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          Computing Accreditation Commission
                      ABET, Inc.
                    111 Market Place, Suite 1050
                   Baltimore, Maryland 21202-4012
                        Phone: 410-347-7700
                         Fax: 410-625-2238

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                                   C3 PILOT Self-Study Questionnaire 11/13/06
                                                          Table of Contents
General Instructions ............................................................................................................. 3
   A.   Introduction ................................................................................................................ 3
   B.   Accreditation Process .................................................................................................3
   C.   Requirements of the Self-Study Report .....................................................................4
   D.   Content ....................................................................................................................... 4
   E.   Supplemental Materials .............................................................................................. 4
   F.   Preparation .................................................................................................................. 5
   G.   Submission and Distribution ...................................................................................... 5
   H.   Confidentiality ........................................................................................................... 6
Self-Study Report ................................................................................................................ 7
   A. Background Information ............................................................................................ 7
   B. Accreditation Summary ............................................................................................. 7
       1. Objectives, Outcomes, and Assessment ............................................................. 8
       2. Student Support.................................................................................................16
       3. Faculty Qualifications ....................................................................................... 20
       4. Faculty Size and Workload ............................................................................... 34
       5. Curriculum ........................................................................................................ 37
       6. Technology Infrastructure................................................................................. 52
       7. Institutional Support and Financial Resources ................................................. 55
       8. Institutional Facilities ....................................................................................... 61
       Appendix I. Information Relative to the Entire Institution...................................64
       Appendix II. General Information on the Unit Responsible for the Program ...... 67
       Appendix III. Finances ......................................................................................... 69
       Appendix IV. Program Personnel and Policies Towards Consulting, Professional
       Development, and Recruiting ................................................................................ 71
       Appendix V. Program Enrollment and Degree Data ............................................ 73
       Appendix VI. Admission Requirements ............................................................... 75

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                                     General Instructions

A. Introduction

The ABET Criteria for Accrediting Computing Programs is based in part on what students are
supposed to learn in their course of study in a given program, as distinct from what they are presented
in the curriculum. Consequently, institutions are required to have program educational objectives that
describe the career and professional accomplishments that the program is preparing graduates to
achieve, and have program outcomes that describe what students are expected to know and be able to
do by the time of graduation. In addition, institutions are expected to have an assessment plan and
process for determining the degree to which program educational objectives and program outcomes
are being attained. This assessment is to be an ongoing process for improving student learning
through enhancements to the program.

B. Accreditation Process

This Self-Study Questionnaire is the basis for preparing a Self-Study Report of the program. This
report provides essential information used by an evaluation team to determine whether the program is
in compliance with the appropriate Criteria. The completion of this report is one of the most
important steps in the accreditation process used by the Computing Accreditation Commission (CAC)
of ABET, Inc. This process consists of the following steps:

       1.   The institution submits a Request for Evaluation of its computing program(s).
       2.   The institution submits a Self-Study Report of the program.
       3.   CAC conducts an on-site evaluation visit of the program.
       4.   The evaluation team submits to the institution a Program Audit Form, summarizing the
            team’s evaluation, at the conclusion of the on-site visit.
       5.   Within 7 days after the visit, the institution may submit a response to the Program Audit
            noting errors of fact or observation.
       6.   ABET sends the institution a Draft Statement for Review and Comment, which contains a
            complete evaluation of the program.
       7.   The institution submits, within 30 days of receipt of the Draft Statement, a Due Process
            Response describing and documenting changes that have been made to address
            shortcomings noted in the Draft Statement. This response is sent to the Team Chair, with a
            copy to ABET.
       8.   Based on the institution’s Due Process Response, the Team Chair prepares a Draft Final
            Statement, prior to the summer meeting of the CAC.
       9.   Formal consideration of the program by the CAC at its summer meeting results in a Final
            Statement to the institution, along with the accreditation action for the program.

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C. Requirements of the Self-Study Report

As indicated above, ABET requires a Self-Study Report and an on-site evaluation of the program by a
visiting evaluation team as part of the accreditation process. The Self-Study Report is expected to be a
qualitative and quantitative assessment of the strengths and limitations of the program, and should
include an assessment of the extent to which program educational objectives and program outcomes
are being achieved. The Self-Study Report and accompanying assessment should involve appropriate
constituent groups in its preparation. While the Self-Study Questionnaire specifies the items to be
addressed in the report, the institution determines how it will conduct its Self-Study of the program.

In addressing certain sections of the Self-Study Questionnaire, particularly those relating to the
program’s educational objectives, the CAC strongly recommends that input from constituencies, such
as advisory boards, alumni, and employers of graduates of the program, be considered, along with the
data obtained to measure the achievement of these objectives. On the other hand, the assessment of
program outcomes is largely an activity internal to the institution. The CAC does expect the faculty to
play the primary role in determining program outcomes, and expects that internal constituents,
particularly the students, will play an integral role in assessing the achievement of program outcomes.

D. Content

The information provided in the Self-Study Report is used by the CAC to conduct both a qualitative
and quantitative assessment of the program. At a minimum, this qualitative and quantitative
information can be supplied by responding to the items in this questionnaire, using the indicated
format. However, if the institution wishes to use an alternate format, it should be sure to provide all of
the requested information.
The Self-Study Report should have two sections, the first addresses compliance to all of the criteria for
accrediting the program, and the second provides a collection of appendices containing program data
and institutional profile information.
While the Self-Study Report is organized around the program accreditation criteria, it should be noted
that in addition to the criteria, the program is required to satisfy the requirements of the ABET Policies
and Procedures Manual (APPM). The APPM requires adherence to ABET standard policies,
including policies on program naming and program differentiation in publicity and catalog materials.
The Self-Study Report does not contain an explicit APPM section, but some of the questions may
assist teams in determining whether or not the APPM requirements are met.

E. Supplemental Materials

The following materials are also to be submitted: (Where appropriate a reference to a website is

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       1. A copy of the general catalog of the institution, covering course details, program
          requirements, and other institutional information applicable at the time of the visit.
       2. Copies of all promotional brochures or literature describing the computing programs of the
          institution, and the institution’s website address.
       3. Copies of 10 transcripts of recent graduates of the program. Each transcript must be
          accompanied by the program requirements under which the student graduated from the
          program. It is particularly helpful to the CAC team if you will also provide any advising
          worksheets that show how each student fulfilled program requirements.

F. Preparation

It is important that the program title appear on the cover of each Self-Study Report and that this title
be given exactly as it is listed in your college catalog, on transcripts, on diplomas, and on your
institution’s Request for Evaluation. This title is listed in the ABET Accreditation Yearbook and on
the ABET website. Individuals applying for governmental positions, or for any position requiring
graduation from an ABET accredited program, can find themselves in difficulty if the ABET listing of
accredited programs is not consistent with the program title (or degree) as identified by the institution.
DO NOT reproduce these instruction pages in the completed report. Also, DO NOT include the
instructions for each question in the completed report.
Throughout the Self-Study Questionnaire you will find directions relative to specific programs, e.g.
computer science, information systems, or information technology. These directions are in italics with
braces and indicate the portion of the questionnaire that is applicable to each program. ONLY use
those sections that are pertinent to your specific program.

G. Submission and Distribution
If you are having more than one program evaluated under different computing criteria (i.e.,
computer science, information systems or information technology) you must have a separate
Self-Study Report for each program. If you are having more than one program evaluated under
the same specific program criteria the responses may vary from one program to another. These
include programs on separate campuses, different tracks or different degree specifications such
as BA and BS. If this is the case, please use separate copies of the specific section as appropriate
for each program, and clearly delineate which program is being described. If the same program
is offered on multiple campuses, separate displays are required for each campus, co-located for
the team.

If there is more than one program the additional Self-Study Reports may be created by copying
and pasting where appropriate.
One copy of the Self-Study Report for each program should be sent to the following address by July 1
prior to the visit:
                                 Computing Accreditation Commission
                                            ABET, Inc.

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                                    111 Market Place, Suite 1050
                                     Baltimore, MD 21202-4012
The institution also submits one copy of the Self-Study Report for each program and one set of the
supplemental material to the Team Chair.
Following instructions from the Team Chair, the institution also submits one copy of the appropriate
Self-Study Report and one set of supplemental material to each Program Evaluator and Observer.
When new or updated material becomes available between the time the Self-Study Report is submitted
and the date of the visit, it should be provided to the team members in advance or on arrival at the
campus, with a copy to ABET Headquarters in accordance with instructions from the Team Chair.
The 7-day response, following the visit, should be sent to the Team Chair, and a copy forwarded to
ABET Headquarters.
The 30-day response, following receipt of the Draft Statement, should be sent to the Team Chair and a
copy forwarded to ABET.

H. Confidentiality
The information supplied in this report is for the confidential use of ABET and its authorized agents,
and will not be disclosed without authorization of the institution concerned, except for summary data
not identifiable to a specific institution.

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                                 Self-Study Report
               for (name of program, name of Institution)

This section presents a complete outline of the material to be provided in each Self-Study
Report. Each report should be formatted similarly to this section, preferably with the

Background Information
       Please provide the following background information.
       1.      Degree Title           Bachelor of Science
Give title(s) of all degrees awarded for the program under review, including options, etc.,
as specified in transcripts and/or diplomas, and describe as necessary.
       2.      Program Modes
Indicate the modes, e.g., day, co-op, off-campus, distance education, in which this
program is offered and describe any differences in the information given for the
computing unit as a whole in Appendix II.
       3.      Actions to Correct Previous Concerns
If specific program concerns were identified by the CAC during the previous evaluation,
please refer to them and indicate the actions taken. Concerns that were addressed in the
previous evaluation as being common to all computing programs, i.e., institutional
concerns, should be addressed in each Self-Study Report.
       4.      Contact Information
Identify the primary pre-visit contact person, e.g., the program chair or his/her designee if
applicable. Provide name, address, telephone number, and e-mail address. Explicitly
note any differences with the information on your Request for Evaluation (RFE).

