Program Revision Proposal:
Changes to an Existing Program
Form 3A
Version 2016-10-13
SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed
form to the SUNY Provost at program.review@ suny.edu.
Section 1. General Information
a) Institution’s 6-digit SED Code: | 210500
Insane Institution’s Name: |SUNY ALBANY
Information
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code): N/A
Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [X ] if not applicable:
(9) Program Title: | Computer Science
Registered
ped rrogram Code , ,
Program to be SED Program Code | 86075, 28823, 89192
Changed Award(s) (eg., A.A., B.S.):|B.A
Number of Required Credits: | Minimum [120] If tracks or options, largest minimum [ ]
HEGIS Code: | 0701.00
CIP 2010 Code: | 11.0701
Effective Date of Change: | Fall 2023
Effective Date of Completion? | Spring 2027
d) Name and title: Kaitlyn Beachner, Staff Associate for Undergraduate Programs
Campus Contact | Telephone and email: 518-442-3941, kbeachner@ albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic _| Program. E-signatures are acceptable.
Officer Approval |Name and title: Carol Kim, Ph.D., Senior Vice President for Academic A ffairs & Provost
(alle
Signature and date: 4/8/2022
If the program will be registered jointly’ with one or more other institutions, provide the
following information for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):
‘To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.
? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).
3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
| Section 2.1. Changes in Program Content
[ ] No changes in program content. Proceed to Section 2.2.
a) Check all that apply. Describe each proposed change and why it is proposed.
[ X ] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum
credits required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree
programs)
[ ]Changes in a program’s focus or design
[ ] Adding or eliminating one or more options, concentrations or tracks
[ ] Eliminating a requirement for program completion (such as an internship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.
[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules
Description:
The Bachelor of Arts in Computer Science allows students the flexibility to double major, or pair with a minor that
encourages interdisciplinary learning. Many students incorporate classes from the School of Business, the Math
Department and the Department of Art in order to apply basic computer science techniques to another subject area.
These changes will strengthen our BA program, while also encouraging the flexibility described above. Course
changes were made to fulfill the SUNY Transfer Pathway for Computer Science.
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b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.
Curriculum Comparison Chart
*N designates a New course
*SR designates a Significantly Revised course
Computer Science BA 1990
Proposed Computer Science BA 2022
Total Credits Required: 38 Credits to include:
Total Credits Required: 43 credits to include:
Required CS Courses: 27 Credits
Required CS Courses: 36 Credits
CSI 201Y — Introduction to Computer Science
(4)
ICSI 201- Introduction to Computer Science (4)
CSI 202 — Assembly Language Programing (4)
Course No Longer Required
CSI 210 — Discrete Structures (4)
ICSI/ECE 210 — Discrete Structures (4)
CSI 310 — Data Structures (3)
ICSI/ECE 213: Data Structures (4) (SR)
ICSI 318 Introduction to Software Engineering
(4) (N)
CSI 311 — Principles of Programming
Languages (3)
ICSI 311: Principles of Programming Languages
(4) (SR)
ICSI 333: Program Hardware-Software Interface
(4) (N)
ICSI 404 — Computer Organization (3)
Select CSI 402 — Systems Programming (3)
Course retired
One: CSI 499 — Senior Project in Computer
Science (3)
Course no longer required
ICSI 498: Capstone Project in CS (3) (N)
Required Math Courses: 11 credits
Required Math Courses: 7 credits
MAT 112Y — Calculus | (4)
AMAT 112 — Calculus | (4) (SR)
OR
AMAT 118 - Honors Calculus | (4) (SR)
MAT 113Y — Calculus II (4)
Course no longer required
MAT 367 — Discrete Probability (3)
AMAT 367 — Discrete Probability (3) OR AMAT
370 — Probability and Statistics for Engineering
and the Sciences (3) (N)
Computer Science Elective Requirements: 6
credits
Two CSI Courses numbered 400-450 or 500-550
Computer Science Elective Requirements: 6
credits
Credits must be from ICSI Courses numbered 300 —
470 or specially approved by the department.
