CALIFORNIA STATE UNIVERSITY MONTEREY BAY. MBA Online Orientation. CAPSTONE Report. Submitted in partial satisfaction of requirements of the degree of

Transcription

1 Running head: MBA ONLINE ORIENTATION 1 CALIFORNIA STATE UNIVERSITY MONTEREY BAY MBA Online Orientation CAPSTONE Report Submitted in partial satisfaction of requirements of the degree of MASTER OF SCIENCE in Instructional Science and Technology Callie M. Chastain December 12, 2014 Capstone Approvals: (At least one advisor and capstone instructor should approve) Advisor Name Signature Date Capstone Instructor Name Signature Date

2 MBA ONLINE ORIENTATION 2 Table of Contents Executive Summary...3 Introduction...4 Target Audience...4 Literature review...5 Solution Description...7 Goals of the project...7 Learning & Instructional Theories...7 Proposed Solution...9 Content...9 Media Components...9 Challenges...10 Methods & Procedure...10 Major Deliverables...10 Resources/Timeline...10 Evaluation and Testing Plan...12 Formative Evaluation...12 Summative Evaluation...12 Final Thoughts...13 References...14 Appendix A...15 Appendix B...19 Appendix C...20 Appendix D...21 Appendix E...27 Release Form...28

3 MBA ONLINE ORIENTATION 3 Executive Summary The goal of the project is to provide an alternative to the current MBA orientation welcome phone call. Online modules are more flexible, provide more content, and allow for a more interactive experience. New MBA students, using their personal computer with internet access, will learn how to register and pay for classes and obtain textbooks for a course. They will also be able to navigate the learning management system (LMS), describe the structure of the academic week, locate course requirements & policies, and describe how to contact tech support. The implications of this project are added flexibility and active learning. Additional content, that wasn t feasible in the previous delivery method of a phone call, has also been included. Online modules allow the new MBA student to become acquainted with the various systems and procedures prior to the beginning of the class. Operationally, the online modules reduce the amount of time Student Service Advisers dedicate to welcome calls. This project production spanned 12 months of the MIST program. In this time three modules were designed and created in Adobe Captivate, using the knowledge, skills and abilities gained in the MIST program. A modified ADDIE and Rapid Design models were used in the design and production of the learning modules. The first module, the registration module, closely adhered to the ADDIE model. It was initially created in the Spring 2014 term and tested in the Summer 2014 term. The remaining modules on University Policies and LMS navigation were created using the Rapid Design model due to approaching deadlines. Usability testing for the initial module was completed in July and the necessary adjustments were made based on user feedback. Production on the remaining modules commenced during September. A complete summative evaluation will need to be completed once the MBA Orientation is implemented.

4 MBA ONLINE ORIENTATION 4 Introduction Since 2008 California State University Monterey Bay has offered a 100% online Masters in Business Administration (MBA). With 175 alumni and over 200 current students, CSUMB s 100% online MBA is a growing program. As applicants are accepted into the program, the standard operating procedure is to schedule a welcome call with their Student Success Adviser (SSA). During this 30 minute phone call, the SSA addresses items such as registration, online classroom navigation, program expectations, and more. Graduate students entering online programs often lack the basic understanding of what an online course is comprised of, for example, course delivery, accessing materials remotely, participating in asynchronous discussions, etc. (Carruth, Broussard, Waldmeier, Gauthier, & Mison 2010). The SSA has to schedule approximately 30 welcome calls each quarter. An alternate delivery method offers the following benefits: added flexibility, there s no need to hold 30 minutes of time during normal working hours; active learning, during the call the new students are passive, listening to the SSA; and the option to add content that couldn t be covered during the call due to time restraints. Operationally, benefits include a substantial decrease in SSA time required to deliver Welcome Call content, approximately 60 hours annually. Needs are determined when the actual status is subtracted from the desired status, (Carey, J., Carey, L., & Dick, 2009). Using this formula, the ideal scenario is an efficient, flexible mode of delivering information to newly admitted MBA students. The actual status is a 30 minute phone call. The gap analysis shows there is a lack in flexibility and efficiency in the current scenario. Target Audience The learners for the welcome call modules are a socially, racially, and culturally diverse group, but they all have undergraduate degrees and have been

