Program Review of Occupational Education/Discipline Review Template

Program Review of Occupational Education/Discipline Review Template Program/Discipline Name: Multimedia/Web Design Department: Computer Information Systems Date: 2/7/11 Department Chair: Dave Fitzgerald Discipline Team Leader: Discipline Team Members: Dave Fitzgerald Dave Fitzgerald March 21, 2011 1

Overview of the Program/Discipline Review The Mission The mission of Jackson Community College is to provide quality learning opportunities for individual growth and community improvement. In fulfilling its mission, Jackson Community College provides learning opportunities and other disciplines and services which: Enable learners to transfer college credit and successfully pursue their education at other institutions. Enable learners to become employed and advance in a variety of occupations. Enable learners to participate successfully in general, occupational or transfer disciplines. Enable learners to become or remain productive employees. Assist learners in identifying and reaching their educational goals. Support the economic development of individuals and the community. Enrich cultural, vocational and other intellectual interests of individuals and the community. Step 1. Overview A. CIS Department Mission: The mission of the Computer Information Systems Department of Jackson Community College is to provide quality learning opportunities for individual growth and community improvement. B. Program/discipline Goals. In fulfilling its mission, the Multimedia/Web Design program provides learning opportunities for CIS students (majors and non-majors) which: Enable learners to transfer college credit and pursue their education at other institutions. Enable learners to become employed and advance in their chosen occupations. Enable workers to become or remain productive employees. Assist learners in identifying and reaching their educational goals. Support the economic development of individuals and the community. March 21, 2011 2

Step 2: Data Gathering and Analysis I. Students This section documents how students enter, perform, and continue in the program/ discipline. A. Recruitment The target markets for this program include traditional students building on high school interests in the creative arts and computer information technology fields. Nontraditional students include those who currently work in an information technology field and want to earn the academic credential to accelerate their career or gain handson experience with today s most current multimedia and web design hardware and software applications. Other non-traditional students are crossing over from other work experiences to pursue a different track for their employment. Both traditional and non-traditional students include those with strong desire to be creative and use today s current information technologies in the work environment. Prospective multimedia/web design students learn about the program mainly from the information posted within the JCC college catalog, class schedule, program guide sheets, CIS department web site, various conversations with counselors, friends, and positive word of mouth from current students and alumni. Marketing and promotional materials include the college catalog, program guide sheets, various marketing materials such as Career Choices magazine, web page promotions, and other various JCC produced handouts and flyers. B. Assessment Student success in the courses specific to this program/discipline Core Course 05/06 06/07 07/08 08/09 09/10 5 yr % Change CIS 045 ----- ----- 56.8 74.6 66.4 ----- CIS 101 77.8 80.2 79.9 81.5 78.3 0.7 CIS 122 76.5 71.1 72.7 71.7 86.4 12.9 CIS 132 77.8 61.1 65.6 75.0 73.1-6.0 CIS 134 81.4 74.6 64.4 68.0 64.3-21.0 CIS 136 ----- 78.8 87.2 79.0 61.6 ----- CIS 143 69.2 71.0 73.2 64.8 56.2-18.9 CIS 145 ----- ----- ----- ----- 83.3 ----- CIS 243 100 80 100 ----- 100 ----- CIS 244 66.7 71.4 90 63.6 86.4 29.5 CIS 246 100 100 80 ----- 100 ----- March 21, 2011 3

Assessing student evaluations from Adjunct s and APRP s of full-time faculty teaching within the Multimedia/Web design program indicate a consistently high level of satisfaction with the program and courses offered. Students indicate a great appreciation for being able to learn and get their hands-on the latest releases of software programs from Adobe. Students who did indicate concerns with specific courses made comments very generic to the teaching and learning process like: hard tests and the quantity of difficult material covered. Overall the assessment of the program by students is very positive. C. Retention There currently is not a formal retention plan in place for the Multimedia/Web Design students at JCC. Lead Faculty for the program provides extensive support for the program to ensure the success of the students, the currency of the courses and flexibility of the curriculum offered. There is currently no formal certification or licensure exam for the Multimedia/Web Design program. Summary/Analysis: Based on the above discussion, A) Recruitment for the program is adequate, B) Assessment is ongoing and very positive, and C) Retention is adequate. The program recruitment, retention, and marketing plans could be better defined and expanded. Due to the current staffing and budget limitations, I think the Multimedia/Web Design program is doing well and should remain viable and show steady growth into the future. Source: EMSI Economic Forecaster March 21, 2011 4