ICSI 300Z — Societal and Ethical Implications of
Computing (3) (N)
CSI 400 — Operating Systems (3)
ICSI 412 — Operating Systems (3) (Formerly
ICSI 400) (SR)
CSI 401 Numerical Methods for Digital
Computers (3)
ICSI 401 — Numerical Methods (3) (SR)
CSI 402 — Systems Programming (3)
Course Retired
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CSI 403 - Algorithms and Data Structures (3)
ICSI 403 — Design and Analysis of Algorithms
(3) (SR)
CSI 404 — Computer Organization (3)
Now Required Course (see requirements above)
CSI 407 — User Interfaces (3)
ICSI 407 — Human Computer Interaction (3)
(SR)
CSI 409 Automata and Formal Languages (3)
ICSI 409 Automata and Formal Languages (3)
CSI 410 — Database Management Systems (3)
CSI 410 — Database Systems (3) (SR)
CSI 416 — Computer Communication Networks
(3)
ICSI 416 — Computer Communication Networks
(3)
CSI 417 — Compiler Construction (3)
ICSI 417 — Compiler Construction (3)
CSI 418 — Software Engineering (3)
CSI 418 — Software Engineering (3)
CSI 421 — Discrete Mathematics with
Applications (3)
ICSI 421 - Discrete Mathematics with
Applications (3)
ICSI 422 — Computer Graphics (3) (N)
CSI 435 — Introduction to Artificial Intelligence
(3)
| CSI 435 Artificial Intelligence (3) (SR)
ICSI 424 — Computer Security (3) (N)
ICSI 426 — Cryptography (3) (N)
ICSI 431 — Data Mining (3) (N)
| CSI 432 Network Science (3) (N)
| CSI 433 Multimedia Computing (3) (N)
ICSI 436 — Machine Learning (3) (N)
ICSI 451 — Bayesian Data Analysis and Signal
Processing (3) (N)
CSI courses numbered 500-550 are not readily available
at the time of creating this document, and thus, cannot be
listed here.
CSI courses numbered 500-550 are no longer an option
for students.
c) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.
AMAT 112 — Calculus I (4)
AMAT 118 — Honors Calculus I (4) (Honors offering)
AMAT 370 — Probability and Statistics for Engineering and the Sciences
ICSI/ECE 213: Data Structures (4)
ICSI 300Z — Social, Security, and Privacy Implications of Computing (3)
ICSI 311: Principles of Programming Languages (4)
ICSI 318: Introduction to Software Engineering (4)
ICSI 333 — Programming at the Hardware Software Interface (4)
ICSI 401 — Numerical Methods (3)
ICSI 403: Design and Analysis and Algorithms (3)
ICSI 407 — Human Computer Interaction (3)
ICSI 410: Database Systems (3)
ICSI 412 — Operating Systems (3) (Formerly ICSI 400)
ICSI 422 — Computer Graphics (3)
ICSI 424 — Computer Security (3)
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ICSI 426 — Cryptography (3)
ICSI 431 — Data Mining (3)
ICSI 432 — Network Science (3)
ICSI 433 — Multimedia Computing (3)
ICSI 435 Artificial Intelligence (3)
ICSI 436 — Machine Learning (3)
ICSI 451 — Bayesian Data Analysis and Signal Processing (3)
ICSI 498: Capstone Project in CS (3)
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
The program revision includes no change in existing credit hours. Our current faculty numbers are sufficient to support
the existing credit hours and as a result, no additional resources are needed.
[Section 2.2. Other Changes
Check all that apply. Describe each proposed change and why it is proposed.
[ ] Program title
[ ] Program award
[X] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.
[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.
A change in the total number of credits in a certificate or advanced certificate program
Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.
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[Section 3. Program Schedule and Curriculum
a)
b)
For undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and
scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.
NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.
e Jt must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor's degree programs should have at least 45 credits of upper division study, with 24 in the major.