Accreditation Summary
This section is the focus of the Self-Study Report. A complete description of how the
program satisfies all of the requirements for each criterion must be presented. It is
suggested that the information presented for each criterion be as complete as possible
such that the Program Evaluator(s) can determine if all of the requirements are being met
without cross-referencing material provided under other criteria. This may require some
duplication of material but it should aid the Program Evaluator(s). Reference to the
material provided in Appendices I and II (found at the end of this document), and to other
information provided by the institution, should be made as needed.

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If you are having a program evaluated that exists on separate campuses, the answers to
these questions may vary from one campus to another. If this is the case, please use
separate copies of this section for each program, and clearly delineate which program is
being described.

1. Objectives, Outcomes, and Assessment

Program educational objectives are broad statements that describe the career and
professional accomplishments that the program is preparing graduates to achieve.
Program outcomes are narrower statements that describe what students are expected to
know and be able to do by the time of graduation. Program outcomes relate to the skills,
knowledge, and behaviors that students acquire in their matriculation through the
The program has documented measurable educational objectives and outcomes, based on
the needs of the program’s constituencies. The program uses a documented process
incorporating relevant data to regularly assess its educational objectives and outcomes
and to evaluate the extent to which they are being met. The results of the evaluations are
used to develop and implement plans to effect continuous improvement of the program.
The program enables students to achieve the following attributes by the time of
A. Objectives and Outcomes

   1. Provide the institution’s mission statement. Include any other mission statements
      that are relevant.
                          Arkansas Tech University
                                 Mission Statement
               The Board of Trustees adopted the following Mission Statement on
               March 17, 1994.

               Mission Statement--Arkansas Tech University, founded in 1909, is a
               multi-purpose, state-supported institution of higher education dedicated to
               providing an opportunity for higher education to the people of Arkansas
               and to serving the intellectual and cultural needs of the region in which it
               is located. The University offers a variety of programs committed to
               excellence in undergraduate and graduate studies. These programs are
               designed to prepare students to meet the demands of an increasingly
               competitive and intellectually challenging future by providing
               opportunities for intellectual growth, skill development, and career
               preparation. The institution monitors student mastery of general education
               and specialized studies, retention and graduation rates and quality of
               teaching and academic programs to verify and facilitate demonstrable

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improvements in student knowledge and skills between entrance and

The basis for the student's intellectual growth and scholarly skill
development is the general education program, which provides the context
for more advanced and specialized studies and the foundation for life-long
learning. The general education curriculum is designed to provide
university-level experiences that engender capabilities in communication,
abstract inquiry, critical thinking, analysis of data, and logical reasoning;
an understanding of scientific inquiry, global issues, historical
perspectives, literary and philosophical ideas, and social and governmental
processes; the development of ethical perspectives; and an appreciation for
fine and performing arts.

The University provides a range of specialized studies to prepare students
to enter career fields or to continue their education at the post-graduate
level. Specialized studies are offered within several areas of emphasis:
business, professional education, liberal and fine arts, physical and life
sciences, information technology, engineering, and applied sciences.
Graduate work leading to the master's degree in selected disciplines
provides advanced, specialized education which strengthens the academic
and professional competence of students and enhances their capacities for
scholarly inquiry and research.

The primary function of the University is teaching. Scholarly research and
other professional activities of the faculty, continuing education, and
community service are encouraged, promoted, and supported. In keeping
with its focus on teaching, the University seeks to recruit, develop, and
retain faculty who are dedicated to quality teaching and providing
dynamic classroom learning experiences that integrate theory and practice.
The institution values academic freedom and the concept of shared
governance. Faculty and student organizations such as the Faculty Senate,
Graduate Council, and the Student Government Association participate in
university governance by making policy recommendations. Leadership
and management of the University is the responsibility of the President.
Governance of the institution is the responsibility of the Board of Trustees.

           School of Systems Science
                  Mission Statement
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    The mission of the School is to provide high quality opportunities for
   learning that prepare students for their chosen profession and provide a
   foundation for life-long learning.

                         Core Values
    The School of Systems Science values student learning. The School
   values scholarly activity, especially as it relates to the enhancement of
   teaching and its positive impact on student learning. The School values
   service to the University and to the local and professional communities.
   The School seeks to demonstrate to students, and instill in them, high
   ethical standards of personal and professional conduct. The School values
   the concept of the continual improvement of all its programs.

Department of Computer and Information Science
                     Mission Statement

   The mission of the Department of Computer and Information Science is to
   produce men and women who can assess, develop, and maintain business
   and scientific computing systems, and who are capable of continued
   learning and ethical practice in computing.

   To achieve this mission the department provides a professional
   environment that introduces students to relevant computing concepts,
   systems, and methodologies through a curriculum that effectively blends
   theory with practice.

   There are three critical components to creating this professional
   environment: a faculty
   dedicated to student learning, a diverse set of computing resources, and a
   curriculum that can be tailored to satisfy individual objectives.

   The department is committed to providing knowlegeable and caring
   faculty, access to a full range of computers, operating systems,
   programming languages, and application packages, and curricular options
   that address the needs of modern business and scientific computing.

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2. List the program’s documented measurable educational objectives.

We need 3-5 for each program, IS, CS, and IT.

3. Describe how your program's educational objectives align with your institution's

       The mission of the university focuses on preparing ―…students to meet the
       demands of an increasingly competitive and intellectually challenging future by
       providing opportuniti4es for intellectual growth, skill development, and career
       preparation.‖ (2006 College Catalogue, p. 15). ―Information technologies‖ is
       listed as a ―specialized study to prepare students to enter career fields or to
       continue their education at the post-graduate level.‖

4. Explain how the program's educational objectives align with the needs of its
   constituencies, and include a list of the stakeholders.

5. For each program educational objective, indicate the following:
      the mechanism(s) used to measure it.
      when it is measured and who is responsible for obtaining the measurement.
      the extent to which the educational objective is being met.
      all improvements, if any, that have been identified as a result of the assessment of
       the data collected.
      the implementation time-line for any improvements identified.
      where the improvement has been documented.

6. List the program’s outcomes.

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These are the ABET-specified program outcome; we are to have our own outcomes,
but the ABET outcomes must be a subset of what we develop:
   (a) An ability to apply knowledge of computing and mathematics appropriate to the
   (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
   (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, including ethical, legal, security and global policy
   (h) Recognition of the need for, and an ability to engage in, continuing professional
   (i) An ability to use current techniques, skills, and tools necessary for computing

For computer science programs:

   (j) An ability to apply mathematical foundations, algorithmic principles, and
       computer science theory in the modeling and design of computer-based systems
       in a way that demonstrates comprehension of the tradeoffs involved in design
   (k) An ability to apply design and development principles in the construction of
       software systems of varying complexity.

For information systems programs:

The program outcomes are consistent with those accepted by the information systems
The program enables students to achieve the following attributes by the time of
   (j) An understanding of processes that support the delivery and management of
       information systems within a specific application environment.

For information technology programs:
   (j) An ability to use and apply current technical concepts and practices in the core
        information technologies;
   (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;
   (l) An ability to effectively integrate IT-based solutions into the user environment;
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   (m) An understanding of best practices and standards and their application;
   (n) An ability to assist in the creation of an effective project plan.

7. For each program outcome, indicate the following:
      the mechanism(s) used to measure it.
      when it is measured and who is responsible for obtaining the measurement.
      the extent to which the program outcome is being met.
      all improvements, if any, that have been identified as a result of the assessment of
       the data collected.
      the implementation time-line for any improvements identified.
      where the improvement has been documented.

8. Indicate how your program outcomes map to your program educational objectives.

9. Explain how completion of your program enables (a)-(i) of the general criteria, as
   well as enables the corresponding additions from the relevant program criteria.

B. Assessments and Program Improvement

1. Describe your procedure for periodically assessing the extent to which each of the
   above program educational objectives and program outcomes is being met by your
   program. Include:
 Frequency and timing of assessments.
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 What data are collected (should include information on initial student placement and
  subsequent professional development).
 How data are collected.
 From whom data are collected (should include students and computing professionals).
 How assessment results are used and by whom.

If you have an assessment plan or similar document that provides this information,
include it as an appendix and reference the appendix here.

2. Attach as an appendix copies of the actual documentation that was generated by your
   data collection and assessment process since the last accreditation visit or for the past
   three years if this is the first visit. Include survey instruments, data summaries,
   analysis results, etc. Indicate the appendix reference here.

3. Describe your use of the results of the program’s assessments to identify program
   improvements and modifications to program educational objectives and program
     Any program changes within the last six years based on assessments.
     Any significant future program improvement plans based upon recent assessments.
     Any changes in program educational objectives or program outcomes within the last
    six years.

C. Documentation

1. Describe the documentation that exists for each of the following:
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        Measurable program educational objectives
        Program outcomes
        Assessment process
        Results of assessment
        Analysis and actions based on assessment results
Indicate in your response who has access to each documentation item.

D.     Information Systems only – Other Considerations
1. Describe how the program outcomes are consistent with those accepted by the
information systems community.

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2. Student Support

Students can complete the program in a reasonable amount of time. They have ample
opportunity to interact with their instructors. Students are offered timely advising, by
qualified individuals, about the program’s requirements and their career alternatives.
Students who graduate from the program meet all program requirements.
A. Frequency of Course Offerings
1. List below the course numbers, titles, semester hours and frequency of offering for all
   courses required for the major that are offered less frequently than once per year.

