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Learning Outcomes Data

The curriculum for the baccalaureate degree in computer science is designed to prepare students for careers as computer scientists in industry and business and for graduate studies. The goal of the department is to provide a curriculum that will prepare students for continued professional development. In addition to providing both breadth and depth, such a curriculum will instill in students critical thinking, problem solving, and effective communication skills.  Below you will find the departmental objectives and the learning outcomes.

Program Education Objectives

  1. Our graduates will be able to apply theory, techniques, and methodologies to create computing systems that function effectively and reliably.
  2. Our graduates will be able to work in teams, exhibit professionalism in their work, and grow professionally.
  3. Our graduates will be well prepared to enter a computer science graduate program or a career in computer science and have the communication and analytical skills necessary for career advancement.

Program Outcomes

  1. Understand and use the fundamental principles of the science of computation, including those of algorithm analysis, software design, operating systems, and database.
  2. Have the ability to analyze, design, implement, and test computer systems and components of varying complexity with respect to a variety of criteria relevant to the task.
  3. Be proficient in more than one programming language on more than one computing platform
  4. Understand the professional, ethical, legal, and societal issues and responsibility as well as the global impact in the design and application of computer systems.
  5. Possess the ability to solve problems using efficient algorithms, data structures, and appropriate design choices
  6. Communicate effectively, both orally and in writing.
  7. Work effectively, both independently and in a team.

Enrollment and Graduation Numbers

Year Enrollment Graduated
2018-19 529 Unavailable
2017-18 490 56
2016-17 444 34
2015-16 381 39
2014-15 373 26
2013-14 366 24
2012-13 328 27
2011-12 308 11
2010-11 319 24
2009-10 308 16