT gets
second priority.

Other classrooms on campus are available through clearance from a central pool through
different priorities. Generally speaking, classroom space for IT classes has not been a major
problem, although scheduling can sometimes become challenging during the popular evening
time slots. Even so the challenge comes more from accommodating faculty preferences and
convenience, rather than from sheer space availability issues.

Laboratories
The laboratory space for IT has also undergone some significant changes based upon the need
of our students and faculty especially in the area of networks. The networks lab has been
expanded to allow for more equipment and student participation. A new gaming lab was also
created using end of the year funds available through the VPAA. Room J202 was renovated to
include classroom space and lab space for those classes that might want to use the lab
within the classroom setting. The current Real-time lab is being renovated to include a portion
of real-time lab space (using digital train layouts), and the other half of the space will become a
larger server area. A former small lab is being converted to a regular classroom to
accommodate the growth of the student population. CSE is also working on establishing its
own data center, part of which will be available to IT students to obtain hands-on experience on
IT infrastructure management.

A major objective of the Department of IT and the School of Computing and Software
Engineering is to maintain a mix of PC vintages with a 5-year replacement cycle, and this
objective has generally been met. A plan prepared by the School IT infrastructure committee
was developed for replacement and minimum requirements for faculty, staff and labs. The plan
follows:

CSE ITA Committee

CSE Technology Recommendations

1. Minimum Equipment Standard for CSE Classroom

PC
LCD Projector
Document Camera
Overhead projector
White Board(s)

91
 Software
MS Office/power point
Selected applications

2. Minimum Equipment standard for Faculty Offices

PC
Replace Faculty PCs every 3 years, recycle old PC to labs
Choice of laptop or desktop at replacement
Printer (laserjet)
Access to departmental color laser
Provide a means for backup of data files stored on faculty PCs

3. Minimum equipment standard for Staff

PC
Access to printer
Provide a means for backup of data files stored on Staff PCs

4. Minimum Equipment standard for Labs

Maintain a mix of PC vintages (0-5 years)
Reuse PCs released from faculty upgrades
Provide access to UNIX workstations via telnet and console
Operating systems (Win, LINUX, UNIX)
Servers (dataase, web, software engineering, misc)
Networked Laser Printers
Burner (for archiving files)
High quality scanner

5. Lab organization and location

Open labs
J263 (primary use access to all applications software used in curriculum,
Extended hours including night and weekends)
Closed Labs
J213 (primary use closed labs for IT classes)
J251 (primary use closed labs for CSE 1301/1302)
J260 (primary use embedded systems classes, also used as closed lab
And open lab during heavy use periods)

During heavy use periods)

J265 (primary use network classes)
J202 (primary use gaming classes)

Teaching Labs
J211 (primary use CS for teaching courses)
J265 infrastructure/networking/hardware lab

92
 J266 (primarily used for IT, but also used as open lab when necessary)

Research/special projects labs

J211 software engineering; wireless devices
J359 image processing; parallel computing
J310 infrastructure defense, security competition, virtualization & cloud
Computing

Proposed new Data Center (beginning academic year 2011-12) J164

More descriptions of the labs are as follows:

SPSU
School of Computing and Software Engineering (CSE) Lab Facilities

The CSE Labs are located in J building and use is restricted to students enrolled in Computer
Science, Software Engineering and Information Technology classes.

Hardware in the labs includes PCs, Intel based servers, unix workstations, common networking
hardware and various special assemblies used for instructional and research purposes.
Operating systems currently running include, windows, vxWorks ,solaris, linux and macOS.

Open Lab J263

This lab is equipped with 57 PC workstations (intel quad) running, Windows, Linux or MacOS..
It provides access to applications software required to complete assignments in Computer
Science, Software Engineering, and Information Technology classes. Additional application
software is provided for use by students who are preparing capstone and masters projects or
pursuing independent studies.

The lab is open Monday Thursday until 12 midnight, Fridays until 6pm and weekends until
7pm. CSE technical staff or student assistants are on duty to assist students with uses of the
facility during these periods

Closed Lab J251

This lab has 31 PC (amd64x2) workstations, an LCD projector, smart board and document
camera. Operating systems are windows and linux.

Network Lab J265

The Network lab has 24 PC (intel quad) workstations, 24 digital trainers,5 fpga programming
stations and common networking hardware including patch panels, switches, routers, wireless
access points and firewall appliances. The base PC OS is windows XP with vmWare

93
workstation to support other operating systems. Also included are digital trainers for
networking classes and FPGA programming stations.

CSE Server Room/Real Time Lab J261

This lab houses the SPSU Digital Railroad. Real Time applications developed by Computer
Science students are demonstrated using hardware running the vxWorks operating system to
control a model railroad complex.

This lab also houses the cseVlab equipment and approximately 30 departmental and student
project servers.

Closed Lab J260

This lab has 30 PC workstations (amd x64) Lcd projector, smart board and document camera.
The base operating system is windows XP with vmWare workstation providing a platform for
running additional operating systems. This lab is also used as an overflow area for the open lab
in J263 during heavy use periods.

Closed Lab J211

This lab is equipped with 22 PC (intel quadI) workstations, lcd projector, document camera and
smart board. Operating systems are windows and linux.

Research Lab J359

This lab is primarily used for Faculty research and development projects. It is equipped with
12 PC workstations (intel quad, amd64x2), a SUN Ultra 60 workstation, color printer, Additional
equipment include high resolution cameras used in facial recognition research, forensics
hardware and cuda based parallel processing. assemblies. The

Research Lab J310

This lab is equipped with approximately 18 pc workstations (intel and amd x2), and some server
grade and miscellaneous network hardware. It houses equipment used in network security
classes and provides space for student and faculty research projects.

Closed Lab J202

This lab is equipped with 31 PC workstations (intel quad), xbox consoles and lcd projector.
Additional hardware includes Wacom tablets, Nintendo wii and Sony Playstation consoles, hand
held computers and wall mounted LCD displays.

Closed Lab J266

This lab is equipped with 34 PC workstations (amd x2), lcd projector, document camera and
smartboard. Operating system is windows.

94
CSE Vlab
The CSE Vlab is a pool of 18 PC workstations (amdx64,intel quad) providing access to CSE lab
software applications from off campus. A server monitors and displays the status of each
station on a web page.

Departmental Infrastructure.
CSE operates a windows domain to authenticate access to administrative and lab stations.
Home folders are provided for users of lab stations. The department operates approximately
20 servers including database servers, web servers, license servers, software engineering
applications. Additional server hardware is provided to support student project classes.

An 18 cpu server cluster supported by 2 terabytes of SAN storage is being installed in the
campus data center during spring 2011 for CSE uses. Virtual machines running on this
hardware will support labs for web based classes and provide additional project server capacity.

Campus Infrastructure
All campus buildings are connected to the campus data center with fiber optic transmission
facilities and wireless access points are provided in most campus locations. Access to servers
located inside the campus firewall is provided by a Juniper Networks Connect facility.

Support Staff
Computing Labs are staffed with one full time manager, one full time support specialist, and 8
part time student lab assistants. Lab personnel install and maintain departmental hardware
and software, assist faculty with setup and configuration of equipment for lab exercises and
assist students with use of lab facilities.

SPSU Equipment Funding and Replacement Policy

Major funding for CSE lab equipment is provided from student Technology Fees (paid by all
students), a 5% tuition differential (paid by all students), and lab fees (paid by students enrolled
in scheduled closed lab classes).

PC hardware is normally replaced at the end of the fiscal year in which it reaches 3 years of age.
Other lab hardware is replaced on an as needed basis.

Of necessity, the newer machines are used for classes that demand more computational power,
and other classes use some of the older computers. However, many students have their own
computers at home, and can sometimes perceive the older equipment as slower than their
newer home computers. In the past, the lab manager kept track of problem reports informally,
but CSE has recently started implemented a more formal trouble-reporting and record-keeping
process, that can feed into the long-term IT infrastructure plan for the School.

As detailed in the previous chapter, funds for the acquisition and maintenance of laboratory
facilities typically come from the following sources:

95
-Student Technology Fees
-Student Tuition Differentials
-Grants
-Departmental operational funds
-End of Year allocations (Funds disbursed to departments for equipment purchases at the end
of the University System of Georgia fiscal year.)

The University and the University Systems are also investing heavily on WebCT/Vista systems to
supplement regular instruction and support online instruction. Information Technology faculty
have been at the fore-front using this support mechanism. One IT faculty member has also
been instrumental in beginning Pod-casting sessions for his students, and held a training
session for campus faculty on using Pod-casting in the classroom.

The University supports a variety of faculty development activities through the Center for
Teaching Excellence. If a faculty member cannot meet a class at the regularly scheduled time,
the University also supports recording and replaying facilities, supplemented with SMART
BoardTM transcripts and other class notes.

B. Computing Resources
The university maintains campus-wide laboratories in several locationsIn the Library there are
several general purpose computing labs that any student can use. In addition, there are
computers available in the student center.
The campus is also wireless in primary locations such as our building, the library, student
center and most other classrooms. Students can access the wireless network from anywhere in
our building, dorms and other campus buildings

University Facilities

Campus computing infrastructure is maintained the SPSU Division of Information Technology

Services (doIT). The campus is wired with a fiber optic backbone providing high speed ethernet
connectivity to campus buildings including student residence halls. Access to the internet is
provided by a DS3 level connection to the University System of Georgias Peachnet data
communications network.

Wireless coverage extends to all campus buildings and many campus facilities are available to
students who are off campus through the campus VPN (virtual private network).

Most academic departments operate one or more specialized computer labs to support their
programs. The doIT organization operates general purpose computer labs and a multimedia
authoring lab for all students. Other general purpose computing facilities are located in the
Wilson Student Center and the Johnson Library. The Library PC terminals provide access to
library resources of the University System of Georgia as well as a number of academic and
commercial databases.

96
SPSU doIT provides EMail accounts and personal web space for all SPSU students. The
following information can be found at the DoIT website:

Welcome to Southern Polytechnic State University's Division of Information

Technology

Information Technology (IT) provides computing and communications infrastructure, services,

support, and innovation for SPSU's instructional and administrative programs. IT works closely
with many other units on campus to provide a wide range of services for students, faculty, staff,
alumni, and others.

Faculty and Staff Network Connect feature added to Hornet Connect

All Faculty and staff now have access to the Network Connect feature within Hornet Connect.
This service provides drag and drop functionality for network resources from off-campus. This
service makes it easier to update web pages, access network storage drives, and departmental
information services. Here are the instructions for getting started with Network Connect
Services.

Microsoft Office 2007 Training

Get started with (or ready for) Microsoft Office 2007 by taking some FREE Microsoft Office 2007
training courses.

eMSD offers personal use software to SPSU Community at discount prices.

Find out more about eMSD!

The IT Help Desk is available to answer any questions you have about IT.

IT Services for Faculty (computing and communications infrastructure, technology services, and
support for the SPSU community)

Podcasting @ Southern Poly

The Information Technology Division provides faculty and staff access to podcasting via the USG
Podcasting Server. The USG Podcasting Server provides an easy to use, consistent interface for
faculty and staff who wish to begin podcasting. RSS coding, subscription buttons for your
students, and usage statistics are automatically provided when using this service.

Daylight Savings Time rules have changed, potentially causing big problems for computer
systems in countries operating under this system. Get more information on DST 2007.

DoIT offers the following services to SPSU Students:

Student accounts are generated after the Registrars Office adds a student to the student
information system at the start of the first semester of enrollment.

97
New students can activate their network ID via the web at: http://accounts.spsu.edu/ (you
must know your Student ID number and PIN to activate your account)

BANNER

SPSU uses BANNER for student records and classroom scheduling. Faculty members and
Academic Affairs staff use BANNER to generate lists of students enrolled in a course, enter
grades, make room reservations, and to generate the course bulletin for each semester.
Students use BANNER to check their grades, register for classes, pay tuition, and view their
academic transcript.

Campus Wide Software Licenses

Information Technology manages software license management servers and classroom/lab

computers for the SPSU campus. Many applications are available for installation across campus.
A listing of software available as campus-wide licenses can be found at:
http://www.spsu.edu/infotech/software.html We are always looking to enhance the access of
software on campus, so if you have any suggestions for additional software that would benefit
from a site-license, please contact David Stone ([email protected]).

Computer Labs

A general access computer lab named the Knowledge Commons is operated in the Library. This
lab is managed by the library and supported by the Division of Information Technology. If you
have problems here please report it to someone on the library staff and they can submit a
ticket the the DoIT HelpDesk

Email/Network ID

Your SPSU email/network ID gives you access to the SPSU email system, laboratory computers, ,
personal web space (W: Drive), network storage (Z: drive), and many other services. SPSU
uses email extensively for campus announcements and other official communication. Access to
SPSU email is available from off campus via an internet connection and web browser via the
address: http://zimbra.spsu.edu

Email Setup Information

Equipment Checkout

The Division of Information Technology provides equipment checkout services for faculty, staff,
and students via the Walk up HelpDesk. Mini-DV camcorders, digital cameras, tripods, wireless
microphones, laptops, projectors, and other equipment is available at this location. Please call
the Walk up HelpDesk (ext 1300) in order to reserve equipment or determine availability of

98
equipment. A list of equipment available can be found at:
http://www.spsu.edu/infotech/equipment.html

Hornet Connect

Hornet Connect http://connect.spsu.edu is a web based tool that provides SPSU students,
faculty, and staff with the ability to connect to campus Information Technology infrastructure.
Students and faculty can post web pages and images from off campus locations and access their
network storage drives (the Z, student, drive, and the titan faculty network drive). Library
collections that are not typically accessible from off-campus locations are available through the
Hornet Connect tool.

This web based tool provides students remote access to:

library resources that previously could only be accessed from on-campus locations
campus network storage drives
web servers to host content
campus webmail
SPSU forum discussion board

Network Storage

Students can save work completed in campus labs via the Z: drive. This drive is usually
mapped to the local computer on most campus labs, but can also be accessible via the local
area network by typing \\io\ into either windows explorer or internet explorer. This folder
also stores student profiles which include your own customizable desktop background,
desktop files, and other software application data. This space is limited to 60 MB. Currently,
there is no way to access this drive from off campus.

SPSU Community Board

The SPSU Community Board http://forums.spsu.edu is a tool designed to facilitate sharing,

interaction, and learning in an online collaboartion space. This tool is being used as part of the
first year experience program, but also can be used for the support of instruction and campus
community building.. To access the Hornet Board, you must log in with your SPSU Network ID
and password.

Note: For access to the Hornet Community Board from off-campus or via Hornet Wireless you
must use the Hornet Connect VPN system.

Software Purchasing

Students, faculty and staff can purchase discounted software through the University System of
Georgia's online software portal, eMSD.

99
Telephone Services

SPSU uses a VOIP system for all telephone calls. The ShoreTel Call Manager is useful software
application that provides easy access to many of the advanced features that our phone system
provides. If you would like the ShoreTel software installed on you office machine, please call
the DoIT HelpDesk at: 678-915-4357 (HELP). The instructions for the ShoreTel system are
available at: http://www.spsu.edu/infotech/help/phone/ShorelineBrochure.pdf

Vista/WebCT

Vista is a tool that facilitates the creation of Web-based educational environments. It is a

medium for online learning. It provides tools for course management, communication, and
collaboration. Vista can be used to create online courses, or to publish materials that
supplement existing courses. There is minimal technical expertise required from the instructor
(a knowledge of HTML or a graphical web-page editor is helpful). Vista is entirely web-based.
Campus computers should already be configured with the proper version of JAVA for Vista
http://www.spsu.edu/webct/

Web Space

When you create a Workshop account/E-mail account a student web site is created for you. The
contents are accessable inside Workshop enabled labs, everything inside the "W" drive is on
your web site. This can also be accessed anywhere on campus by mapping a drive to
"\\io.spsu.pri\yourUserID". For information about how to map a drive see our FAQ, drive
mapping section. The web site is viewable by going to

http://students.spsu.edu/yourUserID

You can also find your page at: http://students.spsu.edu

or look up other students' web sites. There is a 2M quota on the amount of data you can store
on this drive. At this time there is no way to remotely add/modify your site, this is mainly due
to security concerns. The web servers do not support any server side languages, such as java,
C/C++, perl, etc. But client side languages like JavaScript are not prohibited.

Wireless

Wireless internet access is available throughout most of campus. The DoIT wireless network
requires the use of an 802.1x protocol with EAP-TTLS Authentication (native to some computer
systems and network cards). A software client to support wireless is available for SPSU faculty,
staff, and students at the DoIT Walk up HelpDesk

More Info is available at: http://www.spsu.edu/infotech/wireless/

100
Safety in Computing Brochure

Unauthorized Use
Access to resources provided by obtaining a SPSU account is granted in accordance with the
following:
Unauthorized privileges, unauthorized access to the
system or user files and password discloser are
prohibited by law. Under the laws of the state of
Georgia, if you are found guilty of such an act you
may be penalized by fines from $5,000 up to
$50,000, imprisoned from 1 to 15 years, or both.
In addition, all University rules of conduct apply to
the use of telecommunications, network, and system
resources. Use of telecommunications, network and
system resources that involve academic dishonesty
is a violation of University policy.