D. OCCUPATIONAL PROGRAMS ONLY COMPLETE THIS SECTION ALSO PROGRAM ENROLLMENT (Previous Three-Year Figures) Web Design Program Enrollment Unduplicated Headcount* Student Credit Hours Billing Contact Hours 2007-08 238 883.00 933.00 2008-09 304 1,092.00 1,172.00 2009-10 405 1,576.00 1,693.00 Source: IR Master files * Unduplicated headcount for any student enrolled in a Web Design course for an academic year ^ Student credit hours and billing contact hours are the total of all Web Design courses and includes the following programs of study listed in the 2009-10 catalog MUWD.AAS MUWD.CERT Core Requirement Courses for each Program (used to determine student credit hours and Billing contact hours for disciplines that have multiple programs associated with them) Source: Catalog 2009-2010 MUWD.AAS MUWD.CERT CIS 045 X X CIS 122 X X CIS 132 X X CIS 134 X X CIS 136 X X CIS 143 X X CIS 145 X X CIS 243 X X CIS 244 X X CIS 246 X X March 21, 2011 5

Graduation Year* PROGRAM GRADUATES & PLACEMENT DATA (Previous Three-Year Figures) # of Awards Conferred** # of Students Receiving at Least One Award (Unduplicated) # Surveyed Web Design # Nonrespondents # Employed # Continuing Education # Entering Military 2006-07 1 1 1 1 0 0 0 NA 2007-08 2 2 2 2 0 0 0 NA 2008-09 1 1 1 1 0 0 0 NA Placement Rate Source: Awards Conferred file and Grad Follow-Up Survey ^includes the following programs: MUWD.AAS MUWD.CERT *Placement information is calculated via the Graduate Follow-Up Survey which is sent to grads the following year so 2008-09 is the most up to date information we have on file (followed up in 2009-10) **Duplicated 2009-10 State Performance PERKINS CORE INDICATORS Level Expected College Web Design 1P1: Technical Skill Assessment 91.00% 93.95% NA 2P1: Certificate, Credential or Degree 33.82% 28.71% 27.30% 3P1: Student Retention or Transfer 65.52% 73.25% 77.78% 4P1: Student Placement 56.44% 76.00% 50.00% 5P1: Non-Traditional Participation* 24.00% 26.65% NA 5P2: Non-Traditional Completion* 21.00% 28.87% NA Source: 2009-10 Perkins Indicators * Non-traditional participation and completion for Web Design is not applicable because it is not considered a non-traditional program for males or females The new guidelines from the State will require all occupational programs to implement a third party Technical Skills assessment. This assessment will involve using a third party assessment tool to measure student program outcomes. The assessment will be administered within a capstone course before the end of winter semester 2012. This assessment tool is currently being researched by the Web Design faculty to best select and implement an up-to-date instrument for measuring student program outcomes. March 21, 2011 6

II. Need This section documents the need for the existence of the program/discipline. A. Discipline Enrollment Trends Show the overall enrollment in the program/discipline over the last five years. March 21, 2011 7

March 21, 2011 8

C. Relationship to other JCC Courses and Programs The chart below will depict Multimedia/Web Design courses required as a part of other degrees and programs. The Multimedia/Web Design courses are not a part of the JCC General Education degree. Summary/Analysis: The enrollment trends show a positive and steady increase in both student headcount and billing contact hours. The connection of Web Design courses with other programs is strong and allows student a great deal of flexibility when deciding on a major of study or courses to supplement their education. The number of jobs in the Web Design area is expected to grow much faster than the average for all occupations through the year 2018. That's because more companies are March 21, 2011 9

using the Internet to do business. Companies will need web designers and webmasters to help make it easier to share information across computers. New technologies, such as wireless networks and cell phones, will also lead to an increased demand. III. Curriculum This section documents the appropriateness, currency, and transferability of courses in the program/discipline. It also compares the curriculum to other similar institutions. A. Institutional Integrity List below each course in the program/discipline with the date of the last course review. Course Date of Most Recent Course Review CIS 045 now CIS 147 11/10 CIS 101 11/10 CIS 122 4/11 CIS 132 4/11 CIS 134 4/11 CIS 136 4/11 CIS 143 4/11 CIS 145 now CIS 247 11/10 CIS 243 4/11 CIS 244 4/11 CIS 246 4/11 March 21, 2011 10

