Download Computer and Information Systems Instructional Planning Report Spring 2011 Table of Contents

Computer and Information Systems
Instructional Planning Report
Spring 2011
Table of Contents
Instructional Planning Narrative Report
I.
Background, Evaluation and Analysis ................................. 1
A. Program Description .................................................................. 1
B. Relationships.......................................................................... 1–2
C. Cost ............................................................................................ 2
D. Student Learning Outcomes................................................... 3–4
E. Student Success .................................................................... 4–5
F. Results of Student Surveys ........................................................ 6
G. Analysis of External Data Research ....................................... 6–8
H. Curriculum Review ..................................................................... 8
II.
New Directions ...................................................................... 9
III.
Program Goals and Recommendations .......................... 9–13
Program Planning Goals ........................................................................14
IV.
Required Attachments ......................................................... 15
SLO Assessment Analysis Forms..................................................... 16–41
Assessment Plan .............................................................................. 42–47
CIS Catalog Pages of Program and Course Lists ...................................48
Eight pages from Cabrillo College 2010–2011 Catalog
Course Outline and Prerequisite Review Process ............................ 49–50
Instructional Planning Coversheet ..........................................................51
CIS Instructional Plan
02/11
COMPUTER AND INFORMATION SYSTEMS DEPARTMENT
INSTRUCTIONAL PLANNING REPORT
Spring 2011
I. Background, Evaluation, & Analysis
A. Program Descriptions
Currently the Computer and Information Systems (CIS) department includes two major
programs with multiple areas of focus.
Computer Networking and System Administration Program
Computer Networking and System Administration (CNSA) is an occupational program that
prepares students to work in the Information Technology (IT) industry in general, and more
specifically in computer networking and system administration. Courses include the underlying
networking concepts and theory, administration of network infrastructure including the Cisco
Systems CCNA/CCNP courses, system and network administration using Unix/Linux and
Microsoft operating systems, network security, network management, virtualization, and
emerging technologies.
The program provides the following:
An A.S. degree (including courses that transfer to four-year universities for those students
pursuing a bachelor degree)
A Certificate of Achievement
Four Skills Certificates: Cisco Certified Network Associate (CCNA), Cisco Certified
Network Professional (CCNP), Microsoft System Administration (MCP1), UNIX/Linux
System Administration
Computer Support Specialist Program
Computer Support Specialist Program (CSS) is an occupational program designed to prepare
students for employment in computer and information technology. Courses include installation
and configuration of software and hardware, computer security, technical support, and
networking concepts and theory.
The program provides the following:
An A.S. Degree
A Certificate of Achievement in Computer Support Specialist Fundamentals
Skills Certificates in A+ Preparation, Computer Support Technician 1
B. Relationships
Department collaboration with engineering (ENGR), engineering technology (ETECH), physics
(PHYS), MESA, and computer science (CS) has facilitated the intention to move from our
current classrooms and offices (trailers purchased with CIS grant funds) to a shared facility (800
bldg) on upper campus. Students from the departments listed are also students in our Computer
and Information Systems (CIS) courses. Creating the shared facility will provide more support
for all students, and will provide better proximity to classrooms, labs, and faculty.
1
Microsoft Certified Professional
Susan M Nerton, Program Chair
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CIS Instructional Plan
02/11
The CIS department is currently participating in two NSF grants: MBANEC (Monterey Bay
Advanced Networking Education Consortium) administered through CSUMB–Gerlinde Brady is
our department contact, and MPICT (Mid-Pacific Information and Communication
Technologies)2 administered through the City College of San Francisco–Rick Graziani is our
department contact. The MBRACE3 project at CSUMB (part of MBANEC) has provided our
CIS students with internship opportunities.
CIS community connections include our industry advisory committee internship opportunities
provided by our industry partners, Plantronics, ScratchSpace, Catbird4, and Cruzio5.
All faculty members participate on major college committees6, participate and present during
flex weeks, attend industry advisory committee meetings, professional meetings and training
seminars, and maintain memberships in professional societies. You’ll often see them during
summer and winter breaks working in the Network and Systems Technology Lab readying it for
the subsequent semester.
C. Cost
Figure 1 compares the program's load (WSCH/FTEF) to the college average. The CIS load is
consistently above the average college load.
900.00
800.00
Program Efficiency (Load)
700.00
600.00
500.00
400.00
300.00
200.00
100.00
0.00
2004/05
2005/06
2006/07
2007/08
2008/09
CIS Load
623.46
656.66
666.84
736.14
873.58
College Load
542.06
532.03
505.03
524.08
609.81
Figure 1
2
http://www.mpict.org/
http://news.csumb.edu/mbits
4
http://www2.catbird.com/
5
http://www.cruzio.com/
6
Faculty Senate, Curriculum, Distance Learning, IT Tech, Facilities, Sabbatical Leave, CTE, High School
Articulation, and Council for Instructional Planning.
3
Susan M Nerton, Program Chair
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CIS Instructional Plan
02/11
Figure 2 percentages compares the program's cost effectiveness (income based on FTES vs. cost
based on Base Expenditures). As you can see the CIS program is cost effective, producing more
income than it cost over the five-year period.
1.800%
1.600%
1.400%
1.200%
1.000%
0.800%
0.600%
0.400%
0.200%
0.000%
Income vs Cost (%)
2004/05
2005/06
2006/07
2007/08
2008/09
CIS Cost- % BE
1.171%
0.958%
0.998%
0.876%
0.595%
CIS Income % FTES
1.555%
1.320%
1.095%
1.080%
1.030%
Figure 2
D. Student Learning Outcomes
CIS faculty has engaged in informal conversations with Math, English, Library and
Communications department faculty regarding information literacy and the appropriateness of
the courses we require for our certificates and degrees. Written, verbal, and computational
competence is critical to technological careers; this is entirely supported by our industry
advisors. The skill sets necessary are covered well for our students in the courses presently
offered. Those courses include MATH 154, 152, ENGL 100, 1A, COMM 2, 10, LIBR 10. We
are particularly interested in introducing our new students to the new LIBR 100 course that will
be offered spring 2011. At this time we do not see a need for creating custom literacy courses
for our CIS students.
Computer and Information Systems and Cabrillo College Core Competencies
The thirty-nine (down from fifty) courses within the computer and information systems
curriculum address the four college core competencies of Communication (1), Thinking
Critically and Information Competency (2), Global Awareness (3) and Personal Responsibility &
Professional Development (4). Narrowly defined, our curriculum is steeped in critical thinking
and information competency; hardware troubleshooting, virtualization, system administration
and networking at all levels which require problem solving, research, analysis, and computation.
Our courses, however, also require communication skills (reading, writing, listening, and
speaking) necessary in team-based assignments, project presentations, and project
documentation. Software and hardware are global markets; technology is having a world wide
impact on economics and societies. Issues related to product development, outsourcing both
domestic and abroad, and the health of particular markets are integrated into assignments and
lectures. In terms of personal responsibility and professional development, students practice
workplace skills and self-management as they meet assignment deadlines, plan for projects
lasting several weeks, and meet course academic and behavioral expectations.
Susan M Nerton, Program Chair
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CIS Instructional Plan
02/11
In each course, students receive a detailed syllabus that outlines the learner outcomes for the
semester. Course assessments are based on the learner outcomes. This information is provided in
electronic format as part of a detailed instructor-built, class website. During spring semester
2004, faculty participated in the college Pilot Assessment Project. Faculty employed existing
grading rubrics applied to performance-based assessments in the form of exam essay questions
as a starting place. Results of the rubrics were recorded and analyzed with the purpose of
improving student performance. These results also helped identify specific student learner
outcomes which were added to CIS courses. SLO assessment tools now include a range of inclass activities: surveys, team and individual activities, presentations, lab lessons, and
configuration logs. Each year from fall 2004 through fall 2010, student learner outcomes have
been created/modified for all CIS courses based upon the analysis of student performance-based
assessments. These assessments along with the original objectives specified for each course led
to the present student learner outcomes for our courses. The assessment plan which we present in
this report maps our efforts in the future to reassess these SLOs and determine whether they are
being met, and whether they are still relevant. CIS is a dynamic field; we expect change and
want our expectations to match the student/industry needs.