© = It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign
Languages
It must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and MTP 2013-03.
¢ Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request —with compelling justification(s).
EXAMPLE FOR ONE TERM: Undergraduate Program Schedule
Term 2: Fall 20xx
Course Number & Title Cr GER_|[LAS | Maj _|TPath New _| Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Term credit total: | 16 6 9 % 4
For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.
NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.
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SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award: Computer Science BA.
a) Indicate academic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists: ____Computer Science See Transfer Path Requirement Summary for details
d) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.
Course Number & Title Cr _|GER | LAS | Maj | TPath | New | Co/Prerequisites| | Course Number & le Cr _|GER [LAS | Maj |TPath |New | Co/Prerequisites
ICS1201 Introduction to Computer 4 4 xX x ICSI210 Discrete Structures 4 4 x xX AMAT112
Science
AMAT 112 Calculus | or 4 MA 4 xX x (SR) | Pre-Calculus at ICSI213 Data Structures 4 4 x xX (SR) | ICSI201 or ICS1200 or
AMAT 118 Honors Calculus | the H.S. or IECE 141
College Level
General Education: International 3 | OW 3 General Education: Social 3 | SS 3
Perspectives Sciences
UUNI 110: Writing and Critical Inquiry 3 BC 3 General Education: Natural 3] NS 3 xX
Science
General Education: Arts 3 | AR 3
Term credit totals: |_14 10 14 8 8 Term credit totals: | 17] 9 17 8 1
[erm 3: Fall? SSS | Term 4: Spring?
Course Number & Title Cr |GER | LAS | Maj | TPath | New | Co/Prerequisites |_| Course Number & Title Cr _|GER |LAS | Maj |TPath | New | Co/Prerequisites
ICSI311 Principles of Programming 4 xX (SR) | ICSI 210 and General Education: Foreign 3 FL 3
Languages Icsi213 Language
ICS1333 System Fundamentals 4 x (N)_ [ICsl213 General Education: Any area 3 xX 3
General Education: American History 3 AH 3 ICSI 404 Assembly x Prerequisite(s): grade of
Programming and Computer 3 C or better in | CSI 333.
Organization
General Education: Humanities 3 | HU 3 LAS Elective 3 3
Local General Education: Challenges 3 3 LAS Elective 3 3
of the 21s Century
Term credit totals: |_17 6 9 8 0 Term credit totals: | 15 6 12 0 0
Course Number & Title Cr_|GER | LAS | Maj | TPath | New | Co/Prerequisites | | Course Number & Title Cr _|GER |LAS |Maj|TPath | New | Co/Prerequisites
ICS1318 Intro to Software Engineering 4 xX (N) |ICSI311 ICSI Elective (300+) (2 of 2) 3 x
(N)
LAS Elective 3 3 AMAT367 Discrete Probability 3 3 x 370._| For AMAT 367 - A MAT
Or New | 113 or 119, plus 6 credits
AMAT370 Probability and at the 200 or higher level
Statistics for Engineering and in either mathematics or
the Sciences computer science. FAor
AMAT 370 - MAT 367 or
CSI 210.
LAS Elective 3. 3 LAS Upper Division Elective 3 3
ICSI Elective (300+) (1 of 2) 3 xX Introductory LAS Upper Division Elective 3 3
computer
science course
LAS Upper Division Elective 3 0 3 LAS Elective 3 0 3
] ]
Term credit totals: | _ 16 9: 7 0 Term credit totals: | 15 | 0 12 G 0
Course Number & Title Cr |GER r Co/Prerequisites |_| Course Number & Title Cr_|GER [LAS |Maj|TPath |New _|Co/Prerequisites
LAS Upper Division Elective 3 ICS1498 Capstone Project in 3 x (N) |ICSI318
Computer Science
LAS Upper Division Elective 3 3 LAS Upper Division Elective 3 3
LAS Elective 3 3 LAS Upper Division Elective 3 3
Free Elective 3 LAS Elective 3 3
Free Elective 3
Term credit totals: |_ 15 0 9 3 3 Term credit totals: | 12 0 9 3 0
Total
Credits: 121
Program Totals (in credits):
Upper
Division: 45
Upper Division Number of SUNY GER Categories:
Major: 24 [9
KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS:
Courses (Enter credits) New: new course (Enter X) Co/Prerequisite(s): list co/prerequisite(s) for the noted course
Abbreviations:
Wester Civilization (WC)
Upper Diy
edits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
jon: Courses intended primarily for juniors and seniors SUNY GER Category
American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award:
a) Indicate academic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
¢) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course.