5 MBA ONLINE ORIENTATION 5 accepted into the online MBA program. Please see demographic charts on age, gender, and ethnicity (images 2-4) in Appendix A. The modules are planned for a diverse group of learners who are open to alternative delivery modes, i.e. online learning. Understanding learner characteristics helps the designer shape the content and the delivery, (Carey, J., Carey, L., & Dick, 2009). As all learners have been accepted and matriculated into CSUMB s MBA program they will have an Otter ID and access to my.csumb.edu. The learners complete the online modules from their home, office, etc. They are expected to have a functioning computer and an internet connection. This orientation will ease new online learners into their first MBA course. This will be helpful, according to Conrad (2002), learners are often confused about the technicalities (p. 206). Online students are more susceptible to feelings of isolation when confronting administrative and technological problems, (Bocchi, Eastman, & Owens Swift, 2003). This instruction will provide the necessary information so students don t become frustrated, it s important that they know where to find help and resources. Analysis specific to the programs students (learner characteristics, performance context, and learning context) is demonstrated in tables 1.1, 1.2, and 1.3, located in Appendix A. Literature review As online education has become more relevant to higher education, studies have been done on various aspects of online programing. There are studies and articles specific to the importance of orientation. Cho (2012), Flowers (2001), Bocchi, Eastman, & Owens Swift (2003), Gilmore & Lyons (2012), and Scagnoli (2001) have all explored the role of orientation for online programs. Research explores various aspects of orientation, it includes: the importance of setting

6 MBA ONLINE ORIENTATION 6 appropriate expectations (of faculty, the classroom, their peers, etc.); an emphasis on course navigation; and the value of student support for online learners. Students initially acclimate to the online learning environment through online orientations. Setting the right expectations and giving students tools for success is the primary goal of this MBA orientation. Jonassen noted, students who are unable to adapt to the online interactions, vital discussions, and collaborations are more likely to fail in those activities, (as cited in Cho, 2012, p.1052). Scagnoli (2001) pointed out that attrition increases when students are confused and frustrated about how to communicate with faculty, or how to deal with the technical aspects of the program, like downloading course materials. Many MBA students enter the program with preconceived ideas about online education: what it will look like, expectations of faculty, cohort members, etc. A portion of the orientation will include a module about the importance of student interaction through forum posts. This module explains what is considered a substantive contribution to the forum discussion. According to Anderson, typical students who take their first online course are often unaccustomed to the instructional techniques and mistakenly assume a passive role (as cited in Flowers, 2001). The MBA program places a high value on student interactions through discussions, should a student take a passive role they would jeopardize their position in the program. Online students are more susceptible to feelings of isolation when confronting administrative and technological problems, (Bocchi, Eastman, & Owens Swift, 2003). This instruction provides information so students don t become frustrated. It s important that they know where to find help and resources. In addition to the on campus resources (Student Services Coordinator, Financial Aid Counselor, Student Disability Resources, etc.), MBA students also have access to a Student Success Advisor and 24/7 technical help for the learning management system. Gilmore & Lyons (2012) highlighted the importance of

7 MBA ONLINE ORIENTATION 7 including support services and LMS navigation; they found that adding this additional information to the orientation increased student satisfaction. Online student orientations exist in many forms. For example a previous MIST student s final project was on the topic; if you enter online learner orientation into any search engine, thousands of results will come up. However, these orientations are either specific to other institutions programs and courses or too general to be applicable to students in CSUMB s MBA program. Solution Description Goals of the project The overarching goal of the project is to provide an alternative to the current orientation welcome phone call. Online modules are more flexible, provide more content, and allow for a more interactive experience. New MBA students, using their personal computer with internet access, will be able to register, pay, and obtain textbooks for a course. They will also describe the structure of the academic week, locate course requirements & policies, and describe how to contact tech support. Entry skills are computer and internet skills, access to my.csumb.edu, via learner s Otter ID and password. The informational goals in this instruction facilitate student success. Because the goals are, for the most part, verbal information goals that the learner will need to memorize them. Entry behaviors for students include working knowledge of the internet, , browser, and basic navigation of my.csumb.edu. The typical learner will not have prior knowledge of the LEARN learning management system (LMS). Learning & Instructional Theories The primary learning theory behind the orientation design is constructivism, more specifically, the generative learning theory and Dewey s philosophy of learning through doing. Constructivism is defined as knowledge constructed by the learner through an active, contextualized process. The learner s