Over the past four semesters most faculty members of the Computer and Information Systems
Department have incorporated Blackboard, a course management system, into their existing
courses. This provides students with a confidential, secure location to participate in online
discussions with class members and with the instructor, view assignment grades/scores, submit
assignments, and take practice and real quizzes: all that’s needed is a computer with an Internet
connection.
E. Student Success
Figure 3 percentages shows the Computer and Information Systems program had a success rate
above the average success rate for the college from fall 2004 through spring 2009. The year
2007–2008 punctuates the number of laid-off technical workers who returned to Cabrillo CIS
courses to update skills and return to the workforce.
80.00%
Student Success Rate
75.00%
70.00%
65.00%
60.00%
55.00%
50.00%
2004/05
2005/06
2006/07
2007/08
2008/09
CIS Success
73.15%
71.70%
68.71%
75.00%
71.25%
College Success
68.73%
67.54%
66.69%
67.55%
68.65%
Figure 3
Susan M Nerton, Program Chair
4
CIS Instructional Plan
02/11
Student success measures employed by CIS faculty include extended virtual office hours,
detailed websites, textbook online help, hands-on class activities, practice exams, and regularly
scheduled lab hours held in the Networking Lab. All classes are taught in multimedia
classrooms, taking full advantage of computers and computer projection systems. The NAS
division supports the networking lab with 19.5 hours/week of student hourly assistance, six
teaching units (14.4 hours per week) per semester for faculty lab assistance, and the IT
department (CTC) provides 19.5/week hours of student hourly help.
Figure 4 compares the program's annual percentages for student retention to the college average.
The CIS retention rate has been above the college average rate for four of five years.
90.00%
Student Retention Rate
85.00%
80.00%
75.00%
70.00%
65.00%
60.00%
55.00%
50.00%
2004/05
2005/06
2006/07
2007/08
2008/09
CIS Retention
84.80%
84.35%
84.20%
85.20%
83.45%
College Retention
81.96%
80.95%
80.46%
81.30%
85.05%
Figure 4
Figure 5 shows that the Computer and Information Systems program experienced a dramatic
decrease in the number of students enrolled in classes from 2004/05 to 2006/07 immediately
followed by a dramatic increase in 2007/08 which was maintained in 2008/09. Reason: an upturn
in employment means a decrease in our enrollments; a downturn in employment yields an
increase in enrollments.
CIS Enrollment
800.00
700.00
600.00
500.00
400.00
300.00
CIS Enrollment
2004/05
2005/06
2006/07
2007/08
2008/09
744.00
653.00
552.00
643.00
659.00
Figure 5
Susan M Nerton, Program Chair
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CIS Instructional Plan
02/11
F. Results of Student Surveys
Student surveys were completed in the fall 2008. The following chart provides a snapshot of the
77 students surveyed: gender, age, education level, units attempted per semester, career plan,
what brought them to our department, and what they liked.
Female
22%
Declared CIS Majors
53%
Male
78%
Plan CIS Career
83%
Over age 31
60%
Plan to enroll in more CIS courses
88%
High School
Diploma
50%
CIS course workloads were appropriate
88%
BA or BS Degrees
27%
Reputation of the CIS department influenced
student’s decision to enroll in CIS classes
40%
Enrolled in evening
classes
56%
Would recommend the program to other students
95%
Enrolled in 12-15
units
28%
Student satisfaction (satisfactory or excellent)
with instructional equipment, equipment
availability, classrooms and labs
83%-88%
Enrolled in less than
6 units.
30%
It is significant to note that 18 of the 25 sections offered fall 2009–spring 2010 were taught in the
evening. Most of our courses have waitlists. Typically courses are populated by students
pursuing majors in networking and system administration, business and information systems,
business, and information systems management.
The students reported the major strength of the program is the faculty; specifically mentioned
were the availability of evening classes, quality content in lectures and labs, applicable and
relevant curriculum, comprehensive class web sites, the use of Blackboard, NetLab and
PacketTracer, hands-on experience, remote access to labs, enthusiasm, and dedication.
The most common suggestions for improvement were hardware and software upgrades for lab
classrooms, teaching assistants in the networking lab, tutorial support, more time to work on lab
assignments, access to lab assignments remotely, and more time in class to work on projects.
G. Analysis of External Data Research
The CNSA and CSS programs within CIS are considered CTE programs. It is worth noting that
the CNSA program also prepares students to transfer to some 4-year colleges offering
information technology bachelor’s degrees. Our programs are measured along with all CTE
programs on campus and in California according a set of core performance indicators.
The five core indicators for CTE all programs are
1. Technical Skill Attainment
2. Completions (Certificates, Degrees, Transfer Ready)
3. Persistence and Transfer
4. Employment
5. (a) Nontraditional Participation and (b) Nontraditional Completions
Susan M Nerton, Program Chair
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CIS Instructional Plan
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CIS program success for (1) and (2) are at or above the district negotiated level. Persistence and
Transfer (3) are a bit below, Employment (4) is below the district level, and (5a) Nontraditional
Participation and (5b) Nontraditional Completions are below district level.
In order to understand these ups and downs, we have used the CIS-CTE Completers and Leavers
Survey (2010) which provides information for the years 2003–2010.
Survey Response Rate and Educational Satisfaction
Between the years 2006 and 2008, when employment was plentiful, leavers and completers
response rates decreased. Response rates for both groups have increased over the last two years
with completers responding at a rate at or above 84%. For the years 2003-2010 completers and
leavers reported a satisfaction rate of 4.1 or more on a scale of 1–5.
COMPUTER INFORMATION TECHNOLOGY- COMPLETERS/LEAVERS SURVEYYear reporting:
2003
57
32
56%
2004
69
26
38%
2005
60
24
40%
2006
45
12
27%
2007
46
13
28%
2008
36
10
28%
2009
25
14
56%
2010
23
15
65%
Completer Respondents
Response Rate
21
15
71%
35
19
54%
22
13
59%
4
2
50%
3
3
100%
1
0
0%
19
16
84%
14
12
86%
Total Response Rate
60%
43%
45%
29%
33%
27%
67%
73%
Program Leavers
Leaver Respondents
Response Rate
Program Completers
Employment Status: at least half of the leavers in each of the years 2003-2010 were employed
in the field of CIS. Our conclusion is that our programs are providing good, in-service education
to those employed in the field. These students often take the courses they need; certificates and
degrees are not the focus. Leavers outnumbered completers in the years 2006-2008; not
surprising since jobs were plentiful and again certificate completion was neither a necessity for
employment nor a focus.
Earning Analysis: all leavers and most completers improved their earning power after enrolling
in CIS courses.
Number of cases
Leavers
2003
2004
2005
2006
2007
2008
2009
2010
Earnings Before Cabrillo
17
13
12
6
8
10
7
6
Earnings After Cabrillo
18
14
11
7
7
10
7
7
Leavers
Earnings Before Cabrillo
$39,871
Earnings After Cabrillo
$22,259
2003
$38,388
2004
$40,728
$49,283
2005
$50,373
$45,500
$58,571
2006
$15,445
$34,767
$47,658
$47,314
2007
$22,569
2008
$35,023
2009
$54,917
2010
$58,040
$70,000
$60,000
Susan M Nerton, Program Chair
$50,000
$40,000
$30,000
$20,000
$10,000
$0
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CIS Instructional Plan
02/11
Number of cases
Completers
2003
2004
2005
2006
2007
2008
2009
2010
Earnings Before Cabrillo
11
15
7
1
2
0
5
9
Earnings After Cabrillo
9
13
7
1
2
0
6
9
Completers
Earnings Before Cabrillo
Earnings After Cabrillo
$24,585
2003
$38,216
$33,957
$31,486
$40,571
$30,000
2004
2005
$8,000
2006
$48,000
$29,000
2007
$60,000
$0
$0
2008
$25,000
2009
$17,111
2010
$0
$10,000
$20,000
$35,140
$31,556
$30,000
$40,000
$50,000
$60,000
$70,000
Educational Goal: Over the eight years surveyed, a majority of leavers stated their educational
goal as updating job skills or personal enrichment. The majority of completers, over the same
time period, stated their educational goal as degrees, degrees and transfer, or acquisition of
transfer units. The 2010 survey of completers reported a doubling of the number of students
working toward a CTE degree and transfer.
