Southwest Tennessee Community College Memphis, Tennessee

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1 Southwest Tennessee Community College Memphis, Tennessee ACADEMIC AUDIT INFORMATION TECHNOLOGY SELF STUDY REPORT Submitted to the Tennessee Board of Regents For an Academic Audit Review Office Administration, Information Technology and Hospitality Management Southwest Tennessee Community College 737 Union Avenue Memphis, Tennessee January 29, 2010

2 I. INTRODUCTION Information Technology at Southwest Tennessee Community College began as the Business Data Processing program at State Technical Institute at Memphis over forty years ago. The program has gone through many reorganizations and revisions since then. Currently the program resides within the Office Administration, Information Technology and Hospitality Management department. The program consists of the following six concentrations: Application Development Programming: This concentration is designed to prepare graduates to work in today's Information Technology programming environment in a programming capacity. The graduate is trained in developing computer solutions using both procedural and object oriented concepts in multiple languages on multiple platforms. Computer Systems Support: This concentration is designed to prepare students to provide technical assistance, support, and advice to customers and other users in today's IT computer environment. The students are trained in interpreting problems and providing technical support for hardware, software, and systems. Networking Technologies: This concentration is designed to prepare students with the necessary skills to work in today's Business ITEC networking environments by stressing the process, analytic, design, planning, and engineering issues associated with internetworking technology within modern organizations. The courses examine the configuration and implementation of devices, protocols, and operating systems used in Local and Wide Area Networks. The communications theory and application taught in this program also help prepare students to sit for various industry certification exams. UNIX/Linux: This concentration is designed to prepare students in UNIX and Linux Operating Systems in today's Information Technology environment. The students learn both programming and administration of the operating system in respect to business applications and internet presence. This concentration helps prepare students for industry certifications. Web Technology: This program is designed to prepare students with the necessary skills to work in today's business Internet/Intranet environment where web programming, development and design skills are used. The student is trained in developing computer solutions to business problems using programming and scripting languages, web development tools, web services and web application of database technology. Emerging Technologies: This concentration allows the student to design a unique 60 hour program that complements his/her prior experience in the Information Technology field. This concentration consists of general education courses along with technology courses that are chosen to accomplish the students career goals. This requires academic advisor and departmental approval. The ITEC classes are offered in the traditional 15-week classroom setting, as 15-week on-line classes, and as hybrid classes which combine classroom setting and web-based delivery. The ITEC program utilizes seven full-time faculty members led by a program coordinator and a department chair. In the 2009 fall semester, there were 598 students enrolled in 53 ITEC classes, 1

3 with 203 declared ITEC majors. The number of adjunct faculty employed by the department varies from semester to semester. In the past few years the ITEC program suffered declining enrollment. The program is currently experiencing growth in all concentrations. Factors that affect this growth will be discussed throughout this document. II. OVERALL PERFORMANCE The Information Technology program is successful in continuing to meet the need for highly trained and educated Information Technology professionals in a dynamically changing work environment. The curriculum is designed collaboratively with input from both full-time and adjunct faculty members. Faculty members are contributors to the self-study for the academic audit self-study and demonstrate their commitment to the success of the process by having participated in meetings to assess the program s processes and outcomes. The annual meeting of the program s Advisory Committee provides valuable input toward affirming the soundness of the current curriculum, communicating best practices in the field, and suggesting avenues for program improvement. The Advisory Committee often shares job openings for full-time employment opportunities for the students. In the case of Cook Systems International, the program has a formal internship program offering students real-world experience and on-thejob training. Many students go on to successfully gain full-time employment as a result of the internship experience. These efforts illustrate the strong support and confidence local industries exhibit for the program and its graduates. In the Fall of 2007, the program faculty collaborated on updates to the curriculum for the catalog. Changes included returning to a common-core of classes that provide students with a sampling of courses from many of the concentrations and streamlining the course inventory to reflect changes in industry trends. Many of the courses are now designed to prepare students for industry certification exams in CISCO, Microsoft, CompTIA A+, and Linux. Changes reflect input from the advisory committee and adjunct faculty as well as the full-time faculty. While the program changes are moving in the right direction, program faculty members recognize the need of obtaining more input from current and former students and adjunct faculty in the decision making processes. The program employs the use of course tests, major field exit exams, and other methods to assess performance and then uses results for continuous program improvement. The College s Institutional Effectiveness (IE) planning process is utilized when measuring the performance of the students and thus the effectiveness of the curriculum. The Information Technology faculty members provide input for assessing the areas for improvement and for recommending the methods for assessing the various outcomes. This is evidenced by the updating of major field exit examinations in the fall of In light of curriculum changes, the program created a new major field exam for the Web Technologies and Emerging Technologies concentrations. One area of improvement is the quality of assessment data collected at the course level. The program is currently identifying Student Learning Outcomes (SLOs) for each course and will measure student progress towards the identified outcomes by implementing course-level exit tests. The 2