Upon obtaining a SPSU account, you acknowledge

that you are aware of the Southern Polytechnic State
University and Board of Regents policies, as well as
Georgia Law applying to computer related offenses
and agree to abide by all such laws and policies.
Examples of unauthorized use include but are not
limited to:
Damaging computers or other peripherals
Gaining unauthorized access to systems
that you have not been granted permission
Depriving another user of authorized
resources
Obtaining extra resources not authorized to
you
Sharing, or breeching or disclosure of
passwords assigned to access network
resources.
As a student of SPSU, you are responsible for
recognizing (attributing) and honoring the intellectual
property rights of others.

Virus Protection
SPSU does not require you as a SPSU student to have
virus protection on your personal computer, but we do
suggest it. With the speed in which virus files are being
created and distributed, it is a wise investment. Please
keep in mind that if the SPSU IT Services Department

101
 tracks down viruses coming from your computer in
campus housing, we will turn off your rooms network
port until you have proven the viruses have been
removed.

Copyright
Most people would never consider stealing something
that did not belong to them. But those who duplicate
and/or distribute copyrighted material without
authorization are, in fact, stealing someone elses
property their intellectual property, and breaking the
law.

Like most creative works, such as books, music and

films, computer software is protected by U.S. copyright
laws. When you purchase software, you do not become
the owner of the copyright. Rather, you are purchasing
the right to use the software under certain restrictions
imposed by the copyright owner, typically the software
publisher.

Music, video, textbooks, and other forms of intellectual

property are protected under copyright law. Compliance
with all copyright laws is expected of all students,
faculty, staff and guest users of the Universitys
resources. Violators may be subject to temporary or
permanent loss of network and system access
privileges, referred to the appropriate disciplinary
procedure(s), as well as referred for criminal or civil
prosecution.

File Sharing
The use of Peer to Peer (P2P) file sharing software to
distribute music, movies, video, software, and other
intellectual property without consent of the copyright
holder may result in lawsuits and other legal action.
SPSU will cooperate with local, state, and federal law
enforcement when necessary.

Colleges, Universities, and ISPs have been served

with subpoenas requesting the names and identifies
of individuals suspected of illegally sharing material
protected under copyright law. SPSU will assist law
enforcement with their investigations. Legislation has

102
 been passed over the past several years to protect
copyright owners rights, specifically dealing with the
issues surrounding the digital duplication of materials
covered under copyright law (The Digital Millennium
Copyright ACT, and others). Possible actions that
may be taken by SPSU include (but are not limited
to) immediate suspension of computing privileges,
cooperation with law enforcement agencies, and
other administrative/academic disciplinary actions
that are necessary.

The use of Peer to Peer (P2P) file sharing software

can compromise the security of your computer, as
many programs include spyware or otherwise
compromise the security of your PC. Software
applications acquired from peer to peer networks
may also contain malicious code that provides
hackers with a backdoor into your computer.
Spyware, virus and other malicious applications can
cause degraded system performance on your
computer, interference with network traffic, and
suspicious network activity that may lead to a
disconnection of your network access.

More Workshops are being planned, if you have a request or an idea for a workshop please contact
Dave in the H242 Lab.

Past Workshops:

Digital Video Production

This workshop introduces Adobe Premiere and digital video editing. The workshop will cover
basic video digitization, non-linear video editing and the production of short video clips for
multimedia applications.

Show Me Visio

Business diagrams in Microsoft Visio help you visualize, document, and share ideas with
attention-grabbing flowcharts, organization charts, office layouts, and more. In this course, you'll
learn fundamental skills while creating several types of diagrams. As you create drawings, you
will learn techniques to drag and manipulate Visio master shapes, create connections between
shapes, and apply styles to shapes, text, and pages.

103
Picture This!

The workshop introduces Photoshop features. Youll learn how to manipulate and improve your
images, whether acquired via scanner, from slides, digital cameras, the web, or elsewhere as
you become familiar with important characteristics of digital images and appropriate scanning
resolutions.

Web Creations

Macromedia Dreamweaver will be used to create a simple web page. Dreamweaver is a web
editor that combines visual layout tools and standard HTML text editing. Simple dhtml will also
be covered.

PowerPoint Beginning

Discover PowerPoint as you create a slide show and incorporate clip art into slides. Change
design templates and use the Slide Master. Run a slide show and add notes to a slide. Preview
and save a PowerPoint presentation.

PowerPoint Beyond Basics

Topics will include, adding multimedia elements, using built-in drawing tools, and using action
settings and hyperlinks. Prerequisite: Beginning MS PowerPoint or basic knowledge of
PowerPoint

Get Connected!

This workshop will cover basic networking techniques. You will learn how to access any
departmental drive share from anywhere on campus, share broadband connections for
multiple machines, file and print sharing in windows among other various networking topics.

Equipment Checkout

A. Process and Policies

As a service to academic programs at SPSU, the Division of Information Technology provides
portable instructional technologies though a "Request/Checkout" system.

Requests for checkout will be honored on a first-come, first-served basis.

B. Equipment Available
The Division of Information Technology provides equipment checkout services for the faculty,
staff, and students of Southern Polytechnic State University. The equipment available includes
digital cameras, digital camcorders, projectors, laptops, wireless microphones, etc... Individuals

104
who check out the equipment are responsible for paying for repair or replacement costs for the
equipment.

D. Maintenance and Upgrading of Facilities

As mentioned above, the School of Computing & Software Engineering ITA committee has
establishes a replacement policy that lists when computers should be replaced. The policy
shows how often computers should be replaced, and how any computers can also be re-cycled
as can be seen by the information in bold below.

Funds for replacement come primarily from three sources.

1. Student Tech Fee grants - faculty, the department chair or Dean can request funds from the
university-wide student tech fee;
2. End-of-year equipment funds request through the Dean to the VPAA;
3. Operational funds as part of the regular budget.
All of these sources of money ensure that the labs for CSE students are adequate, leading-edge
wherever possible and available.

E. Library Services

The Johnson Library has been very supportive of the students and faculty in the BSIT program.
The staff is stretched to cover the regular hours with three Library Assistants and four full-time
librarians, along with one full-time and one part-time, temporary librarian to support the 80
service hour week. Todays full-time combined library staff is 8.75 FTE. The IT department is
greatly supported by the increased reliance on Internet sources, the access to the ACM and
IEEE Digital Libraries, and inter-library loan. Most research requests and inter-library loan
requests are even handled professionally by email, and there have been no reports of
inadequate service.

An allocation is made annually to the L.V. Johnson Library by the Office of the Vice President for
Academic Affairs. Initially, the library receives a lump-sum figure for library materials and for
operating supplies and equipment. From the dollar amount provided, the Library Director and
the Acquisitions Librarian meet to discuss the division of the funds.

It is felt that the currently available access to the ACM Digital Library and IEEE Computer Society
Digital Library is invaluable. The University System of Georgia is currently discussing the
possibility of putting its collective bargaining power behind the ACM Digital Library. Faculty
members have often felt that today they can find a substantial portion of articles they seek at
authors web sites in electronic form. The complete list of library periodicals related to
computing is:

Computing/IT Periodical List

ACM Special Interest Groups Package including the following titles:
ACM SIGPLAN Notices
Ada Letters (SIGADA)

105
APL Quote Quad (SIGAPL)
Applied Computing Review (SIGAPP, On-line Only)
Computer Architecture News (SIGARCH)
Computer Graphics (SIGGRAPH)
Computers & Society (SIGCAS, On-line Only)
Data Base for Advances in Information Systems (SIGMIS)
Fortran Forum
Mobile Computing and Communications Review (SIGMOBILE)
Operating Systems Review (SIGOPS)
Performance Evaluation Review (SIGMETRICS)
SIGACT News (Algorithms and Computation Theory )
SIGCHI Bulletin (Computer Human Interactions,On-line Only)
SIGCSE Bulletin (Computer Science Education)
SIGDA Newsletter (Design Automation, On-Line Only)
SIGDOC (Journal of Computer Documentation, On-Line Only)
SIGGROUP Bulletin
SIGIR Forum (Information Retrieval)
SIGKDD Explorations
SIGMOD Record (Management of Data)
SIGSAM Bulletin (Symbolic and Algebraic Manipulation)
SIGUCCS Conference Proceedings
SIGWEB Newsletter (On-Line Only)
Software Engineering Notes (SIGSOFT)
* This package also includes some conference proceedings.
ACM Core Publications
ACM Computing Surveys
ACM Queue
ACM Transactions on Applied Perception
ACM Transactions on Architecture and Code Optimization
ACM Transactions on Asian language Information Processing
ACM Transactions on Computational Logic
ACM Transactions on Computer-Human Interaction
ACM Transactions on Computer Systems
ACM Transactions on Database Systems
ACM Transactions on Design Automation of Electronic Systems
ACM Transactions on Embedded Computing Systems
ACM Transactions on Graphics
ACM Transactions on Information and System Security
ACM Transactions on Information Systems
ACM Transactions on Internet Technology
IEEE Intelligent System and Their Applications
IEEE Internet Computing
IEEE Micro
IEEE Multimedia

106
IEEE Pervasive Computing
IEEE Security & Privacy
IEEE Software
IEEE Transactions on Computers
IEEE Transactions on Knowledge and Data Engineering
IEEE Transactions on Mobile Computing
IEEE Transactions on Parallel & Distributed Systems
IEEE Transactions on Pattern Analysis and Machine Intelligence
IEEE Transactions on Software Engineering
IEEE Transactions on Visualization and Computer Graphics
IT Professional
IEEE Computational Science & Engineering
IEEE Communications Magazine
IEEE Concurrency
IEEE Expert
IEEE Transactions on Communications
IEEE Transactions on Education
IEEE Transactions on Engineering Management
IEEE Transactions on Fuzzy Systems
IEEE Transactions on Image Processing
IEEE Transactions on Neural Networks
IEEE Transactions on Professional Communication
IEEE Wireless Communications
Information Today
InfoWorld
International Journal of Imaging Systems and Technology
Internet World
Journal of Global Information Management
Journal of Information Technology
Journal of Management Information Systems: JMIS
Macuser
Macworld
Microcomputing
Mini-Micro Systems
Network Magazine: the Competitive Edge in Business Technology
Nibble
PC Magazine PC Week
PC World PC/Computing
Personal Computing
Proceedings of the IEEE
Software Engineering Journal
Software Quality Professional
Software Testing and Quality Engineering
Supercomputing Review

107
Systems Integration

ONLINE Databases
ProQuest Telecommunications
ProQuest Computing
ACM Digital Proceedings

A longer list of books is available in Attachment 27.

The library contains primary, up-to-date, professional research books and fundamental
reference sources including databases pertaining to the subject. Johnson Library has current
subscriptions of core publications of the ACM and IEEE, both in print and online. Besides, the
library has purchased two databases, ProQuest Computing and ProQuest Telecom, which
provide full text articles on subjects such as database development, software engineering, the
Internet, and telecommunications.

While availability of course textbooks would be a convenience for some students, most
students are prepared to purchase their own copies of books and this has not been reported to
be a major problem. Library software supports searching for materials that are cataloged for
Information Technology students.

Book Selection: The process of book selection for library resources is a collaborative effort
between the faculty and the acquisitions Librarian. Selection depends greatly upon the
classroom faculty member who participates through the Departments representative on the
Faculty Library Committee (FLC). Publishers catalogs are sent regularly to FLC representatives
for consideration and faculty recommendations are accepted at any time. The primary
responsibility of the FLC representatives is to approve requests for library materials from faculty
members in his/ her department and to make sure the department book fund is spent in an
efficient and timely manner. In a small university setting such as this, it is simply easier to
involve and rely on the faculty as subject specialists in their respective academic disciplines for
the selection of library materials. Funds in the amount of $15,000 were available in FY 2008 for
the acquisition of monographs for the whole School of Computing and Software Engineering.

Georgia Library Learning Online (GALILEO) is a state-supported database of full-text journal

articles, more or less tailored to the type of library accessing it. Periodically updated, GALILEO
informs our library of additions, deletions, and other changes to the service. The Head of
Reference is on a listserver which discusses GALILEO implementation and the Acquisitions
Librarian is in touch with vendors of electronic information.

Library electronic information is accessible from computers on campus (the library, offices and
laboratories). Patrons may access it from remote locations (at home, in another state, for
example) 24 hours a day, 7 days a week from any workstation with a web browser by using the
current GALILEO password that is unique to SPSU during a given semester.

108
F. Overall Comments on Facilities
The lab manager and assistant manager are in charge of the safety and security of the CSE labs
that all IT students use. Both computer laboratories and classrooms are checked during the
break between terms for any cabling issues, correct software, etc. This ensures that all
equipment is in good working order for each term. In addition, our lab managers are on call
from faculty for any problem in their individual office or in the classroom or lab. The managers
respond immediately to any problem that occurs.

109
CRITERION 8. INSTITUTIONAL SUPPORT
A. Leadership
The following shows the leadership reporting structure:

Faculty in BSIT report to Department Chair for IT

Department Chair for IT reports to Dean of School of Computing & Software Engineering
Dean of CSE reports to Vice President for Academic Affairs
VPAA reports to President of the university
President reports to the Chancellor for the Board of Regents

This reporting structure allows for a clear chain of command. Funding requests are made up
through the department chair to the dean to the VPAA and finally to the President. This also
ensures that all levels of the reporting structure are aware of the budgets of each area below
them and can balance the needs of their area reports.

In addition to the Department Chair and Dean for CSE, the BSIT program has a coordinator who
is the major advisor for the program and coordinates the assessment/improvement efforts for
the major. The coordinator is available to assist students with advising/registering difficulties
and to help students to create their academic plans. The coordinator also assists with new
student orientations and open houses. All faculty participate as advisors for the BSIT program
and students have the option of seeing the BSIT coordinator, their other BSIT faculty advisor, or
the full-time academic counselor for CSE.

For departmental decisions, the Department Chair first consults with the faculty, and then with
the Dean. Semester schedules are generated by the Department Chair, and then given to the
faculty for any needed changes. There is a permanent schedule that has been created by the
department that shows the course offerings for each semester (odd and even years). This
allows students to better plan their academic course of study.

The faculty and department chair are responsible for the curriculum in the department. The
dean holds monthly meetings with all coordinators of the CSE programs to ensure that each
program is aware of what the other is doing. New or improved courses are discussed at these
meetings as well as other information that needs to be shared between departments and
coordinators. When courses are approved by the department and coordinators, they are
forwarded to the Undergraduate Curriculum Committee (UCC) that meets monthly for
approval/disapproval of courses and programs at SPSU. The Department Chair, coordinator,
Dean and VPAA are all present at these meetings. After approval/disapproval by the UCC, the
course(s) or program goes to the general faculty for approval of the UCC recommendations. The
President is at that meeting and is, therefore, aware of the changes taking place in curriculum.

There is good communication between the Deans and VPAA as they meet weekly to discuss
areas of interest to each school/division. This coordination allows information to flow up and
down in a clear manner. In addition, the VPAA has a monthly meeting the Academic

110
Leadership Council made up of Deans, directors, Department Chairs and others. Again, this
meeting is for shared information and concerns. This way, each department is aware of
activities in each other area. This allows for a strong communication between departments
not only in their respective school, but also across campus.

The Dean schedules a regular CSE school meeting at the beginning of each semester, as well as
ad hoc meetings, should the need arise. These meeting allow all the faculty in CSE to discuss
things important to the school, take votes on matters and policies, and share information
between the departments.

The BSIT program has had a healthy growth over the last several years and is a very viable
program. There are currently 235 BSIT students eligible to register. There are 100 BSIT
students registered for summer 2011 term. The support of the administrative assistant in the
department and the support of the Department Chair, coordinator, Dean and VPAA have
allowed the program to prosper.

B. Program Budget and Financial Support

Budgeting Process
The sources of financial support include appropriations funding from the state of Georgia that
comes by way of the Board of Regents through legislative allocations. This money is based
upon enrollment and other needs of the university. This state money, along with tuition dollars
make up the majority of the university budget. Other funds for the department may come from
grants, external donations (through the foundation) and other similar sources.

Each department on campus is given annual funding for faculty, administrators and staff. This
allocation of funds includes operating funds for the department for such things as supplies.
The amount of funding depends upon the size of the department (number of majors) and other
factors such as laboratory needs, etc. The financial support of the IT department has been
sufficient to carry out the needed activities of the department.