In closing, we are grateful for the Completers and Leavers Survey. This information supports our
views regarding our program performance, student success, student retention, and program
effectiveness. Our students are able to achieve their goals whether they are leavers or completers
based on their occupational/educational needs.
Local labor market research7 predictions are an increase of 6,479 jobs in the Santa Cruz
Commute Region by the year 2015 with a median income of $41.50 per hour. The specific job
titles related to the CNSA program are Computer Systems Analyst, Network and Computer
Systems Administrator, and Network Systems and Data Communications Analyst. This is an
increase of 34%. The predicted State increase for the same job titles is 25%.
Additionally, the prediction for the CSS program, over the same time period, is an increase of
2,538 jobs with a median income of $34.00 per hour. The specific job titles related to the CSS
program are Computer Support Specialist and Computer Specialist other. This is an increase of
21%. The predicted State increase for the same job titles is 7%.
We are committed to preparing students to pursue these areas of study, and research predicts that
there will be jobs in our region. Our programs promote an atmosphere of shared learning and
professionalism that is part of a CIS related workplace.
H. Curriculum Review
Courses within the CIS program are reviewed yearly and revised when industry standards
change, industry certification exams change, and when emerging technologies dictate a course
7
California Labor Market Information Department
EMSI, Economic Modeling Specialists Inc., http://www.economicmodeling.com/
Santa Cruz Commute Region: Santa Cruz, Santa Clara, San Benito, and Monterey Counties
Susan M Nerton, Program Chair
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CIS Instructional Plan
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revision or the creation of a new course. Most recently the course revisions have dealt with the
IPv4 to IPv6 migration, server virtualization, server security, the revision of all Cisco
Networking courseware, and operating system upgrades (like Windows Vista to Windows 7).
Three new courses have been added dealing with network security, and preparation for industry
certification exams. Our courses teach the concepts and methodologies behind these
technologies, and our labs give students hand-on experience installing and configuring.
II. New Directions
The CIS faculty are in the process of virtualizing the lab classrooms (2501, 2502), and re-cabling
the Network and Systems Technology Lab (1403). Virtualization has been one of the new
directions for the past two years, providing more remote access to course content/labs online.
This process required hardware upgrades and weeks of faculty time.
As technology advances, course curriculum will continue to be revised and new courses created.
With these technological advances comes the need for hardware and software upgrades. These
will be necessary in order for the programs to remain relevant and to prepare our students for the
employment and educational opportunities that follow their work at Cabrillo College.
The following program goals and recommendations specifically outline our future needs based
upon course Student Learning Outcomes, student surveys, and external research.
III. Program Goals and Recommendations
A. Staffing (4 recommendations)
To maintain and support the Network and Systems Technology Lab, a Laboratory
Instruction Assistant (LIA) position is needed. Lab assignments comprise roughly 50% of
the coursework required by CIS courses and all require specialized hardware; due to the
specialized nature of the networking lab equipment, students need technical assistance
beyond that which can be provided by our student workers. Presently both remote and
face-to-face access is provided for students to complete their lab assignments. The
creation, set-up, testing, and troubleshooting of these weekly networking lab assignments
falls on the course instructors; the work is often completed on weekends and times
outside the normal work week.
In addition to providing student support, an LIA would setup specialized equipment,
install and maintain software configurations that change weekly, and troubleshoot the lab
infrastructure. This would ensure that the lab equipment is adequately prepared and ready
for students to use at all times, face-to-face or remotely.
Funding for this recommendation would support the CIS SLO Assessment of CIS 192
SLO#5 Identify, isolate, and correct malfunctions in a computer network page 39, and
the resulting goal to have dedicated support staff who can give students expert help on
complex labs.
Cost: LIA, 50%, 10 months, Step 3- $19,000
Priority: 2 of 11
Retirement Replacement
To maintain the quality of the CIS Department, it is recommended that CIS faculty
positions be funded and filled as retirements occur within the next 6 years.
(Maintenance of program)
Cost $ 80,000
Priority: 9 of 11
Susan M Nerton, Program Chair
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CIS Instructional Plan
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Career Technical Education Internship Coordinator
Fund a campus-wide CTE Internship Coordinator to develop internship opportunities
for students in all CTE programs on campus including computer science and engineering.
Internship development in coordination with industry advisory committees, and local
companies is a full-time job. We have seen this through the CSUMB MBANEC grant
which has hired a full-time internship coordinator for their project.
Through our industry advisory committee the CIS department has been able to provide
some internships for students, but the time necessary to research/find, secure, coordinate,
and track internships is beyond what we can do. The process for developing internships,
however, is well understood. In cooperation with the program chairs, the internship
coordinator would work with companies to providing students with internship
opportunities and the resulting “on the job training” that many career areas require for
that first “real job.”
Funding for this recommendation would support the CIS SLO Assessment of CIS 103
SLO #2 Solve novel hardware and software problems page 19, and the resulting goal
Analyze course curriculum to determine that competency skills are taught, so that the
department can build a progression of skills as students advance through courses.
COST: $70,000 annually.
Priority: 10 of 11
Staff Development
Fund staff development to update industry certifications and explore new emerging
technologies. Conferences, workshops and certification training sessions are necessary
for industry sanctioned education and for instructors to keep pace with new technologies.
Funding for this recommendation would support the CIS SLO Assessment of CIS 192
SLO # 4 Assess and modify the performance of a network using both graphical and
command line tools page 36, and the resulting goal Training for instructors to stay
current with emerging technologies.
COST: MCSE Training and Certification: $5,000 annually (2 people)
VMware Training and Certification: $5,000 annually (2 people)
CISCO Training and Certification: $6,000 annually (2 people)
Security Training: $6,000 annually (2 people)
COST: $22,000 annually.
Priority: 6 of 11
B. Student Support and Student Success (1 recommendation)
Tutoring: To increase student retention and success it is recommended that the
college fund tutorial support for CIS students on the Watsonville and Aptos campuses.
Tutors would be advanced CIS students, they could receive CWEE credit, and CIS
faculty would provide tutor content training.
Funding for this recommendation would support the CIS SLO Assessment of CIS 192
SLO # 4 Assess and modify the performance of a network using both graphical and
command line tools page 36, and the resulting goals Hire additional tutors (student
hourly) to assist students with weekly labs. COST: $8,160.00 per year (20 hrs/week;
$12/hr-Lab Student Assistant 4; 34 weeks) annually.
Priority 5 of 11
Susan M Nerton, Program Chair
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CIS Instructional Plan
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C. Equipment and Supplies (3 recommendations)
To meet the needs of students and faculty, fund the purchase of hardware and software
to expand remote authenticated network access (ANA) to students. Our goal is to
transition from descriptive content to learning activities which engage students in handson, authentic, problem-based learning, and virtualization with remote online access. This
would make students administrators of their own virtual machines (VM) and networks
and provide authentic hands-on experience. The current equipment needs to be upgraded
to support current courses; the upgrade involves the purchase of ESXi servers. This
requires more 24/7 server resources and greater bandwidth for our network.
Funding for this recommendation would support the CIS SLO Assessment of CIS 103
SLO # 1 Analyze symptoms of host configuration errors page 16, and the resulting goals
Offer 24/7 availability of online computer and networking resources for students to
practice new skills.
COST: $ 25,000 one time and then $10,000 annually.
Priority: 1 of 11
To meet the needs of students and faculty, fund the maintenance and/or
replacement of classroom computers that have exceeded their warranty period
Equipment supports 75% of what we teach and what students need to learn to be
competitive. The equipment and software needed to support remote use exceed the
specifications of our classroom computers. Thirty classroom computers have exceeded
their warranty and need occasional hard disk replacements, memory upgrades and
eventual machine replacement. The computer hardware lab needs to double the number
of computers (10 to 20) and relocate to a workspace large enough to better accommodate
the 30 students who enroll each semester (see Facilities). Funding for this
recommendation would support the CIS SLO Assessment of CIS 103 SLO #2 Solve novel
hardware and software problems page 19, and the resulting goal Have classroom
computers that support use of virtualization and reflects the latest trends in technology.
