Assessment of Learning Report. Computer Science Networking CPC. Fall 2012 Spring 2014

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1 Assessment of Learning Report Computer Science Networking CPC Fall 2012 Spring 2014 Report prepared by: Michael Fuszner, Professor Department Chair Computer Networking

2 Assessment of Learning Report Computer Networking Fall 2012 Spring 2014 I. Introduction and Background St. CharlesCommunity CollegeMission Statement St. CharlesCommunity College is an affordable, and accredited, accessible learning environment providing life-changing opportunities for personal growth and professional success. Computer Science Mission Statement The Computer Science Program s mission is to offer both academic and vocational computer science programs that are responsive to the information technology needs of business and industry, as well as responsive to the personal and professional objectives of our students. We are committed to excellence in instruction and will recruit and retain a professional faculty imbued with real world, cutting edge experience and expertise. Course Prefixes The CPC prefix is being used to exclusively define computer networking courses. Overview of the Computer Networking Program The Computer Science program has been divided into two broad areas: Computer Networking (which this report addresses) o Cisco Networking Academy o Microsoft Networking o Computer Repair and Maintenance o UNIX for Networking o Network Security Computer Science o Business Computing o Computer Programming o Database Management o Multimedia & Web Design o Telecommunications CPC Assessment of Learning Report page 2 of 14 Fall 2012-Spring 2014

3 Computer Networking Degrees and Certificates The following degrees and certificates are currently offered: Associate of Applied Science o Networking o Network Security Certificates of Achievement o Networking Course Associate of Applied Science Degree Title Networking General Education Requirements (25 credit hours) Includes MAT 121: Intermediate Algebra A+ Certification Credit Hours CPC 107 A+ (Computer Repair & Maintenance) 5 Cisco Networking Academy CPC 170 CCNA1 5 CPC 171 CCNA2 5 CPC 172 CCNA3 5 CPC 173 CCNA4 5 Microsoft CPC 125 Windows Desktop Operating Systems 3 CPC 202 Windows Server and Active Directory 5 UNIX CPC 180 Introduction to UNIX/Linux 3 CPC 260 UNIX/Linux Administration 3 Advanced Skills CPC 290 Virtualization Technologies 3 CPC 299 New Technologies 3 Total Required Credit Hours 70 CPC Assessment of Learning Report page 3 of 14 Fall 2012-Spring 2014

4 Course Associate of Applied Science Degree Title Network Security Credit Hours General Education Requirements (25 credit hours) Includes MAT 121: Intermediate Algebra A+ Certification CPC 107 A+ (Computer Repair & Maintenance) 5 Cisco Networking Academy CPC 170 CCNA1 5 CPC 171 CCNA2 5 CPC 172 CCNA3 5 CPC 173 CCNA4 5 CPC 245 CCNA Security 5 Security CPC 160 Desktop Security 3 CPC 161 Computer Forensics 3 CPC 162 Certified Ethical Hacking 3 UNIX CPC 180 Introduction to UNIX/Linux 3 CPC 260 UNIX/Linux Administration 3 Total Required Credit Hours 70 CPC Assessment of Learning Report page 4 of 14 Fall 2012-Spring 2014

5 Certificate of Achievement Networking Course Title General Education Requirements (12 credit hours) Credit Hours Core Requirements CPC 107 A+ (Computer Repair & Maintenance) 5 CPC 125 Windows Desktop Operating Systems 3 CPC 160 Desktop Security 3 CPC 170 CCNA1 5 CPC 180 Introduction to UNIX/Linux 3 Total Required Credit Hours 31 CPC Assessment of Learning Report page 5 of 14 Fall 2012-Spring 2014

6 Program Goals and Objectives The computer networking program is comprised of four overlapping areas with the goals and objectives listed below: A+: Computer Repair and Maintenance Identify basic terms, concepts, and functions related to computer repair and maintenance Identify basic procedures for adding and removing field replaceable modules in computers Install and configure peripheral devices such as printers, modems, and external storage devices Install and configure internal devices such as hard drives, sound cards, and network cards Identify and install RAM Identify the most popular types of motherboards Troubleshoot common symptoms and problems associated with computer malfunctions. Identify basic concepts and procedures with selected current and legacy operating systems Microsoft Networking Installing the currently most popular Windows Desktop and Server operating systems Implementing and conducting administration of resources Implementing, managing, and troubleshooting hardware devices and drivers Monitoring and optimizing system performance, reliability, and availability Optimizing and troubleshooting performance Implementing, managing, and troubleshooting network protocols and services Implementing, configuring, managing, and troubleshooting local security policy Managing, configuring, and troubleshooting storage use Configuring and troubleshooting Windows network connections Implementing and managing Active Directory Integrating the Domain Name System with Active Directory Implementing and Configuring Group Policy Cisco Networking Academy Computer hardware and software, electricity, networking terminology, and protocols LANs and WANs, Open Systems Interconnection (OSI) model, Ethernet, and Internet Protocol (IP) addressing Design and documentation of a basic network and structured cabling Network-to-network communications Router user interfaces, components and configurations Basics of IOS versions, naming and software backup TCP/IP Protocol Suite and IP addressing and subnetting Interior routing protocols RIP, IGRP Switching and VLANs Spanning-Tree Protocol CPC Assessment of Learning Report page 6 of 14 Fall 2012-Spring 2014