       No course required for the major is taught less frequently than one time per yer.
2. List below the course numbers, titles, and semester hours of courses allowed for the
major but not required (i.e., electives within the major), and explain how it is determined
when they will be offered.
For CS:
The CS curriculum requires one upper-level elective from the department and one
technical elective that can be an upper-level science, mathematics, computing, or
engineering course. Courses available for these electives that have been taught in recent
years are listed in the table below. At least one of these is available each semester.
   Dept Course #       Title of course                                               Semester
   COMS 4983           Special Topics:                                                       3
                       - Parallel Processing
                       - Robotics
                       - Object-oriented development using C#
                       - Network game programming
                       - Linux/Unix
                       - Perl programming
   COMS 3053           Implication of Technology in Society                          3
   COMS 3503           Visual Programming                                            3
   COMS 3513           Administering and Using the IBM Platform                      3
   COMS 3523           Human Factors in Information Technology                       3
   COMS 4053           Information Systems Resource Management                       3
   COMS 4063           Information Technology Project Management                     3
   COMS 4213           Database Administration                                       3

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   COMS 4253            Computer Graphics                                              3
   COMS 4303            Client/Server Systems                                          3
   COMS 4313            Web Server Administration                                      3
   COMS 4713            Heterogeneous Networks                                         3

For IS:
The IS program requires one upper-level elective from the department. Courses available
for this elective that have been taught in recent years are listed in the table below. At least
one of these is available each semester.

   Dept Course #        Title of course                                                Semester
   COMS 4983            Special Topics:                                                        3
                        - Perl Programming
                        - Object-oriented development using C#
                        - Linux/Unix
                        - Network game programming
   COMS 3213            Advanced Data Structures and Algorithm Design                  3
   COMS 3523            Human Factors in Information Technology                        3
   COMS 4063            Information Technology Project Management                      3
   COMS 4103            Organization of Programming Languages                          3
   COMS 4163            Personal Software Engineering                                  3
   COMS 4213            Database Administration                                        3
   COMS 4253            Computer Graphics                                              3
   COMS 4313            Web Server Administration                                      3
   COMS 4403            Compiler Design                                                3
   COMS 4713            Heterogeneous Networks                                         3

B. Interaction with Faculty
1. Describe how you achieve effective interaction between students and faculty.
   Lower division course limits are generally set at 30 or below to enable sufficient
   interaction with faculty and students. Teaching assistants are only used in labs.

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   Faculty maintains a minimum of 10 office hours per week and students frequently
   take advantage of these times to interact with faculty.

      All upper-level courses have enrollment below 30 students; upper-level class sizes
      are sometimes as few as 4 students. No teaching assistants teach upper-level
      courses. Faculty office hours (10 per week) plus additional appointment times
      provide sufficient time for faculty/student interaction.

C. Student Advising
1. Describe your system of advisement for students on how to complete the program.
   Indicate how you ensure that such advisement is available to all students.
      Incoming freshman are advised b Freshman Advising initially. During that
      appointment the student is offered the opportunity to declare a major, and if so, to
      declare whether or not they intend to graduate within 8 semesters. Initial student
      folders are created and sent by campus mail to the department. That folder
      contains high school and test information (typically ACT scores) and a copy of
      their first semester schedule. A Declaration of intent (or non-intent) to graduate
      in 8 semesters is included also. When the department receives the folder, we
      create a new folder for the student that contains initial student information. This
      folder additionally contains the forms for tracking the students and a place for
      advisor notes.
      Advisors are assigned by major. The major advisors for CS are: David
      Hoelzeman, David Middleton, and Nobuyuki Nezu. All students are required to
      meet with their advisor each semester, prior to pre-registration. Sign-up sheets
      are posted outside each professor’s office. During the meeting the advisor
      reviews the student’s progress, answers questions, and lifts the flag on the student
      registration system to allow the student to register.
      When a student is out of town advising typically is done via e-mail or a phone
      conversation. Notes for student advising are recorded on the advising sheet in the
      student’s folder.

2. When students need to make course decisions and career choices, what is their
   procedure for obtaining advising? How do they have adequate access to qualified
   professionals when necessary?
      The Norman Career Center provides professional guidance for students making
      career decisions. The Center provides information on resume writing, job
      interviewing, and job searching. The Center also hosts a job fair and arranges
      interviews for students. The Career Center is open every day from 8:00 A.M. –
      5:00 P.M.

D. Meeting the Requirements

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1. Describe your standards and procedures for ensuring that graduates meet all of the
   requirements of the program.
       Approximately fourteen months prior to graduation the student must submit a
       degree audit to the University Registrar’s office and make application for
       graduation. At that time, the advisor and student carefully review the student’s
       transcript(s). All coursework remaining to be completed is written on the degree
       audit form (form included in Appendix V). All requested substitutions and/or
       waivers are also listed on this form. Any substitutions, waivers, or other
       variances from the program requirements must be reviewed and approved by the
       advisor, department head, dean, and registrar. The primary responsibility for
       assessing the merit of any requested substitution, waiver, or other variance lies
       with the department head, who ensures that the request will not circumvent
       program educational objectives.

E. Quality of Advising

1. Advising must be done by qualified individuals.        Discuss the system by which
   advisors become qualified.

       A student’s initial advising is handled by office of freshman advising. Full-time
       advisors are trained by the seasoned staff to advise incoming freshmen. Once a
       student has chosen a major in computing, his or her folder is sent to the
       department and the secretary assigns an advisor in the field of the student’s major.
       New faculty are given only a few advisees during their first semester and are
       assisted by the department head and other faculty should questions arise.

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2. Faculty Qualifications

1. Please complete the following table for each faculty member who regularly teaches
   courses in the program.
   Faculty Name      Rank     FT/PT           Highest               Research Areas              # Advisees

Becky Cunningham    Inst.     FT         M.S.E.                                                         4
Roger Fang          Asst.     FT         Ph.D.              Database and Object-                       31
                                                            Oriented Technology
David Hoelzeman     Assoc.    FT         Ph.D.                                                         25
Rick Massengale     Asst.     FT         M.B.A.                                                        28
David Middleton     Assoc.    FT         Ph.D.                                                         23
Johnette Moody      Asst.     FT         M.S.                                                          31
Larry Morell        Prof.     FT         Ph.D.              Program Testing Software                   25
Nobuyuki Nezu       Asst.     FT         Ph.D.              Parallel and Distributed                   25
Nancy Park          Inst.     FT         M.S.                                                          22
Ron Robison         Assoc.    FT         M.S.                                                          20
Sarah Robison       Assoc.    FT         M.S.                                                          25
Lin Zhao            Asst.     FT         M.S.                                                           9
FT/PT = Full-time/Part-time

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B. Information Regarding Faculty Members
On separate pages, please furnish the following information for all faculty members who
teach courses allowed for the major, including those who have administrative positions in
the department (chair, associate chair, etc.). Use the form given below as guidance. This
form need not be followed exactly, but all requested information should be supplied. Use
a common format for all vitas. Limit information to no more than three pages per person,
providing only the most recent information if needed to limit space. Place the form(s) for
administrators first, followed by the others in alphabetical order.

If you are having more than one program evaluated, particularly if the programs are on
separate campuses, indicate clearly the program(s) to which an individual is assigned, and
the percentage of time to each, if more than one.

                 Allocation of Time of Faculty to Department Programs

       The department teaches 4 undergraduate programs and university service courses.
       Most faculty teach courses that all computing majors take and no faculty teaches
       courses exclusive to a single computing major. Additionally, the proportion of IS,
       CS, and IT courses taught by any given faculty member changes from year to
       year, depending on the needs of the department.

       It is, therefore, difficulty (and in some cases, inappropriate) to allocate faculty to
       individual programs based on courses taught. The following table, therefore,
       allocates faculty time based upon their background and the discipline within
       which they primarily teach.

       Faculty                        CS                IS                  IT         Support
       Ron Robison                                     50%                 50%
       Larry Morell (1/2 FTE)         50%
       Roger Fang                                     25%                  75%
       Lin Zhao                                       75%                  25%
       Johnette Moody                                 50%                  50%
       Sarah Robison                                 100%
       David Middleton                100%
       David Hoelzeman                 50%             25%                 25%
       Nobuyuki Nezu                  100%
       Rick Massengale                                                   100%
       Becky Cunningham                                25%                                      75%
       Nancy Park                                      50%                 25%                  25%

                                       3.00           4.00                3.50                 1.00

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4. Faculty Size and Workload

There are enough full time faculty members to provide continuity, oversight and stability,
to cover the curriculum reasonably, and to allow an appropriate mix of teaching,
professional development, scholarly activities and service for each faculty member. The
faculty assigned to the program has appropriate authority for the creation, delivery,
evaluation and modification of the program, and the responsibility for the consistency
and quality of its courses.

A. Faculty Size

The purpose of this section is to determine whether you have a sufficient number of
faculty to provide overall continuity and stability for the program. The Faculty Profile
table in 3.A relates to this concept.

1. Section 2 contains the course numbers of courses required for the major that are
offered less frequently than once per year and those allowed for the major but not
required, and explains how it is determined when they will be offered. Explain (if
applicable) any difficulties you have offering required or optional courses frequently
enough, particularly as they might be affected by faculty size.

       None are offered less frequently than once per year.

A. Faculty Workload

1. Describe the means for ensuring that all full-time faculty members have sufficient
   time for professional development and scholarly activities.

Full-time faculty are contracted to teach 4 sections per semester, which typically consists
of a 3 separate preparations (i.e. most loads include a double section of the same course).
To reduce preparation time many faculty are assigned similar courses each semester;
some however prefer a larger variety of courses. The department has 8 graduate
assistants, enough to satisfy all requests for TA’s. Remaining TA’s are assigned to assist
in labs or to individual faculty to assist their research. Some faculty prefer to use
undergraduate graders, and there is an ample supply of money to satisfy all grading
needs. Faculty may request to teach special topics classes which allow them to overlap
professional development and/or research interests with their teaching.

