Accreditation is a process through which programs are certified to meet a certain level of quality. Non-governmental (at least in the US) peers review a program and assess that program for quality. This ensures that students who graduate from the program meet accepted criteria and receive a quality education.
ABET provides a specialized accreditation process through which programs volunteer to be assessed against specific criteria for engineering, computing, applied science, or technology.
The Department of Mathematics and Computer Science degree programs for Computer Science and Software Engineering are accredited.
Why is Accreditation Important?
Accreditation is important because many employers use ABET as a filter when making hiring decisions. Many employers REQUIRE employees to have degrees from ABET accredited programs.
Our programs have met the quality requirements of ABET and we want our graduates to be recognized for those abilities.
Program Educational Objectives
The department of Mathematics and Computer Science has developed the following educational objectives for all graduates of our programs.
Graduates with a Bachelor of Science in Computer Science, a few years after graduation should:
PEO1. have moved beyond entry-level positions in their fields
PEO2. have completed or be nearing completion of advanced degrees, or otherwise be continuing their education
PEO3. have taken leadership roles in their organization or communities
PEO4. have become trusted colleagues respected for their leadership, problem solving, and communication skills
Graduates with a Bachelor of Science in Software Engineering, a few years after graduation:
PEO1. will have been trusted with designing projects of increasing size and complexity, beyond entry level, by applying proper software engineering processes and tools
PEO2. will have honed their effectiveness at working in teams and other collaborative situations with multiple people of varied backgrounds across myriad levels of expertise
PEO3. will have demonstrated continuous improvement and adaptation to a constantly changing field through graduate work, professional development, acquisition of new technical proficiencies, and by embracing lifelong learning
PEO4. will have moved into leadership or advanced technical roles, become mentors to new graduates, and become exemplars of ethical, responsible software development.
Any comments, concerns, or suggestions about either set of program
educational objectives should be directed to the department chair, Jacob Somervell. (firstname.lastname@example.org)
The Department of Mathematics and Computer Science has developed the following student outcomes for our students.
Upon graduation from the Bachelor of Science in Computer Science program at the University of Virginia’s College at Wise, graduates will have:
SO1. An ability to identify and analyze constraints and trade offs for a specific problem.
SO2. An ability to apply appropriate algorithms, design and development principles, and mathematical theory to correctly model, design, and implement solutions to problems using current techniques, skills, and tools.
SO3. An ability to assess solutions in light of societal and ethical issues and understand the impacts of those solutions on the world.
SO4. An ability to effectively communicate their solutions and impacts to the appropriate audience.
SO5. An ability to work effectively in a team setting.
Upon graduation from the Bachelor of Science in Software Engineering program at the University of Virginia’s College at Wise, graduates will have:
(a) An ability to apply knowledge of mathematics, science, and engineering.
(b) An ability to design and conduct experiments, as well as to analyze and interpret data.
(c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
(d) An ability to function on multidisciplinary teams.
(e) An ability to identify, formulate, and solve engineering problems.
(f) An understanding of professional and ethical responsibility.
(g) An ability to communicate effectively.
(h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
(i) A recognition of the need for, and an ability to engage in life-long learning.
(j) A knowledge of contemporary issues.
(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Enrollment and Graduation Data
- 2019-2020 - 51 declared majors, 11 graduates
- 2018-2019 - 49 declared majors, 10 graduates
- 2017-2018 - 52 declared majors, 11 graduates
- 2016-2017 - 53 declared majors, 7 graduates
- 2015-2016- 48 declared majors, 14 graduates
- 2019-2020 - 23 declared majors, 7 graduates
- 2018-2019 - 33 declared majors, 6 graduates
- 2017-2018- 31 declared majors, 3 graduates
- 2016-2017- 29 declared majors, 2graduates
- 2015-2016- 20 declared majors, 4 graduates