Support for Teaching

The Vice President for Academic Affairs in consultation with the Deans allocates money to
departments who have graduate programs for hiring graduate assistants. In the IT department,
we have graduate assistants allocated to us each semester (including summer term). These
graduate assistants help faculty members with grading and other duties that the faculty
member desires. Each graduate assistant gets a stipend each term, plus either free tuition (for
in-state students), or reduced tuition (for out-of-state students). These students still pay fees
and books. The faculty choose graduate assistants from all those who apply and the
Department Chair allocates the graduate assistants to particular faculty. A graduate assistant
may help more than one faculty member depending upon the semester. Graduate assistants
must work a total of 13 hours each week and be a full-time graduate student (at least 3
courses).

111
In addition, the university, through the Office of Faculty Support and Development, and the
Center for Teaching Excellence hold various workshops on teaching and other areas that are
free for faculty. CTE offers these types of workshops and seminars, plus various tools training
on things such as WIMBA Live Classroom, and the BANNER student system. Faculty may also
apply for various CTE grants for travel funds or fellowships on campus for areas such as faculty
orientation, mentoring and advising. These grants range from $500 to $3000 per term.

Infrastructure Support
The infrastructure of the university such as the Division of IT (computing center) and library all
receive funding each year from the universitys budget. In addition, DoIT can also apply for
Technology Fee funds (student technology fees) each year for small and larger projects. Some
software licensing that is annual comes out of this funding source.

Adequacy of Resources
The resources, both in the department and on campus, are sufficient to meet the Student
Outcomes of the BSIT program. Students are able to have state-of-the-art access to hardware
and software to support various learning outcomes, and participate in hands-on laboratory
experiences in most IT courses.

C. Staffing
The BSIT program has a strong staff. First, the department is supported by a full-time
administrative assistant. The administrative assistant runs the operations of the office, directs
students and visitors to the proper location and keeps all files up-to-date.

The Department Chair is a full-time position that requires some teaching. The Department
Chair usually teaches the BSIT senior seminar course as well as other courses in the information
security area.

As mentioned previously, there are 8 full-time faculty members tenured, tenure track and
lecturers (non-tenure track). Tenured and tenure track faculty teach 12 hours (4 courses per
term) unless they request a course release for doing research (primarily those faculty who
teach graduate courses in the MSIT program.) Faculty must present what they will do for their
research and get approval for the release from the Department Chair and Dean. Faculty may
ask for one release per term which usually gives graduate faculty 3 courses per term to teach.
Lecturers (non-tenure track) teach 15 hours (5 courses per term), but are not required to do
research or heavy service. They need to do professional growth and development, and limited
service as needed.

There are several adjunct faculty who occasionally teach for the department as needed. These
faculty have the qualifications to teach the courses they are asked to teach. Some adjunct
professors have been teaching at SPSU for quite some time.

112
The Dean is full-time and teaches usually one course per year. The Dean also has a full-time
administrative assistant in his office who runs the operations of the office, directs students and
visitors to the proper location and keeps all files up-to-date. The administrative assistant is also
responsible for budget control.

There is a full-time laboratory manager, and a full-time assistant laboratory manager. Their job
is to keep the students labs operational, maintain the equipment as needed, keep faculty office
equipment operational, and keep classroom equipment operational. These two managers do
not work for the university-wide IT operation, but just for the School of Computing and
Software Engineering.

There is a full-time academic counselor for the School of Computing & Software Engineering.
The counselor assists all students in CSE with advising questions and problems. She is available
later in the evening to help students who may only be coming in for night classes.

Methods for hiring and retention

First, any new position must be approved by the VPAA and Dean for administrative and
technical positions. The position is then advertised first on campus and anyone who qualifies
through HR may be chosen for an interview by either the Department Chair or Dean (depending
who the position reports to). If no acceptable, qualified candidate is found on campus, HR then
can advertise the position locally and acceptable, qualified individuals are brought in for an
interview. The chosen person is then vetted through HR (background check, etc.) and the
person is hired for the job.

One of the really nice perks for being employed at SPSU is that after 6 months of working an
employee qualifies for the tuition grant that allows full-time employees to attend classes at
SPSU or other University System of Georgia schools free of charge. This is used by many of our
staff.

Staff and administrators also earn both sick leave and vacation days depending upon how long
they have worked for the university. These days accrue so that a person can carry both sick
days and vacation days over into the next fiscal year.

Staff, administrators and faculty also receive excellent fringe benefits of different health plans,
dental plans, retirement plans and disability plans. The university pays a portion of all of these
benefits. All employees (if part of the University System of Georgia retirement system plan)
accrue years of service and can retire with 2% of their salary for each year working full-time in
the system. Others can have individual 401K types of retirement plans.

Training
There are many opportunities for training for staff and administrators (as well as faculty). Staff
may request grant money for traveling to various workshops and conferences that are of
interest to them. These staff development funds are given out each term. Staff must request
the funds by explaining how they will benefit from attending an event.

113
In addition, the DoIT area provides various workshops/seminars for staff, administrators, and
faculty on new software and other systems that are used for the university. This helps
everyone keep up-to-date with new software. An example is that the university is re-doing its
complete web-site. Each department has had training on how to use the tool selected to create
the new web pages, and each department is developing their own web pages that will be tied
into the new university-wide web pages. The website is doing live summer 2011.

All of these activities help recruit and retain qualified staff, administrators and technicians.

Hiring Process for New Faculty

As programs grow, there comes a time when additional faculty are needed to support the
program. The Department Chair meets with the Dean to discuss the need for new faculty. The
Dean then meets with the VPAA who determines the needs of the whole university and decides
which department will receive approval for hiring additional faculty. These may be tenure-
track, or non-tenure track (lecturer) positions. In addition, the VPAA and Dean may choose to
hire a full-time temporary faculty member for one year.

When new faculty are approved for hire by the VPAA, an advertisement is written in HR and
goes out nationally in the Chronicle and other locations such as SIGITE and SIGCSE for IT
positions, to attract the best possible candidates for the position. A faculty search committee is
formed within the department to screen the possible candidates and choose those who will
come in for an interview. The HR department has installed a new electronic system that allows
candidates to upload their materials online. The search committee, department chair, dean
and VPAA all have access to these materials. The search committee selects the best candidates
from their materials, calls references for these candidates, and then invites the candidates to
campus for a day-long interview after getting HR approval. During the interview, the candidate
presents an hour-long teaching/research presentation to the search committee and interested
faculty. The candidate then meets individually with the search committee, IT faculty (and other
interested CSE faculty), the Department Chair, the Dean and the VPAA. The candidate is taken
on a tour of the CSE labs and around campus. After all candidates have visited campus, the
committee selects acceptable candidates and presents the list to the Department Chair. The
Department Chair then meets with the Dean to discuss the best possible candidate for the
position. The Dean then meets with the VPAA and presents the candidate(s) that the
committee, Department Chair and Dean wants for the position. The VPAA gets HR approval to
make an offer for the candidate and then contacts the candidate to offer the position. Most
new faculty are hired for fall term, but sometimes a new faculty member is hired beginning
spring term (January) to support the needs of the department.

Process for Retaining Faculty

When new faculty arrive at SPSU, they are first given a thorough orientation the week before
classes begin. As part of this orientation, they also attend a 4-hour advisor training workshop
that gives the faculty needed advising information they will need to advise students. Faculty

114
are also given a faculty mentor who will assist the new faculty during the first year. Many times
faculty are not from the new facultys department. This helps the faculty member meet others
on campus.

In addition, in IT, each new faculty member is assigned an IT faculty mentor who helps the new
faculty member navigate through the department. In addition, the mentor will help the new
faculty member understand the process for promotion and tenure and help the faculty member
begin to build the research, professional growth and development and service areas.

E. Support of Faculty Professional Development

Faculty are given travel funds each year to present papers/workshops/seminars at conferences.
Once a paper or workshop/seminar has been accepted at a conference, the faculty member
requests travel funds including car or airfare, hotel, registration, meals and other costs from
the Department Chair. The Department Chair and Dean can then give the approval for the
travel. If the Department doesnt have adequate funds to cover all travel, the Dean has some
money that can be used. In addition, the VPAA assists with travel funds when other sources are
depleted. Faculty have a generous travel allotment for presenting papers.

Faculty are also encouraged to seek external grants that can assist with travel money, graduate
assistants and other release time expenses.

In addition, as mentioned previously for staff and administrators, faculty also have the ability to
take courses either at SPSU or other University System of Georgia schools for free once they
have worked for the university for 6 months. Faculty can take advantage of this to get
advanced degrees, or take courses that would assist them in their job.

SPSU also has the Center for Teaching Excellence (CTE) that is part of the Office of Faculty
Support and Development (OFSD). The CTE provides faculty the opportunity to attend various
workshops, seminars, online presentations, etc. that assist faculty in the support of improving
their teaching. Faculty may also present things at the CTE and receive credit for those activities
for their annual evaluation and promotion and tenure. The OFSD also provides what is referred
to as tools training. These are products that faculty may need to know or would like to know
more about. Such things as BANNER training (our student record system), WIMBA training
(online live chat) and other similar things allow faculty to improve their skills in these products
and use them in the classroom or office setting.

CTE also offers various grants and fellowships each year to faculty for a variety of activities. The
grants/fellowships range from $500 to $3000 per year. Faculty may receive a grant to travel to
a conference, or they may receive a grant to develop some kind of new technique that they will
share with other faculty on campus. Fellowships are larger grants where a faculty member is
expected to develop a process, plan, or activity that supports the university in some way.
Current fellowships include one for new faculty orientation/mentoring, and faculty second
year advising workshops. All faculty on campus can apply for these grants.

115
All of these various activities and money help support faculty professional growth and
development and help retain qualified faculty.

116
II. PROGRAM CRITERIA

The ABET Criteria states:

For Information Technology Programs:

Students have course work or an equivalent educational experience that includes:

a. Coverage of the fundamentals of
1. The core information technologies of human computer interaction,
information management, programming, networking, web systems and
technologies. [IT]
2. Information assurance and security [IT]
3. System administration and maintenance [IT]
4. System integration and architecture [IT]
b. Advanced course work that builds on the fundamental course work to provide depth.

Courses that support the coverage of fundamentals of:

1. HCI User Centered Design (SwE 4324) - required
2. Information Management Database Systems (CS 3153) - required
3. Programming Programming Principles (CSE 1301), Advanced Programming Principles
(IT 1324) - required
4. Networking Data Communications and Networks (IT 4323) - required
5. Web systems Intro to Web Development (IT 3203) - required
6. Technologies Hardware/software Concepts (IT 3123), Operating Systems Concepts &
Administration (IT 3423), Electronic Commerce (IT 4123) - required
7. Information Assurance & Security Information Security Administration (IT 4823) -
required
8. Systems Administration and Maintenance Hardware/Software Concepts (IT 3123),
Operating Systems Concepts & Administration (IT 3423) - required
9. System Integration and Architecture Hardware/Software (IT 3123

Advanced course work that builds on fundamentals (students take 4 courses of upper level
track electives):
1. Applications Programming (IT 3883) - required
2. Software Project Management (SwE 4663) - elective
3. IT Policy and Law (IT 4723) - elective
4. Advanced Web Development (IT 4203) - elective
5. Advanced Database (IT 4153) - elective
6. Network Configuration & Administration (IT 4333) - elective
7. Client Server System Administration (IT 3653) - elective
8. Management Information Systems (IT 4683) - elective
9. Wireless Security (IT 4833) - elective
10. Ethical Hacking (IT 4843) - elective

117
 11. Computer Forensics (IT 4853) - elective
12. Software Engineering Project (SwE 4724) - elective
13. Technical Management (MGNT 4185) - elective
14. Production & Operations Management (4151) - elective

The BSIT also has other required courses outside of IT, CS or SwE. These courses include:
1. Accounting 1 (ACCT 2101)
2. Technical Writing (TCOM 2010)
3. Management and Organization Behavior (MGNT 3105)

Each course has course outcomes which support the various Student Outcomes and ABET
Program specific outcomes. The assessment process assures that each course continues to
support its own outcomes, the BSIT student outcomes and the ABET program specific
outcomes.

A copy of the graduation requirements for 2009-2010 with all courses and pre-requisites listed
can be found in Attachment #1- 2009-2010 Graduation Requirements.

118
 APPENDICES

Appendix A Course Syllabi

On the following pages you will find the syllabi for courses in the BSIT program.

119
 COURSE DESCRIPTION

1. CSE 1301, Programming & Problem Solving I

2. 4 credits 150 contact lecture minutes per week

105 minutes of lab per week

3. Course Coordinator: Professor Patricia Roth Pierce

4. Textbook: Java 5 Illuminated (Chapters 1 - 8), by Julie Anderson & Herve Franceschi, Jones
and Bartlett 2005, ISBN 0-7637-1667-7
5. Specific Course Information:

a. This course provides an introduction to computer science with a focus on structured and
object-oriented programming. Topics include an overview of programming, problem-solving and
algorithm development, simple data types, arithmetic and logical operators, selection and
repetition structures, design and use of classes, and arrays. Emphasis is placed on the techniques
of good programming style and how to design, implement, debug, and document
programs. Designs and implementations use object-oriented programming.

b. Pre-requisites: CSE 1002 and MATH 1113

c. required

6. Specific Goals

1. Accurately use primitive data types and arithmetic expressions in programs.

2. Apply basic programming structures in program solutions, including logical expressions,
selection, and repetition.
3. Define and use classes in program solutions.
4. Solve programming problems which include array handling, searching, and sorting.
5. Develop correct, efficient, and documented code.

b. BSIT Student Outcomes #1, #2

7. List of Topics:

1) An overview of programming, problem-solving and algorithm development, simple data

types, arithmetic and logical operators, selection and repetition structures, design and use
of classes, and arrays.
2) Emphasis is placed on the techniques of good programming style and how to design,
implement, debug, and document programs.
3) Designs and implementations use object-oriented programming.

120
 COURSE DESCRIPTION

1. IT 1324, Advanced Programming with Applications Development

2. 4 credits 200 contact minutes per week

3. Course Coordinator: Professor Susan Vandeven

4. Textbook: Anderson, J. & Franceschi, H. (2008). Java 6 illuminated: an active approach

1st ed. Sudbury, MA: Jones and Bartlett.

5. Specific Course Information:

a. In addition to an overview of the Java language, common data structures and algorithms for
their processing are covered. Elementary analysis of algorithms is included. Data structures
include stacks, queues (including priority queues), binary trees and their
representations. Additional topics include searching and sorting. All data structures are
presented using object-oriented implementations, including inheritance.

b. CSE 1301

c. required

6. Specific Goals

1. To introduce students to essential data structures such as linked lists, queues, stacks, and
trees.
2. To introduce students to essential data structures such as linked lists, queues, stacks and
trees. This introduction emphasizes the definition of each structure as an abstract data
type before discussing implementations and applications of that structure
3. To provide a systematic approach to studying algorithms. In particular, searching,
sorting, and recursive algorithms are covered.

b. BSIT Student Outcomes #1, #3

7. List of Topics:

Common data structures and algorithms, elementary analysis of algorithms, data structures
include stacks, queues (including priority queues), binary trees and their representations.

121
 COURSE DESCRIPTION

1. IT 3123, Hardware and Software Concepts

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Bob Brown

4. Textbook: Englander, Irv The Architecture of Computer Hardware and Systems Software: An
Information Technology Approach, Third Edition. John Wiley and Sons, 2003; ISBN-10: 0-471-
07325-3; ISBN-13: 978-0-471-07325-3.

5. Specific Course Information:

a. This course about various hardware and software components and how they work together in
a modern computing environment. Topics include an overview of computer organization and
architecture, machine language and modern language.

b. IT 1324 or CSE 1302

c. required

6. Specific Goals

1. Identify, use and translate basic number systems, explain basic types of data formats, and
describe fundamental digital logic and its relationship to binary numbers.
2. Explain a basic instruction set and how it works, and describe the fetch-decode-execute
instruction cycle.
3. Describe and use the components of a CPU, input/output hardware and peripherals and
how they work, and hierarchy of storage.
4. Describe the functions of an operating system and be able to compare various types of
operating systems, including file management, and memory management.
5. Differentiate between high-level, low-level and machine computer languages.

b. BSIT student outcome #2

7. List of Topics:

How they work together in a modern computing environment

Computer organization and architecture

Machine language

High-level languages and operating systems

122
 COURSE DESCRIPTION

1. IT 3203, Introduction to Web Development

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Bob Brown

4. Textbook: Morville, Peter and Louis Rosenfeld, Information Architecture for the World Wide
Web, Third Edition, O'Reilly, 2006. ISBN: 0-596-52734-9, ISBN-13: 9780596527341. (For
purposes of this class, the first or second editions, which may be available used, are also
suitable.)