Term 1: Term 2:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits | New | Co/Prerequisites
Term credit total: Po Term credit total: Po
Term 3: Term 4:
Course Number & Title Credits _| New | Co/Prerequisites Course Number & Title New | Co/Prerequisites
Term credit total: Po Term credit total: Po
Term 5: Term 6:
Course Number & Title Credits _| New | Co/Prerequisites Course Number & Title Credits | New | Co/Prerequisites
Term credit total: Po Term credit total Po
Term 7: Term 8:
Course Number & Title Credits New | Co/Prerequisites Course Number & Title Credits | New | Co/Prerequisites)
Potal Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if
Credits: applicable:
New: X if new course
Prerequisite(s): list prerequisite(s) for the listed courses
[Section 4. SUNY Faculty Table ]
a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member
(a) (b) ©) (d) (e) 0)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
PART, Full-Time Faculty eee SS SS
Dr. Jackson De Marques de Carvalho, 100 ICS1404: Computer PhD, University of Western | Computer Science
Professor of Practice Organization; Ontario
ICSI412: Operating
Systems.
Qi Wang, Lecturer 100 ICSI 201: MS, California State Computer Science ACM Reviewer
Introduction to University at Northridge,
Computer Science; California
ICSI 210: Discrete
Structures; ICSI213:
Data Structures
Dr. Mariya Zheleva, Assistant Professor 100 ICSI416: Computer PhD, University of Computer Science IEEE Reviewer
Communication California Santa Barbara
Networks
Dr. Mei-Hwa Chen, Associate Professor 100 ICSI3 18: PhD, Purdue University Computer Science IEEE Reviewer
Introduction to
Software
Engineering;
ICSI418Y: Software
Engineering
Dr. Vladimir Kuperman, Professor of 100 ICSI300Z: Societal PhD, Moscow Mendeleyev | Computer Science
Practice and Ethical University of Chemical
Implications of Technology
Computing; ICSI
311: Principles of
Programming
Languages; ICSI403:
10
(a) (b) ©). (d) (e) 0)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
Design and Analysis
of Algorithms
Dr. Pradeep Atrey, Associate Professor, 100 ICSI498: Capstone PhD, National University of | Computer Science IEEE, ACM Editor
(Program Director) Project in Computer | Singapore
Science; ICSI426:
Cryptography;
ICS1433: Theory and
Practice of
Multimedia
Computing;
1CS1407: Human
Computer Interaction
Dr. Jeong-Hyon Hwang, Associate 100 ICSI410: Database PhD, Brown University Computer Science ACM Editor
Professor Systems;
ICS1422:Computer
Graphics
Dr. Amirreza Masoumzadeh-Tork, 100 ICSI333: System PhD, University of Information Science
Assistant Professor Fundamentals; Pittsburgh
ICS1424: Computer
Security
Dr. Abram Magner, Assistant Professor 100 ICSI401: Numerical PhD, Purdue University Computer Science
Methods
Dr. Petko Bogdanov, Assistant Professor 100 ICSI403: Design and | PhD, University of Computer Science
Analysis Algorithms; | California, Santa Barbara
ICSI431: Data
Minin;
Dr. Ming-Ching Chang, Assistant 100 ICSI435: Artificial PhD, Brown University Engineering
Professor Intelligence; Man/Machine Systems
1CS1436: Machine
Learnin;
Dr. Keith Earle, Associate Professor and 25 ICSI451: Bayesian PhD, Cornell University Experimental Physics
Chair of Physics Department Data Analysis and
Signal Processin;
Dr. Chelmis Charalampos, Assistant 100 ICS1432: Network PhD, University of Computer Science
Professor Science Southern California, Viterbi
School of Engineering
Dr. Steven Plotnick, Associate Professor 25 AMAT118 Honors PhD, University of Mathematics
Calculus Michigan
Dr. Martin Hildebrand, Professor 25 AMAT367: Discrete | PhD, Harvard University Mathematics
Probability
11
(a) (b) ©). (d) (e) 0)
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
Dr. Jesse Corradino, Lecturer 25 AMAT370: PhD, University at Albany, | Mathematics