7 Routing and Routing Protocols Access Control Lists (ACLs) Network documentation, security and troubleshooting WAN devices, encapsulation formats, and communication PPP components, session establishment, and authentication ISDN uses, services, and configuration Frame relay technology and configuration UNIX for Networking Installing of selected distributions of Linux Using Linux utilities Understanding Linux file systems Working with Linux shells Administering Linux systems Writing basic scripts Networking Linux Setting up file and printer sharing, print servers, and Web servers Network Security Designing a security strategy Protecting the network infrastructure Authentication, Authorization, Accounting (AAA) Securing layer 2 technologies Using access control lists IOS zone-based firewalls Cisco s Adaptive Security Appliance (firewall) VPN technologies Intrusion Prevention and Intrusion Detection Systems Public Key Infrastructure Ethical hacking Computer forensics Academic Assessment Plan The computer networking program prepares students in two ways: General education course work to train students in reading, writing, analysis/critical thinking, and decision-making. Program specific training in computer repair and maintenance, Microsoft networking, Cisco networking thru the Cisco Networking Academy, Linux, virtualization, ethical hacking, computer forensics, network security. Therefore, the computer networking assessment plan consists of the following: CPC Assessment of Learning Report page 7 of 14 Fall 2012-Spring 2014

8 ACT WorkKeys to evaluate general education course work. o Reading for Information Computerized multiple choice test that contains 33 problems to be completed in 55 minutes. An acceptable student score is from level three through seven, with seven being the highest. Students are reading passages from actual workplace business documents and are expected to respond to questions about the content of these documents. Reading skills and analysis/decision-making skills are measured by their answers. o Locating Information Computerized multiple choice test that contains 38 problems to be completed in 55 minutes. An acceptable student score is from level three thru six, with six being the highest. Students are observing workplace documents containing graphics, forms, charts, tables, etc., and are expected to glean information from these documents to answer questions accurately and in a timely manner. These skills are needed by SCC graduates every day in the workplace. An average of four final online assessments assigned as part of the Cisco Networking Academy at the conclusion of each quarter of training. o Final grade assessment scores may range from 0 to 100. o Assessments occur in a proctored environment. o The skills listed under Program Goals and Objectives above are evaluated. o Assessments include multiple choice, multiple guess, drag and drop, Flashgenerated forms that go beyond traditional, computer-based testing, and a handson, skills-based comprehensive assessment. CPC Assessment of Learning Report page 8 of 14 Fall 2012-Spring 2014

9 II. Data and Results The following table includes students who completed the program in Fall 2012 thru Spring Many computer networking students are seeking job skills to enhance their current career and not on a degree track. They attend specific classes relevant to their career field. Also, many students declared degrees when they first enrolled in a class at SCC but have not updated that information. Students are not required but encouraged to take the WorkKeys exams, so information is not available for all students. We discontinued using WorkKeys after Fall Academic Assessment Student ID Locating Information Reading for Information Online Final Assessment XXXXXX 43 XXXXXX 98 XXXXXX 82 XXXXXX 89 XXXXXX 55 XXXXXX 96 XXXXXX 72 XXXXXX XXXXXX 86 XXXXXX 74 XXXXXX 98 XXXXXX 67 XXXXXX 69 XXXXXX 72 XXXXXX 87 XXXXXX 87 XXXXXX 84 XXXXXX 76 XXXXXX 94 XXXXXX 82 XXXXXX 71 XXXXXX XXXXXX 80 XXXXXX 80 XXXXXX 92 XXXXXX XXXXXX 93 XXXXXX 79 XXXXXX 52 XXXXXX 80 XXXXXX 87 XXXXXX CPC Assessment of Learning Report page 9 of 14 Fall 2012-Spring 2014

10 XXXXXX 40 XXXXXX 62 XXXXXX 85 XXXXXX XXXXXX 74 XXXXXX 59 XXXXXX 51 XXXXXX XXXXXX 90 XXXXXX 35 XXXXXX 64 XXXXXX 78 XXXXXX 77 XXXXXX 88 XXXXXX 72 XXXXXX XXXXXX 73 XXXXXX 53 XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX XXXXXX 77 XXXXXX 71 XXXXXX 77 XXXXXX 63 XXXXXX 91 XXXXXX 87 XXXXXX 72 XXXXXX 90 XXXXXX 60 XXXXXX 90 XXXXXX 86 XXXXXX 88 XXXXXX 54 XXXXXX 60 XXXXXX 70 XXXXXX 94 XXXXXX 81 XXXXXX 90 XXXXXX 58 XXXXXX 84 XXXXXX 60 XXXXXX 62 XXXXXX 53 Averages CPC Assessment of Learning Report page 10 of 14 Fall 2012-Spring 2014