5. Specific Course Information:

a. This introduction course covers applications for the world wide web. Topics include current
languages (such as HTML and Javascript), basic web protocols and human-computer interfaces
for the web.

b. IT 1324 or CSE 1302

c. required

6. Specific Goals

Design and create Web pages using HTML

Transfer information to and from a Web server
Create and use cascading style sheets
Create and process HTML forms
Use JavaScript for information processing
Use JavaScript to create dynamic Web pages
Design and create XML documents
Use XSLT to display XML documents
Use PHP for server-side programming
Access database information using PHP
Develop and run basic Java applets
Choose between server-side and client-side programming depending on the task to be
performed
Choose the appropriate programming tool given a Web development task
Apply the concepts and principles of information architecture to Web page design

b. BSIT student outcomes #1, #2 and #3

7. List of Topics:

123
Web development tools from HTML to database-driven Web sites.

124
 COURSE DESCRIPTION

1. IT 3223, Software Acquisition and Project Management

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Susan VandeVen

4. Textbook: Lewis, J. (2007) Fundamentals of Project Management (Third Edition). New

York: AMACON.
5. Specific Course Information:

a. A study of the software acquisition process, focusing on the use of packaged solutions that
emphasize the importance of the user. Students will also study software development processes.
Topics include COTS (Commercial, off-the-shelf), SA-CMM (Software Acquisition Capability
Maturity Model), problem definition, systems analysis, requirements gathering, design and
development, testing and deployment. This course provides students with the opportunity to
develop an in-depth understanding of the challenges and problems associated with the
development or purchase and implementation of software products. Team projects will be done.

b. CS 3153

c. required

6. Specific Goals

1. Discuss requirements engineering and its challenges

2. Critically compare the advantages and drawbacks of purchasing software with the
advantages and drawbacks of developing solutions from scratch.
3. Demonstrate an understanding of the problems and challenges of acquiring, integrating
and implementing a software package.
4. Critically evaluate a given Request for Proposals for a software acquisition project
5. Demonstrate an understanding of the basics of project management
6. Use appropriate tools and techniques to
a. Define a project
b. Create a project plan
c. Monitor projects

b. BSIT student outcomes #2, #3 and #5

7. List of Topics:

Requirements Engineering
Software Acquisition 1 - Buy versus Build
Software Acquisition 2 - The Software Acquisition Life Cycle
Software Acquisition 3 - Requests for Proposals

125
Project Management 1 - Basics
Project Management 2 - Defining the Project
Project Management 3 - Project Planning and Control

126
 COURSE DESCRIPTION

1. IT 3423, Operating Systems

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Susan VandeVen

4. Textbook: Operating Systems: Internals and Design Principles, William Stallings (6th
Edition)
5. Specific Course Information:

a. This course will examine the concepts and provide a general overview of Operating Systems.
Students will become familiar and study the internal structure of operating systems gaining and
understanding of design problems and algorithms of each major component.

b. IT 1324, IT 3123, IT 3223 and CS 3153

c. required

6. Specific Goals

1) Distinguish the major and explain the major OS internal features

2) Identify and analyze user and take them into acct in OS selection, evaluation, and
Administration of computer based systems
3) Effectively integrates OS and IT based solutions into business practice and the user
environment.
b. BSIT student outcomes #1 and #2

7. List of Topics:

Internal Structure of Operating systems

Design problems and algorithms

127
 COURSE DESCRIPTION

1. IT 3883, Advanced Applications Development

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Susan Vande Ven

4. Textbook: Dietel H.M., Dietel, P.J., Visual C# 2008 How to Program, 3rd Edition. Prentice
Hill 2009; ISBN 978-0-13-605322-4

5. Specific Course Information:

a. This course will allow the student to learn a second programming language and application
development. Topics include review of language fundamentals, features of the programming
language and development environment, and software development processes.

b. CS 1302 or IT 1324

c. required

6. Specific Goals

1. Design, write and run computer programs in C#.

2. Define and use classes, methods, and objects.
3. Use control statements and arrays in Programs.
4. Understand usage of Visual Studio.
b. BSIT student outcomes #1, #2, #3 and #4

7. List of Topics:

Review of Language Fundamentals

Features of Programming Languages

Development Environment

Software Development Process

128
 COURSE DESCRIPTION

1. IT 4123, Electronic commerce

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Dr. Rutherfoord

4. Textbook: E-commerce, business, technology, society, 4th edition, Kenneth C. Landon &
Carol G. Trader, ISBN: 0-13-600645-0

5. Specific Course Information:

a. This course will examine the aspects of electronic commerce. Topics include internet
development, EDS, security, network connectivity and privacy. Basic business practices using
electronic commerce will also be covered.

b. IT 1324 or CSE 1302

c. required

6. Specific Goals

1. Analyze the needs of a business in relation to what requirements are needed to support the
functions of the company for an e-commerce business plan.

2. Describe the business models of e-commerce, including the process of e-commerce payment
systems, e-commerce marketing concepts and e-commerce site preparation.

3. Design and build a working e-commerce web-site prototype.

4. Describe the basic parts of security for an e-commerce site, including how encryption works.

5. Discuss and debate the pros and cons of the supply chain management model, and how new
digital media support e-commerce.

6. Understand the e-commerce concepts of auctions, portals and on-line communities, and
describe the ethical, social and political issues of e-commerce

b. BSIT student outcomes #2, #3 and #5

7. List of Topics:

e-commerce business plan, business models of e-commerce, e-commerce site preparation, design
and build a e-commerce web-site prototype, basic parts of security, encryption, supply chain
management model, e-commerce concepts of auction, portals and on-line communities, ethical
and social issues of e-commerce.

129
 COURSE DESCRIPTION

1. IT 4323, Data Communications and Networks

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Svetlana Peltsverger

4. Textbook: Data Communications and Networking, 4th Edition by BA.Forouzan, Mc Graw

Hill, 2007, ISBN 0073250325

5. Specific Course Information:

a. Fundamental concepts of computer networking. Topics include properties of signals and

media, information encoding, error detection and recovery, LANs, backbones, WANs, network
topologies, routing, Internet protocols, and security issues. The focus is on general concepts
together with their application to support the business enterprise.

b. Prerequisite: IT 3123

c. Required

6. Specific Goals

1. Describe the fundamentals of communications systems.

2. Explain the operation of different data communications protocols and their roles within
layered network architectures.
3. Describe the advantages and disadvantages of different network topologies and
technologies.
4. Use networking tools for network configuration and troubleshooting

b. BSIT student outcomes #1, #2 and #6

7. List of Topics:

Network Models & Data and Signals, Digital & Analog Transmissions, Bandwidth Utilization &
Transmission Media, Switching & Telephone and Cable Networks, Error Detection and
Correction & Data Link Control, Multiple Access Protocols, LANs and WANs, TCP/IP Network
Layer , TCP/IP Transport Layer, TCP/IP Application Layer, Internet protocols and security
issues

130
 COURSE DESCRIPTION

1. IT 4823, Information Security Administration

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Bob Brown

4. Textbook: Pfleeger, Charles P. and Shari Lawrence Pfleeger Security in Computing 4/E.
Prentice-Hall, 2007; ISBN-10: 0132390779; ISBN-13: 9780132390774 (Only the fourth edition
will do.)

5. Specific Course Information:

a. The student develops knowledge of the principles of information assurance at the policy,
procedural, and technical levels to prepare the student for a role as a business decision-maker.
Real-world examples from the text and current events will be used to demonstrate the
applicability of the techniques of information assurance.

b. IT 1324, CS 3153, and IT 3223

c. required

6. Specific Goals

Describe the importance of information security and how it affects our changing world.
Describe the threats to and vulnerabilities of personal, organizational, and national
security information systems;
Demonstrate a working knowledge of principles and practices in information security.
Design, execute, and evaluate personal or organizational security policies, procedures and
practices.
Analyze critically situations of computer use, identifying the security issues,
consequences and viewpoints.

b. BSIT student outcomes #1, #2 and #6

7. List of Topics:

Cryptography, databases, security Planning

131
 COURSE DESCRIPTION

1. IT 4203, Advanced Web Development

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Bob Brown

4. Textbook: Qian, Kai, Richard Allen, Mia Gan and Bob Brown, Java Web Development Jones
and Bartlett, 2004. ISBN: 0763734233

5. Specific Course Information:

a. This course covers more advanced topics on web server site design and development
including server pages, programming, database integrations, and web server systems and security
administration.

b. IT 3203

c. elective

6. Specific Goals

1. Demonstrate the uses Java Servlets and Java Server pages for web development
2. Describe web services and service oriented architectures
3. Demonstrate use of AJAX techniques to modify web pages after they have been served
4. Write web pages using ASP.NET
5. Employee CSS style sheets
6. Describe security concerns for web applications, including authentication and use of SSL
or TLS.
b. BSIT student outcomes #1, #2, #3 and #6

7. List of Topics:

Current languages (such as HTML, XML, CSS, JAVA Script) and human-computer interfaces
for the web.

132
 COURSE DESCRIPTION

1. IT 4153, Advanced Database

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Svetlana Peltsverger

4. I stopped using Textbook: Database Administration: The Complete Guide to Practices and
Procedures, Craig S. Mullins. Addison-Wesley ISBN: 0-201-74129-6

I use as recommended Peter Rob and Carlos Coronel, Database Systems: Design,
Implementation, and Management, Seventh Edition, Thomson Course Technology, 2007, ISBN
1-4188-3593-5.

I know you use PL/SQL book

5. Specific Course Information:

a. This course will study how databases are used with programming applications. Topics include
advanced PL/SQL, database transaction, database security, database maintenance and distributed
and web databases.

b. CS 3153

c. elective

6. Specific Goals

1. Understand and describe current and emerging database models and technologies;
2. Develop functions and procedures for data manipulation and database access auditing;
3. Describe database monitoring and performance tuning;
4. Describe database security and administration issues, including backup and recovery;
5. Explain the concepts of data warehousing and data mining
b. BSIT student outcomes #1, #2, #3, #6

7. List of Topics:

SQL Procedures & Functions

Database Administration

Database Environment

Database and Application Design

Data Availability and Change Management

133
DB Performance Management

Database Security

Database Backup and Recovery

Data Warehouse

Data Dictionaries

134
 COURSE DESCRIPTION

1. IT 4333, Network Configuration & Administration

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Svetlana Peltsverger

4. Textbook: Alexander Clemm, Network Management Fundamentals, Cisco Press, 2007.

ISBN-13: 978-1-58720-137-0

5. Specific Course Information:

a. This course continues the study of networks. Topics include design and implementation of
networks including synchronization, scheduling, exception and deadlock resolution, client server
and web based collaborative systems. Network security will also be covered. Cost estimates and
speed are examined from a management perspective.

b. IT 4323

c. elective

6. Specific Goals

1. Describe the various communication architectures and protocols for networks.

2. Demonstrate how to manage network systems , and apply the various management
strategies to managing the network.

3. List various configuration client-server and infrastructure components, and will

describe network management capabilities.

4. Demonstrate a knowledge of SNMP, SMI, MIB, RMON, RMON, WMI.

b. BSIT student outcomes ##1, #2, #3, #6

7. List of Topics:

Network Management Overview

Network Management Ingredients and Dimensions

Network Management Reference Models and MIBs

Network Management Protocols

Network Management Organization and Integration

135
Network Management Metrics

136
 COURSE DESCRIPTION

1. IT 3653, Client Server System Administration

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Susan VandeVen

4. Textbook: Distributed Systems: Principles and Paradigms (2nd Edition) by Andrew S.

Tanenbaum and Maarten Van Steen;

5. Specific Course Information:

a. This course covers the concepts of client server systems. Topics include aligning client server
systems with business; client server methodologies; infrastructure; end users; communication
tools; architectures; security; privacy; web development for client-server systems.

b. CS 3153 and IT 3123

c. elective

6. Specific Goals

1. Identify and analyze user needs and take them into account in selection, evaluation, and
administration of distributed computer-based systems.

2. Effectively integrate distributed solutions into business practice and the user environment

b. BSIT student outcomes #1, #2, #3, #6

7. List of Topics:

Concepts of Client server systems & administration

Distributed system architecture

Communication protocols

Replication

Synchronization

Security

137
 COURSE DESCRIPTION

1. IT 4683, Management of Information Technology

2. 3 credits 150 contact hours per week

3. Course Coordinator: Professor Richard Halstead - Nussloch

4. Textbook: Applegate, Lynda D., Austin, Robert D., and McFarlan, F. Warren, Corporate
Information Strategy and Management, 6th Edition Boston: McGraw Hill Irwin, 2003

5. Specific Course Information:

a. A study of the information needs in managing a formal organization and the information
technology systems required to meet those needs within the planning, control, designing,
operating, evaluating and decision-making processes. User acceptance of IT applications that
crucially depend on the HCI component will be covered.

b. CS 3153

c. elective

6. Specific Goals

a. Define and discuss major IT and HCI concepts and terms and link them to business and user
effectiveness;
b. Base the management of IT on the needs of the business and the design and evaluation of HCI
on sound principles;
c. Develop requirements and evaluation protocols for effective HCI within IT systems including
those for accessibility;
d. Identify and utilize best practices and methods for:
--working professionally both individually and on a team
--identifying business and information needs in the organization and HCI

Requirements for its IT systems

--characterizing management structures of the organization
--managing the planning, control, operation, and decision-making of IT in the
Organization to support its business and information needs through HCI,
Programming, networking, databases and web systems
--perform a business-case analysis focusing on IT and HCI within an IT system
Requiring research into emerging IT/HCI technologies

BSIT student outcomes ##1, #2, #3

138
7. List of Topics:

Major concepts, tools, techniques and methods important to managing information technology;
best practices and methods for identifying business and information and decision needs in the
organization planning, control, operation and decision making of IT in an organization.

139
 COURSE DESCRIPTION

1. IT 4723, IT Policy and Law

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Susan Vande Ven

4. Textbook: Essentials of Business and Online Commerce Law, Henry R. Cheeseman,

Pearson/ Prantice.

5. Specific Course Information:

a. This course covers current issues in IT including the law, ethics and social values. Topics
include copyright, patents, trademarks, trade secrets, computer ethics, computer crime, computer
abuse, cultural impact, web issues, information warfare and current legislation.

b. IT 3123

c. elective

6. Specific Goals

1) Analyze, synthesize, and develop policies, including responsibility, accountability and

liability for an IT organization.
2) Explain ethics and social responsibility of IT, and develop ethical standards and practices for
IT.
3) Discuss and understand the American Legal System, Contract law and Product Liability
including warranties, audit practices, including financials, operations and security and e-
commerce law.
4) Outline internet law, intellectual property law, privacy and cyber crimes.
b. BSIT student outcomes #4, #5, #6

7. List of Topics:

Ethics and social responsibility of IT, Policies including responsibility, accountability and
liability for an IT organization.

140
 COURSE DESCRIPTION

1. IT 4833, Wireless Security

2. 3 credits 150 contact hours per week

3. Course Coordinator: Professor Ju An Wang

4. Textbook: Stallings, William, Wireless Communications & Networks, 2nd edition, Prentice
Hall, ISBN: 0-13-191835-4

5. Specific Course Information:

a. This course will cover the key topics in the field of wireless networking and techniques to
secure wireless networks against threats and attacks. Topics include: introduction to wireless
technology (e.g., radio wave propagation, signal encoding, spread spectru,), wireless LANs and
PANs, cellular networks, mobile IP, WAP, encrypt wireless traffic for privacy and authenticity,
implement WPA and the 802.11i security standards to protect Wi-Fi networks, wireless network
intrusion detection and prevention, and security trouble-shooting WLANs.

b. IT 4823

c. elective

6. Specific Goals

1. Demonstrate the understanding of wireless communications hardware and networking

protocols.
2. Demonstrate the understanding of various wireless network architectures and topologies as
well as the configuration, use, and management of network hardware and software.
3. Demonstrate the understanding of various security standards, wireless network intrusion
detection and prevention techniques.
4. Design and implement secured wireless networks.
b. BSIT student outcomes #1, #2, #3, #6

7. List of Topics:

Topics include wireless technology (radio wave propagation, signal encoding, spread spectrum),
wireless LANs and PANs, cellular networks, mobile IP, WAP, encryption of wireless traffic for
privacy and authenticity, implementing WPA and 802.11i security standards, wireless network
intrusion detection and prevention, and security trouble shooting WLANs.

141
 COURSE DESCRIPTION

1. IT 4843, Ethical Hacking for effective Defense

2. 3 credits 150 contact hours per week

3. Course Coordinator: Professor Svetlana Peltsverger

4. Michael Simpson, Hands-On Ethical Hacking and Network Defense. Course Technology
Incorporated, 2011, ISBN 978-1-4354-8609-6 SECOND Edition

5. Specific Course Information:

a. This course focuses on detection of network and system vulnerabilities by taking an attacker-
like approach to system, network, and data access. Topics include network attacks and defenses,
operating system and application vulnerabilities, social engineering attacks, and malware.
Ethical, legal implications of network attacks are also discussed.

b. Prerequisite: IT 1324, CS 3153, IT 3124

c. elective

6. Specific Goals

Identify what an ethical hacker can and cannot do legally.

Identify security threats and vulnerabilities.

Use hacking tools to locate and fix security leaks.

Identify operating systems vulnerabilities.

