Goals and Objectives

Transcription

1 1 Quinebaug Valley Community College Program Report Program: Computer Services Program Coordinator: John Hall Report Year: Instructor: Janet Hall Program Description The mission of this program may be directly taken from the college catalog: This program prepares students for careers in computer services. Students elect to specialize in either (A) Software Applications or (B) Hardware/Technical Support or (C) Business Office Technology options. Until recently, there was a 4 th option in the Computer Services program pertaining to networking. This option has since evolved into its own degree program; Computer Networking, and is not part of this review. The computer services degree program directly relates to the college goals that focus on information technology. The importance of training with current software combined with the ability to problem solve using current search techniques are all major skills that are vitally important to economic growth in eastern Connecticut. Goals and Objectives The goals and objectives for each option in the computer services program are also found in the college catalog. Computer Services: Software Applications Option In addition to General Education Outcomes, learners who complete the Computer Services: Software Applications Option degree will: Demonstrate introductory knowledge of a programming language and of operating systems Demonstrate appropriate skills in electronic spreadsheets, database management systems, integrated applications, computer graphics applications, and internet usage Apply appropriate skills to a practicum setting Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields.

2 2 Computer Services: Technical Support Option In addition to General Education Outcomes, learners who complete the Computer Services: Technical Support Option degree will: Demonstrate appropriate skills in hardware troubleshooting, networking, and internet usage Apply appropriate skills to a practicum setting Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields. Demonstrate introductory knowledge of a programming language and of operating systems Computer Services: Business Office Technology Option In addition to General Education Outcomes, learners who complete the Computer Services: Business Office Technology Option degree will: Apply the following software skills: word processing, electronic spreadsheet, database management, integrated office applications, and presentation software Use a current operating system for file management Use appropriate business office procedures Demonstrate keyboarding speed and accuracy Recognize and use appropriate business terminology Read, understand, and prepare standard business communications Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields. Apply appropriate skills to a practicum setting Budgetary Information Information and Data Category Year: Year: Faculty full-time 3 3 Faculty part-time 5 5 Operating funds $3,000* $3,500* Equipment 5 all purpose computer labs 1 hardware/networking lab *This figure includes student labor, but does not include adjunct professor salaries.

3 3 Students Declaring this Program as a Major As of the fall 2005 semester, 65 students were majoring in computer services and were also registered for fall classes. Student Enrollment Course Spring Summer Fall Number of Enrolled Students CSC* L106 Structured Programming Did not run Not Did not run CSA* L105 Intro to Software Applications 93 (5 sections) 13 (1 section) 129 (7 sections) CSA* 135 Spreadsheet Applications 19 Not 20 CSA* L145 Database Management Not Not 14 CSA* L163 The Internet Not Not 11 CSA* 295 Coop Ed/Work Experience 3 Not 4 CSA* 296 Coop Ed/Work Experience II 2 Not 1 CST* L110 Intro to Info Technology Not Not 10 CST* L120 Intro to Operating Systems 18 Not Not CST* L140 Intro to Computer Hardware 20 Not 15 CST* L150 Web Design & Development I Not Not 11 Program Completion Category Year Graduates Job Placement

4 4 Other information related to program performance Telephone Survey Results A phone survey was conducted of former Computer Services students and graduates to get their assessment of the program. Of thirty nine students included we obtained responses from seventeen. After ascertaining that the student was willing to take part in the survey we posed the following questions: 1. Are you employed in a computer related position? 2. Did you complete the degree or certificate? a. If not do you intend to complete the program? 3. On a scale of 1 to 5 how would you rate the Computer Services Program? (5 very satisfied 4 satisfied 3 2 somewhat dissatisfied 1 dissatisfied) 4. Is there any further comment you wish to make? All of the students contacted were currently employed in some form of information technology. One is a full time student at the University of Connecticut, but is still working part time as a computer technician. Fifteen had completed a certificate or degree program. All were continuing or were planning on furthering their education in the near future. Students rated their overall satisfaction with the program as 4.64 with no one giving the program less than a 4 (satisfied). Most of the additional comments expressed support for the program. Suggestions for improvement included: More hands on activities Increased use of server software including experiments with Active Directory Avoid instructors that use non-standard teaching methods

