Program Review of Occupational Education/Discipline Review Template

Program Review of Occupational Education/Discipline Review Template Program/Discipline Name: Computer Programming Specialist Department: CIS Department Date: April 5, 2009 Department Chair: Suzanne McKee Discipline Team Leader: Dianne Hill Discipline Team Members: December 21, 2006 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. Philosophy As an Academic Quality Improvement Project (AQIP) organization that strives for continuous quality improvement (CQI), JCC uses regularly scheduled program review as a tool to assess programs and disciplines in terms of satisfactory preparation to transfer institutions and to a competitive job market. Purpose of the review To determine that a program/discipline meets the current and future needs of students and external stakeholders, and that it has academic integrity. The findings are used for: Program/discipline planning Decision-making for improvement Revision of program mission and goals Resource allocation and budget requests Reporting program progress and results to appropriate audiences Every program/discipline of the College should have a mission and goals aligned with the mission and strategic goals of the College the goals of the department in which it resides the APRPs of the faculty in the program/discipline. Structure This template combines requirements for PROE and discipline reviews. Each program and discipline has a review scheduled every five years. The overview of December 21, 2006 2

which programs are scheduled to be reviewed over the five-year period will be posted on the Deans web page. Timeframe Programs/disciplines will have 12 months to complete the Program Review. Gathering information Collect and review data that document specific aspects of the program/discipline. Data may be quantitative or qualitative, direct or indirect, may include performance indicators such as billing contact hours and may take the form of surveys. Certain elements must be quantitative. It s best to use multiple sources of evidence. Procedure Pre-Planning Become familiar with the review template and requirements of the review. Department Chair and Lead Faculty determine Team Leader and members. Establish timeframes for completion of each step in the review. Determine who is responsible for each task. The Program Review Identify what data are needed and request them from sources. Submit all courses that have not been reviewed in the last five years to the Curriculum Committee. Meet regularly to analyze data, address problems, and confirm progress. Keep appropriate academic deans regularly informed of status. Solicit guidance and assistance from deans. Complete review with Action Projects prior to deadline. Presentation of Report Present Program Review to Academic Council (due two weeks prior to presentation) Celebrate your achievement. Program Review is posted on the Deans web site. Academic Deans forward Program Review Action Projects with budgetary implications (i.e., equipment, staff) to Executive Council for consideration. Submit annual Action Project Updates to Academic Council. December 21, 2006 3

Step 1. Overview A. Mission Statement 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, CIS provides learning opportunities for programming students 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. All of these goals are directly connected to the JCC s Mission, Vision, and Strategic Goals. Source: Department Chair: Mission Statement and Department Goals; JCC Catalog Step 2: Data Gathering and Analysis I. Students This section documents how students enter, perform, and continue in the program/ discipline. A. Recruitment Current and prospective students of the program vary from traditional students who are planning on transferring to a 4-year institution; and non-traditional students who are taking classes to upgrade their skills for their current employment or are seeking new employment. The program requirements are available on both the departments and institutions web sites. There are no formal recruitment measures currently in place. Source: Marketing Department, Enrollment Management Team. B. Assessment The core classes in the programming degree access for ADO 7: Critical Thinking. Most of the classes use the class project for assessment. The average success percentage for these courses is 82%. December 21, 2006 4

Based on student evaluations and PROE survey results, students appear to be satisfied with the courses in the program. Some of the students have commented on being dissatisfied with textbooks or certain adjunct instructors. We continually evaluate new textbooks and review adjunct evaluations. Also, many comments on how dissatisfied they are with the advising they receive in Student Services. Based on these data, summarize the program appears to be effective and meeting the needs of students. Source: Assessment Committee; APRPs - student evaluation tools. C. Retention The data shows good program enrollment but very low graduation rates. I believe graduation rates are NOT an accurate measure of a program s success. It is not fair to assume that every student s educational objective is to graduate from JCC with a certificate or associates. It would be wonderful if we gathered data on what goals students truly have. Source: Enrollment Management Team; external employers; Advisory Committees; Dean of Occupational education; articulation agreements, President s Office. D. OCCUPATIONAL PROGRAMS ONLY COMPLETE THIS SECTION ALSO December 21, 2006 5

