the engagement of real-world problems, solicited from local, regional and statewide businesses directly contributes to innovation, economic and cultural support of Oregon. Manner in which the program meets regional or statewide needs and enhances the state’s capacity to: improve educational attainment in the region and respond effectively to social, economic, and environmental challenges and opportunities; and address civic and cultural demands of citizenship. Central Oregon is an education desert or a where students have few “community postsecondary options from which they can choose.” Nationally, students travel less than 50 miles to attend a 4-year public university (Figure 2). OSU-Cascades is a critical player in the social and economic development of Central Oregon and cannot serve the needs of the students and employers of the region without further expansion of academic programs and degrees. In addition, Central Oregon Community College’s role cannot be understated in Central Oregon, where over 86% of all students in higher education are enrolled. The Software Engineering program capitalizes on the lower division preparation provided by COCC to remote communities to recruit diverse students. By working in partnership with COCC, we have created a pathway to the undergraduate degree that can be started at either institution. Figure 2: zip code that a child is born into oftentimes determines their life chances.” (Hillman & “The Weichman, 2016) Accreditation Accrediting body or professional society that has established standards in the area in the program lies, if applicable. The Accreditation Board for Engineering and Technology (ABET) provides accreditation to engineering programs in the United States. The Computing Sciences Accreditation Board (CSAB) leads the ABET Engineering Accreditation Commission. Members include the Association of Computing Machinery (ACM) and the Institute of Electrical and Electronics Engineers (IEEE). Ability of the program to meet professional accreditation standards. If the program does not or cannot meet standards, the proposal should identify the area(s) in which it is deficient and indicate steps needed to qualify the program for accreditation and date by which it would be expected to be fully accredited. The Software Engineering program outcomes and quality assessment (Section 5) specifically include the outcomes and standards set forth by the Criteria for Accrediting Engineering Programs (ABET, 2017b). The courses and course learning outcomes cover the “breadth and depth of engineering and computer science topics” in the Program Criteria for Software
the engagement of real-world problems, solicited from local, regional and statewide businesses directly contributes to innovation, economic and cultural support of Oregon. Manner in which the program meets regional or statewide needs and enhances the state’s capacity to: improve educational attainment in the region and respond effectively to social, economic, and environmental challenges and opportunities; and address civic and cultural demands of citizenship. Central Oregon is an education desert or a “community where students have few postsecondary options from which they can choose.” Nationally, students travel less than 50 miles to attend a 4-year public university (Figure 2). OSU-Cascades is a critical player in the social and economic development of Central Oregon and cannot serve the needs of the students and employers of the region without further expansion of academic programs and degrees. In addition, Central Oregon Community College’s role cannot be understated in Central Oregon, where over 86% of all students in higher education are enrolled. The Software Engineering program capitalizes on the lower division preparation provided by COCC to remote communities to recruit diverse students. By working in partnership with COCC, we have created a pathway to the undergraduate degree that can be started at either institution. Figure 2: “The zip code that a child is born into oftentimes determines their life chances.” (Hillman & Weichman, 2016) Accreditation Accrediting body or professional society that has established standards in the area in the program lies, if applicable. The Accreditation Board for Engineering and Technology (ABET) provides accreditation to engineering programs in the United States. The Computing Sciences Accreditation Board (CSAB) leads the ABET Engineering Accreditation Commission. Members include the Association of Computing Machinery (ACM) and the Institute of Electrical and Electronics Engineers (IEEE). Ability of the program to meet professional accreditation standards. If the program does not or cannot meet standards, the proposal should identify the area(s) in which it is deficient and indicate steps needed to qualify the program for accreditation and date by which it would be expected to be fully accredited. The Software Engineering program outcomes and quality assessment (Section 5) specifically include the outcomes and standards set forth by the Criteria for Accrediting Engineering Programs (ABET, 2017b). The courses and course learning outcomes cover the “breadth and depth of engineering and computer science topics” in the Program Criteria for Software