B. Comparison with other relevant institutions St. Clair CC: ASSOCIATE IN APPLIED ARTS AND SCIENCE DEGREE This program prepares students for entry-level positions in Web development. The degree includes technical and supporting courses in computer information systems and Web design, as well as training in the business relations skills needed to function effectively as a Web developer. Graduates normally find jobs developing and maintaining Web sites for a wide range of organizations. Baker College: ASSOCIATE OF APPLIED SCIENCE The Internet explosion has led to the creation of a new career path: the Web Developer. Web Developers are the people responsible for developing and maintaining Web sites for public and private organizations. This program includes courses in marketing and computer information systems, as well as the skills needed to develop and maintain Web pages. In this program students will learn the fundamentals of Web design, development, and programming. Monroe CC: ASSOCIATE OF APPLIED SCIENCE This associate of applied science degree with specialization in Web design is designed to train students as Web designers. Job opportunities include: entry-level Web and Graphic Design. Summary/Analysis: The three colleges reviewed above are all closely aligned with JCC s Web Design program. Each of the programs requires students to complete course work in both Web design and Web programming areas. Each program also emphasizes a strong business component to the overall degree requirements. Monroe Community College s program most closely resembles JCC s. Monroe CC utilizes Adobe s CS3 suite of applications which is currently two versions behind JCC s. IV. Faculty This section documents the characteristics of the faculty teaching in this program/discipline, by comparison of number of full time to adjunct faculty, billing contact hours generated by each group, and professional development over the last five years. March 21, 2011 11

A. Faculty Profile Year # of Faculty # of Faculty w/ Billing Contact Hours App. Degree 09-10 FT 2 1302 (minus CIS 101) PT 2 391 (minus CIS 101) 08-09 FT 2 751 (minus CIS 101) PT 2 421 (minus CIS 101) B. Professional Development Document the professional development of the full time faculty in the program/discipline over the last five years. How many faculty members participated in each of the following activities for the last five years? Subject 2007 2008 2009 2010 2011 Diversity Training 2 2 2 2 2 Coursework 2 2 2 2 2 Technical Training 2 2 2 2 2 Discipline Based 2 2 2 2 2 Conferences Pedagogy 2 2 2 2 2 Service Learning 2 2 2 2 2 Mentoring 2 2 2 2 2 Advising 2 2 2 2 2 Source: Department Chair: APRPs. Summary/Analysis: The courses within the Web design program are mainly taught by one full-time faculty member. The rapid change of software updates and course materials requires a full-time faculty member s attention. One of the strengths of the Web Design program is that students can come to JCC to learn the new Graphic or Web Design March 21, 2011 12

software releases at an affordable price. The Full-time faculty member within the Web Design program spends a great deal of time in the professional development area. The Web design professor is constantly seeking appropriate and challenging professional development opportunities to maintain currency in the field. V. Facilities & Equipment This section documents the appropriateness and sufficiency of physical resources. A. Equipment/Supplies The Multimedia/Web Design program requires the use of desktop computers with large monitors and the following minimum processing power requirements to run the current Adobe CS5 software suite of applications: Intel Core 2 Duo or AMD Phenom II processor; 64-bit support required 64-bit operating system required: Microsoft Windows Vista Home Premium, Business, Ultimate, or Enterprise with Service Pack 1 or Windows 7 2GB of RAM (4GB or more recommended) 10GB of available hard-disk space for installation; additional free space required during installation (cannot install on removable flash-based storage devices) 7200 RPM hard drive for editing compressed video formats; RAID 0 for uncompressed 1280x900 display with OpenGL 2.0 compatible graphics card DVD-ROM drive compatible with dual-layer DVDs (DVD+-R burner for burning DVDs; Blu-ray burner for creating Blu-ray Disc media) B. Rooms/Laboratories The courses in this program are taught online and in a F2F setting. All of the F2F courses are taught in the WA building in desktop classrooms with large computer monitors and computer data projection capabilities. The computers in these classrooms are high powered and are needed to run the Adobe CS5 program software. The current computers and room instructional equipment are very appropriate for the delivery of the Multimedia/Web design curriculum. Summary/Analysis At this time, the computer classrooms and software utilized by the Web Design program is state of the art. The Adobe CS5 Creative Suite of applications was last updated in the fall of 2010. This updated software provides students with the most recent release of Adobe s design applications. The F2F courses are all delivered in the WA building which provides instructors with turn-key state of the art instructional teaching facilities. The next year does not require additions to the facilities or changes in the software programs offered. There are no safety concerns at this time. March 21, 2011 13