PROGRAM ENROLLMENT (Previous Three-Year Figures) Computer Programming^ Unduplicated Headcount* Student Credit Hours Billing Contact Hours 2006-07 281 1,053.00 1,111.00 2007-08 264 964.00 1,023.00 2008-09 306 1,198.00 1,268.00 * Unduplicated headcount for any student enrolled in a Computer Programming course for an academic year ^ Student credit hours and billing contact hours are the total of all Computer Programming courses and includes the following programs of study listed in the 2008-09 catalog CPSP.AAS CPSP.CERT Souce: Master Course Files PROGRAM GRADUATES & PLACEMENT DATA (Previous Three-Year Figures) Computer Programming Related Programs^ # of Students Graduation Year* # of Awards Conferred Receiving at Least one Award # Employed # Continuing Education # Entering Military 2005-06 9 8 2 0 0 2006-07 0 0 0 0 0 2007-08 3 2 0 0 0 Source: Grad Follow-Up Survey ^includes the following programs: NESP.AAS NESP.CERT NWSC.CON MSNW.CON CPST.CON *Placement information is calculated via the Graduate Follow-Up Survey which is sent to grads the following year so 2007-08 is the most up to date information we have on file (followed up in 2008-09) December 21, 2006 6

CORE INDICATOR (Perkins IV) 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified State Performance Level Expected Previous Year s Performance Levels College 85% 98.77% N/A Program 2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year. 28% 28.11% 15% 3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. 60% 68.37% 61.70% 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education. 43% 95.08% N/A 5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year. 5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. 16.5% 26.54% N/A 20.41% 29.17% N/A Source: Office of Institutional Research This data also indicated low completion rate. Please see previous comments on this issue. 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. December 21, 2006 7

B. Course Enrollment and Billing Contact Hours Trends For each course in this program/discipline, look at enrollment trends over the last five years. Include both student enrollment and billing contact hours. Source: Office of Institutional Research. C. Relationship to other JCC Courses and Programs Respond to the appropriate questions. Are the courses in this program related to other courses or programs in the college? Describe or display this information any way that works best, whether a grid or a format such as this. Related Program/Courses Microcomputer Applications Specialist CIS 160 Required Course Electronics Technology CIS 160 OR CIS 170 Required December 21, 2006 8

Source: JCC Catalog CIS 273: Systems Concepts and Design is the capstone course for this program. The course objectives are: Describe and discuss important IT developments and trends. Understand the five phases of systems development life cycle (SDLC): systems planning, systems analysis, systems design, systems implementation, and systems operations, support, and security. In-depth understanding of how information technology (IT) supports operational and business requirements in today s intensely competitive environment. Exercises that promote critical-thinking skills and encourage students to apply their skills and knowledge. C. Internal/External Service At this time there is no Internal/External service. What is the need for this program/discipline in the JCC service area? Since there are so many displaced workers in the areas, upgrading skills is crucial to finding new employment. Are there competing programs/ disciplines at other institutions in this area? Yes Source: Department Chair: APRPs and Department Goals; Advisory Committees. Summary/Analysis: IT jobs, particularly networking and programming are predicted to increase rapidly over the next few years. Technology is becoming more and more embedded in all facets of business and there are apps for everything. These links discuss employment trends in these areas: http://education.yahoo.net/articles/6_fast-growing_careers.htm http://www.usnews.com/money/careers/articles/2009/12/28/americas-best-careers- 2010-science-and-technology.html 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 December 21, 2006 9

Because most of the analysis of individual courses takes place in the Curriculum Committee s Course Review Process, it is not necessary to duplicate that work. The Curriculum Committee must have reviewed all courses in this program/discipline within the last five years. List below each course in the program/discipline with the date of the last course review. Course All CIS courses in this program were reviewed when the prefix changed from ITE to CIS in Fall 2005. Date of Most Recent Course Review We continually review courses to reflect new technologies. Source: Curriculum Committee. B. Comparison with other relevant institutions Compare the curriculum of this program/discipline with that of three other similar community colleges*: Kellogg, Lake Michigan, Monroe, Muskegon, Northwestern, St. Clair, Southwestern. If you notice anomalies or differences, please cite and explain. Kellogg Community College and Monroe County Community College both have a Computer Programming degree. The core curriculum is very similar to ours. One difference was that students can choose different options of electives. With technology becoming embedded in all facets of a business, perhaps the students at JCC should be given choices as to which path they take, application programming, mac programming, game programming or web programming. Lake Michigan Community College has a Computer Programming degree. The core curriculum is similar to ours. All 3 of the institutions do not require as many general education courses. *as determined by ACS report. Source: College catalogs and websites. Summary/Analysis: Based on these data, summarize and analyze your observations about the curriculum of this program/discipline by A) institutional integrity, and B) in comparison with curricula from other community colleges. Based on the data, JCC s Computer Programming degree is competitive with other institutions. December 21, 2006 10