8 MBA ONLINE ORIENTATION 8 prior knowledge forms a foundation; new knowledge, when acquired, is added to the foundation. The generative learning theory, or the process of linking new knowledge to that which the learner already knows, plays a large role in this training. The idea is to link the new information from the orientation modules to the existing foundation (the learners past experiences with, or beliefs on, online courses), forming realistic expectations of the MBA program. Dewey s philosophy of learning through doing is incorporated throughout the orientation modules. To create a more authentic learning experience, simulations are included where appropriate. This also helps to transfer knowledge to its real world application. Constructivism is an enormous, multifaceted theory and it has many subcategories, but all hold to the general view that (1) learning is an active process of constructing rather than acquiring knowledge, and (2) instruction is a process of supporting that construction rather than communicating knowledge (Duffy & Cunningham, 1996). The orientation modules include simulations when applicable. Creating an environment where the learner can try out new knowledge adheres to Dewey s philosophy of learning through doing. Practicing in a meaningful environment also provides context for the learner. For example, once the registration process has been fully demonstrated, the learner navigates the process on their own through an interactive simulation. The orientation follows Merrill s first principles of instruction: activating prior knowledge, demonstrating the skill, applying the skill through simulations, and where applicable, integrating the skill. Each of the modules begins by activating the learner s prior knowledge and outlining the objectives. This is followed by a demonstration then simulation of the skill. This works particularly well with the registration module. At the end of each module, where applicable, the student applies the skill.

9 MBA ONLINE ORIENTATION 9 Proposed Solution Online modules will allow the new MBA student to become acquainted with the various systems and procedures prior to the beginning of the class. Utilizing online modules will greatly reduce the amount of orientation time required of the Student Success Advisor; time that could be focused on highpriority items. Content The orientation primarily covers hard skills, but some soft skills and policies are highlighted. The hard skills covered in the online modules include registration and LMS navigation. The registration module includes a demonstration, an interactive simulation, and addresses common registration issues. The LMS (LEARN) navigation also includes a demonstration and covers common questions and navigation issues. Several University Policies are highlighted. For example, the recently updated graduate matriculation policy. Many graduate students don t realize that the expectations are higher than those for the undergraduate students. Earning a C+ may be a passing grade for undergrads, but the same does not hold true for MBA graduate students. Media Components Various media elements were incorporated in this project. A welcome video was created for the main website to introduce the learner to the website layout and modules. Because access to the LEARN LMS and CMS systems is dependent on outside factors, see it/try it interactions were made using Adobe Captivate. For example, the LMS is closed until the student begins their course; using the see it interaction provides the student an authentic feel for the online environment. Additionally, several websites were incorporated into the Captivate modules.

10 MBA ONLINE ORIENTATION 10 Challenges Challenges included a substantial learning curve with Captivate software. To ensure that the orientation s quality was equal to that of the online environment, additional time and care was required. Due to the learning curve with Adobe, time management was also a challenge. Adhering to the development schedule was crucial to managing this challenge. Methods & Procedure A combination of a modified ADDIE model and the Rapid Design model were both used in the design and creation of the Online MBA Orientation. The creation of the initial learning module took place over several months, which allowed ample time for a full ADDIE design. The additional modules were done in a shorter time period which required the Rapid Design Model. The initial module, the registration module, underwent several revision processes, including a thorough review by an online learning expert. Once the usability testing was complete, storyboarding and production of the remaining modules (LMS Navigation, Policies, and Program Expectations) commenced. A website was created to house the learning modules. It includes an introduction video and navigation instructions. Major Deliverables The deliverable is a set of interactive online modules. The modules take no longer than one hour for the learner to complete. As indicated in the content section, the modules cover topics including registration, LMS navigation, matriculation policies, etc. Resources/Timeline The following timeline was implemented for the design and implementation.