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2. Advising duties represent part of faculty members’ workloads, which means that
   faculty with large numbers of advisees must be granted released time from other
   duties. Explain your advising system and how the time for these duties is credited.

Advising is evenly distributed within each discipline; no faculty has more than 30
advisees and adjustments are made each semester to attempt to balance the load across
the department.

3. If faculty members have significant extra duties (e.g., manage or maintain computing
   resources, director of undergraduate or graduate programs, etc.) then those
   components of the faculty workload must be recognized. If any faculty members
   have such duties, explain how these components of the faculty workload are

Faculty are evaluated yearly in three areas: teaching, scholarship, and service. Each
faculty member is expected to assume a fair share of service within the department.
Those who take on extra responsibilities receive significantly higher scores on service
than their peers. These scores have a significant impact on whether or not a faculty
member receives promotion and can impact tenure decisions as well. Should merit
money ever be allocated by the state, these scores directly correlate to the faculty
member’s merit raise. (So far, no merit money has ever been allocated by the state.) In a
few cases a faculty member has received a one-course reduction for extra load during a
semester. Developing online courses is quite time consuming and from time to time the
university has paid an extra stipend to those who develop such courses.

C. Program Development and Delivery

1. Describe the process for program development and delivery.

Each program in the department has a curriculum committee that oversees the
development of the curriculum. Any faculty member can propose a change to the
curriculum. Such a proposal is reviewed by the respective curriculum committee, by the
department head and then by the faculty as a whole. After approval within the department
the proposal is then reviewed by the dean of the school, then by the curriculum
committee of the university and then by the university senate. Final approval is issued
by the vice president for academic affairs, unless the proposal is for an entirely new
program. In such a case, the president must approve it, along with the state board of
higher education.
Program delivery is the primary responsibility of full-time faculty of the department. The
university catalog describes the curriculum in detail and states what must be taught in
which semester. The department head determines a schedule that satisfies the catalog
requirements and consults with faculty to determine who will teach what. The schedule

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is established from 6-8 months in advance of the semester in which it will be taught. The
department teaches courses in several formats: one day per week, two days per week,
three days per week, mix technology (part lab, part web), or web-only classes. Faculty
are responsible for all the teaching, grading and administrative aspects of a their assigned

D. Course Oversight

1. Full-time faculty members have the responsibility for the consistency and quality of
   major courses. That means they must either teach a course or be the course
   coordinator for all sections taught by other than full-time faculty, such as adjunct
   faculty or teaching assistants. For those courses with sections not taught by full-time
   faculty during the past academic year, list the course numbers below and the name of
   the full-time faculty coordinator. (The past academic year is the academic year
   immediately prior to the year in which this report is prepared.)

              Dept Course #                           Full-time Faculty Coordinator
COMS 1411                                      Larry Morell

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5. Curriculum

One year of study refers to the amount of course work that a student would complete in
an average year of fulltime enrollment. For a traditional four-year program using
standard semester units, one year refers to 30 semester credits. For programs using
standard quarter units, one year refers to 45 quarter credits. One year is measured
similarly in programs using other units to measure course work.

The program’s requirements are consistent with its educational objectives and are
designed in such a way that each of the program outcomes can be achieved. The
curriculum combines technical and professional requirements with general education
requirements and electives to prepare students for a professional career and further study
in the computing discipline associated with the program, and for functioning in modern
society. The technical and professional requirements include at least one year of up-to-
date coverage of basic and advanced topics in the computing discipline associated with
the program. In addition, the program includes mathematics appropriate to the discipline
beyond the pre-calculus level. For each course in the major required of all students, its
content, expected performance criteria, and place in the overall program of study are

Computer Science
Students have the following amounts of course work or equivalent educational
       • Computer science: One and one-third years.
       • Math: One-half year that includes discrete mathematics. The additional
       mathematics might consist of courses in areas such as statistics, probability,
       calculus, linear algebra, numerical methods, number theory, geometry or
       symbolic logic.
       • Math and science combined: One year that includes a substantial laboratory
       science experience.
Information Systems
Students have course work or an equivalent educational experience that includes:
       • Information Systems: One year of core and advanced topics.
              o The core topics include basic coverage of (1) a modern programming
                 language, (2) data management, (3) networking and data
                 communications, (4) systems analysis and design and (5) role of IS in
              o Advanced course work in information systems provides breadth and
                builds on the IS core topics to provide depth.

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              o The information systems component of the program stresses
                  information systems theoretical foundations, information systems
                  analysis and information systems design.
       • Information Systems Environment: One-half year of processes that support the
       delivery and management of IS.
       • Quantitative analysis or methods including statistics and mathematics beyond
       college level algebra.

(Parts of the Curriculum Criterion are specified in terms of fractions of a year. Thirty
semester hours generally constitutes one year of full-time study and is equivalent to 45
A. Title of Degree Program

Give the title of the degree program under review, as specified on the transcript and

  Transcript:   Bachelor of Science
                School of Systems Science
                Major: Computer Science
  Diploma:      Bachelor of Science

  Transcript:   Bachelor of Science
                School of Systems Science
                Major: Information Systems
  Diploma:      Bachelor of Science

B. Credit Hour Definition

One semester hour normally means one hour of lecture or three hours of laboratory per
week. One academic year normally represents from twenty-eight to thirty weeks of
classes, exclusive of final examinations. Please describe below if your definitions differ
from these.

       This definition reflects the practice at Arkansas Tech University.

C. Prerequisite Flow Chart

Attach a flow chart showing the prerequisite structure of the program’s courses required
or allowed towards the major.

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D. Course Requirements of Curriculum (term by term and year by year)

1. Required and elective courses. In the tables on the following pages, list the courses in
   the order in which they are normally taken in the curriculum, classified in the
   appropriate categories. The data should clearly indicate how the program meets the
   Curriculum Category of the Criteria for Accrediting Computing Programs. These
   tables are designed for a semester calendar; they may be easily altered for a quarter

2. Required courses. List courses by department abbreviation (Math, Chem, IS, etc.),
   number, title, and number of semester hours. Apportion the semester hours for each
   course by category.

3. Elective courses. Designate these courses ―elective.‖ If an elective is restricted to a
   particular category, then tabulate the semester hours in that category and indicate the
   category in the listing, e.g. ―elective—science.‖ In addition, be sure that you have
   supplied information elsewhere in this document indicating how you ensure that
   students take the course in the specified category (e.g., advisement, graduation check
   sheets, etc.). For free electives (i.e., those not restricted to a particular category), list
   the semester hours under the heading ―Other.‖ Use footnotes for any listings that
   require further elaboration.

4. Individual courses may be split between or among curriculum areas if the course
    content justifies the split. For example, a discrete mathematics course may have
    some of its semester hours under mathematics and some under computer science. In
    such cases, assign semester hours to categories in multiples of one-half semester hour.

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For computer science programs:
                                         Category (semester hours)




 Year         (Dept., Number,
 Semester     Title)
              COMS 1403 Orientation          3
              to Computing,
              Information, and
 First        COMS 1411 Computer             1
              and Information Science
 Semester     BUAD 1003 Introduction         3
              to Business Systems
 Freshman     ENGL 1013 Composition                                                             3
 Year         Social Science                                                                    3
              Social Science                                                                    3
              COMS 2003                      3
 Second       COMS 2104 Foundations          4
              of Computer
              Programming I
 Semester     ENGL 1023 Composition                                                             3
 Freshman     Biological Science                                                  4
 Year         Physical Activity                                                                 1
              COMS 2203 Foundations          3
              of Computer
              Programming II
 First        COMS 2700 Networking           0
              and Architecture
 Semester     COMS 2703 Computer             3
              Networks and
 Sophomore    COMS 2903 Discrete             3
              Structures for Technical
 Year         ENGL 2053 Technical                                                               3
              MATH 2914 Calculus I                                   4
              COMS 2213 Data                 3
   Second     COMS 2223 Computer             3
              Organization and
  Semester    ELEG 2133 Digital Logic        3

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        Sophomore    ELEG 2131 Digital Logic         1
                     Design Lab
           Year      MATH 2924 Calculus II                                               4
                     SPH 2173 Business and                                                                             3
                     Professional Speaking
    SUBTOTALS                  64                  33               0                    8             4               19           0

                                                            Category (semester hours)





Year                Course
Semester            (Dept., Number, Title)
                    COMS 3213 Advanced                     3
                    Data Structures and
                    Algorithm Design
First               COMS 4203 Data                         3
Semester            MATH 3153 Applied                                      3
                    Statistics I
Junior              Social Science                                                                           3
Year                PHYS 2114 General                                                        4
                    Physics I
                    COMS 3703 Operating                    3
Second              COMS 4163 Personal                     3
                    Software Engineering
Semester            COMS 4700                              0
                    Networking Laboratory
Junior              COMS 4703 Data                         3
                    Communications and
Year                Humanities                                                                               3
                    PHYS 2124 General                                                        4
                    Physics II
                    COMS 4033 Systems                      3
                    Analysis and Design I
First               COMS 4103                              3
                    Organization of
                    Programming Languages
Semester            COMS 3000-4000               3
Senior              MATH 4003 Linear                                       3
                    Algebra I
Year                Social Science                                                                           3
                    Physical Activity                                                                        1

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                 COMS 4043 System                          3
                 Analysis and Design
 Second          COMS 4403 Compiler                        3
 Semester        Fine Arts                                                                                          3
 Senior          Technical Elective                         3
 Year            Elective 3000-4000                         3
 SUBTOTALS                  63                 12          24                6                   8                  13           0
    TOTALS                 127                 45          24                14                  12                 32           0

