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.2
.3
.4
.5
.6
.7

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( )

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.1
.2
.3
.4
.5
.6

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Program Educational Objectives:
Broad statements that describe the career and professional
accomplishments that the program is preparing graduates to achieve
Consistent with the mission of the institution
Allows differentiation between programs

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Standard I-1. The program must have documented, measurable
objectives.

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Engage in productive careers in a broad range of

Computing areas, or successfully pursue advanced
studies and careers in academia
Engage in continuous professional development to
respond to rapidly evolving technological and social
challenges,

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Issues for Criterion 2

Objectives not meeting the definition:
Broad statements that describe the career and professional
accomplishments that the program is preparing graduates to
achieve
Educational objectives not published or readily accessible
to the public
Educational objectives not related to institutional mission
No evidence of constituency input in objective setting or
periodic evaluation . Constituency include: Alumni,
Employers, Faculty, Students, and Advisory Board

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Standard I-2. The programs objectives must include
expected outcomes for graduating students.
Program outcomes Measure students knowledge and skills for each
discipline
Specify what students need to know at graduation

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Program outcomes:
Narrower statements that describe what
students are expected to know or be able to
do by the time of graduation. Relate to skills,
knowledge, and behaviors that students
acquire from the program.
The attainment of all outcomes indicates that the student is
equipped to achieve the program educational objectives

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Can be grouped in 4 categories (Egyptian Accreditation
Commission)
Knowledge and understanding

Intellectual skills
Professional and practical skills
General and transferable skills

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Knowledge and understanding

Recognize and explain essential facts, concepts, principals, and

theories related to computer science and software applications.
CS graduates will have the knowledge of the basic principles of
digital logic design upon graduation.

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12

Intellectual skills
Analyze the local and global impact of computing on individuals,
organizations and society.
Construct and develop logical arguments, with clear identification of
assumptions and conclusions
Develop abstract thinking skills as a basis for problem solving in
computing.

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13

Professional and practical skills

Demonstrate professional and legal behavior and resolve social
ethical and cultural issues involved in the use of computer
technology.
Utilize and employ effectively the tools for the manipulation of
software, with particular emphasis on practicing the whole process
involved in using computers to solve practical problems, including
tools for software control and configuration management.

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14

General and transferable skills

Construct/formulate/devise presentations to a range of audiences
about technical problems and their solutions, involving oral, written,
or electronic communication.
Identify/Indicate abreast of current developments in the discipline to
continue ones own professional development and life-long learning
Operate effectively within multidisciplinary team

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 Issues for Criterion 3

No evidence demonstrating one or more outcomes
Each a through k, plus additional program outcomes, must
be demonstrated
Outcomes not assessed objectively (student performance)

Anecdotal versus measured results

Reliance on course grades as assessment of outcomes
Over-reliance on self-assessment (e.g., surveys)

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Program Outcomes are demonstrated by curriculum courses in a
matrix form
Programme Learning Outcomes

Ser
.

Knowledge
and
Underst
anding
a

Intellectual
Skills

a4

b1

CS111

Introduction
to
Computer
s

CS112

Programming
-1

a4

b2

Subjec
t
Cod
e Subject name
1

Professional
and
Practical
Skills
c

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General
and
Transfer
Skills
d

d1

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 Course learning outcomes must be clearly documented

in the course syllabus
They must show clearly support for and have clear links
to the program learning outcomes

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Assessment of Objectives
Assessment of Program OUTCOMES

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Objective

When Measured

How Measured

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Improvements
Identified

Improvements
Implemented

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The main methods used to assess the extent to which

the program objectives are being met are the
employers surveys, Industrial Advisory Board,
Graduate programs at other universities
and the Alumni Surveys,
Conducted every 3 years
For example, the employer survey may contain the
following question: Our graduates have the required
knowledge to be successful in their professional
careers
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

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No process for evaluating the extent to which objectives are
attained
No data available on the attainment of educational
objectives
Results of evaluation not used to develop and improve the
program outcomes

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Consider a deficiency if the general intent
of Criterion 2 is not met
Contributing factors may include:
No involvement of constituencies
Educational program does NOT prepare students to attain
program outcomes (links to curriculum)
No process for evaluating the objectives
No data that demonstrate the extent to which objectives are
attained
No evidence of development and improvement of program
outcomes

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Direct Measurements
Course assessment (every semester)
Assignments, Exams, projects (oral presentations, written reports,
laboratory, teamwork)

Indirect Measurements
Exit interviews of graduating students
Student Advisory Board (every year)
Exit survey (every semester)

Yearly evaluations

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Conclusions
Cloud computing has emerged to provide inexpensive
on-demand pay per use computing resources
Cloud computing is closely related to grid computing
and utility computing.
Software Engineering Methodologies and tools are
needed for cloud developers (Cloud-based ServiceOriented Engineering)
Security and privacy are the biggest concerns of
cloud computing users and developers
Campus Clouds can bring revenue for computing
resources, enhance student learning, strengthen ties
with Industry, and enhance academic research.

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