Probability and SUNY
Statistics for
Engineering and the
Sciences
Dr. Siwei Lyu, Associate Professor 100 ICSI 300Z: Societal Ph.D. Dartmouth College Computer Science
and Ethical
Implications of
Computing,
ICSI 436: Machine
Learnin;
Dr. Andrew Hurd, Professor of Practice 100 ICSI 311: Principles | Ph.D., University at Information Sciences
of Programming Albany, SUNY
Languages,
ICSI 403: Design
and Analysis of
Algorithms
Dr. Amiya Bhattacharya, Professor of 100 ICSI 433: Computer | Ph.D., University of Texas | Computer Science &
Practice Graphics at Arlington Engineering
PART 2. Part-Time Faculty
Dr. Adam Schultze, Adjunct Faculty 25 AMAT 112: PhD, University at Albany Mathematics
Calculus I
Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)
12
Distance Education Format Proposal
For A Proposed or Registered Program
Form 4
Version 2014-11-17
When a new or existing program is designed for a distance education format, a campus Chief Executive Officer or Chief
Academic Officer should submit a signed cover letter and this completed form to the SUNY Provost at
program.review@ suny.edu. According to MSCHE, the 50% standard includes only courses offered in their entirety via
distance education, not courses utilizing mixed delivery methods. Also, MSCHE requires that the first two programs for
which 50% or more is offered through distance education be submitted for Commission review and prior approval of a
substantive change.
e All campuses must complete the following sections: Sections 1 - 3, and Part B: Program Specific Issues.
e Part A must be completed if the proposing campus has not previously submitted this form with a completed Part A:
Institution-wide Issues, or has made significant changes to its institution-wide distance education operations since
last completing Part A. This applies even if the institution has programs registered to be delivered at a distance.
Section 1. General Information
a) Institution’s 6-digit SED Code: | 210500
Institutional oy mae
Taformation Institution’s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) Program Title: | Computer Science
Registered or
Proposed Program SED Program Code | 86075
Award(s) (e.g., A.A., B.S.):|B.A.
Number of Required Credits: | Minimum [ 120] If tracks or options, largest minimum [
120]
HEGIS Code: | 0701
CIP 2010 Code: | 11.0701
©) Name and title: Billie Bennett Franchini Ph.D., Director of the Institute for Teaching, Learning, and
Distance Academic Leadership and Interim Director of Online Teaching and Leaming
Education C ontact
Telephone: (518) 442-4850 E-mail: bfranchini@ albany.edu
d) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic | Program. E-signatures are acceptable.
Officer Approval | Name and title: Carol Kim, Ph.D., Senior Vice Provost for Academic A ffairs & Provost
CU
Signature and date: : 4/8/2022
If the program will be registered jointly! with one or more other institutions, provide the
following information for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of this
proposal):
"If the partner institution is non-degree-granting, see SED's CEO Memo 94-04
[Section 2: Enrollment
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 7 2 9 8
2 17 4 21 19
3 27 6 32 30
4 37 8 45 41
5 47 10 57 52
[Section 3: Program Information
a) Term length (in weeks) for the distance program: 15 weeks, equivalent to our traditional semester.
b) Is this the same as term length for classroom program? [ ]No [X ] Yes
c) How much "instructional time" is required per week per credit for a distance course in this program? (Do not
include time spent on activities that would be done outside "class time," such as research, writing assignments, or
chatrooms.) NOTE: See SUNY policy on credit/contact hours and SED guidance.