COST: $54,000 every 5 years to replace classroom computers or $10,800 annually.
Priority: 3 of 11
Continued Funding for Networking Lab maintenance contracts
These maintenance service contracts provide warrantee/technical support for hardware
and software that comprise online/remote access to the networking lab.
Funding for this recommendation would support the CIS SLO Assessment of CIS 90
SLO # 1 Navigate and manage the UNIX/Linux file system page 24, and the resulting
goals Offer 24/7 availability of online computer and networking resources for students to
practice new skills.
COST: $5,000 annually for NetLab maintenance contracts.
Priority: 4 of 11
D. Facilities (1 recommendation)
To meet the facility needs of students and faculty it is recommended that the college
move forward with the plan to provide a physical space to integrate CIS program with
other science/engineering-related programs. Within the next 6 years the CIS program
hopes to move classrooms and faculty offices from the ocean side of campus to upper
Susan M Nerton, Program Chair
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CIS Instructional Plan
02/11
campus. We’d like that move to include a building where offices, labs, classrooms, and a
student-centered meeting place could be designed together. Additionally we need
computer lab space to accommodate a minimum of 30 students and a computer hardware
lab (building, modifying, upgrading computer hardware) equipped with benches and
lockers. This building would be shared with several technical programs: Computer
Networking and System Administration (CNSA), Computer Support Specialist (CSS),
Engineering, Engineering Technology, Physics, Computer Science, and MESA. All of
these programs are seeking to provide more access to students and a more visible identity
on campus. This cost-effective move would be an opportunity to make this a reality.
Funding for this recommendation would support all of the CIS SLO Assessments, and the
resulting goal of successfully preparing students for industry jobs or transfer to four-year
universities.
COST: Reallocation costs are part of the secondary effect of campus construction and are
discussed in the Space Reallocation Plan completed in spring 2008. Actual cost at this
time is unknown.
Priority: 11 of 11
E. Curriculum (2 recommendations)
To maintain a high quality Computer Information Systems program, it is
recommended that the college fund the scheduling of four new courses and four revised
courses. Courses would rotate. New courses are needed in areas such as the new wireless
communications standards, Cloud Computing, storage area networks (SAN),
Virtualization, voice over IP (VoIP), and Security Monitoring. These technologies are
changing the demands in the industry and represent a current and growing need for
technical expertise in the workforce. Existing courses are reviewed yearly and revised
when changes in technologies and industry certification requirements occur. An example:
when Cisco certification requirements are updated, eight courses need immediate
revision.
Funding for this recommendation would support the CIS SLO Assessment of CIS 103
SLO #2 Solve novel hardware and software problems page 19, and the resulting goals
Analyze course curriculum to determine that competency skills are taught, so that the
department can build a progression of skills as students advance through courses.
COST: 16 TUs (add four, four-unit classes) @ $1700 = $27,200 plus $3,000
software/hardware support every two years or $15,100 annually to add course offerings.
This would yield two new courses and two revisions per year. These courses would be
rotated, not cumulative.
Priority: 7 of 11
To meet the needs of working students for online access to CIS courses, it is
recommended that the college fund the scheduling of online, remote, hands-on labs.
Currently we have implemented NetLab for remote access to some of our networking and
system administration courses; additional online remote access is being implemented
through the virtualization of several of our servers. This virtualization project has been
solely implemented by CIS faculty.
Funding for this recommendation would support the CIS SLO Assessment of CIS 90
SLO # 1 Navigate and manage the UNIX/Linux file system page 24, and the resulting
Susan M Nerton, Program Chair
12
CIS Instructional Plan
02/11
goals Offer 24/7 availability of online computer and networking resources for students to
practice new skills.
COST: 4 TU @ $1700 = $5800 plus $3,000 software/hardware support every two years
or $4400 annually.
Priority: 8 of 11
Susan M Nerton, Program Chair
13
CIS Instructional Plan
02/11
February 6, 2011
CIS Program Planning
Program Goals
1.
Title:
Lab Equipment: Fund the the purchase of hardware and software to expand
remote authentication network access (ANA) to students. $25,000 one-time
funds then $10,000 annually.
Cost
$25,000.00
2.
Staffing: Fund a Laboratory Instructional Assistant (LIA) position for the
Networking and Systems Technology Lab. Fifty perceont, 10 months, Step 3,
$19,000 annually.
$19,000.00
3.
Lab Equipment: Replace classroom lab computers that have exceeded their
warantees. $54,000 every 5 years to replace classroom computers or
$10,800 annually.
$10,800.00
4.
Lab Equipment: Continue to fund the Networking and Systems Technology
Lab maintenance contracts. $5,000 annually for NetLab.
$5,000.00
5.
Tutoring: $8,160 per year( 20 hrs/week; $12/hr) - Lab Student Assistant 4; 34
weeks annually.
$8,160.00
6.
Staff Development: Faculty trainings $22,000 annually (8 trainings per year)
Curriculum: 16 TU (add four, four-unit classes) @$1.700 plus $3,000
software/hardware support every two years, or $15,100 annually to add
courses offerings. These courses would be rotated, not cumulative.
7.
$22,000.00
$15,100.00
8.
Curriculum: Offer one online course per year. 4 TU @ $1700 plus $3,000
software/hardware support every two years, or $4,400 annually.
9.
Staffing: CIS Retirement Replacement in next 5 year.
$80,000.00
10.
Staffing: Fund campus-wide Career Technical Education Internship
Coordinator. $70,000 annually.
$70,000.00
11.
Facilities: Create an integrated physical space where the computer and
information systems programs and other science/engineering-based
programs teach courses and lab, and share classroom and lab resources.
Reallocation costs are part of the secondary effect of campus construction
and are discussed in the Space Reallocation Plan completed in spring 2008.
$4,400.00
.
Susan M Nerton, Program Chair
14
CIS Instructional Plan
02/11
Required Attachments
Susan M Nerton, Program Chair
15
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
CIS
Meeting Date
09/17/10
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
Assessment Tool
(Briefly describe
assessment tool)
Wrong file association: .doc files linked to a different
program, double-clicking does not open the right
program and files cannot be read. Students had to
work in teams of 3 -4 and list the symptoms, research
and fix the problem
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Susan M Nerton, Program Chair
CIS 103: SLO #1
Analyze symptoms of host configuration errors.
Incorrect TCP/IP configuration:
Same procedure as file association problem. In-class
exercises as teamwork.
All the teams were able to fix the configuration errors,
but it was not clear, if all the individual students were
able to fix the problem by themselves or if they got
the solution from somebody else in the team.
Students need individual machines or virtual machines
(VMs) with configuration errors in order to
troubleshoot and correct their own machine.
Consequently, students could work on more complex
configuration errors.
o
o
o
o
o
o
State goals or objectives of assignment/activity
more explicitly
Revise content of assignment/activities
Revise the amount of writing, oral, visual, clinical
or similar work
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer review
16
CIS Instructional Plan
02/11
o
o
o
o
o
o
o
o
o
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Susan M Nerton, Program Chair
Provide more frequent feedback on student
progress
Increase guidance for students on assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignment
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe): Have students work on
their own machines or virtual machines so students
can improve analytical and trouble shooting skills.
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses.
o Nothing; assessments indicate no improvements
necessary
o Other (please describe): implement more virtual
machine servers (ESXi) to create more
troubleshooting scenarios for students. Make
machines accessible from off site locations.
o Hire a dedicated support person (LIA) to help set
up equipment and assist students to promote
student success.
o Offer 24/7 availability of online computer and
networking resources for students to practice
new skills.
1. More scenarios (via virtual machines)
17
CIS Instructional Plan
Student Learning
02/11
2. Remote access to labs
3. Dedicated support person
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
1. More scenarios via virtual machines will be
piloted fall 2010 and spring 2011
2. Remote access to labs for spring 2011
1. Pilot more virtual machine set ups in fall 2010
and spring 2011
2. Hardware purchase depending on funding
3. LIA depending on funding.
18
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Susan M Nerton, Program Chair
CIS
09/17/10
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 103: SLO #2
Solve novel hardware and software problems.
