CS5_1
| Question | Extremely well | Moderately | Neutral | Slightly | Not at all | Total |
|---|---|---|---|---|---|---|
| Prepared me to meet my career goals | 26.5% (13) | 36.7% (18) | 16.3% (8) | 14.3% (7) | 6.1% (3) | 100.0% (49) |
| Provided sufficient laboratories | 36.7% (18) | 32.7% (16) | 20.4% (10) | 10.2% (5) | 0.0% (0) | 100.0% (49) |
| Provided collaborative workspace | 34.7% (17) | 38.8% (19) | 16.3% (8) | 8.2% (4) | 2.0% (1) | 100.0% (49) |
| Provided computing resources to support your coursework | 49.0% (24) | 26.5% (13) | 18.4% (9) | 6.1% (3) | 0.0% (0) | 100.0% (49) |
| Provided a more thorough understanding of the systems components of the CS program through the labs for CS120, CS220, CS 320, and CS 350. | 52.1% (25) | 31.2% (15) | 12.5% (6) | 4.2% (2) | 0.0% (0) | 100.0% (48) |
| Provided a more thorough understanding of the design and implementation of software in the CS program through the labs for CS140, CS240, CS375 (with the option of CS 110). | 46.9% (23) | 34.7% (17) | 10.2% (5) | 6.1% (3) | 2.0% (1) | 100.0% (49) |
| Provided timely guidance and advice about the program’s requirements offered via DegreeWorks and collaboration with Watson and faculty advising? | 42.9% (21) | 28.6% (14) | 16.3% (8) | 10.2% (5) | 2.0% (1) | 100.0% (49) |
CS5_2
| Open Text Response |
|---|
| Watson Advising my beloveds <3 |
| na |
| Binghamton’s program focuses too much on hardware and architecture that it’s borderline Computer Engineering. I think CS 320 is NOT a course that EVERY CS student should take and should be offered as an elective for CS students. I think teaching computer architecture is important but I think Binghamton emphasizes it too much. I also think Watson/CS dept should encourage students to take CS 240/310 and CS 375 as EARLY as possible as these courses teach data structures & algorithms – the main topics that interviews for internships test for. I think 375 should be numbered something like 315 to emphasize that it comes directly after 240/310 in terms of topics covered. The ‘recommended coursework per semester’ document should have students complete both 240/310 and 375 by fall semester of junior year the LATEST, since applications for internships for after junior year close by December of that school year. On another class, CS 373, I really don’t know why this is a requirement, again I think it should be an elective. I think some of the more broad ideas (how to determine if a program will terminate or not) can be required for a CS degree, but DFA and Turing machines are useless for most Software Engineering jobs… |
| I am thankful for the newsletter for giving me the opportunity to find a diversity internship and land me my job |
CS5_3
| Open Text Response |
|---|
| no |
| I think having an optional “capstone project” course would be highly beneficial to students. We spend a lot of time learning theory and doing highly specific projects (that often professors provide starter code for), that students don’t know how to approach a project or task from scratch. I think having a course to encourage independence and producing a project or program from scratch would be very useful, especially if students work in teams. Again, students mostly work on their own for coursework because how else would you assign them a letter grade? But in the real world almost everyone works on teams now, and work in Agile sprints. Having a course that emulates this environment would better prepare students for the workforce. |
| In-depth web development with specifically mostly HTML, JS, CSS, and React or Ruby. Nearly all students (including myself) were extremely disappointed with the content in CS 444 taught by Zerksis Umrigar. |
| We should have specialization tracks for the major for example AI track, Cyber Security track, etc. Helps us narrow down our electives and specialization. |
| Definitely should have a heavy focus on Artificial Intelligence and Cybersecurity. Many companies are focused on those |
| More modern languages in the electives. Especially up and coming languages such as go, rust and zip |
| More web dev. One class isnt enough |
| more undergraduate electives in AI/ML and Cybersecurity would be nice, or more specific subfield electives |
CS5_4
| Response | Frequency |
|---|---|
| If yes- why would you have taken different CS electives than what you chose? | 15 |
| No | 26 |
CS5_4 (Yes responses)
| Open Text Response |
|---|
| Some content seemed irrelevant to post-grad careers |
| Want more HDL or FPGA-based language experience |
| Depends |
| mine are boring |