4 formal assessment of program outcomes was already in place, but the documentation of assessment of course outcomes is a recent addition to the program s continuous improvement processes. The equipment and use of facilities by faculty are inventoried by the department and maintained by the College. Computer laboratory technicians in Information Services oversee the functioning of computers and ancillary equipment in department computers labs and faculty offices. Each computer lab utilized by the Information Technology program has an assigned faculty lab liaison that is tasked with ensuring that the proper software and system configurations are implemented to support all courses taught in the lab. Media Services oversees the maintenance of 21 st century classrooms and provides training on the equipment. Support for additional computing and software resources, as program needs change, is handled by requests for TAF funds. The faculty members of the Information Technology program collaborate with stakeholders to constantly improve the curriculum and program processes. In addition to the established means of assessment and use of results instituted by the program, the academic audit has proven successful in identifying other areas for improvement. These improvements are specified in Section IV of this report. III. PERFORMANCE BY FOCAL AREA The purpose of this section is to address quality processes related to the Information Technology program at Southwest Tennessee Community College. This section will describe the processes in which faculty draw upon evidence to assess strengths, weaknesses and needs associated with the program in an effort to produce, assure, and regularly improve the quality of teaching and learning. Initiatives and recommendations for improvement to address identified needs are also presented in each of the focal areas. Focal Area 1: Learning Objectives The knowledge, skills, and values students should acquire from their educational experience in the Information Technologies program at Southwest Tennessee Community College have been clearly defined since the program s inception. Many difficult departmental decisions were made in 2007, including elimination of concentrations, converting nearly all ITEC classes to 3 hours (from 4), and creating a common core for all concentrations in the program. When these changes were being discussed, numerous collaborative departmental meetings were held to define program learning objectives. Each concentration was reviewed; corresponding job descriptions and the skills needed for each were dissected, with measurability of skills a major concern. These changes resulted in the addition of two new courses for each concentration. The average course load for faculty increased from four courses to five courses per semester. Each year in the spring semester the ITEC Advisory Committee, which includes industry professionals, meets with faculty to share ideas and concerns and to discuss current trends in the field. At this annual information gathering session, the faculty members presented the revised 3

5 program learning objectives. Feedback from the ITEC Advisory Committee confirmed that the program objectives are consistent with current information technology needs. 1.1 Process for Developing Program Learning Objectives Student learning objectives have been explicitly defined for each course in the program and are listed on the standardized course syllabi. For the CISCO courses and some of the operating systems courses the student learning objectives are based on evidence-based industry certification objectives. Departmental meetings were held in which faculty members collaborated regarding the student learning objectives for each of the classes. At this time, objectives were reviewed and changes were suggested. objectives which are deemed as most important for a student s later success in the IT field make up the program objectives. Program objectives were chosen by determining the critical thinking and application skills necessary for success in the work environment. Each student learning objective is written in such as way as to be specific and measurable. 1.2 Evidence-Based Learning Objectives The learning outcomes for the curriculum emphasize the preparation of students to enter the work force. Each year, local and national job descriptions are gathered and discussed to analyze national and local industry trends. One of the first topics brought up at the ITEC Advisory Committee meeting was a list of basic skills each member considered crucial for a job applicant. Southwest has mechanisms in place to collect facts and information related to employer satisfaction, student satisfaction, and student employment. As part of the program assessment process, the Career Services Office tracks ITEC graduates for up to 12 months (by calendar year) after graduation and collects employment measures that provide valuable information to the program. The results are reported to the program annually including a list of graduates, their contact information, and their employment information. Career Services obtains information on the graduate s employer, supervisor, job title, and salary. An employer survey includes contact information, whether the employer has hired graduates, and if so, how many, job titles, salary ranges, classification of technical function, ratings of graduates, and ratings of job related skills. The graduate survey includes contact information, name of supervisor and contact information, length of current employment, job title, classification of technical function, rating of technical education, rating of job related skills, importance of degree in obtaining the job, certifications, professional organizations, community involvement, suggestions for improvement of the program, and salary ranges. Information from the surveys is utilized when decisions are made regarding what is most important for a student to think, know, or be able to do when students graduate and go to work in the information technology field. Textbooks are evaluated and chosen based on how well concepts are presented and with consideration of applicability of current industry standards. Industry publications are reviewed to for the purpose of keeping current with evolving technology. 4

6 1.3 Best Practices for Learning Objectives Because the ITEC program is preparing students to enter the work force, industry standards play a large part in determining the program s best practices. Industry certification exams drive development of course content, when applicable. New courses and/or revised courses are initiated by individual faculty and are based on the needs of industry as communicated to the program coordinator by the Information Technology Advisory Council, National Certification Boards, and students in the workforce. The CISCO Certified Network Associate (CCNA) Academy program in the Internetworking concentration mirrors the industry's most sought after networking training program. The globally accepted best practices provided by the CISCO Networking Academy Program have been directly incorporated into the ITEC program. When funding is available, faculty members attend national conferences and seminars to meet with their peers across the country. These meetings afford opportunities for instructors to discuss styles, practices, methods, and materials that are used effectively in the technical classroom. Improvement Needs for Focal Area 1 The program needs to: Increase Advisory Committee participation in the development of learning objectives to better reflect the needs of industry. Implement a systematic process for establishing benchmarks, best practices and guidance from professional organizations and other institutions of higher learning to design effective learning objectives. Improve the use of national data for making decisions about the design of curriculum, the learning outcomes, and the assessment methods. This can be accomplished through making additional use of research information available from the National Workforce Center for Emerging Technologies (NWCET). Focal Area 2: Curriculum and Co- Curriculum 2.1 Faculty Collaboration on Curriculum Design and Improvement The Information Technology department implemented a major restructuring of the curriculum in 2007 for the Catalog. This change was part of the strategic plan and an on-going effort of the faculty in the program. The new curriculum was developed by the faculty in consultation with the Advisory Committee, graduates, and industry contacts. The program also benefitted from input from two companies that provide internships for current students. Curriculum changes were approved by the College Curriculum Committee to ensure adherence to the guidelines of the college. 5