11 MBA ONLINE ORIENTATION 11 August December 2013: Formation of instructional design plan January August 2014: Development July - August Storyboard additional modules August Continue Captivate production September User evaluations and surveys October Finalize additional modules November Troubleshoot remaining issues December Summative evaluation plan and Wrap up project The Gnatt chart data for the final four months (September December) is included in Appendix B. Completing this instruction took approximately 15 months, the budget was approximately $440, and required a personal computer with Adobe Captivate installed. The budget fluctuated; it initially decreased from the initial amount; but, using the student subscription of Adobe Captivate saved over $100. However, $100 was added to the budget to cover usability testing (participants were provided with $5 - $10 gift cards). Various people were consulted for input and evaluation phases, such as the current Student Success Advisor and alumni. Usability testing, Misc, $ $ Misc Adobe Captivate, $ Adobe Captivate Usability testing

12 MBA ONLINE ORIENTATION 12 Evaluation and Testing Plan Formative Evaluation Two evaluations were administered for the MBA modules; one in July 2014 and one in November The evaluation data was comprised of content appropriateness, sequence, and usability testing. The content was evaluated to determine its appropriateness for new MBA learners. The sequence was evaluated to ensure that the order is appropriate for new MBA students. The usability testing consisted of the direct observation of 3-4 individuals who were in the same demographic as the end user and remote testing for an additional 5 individuals. Usability testing greatly reduced user issues. Evaluating user navigation through the module, highlighted the design and sequencing issues. For example, some of the instructions in the module were not clear. The learning modules were updated with the appropriate changes. As shown in the usability section of the appendix, the majority of the trial users strongly agreed or agreed on the following usability issues: navigation was clear, not confusing; screen design was esthetically pleasing; instructional objectives of the learning module were clearly stated; and feedback was adequate and helpful. The pre- and post-test data showed a statistically significant increase in the knowledge after the intervention. Learning from the modules is evident. As shown through data analysis, specifically a paired two sample for means t-test, there is a statistically significant increase in the mean score of the post-test. The t- test statistic 5.23 is greater than the critical value The full t-test report is shown in appendix D. Summative Evaluation Once the orientation is implemented the following comprehensive summative evaluation plan will be initiated. Three consecutive cohorts of students

13 MBA ONLINE ORIENTATION 13 (approximately 75), in both the executive and traditional tracks, will complete the online orientation modules and pre- and post-test data will be collected. Once the final cohort has completed the orientation a full analysis of data from pre- and post-tests will be made. The sample pre- and post-tests can be found in appendix D. The pre- and post-tests are identical; the results will be analyzed using a paired two sample for means t-test. Matching each learner s before and after scores will clearly show any gains in knowledge. Final Thoughts Once the online modules are implemented and the summative evaluation testing has been completed, the MBA team will need to suggest changes that they would like to be implemented. Several limitations have been identified. One limitation is the decreased personal touch that new students receive through the welcome phone calls. One possible solution, could perhaps include a follow-up phone call by the Student Success Advisor, making up for the missing personal touch. At the same time, maintaining the majority of time savings gained by using the online modules. A final limitation would be that the ease of change and adaptation would not be as easy as changes to the welcome call. Any change to the orientation topics would likely require changes to the modules or creating additional modules. Whereas updating the welcome call topics would be a matter of the Student Success Advisor adding the topic to the call agenda. Taking these into consideration, the advantages of the online modules still greatly outweigh any advantages of the welcome phone call.

14 MBA ONLINE ORIENTATION 14 References Bocchi, J., Eastman, J. K., & Owens Swift, C. (2003). Retaining the online learner: Profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, 79(4), Carey, J., Carey, L., & Dick, W. (2009). The systematic design of instruction (7th ed.). Upper Saddle River NJ: Pearson. Cho, M. (2012). Online student orientation in higher education: A developmental study. Educational Technology Research and Development, 60(6), Conrad, D. L. (2002). Engagement, excitement, anxiety, and fear: Learners experiences of starting an online course. The American Journal of Distance Education, 16(4), Carruth, A., Broussard, P., Waldmeier, V., Gauthier, D., & Mixon, G. (2010). Graduate Nursing Online Orientation Course: Transitioning for Success. Journal Of Nursing Education, 49(12), doi: / Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In Handbook of Research on Educational Communications and Technology (pp ). New York, NY: Simon and Schuster. Flowers, J. (2001). Online learning needs in technology education. Journal of Technology Education, 13(1). Gilmore, M., & Lyons, E. (2012). Nursing 911: An orientation program to improve retention of online rn-bsn students. Nursing Education Perspectives, 33(1), Scagnoli, N. (2001). Student orientations for online programs. Journal of Research on Technology in Education, 34(1), 19.