Executive Summary: The Web Design program at JCC represents a small but dedicated group of faculty, students, and community members. The number of students within the program each year continues to show positive growth. The content and instructional materials are updated every year to remain current with this fast paced ever changing industry. The core courses within Web Design are shared by many other programs at JCC. Many JCC employees also take advantage of the courses and software available to do their daily jobs. This helps to defray the costs of keeping the software current and up to date. Today s Cyberspace extends far beyond what anyone could ever visit in a lifetime. There are billions of Web pages out there on the Internet and this number goes up drastically every day. Each one of these Web pages is designed developed by someone. The world's growing dependence on Internet technologies basically guarantees future demand for Web design careers. Not only will businesses and organizations need more Web sites, but they will also need better designed Web pages to compete in a global economy. Making an organization's Web site stand out amongst the masses is the big challenge for Web designers. 20 years ago, the vast majority of homes did not have a computer. 15 years ago, you were something special if you had an email account. 5 years ago, people realized how to transfer large packets of information online. Today, over 2 billion people use the Internet world wide What will tomorrow bring? Program Strengths: Availability of state of the art software and computer classroom equipment (Adobe and Microsoft) Future job opportunities show better that average growth potential Creative jobs with good pay and benefits Students create many hands-on projects and portfolio pieces Dedicated faculty Faculty multitask with other programs Minimum costs associated with the program Numerous faculty developed articulation agreements Courses offered in a variety of delivery modes (F2F, Hybrid, and online) Strong Adjunct faculty knowledge base and experience The community has access to a cost effective way to learn new computer program releases Strong advisory committee support for the program Hands-on project based instruction Program Weaknesses: Demand for computer classrooms across all JCC continues to grow Cost of software for students who want to work at home is high Availability of software for student purchase is limited to the state of the art version March 21, 2011 14

Rapid change of computer software releases requires constant redesign of instructional materials Access to software outside of class Program needs a comprehensive marketing plan Lack of tutors available to students within the program Program Opportunities: Put remainder of Web Design courses online and market world wide Further integrate with other disciplines to expand program offerings Our Digital society continues to expand Web Design skills will continue to be in high demand. Growth of Internet communications worldwide will continue to expand Use student work and skills to help promote JCC Occupational forecasts look very positive with excellent pay potential JCC employees can take advantage of software and technology required by this program Many four year universities have Graphic and Web Design programs Program Threats: Economic pressures Cost of software and upgrades Pressure for large course and program enrollments Technology budget constraints (printing, publishing, software) Not taking advantage of the opportunities available Step 3: Action Project 1. Work with the JCC Marketing Department to create a comprehensive advertising/marketing plan to recruit future students to the Web Design program. Meet with the JCC Marketing Department Research useful communication resources (Mailing lists, Facebook, Internet) Create print materials to support the program Person responsible: Dave Fitzgerald with JCC support staff Projected timeline: 2 5 years 2. Develop and implement a plan for better collection and reporting of JCC, Web Design and Graphic Design course assessment data to support the program review process. Meet with JCC IR department to develop a data reporting plan Create a consistent method for reporting course assessment data for all faculty teaching within the Web Design Graphic Design programs. Create support materials to communicate the plan to all instructors teaching within the Web and Graphic Design programs. Submit course assessment data annually via the JCC online process. Person Responsible: Dave Fitzgerald and future Graphic Design instructor. Projected timeline: 1 year March 21, 2011 15

3. Develop a plan to ensure that online, hybrid and traditional course delivery methods maintain integrity and are properly aligned with each other. Align course content for all online, hybrid, and traditional courses Require course evaluations for all courses Require online and hybrid certification for all online and hybrid instructors Person Responsible: Dave Fitzgerald and future Graphic Design instructor Projected timeline: 1 2 years FOR OCCUPATIONAL PROGRAMS ONLY E-1. SUMMARY OF EVALUATION PERCEPTIONS BY ADMINISTRATORS AND FACULTY COMMENTS: Number of Administrators and Faculty Participating: 3 Up to date software programs Hands-on instruction Up to date current software and hardware RECOMMENDATIONS: More access to software for students away from the college campus Added money for more full-time faculty and instructional equipment Determining where the jobs are if the students complete the program New faculty member yet to be selected and hired Source: PROE Survey ~ Office of Occupational Education E-2. SUMMARY OF EVALUATION PERCEPTIONS BY STUDENTS COMMENTS: Number of Students Participating: 16 HTML should be required to take FIRST before any multi-media web design class. No work experience available that aware of. Angel in ECM classes posts career opportunities. Only prof thus far. Good instructors! Always cold Well maintained - NOT SLOW! Office 2007 behind times! Could not get Office 2007. Have student/home version for $140. Can't buy $100 more for 1 class! BAD!! RECOMMENDATIONS: I live in Lenawee county and have to pay higher tuition than the Jackson county residents and I do not feel that is fair since they have satellite location in Lenawee. March 21, 2011 16

Source: PROE Survey ~ Office of Occupational Education E-3. SUMMARY OF EVALUATION PERCEPTIONS BY ADVISORY COMMITTEE MEMBERS COMMENTS: Number of Advisory Committee Members Participating: 2 Great instructors RECOMMENDATIONS: <no comments> Source: PROE Survey ~ Office of Occupational Education March 21, 2011 17