55 minutes per credit hour for lectures and 120 minutes per credit hour for labs
d) What proportion or percentage of the program will be offered in Distance Education format? Will students be
able to complete 100 percent of the program online? If not, what proportion will be able to be completed online?
50% of the program will be able to be completed online, or 22 credits.
e) Whatis the maximum number of students who would be enrolled in an online course section?
45 students
Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form. SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant changes, such
as a new platform.
[Part A.1. Organizational Commitment
a) Describe your institution’s planning process for Distance Education, including how the need for distance access
was identified, the nature and size of the intended audiences, and the provisions for serving those audiences,
including how each student’s identity will be verified.
b) Describe your institution’s resources for distance learning programs and its student and technical support services
to ensure their effectiveness. W hat course management system does your institution use?
c) Describe how the institution trains faculty and supports them in developing and teaching online courses, including
the pedagogical and communication strategies to function effectively. Describe the qualifications of those who
train and/or assist faculty, or are otherwise responsible for online education.
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d) If your institution uses courses or academic support services from another provider, describe the process used
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college credit
and a degree or certificate.
e) Does your institution have a clear policy on ownership of course materials developed for its distance education
courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’s statement on
copyright and faculty ownership of instructional content, and/or faculty contract provisions.
[Part A.2. Learner Support
a) Describe how your institution provides distance students with clear information on:
Program completion requirements
The nature of the learning experience
Any specific student background, knowledge, or technical skills needed
Expectations of student participation and learning
The nature of interactions among faculty and students in the courses.
Any technical equipment or software required or recommended.
b) Describe how your institution provides distance learners with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?
c) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.
d) What orientation opportunities and resources are available for students of distance leaning?
Part B: Program-Specific Issues: Submit Part B for each new request to add Distance Education Format to a proposed
or registered program.
[ Part B.1. Learning Design
a) How does your institution ensure that the same academic standards and requirements are applied to the program
on campus and through distance learning? If the curriculum in the Distance Education program differs from that
of the on-ground program, please identify the differences.
The Computer Science Department ensures this through regular faculty meetings, collaboration with the
university's Institute for Teaching, Learning and Academic Leadership, and the review of student feedback in the
form of general surveys or official evaluation reports completed at the end of each semester. There are no
differences in curriculum between the on-ground in the classroom program and the distance education program.
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
Yes, these courses are offered in a sequence that follows our pre-requisite/co-requisite schedule. The aim of our
programs, regardless of modality, is to offer coursework with a frequency that does not hinder a student's
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momentum towards degree completion. The department works with academic advisors and the Registrar's office
to facilitate this.
c) How do faculty and others ensure that the technological tools used in the program are appropriate for the content
and intended learning outcomes?
The distance learning that occurred during the height of the pandemic has prepared the department to enable
student success in a variety of modalities. Faculty were surveyed on the tools needed to facilitate a successful
transition to synchronous learning and the department worked with our Information Technology Services team
and other university units to provide requested the hardware and software. The university classrooms are
equipped to broadcast lessons simultaneously to students both in-person and at a distance.
d) How does the program provide for appropriate and flexible interaction between faculty and students, and among
students?
Faculty members and Teaching Assistants that instruct at a distance are required to hold virtual office hours.
Students registered for a hybrid course (defined as a course offered both in-person and online) may also attend
in-person office hours if they would prefer, and our advisors can meet with students both in-person or virtually.
Department administration can facilitate interactions both in-person and virtually.
e) How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who participates in and completes the course or program and receives the academic
credit?
The University at Albany utilizes two layers of authorization and authentication for students who participate in
online learning. Students are required to establish an account and to log in to the University password protected
domain using the NETID protocol and must also log into the BLS Learning Management System using their
university credentials. Blackboard also uses Safe Assign as a tool to monitor the completion of certain tasks
within the LMS environment.