5 5 Outcomes Student Enrollment: Based on the above student enrollment table, our introductory course (CSA* L105) has the most sections and consequently the largest enrollment in the computer services subject area. This is largely due to the transfer student requirement of an introductory computer class. Students majoring in subject areas other that computer services often take this course to fulfill that transfer requirement. Interestingly, many four year institutions are re-evaluating their general education core and the need for an introductory computer course. This trend away from a required introductory computer class will have a definite impact on computer services and is discussed in the program appraisal section of this self study. Another noteworthy trend pertaining to student enrollment involves the effective scheduling of courses. For example, Structured Programming (CSC* L106) has not achieved sufficient enrollment to run for the past 2 semesters. However, the course had run with nearly full enrollment for three semesters previous to spring This implies there is a definite interest in introductory programming but our ability to forecast the correct frequency of offering the course is in question. The importance of course scheduling is also discussed in the program appraisal section of this self study. Program Completion: While the number of graduates with computer service degrees is rather low, we are encouraged that our graduates are finding degree related employment. Students are finding computer related jobs with local employers such as Mohegan Sun, University of Connecticut, Frito Lay, and IKON Solutions. A significant number of the computer services students are older students who are returning to college to upgrade their computer skills and validate their job based life long learning. Younger traditional aged college students seem to prefer our computer networking degree instead of computer services. This may be due to their perception of the computer job market as well as a testament to the amorphous appearance of the computer services degree. The modification of the computer services degree to match today's technological skill set is critical to the long term health of the computer services department. Marketing the importance of learning and developing computer software and hardware skills to younger students is also key to our success. Finally, more feedback and partnerships with local businesses will help to chart an effective path for changing the computer services degree to keep it a meaningful and viable educational choice for our learners. These topics are discussed further in the program appraisal section. Outreach to the Community: What is not reflected in the above tables is our initiative to interact with the surrounding community. Two major projects illustrate our commitment to serve the public. First, Computer Services sponsored Virus Day. This was a college wide event that was open to the public. It focused on both computer based as well as biological viruses. An information booth was staffed by students, a virus film festival was held and computer anti-virus checks and software was distributed. This successful day served to educate as well as publicize the Computer Services area.

6 6 Secondly, the fall 2005 Database Management class accepted the challenge of creating an actual database for use by the Animal Control Officer from the Town of Plainfield. This real world project involved numerous communications between the class and the town official. Coordination and teamwork were effectively infused into the technical knowledge that the class received throughout the semester. The successful completion of the project served to help the local community as well as the learners in that database class. Community outreach is a main part of the community college mission and we plan to explore new ways to merge computer technology learning with community service. Status of each program objective Computer Services: Software Applications Option Objective Status Supporting Evidence Demonstrate introductory knowledge of a programming language and of operating systems Our Structured Programming course (CSC* 106) uses C++, an industry standard programming language. Our Operating Systems class (CST* 120) Demonstrate appropriate skills in electronic spreadsheets, database management systems, integrated applications, computer graphics applications, and internet usage Apply appropriate skills to a practicum setting Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields. covers Windows, Unix, and Linux. Our software applications courses cover Excel (CSA* 135) and Access (CSA* 145) while our introductory course includes integrated use of MS Office (CSA* 105). Computer graphics is achieved by several Art courses that use Photoshop and Illustrator. Internet usage is thoroughly explored in The Internet course (CSA* 163). All students in computer services are required to take 2 computer practicum courses (CSA* 296 and CSA* 296). A computer ethics course run by the Philosophy department is required for the computer services degree (PHL* 117 Computer, Ethics and Society). Social issues pertaining to computer use are also addressed in our intro to software applications course (CSA* 105)