Based on discussions from the Advisory Committee, some changes were outlined to make the program even better. Changes recommended include adding CNS 131 Linux Administration to the degree to replace CIS 012, CIS 013 and CIS 018. CNS 131 is more relevant and may transfer better. Other considerations are to offer a scripting class that would be used by both programming and networking students, and a SQL course. As iphone, ipod, ipad technologies become more prevalent, we might consider offering programming for Macs and iphones. As game programming becomes more prevalent, we might consider a path for that also. 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. A. Faculty Profile Document the number of full time and adjunct faculty teaching in this program and the billing contact hours generated by each group. Please consider this on a yearly basis. In order to assure that at least 75% of faculty have appropriate degrees earned from accredited institutions (HLC requirement), list the numbers annually. The chart below is one way to display these data. Source: Office of Human Resources; Office of Institutional Research; Academic Deans Office Minimum Qualifications. Year # of Faculty # of Faculty w/ Billing Contact Hours App. Degree 09-10 FT - 1 1 9 PT - 3 3 12 08-09 FT - 1 1 12 PT - 3 3 12 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 05-06 06-07 07-08 08-09 09-10 Diversity Training Coursework 1 1 1 1 1 Technical Training 1 1 1 1 1 Discipline Based 1 1 1 Conferences Pedagogy 1 1 1 1 1 December 21, 2006 11

Service Learning Mentoring 1 1 1 1 1 Advising 1 1 1 1 1 Source: Department Chair: APRPs. Summary/Analysis: These numbers are reflective of the core programming courses. The core courses include CIS 158, CIS 160, CIS 165, CIS 170, CIS 260 and CIS 273. There is currently only 1 full-time faculty member in the department trained to teach these courses. V. Facilities & Equipment This section documents the appropriateness and sufficiency of physical resources. A. Equipment/Supplies List the kinds of major equipment and supplies used by courses in the program/discipline. Aggregate this information where appropriate. Course CIS 158 CIS 160 CIS 165 CIS 170 CIS 250 CIS 273 Equipment/Major Annual Supply Outlays Projection screen on instructor station Projection screen on instructor station, Desktop computers, software is free Projection screen on instructor station, Desktop computers, software is free Projection screen on instructor station, Desktop computers, software is free Projection screen on instructor station, Desktop computers, software is free Projection screen, access to computers (laptops ok) B. Rooms/Laboratories Summarize the kinds of rooms/laboratories for this program/discipline and indicate whether these spaces are appropriate and sufficient. Desktop computers needed for most of the courses as the current laptops are not sufficient enough to run the software. We are looking at ways that we might offer some of these classes in the Mac lab to better utilize that room. C. Safety (where appropriate) Inventory current safety devices/equipment/etc. Lab Or Room Safety Material/Devices December 21, 2006 12

Summary/Analysis: As enrollment increases, both in technology courses and other courses that use technology, we are running out of computer classroom space. Having space limitations during peak hours that students want to take classes makes supporting a program extremely difficult. Executive Summary: Based on the data and your section summaries and analyses of observations, provide an overview of the program/discipline. Include a SWOT analysis that details the program/discipline s Strengths, Weaknesses, Opportunities, and Threats. Programmers write the detailed set of instructions computers understand and act on. Emphasis is placed on computer information systems, programming languages, concepts and designs, logic and theory. Job opportunities may include applications programmer, computer operator, information systems manager, systems analyst or programmer. Strengths: Hot job area Variety of courses Close relationships with students due to small number of faculty teaching the core classes. Program cost low due to free software and relationship with Microsoft Weaknesses: Not providing any internal or external service Program completion is low No formal marketing or recruitment plan in place Opportunities: Increase enrollment Increase degree completion rates Provide internal and external service Explore external certification Better marketing and recruitment Determine what each students particular goal is and assess appropriately Threats: Economy Rapidly changing technology Classroom space December 21, 2006 13

Step 3: Action Project Action Plan Item #1 REVISE THE CURRICULUM Description: As technology changes, the curriculum need to reflect those changes. The Computer Programming Specialist Advisory Committee recommended some potential changes to the program. Program changes should be revisited, reviewed and approved at the next Advisory Committee meeting in May. To Do s: update the curriculum for the new catalog Link: Relevant curriculum with computer programming students would potentially increase enrollment and retention of students, which is included in the mission statement, goals and vision for the program and institution. Time Frame: May 2010 advisory meeting October 2010 have changes ready for next catalog Personnel: Dianne Hill with Advisory committee and faculty support Measurement: changes published in JCC catalog Action Plan Item #2 INCREASE ENROLLMENT Description: Increase enrollment in the Computer Programming Specialist program. It would be great to meet the needs of all our student populations by being able to offer more than 1 section of a course both daytime and evening. This might be accomplished through high school visits or career fairs and advertising on website or newspaper or billboard. To Do s: Work with JCC s Marketing Department to market the program. Complete high school visits or career fairs. Link: Increased enrollment in the program means more revenue for the college to help keep the college viable. Time Frame: January 2011 meet with Marketing to market the new program 2011 2012 career fairs or high school visits Personnel: Dianne Hill with faculty support Measurement: increased enrollment December 21, 2006 14