    For information systems programs:
                                           Category (semester hours)








Year         Course
Semester     (Dept., Number, Title)
             COMS 1403 Orientation to                  3
             Computing, Information, and
First        COMS 1411 Computer and                    1
             Information Science Lab
Semester     ENGL 1013 Composition I                                                                                       3
Freshman     MATH 2243 Calculus for                                                       3
             Business and Economics
Year         Social Science                                                                                                6
             COMS 2003 Microcomputer                   3
Second       COMS 2104 Foundations of                  4
             Computer Programming I
Semester     ENGL 1023 Composition II                                                                                      3
Freshman     ECON 2003 Principles of                                                                                       3
             Economics I
Year         Science                                                                                                       4
             COMS 2203 Foundations of                  3
             Computer Programming II
             COMS 2700 Networking and                  0
             Architecture Laboratory
First        COMS 2703 Computer                        3
             Networks and Architecture
Semester     COMS 2903 Discrete                        3
             Structures for Technical
Sophomore    ENGL 2053 Technical                                                                                           3
Year         ACCT 2003 Accounting                                                                            3
             Principles I
             Physical Activity                                                                                             1

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              COMS 2213 Data Structures                      3
Second        COMS 2853 File Processing                      3
              in COBOL
Semester      ACCT 2013 Accounting                                                                               3
              Principles II
Sophomore     BUAD 2053 Business                                                                                 3
Year          ECON 2013 Principles of                                                                            3
              Economics II
              Physical Activity                                                                                          1

                                                                         Category (semester hours)







     Year                Course

   Semester      (Dept., Number, Title)

               COMS 3513                                             3
               Administering and Using
               the IBM Platform
First          COMS 3903 Systems                                     3
               Software and Architecture
Semester       COMS 4203 Database                                    3
Junior         SPH 2173 Business and                                                                                   3
               Professional Speaking
Year           Social Science                                                                                          3
               COMS 3503 Visual                                      3
Second         COMS 4700 Networking                                  0
Semester       COMS 4703 Data                                        3
               Communications and
Junior         MKT 3043 Principles of                                                                    3
Year           MGMT 3003 Management                                                                      3
               and Organizational
               Science                                                                                                 4
               COMS 4033 Systems                                     3
               Analysis and Design I
First          COMS 4133 Application                                 3
               Program Development
Semester       COMS 4303 Client/Server                               3
Senior         Humanities                                                                                              3
Year           Elective 3000-4000                                                                        3
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            COMS 4043 Systems                        3
            Analysis and Design II
Second      COMS 4053 Information                    3
            Systems Resource
Semester    COMS Elective                                                         3
Senior      Fine Arts                                                                          3
Year        Elective 3000-4000                                                    3
SUBTOTALS             61                    0        30            0             15           16       0
TOTALS               126                   26        30            3             27           40       0

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For information technology programs
                                           Category (semester hours)





 Year            Course

 Semester        (Dept., Number, Title)






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                                                 Category (semester hours)





    Year             Course
  Semester   (Dept., Number, Title)






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Explain how the curriculum addresses the program outcomes. Include a table showing
how each course contributes to the program outcomes.

For information systems programs

The following areas must be stressed within the program’s curriculum. Indicate the
course numbers and titles of courses embodying a significant portion of these areas:

           Area            Courses (Dept., Number, and Title)
 Modern Programming
 Data Management
 Networking and Data
 Systems Analysis and
 IS in Organizations
 Information Systems
 Theoretical Foundations
 Information Systems
 Information Systems

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E. Course Descriptions

For each required or elective course in the program that can be counted in the curriculum
being reviewed for accreditation, include a two-page or three-page course outline, as
indicated below, at this point in the Self-Study Report. If your documentation does not
exactly follow this format, be sure that all of the requested information (if applicable) is
present, and please in any case adhere to a common format for all course descriptions.

The course outline for each required or elective computing course in the program must
also be included in a display of course materials that is available for study at all times
during the evaluation visit. The course material display must include at least the
following for each course that can be counted in the computing segment of the
curriculum being evaluated.

If some of the above documentation is on-line (e. g., in an instructor’s web site), please
indicate this, and have a computer available at or near the course displays so that the team
can view it. Please give here the URL(s) for accessing any such materials.
      Course name and number, number of credits, meeting times, etc.
      Textbook and other required material (e.g. manuals, reference booklets, standards
       and documents)
      Instructors’ name(s) and contacts
      Syllabus/schedule (provide hardcopy and URL if only available on-line)
      A listing of course outcomes, assessment methods, when each outcome was last
       measured, and the extent to which the students measured met the outcome.
       Include also how the course outcomes relate to the program outcomes.
      If a portion of the course was used to directly measure the extent to which
       students achieve one of more program outcomes, then include a listing as follows:
       For each outcome directly measured by some mechanism in the course, provide
       the outcome, the explicit mechanism used to measure it (test question, paper
       assignment, programming project assignment, etc.), when it was last measured,
       and the extent to which the students measured met the outcome. Alternatively,
       this information might be captured in a separate assessment notebook. Note that
       if any program outcomes are measured through the course outcomes, this
       information could be documented as well.
      Course policies
      Introductory sheet that indicates the location of evidence of writing, presentations,
       ethics etc. as appropriate
      Assignments and projects, tests, exams and important handouts
      Student work (examples of graded high/medium/low quality work for labs,
       projects, tests/exams etc.)
      Any feedback mechanisms/examples to students that might be on-line
      Any substantive electronically posted communication, threaded discussion, or
       teamwork, etc.

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If a course is taught wholly on-line by a non-resident faculty member, data about that
faculty member must be included in the Self-Study Report or provided in separate
documents for credentialing purposes. In addition, for wholly on-line courses or
complete degree program, the results of a survey to that group of students regarding their
experiences in the program (comparable to the usual interview with students during an
evaluation visit) should be made available to the visiting team.

If available, please provide the location of URL’s on a CAC-visit website or site
containing a set of URL links that would allow an evaluator to retrieve specific data
directly (if not provided in hardcopy) as indicated above. These should be available
before the time of the visit.

Note: In addition to the display materials, it would be very helpful to the visiting team if
all assessment documentation could be available in the same location as the display
materials. It is also very helpful if the display room contains computers with network
connections. If the program exists on multiple campuses, provide a separate display
notebook for each course on each campus. Locate this information in the same location
for the team to review.

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                               COURSE DESCRIPTION

Dept., Number                 Course
Semester                      Course

Current Catalog Description



Course Outcomes

Relationship Between Course Outcomes and Program Outcomes

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Prerequisites by Topic

Major Topics Covered in the Course

For an information systems program

Estimate Curriculum Category Content (Semester hours)

Area                 Core   Advanced      Area                      Core          Advanced
Hardware       and                        Networking and
Software                                  Telecommunications
Modern                                    Analysis
Programming                               and
Data                                      Role of IS in an
Quantitative                              Information Systems

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6. Technology Infrastructure

Computing resources are available, accessible, systematically maintained and upgraded,
and otherwise adequately supported to enable students to achieve the program’s
outcomes and to support faculty teaching needs and scholarly activities. Students and
faculty receive appropriate guidance regarding the computing resources and laboratories
available to the program.
In Section 7, you will be asked to describe the planning and acquisition processes for
laboratory equipment. Please do not repeat any of that information here; simply refer to
that section, if necessary, to avoid duplication.

A.      Computing Resources

1. Describe the computing resources, hardware and software, used for instruction.
Specify any limitations that impact the quality of the educational experience.

     Institutional computing resources:

        The Ross Pendergraft Library contains four computer labs for teaching. Corley
        has four such labs, three of which are primarily dedicated to the department of
        Computer and Information Science.

     Departmental computing resources:

        The department has two labs dedicated to technology education. Dean 212 is
        used for networking and PC repair. Corley 115 is used for projects in the
        computer science program, such as robotics and parallel processing.

     Other computing resources:

        The department maintains two Linux servers and one iSeries machine. Several
        Windows servers are used as file servers for imaging the labs and for providing
        Oracle and SQL servers.

2. Describe the laboratory equipment planning, acquisition, and maintenance processes
   and their adequacy. Include discussion of these topics for university-wide computing
   resources available to all students (if used by your majors), your own laboratories and
   equipment (if applicable), and computing resources controlled by other departments
   and/or schools (if used by your majors). Discuss how you assess the adequacy of
   your laboratory and computing support. Please attach documentation (e.g.,
   inventories, equipment replacement plans, etc.) to this report.

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       The University charges a technology fee to every student each semester. This fee
       ensures that all university labs are upgraded on a regular cycle, typically every 2
       years, by computer services personnel. Overall, budgeting and planning is done
       by the assistant vice president for academic affairs and implemented by computer
       University support of general purpose labs is sufficient and continuous.
       Equipment is never more than two years out of date. Departmental facilities are
       maintained through a substantial capital budget used to replace departmental
       computing resources.
       Approximately $32,000 of the department budget of approximately $44,000 is
       dedicated to maintaining the equipment in the two labs and the departmental
       servers. A budget sheet for this is included in the appendix of this report. This
       budget allows for replacement of equipment every three years. The equipment in
       Dean 212 is maintained and monitored by graduate assistants; the equipment in
       Corley 115 is maintained and monitored by faculty along with undergraduate
       workers. Departmental servers are all maintained by faculty.
B. Student Access

State the hours the various facilities are open. State whether students have access from
dormitories or off campus by direct access, modem, etc., and describe this access
       Library facilities are available seven days a week according to the following
         Monday – Thursday from 7:30 A.M. – 11:00 P.M.
         Friday from 7:30 A.M. – 6:00 P.M.
         Saturday from 10:00 A.M. – 6:00 P.M.
         Sunday from 2:00 P.M. – 11:00 P.M.