Created and used ultimate BootCD for hardware
diagnostics.
Used the boot CD to test the hard disk, RAM,
CDROM, and monitor
Used the tool mainly as a diagnostics to be familiar
with it for troubleshooting hardware problems
Students were able to create the boot CD and use it for
diagnostics.
Students would benefit more from working with
images or actual hardware that have real software
problems and hardware problems that needed to be
fixed in order to get the systems functional. This kind
of work cannot be done on the regular classroom
computers.
1. State goals or objectives of assignment/activity
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
19
CIS Instructional Plan
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
Susan M Nerton, Program Chair
02/11
14. Nothing; assessment indicates no improvement
necessary
15. Other : Create virtual machines that have
software configuration errors that need to be
fixed in order for the machines to boot.
16. Purchase hardware that allows introduction of
hardware problems as part of hands-on labs.
17. Have classroom computers that support use of
virtualization and reflect the latest trends in
technology.
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe): Purchase ESXi servers to
implement more virtual machines and make them
remotely accessible.
1. Purchase hardware for ESXi servers.
2. Create virtual machines with configuration
errors.
3. Have dedicated support for students (LIA)
and for hardware setup.
1. Purchase servers that can be ESXi servers
2. Hire an LIA
3. Create virtual scenarios for troubleshooting
1. Pilot more virtual machines in fall 2010 and
spring 2010
2. Hardware purchase and
20
CIS Instructional Plan
implementation of your top
priorities
Susan M Nerton, Program Chair
02/11
3. Hire LIA depending on funding
21
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Susan M Nerton, Program Chair
CIS
09/17/10
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 103: SLO #3
Create technical documentation for computer user
training.
Group project as part of the midterm. Create training
materials.
Task: In groups of up to four students, plan, prepare,
and present a training module. Your training sessions
should be between 15 and 20 minutes long (no longer,
please).
Most groups studied their subject and prepared
professional training documents.
One group had internal problems and did not finish
the assignment on time. That same group also did not
have enough subject matter knowledge.
Needed better preparation/scaffolding and rubric.
Students also need to see the value of team work and
creating technical documentation.
1. State goals or objectives of
assignment/activity more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual,
clinical or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer
review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
22
CIS Instructional Plan
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
02/11
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other (please describe)
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe)
1. Have faculty attend workshops on teaching
strategies
2. Create more collaborative assignments
3. Explore creation of collaborative activities
that can be offered through Blackboard or in
another virtual synchronized medium.
1. Share information on workshops offered
during flex fall 2010 and spring 2011
2. Ongoing: Develop collaborative exercises and
share ideas
3. Attend Blackboard 9.1 workshop spring 2011.
1. Share information on workshops offered
during flex fall 2010 and spring 2011
2. Ongoing: Develop collaborative exercises and
share ideas
3. Attend Blackboard 9.1 workshop spring 2011.
23
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
CIS
Meeting Date
09/17/10
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
5 sharing for this SLO
3 full-time, 100% (3 of 3 attending)
2 adjunct, 100% (2 of 2 attending)
Assessment Tool
(Briefly describe
assessment tool)
Embedded lab assignments (Lab 5 and Lab 6) as well
as “Easter Egg” activity. Files of Easter Eggs were
dispersed throughout student's home directories.
Students needed to create a “basket” directory and
find and move all the egg files to the basket.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
20 % of students finished the task in the time allotted.
30 % finished by the end of the day.
25% finished by the end of the week
25% never completed the task.
Next Step in the Classroom
to Improve Student
Learning
1. State goals or objectives of assignment/activity
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
(list all the items faculty felt
would help them improve
student learning)
Susan M Nerton, Program Chair
CIS 90: SLO # 1
Navigate and manage the UNIX/Linux file system.
24
CIS Instructional Plan
02/11
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other (please describe) Students need to spend
more time practicing, need to be more selfresponsible learners
Next Step in the Department
to Improve Student
Learning
o
o
(check all that the
department felt would help
them improve student
learning)
o
o
o
o
o
o
o
o
o
o
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
Susan M Nerton, Program Chair
Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
Consult teaching and learning experts about
teaching methods
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Prove articles/books on teaching about
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
Nothing; assessments indicate no improvements
necessary
Other: For classes that meet once a week, the
time in class is inadequate to acquire and solidify
skills. Students need to have resources available
to practice new skills.
Offer 24/7 server resources and greater
bandwidth for our network.
1. Offer 24/7 availability of online computer
and networking resources for students to
practice new skills
2. Tutoring for students
3. Training for faculty on new technologies for
25
CIS Instructional Plan
02/11
improve student learning)
virtualization and remote access
4. A resource pool of lab activities
Implementation
1. Fall 2010: We are implementing new ESXi
servers in the datacenter both associated with
NetLab and outside of NetLab with VMWare
Vcenter servers.
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
2. Ongoing: Develop a library of labs and
activities that are graded in their levels of
sophistication.
1. Without an LIA position being filled, the work
associated with the above goals will have to be
done by faculty in their “spare” time, so it is
not possible to establish a time line. Update:
Jan. 2011, virtualization of lab conducted by
Jim Griffin.
26
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
CIS
9/17/2010
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 192: SLO # 1
Identify the protocols used for establishing
connections between network nodes, as well as the
common conventions used by each protocol.
An un-announced, surprise, online survey was
conducted at the beginning of a class. Students did
not prepare or study for this assessment.
The tool used was surveymonkey.com and all results
were anonymous.
Ten network operations were listed for which students
had to identify the most appropriate protocol to use.
The results varied by protocol. The following show
the percentage of students selecting the correct
protocol:
HTTP - 100%
FTP - 91%
SSH - 82%
SMB - 82%
PPP - 82%
ARP - 64%
TCP - 64%
RIP - 63%
UDP - 54%
IP - 45%
Next Step in the Classroom
Susan M Nerton, Program Chair
The students did best overall on the application
protocols. There is room for improvement on the
lower layer protocols especially being to differentiate
the between TCP, UDP and IP.
1. State goals or objectives of assignment/activity
27
CIS Instructional Plan
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Susan M Nerton, Program Chair
02/11
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other (please describe): More emphasis on the
names of the protocols used for lab assignments
and class discussions/activities. More hands-on
labs that allows students working with the different
networking protocols.
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
o Other: Create more hands-on labs that have
students analyze, classify and implement the
different protocols.
o Other: Make a library of hands-on labs and
28
CIS Instructional Plan
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
02/11
activities available for students to practice a
variety of new complex skills.
1. Create more hands-on labs that have students
analyze, classify and implement the different
protocols.
2. Make a library of hands-on labs and activities
available for students to practice a variety of
new complex skills.
3. More opportunities for students to work on
labs remotely
1. Create more virtual scenarios
2. Make labs available through ESXi server
1. Depending on funding, pilot some more
virtual machines in fall 2010 and spring
2011
2. Create more virtual scenarios spring 2011.
29
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
CIS
09/17/10
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 192: SLO #2
Install and configure a local area network (LAN) that
meets the resource needs of a small to medium
business.
Students are given the opportunity to build and
Assessment Tool
(Briefly describe assessment configure two LAN segments and connect them to the
student network in the CIS Lab. As part of this
tool)
assignment they configured network interfaces and
routing between three networks.
Out of 19 students, 8 students had complete success in
Assessment Results
that end-to-ends pings were successful. Another 8
(Summarize the overall
students had almost complete success. 3 students
results of your department
including any students needs were not able to complete the assignment.
and issues that emerged)
In general, students that studied the lecture material
carefully before doing the lab assignment had no
issues getting everything to work.
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Susan M Nerton, Program Chair
Students that attempted to do the lab assignment
“cold” or at the last minute ran into problems. This
included students that would rush through the
assignment without reviewing or understanding the
lecture material prior to starting the lab. Some did not
read forum posts by their fellow students on pitfalls
and workarounds that had been discovered.
Sometimes they would miss a critical step or not
notice a configuration step had failed.