7 The new curriculum focuses on skills that are needed for entry-level employees in the Information Technology fields that the different concentrations support. As indicated in the program objectives, the curriculum also prepares students to adapt and grow as their work conditions and responsibilities change. Faculty members participate in the state-wide CSEC (Cyber Security Education Consortium) which is sponsored by the National Security Agency (NSA). In this effort, a consortium of state community colleges is collaborating regarding the implementation of information security into the existing curriculum. Three faculty members from Southwest TN Community College will be NSA certified instructors for information security courses. 2.2 Content and Sequencing to Achieve Learning Objectives The new curriculum contains a core of courses that provide foundation material for all subsequent courses. The common core includes Introduction to Microcomputers, Logic and Problem Solving for Programmers, Web Page Development, and Cisco I (Networking). These core courses give a breadth to the curriculum to allow students to apply for a variety of jobs in Information Technology. The previous curriculum had two concentrations that prepared students as entry-level programmers. The two concentrations differed primarily in programming languages. To prepare students for a wider range of positions in Information Technology, the new curriculum has a concentration in Application Development Programming. This concentration provides instruction for students in three different programming languages, with two courses required in each of those languages. Another example of adding breadth to the curriculum is in the Web Development concentration. The concentration previously emphasized Web programming but has been modified to include courses in Web site design and Web server administration to give students a more robust experience. This Web server administration course utilizes the UNIX/Linux platforms within the ISP community and as such has been added to the UNIX/Linux concentration as well. Cisco Network Administration/Security (ITEC2341) and Survey of Information Security (ITEC 1300) are two new security specific courses that have recently been added to the program curriculum in response to the national emphasis on homeland security. In addition to the common core of courses, all concentrations require at least one database course and one operating systems course to ensure that program graduates are adequately trained. When changes are made to the curriculum students are notified through advising sessions, the current catalog, and the college s public web site. Students gain real world practical experience by participating in internship programs offered by several organizations including Cook International Systems, Robert Half Technology, and Auto Zone. 6

8 2.3 Soundness of Curriculum, Including Best Practices The Advisory Committee is one of the department s primary sources for ensuring that the curriculum is relevant and consistent with industry needs. The committee meets each spring and reviews the curriculum. The committee is composed of a cross-section of the industry with committee members who specialize in programming, networking, and the other concentration areas. Valuable insight is gained from the committee s input and advice. Minutes from one of the advisory committee meetings are included in Appendix 5. In the Cisco Networking Academy program, quality assurance is evidenced by the Academy focus on standards, guidelines, industry recommendations, and training and certification (Cisco Certified Network Associate (CCNA) and Cisco Certified Academy Instructor (CCAI)) required for the instructors. This focus on best practices as determined by the Academy contributes to a sound curriculum that is consistent with the curriculum at other institutions that offer the information technology program. Improvement Needs for Focal Area 2 The program needs to: Refine the process for analyzing curriculum design, course content, and course sequencing. Focal Area 3: Teaching and Learning 3.1 Focus on Teaching and Learning Since the program is career oriented, the primary focus is on mastery of the skills needed by students for being information technology professionals. Using input from the ITEC Academic Advisory Committee, from current job postings, and from available professional literature, the courses are organized to stress a real-world skills inventory. The program is structured to take students from a point of no prior computer experience to being qualified to enter the field. 3.2 Use of Instructional Methods and Materials for Mastery The department offers four delivery modes for courses consistent with the College offerings: online, hybrid, web-assisted, and on-campus. Due to the nature of the courses, the traditional lecture frequently involves demonstration of the concepts and skills by the instructor with students emulating the skills. As a means of measuring student accomplishment of the learning outcomes, each of the courses requires that students complete lab assignments to demonstrate the mastery of the concepts and skills. In some classes, supplemental software such as SAM, MyItLab, or MeasureUp is used for assessment purposes and for additional practice for students. Program faculty members believe it beneficial for all students to actually perform the underlying skills rather than simply hearing about or seeing the skills demonstrated. Some courses use semester projects to stimulate student interest which allows students to see glimpses of real- 7