15 MBA ONLINE ORIENTATION 15 Appendix A Learner, Performance, and Learning Context analysis Tables 1.1, 1.2, 1.3 Learner Characteristics (Table 1.1) Information Categories Data Sources Learner Characteristics 1. Entry skills Interview target supervisors; Computer, internet skills. 2. Prior knowledge of topic area 3. Attitudes toward content 4. Attitudes toward potential delivery system 5. Motivation for instruction (ARCS) Interview supervisors Observations Observations Observations Majority of learners have little experience using CMS or Learn LMS Most learners understand they have to learn the content to move forward in the MBA program Learners have an open attitude for online learning Attention - Learners have just been accepted into the MBA. Relevance - Content must be learned in order to move forward with program Confidence - some learners will lack confidence. Satisfaction - Upon completion learners will be excited to move forward

16 MBA ONLINE ORIENTATION Educational and ability levels 7. General learning preferences 8. Attitudes towards training organization 9. General group characteristics a. Heterogeneity b. Size c. Overall Impressions Observations Observations Observations Observations All learners have a undergraduate degree and some have had some experience with online learning General preferences vary, but each learner has decided to earn their degree through an online program. Attitudes towards organization are open and positive. The learners are diverse in age, gender, race, location, and cultural backgrounds. Size, in the online module it will be only one learner. c. Learners are excited to begin, but instruction shouldn t put them off the program, it should be stimulating and informative.

17 MBA ONLINE ORIENTATION 17 Performance Context Analysis (Table 1.2) 1. Managerial/super visory support 2. Physical Aspects of site 3. Social aspects of site 4. Relevance of skills to workplace Interviews: Current persons holding position Organization Records Interviews: Current persons holding position Observations: Observe one to three sites considered typical Interviews: Current persons holding position Observations: Observe typical person performing skills at sites selected Interviews: Current persons holding position, Observations: Observe typical person performing skills at sites selected Reward system - No intrinsic or extrinsic rewards, Almost no supervision required. Help desk available. Facilities: This is an online module the learner would access from their own computer. Resources: Resources available to create/host modules. Equipment: N/A Timing: N/A Supervision: No supervision Interaction: No interaction Others effectively using skills: As this is an individual module, no others using skills Meet identified needs: This training satisfies the requirements of the welcome call, information learners apply to coursework throughout the MBA program

18 MBA ONLINE ORIENTATION 18 Learning Context (Table 1.3) 1. Number/nature of sites Observations: Number: Various Facilities: This is an online module, the learner would access from their own computer. Equipment: Computer & internet Resources/ Constraints: N/A 2. Site compatibility with instructional needs 3. Site compatibility with learner needs 4. Feasibility for simulating workplace Observations: Observations: Observations: Instructional strategies: Computer based instruction Delivery approaches: online Time/Personnel: N/A Location (distance): Very compatible with learner Conveniences: All the conveniences of Home Space/Equipment: Varies Perfectly simulates workplace as the learners will be doing all work from home.

19 MBA ONLINE ORIENTATION 19 Appendix B Gnatt chart data (Table 2) Item Start Date Duration Due Revise Registration Module 9/3 6 9/9 Revise Capstone proposal 9/3 6 9/9 Submit FINAL Capstone Proposal (advisor/ilearn) 9/9 14 9/23 LEARN Module 9/3 27 9/30 Rules Module 9/3 27 9/30 Submit 500 narrative summary of MIST learning experience 9/ /7 Create video clip based off of narrative summary 10/ /21 DRAFT eportfolio due (include video clip) 10/ /21 Meet with Advisor 10/ /29 Plan Project evaluation/testing 10/ /29 Finalize project 9/ /5 Finalize project conduct evaluation/testing 10/ /11 Finish evaluation 11/ /18 Submit DRAFT final report & one-page summary 11/ /18 Submit Capstone Presentation 11/ /16 Submit One-page summary 11/ /16 Submit Final report 11/ /16 Submit capstone project 11/ /16 Submit e-portfolio 10/ /16