       The department networking lab is staffed by graduate assistants according to
       schedules established at the beginning of each semester for at least 25 hours per

C. Faculty Access

Describe the computing facilities available to faculty for class preparation and for
scholarly activities and research. Include specifics regarding resources in faculty offices.
       Each faculty receives his or her choice of a new desktop or laptop computer every
       2-3 years. Many faculty have at least two computers with printers. In addition,
       all faculty have accounts on two separate Linux servers, one primarily for student
       use ( and one restricted to faculty use only ( All
       faculty have access to a new iSeries machine.

E. Support Personnel
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1. What support personnel are available to install, maintain, and manage
   departmental/college hardware, software, and networks used for instruction in the
       The university supplies two ―super GA‖ positions, which enable the department to
       hire two graduate assistants half-time throughout the year to maintain all
       departmental equipment. Other support activities, such as warranty support, is
       provided by Computer Services.

2. Describe the adequacy and limitations of the level of support.
       Graduate assistants require extra effort for training on the part of faculty to ensure
       consistency is maintained across calendar years.

3. Are any faculty members expected to provide significant hardware, network, or
   software support? ____Yes____ If so, describe this expectation including how such
   expectations are addressed in evaluation, tenure, promotion, and merit pay decisions,
   and indicate what, if any, released time is awarded for this effort.

       Many faculty supply software and/or hardware support.

       Currently there are 7 faculty in the department who are maintaining various
       systems. Rick Massengale and Ron Robison maintain the networking lab. David
       Hoelzeman maintains both departmental Linux servers and the Microsoft Alliance
       program. Sarah Robison maintains the iSeries machine. David Middleton
       maintains the robotics equipment, and Nobuyuki Nezu maintains parallel
       processing systems. Roger Fang maintains several database servers and related
       software. Maintenance of equipment and software systems is time-consuming for
       faculty, requiring many hundreds of hours per year. To assist the university gave
       us two year-long GA’s; what is needed, however, is a full-time technical position
       for the department to offload this work from the faculty.

       Each faculty spends significant time maintaining web pages and/or Blackboard
       Larry Morell maintains a university registration site for the Rising Junior Exam,
       the Genesis algorithm system, and the SELF (Software Engineering Learning
       Faculty) and its related component. Becky Cunningham maintains a registration
       system for the COMS 1003 exam.
       Johnette Moody maintains equipment and software related to computer forensics.

       All of these faculty are given due credit for service in their annual evaluations.
       None receive any released time for their activities.
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7. Institutional Support and Financial Resources

The institution’s support for the program and the financial resources available to the
program are sufficient to attract and retain qualified faculty, administer the program
effectively, acquire and maintain computing resources and laboratories, and otherwise
provide an environment in which the program can achieve its educational objectives and
outcomes. Support and resources are sufficient to provide assurance that the program
will retain its strength throughout the period of accreditation.

A. Faculty Stability

Evidence of the long-term continuity and stability of a program is provided by its ability
to both attract and retain high quality faculty. Describe how your program attracts and
retains high quality faculty. Some topics the description might address are sabbatical and
other leave programs, salaries, benefits, teaching loads, support for and recognition of
scholarly activity (including financial support for attendance at professional meetings),
departmental and institutional ambiance, etc.

 The department has been fortunate to attract and retain the high quality faculty that it
 has. Some faculty came due to the challenge of building a program, some came because
 of its location, some came due to inadequacies of their situations at previous schools.
 Some came because teaching is emphasized here. None came because of high salaries.
 None, as of yet, have left because salaries were too low.
 In recent years the university has increased the departmental maintenance and
 operations budget radically, from approximately $6,500 eight years ago to a present
 $44,000. This has provided a much better working environment for faculty, both in
 terms of office equipment and laboratory access, which certainly assists in retention.
 Doubling the faculty size, and increasing the number of GA’s has reduced the day-to-
 day workload of grading for some faculty. The university has recently established both
 a research fund and a professional development fund that have enabled several faculty in
 the department to conduct research or attend conferences that they otherwise would not
 have been able to do. Departmental and school funds for travel have also increased, to
 the point where nearly every faculty member can attend one (low cost) conference per
 The university contract requires a 12-hour teaching load per semester, but as few as
 three years ago the majority of faculty had to teach an overload (sometimes without
 extra pay) for all the required classes to be taught. Three factors brought this under
 control. First, the university increased the departmental allocation of funds for adjuncts.
 Second, an additional faculty position was approved and filled. Third, the cohort
 program was cancelled this year. (The cohort program brought in a group of students

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    from overseas to complete our graduate program in lockstep, and required significant
    teaching resources from the department.)
    Another factor that assists in retaining faculty is that every effort is expended to ensure
    that no person has more than three preparations in any semester and that that faculty get
    reasonable teaching schedules, especially for those faculty who are or have pursued
    completing a terminal degree. In addition, summer funding enables ¾ of the faculty to
    teach during the summer.
    Though no faculty member of the department has yet taken advantage of it, the
    university does provide a limited number of semester or summer sabbaticals each year.
    In addition faculty can take courses for free along with members of their immediate
    family. Missing, however, is any overt support for faculty who are trying to complete
    their terminal degree.
    The university provides several retirement options, including TIAA-CREF and the
    Arkansas Retirement System, with a generous matching option. For example, if a
    faculty member contributes 6% to TIAA, the university will contribute 9%. Blue
    Cross/Blue Shield is free to individual faculty, who may choose to pay extra to cover
    spouse and/or family.

   Give counts of the total number of full-time faculty and the number of resignations,
   retirements, and new hires for each of the last five years. Indicate whether there are
   significant problems attracting and retaining faculty, and if so, the causes.

  Year        Total Faculty     Resignations      Nonrenewals        Retirements              New Hires
2000-2001    9                 1                                                          1
2001-2002    10                                                                           2
2003-2004    11                                                                           1
2004-2005    11
2005-2006    12                                                                           1
2006-2007    12                                  1                                        1

   B. Faculty Professional Activities

   Summarize the professional activities of your faculty, attendance at meetings, university
   and professional honors won by individuals, etc. Just summarize here; details should
   appear in individual faculty vitas.
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 Dr. Morell is a member of the Consortium for Computing in Small Colleges and is
 actively involved in reviewing papers, serving on the paper selection committee, and
 serving as the site chair for the 2008 conference.
 Dr. Middelton is actively involved in robotics and sponsors a BotBall team year.
 Dr. Moody has recently completed her Ph.D. in Business Administration with an
 emphasis in Information Systems.
 Dr. Moody, Mrs. Robison, Dr. Hoelzeman, and Mr. Robison have attended IBM
 conferences on the iSeries machine.
 Dr. Nezu has attended an NSF workshop on parallel processing and actively publishes in
 the area of networking.
 Mrs. Cunningham is active in Arkansas business educator groups and is actively
 recruited to present on identity theft.
 Mrs. Titsworth, is completing a third master’s degree in Information Technology.
 Dr. Fang is investigating aspects of data mining and publishing his results in regional
 Mr. Massengale is working on his Ph.D. in Applied Science and has built a lab at UALR
 to simulate major components of the internet to allow studies of how viruses propagate
 Mrs. Zhao is currently completing her Ph.D. in Information Systems and is actively
 researching better ways of visualizing accounting data.

C. Administration Effectiveness

Describe the effectiveness of the administration of the program.
       At Arkansas Tech University department heads are expected to devote fifty
       percent of their time to teaching duties and fifty percent to administrative duties.
       This is the case with the head of the Computer and Information Science
       Department, who typically teaches six or seven hours each semester. The normal
       faculty teaching load is twelve hours per semester. There are two five week
       summer terms. Department heads teach six to seven hours one term and have no
       teaching duties during the other term. The dean of the School of Systems Science
       teaches no more than three or four semester hours per year, leaving adequate time
       to administer the six departments within the school.

D. Adequacy of Resources

Describe the adequacy of the resources and the atmosphere provided by the upper
administration for the program to function effectively with the rest of the institution.

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           In 1994 the University adopted a strategic plan consisting of four broad goals:
                Enhance external funding and public relations
                Develop and implement enrollment management plans to include effective
                  marketing of the University
                Improve physical facilities and appearances
                Enhance the creation and delivery of first quality educational services

           Shortly thereafter an academic affairs component of this strategic planning was
           developed to implement the goal to ―enhance the creation and delivery of first
           quality educational services‖. One strategy that was adopted was to ―encourage
           schools and/or departments to meet national discipline accrediting standards‖.1
           Steady progress has been made in order to place the Department of Computer and
           Information Science in a position in which a confident request for accreditation by
           the CAC of ABET could be made. In particular, the following points support the
           adequacy of the resources and the positive atmosphere provided by the upper
           level administration for this program to function effectively with the rest of the
           institution and receive national recognition via accreditation.

                  Addition of a graduate assistantship in AY 2000-01
                  Addition of a full-time tenure track assistant professor in AY 2001-02
                  Addition of a visiting instructor in AY 2001-02 (Park)
                  Addition of a full-time visiting assistant professor in AY 2003-04
                  Addition of a full-time tenure track assistant professor in AY 2005-06
                   (This position was filled AY 2006-07 by Zhao)
                  Addition of five graduate assistantships in AY 2005-06
                  Addition of two ―enhanced‖ graduate assistantships ($10,000 each) in AY

           While some of the positions listed above were first funded by ―soft funds‖, they
           are all now in the base budget of the department. Not only were four positions
           added, when vacancies occurred they were filled with faculty with higher
           credentials. Whereas there were eight full-time faculty members in 1996, only
           one of which had a doctorate, there are now twelve, six of whom have doctorates.
           Furthermore, two faculty members are working towards a doctorate with one very
           near the completion of her degree.