9 world applications. Selected courses use journaling where students are able to describe in their own words the effect of course content on their overall understanding of the system. In another course, students participate in structured critical thinking discussions to help stimulate learner-tolearner interaction. 3.3 Collaboration in Design and Delivery of Teaching-Learning Process Within concentrations, there is collaboration on course content and structure of courses. Faculty members share techniques and processes that work well and multiple sections for a course use common lab assignments and assessment mechanisms. Promising teaching practices are shared with other departments at Southwest through professional development during Faculty Development Day and the Summer Institute. Faculty Development Day is held once a year and all faculty members are encouraged to participate. Summer Institute is a two day event that provides a forum for faculty from different areas within and outside of the college to present on teaching methods and new classroom technologies. Both full-time and adjunct faculty members are encouraged to participate. One program instructor shared with other instructors in the program his success with using NetOps in demonstrating solutions to common student problems on assignments. This method of active participation served to engage and motivate his students. A program goal is to establish a formal process for sharing other promising teaching practices among the program faculty. Improvement Needs for Focal Area 3 Improve adjunct pool with more industry professionals to provide an industry oriented environment in the classroom. Promote and increase student internships with Cook Systems International and other local industries. Establish a formal process for sharing classroom best practices and teaching innovations. Focal Area 4: Student Learning Assessment 4.1 Key Quality Indicators for Learning Objectives The program has incorporated the use of a 4 column model for listing: (1) program objectives, (2) assessment methods tied to the individual objectives, (3) assessment results, and (4) use of the assessment results in closing the loop. Documentation of the continuous improvement process for the program has been both improved and simplified through the use of the 4 column model. In the fall semester of 2008, all programs at Southwest TN Community College began using this model and posting it in the college s online Planning System. This documentation effort helps to validate that program assessments are aligned with the learning objectives and that assessment results are used for enhancing student learning. A copy of the program s completed 4 column assessment model for may be found in Appendix 6. 8

10 Exit exams are given to graduating students with an update of the exams made in the spring 2009 semester. Each faculty member contributed in preparing revised exit exams for each concentration in relationship to the respective course outcomes. The revised exams were administered in the 2009 fall semester. Exit exam questions are tied to individual student learning objectives. A need identified by the program is for making better use of exit exam results for validating learning objectives. 4.2 Best Practices for Assessing Student Learning As a means of measuring student accomplishment of the learning outcomes, each of the courses requires that students complete lab assignments to demonstrate mastery of the concepts and skills. In some classes, supplemental software such as SAM, MyItLab, or MeasureUp developed using extensive research and best evaluation practices is being utilized for assessment of student learning. Exit exams for each of the concentrations were developed with the assessment of learning outcomes as a primary consideration. Each section of an exit exam contains goal related questions which are tied to one of the program learning outcomes. Computer Based Testing (CBT) was implemented in most of the ITEC/MIS courses for assessment purposes in the 2009 spring semester. Additional technical support will be needed at Southwest in maintaining all the various CBT tools efficiently. 4.3 Continuous Assessment-Based Program Improvements As discussed in Section 4.1, student achievement of the learning outcomes is assessed and documented using the college s online planning system and four column model. The fourth column lists use of results of assessments in making continuous improvements in the program. Assessment methods are periodically reviewed and changed as needed. Improvements are made at the course level when assessment results indicate the need for change. As courses within the program are improved, the overall program is improved. Assessment-based program improvements that took place in the last cycle are recorded in Column 4 of the Student Learning Outcomes Assessment Chart found in Appendix 6. Each course in the program has an Academic Partner who is a faculty member responsible for course outcomes and the use of assessment results to aid in the planning of course improvements. Exit Exams were updated in the spring 2009 semester and a review of these exams will occur annually each May. The modifications were based on curriculum changes and on past student performance on the exit exams. 9

11 4.4 Multiple Measures in Assessing Learning and Program Effectiveness Each ITEC course requires that students complete multiple assignments during the semester. These assignments may consist of hands-on lab exercises that are assigned from the textbook or created by the faculty. These assignments cover the material covered in the chapter or unit. They are graded by the faculty member and returned to the students with feedback. With exercises that are completed using online assessment tools, students receive immediate feedback. Students may also complete both individual and/or team projects. One course requires that students prepare for industry certification exams. At the course level, student achievement on projects, assignments, tests and lab-work is used for assessing student learning. At the program level, exit exam results are used in evaluating the effectiveness of the program. Feedback from the Advisory Board, graduate surveys, career placement data, and employer surveys are also utilized in assessing program effectiveness. Improvement Needs for Focal Area 4 The program needs to: Research additional effective measures for assessing student performance including pretests and post-tests or a Computer Based Training (CBT) solution for all ITEC courses Use the exit exams to validate the Student Learning Objectives Focal Area 5: Systematic Quality Assurance 5.1 Commitment to Continuous Quality Improvements Feedback is given to the faculty related to how they are performing work related to the curriculum and other practices affecting students through the annual department chair s evaluation and subsequent conference with chair. Faculty members receive additional valuable feedback through the results of the student evaluation of teaching surveys (SET) performed each semester. Quality assurance practices are periodically reviewed and improved as needed. In the year, both the Student Evaluation of Teaching instrument and Department Chair s Evaluation for faculty instrument were developed or revised through formal processes which included regular input from faculty committees and ultimate approval by the Faculty Senate, Department Chairs, Deans, and the Provost. The administration at Southwest is committed to providing opportunities for professional growth and development for faculty members based on budgetary restrictions. Numerous opportunities throughout each academic year related to enhancing teaching effectiveness are offered free of charge to faculty members through the Center for Faculty Development. Departmental meetings and provide an opportunity of communicating with the chair and upper administration. Regular ITEC meetings and give an opportunity of discussing topics and issues to ensure that the curriculum meets the demand of the industry and also fulfills 10