Describe possible attacks on cryptosystems.

Describe network security vulnerabilities and technical controls.

b. BSIT student outcomes #2, #3, #6

7. List of Topics:

Ethical hacking and legal issues

Network and Computer Attacks

Footprinting and Social Engineering

Port Scanning & Enumeration

142
Programming for Security Professionals

Operating System Vulnerabilities

Embedded System Vulnerabilities

Hacking Web Servers

Hacking Wireless Networks

Cryptography

Protecting Networks with Security Devices

143
 COURSE DESCRIPTION

1. IT 4853, Computer Forensics

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Chih cheng Hung

4. Textbook: Bill Nelson, Amelia Philips, Frank Enfingure and Chrostopher Steuart, Guide to
Computer Forensics and Investigations 4th edition Thomson ISBN 978-1-435-49883-9.

5. Specific Course Information:

a This course provides an overall examination of the role of digital forensic processes in the
incident response and investigatory process. Topics include the legal and policy basis,
recognizing sources of digital evidence, sound and defensible processes for acquiring and
processing digital evidence and reporting the results of a forensic analysis.

b. IT 4823

c. elective

6. Specific Goals

1. Define and explain the role of digital forensics in the incident response and investigatory
process
2. Indentify the requirements for proper evidence collection, handling and storage
3. Identify and explain basic techniques to properly collect and analyze evidentiary data
using appropriate tools and techniques in common scenarios
4. Organize and present evidentiary data and investigatory findings for use in corporate or
legal proceedings
b. BSIT student outcomes #1, #2, #6

7. List of Topics:

Computer Forensics and Investigations as a Profession, : Understanding Computer

Investigations, The Investigators Office and Laboratory, Data Acquisition, Processing Crime
and Incident Scenes, Working with Windows and DOS Systems, Lab Documentation and Record
Keeping Standard, Current Computer Forensic Tools, Macintosh and Linux Boot Processes and
Filesystems, Computer Forensics Analysis and Validation, Recovering Graphics Files, Network
Forensics, E-mail Investigations, Cell Phone and Mobile Device Forensics, Report Writing for
High-Tech Investigations, Expert Testimony in High-Tech Investigations

144
 COURSE DESCRIPTION

1. SWE 4663, Software project management

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Hassan Pournaghshband

4. Textbook: Managing Software Projects by Frank Tsui

5. Specific Course Information:

a. This course focuses on organizational and technical roles in software engineering. Models of
software engineering life cycle, software maturity framework, strategies of implementing
software, software process assessment, project planning principles and tools, software
configuration management, managing software quality and usability, leadership principles and
legal issues will be covered. A required team project combines technical and managerial
techniques of software design and development.

b. SWE 3643

c. elective

6. Specific Goals

1. Explore the notion of software project management cycle and contrasting it from
software development and support life cycle.
2. Study the techniques to define various software project goals such as quality,
productivity, schedule, etc. and the combined technical and managerial skills needed to
achieve those goals
3. In depth study of specific techniques of Planning, Organizing, Monitoring, and Adjusting
(POMA) phases of software projects.
4. Utilizing a small software engineering project to build a project plan and experience the
monitoring and control aspects of project management.
b. BSIT student outcomes #3, #4, #5

7. List of Topics:

Organizational and technical roles in software engineering, models of software engineering life
cycle, software maturity framework, strategies of implementing software, software process
assessment, project planning principles and tools, software configuration management, managing
software quality and usability, leadership principles and legal issues.

145
 COURSE DESCRIPTION

1. SWE 4324, User Centered Design

2. 4 credits 200 contact minutes per week

3. Course Coordinator: Professor Barbara Bernal

4. Textbook: The Usability Engineering Lifecycle by Deborah J. Mayhew ISBN 1-55860-561-4

5. Specific Course Information:

a. A course that presents the fundamental knowledge, processes, skills, and practices leading to
the user-centered design of computer systems and applications. The course addresses the
effectiveness of human interactions with computers by examining issues of physical ergonomics,
cognition and perception, human memory and information processing, and evaluation of
prototype software in a Usability Lab. Usability engineering techniques are covered leading to
improved system effectiveness in supporting use of computers, user learning, diversity in
interaction styles, and individual versus group work. Class exercises provide practice of needed
skills. A major project that integrates all aspects of user-centered, task-oriented design is
included.

b. SWE 1302 or CS 1302 or IT 1124 or CSE 1302

c. required

6. Specific Goals

1. Know and use Human Computer Interactive (HCI) usability principles and guidelines.
2. Gather the user, task, and environmental characteristics to form the user profile for a
system.
3. Design and build prototype for two inter-related systems (Desktop and PDA) which meet
the goals of user centered and task oriented.
4. Perform an HCI usability team test in the SPSU Usability Lab.

b. BSIT student outcomes #3, #4, #5

7. List of Topics:

Effectiveness of human interactions with computers by examining issues of physical ergonomics,

cognition and perception, human memory and information processing, and evaluation of
prototype software in a Usability Lab. Usability engineering techniques are covered leading to
improved system effectiveness in supporting use of computers, user learning, diversity in
interaction styles, and individual versus group work.

146
 COURSE DESCRIPTION

1. CS 3153, Database Systems

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Orlando Karam

4. Textbook: Modern Database Management, 7th ed, by Hoffer, Prescott and McFadden;
Prentice Hall, ISBN=0-13-145320-3. The 8th edition can also be used, but we will use the ER
notation from the 7th edition.

5. Specific Course Information:

a. The topics in this course span from a review of the traditional file processing systems to
database management systems. Topics include files systems and file processing logic, planning,
and major phases of database development: analysis, design and implementation. Labs use an
SQL based database product such as Oracle.

b. CSE 1302 or IT 1324

c. required

6. Specific Goals

Model real-world data, so a database for it can be created

Demonstrate understanding of the relational database model
Create, modify and query databases using the SQL language
Demonstrate understanding of the client-server model for databases
Demonstrate understanding of how relational databases can be used through the internet

b. BSIT student outcomes #1, #2, #3

7. List of Topics:

Model real-world data, SQL language, relational databases, server model for databases

147
 COURSE DESCRIPTION

1. CSE 2642, Professional Practices and Ethics

2. 3 credits 150 contact minutes per week

3. Course Coordinator: Professor Bob Brown

4. Textbook: Baase, Sara A Gift of Fire Pearson, 2003; ISBN: 0-13-008215-5 (A copy of the text
is on reserve in the library.)

5. Specific Course Information:

a. This course covers the historical, social and economic consideration of the discipline. It
includes studies of professional conduct, risks, and liabilities and intellectual property relative to
the software engineering and computing professions. Software engineering/computing case
studies will be used.

b. CSE 1002 and either CSE 1302 or 1324

c. required

6. Specific Goals

Describe systems of ethics. (PRF.pr.3)

Identify ethical considerations and apply ethics in scenarios and case studies. (PRF.pr.3,
PRF.pr.2)
Identify and use resources for keeping up with the profession (PRF.pr.4)
Explain the privacy-related issues that arise in application of computing technology.
(PRF.pr.2)
Discuss the idea of freedom of speech, including limitations and importance, and the
relevance of freedom of speech to computing technology. (PRF.pr.3)
Explain the basis for rights in intellectual property and explain the relevance to
computing and software engineering. (PRF.pr.3, PRF.pr.6)
Identify and discuss data communications issues, including cryptography, interception of
data, and others. (PRF.pr.3)
Describe the foundations and implications of societal and individual perceptions of
"trust" in computers. (PRF.pr.1, PRF.pr5)
Discuss issues relating to computer crime (PRF.pr.3)
Explain the impact of computers on work and personal. life (PRF.pr.3, PRF.pr.6)
Identify and discuss technology policy issues, including approaches from other countries.
(PRF.pr.1, PRF.pr.3, PRF.pr.5, PRF.pr.6)
b. BSIT student outcomes #4, #6, #7

148
7. List of Topics:

1) Systems of ethics
2) Privacy related issues, rights in intellectual property and explain the relevance to
computing and software engineering.
3) Issues relating to computer crime.
4) Data communications issues, including cryptography, interception of data, and others

149
Appendix B Faculty Vitae

The following pages contain the faculty vitae including the Dean for Computing and Software
Engineering (who is an IT faculty member), the Department Chair, and faculty who teach in the
department.

150
1. Han Reichgelt

2. Education
MA Philosophy, University of Nijmegen, NL, 1981
BS Psychology, University of Nijmegen, NL, 1981
PhD Cognitive Science, University of Edinburgh, UK, 1986

3. Academic experience
University of Edinburgh, UK, Research Fellow in Artificial Intelligence, 1984-
1987, FT
University of Nottingham, UK, Lecturer in Cognitive Psychology, 1987-1992, FT
University of the West Indies, Mona, Jamaica, Professor of Computer Science,
Department Chair, 1992-2001, FT
Georgia Southern University, Professor of Information Technology, Interim Chair
2003-2005, Associate Dean 2005-2007, FT
Southern Polytechnic State University, Professor of Information Technology,
Dean, 2007-, FT

4. Non-academic experience
Eagle Information Systems, Kingston, Jamaica, Adviser to the President, 1995-
1998, PT

5. Certifications or professional registration

None

6. Current membership in professional organizations

ACM, and ACM SIGs on CS Education and IT Education

7. Honors and awards

Shell Distinguished Research Award, University of the West Indies, 1994
Charles R Gibbs Faculty Award, Georgia Southern University, 2002
Award for most successfully commercialized product, University of the West
Indies, 2003

8. Service activities
Commissioner, Computing Accreditation Commission of ABET, 2009-
Member, ABET CAC/CSAB Criteria Committee, 2004-
Chair- ACM SIGITE, 2005-2009
Chair, Governing Board for the WebBSIT, a fully online non-state supported
undergraduate program in Information Technology
Numerous internal service activities at each of the universities I have been
associated with.

9. Recent publications

151
 Rao, L. Reichgelt, H, & Osei-Bryson, K.-M. An approach for ontology
development and assessment using a quality framework, Knowledge Management
Research and Practice, 2009, Vol. 7, 260-276.
Mansingh, G., Osei-Bryson, K.-M., Reichgelt, H. Building ontology based
knowledge maps: a requirement for Knowledge Process Outsourcing, Knowledge
Management Research and Practice, 2009, Vol. 7, pp. 37-51
Mansingh, G., Osei-Bryson, K.-M., Reichgelt, H. Issues in Knowledge Access and
Retrieval, and Sharing - Case Studies in a Caribbean Health Sector, Expert
Systems with Applications, 2009, Vol. 36, No, 2, pp. 2853-2863.
Reichgelt, H. & Yaverbaum, G. Accountability and accreditation: Putting
Information Systems accreditation into perspective, Communications of the
Association for Information Systems, 2007, Vol. 21, pp. 416-428.
Mansingh, G., Reichgelt, H., Osei-Bryson, K.-M. CPEST: An expert system for
the management of pests and diseases in the Jamaican coffee industry, Expert
Systems with Applications, 2007, Vol. 32, No. 1, pp. 184-192.

10. Recent professional development activities

Participant in the University System of Georgia Executive Leadership Institute
Cobb Education Consortium, Leadership Academy II

152
1. Andy Ju An Wang
2. B.S. Computer Science/Math, Zhengzhou Institute of Technology, 1982
M.S. Computer Science, Changsha Institute of Technology, 1989
Ph.D. Computer Science, Beijing University of Aeronautics & Astronautics, 1992
Post-doc Software Engineering, Chinese Academy of Sciences, Software Ins, 1993
3. Prof & Chair, SPSU, 2005-present
Director of Center for Inf Security Education, SPSU, 2004-present
Assoc. Prof, SPSU, 2001-2005
Assit. Prof, University of Nebraska at Kearney, 1997-2001
Assit Prof, University of Macau, 1993-1997
Post-doc Researcher, Chinese Academy of Sciences, 1992-1993
Lecturer, Zhengzhou Institute of Technology, 1982-1986
4. Consultant, CyberObject Corp., Atlanta, 2008-present
Consultant, M2M Computing Co., May 2004-Aug 2004
Project Leader, INESC-Macau, Taipa, Macau, 1996-1997
Founder & CTO, Beijing Wonder Computer Eng. Co., 1989-1991
5. none
6. Memberships:
ABET (Accreditation Board for Engineering and Technology) CAC Program Evaluator,
since 2007.
Member of ACM SIGITE, Special Interests Group in Information Technology Education,
since 2005.
Member of AITP: Association of Information Technology Professionals, since 2005.
Member of the Computer Science Teachers Association (CSTA), since 2005.
Member of ACM: Association for Computing Machinery, since 2001.
Member of IEEE Computer Society, since 2001.
Member of IEEE Computer Society (TCSE) Technical Council on Software Engineering,
since 2002.
Member of CCSC: The Consortium for Computing Sciences in Colleges, since 1999
7. Honors and awards
8. Service activities:
Member/Chair of SPSU faculty/staff search committees; member of Academic Leadership
Council; member of SPSU/CSE strategic planning committee; member of honor faculty, etc.

Member of Program Committee for numerous international conferences; member of editors,

associate editors for several journals and book series.

9. Publications:

(a) J. A. Wang, M. Guo, and H. Wang, Measuring and Ranking Attacks Based on
Vulnerability Analysis, Information Systems and e-Business Management, Springer, ISSN:
1617-9846, in printing.

153
(b) S. North and J. A. Wang, Immersive Visualization Techniques in Enhancing and
Speeding Pedagogical Processes of Computing Concepts, Journal of Computing Sciences
in Colleges, ISSN: 1937-4771, EISSN: 1937-4763, in printing.
(c) J. A. Wang, M. Guo, and J. Camargo, An Ontological Approach to Computer System
Security, Information Security Journal: A Global Perspective, ISSN: 1939-3555. Volume
19, Issue 2, 2010, pages 61 73.
(d) F. Tsui, J. A. Wang, and K. Qian, A Discussion on Security Typing and Measurement
for SOA, ACM SIGSOFT Software Engineering Notes, Volume 34, Number 3, May 2009.
(e) Wu, B. and Wang, J.A., EVMAT: An OVAL and NVD Based Enterprise Vulnerability
Modeling and Assessment Tool, in Proceedings of The 48th Annual ACM Southeast
Conference, Kennesaw, Georgia, March 24-26, 2011.
(f) J. A. Wang, Xia, and F. Zhang, Metrics for Information Security Vulnerabilities,
Journal of Applied Global Research, Volume 1, No. 1, 2008, pp. 48-58.
(g) J. A. Wang, IT Education in the Flattening World, in Proceedings of ACM SIGITE
2005 Annual conference, October 19 21, 2006, Minneapolis, MN, USA.
(h) J. A. Wang, et. al., Teaching the Secure Development Lifecycle: Challenges and
Experiences, in Proceedings of the Tenth Colloquium for Information Systems Security
Education, June 5 8, 2006, University of Maryland, University College, Adelphi,
Maryland, ISBN: 1-933510-98-6, pp 116 123.
(a) J. A. Wang, Interactive Game Development with a Projector-Camera System, Z. Pan et al.
(Eds.): Edutainment 2008, Lecture Notes in Computer Science 5093, pp. 535 543, Springer-Verlag
Berlin Heidelberg, 2008.
(b) J.A.Wang and Kai Qian, Component Oriented Programming, John Wiley & Sons, Inc., ISBN 0-471-
64446-3, March 2005.
(c) J. A. Wang, MICS: Multimedia, Interactive Courseware for Information Security, in Proceedings
of The 3rd International Conference on Education and Information Systems, Technologies and
Applications, July 14 17, 2005, Orlando, Florida.
(d) J. A. Wang, Web-Based Interactive Courseware for Information Security, in Proceedings of
ACM SIGITE 2005 Annual conference, October 20 22, 2005, Neward, New Jersey. ISBN: 1-59593-
252-6. pp 199 204.
(e) J.A.Wang, Security Testing in Software Engineering Courses, Proceedings of Frontiers in
Education Conference, Session F1C, IEEE Catalog Number 04CH37579C, ISBN: 0-7803-8553-5.
October 2004.

10. Briefly list the most recent professional development activities:

(1) Principal Investigator, NSF CCLI Collaborative Project: Teaching Cryptography through
Hand-on Learning and Case Studies, $50,000, grant number: 0941900, from 8/1/2010 to
7/31/2013.
(2) Principal Investigator, NSF CPATH RET (Research Experience for Teachers), $22,680,
grant number: 0722157, from 5/11/2010 to 9/30/2011.
(3) Co-Principal Investigator, Advancing Information Assurance and Cyber Security: A
Collaborative Capacity Building Approach, NSA Capacity Building Grant, $73,000, from
9/1/2010 to 8/31/2011.
(4) Principal Investigator, Enhance Online Learning Experience through Virtual and Remote Lab,
$66,996, SPSU Tech Fee TF-11-60, from 8/1/2010 to 7/30/2011.
(5) Principal Investigator, Collaborative Research in Natural Language Processing and Software
Component Architecture, funded by CyberObject Corp., $13,216, from 5/1/2010 to 4/30/2011

154
(6) Principal Investigator, USG STEM Initiative Project, A Remote Lab for Online Education,
$10,000, from 2010 to 2011.
(7) Principal Investigator, USG STEM Initiative Project, STEM Education Training, Courseware, and
Outreach, $15,000, from 2009 to 2010. Project has been extended, $15,000, from 2010 to 2011.
(8) Principal Investigator, NSF CPATH EAE: Extending Contextualized Computing in Multiple
Institutions Using Threads, $113,400, NSF grant number: 0722157, from 2008 to 2011.
(9)Principal Investigator, Trustworthy Computing Curriculum Project: A Web-Based
Electronic Laboratory for Trustworthy Computing funded by Microsoft Corporation
($50,000), 2004- 2006.