1. State goals or objectives of assignment/activity
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
30
CIS Instructional Plan
Next Step in the Department
to Improve Student Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
Susan M Nerton, Program Chair
02/11
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other: Tutoring students on how to approach
complex tasks would be helpful. This would
include planning, organization and
communication skills. More hands-on practice
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
o Other: Provide tutoring that teaches students
basic planning and organization skills. Make
more labs available for students
1. Create more labs
2. Create tutoring workshop for potential
student tutors
3. Make tutoring available in the network and
systems technology lab
1. Create more labs
31
CIS Instructional Plan
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
02/11
2. Create tutoring workshop for potential
student tutors
3. Continue tutoring available in the network
and systems technology with resources
provided by CTC.
4. Explore additional student tutoring
1. Create more labs fall 2010 and spring 2011
2. Create tutoring workshop for potential
student tutors fall 2011 dependent upon
funding for tutors
3. Continue tutoring available in the network
and systems technology lab fall 2010 and
spring 2011 with resources provided by CTC.
4. Explore additional student tutoring for fall
2011 and spring 2012.
Susan M Nerton, Program Chair
32
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
CIS
Meeting Date
09/17/10
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
Assessment Tool
(Briefly describe
assessment tool)
Lab assignments where students install and configure
various network services. In Lab 5 students build a
firewall with a NAT service to enable Internet access
for private networks. Lab 6 sets up a DHCP service to
assign hosts automatically with IP addresses, domain
names, subnet masks, and gateways. Lab 7 sets up a
DNS service to resolve hostnames to IP addresses.
Labs 8 sets up a SMB service so files can be shared
between Windows and Linux hosts. In Lab 9 students
configure client email applications and directly access
POP or IMAP servers. In Lab 10, students build a web
server. Students configure remote access directories
in the extra credit Lab X3.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Susan M Nerton, Program Chair
CIS 192: SLO #3
Install and configure common network
client/server applications in a LAN environment.
Completion rates for labs focused on building network
services:
DHCP (Lab 6): 17/19 – 89%
DNS (Lab 7): 16/19 – 84%
Samba File Sharing (Lab 8): 15/19 – 79%
Email (Lab 9): 15/19 – 79%
Firewall & NAT (Lab 5): 15/19 – 79%
Apache Web Server (Lab 10): 11/19 – 58%
NFS Lab (Lab X3): 9/19 – 47%
33
CIS Instructional Plan
02/11
Note Lab X3 was an extra credit lab and not all
students were expected to complete it.
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Susan M Nerton, Program Chair
Lab 10 was one of the more difficult labs and some
students did not plan enough time to complete it.
1. State goals or objectives of assignment/activity
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other: Give students more opportunities to
practice complex skills.
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
34
CIS Instructional Plan
02/11
o
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
Other: Develop more labs that can be used on
virtual machines an assessed remotely so
students can practice more from home.
1. Purchase hardware to support virtual
servers
2. Develop more lab lessons
3. Hire dedicated support person(LIA) to
install, troubleshoot, and monitor weekly
hands-on lab lessons on virtual machines
4. Hire student tutors to help students to work
through weekly, hands-on lab lessons
1. Purchase hardware to support virtual
servers
2. Develop more lab lessons
3. Funding dependent: Hire dedicated support
person(LIA) to install, troubleshoot, and
monitor weekly hands-on lab lessons on virtual
machines
4. Funding dependent: Hire additional student
tutors to help students to work through weekly,
hands-on lab lessons
1. Purchase hardware to support virtual
servers fall 2010
2. Develop more lab lessons fall 2010 and
spring 2011
35
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe assessment
tool)
CIS
09/17/10
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 192: SLO #4 Assess and modify the
performance of a network using both graphical
and command line tools
For labs 3 to 10, students used various tools, usually
Wireshark, ping, mtr, and traceroute commands to
validate that the network was performing in a
satisfactory manner. At the beginning of Lesson 3
there was a quiz question on how to show ARP and
ICMP packets using Wireshark.
15 of 19 students could correctly answer the question.
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
1. State goals or objectives of assignment/activity
Next Step in the Classroom
more explicitly
to Improve Student Learning
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
(list all the items faculty felt
or similar work
would help them improve
4. Revise activities leading up to assignment
student learning)
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
Susan M Nerton, Program Chair
36
CIS Instructional Plan
02/11
15. Other: More hands-on practice using these tools on
real networks. However, we are limited to using
mostly virtual networks and equipment.
Next Step in the Department
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
to Improve Student Learning
methods
o Consult teaching and learning experts about
(check all that the
teaching methods
department felt would help
o Encourage faculty to share activities that foster
them improve student
competency
learning)
o Write collaborative grants to fund departmental
projects to improve teaching
o Prove articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe) Obtaining grants for
additional equipment would allow students more
opportunities to monitor and assess more complex
topologies.
o Training for instructor to stay current with
emerging technologies.
o Develop more hands-on labs.
o Hire LIA to assist students with labs and
maintain lab equipment.
Priorities to Improve Student
1. Purchase hardware
Learning
2. Create lab lessons
3. Hire LIA to support and maintain lab
(List the top 3-6 things
equipment/lessons
faculty felt would most
4. Hire additional tutors to assist students with
improve student learning)
weekly labs
Implementation
1. Purchase hardware
2. Create lab lessons
(List the departmental plans
3. Funding dependent: Hire LIA to support
to implement these priorities)
and maintain lab equipment/lessons
4. Funding dependent: Hire additional tutors to
assist students with weekly labs
Timeline for Implementation
Susan M Nerton, Program Chair
1. Purchase hardware fall 2010
2. Create lab lessons fall 2010
37
CIS Instructional Plan
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
02/11
3. Pilot hardware and lessons spring 2011
38
CIS Instructional Plan
02/11
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
CIS
09/17/10
5 CIS faculty
3 of 3 full-time, 100%
2 of 3 adjunct, 67%
3 sharing for this SLO
2 full-time, 67% (2 of 3 attending)
1 adjunct, 50% (1 of 2 attending)
CIS 192: SLO #5
Identify, isolate, and correct malfunctions in a
computer network.
Students did not prepare ahead of time for this
assessment. They didn’t know any details in advance
of what they would be expected to do. The surprise
element just made it more like a real troubleshooting
situation.
The assessment tool utilized a server VM (Virtual
Machine) and a bash script. Each student powers on a
server VM, downloads and runs the script. The script
sets up networking, the firewall, Telnet and FTP
services on the server then simulates the effects of a
power-failure. The two services chosen, FTP and
Telnet, were selected because they were taught earlier
in the course and therefore not as fresh in their minds.
This would require a little review/research as part of
the troubleshooting process.
The students are told that they are consultants working
under a Professional Services Agreement with a
hypothetical company to get the server online again
and restore the network services without
compromising the firewall. The only information they
have is that the server was originally set up by a junior
administrator who has long left the company.
What the students don’t know is that the hypothetical
junior administrator did not fully configure the
services so that they would work again after a power
failure. The network settings firewall and both
services were only temporarily configured. No
Susan M Nerton, Program Chair
39
CIS Instructional Plan
02/11
permanent settings were made.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
Susan M Nerton, Program Chair
To add a little more stress to the situation the
assessment is timed and the classroom computers are
monitored in real-time with an anonymous summary
of service status projected on the classroom screen
The duration of the assessment was 50 minutes. All
students were able to troubleshoot and repair the
server network settings in order to bring their servers
online again (as shown by the SSH status). Half the
students found and fixed the FTP configuration
problems. Only about a third of the class was able to
diagnose and repair the Telnet service.
SSH - 100%
FTP - 50%
Telnet - 30%
1. State goals or objectives of assignment/activity
more explicitly
2. Revise content of assignment/activities
3. Revise the amount of writing, oral, visual, clinical
or similar work
4. Revise activities leading up to assignment
5. Increase in-class discussions and activities
6. Increase student collaboration and/or peer review
7. Provide more frequent feedback on student
progress
8. Increase guidance for students on assignments
9. Use methods of questions that encourage
competency
10. State criteria for grading more explicitly
11. Increase interaction with students outside of class
12. Ask a colleague to critique assignment
13. Collect more data
14. Nothing; assessment indicates no improvement
necessary
15. Other: The students already get a lot of
troubleshooting practice completing the ten lab
assignments and the final. It would be valuable to
have more of these random, surprise classroom
troubleshooting assessments to practice repairing
network services.