20 MBA ONLINE ORIENTATION 20 Demographics Average Age (Image 2) Appendix C Gender (Image 3) Ethnicity (Image 4)

21 MBA ONLINE ORIENTATION 21 Appendix D Survey Instruments Usability Pre- and Post-test Survey Instrument 1. Biographic Information a. Full Name (First and Last) b. Age c. Gender i. Female ii. Male d. Education Level (Select highest grade/level attended) i. High School ii. College Associate iii. College Undergraduate iv. College - Graduate 2. Experience a. I have used an online registration process to register for courses. i. True ii. False iii. Unknown b. I have used CSUMB s CMS online registration process. i. True ii. False 3. Knowledge a. An advising hold will allow you to register. i. True ii. False

22 MBA ONLINE ORIENTATION 22 b. A tuition payment required hold will allow you to register.. i. True ii. False c. How many steps are required in CSUMB s registration process? i. 1 Step ii. 2 Steps iii. 3 Steps iv. 4 Steps Post-test Usability Instrument 1. Navigation was clear, not confusing a. Strongly agree b. Agree c. Neither agree nor disagree d. Disagree e. Strongly Disagree 2. Screen Design was esthetically pleasing a. Strongly agree b. Agree c. Neither agree nor disagree d. Disagree e. Strongly Disagree 3. Instructional Quality Objectives of the learning module were clearly stated a. Strongly agree b. Agree c. Neither agree nor disagree d. Disagree e. Strongly Disagree

23 MBA ONLINE ORIENTATION Feedback was adequate and helpful a. Strongly agree b. Agree c. Neither agree nor disagree d. Disagree e. Strongly Disagree 5. Creativity the module was boring a. Strongly agree b. Agree c. Neither agree nor disagree d. Disagree e. Strongly Disagree 6. Any additional feedback.

24 MBA ONLINE ORIENTATION 24 Usability Usability graph 1 Usability graph 3 Usability graph 2 Usability graph 4

25 Running Head: MBA ONLINE ORIENTATION 25 Summative Evaluation Pre- and Post-test Instrument 1. Biographic Information a. First Name b. Last Name c. Age d. Gender i. Female ii. Male e. Education Level (Select highest grade/level attended) i. High School ii. College Associate iii. College Undergraduate iv. College - Graduate 2. Experience a. I have used an online registration process to register for courses. i. True ii. False iii. Unknown b. I have used CSUMB s CMS online registration process. i. True ii. False 3. Section 1 a. An advising hold will allow you to register i. True ii. False b. You register using the Course and Section number (ex ) i. True ii. False

26 MBA ONLINE ORIENTATION 26 c. How many steps are required in CSUMB s registration process? i. 1 Step ii. 2 Steps iii. 3 Steps iv. 4 Steps 4. Section 2 a. Weekly learning outcomes are provided: i. Instructor ii. On the weekly homepage iii. On the outcomes discussion board b. Instructor feedback is located: i. Via Instructor ii. On that week s homepage iii. In the user report c. Problems with the classroom should be reported by: i. Clicking the Report a Problem button ii. Calling HELP iii. ing your instructor 5. Section 3 a. MBA students can drop their course through the: i. 3rd day of class ii. 5th day of class iii. 10th day of class b. For a full refund, student can drop their course any time during the add/drop period? i. True ii. False

27 MBA ONLINE ORIENTATION 27 Data Analysis c. CSUMB's official means of communication is: i. Student's CSUMB address ii. Student's preferred address iii. First Class US Mail Appendix E

28 MBA ONLINE ORIENTATION 28 ITCD LEARNING PORTFOLIO RELEASE FORM FOR USE OF STUDENT WORK SAMPLES School of Information Technology and Communication Design (ITCD) at CSUMB collects samples of student work work that demonstrates the outcomes and criteria of the Learning Outcomes. Faculty groups will analyze the work as part of a process of studying the MLO s and related assessment processes. You are asked to sign the release form below to indicate your permission for use of your work in your portfolio for education and research purpose. If you chose not to permit use of your work, you are also asked to sign the form below Release Form I understand that ITCD at CSUMB is collecting student work samples for analysis in the process of examining learning outcomes and related assessment processes. My work may be used by ITCD for research and educational purposes. I give permission to use my work by ITCD for research and educational purpose with my name revealed without my name revealed I do not give permission to use my work for research and educational purpose. Print your name Signature Date Permanent address Degree Goal (select one): MIST MSMIT BS CSIT BS ITCD