           In addition to supporting the human resources of the department, the University
           has frequently supported purchases of computer and other hardware, and has
           added a capital budget of $20,000 for the department. Also, four classroom/labs,
           for which the department has priority, have been remodeled (Corley 117, 240,
           234, and Dean 212).

    Strategic Planning; Academic Affairs component; Arkansas Tech University, January, 1996.
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       The following table illustrates the relationship of faculty salaries in the
       department as compared with the University as a whole.

 (mean 9 month salaries)
                                 Computer/Information Science                    University
        Professor                            $81,673                              $64,578
   Associate Professor                       $63,968                              $54,288
   Assistant Professor                       $57,583                              $45,861
        Instructor                           $34,312                              $35,265

E. Laboratory and Computing Resources

Briefly describe the resources available for the program to acquire and maintain
laboratory facilities. Include information on how the institution determines the adequacy
of these resources.

       The Department of Computer and Information Science has first priority for the
       use of computer labs in Corley 234 (20 computers), 240 (30 computers), 117 (30
       computers), and Dean 212, a PC repair and networking lab. The University
       undertakes the responsibility for replacing the computers in the Corley labs, with
       computers being replaced at least every three years. Arkansas Tech Computer
       Services bears the responsibility of maintaining and upgrading the hardware and
       general use software in these labs. The faculty of the Department of Computer
       and Information Science determines and pays for any specialty software needs.
       Computer Services personnel work closely with department faculty to ensure that
       equipment and software are adequate to meet program needs.

       The Department frequently teaches classes in the Pendergraft Library computer
       labs, which are also maintained by Computer Services.

       There is a plentiful supply of older machines being rotated out of University labs,
       as well as machines donated by various organizations, to keep the PC
       repair/networking lab in Dean 212 adequately supplied.

       The Department has a capital budget of $20,000 per year in addition to the
       departmental supplies and services budget at its disposal for additional items such
       as the IBM iSeries server. In addition, the Department can appeal to the School
       of Systems Science capital budget when extra funds are needed.

       In general, the Institution regards equipment that is less than three years old and
       uses the most current operating system as adequate. Exceptions may be made
       when particular circumstances warrant. For example, the School of Systems

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       Science plan for using the school capital funds would ensure that computer
       science faculty will be furnished computers which are less than two years old.

F. Continuity of Institutional Support

Discuss and show evidence of continuity of institutional support for the program in the
past, and problems that have existed or are anticipated in this area, if any.

       The Department of Computer Science was established in 1971. From then until
       the mid-1980’s the faculty experimented with the following options in the
       computer science curriculum: accounting, information science, scientific
       computer, and business. For a period of about twelve years there was also a
       separate curriculum in management science. In 1986 the faculty settled on
       curricula in computer science and in information science (the management
       science curriculum was dropped in 1990). In 2003 these were further refined into
       a Bachelor of Science in Computer Science degree and a Bachelor of Science in
       Information Systems degree.

       In 2000 a Master of Science degree in information technology was introduced. In
       2001 an associate of science in information technology was added. In 2006 the
       curriculum was completed by adding a Bachelor of Science in Information

       During the period from 1986 until the present, the faculty size doubled from six to

       All of the above give evidence that the University has been and intends to
       continue to be supportive of this program. The primary problem area has been in
       hiring faculty with terminal degrees. This problem has been addressed
       successfully. In 1986 none of the six faculty members had terminal degrees.
       Today, six of the twelve faculty members have a Ph.D., another is near
       completion of a Ph.D., and another is well into a Ph.D. program.

       Another indication of institutional support for this program is the commitment of
       the President, Vice-president for Academic Affairs, and the Dean to get the
       program accredited.

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8. Institutional Facilities

Institutional facilities including the library, other electronic information retrieval systems,
computer networks, classrooms, and offices are adequate to support the educational
objectives and outcomes of the program.

A. Library Staffing

Assess the staffing of the library (or libraries) that serves the computer science program.
       One professional librarian serves as a liaison to the Computer and Information
       Science department as well as two other departments. This librarian liaison
       assists the department in collection development and this is sufficient for the
       needs of the department. Classroom library instruction can be requested through
       the Public Services librarian.

Is the number of professional librarians and support personnel adequate to support the
program? _________ Supply documentation if possible.

B. Library Technical Collection

Assess the adequacy of the library’s technical collection and of the budget for
subscriptions as well as new acquisitions. The library must contain up-to-date textbooks,
reference works, and publications of professional and research organizations, such as the
ACM and the IEEE Computer Society. It should also contain representative trade
journals. Supply documentation, if possible. Assess the process by which faculty may
request the library to order books or subscriptions.

       The Computer and Information Science book budget for the 2006-2007 academic
       year is $2,663.00. An additional amount of $300.00 has been allocated for DVD
       and VHS purchases. This academic year, a total of $1,992.85 has been spent on
       journal subscriptions for computer and information science. Journal subscriptions
       are maintained yearly, and requests for new journal titles are evaluated on a case-
       by-case basis. The librarian liaison coordinates collection development for the
       department, and faculty may request titles for the library at any time. A listing of
       departmental area books and journals is attached.

C. Library Electronic Access

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Assess the library’s systems for locating and obtaining electronic information.
       The library maintains subscriptions to a variety of subject area online databases.
       These databases are accessible through the library’s web site at Off-campus access to these resources is made possible via
       proxy server. The Computer and Information Science database subscription cost
       for this academic year is $3,213.32. A listing of computer and information
       science databases is attached.

D. Classroom Equipment

Describe the equipment typically available in classrooms where you teach your courses.
Assess its adequacy for the purpose.
       The Computer and Information Science Department is located in the Corley
       Building whose construction was completed in 1988. The department has priority
       scheduling in the following rooms: Corley 240, 234, and 117. Corley 240 and
       234 are computer labs with 30 and 20 computer stations, respectively. Corley 117
       can serve as a regular classroom or a lab, with 30 computer stations plus capacity
       for 36 students in a more traditional setting. Each of these three rooms is
       equipped with an instructor’s computer and a projection system. The Corley
       building has 5 additional classrooms and another computer lab with 30 stations.
       Those rooms are also used by the department when available, but priority for their
       usage lies with other departments within the building.

       The department also has exclusive use of a networking lab/classroom in Dean
       Hall (room 212), and small lab in the Corley building, which is used for parallel
       processing and robotics.

       In addition, there are three computer labs in the Ross Pendergraft Library and
       Technology center which are frequently used by the department. These labs are
       available to all University faculties on a ―first come – first served‖ basis.

       The University maintains up-to-date equipment in all of these classrooms and
       labs. They are more than adequate to serve the needs of the department.

E. Faculty Offices

Discuss and assess the adequacy of faculty offices.
       All Computer and Information Science faculty members are located in the Corley
       Building. Ten faculty members have private offices while two share a room
       which was formerly a small classroom. Currently the office space is adequate.
       However, any additional positions will require some remodeling of the building or
       relocation of other personnel.

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Each faculty office is equipped with one or more modern computers (PC’s and/or
MacIntosh’s) with attached printers. High-speed (100 MB) wired nternet
connections are available in each office. In addition the entire building is
supports wireless networking.

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Appendix I. Information Relative to the Entire Institution

A. General Information

Institution      Arkansas Tech University
Department Computer and Information Science
Street           1811 N. Boulder Ave., COR 201C
City             Russellville
State            AR
Zip              72801

Name and Title of Chief Executive Officer of Campus (President, Chancellor, etc.)

                 Robert Brown                                   President
                      (Name)                                      (Title)

B. Type of Control

Private, non-profit
Private, other
State                             X
Other (specify)
Affiliation, if private

Check more than one, if necessary. If the above classifications do not properly apply to
the institution, please describe its type of control.


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C. Regional or Institutional Accreditation

Name the organizations by which the institution as a whole (e.g., regional accreditation)
is now accredited, and give dates of most recent accreditation. Attach a copy of the most
recent accreditation action by any organization accrediting the institution or any of its
computer-related programs.

       The Higher Learning Commission and is a member of the North Central
       Association of Colleges and Schhols, 30 N. LaSalle St., Suite 2400, Chicago, IL

D. Enrollment

Total enrollment for the entire institution (FTE)      5,865
Total faculty for the entire institution (FTE)         285.1667

E. Funding Process

Describe the process for allocating institutional funds to the program.

F. Faculty Promotion and Tenure

Summarize the promotion and tenure system and the system for merit and equity salary
adjustments. (Give an overview of actual practice; do not reproduce an entire section
from the faculty handbook.)

Tenure-track faculty are reviewed annually for progress toward tenure and/or promotion.
Special emphasis is given in the third year to inform the faculty member of any needed
adjustments. The tenure-track faculty member applies for tenure during the fall of the
sixth year, unless the initial contract stated otherwise.. A portfolio, whose outline is
specified in the faculty handbook, is supplied by the faculty member applying for tenure.
The portfolio is the means by which the faculty member tries to make a convincing
argument that he or she is doing well enough in areas of teaching, service and
scholarship. The portfolio is reviewed by the department head, then by the dean of the

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school, then by the university tenure and promotion committee. Lack of support at any
of these levels stops the process only if the applicant withdraws the application.
Administrative review proceeds through the vice president for academic affairs, the
president, and finally the governing board of the university, whose decision is final.
Faculty are notified of the result of each stage of review as the portfolio progresses. The
entire process is typically completed by the end of the spring semester, if not sooner.
Ability to teach effectively is weighed very highly during the process.
Promotion follows the same path, but the criteria for promotion are more stringent than
for tenure and are spelled out in the faculty handout.       Certain scores on annual
evaluations must have been achieved to be promoted, in more than one category.
It has been Tech’s policy to give a 1%, 2%, or 3% to those who have been promoted to
assistant, associate or full professor, respectfully. All faculty get the same percentage
increase each year, except for well-documented situations in which an equity adjustment
is justified. The state legislature has the option of funding merit increases, which by
policy would be distributed according to previous annual evaluations. To date, however,
the state has not chosen to fund any merit increases.