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Consult teaching and learning experts about
teaching methods
o Encourage faculty to share activities that foster
40
CIS Instructional Plan
02/11
learning)
o
o
o
o
o
o
o
o
o
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Implementation
(List the departmental plans
to implement these
priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Susan M Nerton, Program Chair
competency
Write collaborative grants to fund departmental
projects to improve teaching
Prove articles/books on teaching about
competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the
department can build a progression of skills as
students advance through courses
Nothing; assessments indicate no improvements
necessary
Other (please describe) Provide the necessary lab
equipment and lab availability so students can
practice building and troubleshooting real-world
systems, networks and end-to-end scenarios. This
hands-on practice will give our students an edge
on finding jobs or continuing their education.
Other: Have dedicated support staff who can
give students expert help on complex labs
1. More availability of equipment
2. More hands-on scenarios
3. Dedicated support staff to help with hands-on
assignments: LIA to support and maintain lab
equipment/weekly lessons
4. Additional tutors to assist students with
weekly, hands-on labs
1. Purchase ESXi servers to implement virtual
machines that are remotely accessible.
2. Create virtual machines for hands-on labs
3. Create hands-on labs
4. Make labs accessible remotely
5. Funding dependent: Additional tutors to
assist students with weekly, hands-on labs
1. Purchase ESXi servers to implement virtual
machines that are remotely accessible fall
2010.
2. Create virtual machines for hands-on labs
spring 2011
3. Create hands-on lab lessons fall 2010 and
spring 2011
4. Make labs accessible remotely spring 2011
41
CIS Instructional Plan
02/11
CIS Occupational Program Assessment Plan
Department
Computer and Information Systems
Program Outcomes
(List the student learning
outcomes of each degree
and certificate your
program offers. Attach
another sheet if necessary)
A.S. Degree in Computer Networking and System
Administration
1. Demonstrate mastery of a computing knowledge
base equivalent to passing an industry-level
certification such as CompTIA, Cisco, Microsoft,
Linux, etc. (Global Awareness, Critical Thinking)
2. Analyze existing network and/or system
configurations, and identify weaknesses in their
security (Global Awareness, Critical Thinking)
3. Demonstrate written and verbal communication
skills through technical documentation and oral
presentations (Communication, Professional
Development, Critical Thinking)
Certificate of Achievement in Computer Networking
and System Administration
1. Demonstrate mastery of a computing knowledge
base equivalent to passing an industry-level
certification such as CompTIA, Cisco, Microsoft,
Linux, etc. (Global Awareness, Critical Thinking)
2. Analyze existing network and/or system
configurations, and identify weaknesses in their
security (Global Awareness, Critical Thinking)
Cisco Certified Network Associate (CCNA) Certificate
of Achievement
1. Demonstrate mastery of a networking knowledge
base equivalent to obtaining CCNA certification
from Cisco Systems (Global Awareness)
2. Design and implement a converged network
(Global Awareness, Professional Development)
3. Troubleshoot and solve configuration errors on
routers and switches (Critical Thinking)
Cisco Certified Network Professional (CCNP)
Certificate of Achievement
1. Demonstrate mastery of a networking knowledge
base equivalent to obtaining CCNP certifications
from Cisco Systems (Global Awareness Critical
Thinking)
2. Analyze requirements for enterprise networks and
Susan M Nerton, Program Chair
42
CIS Instructional Plan
02/11
demonstrate proper network design (Critical
Thinking)
3. Implement network security (Global Awareness,
Critical Thinking)
Microsoft System Administration Skills Certificate of
Achievement
1. Demonstrate mastery of a computing knowledge
base equivalent to obtaining Microsoft Certified
Technology Specialist (MCTS) certifications from
Microsoft (Global Awareness, Critical Thinking)
2. Administer a network of Microsoft computers by
performing installations and regular backups,
creating user accounts, configuring and
troubleshooting software packages, and updating
systems with security patches. (Critical Thinking,
Communication)
3. Configure a local area network of Microsoft client
and server computers that allows for the sharing of
resources in a secure manner. (Critical Thinking,
Professional Development)
UNIX/Linux System Administration Certificate of
Achievement
1. Demonstrate mastery of a computing knowledge
base equivalent to passing an industry level
certification such as CompTIA, Novel, Sair Gnu,
Linux Professional Institute, etc. (Global
Awareness, Critical Thinking)
2. Administer a network of Linux computers by
performing installations and regular backups,
creating user accounts, configuring and
troubleshooting software packages, and updating
systems with security patches. (Critical Thinking,
Communication)
3. Build a simple Linux Operating System
distribution on removable media to support
multiple users and resource sharing in a local area
network. (Critical Thinking, Professional
Development)
A.S. Degree in Computer Support Specialist
1. Explain Information Technology (IT) concepts as
they relate to the preparation and presentation of
technical information. (Critical Thinking,
Susan M Nerton, Program Chair
43
CIS Instructional Plan
02/11
Communication, Professional Development)
2. Document and communicate problem, analysis
and resolution process. (Communication, Critical
Thinking, Professional Development)
3. Implement solutions to customer problems that
minimize risk and disruption to productivity.
(Critical Thinking, Professional Development)
Certificate of Achievement in Computer Support
Specialist Fundamentals
1. Explain Information Technology (IT) concepts as
they relate to the preparation and presentation of
technical information. (Communication,
Professional Development, Critical Thinking)
2. Analyze help desk tracking software reports.
(Critical Thinking, Professional Development)
3. Gather valid data to identify project requirements.
(Critical Thinking)
A+ Preparation Skills Certificate
1. Analyze symptoms of host software, hardware or
networking configuration errors. (Critical
Thinking)
2. Classify a variety of hardware, software and
firmware on a PC. (Critical Thinking, Professional
Development)
3. Perform basic network hardware installations.
(Professional Development)
Computer Support Technician 1 Skills Certificate
1. Develop technical documentation for computer
user training. (Critical Thinking, Professional
Development, Communication)
2. Justify the purpose of logs, reports, training
manuals and other forms of technical
documentation. (Critical Thinking,
Communication, Professional Development)
Assessment of Program
SLOs
Susan M Nerton, Program Chair
3. Describe and analyze problems that may arise
from cultural and language differences between
customer and service technician. (Global
Awareness, Communication, Professional
Development)
The CIS program SLOs will be assessed through an
assessment process that is embedded in the different
courses. We will select certain assignments as assessment
44
CIS Instructional Plan
Describe the Assessment
Process your program will
use to evaluate the
outcomes. Include the
assessment tool used and
the rubric or criteria used
to evaluate success
02/11
tools for a specific program SLOs.
EXAMPLE 1:
SLO #3 from A.S. Degree in Computer
Networking and System Administration
Demonstrate written and verbal communication
skills through technical documentation and oral
presentations (Communication, Professional
Development, Critical Thinking)
CIS 83 Final Project
Students implement a Wide Area Networking (WAN)
Scenario including cabling and configuration according to
specifications. Students document the process and the
configurations of the networking equipments. Students
produce a lab portfolio that includes the WAN project, the
midterm LAN project, and one lab of their choice.
Students write a one-page summary of their project work
in MLA format. Students prepare a professional
presentation that they present to the entire class during
finals week.
EXAMPLE 2:
SLO #1 from A.S. Degree in Computer
Networking and System Administration
Demonstrate mastery of a computing knowledge
base equivalent to passing an industry-level
certification such as CompTIA, Cisco, Microsoft,
Linux, etc. (Global Awareness, Critical Thinking)
Assessment Evaluation
Describe the process the
department uses to
evaluate assessment
results. Include:
What meetings will be
held?
When?
Susan M Nerton, Program Chair
CIS83 Midterm
The CIS 83 midterm is composed of a variety of questions
and scenarios that test similar subject matter knowledge in
the areas of switching and wireless as the CCNA industry
certification exam.