12 the college mission and policies. ITEC committee and sub-committee meetings provide a forum for refining and implementing actions to achieve the ultimate goal of having a quality program. Technology is an area that is constantly changing, and staying close to the industry is a key to the success of the ITEC program. An annual ITEC Advisory Committee meeting is held to discuss curriculum matters and adjust course contents as needed based on the industry relevance. Utilizing the internship programs with Cook International System, Robert Half Technology, Auto Zone, and other organizations enhance the students classroom knowledge by exposing them to real world practical experiences in the industry. One need identified through the selfstudy is to promote those internships and increase student participation in these valuable learning opportunities. 5.2 Systematic Quality Assurance Institutional Efforts: The IE planning cycle is a formal internal process at Southwest used for systematic quality assurance. This process requires that all departments establish annual objectives, conduct assessments, and use assessment results to improve programs. Training in writing program outcomes for student learning was undertaken as a college-wide effort in the fall semester of 2008 with documentation of the student learning outcomes on the college s online planning system continuing as an ongoing process at Southwest. Other forms of quality assurance regarding teaching effectiveness include the student evaluation of teaching (SET) for each faculty member and the follow-up department chair s evaluation of faculty each spring semester. The institution is committed to providing quality services to meet the distinct needs of its diverse student population. The Academic Support Center (ASC) provides free tutoring services and resources for students to provide support that may enable them to successfully reach their educational goals. Through the services of the Advising and Counseling Centers at Southwest, professional advisors along with assigned departmental advisors provide students with a high caliber of advising deemed essential for their academic success. As part of the commitment to systematic quality assurance, Southwest has purchased a program called AdvisorTrac to be used for tracking advisees and maintaining records of content in advising sessions. The Advising and Counseling Centers provide valuable assistance with articulation issues for students who plan to transfer to other colleges and universities. Many of the Southwest students are first generation college students and find the support of the Advising and Counseling Centers invaluable. The Career Services Department at Southwest serves all students who request assistance with job-search strategies, resume writing, interviewing techniques, and career counseling. Five libraries are available for student, faculty and staff use and an InfoNet Library provides additional valuable online services in assuring that all students have access to library services. Southwest Tennessee Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges. As part of the reaffirmation of accreditation process, 11

13 Southwest has responsibility for documenting compliance with 72 standards of quality and effectiveness and the Commission has responsibility for reviewing the College in accordance with those standards. In meeting the high standards required for accreditation, Southwest assures that quality education practices are in place. Program Efforts: Communication/Networking courses instructors must complete a training course that covers how the content should be delivered which helps to assure that faculty members teach the course material consistent with CISCO quality assurance standards and industry best practices. The ITEC Advisory Committee provides guidance in course content and practical application of objectives in the programs. Performance of students in internships is considered in assuring that the program is meeting needs of industry. Additionally, employer and graduate surveys are utilized with results used for improving the program when the need is indicated. A goal for the Information Technology program in assuring continuous quality is to seek accreditation through the Association of Collegiate Business Schools and Programs (ACBSP). Improvement Needs for Focal Area 5 Solicit additional ITEC Advisory Committee members Explore more internship opportunities Expand more technical academic partnerships such as Oracle, SUN, Microsoft, and IBM. Seek ACBSP accreditation for the Information Technology program. Participate in seminar programs with guests speakers from industry to foster a greater level of program awareness within the industry and provide access to leading industry trends and technologies. IV. POTENTIAL RECOMMENDATIONS AND ASSOCIATED INITIATIVES Having assessed the overall educational quality of the Information Technology program in the self-study, the purpose of this section will be to present some specific initiatives for improvement. The program s faculty members are committed to working intensively on the following quality improvement initiatives: Initiative 1: Gain ACBSP Accreditation The faculty wishes to pursue ACBSP accreditation to validate the quality and content of ITEC curriculum. The Association of Collegiate Business Schools and Programs is the leading specialized accreditation association for business education supporting, celebrating, and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn how to learn. ACBSP Web site 12