| Didn’t realize 442 double counted for A/B so would not have taken 432 since it’s a terrible class taught by a terrible professor |
| Did not really enjoy intro to machine learning |
| web development doesn’t teach job relevant information to be honest |
| One of the ones I took was ridiculously hard and the other the professor was horrible |
| CS 460 (Computer Graphics) - This is an awesome topic and super cool to learn, but the professor (Lijun) just sucks man… He’s a smart guy and really good at his research but not a good professor/teacher. NOT ALL RESEARCHERS ARE TEACHERS… please don’t force them to teach… I actually really like computer graphics, but this course is one of those that make me hate the topic more than if I just taught the topic myself online… Like its so bad it kills any inspiration or spark of interest. Please just have someone else teach it |
| I would not have taken CS 444 if I knew what the content would be specifically. |
| I would’ve taken systems design instead of design patterns, rust is very interesting. |
| Machine Learning- so different from our normal computer science classes that it felt new and way more challenging. Should essentially be considered a math class instead of CS |
| I’m not really interested in data mining |
| Systems Programming, advanced OOP, high performance computing |
| Graduate versions of courses for 4+1 |
CS5_5
| Open Text Response |
|---|
| No |
| I was in the IASA stream of FRI where I conducted research to develop a virtual robot that can play the game Mahjong using real time image recognition and simple game strategy. |
| FRI IASA stream, we studied facial mimicry |
| FRI/post-FRI research: deepfake detection |
| yes |
| no |
| Yes, FRI |
| I was in FRI but I dropped it after my freshman year. |
| got to learn a lot about researching and machine learning plus robotics |
| No |
| I took FRI, part of the IASA track (Image & Acoustic Signals Analysis). I guess it was cool, but also made me realize that research is NOT for me. I don’t remember learning anything from those 3 courses that I still use to this day… It’s a cool idea but for freshmen, no. Also the professor (Umur) assigns crazy projects that are like unreasonable for freshmen?? I hope by now he’s gotten a better understanding of the types of homeworks freshmen can handle. In terms of the actual “research”, no, it wasn’t research, I was just re-creating some papers I found online and SUPER poorly. Creating a machine learning model sounds cool and all, but I was a freshman, you can’t expect freshmen to understand machine learning and all of the math/statistics behind it… |
| No |
| No |
| N/A |
Q209
| Question | Extremely well | Moderately well | Neutral | Slightly well | Not well at all | Total |
|---|---|---|---|---|---|---|
| Use your technical CS background to become successful in your profession? | 37.0% (17) | 26.1% (12) | 21.7% (10) | 13.0% (6) | 2.2% (1) | 100.0% (46) |
| Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles? | 38.6% (17) | 34.1% (15) | 15.9% (7) | 4.5% (2) | 6.8% (3) | 100.0% (44) |
| Apply computer science theory to produce computing-based solutions to problems? | 43.2% (19) | 29.5% (13) | 15.9% (7) | 11.4% (5) | 0.0% (0) | 100.0% (44) |
| Apply software development fundamentals to produce computing-based solutions to problems? | 40.9% (18) | 31.8% (14) | 13.6% (6) | 13.6% (6) | 0.0% (0) | 100.0% (44) |
| Use your problem solving ability to become successful in your profession? | 48.9% (22) | 20.0% (9) | 20.0% (9) | 11.1% (5) | 0.0% (0) | 100.0% (45) |
| Use your skills in software or systems development to become successful in your profession? | 41.3% (19) | 26.1% (12) | 17.4% (8) | 13.0% (6) | 2.2% (1) | 100.0% (46) |
| Work well in teams? | 42.2% (19) | 28.9% (13) | 15.6% (7) | 4.4% (2) | 8.9% (4) | 100.0% (45) |
| Communicate effectively in a variety of professional contexts? | 43.5% (20) | 28.3% (13) | 13.0% (6) | 13.0% (6) | 2.2% (1) | 100.0% (46) |
| Meet the social and ethical responsibilities of your profession? | 38.6% (17) | 25.0% (11) | 20.5% (9) | 9.1% (4) | 6.8% (3) | 100.0% (44) |
| Engage in life-long learning relevant to your profession, either through graduate school or professional training? | 46.7% (21) | 22.2% (10) | 17.8% (8) | 6.7% (3) | 6.7% (3) | 100.0% (45) |
| Analyze a complex computing problem, and apply principles of computing and other relevant disciplines to identify solutions? | 43.2% (19) | 25.0% (11) | 22.7% (10) | 9.1% (4) | 0.0% (0) | 100.0% (44) |
| Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements? | 45.5% (20) | 29.5% (13) | 15.9% (7) | 9.1% (4) | 0.0% (0) | 100.0% (44) |