11 III. Data Analysis and Interpretation Students scored very well on the ACT WorkKeys assessments. All students scored above the minimum requirement. These are encouraging results since students within the computer networking program must be able to document their networks, create charts and graphs, analyze data, and so forth. Final Grade Assessments for those completing CCNA1 through CCNA4 were very strong with an average score of 74. We cannot compare this to previous years, since our assessment tool has changed. A passing score would be a 60 or above. Scores ranged from 35 to 98. A total of 65 students out of 78 passed (83%). The following chart shows the number of students that completed CCNA1 thru CCNA4. Students begin with CCNA1 and progress through the sequence in order by finishing with CCNA4. The retention rate stabilizes in the second half of the training. Students consider the curriculum challenging. 103 students completed CCNA1 94 students completed CCNA2 (8.7% drop rate) 80 students completed CCNA3 (14.9%% drop rate) 79 students completed CCNA4 (1.3% drop rate) 77% of our students completed the four-course sequence. This is a significant improvement. A large number of our students rely on tuition reimbursement programs through their employer. As a result, our enrollments depend heavily on the state of the economy which affects training CPC Assessment of Learning Report page 11 of 14 Fall 2012-Spring 2014

12 budgets at many companies. The typical retention rate nationwide among Cisco Networking Academies is around 50%, so our retention rate is much better. IV. Discussion of Data with IT Advisory Council and Program Faculty IT Advisory Council Discussions Soft skills that are considered important by our IT Advisory Council. Critical thinking skills, customer service skills, and social skills are highlighted. IT workers must be able to write a coherent message, know how to translate technical into non-technical language when speaking with customers, how to build a relationship with other employees and customers, and how to manage crises. These have been addressed within our classes in the following ways: The curriculum already contains Case Studies that require extensive documentation, troubleshooting skills, and project management in order to complete within the timeframe required. Students are required to work and communicate in team settings in many of our classes. Case Study projects are frequently completed in a team or group setting. The lab environment frequently requires working together in groups either formally or informally. IT Advisory Council members were asked what skill sets are most in demand in their IT department. These are some of the responses: Virtualization is a huge skill set to have Ability to document properly with case notes Troubleshooting skills Know how to respond to customer incidents IT Advisory Council members offered the following recommendations: Create a role playing scenario at the end of class have someone explain how they solved that day s assignment and their peers would ask questions related to that assignment Students need to learn how to support hand-held devices Students need to learn to write case notes in order to properly document and manage knowledge whether related to a customer case or as a result of troubleshooting Help desk technologies need to be taught Students need to learn to troubleshoot and program Android and IOS apps CPC Assessment of Learning Report page 12 of 14 Fall 2012-Spring 2014

13 Council members suggested job shadowing, internships, and classroom visits by advisory members as a way to show the importance of soft skills to students. The council provided these additional suggestions: Companies will not be moving to Windows 8 for quite some time yet Programming languages that SCC should be teaching include Java, Javascript, Python, and SQL and other object-oriented languages Cisco is the IOS to teach Juniper is not used very much Certifications are not important for programmers but may be more important for networking Council members were also asked how companies are handling security, data security, and information security in general: Students need Active Directory skills and security awareness training. Businesses need either biometric security for laptops or a program like SOPHOS. Laptop security a big issue. Passwords need to be longer and include numbers, letters and symbols. Network skills are very important and for users to understand social engineering. Students need to learn about web site security, cloud computing, and storage area networks V. Implication for Improvements or Changes The following implications for improvement or changes have been noted: Students need to continue to develop their soft skills thru team projects and working together. Students need to continue to develop their abilities to document information. Troubleshooting skills need to continue to be a focus in training. A larger database is necessary to add validity to the results of the assessment process. Most of our students are taking specific classes rather than targeting a degree. We are now assessing all computer networking students and not just those seeking a degree. Hybrid classes may better meet the needs of some working adult learners. Certifications and degrees are both important to employers. It is now more important than ever that students achieve job skills that will make them ready on day one at a new job. Students need to understand the business side of networking. CPC Assessment of Learning Report page 13 of 14 Fall 2012-Spring 2014

14 VI. Action Steps The following action steps are planned: Classes and a degree that focuses on network and cyber security should be developed. Group or team activities are being emphasized. Case studies requiring documentation that includes writing skills, organizational skills, creation of tables, charts, and graphics are included in the curriculum. All students, whether degree-seeking or not, will be included in the assessment process for future reports and evaluation. Many marketing and promotional events will be conducted to promote the program. These will include newspaper advertisements, on-line advertising, press releases, internal promotion and cross-promotion among classes. Students who do not already possess a college degree will be encouraged to work towards an AAS degree in addition to earning certifications. Hands-on skills are being emphasized within classes to give students the skills they need when starting a job. CPC Assessment of Learning Report page 14 of 14 Fall 2012-Spring 2014