155
1. Rebecca H. Rutherfoord

2. Education
BS Education, Indiana State University, 1971
MS Education, Indiana State University, 1973
EdD Education, Indiana State University, 1975
MS Computer Science, Southern College of Technology, 1995

3. Academic experience
a. Professor, Graduate Coordinator, Undergraduate Cood, SPSU, Jan 2004-present
b. Department Chair, IT, SPSU, July 2001-Dec. 2003.
c. Acting Dept Head, Computer Science, SPSU, Sept. 2000-July 2001.
d. Interim Dean, A&S, SPSU, April 1998-Aug. 1999.
e. Assistant to the President, SPSU, July 1997-April 1998.
f. CS Grad Coordinator, SPSU, Jan. 1996-July 1997.
g. Department Head of CS, SPSU; May 1989 - Sept.1992.
h. Assist Prof of CS, Devry Institute of Technology, Feb. 1981 Feb. 1983.
i. Dir Computer Rehabilitation Training Pgm, LSU; May 1978 - August 1980.
j. Music Teacher, Slidell High School; August 1977 - May 1978.
k. Music Teacher,Southwest Parke Comm School Bd, September 1971 - June 1973.

4. Non-academic experience
ANALYST/PROGRAMMER, Hanes Corporation, Atlanta, GA; October 1980
Feb. 1981.
5. Certifications or professional registration
CDP Certified Data Processor

6. Current membership in professional organizations

ACM, and ACM SIGs on CS Education and IT Education

7. Honors and awards

a. Who's Who in the Southeast, 1991-presentWho's Who of American Women,
1993-present
b. Who's Who of American Teachers (elected by former student), 1994-95
c. Whos Who in Science & Engineering, 1995-present
d. Whos Who of America, 1996-present
e. Whos Who in Media & Communications, 1996-97
f. Whos Who in the World, 1998-present

8. Service activities
ABET PEV, 2009-present
Member, SIGITE Model Curriculum Committee, 2004-2008
Secretary Treasurer- ACM SIGITE, 2005-2009
Numerous internal service activities at each of the universities I have been
associated with.
SACS Liaison regional accreditation 1996-present

156
9. Recent publications:
a. Different Options for Learning, Teaching Matters Conf,Mar. 26-27,
Barnesville, GA Gordon College, 2010
b. Online & Hybrid Courses At Last We Can connect with Different Learning
Styles, SOTL Conf, Mar 9-12, 2010, GA Southern
c. Privacy and Ethical concerns in Internet Security, SIGITE 2010 Conf, Oct. 7-9,
2010
d. Copyright Yes We Still Need to Know, SIGITE 2010 Conf, Oct. 2010
e. Using Personality Inventories to Create Online Communities, C&T Conf, June
25-27, 2009
f. Universal Instructional Design An Approach to Designing & Delivering On-
line and Hybrid Courses, CITSA 2009 Conf,July 9-13, 2009
g. Designing a 2+2 Articulation Agreement, SIGITE 2009 Conf, Oct. 22-24, 2009
h. Universal Instructional Design, Learning Styles, and the Classroom, Teaching
Matters Conference, Barnesville, GA, Feb. 2009
i. The On-line Computing Classroom using Universal Instructional Design, FECS
Conference, Las Vegas, July 13-16, 2008
j. Exploring Teaching Methods for On-line Course Delivery Using Universal
Instructional Design, SIGITE Conference, Cincinnati, Ohio, Oct. 15-18, 2008
k. Panel Women in IT, SIGITE Conference, Destin, FL, Oct. 2007
l. Universal Instructional design for Learning: How to Apply in a Virtual World,
SIGITE Conference, Sandestin, FL, Oct. 2007
m. The WebBSIT: The Development of a Multi-Institutional Fully Online
Baccalaureate Degree Program in Information Technology, 3rd Annual
Southeastern Scholarship Conference on E-Learning, Oct. 2007
n. What Teachers Need to Know about Learning Styles, Teaching Matters
o. Conference, April 2007
p. Chapter on Privacy and Ethics in Security, Handbook of Research on Information
q. Assurance and Security, April 2007

10. Recent professional development activities

Executive Leadership Conference for Women, KSU, July 2011

157
1. Name: Richard Halstead-Nussloch

2. Education degree, discipline, institution, year: Ph.D., Psychology-Experimental,

University of Michigan, 1978

3. Academic experience institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time:
a. 1995-now, Southern Polytechnic, Professor (since 2001), full-time
b. 1992-1995, Southern Polytechnic, adjunct professor, part-time
c. 1987-1988, RPI, adjunct professor, part-time
d. 1985-1986, SUNY New Paltz, adjunct professor, part-time
e. 1981-1983, Stevens Tech, adjunct professor, part-time
f. 1979-1981, Stevens Tech, Assistant Professor, full-time
g. 1975-1976, University of Michigan, Senior Teaching Fellow, full-time
h. 1973-1975, University of Michigan, Teaching Fellow, part-time

4. Non-academic experience company or entity, title, brief description of position, when

(ex. 1993-1999), full time or part time:
a. 1981-1994, IBM, senior scientist/engineer, design, develop, test computing
systems, full
b. 1976-1979, Highway Safety Research Institute, research scientist, contract
research, full
c. 1971-1972, InterStudy, research analyst, collect and analyze data, full
d. 1970-1971, North Star Research Institute, research analyst, collect/analyze data,
full
e. 1969-now, varied, independent consultant, design and execute special projects,
part-time

5. Certifications or professional registrations: Certified Professional Ergonomist

6. Current membership in professional organizations:

a. American Association of State Colleges and Universities- American Democracy
Project
b. Association for Computing Machinery
c. Institute of Industrial Engineers
d. Human Factors and Ergonomics Society
e. Phi Beta Kappa Alumni Association

7. Honors and awards: Georgia Governors Teaching Fellow (2004-2005)

8. Service activities (within and outside of the institution):

a. SPSU eGov Center- Executive Director and Coordinator of the eCtizenship
Initiative
b. SPSU ePoly Committee Chair and Polytechnic Summit Steering Committee
c. SPSU Six Sigma Master Black Belt
d. SPSU Faculty Senate

158
 e. International Journal of Polytechnic Studies- Information Technology
Manager/Editor
f. Georgia Governors Teaching Fellows- Steering and Selection Committee
g. Refugee Education and Mentoring Volunteer and A/V Coordinator- St. James
Episcopal
h. IIE Applied Ergonomics Conference Program Committee
i. American Democracy Project- Electronic Citizenship Executive Committee
member
j. Ulster Project of Atlanta- Host Family and Volunteer
k. Host Home for International Colleagues and Students (Germany)

9. Briefly list the most important publications and presentations from the past five years
title, co-authors if any, where published and/or presented, date of publication or
presentation

a. The ten commandments of electronic citizenship in the 21st Century polytechnic

university, with Zvi Szafran, presentation to the 3rd Polytechnic Summit, Marietta,
GA, 6/10/11.

b. eCitizenship at Southern Polytechnic State University, with Zvi Szafran,

presentation to the Annual Meeting of the American Democracy Project, Orlando,
FL, 6/4/11.

c. Utilizing web server middleware for development environments and student

projects, sole author, Proceedings of the 49th ACM Southeast Conference,
Kennesaw, GA, 6/26/11.

d. The Georgia Parole Examiners parser and workbench, with Orlando Karam,
presentation to the Association of Paroling Authorities International, Savannah,
GA, 5/18/10.

e. Electronic identity and personality in electronic citizenship, sole author,

Proceedings of the 7th Conference in Citizenship Studies, Detroit, MI, 4/9/10.

f. Georgia.Gov Usability Style Guide, with team from Georgia Technology

Authority,
http://styleguide.georgia.gov/02/about/style/home/0,2753,103692637,00.html
retrieved on 6/14/11 and developed in 2007. (This guide is responsible for the
GA.gov web site moving from 36th to 2nd in Brookings Institute Survey of
Electronic Government.)

g. IT governance in the 21st Century: An increasing role for education, sole author,
invited presentation to the Atlanta Chapter of ISACA, Atlanta, GA, 7/24/06.

10. Briefly list the most recent professional development activities:

a. Workshop on open source, 3rd Annual Polytechnic Summit, 10 June 2011

159
b. Workshop on electronic journals. 3rd Annual Polytechnic Summit, 8 June 2011
c. Workshop on using video. Georgia Governors Teaching Fellows, 25 May 2011
d. Instructor Training, SPSU Continuing Education, 19 May 2011
e. Workshop on eCitizenship, ACMSE Conference, 24 March 2011
f. SPSU IT Department Assessment Retreat, SPSU, 23 March 2011
g. Workshop on SPSU Web Site. SPSU, March 2011
h. Workshop on six sigma projects, SPSU, 1 March 2011
i. SPSU Advisor Training, SPSU, 22 and 24 September 2010

160
1. Svetlana B Peltsverger
2. Education
PhD, CS, Institute for Systems Analysis, Russian Acad of Sci, 2004
MS, CS, Chelyabinsk Polytechnic Institute, 1990
BS, CS, Chelyabinsk Polytechnic Institute, 1989
3. Academic experience
Asst Prof of IT, Grad Coordinator, SPSU, 2006-present
Visiting Assist Prof IT, NC at Ashville, 2005-2006
PT Instructor, GA Southwestern University, 2001-2005
Instructor, GA Southwestern University, 1999-2001
Assist Prof, Chelyabinsk Polytechnic Institute, 1990-1996
4. Non-academic experience
Webmaster/system Adm, Off of Information & Instruc Tech, GA Southwestern, 2001-5
5. Certifications or professional registrations
CISSP
6. Current membership in professional organizations
ACM
7. Honors and awards
Runner-up Best paper award: Peltsverger, S., Teat, C. "Incorporating Current Events into
Information Assurance Curriculum ". (2009). In Proceedings of the 6th Annual Conference
on Information Security Curriculum Development, InfoSecCD '09, Kennesaw, GA,
September 25 - 26, 2009
8. Service activities
Thesis advisor and thesis committee member
Security team SPISA co-advisor
Hiring committees - new IT faculty position, lab manager, instructional designer
Academic advisor
IT Curriculum Security/Policy Group coordinator
Represent MSIT in Distance learning committee
MSIT coordinator
Member of Graduate Programs Committee (GPC)
Member of Distance Learning Task Force (DLTF)
Member of Emerging Technologies task force
Guest editor for a special Issue of International Journal of Mobile Network Design and
Innovation (IJMNDI) on: "Adaptation and Clustering in Mobile Networks"
Judge at the Southeast Collegiate Cyber Defense Competition, Kennesaw State
University
Reviewer for travel scholarship applications for the Grace Hopper Celebration Women
in Computing

161
 Reviewer for Future Cities Competition at SPSU

9. Publications
1. Teat C., Peltsverger, S. "The Security of Cryptographic Hashes", to appear in
Proceedings of the 47th Annual ACM Southeast Conference ACMSE 2011
2. Peltsverger, S., Holleran, S., Shtessel, Y., Controlling Connectivity of a Clustered
Mobile Communication Network, in Proceedings of IEEE CDC 2010, Atlanta, GA,
December 15-17, 2010
3. Peltsverger B., Peltsverger S., Bartolacci M., (2010) A Multi-pass Algorithm for
Adjusting a Network Topology Multipoint Communications, International Journal of
Interdisciplinary Telecommunications and Networking, Vol. 2, Issue 2, pp50-57
4. Peltsverger, S., Teat, C. "Incorporating Current Events into Information Assurance
Curriculum ". (2009). In Proceedings of the 6th Annual Conference on Information
Security Curriculum Development, InfoSecCD '09, Kennesaw, GA, September 25 - 26,
2009 Runner-up Best paper award
5. Karam, O., Peltsverger, S. " Teaching with Security in Mind", In Proceedings of the 47th
Annual ACM Southeast Conference ACMSE 2009
6. Peltsverger S. "Event-Driven Reliability in Wireless Sensor Networks", (2009) Journal of
Information Systems Technology and Planning, Vol. 1, Issue. 1, pp.50-55
7. Peltsverger S. Decomposition Approach to Convex Hall Computation and Its
Application to Computer Networks. (2007). Proceedings of the Southeast Institute for
Operations Research and the Management Sciences, INFORMS Annual Meeting 2007,
Seattle, WA.
8. Peltsverger S. (2007) "Dynamic structured routing in mobile networks", Int. J. Mobile
Network Design and Innovation, Vol. 2, No. 2, pp.134138
9. Peltsverger S, "Estimation of Locations of Mobile Users in Hostile Environment", in
Proceedings of the 14th International Conference on Telecommunication Systems
Modeling and Analysis (ICTSM 2006), pp 181-183, October 5-8, 2006, Penn State Berks.
10. Peltsverger B., Bartolacci M, Peltsverger S., "Clustering Approach for MANET Nodes
Using Multiple Network Management Criteria", in Proceedings of the Fifth International
Symposium on Communications Systems, Networks, and Digital Signal Processing
(CSNDSP 2006), July 19-21, 2006, Patras, Greece.

10. Briefly list the most recent professional development activities

3/25/2011 ACMSE 2011 Conference
1/26 RSA, The Security Division of EMC Webinar
12/15-12/17 49th IEEE Conference on Decision and Control (CDC)
12/8 IBM Cognos workshop - 4 hours
11/4 Data Connectors Atlanta Tech-Security Conference - 6 hours
10/6 CSE Colloquium: Web Security
162
 10/1-10/3 Annual Conference on Information Security Curriculum
Development, InfoSecCD '10
9/29 HP + VMware
9/22 Advisor Training
9/22 CSE Colloquium Semantic Web for Rule Based System
3/2 Webinar: Benefits of System-Wide Lecture Capture: How the University
of Tennessee Saved Time, Cut Costs and Increased Service
2/25 Gartner webinar Google was victimized by hackers. Will you be next?
2/19 GaTech STEM Institute - 6 hours
2/15 Symposium with Prof. Cyril Okhio and tour of the Visualization and
Simulation Research Center

163
1. CHI ZHANG
2. EDUCATION
Ph.D., Information Technology, University of Nebraska at Omaha, 2009
M.S., Computer Science, University of Nebraska at Omaha, 2000
M.S.Ed., Instructional Technology, University of Nebraska at Kearney, 1998
B.S., Educational Technology, Beijing Normal University, China, 1990
3. ACADEMIC EXPERIENCE
Assistant Professor of Information Technology, Southern Polytechnic State
University, January 2010 present
Lecturer of Computer Science, College of Information Science and Technology,
University of Nebraska at Omaha, August 2007 December 2009
Instructor of Computer Science, College of Information Science and Technology,
University of Nebraska at Omaha, August 2001 May 2007
Adjunct Instructor of Computer Science, College of Information Science and
Technology, University of Nebraska at Omaha, May 2001 June 2001

4. NON-ACADEMIC EXPERIENCE

5. CERTIFICATIONS

6. MEMBERSHIP in PROFESSIONAL ORGANIZATIONS

7. HONORS and AWARDS

The Teaching Fellow for Teaching Excellence for the Academic Year 2010-2011,
Center for Teaching Excellence, Southern Polytechnic State University
Dissertation Scholarship, University of Nebraska at Omaha, Spring 2008

8. SERVICE ACTIVITIES
Undergraduate Curriculum Committee, Southern Polytechnic State University, Spring
2011 - present
Center for Teaching Excellence (CTE) Advisory Council, Center for Teaching
Excellence and Faculty Growth & Development, Southern Polytechnic State
University, May 2010 - present
CSE Strategic Plan Committee, School of Computing and Software Engineering,
Southern Polytechnic State University, Fall 2010
Library Committee, Southern Polytechnic State University, Fall 2010 - present
CSE Center of HIT, School of Computing and Software Engineering, Southern
Polytechnic State University, Fall 2010 present
ACADEMIC SERVICES
Reviewer for the following journal, conferences and workshops:

Journal of Electronic Commerce Research and Applications, 2009, 2010

Southern Association for Information Systems Conference (SAIS), 2010
Pacific Asia Conference on Information Systems (PACIS), 2010