7 7 Computer Services: Technical Support Option Objective Status Supporting Evidence Demonstrate appropriate skills in hardware troubleshooting, networking, and internet usage There are 2 extensive computer hardware courses (CST* 140 and CST* 240) that are required for students who pursue this degree option. Also, an introductory networking course (CST* 130) as well as the internet course (CSA* 163) are Apply appropriate skills to a practicum setting Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields. Demonstrate introductory knowledge of a programming language and of operating systems required. All students in computer services are required to take 2 computer practicum courses (CSA* 296 and CSA* 296). A computer ethics course run by the Philosophy department is required for the computer services degree. Social issues pertaining to computer use are also addressed in our intro to software applications course (CSA* 105) Our Structured Programming course (CSC* 106) uses C++, an industry standard programming language. Our Operating Systems class (CST* 120) covers Windows, Unix, and Linux.

8 8 Computer Services: Business Office Technology Option Objective Status Supporting Evidence Apply the following software skills: word processing, electronic spreadsheet, database management, integrated office applications, and presentation software Several topic specific courses are required to fulfill this objective. Word processing skills are gained through our Word Processing Applications course (BOT* 137). Spreadsheet and database skills are covered in CSA* 135 and CSA* 145. Integrated office procedures are the focus of the Integrated Office course (BOT* 219). Presentation software such as PowerPoint is included in the Intro to Software Applications Use a current operating system for file management Use appropriate business office procedures Demonstrate keyboarding speed and accuracy Recognize and use appropriate business terminology course (CSA* 105). Windows XP and file management techniques are practiced in the Intro to Software Applications course (CSA* 105). This objective is fulfilled by the requirement to take BOT* 251, Administrative Procedures. The basic keyboarding course (BOT* 111) or appropriate credit by exam is used to ensure students have mastery of the computer keyboard. A business elective is used to ensure students gain knowledge of common business terminology. Read, understand, and prepare standard business communications Apply appropriate skills to a practicum setting Demonstrate awareness of the professional, ethical, and social issues faced by people working in computer fields. The Business and Professional Communications course (COM 125) is required by all students taking the BOT option. All students in the computer services BOT option are required to take the Administrative Practicum course (BOT* 295) A computer ethics course run by the Philosophy department is required for the computer services degree. Social issues pertaining to computer use are also addressed in our intro to software applications course (CSA* 105)

9 9 Program Appraisal The following section addresses the various strengths, weaknesses, opportunities, and threats associated with the computer services associate degree program. Strengths: We are very strong in the software applications content area. This includes spreadsheet and database applications such as MS Excel and MS Access. In addition to our degree seeking students, industry professionals routinely take these classes to refresh and/or augment their computer applications skill set. We have always stayed abreast of the current Microsoft versions and plan to upgrade to Office 12 in the near future. Our introductory programming class was recently upgraded from QBasic to C++ as the main programming language. This significantly enhanced the course since C++ is computer industry standard language. Students are first exposed to structured programming techniques and are led into the world of object oriented programming by the end of the course. This prepares the student for further study in other object oriented languages such as JAVA or a subsequent data structures course. We also have strong content offerings in hardware troubleshooting and operating systems technical areas. Weaknesses: While the computer services program is rich in software applications content, the overall program has stagnated. When this program was created in the 1990's, it was envisioned that computer skills alone were enough to get a job. Today, many "computer-only" jobs are outsourced overseas. Combine this with the end of the dot-com boom, and our computer services degree really seems dated. When looking at the curriculum for the computer services software applications option, there is little mention of networking courses. Is it possible for today's computer technology professional to be successful without having any working knowledge of computer networks? Probably not. Does it make sense to have a business office technology option when students are graduating high school already versed in office applications? And what exactly was intended by our technical support option? If it was for hardware repair, that is a dying art in this day of plug & play and disposable components. No wonder enrollment is suffering in the computer services degree program. Clearly the computer services degree is in the midst of an identity crisis. What made sense in the late 20 th century needs to be re-evaluated in light of 21st century technology advances and computer job evolutions. Already, the college saw the need to create a separate computer networking degree. While this correctly addresses the needs of our students and local industry, it places further burdens on the computer services degree. Students who are interested in computer technology see a clear path to a job with a networking degree. The computer services program is left with few students and little interest. This needs to change. Potential revisions to the program are outlined in the actions plan portion of this self-study.