14 Key Activities and Related Focal Area(s): Seek assistance and information from other Southwest programs accredited by the ACBSP. Supports Focal Area 5 Complete and submit the application for accreditation. Supports Focal Area 5 Initiative 2: Build a Culture of Evidence Plan The second area of improvement is to build a plan for collecting and analyzing data to improve student outcomes a process known as building a culture of evidence. The program will develop a systematic means of identifying benchmarks and utilizing national data to evaluate and establish improvement for program curricula. Key Activities and Related Focal Area(s): Implement a systematic process for establishing benchmarks, best practices and guidance from professional organizations, other institutions of higher learning to develop effective learning objectives. Supports Focal Area 1. Implement a systematic process for analyzing curriculum design, course content, and course sequencing. Supports Focal Area 2 Establish a formal process for sharing classroom best practices and teaching innovations. Supports Focal Area 3 Utilize the exit exams to validate Student Learning Objectives. Supports Focal Area 4 Initiative 3: Increase Formal Activities with Industry As a program focused on career education, it is vital the program utilize industry representatives and knowledge to ensure that students have exposure to the latest innovations in technology. Students graduating from this program should be prepared to enter the technical workforce. Key Activities and Related Focal Area(s): Increase Advisory Committee participation in the development of learning objectives to better reflect the needs of industry. Supports Focal Area 1 Improve adjunct pool with more industry professionals to provide an industry oriented environment in the classroom. Supports Focal Area 3 Promote opportunities for student internships with Cook Systems International and other local industries. Supports Focal Area 3 Participate in seminar programs with guests speakers from industry to foster a greater level of program awareness within the industry and provide access to leading industry trends and technologies. Supports Focal Area 5 13

15 V. MATRIX OF IMPROVEMENT INITIATIVES Recommended Improvement Action Leadership Timeline Project Name: Gain ACBSP Accreditation Description of Initiative: a. Research accreditation information/requirements. b. Complete and submit an application for accreditation with ACBSP. Intended Result: The quality and content of the ITEC curriculum will be validated. Coordination: Department Chair Participants: All ITEC faculty members Beginning: December 2010 Ending: Ongoing Project Name: Build a Culture of Evidence Plan Description of Initiative: a. Establish benchmarks, best practices for effective learning objectives. b. Implement systematic process for analyzing curriculum. c. Implement a process for sharing classroom best practices. d. Utilize the exit exams to validate the Student Learning Objectives. Intended Result: Through more effective and systematic assessment, the program will be improved. Coordination: Program Coordinator Participants: All ITEC faculty members Beginning: Fall 2009 Ending: Ongoing Project Name: Increase formal activities with industry Description of Initiative: a. Increase Advisory Committee participation b. Improve Adjunct Pool c. Promote student internships d. Participate in seminars with guest speakers Intended Result: Students have exposure to the latest innovations in technology. Graduating students are fully prepared to enter the technical workforce. Coordination: Program Coordinator Participants: All ITEC faculty members Beginning: Fall 2009 Ending: Ongoing 14

16 APPENDICES Appendix 1 Program Description/Requirements Appendix 2 Descriptions Appendix 3 Enrollment Data Appendix 4 Faculty Credentials & Advisory Board Members Appendix 5 Advisory Board Meeting Minutes Appendix 6 Student Learning Outcomes 15

17 Appendix 1 Program Description/Requirements Application Development Programming Concentration Jane Santi/Michael Wright This program is designed to prepare graduates to work in today's Information Technology programming environment. The graduate is trained in developing computer solutions using both procedural and object oriented concepts. First Semester **** Computer Literacy Elective 3 ITEC 1002 Logic & Problem Solving 3 ITEC 2010 Web Page Development 3 ITEC 1330 CISCO Networking I 3 ENGL 1010 English Composition I (Gen. Ed.) 3 Second Semester ITEC 2143 Systems Analysis & Design 3 ITEC **** Operating Systems Electives 3 ITEC 1101 C/C++Programming 3 ITEC 1105 Win/Web VB.NET I 3 SPCH 2010 Oral Communications (Gen. Ed.) 3 Third Semester ITEC **** Database Elective 3 ITEC 2710 Java Application Programming 3 ITEC 2111 Object-Oriented C++Programming 3 **** Mathematics (Gen. Ed.) 3 ACCT 1210 Principles of Accounting I 3 Fourth Semester IITEC **** ITEC Elective 3 ITEC 2115 Win/Web VB.NET II 3 ITEC 2720 Advanced Java Programming 3 **** Humanities/Fine Arts (Gen. Ed.) 3 **** Social/Behavioral Sciences (Gen. Ed.) 3 Internetworking Technologies Concentration Dagny Wright This program is designed to prepare graduates with the necessary skills to work in today's Business ITEC networking environments by stressing the process, analytic, design, planning, and engineering issues associated with internetworking technology within modern organizations. The courses examine the configuration and implementation of devices, protocols, and operating systems used in Local and Wide Area Networks. The communications theory and application taught in this program also help prepare students with the knowledge and background necessary to sit for the CompTIA A+, Network+, Server+, and Security+ exams as well as the CISCO Certified Network Associate (CCNA) and the Cisco Certified Design Associate (CCDA) exams. First Semester **** Computer Literacy Elective 3 ITEC 1002 Logic & Problem Solving 3 ITEC 2010 Web Page Development 3 ITEC 1330 CISCO Networking I 3 ENGL 1010 English Composition I (Gen. Ed.) 3 Second Semester ITEC 2143 Systems Analysis & Design 3 ITEC 2201 UNIX/Linux OS 3 ITEC 1325 IT Hardware Essentials 3 ITEC 2330 CISCO Networking II 3 SPCH 2010 Oral Communications (Gen. Ed.) 3 Third Semester ITEC **** Database Elective 3 ITEC 2351 Windows Client 3 ITEC 2333 CISCO Networking III 3 **** Mathematics (Gen. Ed.) 3 ACCT 1210 Principles of Accounting I 3 Fourth Semester ITEC 2335 CISCO Networking IV 3 ITEC 2341 Introduction to Network Security 3 **** Humanities/Fine Arts (Gen. Ed.) 3 **** Social/Behavioral Sciences (Gen. Ed.) 3 Choose one of the following: ITEC 2205 UNIX/Linux System Administration 3 ITEC 2510 End-User Support/Windows Environment 3 16