The assessments of student learner outcomes for the
degrees and certificates will be evaluated in regular
department meetings during flex week and throughout the
semester. Specific courses and assignments will be
selected each semester to assess the SLOs.
Meetings will be held during flex week before the
beginning of the semester. During the flex week meetings,
we will form assessment teams that consist of one fulltime faculty member lead and several adjunct and fulltime faculty members. Each team will be responsible for
assessing SLOs, creating, sharing and evaluating rubrics,
and discussing assessment results for specific courses.
We will use the occupational program assessment analysis
forms and keep detailed meeting minutes to record the
45
CIS Instructional Plan
02/11
results.
Who will be involved?
Since not all of our courses are taught every semester, we
will need to spread the SLO assessments out over several
semesters depending on when our courses are being
taught.
Proposed program SLO assessment schedule:
What will be discussed?
Fall 2010
Certificate of Achievement in Computer Networking and
System Administration: SLOs 1 - 3
UNIX/Linux System Administration Certificate of
Achievement SLOs 1 - 3
How will you record the
results?
Fall 2011
CCNA Certificate of Achievement: SLOs 1 - 3
Microsoft System Administration Skills Certificate of
Achievement SLOs 1 – 3
Spring 2012
A.S. Degree Computer User Support: SLOs 1 - 3
Certificate of Achievement in Computer Support
Specialist Fundamentals: SLOs 1 – 3
Fall 2012
Cisco Certified Network Professional (CCNP) Certificate
of Achievement SLO 1 - 3
Spring 2013
A+ Preparation Skills Certificate: SLOs 1 – 3
Computer Support Technician 1 Skills Certificate: SLOs 1
-3
Fall 2013
A.S. Degree in Computer Networking and System
Administration: SLO 1 – 3
Proposed course SLO assessment schedule:
Spring 2010
CIS 192
CIS 103
CIS 90
Fall 2010
CIS 191
Susan M Nerton, Program Chair
46
CIS Instructional Plan
02/11
CIS 196
CIS 185
Spring 2011
CIS 130
CIS 146
CIS 160 CN
Fall 2011
CIS 170
CIS 83
CIS172
Summer 2011
CIS 131
Spring 2012
CIS 140 W
CIS 81
CIS 82
Fall 2012
CIS 175
Spring 2013
CIS 187
CIS 194
Fall 2013
CIS 188
Spring 2014
CIS 195
Susan M Nerton, Program Chair
47
CIS Instructional Plan
02/11
CIS Catalog Pages of Program and
Course Lists
Susan M Nerton, Program Chair
48
CIS Instructional Plan
Report prepared for Spring 2011
Department: CIS
Division: NAS
Review
Completed
CIS 60A-ZZ
9/7/2009
Committee
Approval
Y/N
9/2/2009
2/23/2009
2/23/2009
8/6/2009
5/7/2008
2/23/2009
2/23/2009
Y
Y
Y
Y
Y
Y
Y
CIS 131
CIS 132
CIS 140W
9/2/2009
9/7/2009
2/23/2009
Y
Y
Y
8/2/2010
4/1/2009
Y
Y
CIS 160A-Z 2/23/2009
CIS 160CA
8/2/2010
CIS 160CL 2/23/2009
Y
Y
Y
CIS 160CN 3/11/2005
CIS 160PC 3/26/2010
CIS 164
2/23/2009
Y
Y
Y
CIS 165J
Y
3/17/2004
P: Prequisite
C: Corequisite
RP: Rec. Prep
Y
CIS 81
CIS 82
CIS 83
CIS 90
CIS 99C
CIS 103
CIS 130
CIS 146
CIS 154
Content
Review
Requisite
Course Outline
Course Name
and Number
02/11
COURSE OUTLINE AND PREREQUISITE REVIEW PROCESS
P: CIS 172 or concurrent enrollment, or familiarity
with using a command line interface such as
Unix/Linux or DOS, file management, a general
understanding of the function of operating systems
and familiarity with using the Windows operating
system,
MATH 254CM or equivalent skills
P: CIS 81
P: CIS 81
RP: CS 1L or CIS 172
P: CIS 170,CIS 172 or equivalent
P: CIS 90
P: CS 11 or CS 12J or equivalent skill; RP: Eligibility
for MATH 154
P: DM 60A; RP: Eligibility for MATH 154
P: CIS 81
P: CIS 82 and CIS 83 or equivalent knowledge; RP:
Eligibility for MATH 154
Committee
Approval
Y/N
Research Validation
Research
Required Date to be
Y/N
Completed
Approvals Publications
Committee
Approval
Y/N
Catalog Review
Complete Date
Y
Y
S10
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
S10
S10
S10
S10
S10
S10
S10
Y
Y
Y
Y
Y
Y
S10
S10
S10
Y
Y
S10
Y
Y
Y
Y
S10
S10
S10
Y
Y
Y
Y
Y
Y
S10
S10
S10
Y
Y
S11
Valid
Y/N
P: CIS 81, CIS 82
P: CABT 100 CCNA 1.0 exam, CCNA 2.0 exam, or
CIS 83
RP: Eligibility for MATH 154
P: CIS 90
P: CS 12J or equivalent. RP: DM 160 or experience
in the use of basic HTML
Susan M Nerton, Program Chair
49
Department: CIS
CIS
Instructional Plan Division: NAS
Requisite
Course Outline
CIS 165PH
9/7/2009
CIS 170
2/23/2009
CIS 172
2/23/2009
CIS 175
8/6/2009
CIS 185
8/9/2009
Y
Y
Y
Y
Y
CIS 186
9/7/2009
Y
CIS 187
5/14/2009
Y
CIS 188
CIS 191A
CIS 191AB
CIS 191B
CIS 192A
2/28/2009
2/23/2009
2/23/2009
7/30/2009
2/23/2009
Y
Y
Y
Y
Y
CIS 192AB
CIS 192B
CIS 193A
CIS 193AB
CIS 193B
CIS 194
2/23/2009
2/23/2009
2/23/2009
2/27/2009
2/27/2009
7/30/2009
Y
Y
Y
Y
Y
Y
CIS 195
CIS 196
7/31/2009
8/1/2009
Y
Y
RESPONSIBILIT
Y
FACULTY
02/11
P: CIS 132; Hybrid R: Completion of or concurrent
enrollment in CS 11 or CS 12J or equivalent skills;
RP: DM 60A; Eligibility for MATH 154
P:CS 1 or equivalent
P: CS 1L and CS1 or equivalent
P: CIS 172 or equivalent knowledge
P: CIS 82 or equivalent knowledge
P: CIS 83 or passing the CCNA exam or equivalent
skills
P: CIS 83 or passing the CCNA exam or equivalent
experience
P: CIS 83 or passing of CCNA exam or equivalent
experience
P: CIS 90 or equivalent
P: CIS 90 or equivalent
P: CIS 90 or equivalent; RP: CIS 191A
P: CIS 81 and CIS 90
P: CIS 81 and CIS 90 or equivalent; RP: CIS 191AB
P: CIS 192 A
P: CIS 191AB or CIS 191 B
P: CIS 192AB; RP: CIS 175
P: CIS 192A; RP: CIS 175
or equivalent
P: CIS 172 (may
be takenknowledge
concurrently) or equivalent
knowledge, CIS 194 (may be taken concurrently) or
equivalent knowledge
P: CIS 195 or equivalent skills
CURRICULUM FACULTY
Content
Review
Research Validation
Approvals Publications
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
S10
S10
S10
S10
S10
Y
Y
S10
Y
Y
S10
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
S10
S10
S10
S10
S10
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
S10
S10
S10
S10
S10
S10
Y
Y
Y
Y
S10
S10
CURRICULUM
INST RSRCHINST RSRCH INST RSRCH CURRICULUM
DIVISION DEAN
*NOTE: ALL COURSES NUMBERED 1-199 HAVE A RECOMMENDED PREPARATION: ELIGIBILITY FOR ENGL 100 & READ 100
Faculty: Fill in the shaded areas and submit this form with your course outlines and content review forms to your Division Dean for Curriculum Committee Review.
Susan M Nerton, Program Chair
50
CIS Instructional Plan
Susan M Nerton, Program Chair
02/11
51