Action Plan Item #3 INCREASE STUDENT SUCCESS/RETENTION Description: Increasing success rates will be accomplished first by better advising. This could be done by providing Student Services with more information about the program. This might also be accomplished by better connections with students (email, newsletters, etc.) Students should also be encouraged to join the Computer Club. To Do s: Create a document that outlines the program for Student Services to use and give to students. E-mail programming students at least once a year. Link: Increased success/retention with computer programming students is included in the mission statement, goals and vision for the program and institution. Time Frame: start Fall 2012 Personnel: Dianne Hill with faculty support Measurement: higher graduation rates, greater success in the program E-1. SUMMARY OF EVALUATION PERCEPTIONS BY ADMINISTRATORS AND FACULTY COMMENTS: Number of Administrators and Faculty Participating: 3 Additional faculty to instruct programming RECOMMENDATIONS: More classroom (desktop) space Source: PROE Survey ~ Office of Occupational Education December 21, 2006 15

E-2. SUMMARY OF EVALUATION PERCEPTIONS BY STUDENTS COMMENTS: Number of Students Participating: 23 Need to wait to get into a few classes no room Java and HTML classes move way to fast Accounting?? Why for a Programming degree? Advisors have no clue Java teacher not really prepared Teachers over enroll classes, not enough work stations Computers are at least current Java book too advanced for most new programmers Source: PROE Survey ~ Office of Occupational Education E-3. SUMMARY OF EVALUATION PERCEPTIONS BY ADVISORY COMMITTEE MEMBERS COMMENTS: Number of Advisory Committee Members Participating: 5 Programming courses and Microsoft curriculum Great facilities; good staff and instruction; relevant and up-to-date technology and coursework Emphasis on logic and debugging skills Instruction and latest and greatest technology; also, great new facility; these things in conjunction provide excellent learning environment Good facilities; good technology RECOMMENDATIONS: More focus on software architecture and project management Overall, JCC is doing a great job in the computer programming area. I would only suggest that curriculum be continually assessed to reflect current trends in the job market. More student assignments to fix or enhance existing computer programs give students more existing programs to debug; make students follow program logic without a debug tool Source: PROE Survey ~ Office of Occupational Education December 21, 2006 16

Step 4: Report and Annual Follow Up A. Initial Report Submit the Program Review to the Academic Council for review and comment by the deadline. (The Review is due two weeks prior to presentation at Academic Council.) The academic deans forward Program Review Action Projects with budgetary implications (i.e., equipment, staff) to Executive Council for consideration. The deans will report back to the Program Review team in a timely manner. B. Implementing the Action Projects Once the review is approved, begin carrying out the activities/steps of the action projects. Follow established time frames and deadlines. Continue to gather and analyze data. Assess whether Action Project steps are being met. Make revisions and alterations to the program/discipline based on results of the Action Plans. C. Annual update One year from the initial presentation, present the annual update to the Academic Council, indicating progress on implementation of Action Projects and revisions made to the program/discipline. This annual update continues for four years. The fifth year, a full program review occurs again. Checklist for Program Review Program/Discipline: Person Step 1: Overview Responsible A. Mission Statement B. Program/discipline Goals Timeline Status Step 2: Data Gathering and Analysis I. Students A. Recruitment B. Assessment C. Retention (Enrollment/Placement/Core Indicators) Summary/Analysis II. Need A. Discipline Enrollment Trends B. Course Enrollment and Billing Contact Hr Trends C. Relationship to other JCC Courses/Programs D. Internal/External Service Summary/Analysis December 21, 2006 17

III. Curriculum A. Institutional Integrity B. Comparison with other relevant institutions Summary/Analysis IV. Faculty A. Faculty Profile B. Professional Development Summary/Analysis V. Facilities/Equipment A. Equipment/Supplies B. Rooms/Laboratories C. Safety (where appropriate) Summary/Analysis Executive Summary Step 3: Action Project (Survey Evaluation) Step 4: Report and Annual Follow Up December 21, 2006 18