10 10 Opportunities: Despite the weaknesses, there are three solid opportunities that should be pursued by the computer services degree program. As computer technology continues to evolve, the internet appears to gain more importance as a real player in today's economy. Consequently, opportunities to create more courses that involve the World Wide Web should be considered. For example, web based programming and advanced web page development with a focus on interactivity should be explored. For software applications, other application suites such as Open Office should be explored for inclusion in our courses. Open source software is becoming more of a major player as some businesses turn away from Microsoft as their sole software provider. Finally, an opportunity to revise our Intro to Software Applications course is upon us due to institutions such as ECSU who are revising their general education computer skills requirements. This could actually lead us to provide 2 levels of coursework. The first course could take the shape of a developmental computer skills course while the second course could focus more on applied computer based research, analysis, and problem solving. Collaboration with four year institutions on this new course will prove to be both a challenging and exciting opportunity for the computer services program. Threats: As previously mentioned, there exists a separate computer networking degree. This degree replaced the networking option to the computer services program. As a result, the number of students enrolled in computer services drastically fell off while enrollment for computer networking has grown. Not surprisingly, lots of attention was focused on computer networking while the computer service program has languished. Obviously, this self study will help to increase needed attention and resources. Overall, the computer service program must exist as a valid educational choice and not a rival to the networking degree. Another threat is the perception that all the computer jobs are outsourced to overseas firms. While in the past this may have had some validity, this is certainly not true today. Only good marketing to younger students in high school will counter this false impression. Action Plan The action plan for the computer services program has one major goal; to revise the program into a viable educational choice for our 21 st century learners. To achieve this goal, several steps must be taken. Step 1: Create a separate business/industry advisory group solely for the computer services program. An advisory committee already exists for the computer networking degree but their interest lies with computer networks. We need a distinct group that has a

11 11 broader interest in computer technology. We need to gather their ideas in order to determine the workforce needs outside of computer networking tasks. Step 2: Explore the concept of "help desk" skills. With the help of the advisory group, determine the viability of a computer services degree option that includes these skills. Step 3: Collaborate with ESCU (initially) and other four year institutions on a new general education course pertaining to information technology. Ensure the transferability of our new course. Also examine the need for a developmental computer skills course. Step 4: Explore new transfer paths to four year institutions for the computer services degree. Specifically, examine the MIS degrees at ECSU and other colleges. While these degrees are usually governed by the business department (instead of computer science), we may discover that a two year program could feed nicely into an MIS program. We will also explore the relationship with area Computer Science degree programs to determine how the Computer Services program can help prepare students. Step 5: Use existing college outreach services to discover the changing requirements of local businesses for information technology. Step 6: Market the new computer services program to younger students in high school. They must be made aware of the exciting job opportunities that can be found in the world of information technology. The above steps strive to restore the "sense of purpose" for the computer services program. While this discovery phase is underway, we must not forget to continue to improve/update existing courses to incorporate new technology and/or new software releases. Our applications courses are strong and we must maintain this level. Once a new direction for computer services is found, our institution will have a strong computer services program that is vital and necessary to our community.

12 12 Appendix A Computer Services Software Applications Option Curriculum sheet

13 13 Appendix B Computer Services Technical Support Option Curriculum sheet

14 14 Appendix C Computer Services Business Office Technology Option Curriculum sheet