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Appendix II. General Information on the Unit Responsible for the Program

A. Program Unit

 Name Department of Computer and Information Science

If the program unit is not a department reporting to an administrative officer (e.g., Dean
of College of Arts and Sciences) who in turn reports to president, provost, or equivalent
executive officer, describe the unit.

B. Administrative Head of Program Unit

                  Dr. Larry J. Morell                                Professor, Department Head
                          (Name)                                                   (Title)

C. Organization Chart
Attach an organization chart showing how the unit fits into the administrative structure of
the institution.

                                               Board of Trustees
                                         President: Dr. Robert C. Brown
                     Vice-President for Academic Affairs: Dr. Jack R. Hamm
School of     School of      School of        School of          School of            School of      Graduate
                                                                 Community            Business       Studies and
Education     Liberal and    Physical and     Systems
                                                                 Education and                       Assessment
              Fine Arts      Life Sciences                       Professional
                                              Dean:              Development
                                              Dr. John W.

Departme      Department      Department         Department of        Department of     Department of
nt of         of Computer     Electrical         Mechanical           Mathematics       Parks,
Agriculture   and             Engineering        Engineering                            Recreation, and
              Information                                                               Hospitality
              Science                                                                   Administration
              Head: Dr.
              Larry Morell

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  D. Computer-Related Undergraduate Degree Programs
  List all undergraduate computer-related degree programs offered by the institution,
  beginning with the program(s) being evaluated.

                          Years          Degree                                      If accredited, by
    Program Title        Required       Awarded        Administrative Unit                whom
Professional Studies         4             B.S.        School of Community                   N/A
General Studies              4             B.A.        School of Liberal and                 N/A
                                                       Fine Arts

  Are these programs adequately differentiated in all university information? Explain how.
       The B.S. in Professional Studies is a, ―degree completion program targeting
       individuals who have completed an associate of applied science degree…‖ and other
       community college programs. This is not an accredited degree. Each student can
       choose a concentration area, one of which consists of 19 hours of information
       technology courses (see list below).
           COMS 1333    Web Publishing I
           COMS 1403    Orientation to Computing, Information, and Technology
           COMS 2003    Microcomputer Applications
           COMS 2233    Introduction to Databases
           COMS 2723    PC Computer Architecture and Operating Systems

       The B.A. in General Studies is intended for, ―students who wish a broad liberal arts
       degree, without a concentration in a discipline or preparation for a particular
       profession.‖ Each student must complete two emphasis blocks (of 18 options); one
       of these is labeled ―information technology.‖ This is not an accredited degree. The
       courses are the same as those listed above for Professional Studies, with the addition
           COMS 1411 Computer and Information Science Lab

       In all cases, the catalog clearly distinguishes these programs from the one seeking

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 Appendix III. Finances

A. Finances Related to the Program(s)

For the program, indicate below the funds expended during the fiscal year immediately
preceding the visit 1.
                                                         Institutional             Non-recurring or
                                                            Funds                   Outside Funds
    Administrative Salaries
    Faculty Salaries                                   807,422
    Non-teaching Professionals' Salaries2              0
    Support Personnel Salaries & Wages
            Secretarial                                22,413
            Other (specify)
    Graduate Students                                  44,000
    Operating Expenditures
    (Excluding research operations and travel)
    Capital Equipment Expenditure:
    Computer Expenditures: (total, including
    value of allocated computer time from
    other sources for teaching and research)           15,211
             Software                                  700
             Allocated time                            0
    Travel Expenditures (non-research funds)
    Scholarship Awards (if administered by             5,300
    the program unit)
    Library (if administered by program unit)
    Research (if separately budgeted)
    Other (specify)                                    11,597
    It is understood that some of the data may have to be estimated to cover the entire fiscal year.
    In such case, unless the differences are insignificant, an updated report should be provided for
    the evaluation team at the time of the visit.
    Non-teaching professionals would include research professors, faculty members on paid
    sabbatical leave, post-doctoral research associates, and other degreed professionals.

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B. Operating and Computing Expenditures for the Five Fiscal Years Immediately
           Preceding that Reported in III A

1. Operating expenses for the program unit.

     Fiscal Year           2001-02     2002-03      2003-04       2004-05           2005-05
     Institutional Funds
     Outside Funds

2. Computer hardware/software capital expenditures (excluding equipment used
primarily for research) for the program unit.

     Fiscal Year
     Institutional Funds
     Outside Funds

C.    Additional Funding

If additional funds, other than those listed in Table A above, are available to faculty to
support scholarly activities such as travel to technical meetings, e.g., consulting support,
give the number of faculty for whom this type of support is appropriate and an estimate
of the amount of support available.

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Appendix IV. Program Personnel and Policies Towards Consulting,
Professional Development, and Recruiting

A. Term of Appointment of Administrative Head

         9 month               12 Month     X           Other (specify)

B. Number of Personnel Associated with Program

                                                                        Part Time
                                               Full-time                                                Total
                                               Number            Number                FTE              FTE
  Faculty                                  11                8                     2.5              13.5
  Non-teaching Professionals               0
  Administrative head                      1                                                        0.5
  Administrative                           0
  Computer Lab Personnel:                  0
            Professionals                  0
            Technicians                    0
  Secretarial, Accounting, etc.            1
  Graduate Teaching Assistants             6
  Graduate Research Assistants             2
  Graduate Students                        0
  Undergraduate Students                   68

C. Policies
Provide a brief description to give an overview.

1. Describe policy toward private consulting work, sponsored research projects, and
   extra compensation.

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  The university does not restrict a faculty member from taking outside employment by a
  non-government agency. Employment from a government agency (or elsewhere within
  the school) is limited to not exceed the line item maximum for the position the faculty
  member holds.

2. State the standard teaching, administrative, research, and other loads on the faculty, in
   general terms.

 Each faculty member is expected to teach 12 hours each semester, to remain current in
 his or her field, and to provide reasonable service to the department, school, university
 and community.

3. Describe policies and procedures for recruiting faculty for the program. Describe any
   barriers to hiring the appropriate faculty.

 Guidelines for hiring are distributed by the office on affirmative action. A committee of faculty
 must define the requirements for the position, advertise the position (typically in the Chronicle
 of Higher Education plus one trade magazine), and then evaluate applicants according the the
 criteria established. The committee then recommends candidates for to be brought in for
 interview. After the interview (at all levels: department, school, vice president and president),
 the decision is made by the president and approved by the governing board.
 There are no policy barriers in hiring.   Salary is the greatest limitation to having a candidate
 accept a position.

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Appendix V. Program Enrollment and Degree Data

Give below enrollment figures for the first term of the current and five previous academic
years and the number of undergraduate and graduate degrees conferred. (The current year
is the year in which this report is being prepared.) List data beginning with the most
recent year first. If part-time students are involved, give the number as FTE/actual
number, e.g., 10/40.

Institution as a Whole

                               Enrollment                   Total       Total                 Degree
    AY        1st        2nd      3rd       4th      5th     UG         Grad          BS          MS    PhD
  2006                                                     5865        603                              0
  2005                                                     5868        514                              0
  2004                                                     5790        392                              0
  2003                                                     5582        360                              0
  2002                                                     5457        398                              0
  2001                                                                                                  0

Unit offering the program—give total enrollment even if not all students are in the
program for which accreditation is requested.

                               Enrollment                   Total       Total                 Degree
    AY        1st        2nd      3rd       4th      5th     UG         Grad          BS          MS    PhD

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                      Enrollment                   Total       Total                 Degree
    AY    1st   2nd      3rd       4th      5th     UG         Grad          BS          MS    PhD

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Appendix VI. Admission Requirements

A. Admission of Students

1. Describe the criteria and procedures used for admitting students to the program(s).
       All students in the university are allowed to declare computer science as their
       major. If the students are particularly weak in mathematics they meet, as needed,
       with the department head to discuss the nature of computer science and the need
       for a strong mathematical background. No student, however, is prevented from
       continuing as a major as long as they maintain a 2.0 G.P.A.

2. Describe procedures, including the evaluation of transfer credits, for students admitted
to the program as transfer students.
       From within the institution

               Transfer within the institution is begun when a student submits a change-
               of-major form. The students records are then transferred to the new
               department. Upon receipt of the folder, an advisor in the major is assigned
               to the student. The advisor meets with the student and plans a course of
               study in accordance with the catalog.

       From another institution

           All transfer students meet with the department head who reviews their
           transcripts. A Transfer Substitution form is filled in and submitted to the
           registrar for approval.

3. Explain the policy of the institution in admitting students with conditions and state
   how the conditions must be made up.

       The university admits a small percentage of students who are considered deficient
       to provide as great an opportunity as possible for all the citizens of Arkansas.
       Deficiencies in mathematics, English, and reading are identified via standardized
       exams. Deficiencies in mathematics must be completed before taking any
       required computer science course.

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4. Describe the general policy and methods of the unit offering the program(s) in regard
to admission with advanced standing.
       Advanced standing can only be obtained by passing the AP Computer Science
       examination as specified in the catalog (2006, p. 83)

       AP Exam             Qualifying Score Credit Awarded
       Computer Science A   3               COMS 2104
       Computer Science A   4               COMS 2104 & 2203
       Computer Science AB 2                COMS 2104
       Computer Science AB 3                COMS 2104 & 2203
       Computer Science AB              COMS 2104 & COMS 2203 & COMS 2213

5. Describe any special admission requirements for entry into the "upper division" in the

       There are no special requirements for entry into upper division courses, other than
       passing the prerequisite courses.

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