ABET Program Coverage G
| Class | Concept, Principle, or Skill |
|---|---|
| CptS111 | |
| CptS121 | |
| CptS122 | |
| CptS223 | |
| CptS224 | |
| CptS251 | |
| CptS260 | |
| CptS317 | |
| CptS322 | |
| CptS355 | |
| CptS360 | |
| CptS401 | |
| CptS402 | Students learned to consider stakeholders and apply a variety of ethics tests to determine which potential actions have the most desirable outcome for those stakeholders. The case analysis assignment is an example of this. Exam essay answers also reflect this. |
| CptS421 | Each team develops a marketing brief that describes the impact of their project for their customer. |
| CptS422 | |
| CptS423 | Each team developed a marking brief that successfully described the impact of their project for their customer. |
| CptS425 | |
| CptS427 | |
| CptS430 | |
| CptS434 | |
| CptS440 | |
| CptS442 | |
| CptS443 | The usability study conducted in the course is an example of analyzing the impact of computing on individuals |
| CptS446 | |
| CptS450 | |
| CptS451 | |
| CptS452 | |
| CptS455 | |
| CptS456 | |
| CptS460 | |
| CptS464 | |
| CptS466 | |
| CptS470 | CS 470 focuses on oral communication skills. Students are required to prepare and present a talk for each of two research projects. The talks are timed, and points are deducted if a talk is too short or too long. Students are responsible for choosing what is presented and how it is organized. Grading of the second presentation is based in part on improvements made relative to the first presentation. Feedback in the form of written comments is given to each student. Comments are from classmates as well as the instructor. All students made two formal presentations as part of their research projects. Students were responsible for all aspects of each presentation including choice of topic, research on the topic, choice of material to present, organization and format of the presentation, and the presentation itself. Each student was critiqued by his or her classmates as well as by the instructor. Students received written comments on both presentations and used the comments from their first presentation during preparation of their second presentation. Ten of the eighteen students showed improvement on their second presentation, and four students performed equally well on both presentations. |
| CptS481 | |
| CptS483 | |
| CptS500 | |
| CptS511 | |
| CptS516 | |
| CptS518 | |
| CptS522 | |
| CptS524 | |
| CptS526 | |
| CptS527 | |
| CptS530 | |
| CptS531 | |
| CptS532 | |
| CptS533 | |
| CptS534 | |
| CptS538 | |
| CptS541 | |
| CptS542 | |
| CptS544 | |
| CptS548 | |
| CptS549 | |
| CptS550 | |
| CptS551 | |
| CptS553 | |
| CptS555 | |
| CptS556 | |
| CptS557 | |
| CptS559 | |
| CptS560 | |
| CptS561 | |
| CptS562 | |
| CptS564 | |
| CptS566 | |
| CptS570 | |
| CptS572 | |
| CptS573 | |
| CptS580 | |
| CptS595 | |
| CptS596 | |
| CptS600 | |
| CptS700 | |
| CptS702 | |
| CptS800 |