18 Appendix 1 Program Description/Requirements, continued Computer Systems Support Concentration Todd Blankenbeckler This program is designed to prepare graduates to provide technical assistance, support, and advice to customers and other users in today's IT computer environment. The graduates are trained in interpreting problems and providing technical support for hardware, software, and systems. First Semester **** Computer Literacy Elective 3 ITEC 1002 Logic and Problem Solving 3 ITEC 2010 Web Page Development 3 ITEC 1330 CISCO Networking I 3 ENGL 1010 English Composition I (Gen. Ed.) Second Semester ITEC 2143 System Analysis & Design 3 ITEC 2201 UNIX/Linux OS 3 ITEC 1325 IT Hardware Essentials 3 ITEC 2351 Windows Client 3 SPCH 2010 Oral Communications (Gen. Ed.) 3 Third Semester ITEC **** Database Elective 3 ITEC 2330 CISCO Networking II 3 ITEC 2510 End-User Support and Troubleshooting/Windows 3 Environment **** Mathematics (Gen. Ed.) 3 ACCT 1210 Principles of Accounting I 3 Fourth Semester ITEC **** ITEC Elective 3 ITEC 2341 Introduction to Network Security 3 ITEC 2520 End-User Support and Troubleshooting/Applications 3 **** Humanities/Fine Arts (Gen. Ed.) 3 **** Social/Behavioral Sciences (Gen. Ed.) UNIX/LINUX Concentration J. Wayne Morris This objective of this concentration is to prepare graduates in using the UNIX and Linux Operating Systems in today's Information Technology environment. The graduate learns both programming and administration of the operating system in respect to business applications and internet presence. In addition, this concentration helps prepare graduates for the first level Linux industry certifications. First Semester **** Computer Literacy Elective 3 ITEC 1002 Logic and Problem Solving 3 ITEC 2010 Web Page Development 3 ITEC 1330 CISCO Networking I 3 ENGL 1010 English Composition I (Gen. Ed.) 3 Second Semester ITEC 2143 System Analysis & Design 3 ITEC 2201 UNIX/Linux OS 3 ITEC 1325 It Hardware Essentials 3 ITEC 2351 Windows Client 3 SPCH 2010 Oral Communications (Gen. Ed.) 3 Third Semester ITEC **** Database Elective 3 ITEC 2330 CISCO Networking II 3 ITEC 1101 C/C++ Programming 3 **** Mathematics (Gen. Ed.) 3 ACCT 1210 Principles of Accounting I 3 Fourth Semester ITEC **** ITEC Elective 3 ITEC 2205 UNIX/Linux System Administration 3 ITEC 2341 Introduction to Network Security 3 **** Humanities/Fine Arts (Gen. Ed.) 3 **** Social/Behavioral Sciences (Gen. Ed.) 3

19 Appendix 1 Program Description/Requirements, continued Web Technology Concentration Todd Blankenbeckler This program is designed to prepare graduates with the necessary skills to work in today's business Internet/Intranet environment where web programming, development and design skills are used. The graduate is trained in developing computer solutions to business problems using programming and scripting languages, as well as web development tools. Students will gain experience in the use of current markup language. Areas of study also include web services and web application of database technology. First Semester **** Computer Literacy Elective 3 ITEC 1002 Logic and Problem Solving 3 ITEC 2010 Web Page Development 3 ITEC 1330 CISCO Networking I 3 ENGL 1010 English Composition I (Gen. Ed.) 3 Second Semester ITEC 2143 System Analysis & Design 3 ITEC 2201 UNIX/Linux OS 3 ITEC 2020 Client-Side Web Programming: JavaScript 3 ITEC 2170 Web Site Design 3 SPCH 2010 Oral Communications (Gen. Ed.) 3 Third Semester ITEC **** Database Elective 3 ITEC 2171 Server-Side Web Programming 3 ITEC **** ITEC Elective 3 **** Mathematics (Gen. Ed.) 3 ACCT 1210 Principles of Accounting I 3 Fourth Semester ITEC 2175 XML Applications & Web Services 3 ITEC 2207 Web Server Administration 3 ITEC Web Elective 3 **** Humanities/Fine Arts (Gen. Ed.) 3 **** Social/Behavioral Sciences (Gen. Ed.) 3 Emerging Technologies Concentration Clemetee Whaley The Emerging Technologies Concentration offers the student great flexibility in designing a 60 credit hour degree program that complements his/her prior experience in the Information Technology field. This concentration will be formalized through a signed contract between the student and the Concentration Advisor BEFORE the student begins courses to be used in the concentration. After a specialty area is selected, twenty-four semester hours of second year technology classes will be selected to complete the degree requirements that will complement the student's prior experience in the Information Technology field. These courses will be selected by the Faculty Advisor with the student's input. This program of study is designed as a terminal degree for a specific career field. 18