[Part B.2. Outcomes and Assessment
a) Distance learning programs are expected to produce the same learning outcomes as comparable classroom-based
programs. How are these learning outcomes identified — in terms of knowledge, skills, or credentials — in course
and program materials?
Program Educational Objectives were created by program constituents and our faculty, regardless of program
modality. These learning objectives are reviewed every six years with the primary goal of determining if these
outcomes, when achieved, meet the needs of the constituencies. Our Undergraduate Curriculum Committee
initiates the review process and modifies the Program Educational Objectives (learning objectives) as necessary
before presenting to faculty for discussion. An external College of Engineering and Applied Sciences Resource
and Advisory Council also provide feedback on Program Educational Objectives.
Each course’s learning objectives are reviewed regularly to ensure they are correctly adding to the Program
Educational Objectives as appropriate to the course’s topic and rigor level. Learning Outcomes will be within
each course's syllabus which will be posted within the course's Blackboard site. Students will be able to view
and print the syllabus throughout the semester.
b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.
Student Outcomes are assessed directly via a set of Performance Indicators. These Performance Indicators serve
to operationalize our Student Outcomes. Each Student Outcome is linked with 2 to 3 Performance Indicators.
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Performance Indicators are measured via a variety of assessments tools including exams, papers, assignments,
and group projects.
[Part B.3. Program Evaluation
a) What process is in place to monitor and evaluate the effectiveness of this particular distance education program
on a regular basis?
The effectiveness of our program is determined by a combination of student satisfaction surveys, an industry-led
advisory board, and the rate at which students successfully attain Student Outcomes.
b) How will the evaluation results will be used for continuous program improvement?
The department utilizes an improvement plan that consists of both short-term (1-year) and long-term (3-year)
feedback cycles. Please see the below chart for more information.
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Continuous Improvement Cycle
Long Term Cycle - 3 Years
Assess Program Educational Objectives
Identify Strengths and Weaknesses
Set Performance Goals and Metrics
Create a Long Term Plan
Short Term Cycle - Yearly
ent by Faculty
Monitor Student Performance
Design Assessment Tools using Student
Outcomes
Measure Outcomes using PI
Suggest Changes to Course
Assess Individual Programs
Develop Annual Implementation
Plans
Assessment
Tools
Advisory
Committee
Feedback
Individual
Course
Assesments
©) How will the evaluation process assure that the program results in learning outcomes appropriate to the rigor
and breadth of the college degree or certificate awarded?
Our Undergraduate Curriculum Committee convenes once a semester to review student achievement in relation
to Student Outcomes. Adjustments to curriculum and assessments are made based on student performance. This
comprehensive assessment, along with our collaboration with an external advisory board consisting of industry
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professionals, assures that our learning outcomes are appropriate to the rigor and breadth the Bachelor of Arts
in Computer Science requires.
[Part B.4. Students Residing Outside New York State
SUNY programs must comply with all “‘authorization to operate" regulations that are in place in other U.S. states where
the institution has enrolled students or is otherwise active, based on each state’s definitions.
a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance education
course in this program while residing in their home state?
Distance learning students will be flagged in our integrated administrative system. This will allow regular
querying so that we can identify any out of state students who participate from their home state. The University is
a member of the National Council for State Authorization Reciprocity Agreement (NC-SARA). This is a voluntary
agreement among member states and U.S. territories that establishes comparable national standards for
interstate offering of postsecondary distance-education courses and programs. As a member institution, the
University is approved to offer distance education courses to students outside of New York.
b) Federal regulations require institutions delivering courses by distance education to provide students or prospective
students with contact information for filing complaints with the state approval or licensing entity in the student’s
state of residency and any other relevant state official or agency that would appropriately handle a student's
complaint. What is the URL on your institution’s website where contact information for filing complaints for
students in this program is posted?
https://www.albany.edu/online/non-nys-residents.php
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