164
 Hawaii International Conference on System Sciences (HICSS), 2007, 2010
Americas Conference on Information Systems (AMCIS), 2009
European Conference on Information Systems (ECIS), 2009, 2011
Special Issue of Journal of Management Information Systems (JMIS), 2008

9. PUBLICATIONS
Zhang, C (2010), Technology Acceptance in Learning Settings from a Student
Perspective: A Theoretical Framework, Proceedings of ACM Special Interest Group for
Information Technology Education Conference, SIGITE 2010, Midland, MI
Zhang, C, Kamal, M, & Zigurs, I (2010), An Inductive Analysis of Factors Affecting
Student Attitudes toward a Virtual World Learning Environment, Americas Conference
on Information Systems, AMCIS 2010, Lima, Peru
Zhang, C (2010), Assessing a Web-based Virtual World Learning Environment:
Implications for Technology Choice in Course Delivery, Southern Association for
Information Systems Conference, SAIS 2010, Atlanta, GA
Zhang, C & Zigurs, I (2009), An Exploratory Study of the Impact of a Virtual World
Learning Environment on Student Interaction and Learning Satisfaction, Americas
Conference on Information Systems, AMCIS 2009, San Francisco, CA
Zhang, C (2009), Comparing Sense of Classroom Community and Learning Satisfaction
in a Virtual World Learning Environment, Midwest Association for Information Systems
Conference, MWAIS 2009, Madison, SD

10. PROF DEVELOPMENT ACTIVITIES

Participant, CTE Workshop The Nifty Factor Never Trumps Foundations of
Cognition, Center for Teaching Excellence, Southern Polytechnic State University,
April 13, 2011
Co-Presenter, with Dr. Becky Rutherfoord, CTE workshop The Scholarship of
Discovery, Center for Teaching Excellence, Southern Polytechnic State University,
March 23, 2011
Co-Presenter, with Dr. Becky Rutherfoord, CTE workshop The Scholarship of
Integration, Center for Teaching Excellence, Southern Polytechnic State University,
February 23, 2011
Presenter, CTE workshop Guiding Students Through Research, Center for
Teaching Excellence, Southern Polytechnic State University, January 26, 2011
Participant, Teaching Academy for Distance Learning training series (TADL),
Southern Polytechnic State University, November 2010 April 2011
Participant, Professional Grant Development Workshop, Georgia Institute of
Technology, October 20-22, 2010

165
1. Name: Robert L. (Bob) Brown

2. Education degree, discipline, institution, year

PhD, (ABD), CIS, Nova Southeastern University, ongoing

MS, CS, Southern Polytechnic State University, 1995
BS, CS, Regents College, 1992

3. Academic Experience:

Director, Quality Enhancement Plan, Southern Polytechnic, 2009-present

Lecturer, Southern Polytechnic, 2003-present

4. Non-academic experience

Director of Information Systems, Dekalb Medical Center, 1994-2003

Associate Director IS, CIO, Dekalb Medical Center, 1988-1994
Manager, Systems Programmer, Dekalb Medical center, 1984-1988
Chief of Information Systems, Medical Systems of GA, 1974-1984
Prog Analyst II, City Government of Atlanta, 1969-1974

5. Certifications and professional registrations:

Certificate in Data Processing, 1976; renewed by reexamination, 1995

6. Current membership in professional organizations

Association for Computing Machinery
IEEE
IEEE Computer Society
7. Honors and Awards
Southern Polytechnic State University Teacher of the Year, 2009-2010
Southern Polytechnic State University Outstanding Faculty Award, 2009
Student Government Association Outstanding Faculty Award, 2009
8. Service Activities
A. Service to the University
Instructor at Girls Digital Media and Gaming Workshop (Summer, 2006)
Library committee member (2006 2009)
Member, University Information Technology Advisory Committee (2006 present; Chair,
2007/08 and 2008/09)
Coordinator, Geek Squad Summer Academy (2008 present)
SACS QEP Committee Chair (2007 2009)
SPSU Liaison to Girl Scouts of Greater Atlanta (2005 present)
Faculty advisor to Alpha Xi Delta sorority (2006 present)
Assistant marshal at commencement (2005 present)
University Marketing Committee (2003-2005)

166
 B. Service to the profession and the community
Referee, ACM Southeast Conference, 2005.
Reviewer for Informatics and Nursing: Competencies and Applications by Linda Q. Thede
and Jeanne Sewell, hardware and software chapters, 2010.
Reviewer for Introduction to Computer Security by Micahel Goodrich and Roberto Tamassia.
Reviewed proposal in 2006 and final manuscript in 2010.
Judge, Future City competition (2007)
Judge, Fulton County Schools Technology Fair (2001 2003,2007, 2009)
Merit badge counselor for Boy Scouts Day of Merit (2004 2007)
Judge for BEST robotics contest (2004 20010)
Webmaster for high school alumni association (1995 present)

9. Publications
Qian, Allen, Gan, and Brown; Java Web Development Illuminated, Jones and Bartlett, 2006

10. Professional development:

Progress toward the Ph.D. in Computer Information Systems at Nova Southeastern
University.
SACS Annual Meeting (2007)
Educause Southeastern Conference (2007)
SACS Summer Institute (2007)
Seminar on Legal Aspects of Plagiarism Detection (2007)

167
1. Susan VandeVen

2. Education degree, discipline, institution, year

MS, Computer Science, Georgia Institute of Technology, 1993

MBA, Finance, University of Akron, 1985
BS, Chemistry, Purdue University, 1989

4. Academic

Southern Polytechnic State University ( Marietta, GA), 2003 to present

Adjunct PT 2003 - 2005
Instructor FT 2005 - 2008
Lecturer FT 2008 - present

Kennesaw State University (Kennesaw, GA), 1998-2000

Adjunct PT 1998 - 2000

5. Non-academic

AGILENT TECHNOLOGIES, HEWLETT PACKARD (Atlanta, GA, 1997-2003

Agilent IT Solutions Specialist - Project Management (1999 to 2003), full-time
Hewlett Packard IT Production Engineer ,1997 to 1999, full-time

EXECUTRAIN CORP., (Alpharetta GA, 1996-1997, Software Engineer, full-time

SPRINT CUSTOMER NETWORK DESIGN CENTER, (Atlanta GA, 1992-1996

Software Engineer II & III

8. Service activities (within and outside of the institution)

WebBSIT Coordinator
Advisor to approximately 100 undergraduate students
Member of IT Curriculum Committee
Chairman/member of Undergraduate Student Status Committee
Member Science Olympiad Executive Committee, Event Developer and Judge
SPSU Partner in Education for Mabry School Council

9. Briefly list the most recent professional development activities

Center for Teaching Excellence seminars

168
1. Name: Edward Jung

2. Education degree, discipline, institution, year

Ph.D., Computer Science, Univ. of Minnesota, Minneapolis, 1994

B.S., Computer Science, Univ. of Minnesota, Minneapolis, 1987

3. Academic experience
Southern Polytechnic State University, Assistant Professor, 8/2009 present, Full-time
Rutgers University, New Brunswick, NJ, Visiting Professor, 2/2008 6/2009, Part-time
DePaul University, Chicago, IL, Adjunct Professor, 1/1999 8/1999, Part-time
Univ. of Minnesota, Minneapolis, Lecturer, 1994 1995, Part-time

4. Non-academic experience
Samsung Research, Director, Information Security Research Group, 1/2003 12/2007,
Full-time
Bell Labs, Member of Technical Staff, Wireless Networking Group, 1997 2002, Full-
time
Motorola Inc., Senior Software Engineer, Advanced Intelligent Networks, 1995 1997,
Full-time

5. Certifications or professional registrations

CISSP (Certified Information Systems Security Professional), 2002 - present

6. Current membership in professional organizations

Senior member of IEEE; IEEE Computer Society; ACM; ACM-SIGCSE; ACM-

SIGSAC; Future Internet Forum (FIF)

7. Honors and awards

Murray Visiting Professorship, Rutgers University, New Brunswick, Dept. of Computer

Science, 2/2008 6/2009

8. Service activities

SPSU: Departmental Strategic Planning Subcommittee (2009 present)

SPSU: Serving as a Web-editor for the dept. of CSWE (Computer Science, Software
Engineering and Gaming) (2010 present)
SPSU: Serving as a Secretary for MSCS Revision Committee (2010 present)

9. Publications

169
 Optimizing The Self-Organizing MAP for Pattern and Image Segmentation, with
C-C Hung, H. Ijaz and B. Kuo, IEEE International Geo-science and Remote Sensing
Symposium (IGARSS-2011), Accepted, March 2011
A New Weighted Fuzzy C-MEANS Algorithm for Hyper-spectral Image
Classification, with C-C Hung, B. Kuo and Y. Zhang, IEEE International Geo-
science and Remote Sensing Symposium (IGARSS-2011), Poster, Accepted, March
2011
An IBC and Certificate Based Hybrid Approach to WiMAX Security, with M.
Rodoper, A. Baliga, and W. Trappe, Journal of Communications and Networks
(JCN), Special Issue on Secure Wireless Networking, Vol. 11, No. 6, 2009, pp. 615-
625
An Efficient Security Framework for Mobile WiMAX Using HIBC, with M.
Rodoper, A. Baliga, and W. Trappe, 3rd ACM Int. Conf. on Wireless Security
(WiSEC), poster, 2010
IEEE 802.1 AVB and its Application in Carrier-Grade Ethernet, with G. Garner et.
al., IEEE Communication Magazine, Vol. 45, Issue 12, 2007, pp. 126-134
Block-sliced DRM System for Secure Multimedia Contents, with M. Jun, Int.
Journal of Computer Science and Network Security (IJCSNS), Vol. 7, No. 19, 2007,
pp. 234-141
Indirect Branch Validation Unit for Secure Program Execution, with Y. Shi et. al.,
Proc. of the 10th IEEE Int. Symp. On Low-Power and High-Speed Chips (COOL
Chips X), 2007, pp. 251-260
Privacy Homomorphism for Delegation for the Computation, with M. Stepanov and
S. Bezzateev, Lecture Notes in Computer Science (LNCS), Vol. 4003, 2006, pp. 474-
480

10. Briefly list the most recent professional development activities

Program committee member for the Int. Conf. on Information Science and
Application (ICISA-2011)
Program committee member for The 48th Annual Southeast Conf. (ACMSE-2011)
Journal paper reviewer for Applied Intelligence (Oct-2010, Feb-2011)
Paper reviewer for ICISA-2011, ACMSE-2011, ACM-ITiCSE-2011

170
1. Name Patricia Roth Pierce

2. Education degree, discipline, institution, year

BS Math Dunbarton College of Holy Cross - 1963

MS-SWE, Southern Polytechnic State University - 2000

3. Academic experience - Have designed and taught computer programming language and
related courses for over 49 years for two and four year colleges, universities, and
industry. Courses taught include Database, Data Structures, Visual Basic, Basic, C++,
C, Pascal, Fortran, COBOL, RPG, Assembly, Java, and Python. All evaluations have
been above average. I have been full time at SPSU since 2002 and part time since
1982.

4. Non-academic experience company or entity, title, brief description of position, when

(ex. 1993-1999), full time or part time

IBM 1963-1966, Systems Engineer, teaching customers and IBMers, full time

5. Certifications or professional registrations - None

6. Current membership in professional organizations

ACM, SIGCSE, CCSC-SE

7. Honors and awards - None

8. Service activities (within and outside of the institution)

Committees in department and university wide

Fund raising
Under Graduate Curriculum Coordinator CSWE
Course Coordinator CSE1002, CSE1301, CSE1302

9. Publications
Presentation on Adding a Robot Project to CS1 Course at ACM-SE, 2010

10. Briefly list the most recent professional development activities

a. Taking and then chairing DCCE (Disciplinary Commons for Computer
Education) workshop 2009-2010
b. Taking a Online Development Course 2010-2011

171
1. Name Richard Austin

2. Education degree, discipline, institution, year

BS Psychology Jacksonville State University 1973
MS Information Systems Kennesaw State University 2003

3. Academic experience institution, rank, title (chair, coordinator, etc. if appropriate),

when (ex. 1990-1995), full time or part time
Kennesaw State University, Part-time instructor, 2005-2010 Part-time
Southern Polytechnic State University, Part-time faculty, 2010-2011 Part-time

4. Non-academic experience company or entity, title, brief description of position, when

(ex. 1993-1999), full time or part time
Hewlett Packard various positions ranging from systems engineer to security architect.
1981-2007. Full-time

5. Certifications or professional registrations

Certified Information Systems Security Professional (CISSP)
Microsoft Certified Systems Engineer (MSCE)
NSA/CNSS Certificate in Information Security and Assurance (IATS 4011, 4012,
4013, 4014)

6. Current membership in professional organizations

Senior Member, IEEE, Senior Member, ACM, Cloud Security Alliance (CSA),
Computer Technology Investigators Network (CTIN), ISC(2), ISSA, SNIA, Atlanta
Chapter of Infragard

7. Honors and awards

2010 2009 Distinguished Part-Time Faculty Award from the Department of
Computer Science and Information Systems, Kennesaw State University
2009 SNIA Tutorial 4.5 Club for excellence of content, delivery and relevance
Storage Networking World Fall 2008 (recognizes achievement of at least 4.5 out of 5
on audience evaluations)
2009 2008 Distinguished Part-Time Faculty award from the Department of Computer
Science and Information Systems, Kennesaw State University
2008 HTCIA The Firewall Newsletter Article of the Year 2007 for Forensics in the
Large: Multi-Terabyte Storage Arrays.
2007 SNIA Highest Ranked Tutorial at Fall SNW for Do It Yourself Guide to
Digital Forensics in Storage Networks.
2006 SNIA Highest Ranked Tutorial at Spring SNW for To Catch a Thief: Digital
Forensics for Storage Networks.
2003 -- Awarded the 2004 Outstanding Graduate Student in Information Systems
Award and designated a University Scholar

8. Service activities (within and outside of the institution)

ISSA International Ethics Committee

172
 ISSA Education Advisory Council
SNIA Security Technical Working Group
Cloud Security Alliance Trusted Cloud Initiative
Technical Advisor, Middle Eastern Cybersecurity Competition

9. Briefly list the most important publications and presentations from the past five
years title, co-authors if any, where published and/or presented, date of
publication or presentation. Full publication list at
http://cse.spsu.edu/raustin2/vita.htm
Digital Forensics With Open Source Tools, Invited Tutorial at ACM-SE,
March 2011
Book review of SQL Injection Attacks and Defense by Justin Clarke. IEEE
Cipher Issue 100, January 2011
Wheres the Smoking Gun? The Attribution Problem in Cyberspace. Ethics and
Privacy column in the ISSA Journal 8:12 December, 2010
Database Forensics with M. Guimaraes and H. Said. Proceedings of the 2010
Information Security Curriculum Development Conference
Teaching Digital Forensics: From Lecture to Lab Faculty Development
Workshop held in conjunction with ACM Infosec-CD 2010
Contributed content to Domains 5, 8 and 9 of Security Guidance for Critical
Areas of Focus in Cloud Computing V2.1 Cloud Security Alliance (CSA),
November, 2009.
Introduction to Storage Security Version 2,0 A SNIA Whitepaper with Eric
Hibbard. September 2009 The Storage Networking Industry Association
Security Technical Working Group
Introduction to Forensics in SANs: A SNIA Whitepaper. March 2009 The
Storage Networking Industry Association Security Technical Working Group.
Guide to Firewalls and Network Security (2ed) with Michael Whitman and
Herb Mattord, Delmar Learning, ISBN 978-1-4354-2016-8.
Digital Forensics In the Large: Multi-Terabyte Storage Arrays. Presented at
Southeast CyberCrime Summit 2007.

10. Briefly list the most recent professional development activities

Presented faculty development workshop on teaching digital forensics in the
undergraduate curriculum at ACM Infosec-CD 2010
Active participant in the Storage Network Industry Association (SNIA) Security
Technical Working Group
Active contributor to the Cloud Security Alliance Trusted Cloud Initiative
reference architecture

173
Appendix C Equipment
The following pages diagram the various labs that we have for our students in CSE. The
diagrams include the listing of hardware and software for each lab.