20 Appendix 2 Descriptions ITEC Intro To IT Careers This course introduces students to aspects of the different career opportunities in the Information Technology field. Career preparations, and traditional and Internet research skills are included in this course. Prerequisite: none ITEC Intro To Micros This course is designed to provide entering students with a background in computer terminology and concepts. Topics include operating systems and basic use of the Internet. Hands-on instruction utilizes popular microcomputer software packages, including a word processor, an electronic spreadsheet, a database, and a presentation application. One computer per student is assigned for the course. Keyboarding skills recommended. ITEC Logic & Problem Solving For Programmers This course covers computer concepts and problem-solving techniques as they are applied to programming. Topics include structured programming techniques, design of printer spacing charts, and programming subject matter such as control and iteration. Students write and run programs in order to apply these concepts. One computer per student is assigned for the course. Prerequisite: DSPR 0800 and DSPM 0800 or permission of the instructor. ITEC Microcomputer Operating System The student receives a thorough introduction to the microcomputer operating system and how it provides an environment for information decision making. General concepts, commands, terminologies, and techniques of the microcomputer operating system are also introduced to the student. Skills are developed by using a microcomputer operating system. One computer per student is assigned for the course. Prerequisite: Completed all developmental courses. ITEC 1006 Utilities/Hard Disk Management This course includes utility programs that aid in the operation of microcomputer software and hardware. Advanced operating systems procedures and techniques are covered. Procedures and techniques for using a hard disk are presented. Writing across the curricula is stressed in this course, with technical writing skills and documentation techniques emphasized. One computer per student is assigned for the course. Prerequisites: ITEC1004 Microprocessor Operating System, ETEC2814 Servicing and Maintenance of Microcomputer System. ITEC C/C++ Programming This course introduces the student to the C/C++ programming language. In this course, students write programs which emphasize the concepts of structured programming, top-down design, and user interaction utilizing C and C++. Topics include functions, control statements such as loops and decisions input/output, pointers, arrays, and strings. One computer per student is assigned for the course. Prerequisite: ITEC 1002 ITEC Win/Web Vb.Net I In this introduction to Windows/Web programming, emphasis is placed on Windows/Web user interface and programming conventions using Microsoft Visual Basic.NET. Topics include Overview of.net Framework, Visual Studio.NET/Visual Basic.NET IDE (Integrated Development Environment), Constant/Variable Declaration, Logical Structures, Procedures/Functions, Event-Driven Programming, File Access, and Output using PrintDocument Control/Print Method. One computer per student is assigned for the course. Prerequisite: ITEC 1001 and ITEC 1002 ITEC Survey of Information Security This course is an introduction to network security. It tackles the different terminology, products, services, and elements of networking security. The course begins with how hackers operate, providing an introduction to the threat and then provides an overview of security policies and protocols, providing an introduction to prevention and response. It provides an in depth introduction to security but does not cover the specific technical skills to perform as a network security professional. ITEC IT Hardware Essentials Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. The students, through hands-on activities and labs, learn to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. In addition, this course includes an introduction to networking. This course helps students prepare for the CompTIA A+ certification. One computer per student is assigned for the course. ITEC Cisco Networking I CISCO Networking I is the first of four courses designed in CISCO Networking I is the first of four courses leading to the CISCO Certified Network Associate (CCNA) designation. The course introduces students to networking, devices, IP addressing, media and design, topology and cabling. Instruction is based on the CISCO curriculum. One computer per student is assigned for the course. ITEC Server And Network Concepts This course provides students with a hands-on introduction to many of the important technologies involved in web programming, web site design, and web server maintenance. Topics covered include best practices administration of a web server, and network considerations specific to the World Wide Web. Gives an introduction to the basics of the job role, covers server installation and moves on to configuration and administration of Web servers. Prerequisite: ITEC ITEC Technical Co-Op I - VIII Students work part-time at their sponsoring companies training in areas related to their majors. Supervisors at the companies plan the work schedules to coincide with class schedules when possible. ITEC Co-Op Education I - III The student spends one semester in employment in the IT industry. Work duties are in the area of the student's declared concentration within the IT program. This course may not be substituted for a required concentration course (including IT electives) without approval (in writing) of the Department Chair prior to beginning the co-op experience. ITEC Co-Op Education IA - IIIA The student spends one semester in employment in the IT industry. Work duties are in the area of the student's declared concentration within the IT program. This course may not be substituted for a required concentration course (including IT electives) without approval (in writing) of the Department Chair prior to beginning the co-op experience. ITEC Web Page Development The focus of this course is on the design and creation of a Web site with the pages written in Extensible Hypertext Markup Language (XHTML) using a text-only editor. Topics include XHTML structural tags, tables, forms, image mapping, formatting with Cascading Style Sheets, and basic Web page design principles. All Web pages will validate to XHTML Strict standards. Each student will publish and maintain a Web site on a college-managed Web server. One computer per student is assigned for the course. Prerequisite: DSPM 0800 and DSPR 0800 or permission of instructor. 19