174
 J202 Gaming Lab
Hardware31 Custom Gamer WorkstationsIntel Core2 Quad Processor, DDR2-667 four DIMM
slots 4 GB, 1333MHz 500GB SATA @ 7200RPM hard drive DVD+/-RW optical drive Windows
Professional 64-bit Gigabit Ethernet 280W internal31 Microsoft XBOX Consoles1 Nintendo Wii
Console2 47" LCD TV DisplaysLCD Projector, Smartboard, and Laser Printer
SoftwareAlice, 7Zip, adaCore GNAT, Adobe Acrobat, Adobe PhotoShop CS, Adobe Reader, Apache -http
server , Apache tomcat, Blender, Bloodshed DevC++, CdXpBurnerPro SE, Core FTP Lite, cutepdf, DeepBurner,
digitalWorks, DrScheme, Eclipse, Eiffel Studio, Firefox with DOM inspector, Google Chrome, java - J2ee, java -
J2se, jGrasp, Komodo Edit 5, LINUX - dual boot, LINUX-virtual machine, Maple 14, Matlab Release 14, MS
DirectX sdk, MS Expression Studio, MS Front Page 2003, MS IIS (PWS), MS Office 2007, MS Project 2007, MS
Publisher, MS SQL Server 2008, MS Virtual PC, MS Visio 2007, MS Visual Studio 6 VB only, MS Visual Studo
.NET 2008, MS Visual Studo .NET 2010, Mysql, Netbeans IDE, OpenGL, OpenOffice, Oracle Developer, Oracle
Instant Client, Oracle Server 11g, Perl, PHP XAMP, putty, Python 2.6, Rational Real Time, Rational Requisite
Pro, Rational Rose Enterprise, Ruby, Scheme, SWIprologue, TextPad, vmWare Player, vmWare Workstation,
Windows Movie Maker, WindRiver Tornado, WinSCP, Wireshark, xilinx webpack, XNA Studio,
XWindowsServer

175
 J 211 Lab
Hardware22 Sun Ultra 24 WorkstationsIntel Core2 Quad Processor, DDR2-667 four
DIMM slots 4 GB, 1333MHz 500GB SATA @ 7200RPM hard drive DVD+/-RW optical drive
Windows Professional 64-bit Gigabit Ethernet 280W internalLCD Projector, Smartboard, and
Laser Printer
SoftwareAlice, 7Zip, adaCore GNAT, Adobe Acrobat, Adobe PhotoShop CS, Adobe Reader,
Apache -http server , Apache tomcat, Blender, Bloodshed DevC++, CdXpBurnerPro SE, Core FTP Lite,
cutepdf, DeepBurner, digitalWorks, DrScheme, Eclipse, Eiffel Studio, Firefox with DOM inspector,
Google Chrome, java - J2ee, java - J2se, jGrasp, Komodo Edit 5, LINUX - dual boot, LINUX-virtual
machine, Maple 14, Matlab Release 14, MS DirectX sdk, MS Expression Studio, MS Front Page 2003,
MS IIS (PWS), MS Office 2007, MS Project 2007, MS Publisher, MS SQL Server 2008, MS Virtual PC,
MS Visio 2007, MS Visual Studio 6 VB only, MS Visual Studo .NET 2008, MS Visual Studo .NET 2010,
Mysql, Netbeans IDE, OpenGL, OpenOffice, Oracle Developer, Oracle Instant Client, Oracle Server
11g, Perl, PHP XAMP, putty, Python 2.6, Rational Real Time, Rational Requisite Pro, Rational Rose
Enterprise, Ruby, Scheme, SWIprologue, TextPad, vmWare Player, vmWare Workstation, Windows
Movie Maker, WindRiver Tornado, WinSCP, Wireshark, xilinx webpack, XNA Studio,
XWindowsServer

176
 J251 Lab
Hardware31 Lenovo A61 WorkstationsIntel Core2 Duo Processor, DDR2-667
four DIMM slots 2 GB, 1333MHz 150GB SATA @ 7200RPM hard drive DVD+/-
RW optical drive Windows Professional 32-bit Gigabit Ethernet 280W internalLCD
Projector, Smartboard, and Laser Printer
SoftwareAlice, 7Zip, adaCore GNAT, Adobe Acrobat, Adobe PhotoShop CS, Adobe
Reader, Apache -http server , Apache tomcat, Blender, Bloodshed DevC++, CdXpBurnerPro
SE, Core FTP Lite, cutepdf, DeepBurner, digitalWorks, DrScheme, Eclipse, Eiffel Studio,
Firefox with DOM inspector, Google Chrome, java - J2ee, java - J2se, jGrasp, Komodo Edit
5, LINUX - dual boot, LINUX-virtual machine, Maple 14, Matlab Release 14, MS DirectX
sdk, MS Expression Studio, MS Front Page 2003, MS IIS (PWS), MS Office 2007, MS Project
2007, MS Publisher, MS SQL Server 2008, MS Virtual PC, MS Visio 2007, MS Visual Studio 6
VB only, MS Visual Studo .NET 2008, MS Visual Studo .NET 2010, Mysql, Netbeans IDE,
OpenGL, OpenOffice, Oracle Developer, Oracle Instant Client, Oracle Server 11g, Perl, PHP
XAMP, putty, Python 2.6, Rational Real Time, Rational Requisite Pro, Rational Rose
Enterprise, Ruby, Scheme, SWIprologue, TextPad, vmWare Player, vmWare Workstation,
Windows Movie Maker, WindRiver Tornado, WinSCP, Wireshark, xilinx webpack, XNA
Studio, XWindowsServer

177
SoftwareAlice, 7Zip, adaCore GNAT,
Adobe Acrobat, Adobe PhotoShop CS, Adobe
Reader, Apache -http server , Apache
tomcat, Blender, Bloodshed DevC++,
CdXpBurnerPro SE, Core FTP Lite, cutepdf,
DeepBurner, digitalWorks, DrScheme,
Eclipse, Eiffel Studio, Firefox with DOM
inspector, Google Chrome, java - J2ee, java -
J2se, jGrasp, Komodo Edit 5, LINUX - dual
boot, LINUX-virtual machine, Maple 14,
Matlab Release 14, MS DirectX sdk, MS
Expression Studio, MS Front Page 2003, MS
IIS (PWS), MS Office 2007, MS Project 2007,
MS Publisher, MS SQL Server 2008, MS
Virtual PC, MS Visio 2007, MS Visual Studio 6
VB only, MS Visual Studo .NET 2008, MS
Visual Studo .NET 2010, Mysql, Netbeans
IDE, OpenGL, OpenOffice, Oracle Developer,
Oracle Instant Client, Oracle Server 11g, Perl,
PHP XAMP, putty, Python 2.6, Rational
Real Time, Rational Requisite Pro, Rational
Rose Enterprise, Ruby, Scheme,
SWIprologue, TextPad, vmWare Player,
vmWare Workstation, Windows Movie
Maker, WindRiver Tornado, WinSCP,
Wireshark, xilinx webpack, XNA Studio,
XWindowsServer

J251 Lab
Hardware35 Custom
WorkstationsIntel Core2 Duo
Processor, DDR2-667 four DIMM
slots 2 GB, 1333MHz 150GB SATA
@ 7200RPM hard drive DVD+/-RW
optical drive Windows Professional 32-
bit Gigabit Ethernet 280W internalLCD
Projector, Smartboard, and Laser
Printer

178
SoftwareAlice, 7Zip, adaCore GNAT, Adobe
Acrobat, Adobe PhotoShop CS, Adobe Reader,
Apache -http server , Apache tomcat, Blender,
Bloodshed DevC++, CdXpBurnerPro SE, Core
FTP Lite, cutepdf, DeepBurner, digitalWorks,
DrScheme, Eclipse, Eiffel Studio, Firefox with
DOM inspector, Google Chrome, java - J2ee,
java - J2se, jGrasp, Komodo Edit 5, LINUX - dual
boot, LINUX-virtual machine, Maple 14, Matlab
Release 14, MS DirectX sdk, MS Expression
Studio, MS Front Page 2003, MS IIS (PWS), MS
Office 2007, MS Project 2007, MS Publisher,
MS SQL Server 2008, MS Virtual PC, MS Visio
2007, MS Visual Studio 6 VB only, MS Visual
Studo .NET 2008, MS Visual Studo .NET 2010,
Mysql, Netbeans IDE, OpenGL, OpenOffice,
Oracle Developer, Oracle Instant Client, Oracle
Server 11g, Perl, PHP XAMP, putty, Python
2.6, Rational Real Time, Rational Requisite Pro,
Rational Rose Enterprise, Ruby, Scheme,
SWIprologue, TextPad, vmWare Player,
vmWare Workstation, Windows Movie Maker,
WindRiver Tornado, WinSCP, Wireshark, xilinx
webpack, XNA Studio, XWindowsServer

J263 Lab
Hardware42 Lenovo E20 WorkstationsIntel Core
i6-650 @ 3.20GHz processor 4GB DDR3 SDRAM 2
1333MHz 500GB SATA @ 7200RPM hard drive
DVD+/-RW SuperMulti optical drive Windows
Professional 64-bit Gigabit Ethernet 280W internal6
Sun Ultra 24 WorkstationsIntel Core2 Quad
Processor, DDR2-667 four DIMM slots 4 GB,
1333MHz 500GB SATA @ 7200RPM hard drive
DVD+/-RW optical drive Windows Professional 64-
bit Gigabit Ethernet 280W internal4 Apple
WorkstationsIntel Core i5-525 @ 3.20GHz processor
4GB DDR3 SDRAM 2 1333MHz 500GB SATA @
7200RPM hard drive DVD+/-RW SuperMulti optical
drive Mac OS X

179
 J265 Networking Lab
Hardware22 Sun Ultra 24 WorkstationsIntel Core2 Quad Processor, DDR2-667 four DIMM slots 4
GB, 1333MHz 500GB SATA @ 7200RPM hard drive DVD+/-RW optical drive Windows Professional 64-
bit Gigabit Ethernet 280W internal14 Linksys RV016 Switches6 Netgear JFS516 Switches5
Cisco 1900 Series Switches7 Cisco 2500 RoutersLCD Projector, Smartboard, and Laser Printer
SoftwareAlice, 7Zip, adaCore GNAT, Adobe Acrobat, Adobe PhotoShop CS, Adobe Reader, Apache -http server
, Apache tomcat, Blender, Bloodshed DevC++, CdXpBurnerPro SE, Core FTP Lite, cutepdf, DeepBurner,
digitalWorks, DrScheme, Eclipse, Eiffel Studio, Firefox with DOM inspector, Google Chrome, java - J2ee, java -
J2se, jGrasp, Komodo Edit 5, LINUX - dual boot, LINUX-virtual machine, Maple 14, Matlab Release 14, MS DirectX
sdk, MS Expression Studio, MS Front Page 2003, MS IIS (PWS), MS Office 2007, MS Project 2007, MS Publisher,
MS SQL Server 2008, MS Virtual PC, MS Visio 2007, MS Visual Studio 6 VB only, MS Visual Studo .NET 2008, MS
Visual Studo .NET 2010, Mysql, Netbeans IDE, OpenGL, OpenOffice, Oracle Developer, Oracle Instant Client,
Oracle Server 11g, Perl, PHP XAMP, putty, Python 2.6, Rational Real Time, Rational Requisite Pro, Rational Rose
Enterprise, Ruby, Scheme, SWIprologue, TextPad, vmWare Player, vmWare Workstation, Windows Movie Maker,
WindRiver Tornado, WinSCP, Wireshark, xilinx webpack, XNA Studio, XWindowsServer

180
SoftwareAlice, 7Zip, adaCore GNAT,
Adobe Acrobat, Adobe PhotoShop CS, Adobe
Reader, Apache -http server , Apache
tomcat, Blender, Bloodshed DevC++,
CdXpBurnerPro SE, Core FTP Lite, cutepdf,
DeepBurner, digitalWorks, DrScheme,
Eclipse, Eiffel Studio, Firefox with DOM
inspector, Google Chrome, java - J2ee, java -
J2se, jGrasp, Komodo Edit 5, LINUX - dual
boot, LINUX-virtual machine, Maple 14,
Matlab Release 14, MS DirectX sdk, MS
Expression Studio, MS Front Page 2003, MS
IIS (PWS), MS Office 2007, MS Project 2007,
MS Publisher, MS SQL Server 2008, MS
Virtual PC, MS Visio 2007, MS Visual Studio 6
VB only, MS Visual Studo .NET 2008, MS
Visual Studo .NET 2010, Mysql, Netbeans
IDE, OpenGL, OpenOffice, Oracle Developer,
Oracle Instant Client, Oracle Server 11g, Perl,
PHP XAMP, putty, Python 2.6, Rational
Real Time, Rational Requisite Pro, Rational
Rose Enterprise, Ruby, Scheme,
SWIprologue, TextPad, vmWare Player,
vmWare Workstation, Windows Movie
Maker, WindRiver Tornado, WinSCP,
Wireshark, xilinx webpack, XNA Studio,
XWindowsServer

J266 Lab
Hardware35 Lenovo A61
WorkstationsIntel Core2 Duo
Processor, DDR2-667 four DIMM
slots 2 GB, 1333MHz 150GB SATA
@ 7200RPM hard drive DVD+/-RW
optical drive Windows Professional 32-
bit Gigabit Ethernet 280W internalLCD
Projector, Smartboard, and Laser
Printer

181
Appendix D Institutional Summary

Programs are requested to provide the following information.

1. The Institution
Southern Polytechnic State University
1100 S. Marietta Parkway
Marietta, GA 30060

President Lisa A. Rossbacher

Dr. Rebecca H. Rutherfoord, Professor of IT

The university is accredited by the Southern Association of Colleges and Schools (SACS). The
university, prior to 1980, was accredited along with Georgia Technical Institute as we were a
division of the university. In 1980, SPSU became its own separate institution. The first
independent SACS review was in 1988, the next in 1998 and the most recent review (and re-
accreditation) was in 2009.

2. Type of Control
Southern Polytechnic State University is a unit of the University System of Georgia (USG) and is
a public, state university. The University System of Georgia has a governing Board of Regents
appointed by the governor. Each unit of the USG receives funding allocated from the state
legislature.

3. Educational Unit
The Department of Information Technology houses the BSIT program. The Department has full-
time Department Chair. The IT Department Chair reports to the Dean of the School of
Computing and Software Engineering. The Dean reports to the Vice President for Academic
Affairs, and the VPAA reports to the President. (see Attachment #5 Organizational Chart)

4. Academic Support Units

Information Technology Department Dr. Andy (Ju An) Wang Department Chair
Computer Science & Software Engineering Department Dr. Venu Dasigi Department Chair
Mathematics Department Dr. Andrew McMorran Department Chair
Physics Department Dr. Phil Patterson Department Chair
Chemistry & Biology Dr. Mark Sugowski - Coordinator
English, Technical Communication & Media Arts Department Dr. Mark Nunes Department
Chair

5. Non-academic Support Units

Library Dr. Joyce Mills
182
Division of Information Technology Dr. Ron Koger CIO
ATTIC (tutoring) Dr. Jeff Orr
Career & Counseling (placement) Phyllis Weatherly, Director

6. Credit Unit
SPSU follows the traditional semester standards.

7. Tables

The following tables list program enrollment and degree data information, and personnel data.

183
 Table D-1. Program Enrollment and Degree Data

Bachelor of Science in Information Technology

Undergrad
Degrees

Total

Total
Grad
Enrollment Year
Academic Year 1st 2nd 3rd 4th 5th Associates Bachelors
Current FT 14 37 42 64 58 157 58 34*
Year
PT 3 11 17 44 72 75 72
2010-2011
1 FT 21 35 35 61 41 152 41
2009-2010 PT 5 9 14 41 55 69 55
2 FT 13 28 38 43 24 122 24 28
2008-2009 PT 5 12 15 45 32 77 32
3 FT 19 31 22 37 26 109 26 29
2007-2008 PT 6 12 21 39 27 78 27
4 FT 15 25 27 41 23 108 23 37
2006-2007 PT 6 9 23 35 30 73 30

*summer 2011 graduates not included in numbers

184
 Table D-2. Personnel

Name of the Program

Year1: ____Fall 2010_____

HEAD COUNT FTE2

FT PT
1.66 0 1.66
Administrative3
6.34 0 6
Faculty (tenure-track)
Other Faculty (excluding student 3 3 2.5
Assistants)
6 6 6
Student Teaching Assistants
2 2 2
Student Research Assistants
2 0 2
Technicians/Specialists
1 0 1
Office/Clerical Employees
1 1 1
Others4

Report data for the program being evaluated.

1 Data on this table should be for the fall term immediately preceding the visit.
Updated tables for the fall term when the ABET team is visiting are to be
prepared and presented to the team when they arrive.

2 For student teaching assistants, 1 FTE equals 20 hours per week of work (or
service). For undergraduate and graduate students, 1 FTE equals 15 semester
credit-hours (or 24 quarter credit-hours) per term of institutional course work,
meaning all courses science, humanities and social sciences, etc. For faculty
members, 1 FTE equals what your institution defines as a full-time load.

3 Persons holding joint administrative/faculty positions or other combined

assignments should be allocated to each category according to the fraction of
the appointment assigned to that category.

4 Specify any other category considered appropriate, or leave blank.

185
Signature Attesting to Compliance

By signing below, I attest to the following:

That _______________________ (Name of the program(s)) has conducted an honest

assessment of compliance and has provided a complete and accurate disclosure of
timely information regarding compliance with ABETs Criteria for Accrediting Computing
Programs to include the General Criteria and any applicable Program Criteria, and the
ABET Accreditation Policy and Procedure Manual.

________________________________
Deans Name (As indicated on the RFE)

________________________________ _______________________
Signature Date

186