ࡱ>  bjbj 7`eeЗAd d 44444HHH8lHWA84lllG !@@@@@@@,MDFJ@4U"GGU"U"@&44llA&&&U"4l4l@&U"@&&.;6=`#;@'A0WA;8IG&IG06=&6=4F>tU"U"U"@@&U"U"U"WAIGU"U"U"U"U"U"U"U"U"d :    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: Computer Information SystemsI.A Program Mission Statement:ý's Computer Information Systems department has been a leading educational institution in Silicon Valley since the college was founded. Over the years it has developed a rich and diverse series of courses in many areas. Our courses meet the needs of both the transfer student and the industry professional.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Career/TechnicalBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded54If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:4If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:8If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedN/AOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedN/AOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff ServedN/A Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsFrom 2011-12 to 2012-13 the number of all students retained after census grew by 10%. During this time period the number of students from targeted groups grew by 16% and success rate for targeted populations fell from 62% to 58%. Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:The success rate for targeted populations declined to 58% in 2012-13 from 62% in 2011-2012. There was a parallel decline in the overall success rate to 70% in 2012-13 from 73% in 2011-12. The gap grew from 13% in 2011-12 to 14% in 2012-13. For the entire academic year of 2012-13 CIS department was in swing space while the ATC Building was being remodeled. Half the classes were held a minimum of a ten (10) minute walk from the CIS lab. Half the classes used slow laptops making flipping the classroom type of learning nearly impossible. In addition, in order to squeeze our classes into half the number of rooms, classes swapped between classrooms equipped with computers for each student to regular classrooms without any computers for students. The lab itself was small and quickly filled with a noise level that was detrimental to thinking/studying. More affluent and/or students in more advanced classes were less affected since they had their own laptops along with internet access 24/7. Considering the environment that the CIS students and faculty worked in for the entire 2012-13 academic year, this was less of a decline than might have been expected.Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap: In 2008-09 the success rate for targeted populations was 52% with a gap of 15%. Thus, the success rate of 58% and a gap of 14% is an improvement over 2008-09. In fact, since 2008-09 there has been a steady improvement with the peak year being 2011-12 with 62% success rate. The rationale for improving success rate continues to be to provide multiple methods for delivery of learning materials and to provide each student with one-on-one assistance in several ways: tutoring by our volunteer teaching assistants, peer-to-peer assistance through forums and chat groups, online instructor hours, in-class tutors. Students are distracted during course lectures by the lure of desktop computers available in our classrooms. During lectures, some students browse the web and/or view web sites (that are not related to the courses topics). Such distractions can be problematic and harm success rates. With the introduction of LanSchool software installed on all CIS classroom computers, the success rates in all lecture/lab classes may improve.What progress or achievement has the program made relative to the plans stated in your programs 2008 - 09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%With the elimination of a coordinator for the CIS lab the tutoring program needed to be re-invented. Our tutors are back but they are now truly our Teaching Assistants. Essentially each faculty member has taken on the responsibility of training tutors by having them start as in-class tutors. For Spring 2014 we are fortunate to have grown the number volunteering in the lab to 10 and approximately another 17 as in-class tutors. We are continuing to grow this program. Faculty are providing more back-up assistance to students by being available more online, setting up chat sessions, rewarding students for posting to forums, available face-to-face in the lab as well as online during online times. Teaching Assistants have also been added into Catalyst class sections to assist in the answering of students doubts and questions online. Course materials for core courses are being designed by groups of faculty teaching those courses fostering consistency and the exchange of best practices for increasing student learning. The remodeled lab facilities accommodate students needs for access to computers and the Internet. The lab is designed to promote peer-to-peer support. Students will continue to be provided software needed for their courses through the Microsoft Academic Alliance program (aka DreamSpark). In short, we will continue what we are doing and look forward to increased success since now the prerequisite issue has been mitigated and our new core courses are being fine-tuned to further student success. The Computer Science Club has taken on a new direction with the assistance of faculty advisors Delia Garbacea and Cynthia Lee-Klawender. The attendance at the meeting of April 18, 2014 was at approximately 40. We look forward to the clubs activities enhancing individual problem solving and coding skills while encouraging bonding. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%With the elimination of a coordinator for the CIS lab, the department lost the person that was devoting most of 40 hours per week on our tutoring program. This loss hurt the targeted groups most. As a remedy, several action plans are in place. Our tutors are back but they are now truly our Teaching Assistants. Essentially each faculty member has taken on the responsibility of training tutors by having them start as in-class tutors. Fall 2013 saw the number of tutors dwindle to ten with only five tutors working in the lab. For Spring 2014 we are fortunate to have grown the number volunteering in the lab to 10 and approximately another 17 as in-class tutors. Faculty are providing more back-up assistance to students in being available more online, setting up chat sessions, rewarding students for posting to forums, available face-to-face in the lab as well as online during online times and utilizing online tutorials. Teaching Assistants have also been added into Catalyst to assist in the answering of doubts and questions online. The lab accommodates students needs for access to computers and the Internet. The lab is designed to promote peer-to-peer support. To close this gap further, class size in the core class needs to be kept closer to the maximum of 40. There has been a definite shift in the development of course materials from teacher by teacher to departmental groups. This was evidenced in the Catalyst Master Shells created for our new core courses of CIS 22A Beginning Programming Methodologies in C++ and CIS 22B Intermediate Programming methodologies in C++. CIS faculty, both full-time and adjunct, met and contributed materials to develop the shell. This will lead to more uniform skills learned by students by the end of these courses. The department will continue investigating the addition of tutoring in computer science classes to Smartthinking, an online tutoring program.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardA way to incorporate the cost of Code Lab (online programming tutorials) into the registration process for the course needs to be found. Students who are financially challenged are often those from the targeted groups and those that need it most. In spite of the fact that the author of the tutorials will provide free access to hardship cases, the student typically waits for too long or never asks for financial assistance even if such accommodation is prescribed in the syllabus. Textbook prices continue to escalate. Publishers have not presented a cost-effective (for the student) solution. Students often opt out of buying the textbook. This decision is mandated by circumstances beyond their control in some cases, but others just choose to spend that money in other ways thinking they can Google for the information online. Professional Development Leave focused on developing in-house textbooks would help to mitigate the situation. The lack of reasonably priced printing is a significant equity issue. Middle class students have a printer at home. Poor students must pay an excessive price to print on campus. Resources are needed to provide all students printing capability without charging fee in addition to registration fees. Provide FTE for the scheduling of lab course where students will know that an instructor is in the lab certain hours to help any student on almost any course. This would be bringing back a paradigm that proved successful for the department in prior years. Provide release time to a faculty member to lead CIS tutoring/teaching assistant program. Financial support for adding computer programming courses to Smartthinking online tutoring program. In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:Before our move into swing space an administrator predicted that the CIS department sections would be reduced when we moved into swing space and the department would be smaller upon our return to the ATC Building. This prediction did not come to pass. Computer Information Systems grew from 127 sections in 2011-12 to 137 sections in 2012-13 and the department is still growing. CIS department is increasing in enrollment. As a snapshot, the census enrollment for April 22, 2013 was 1233 and for April 21, 2014 it grew to 1784. Perhaps looking at the numbers for our beginning programming core course is the best insight to future enrollment. For Spring 2013 we offered and filled five sections of Beginning Programming in C++. For Spring 2014 we are offering and filling eight sections. From 2011-12 to 2012-13 our success rate did fall by three percentage points. As with the decline in success with the targeted population the fact that neither the classroom environment nor the lab environment was conducive to providing students with fast, reliable computer access in a quiet atmosphere would have contributed to this decline. For Winter 2014 the success rates for our 22A/B/C core courses was 67%, 66%, and 79%. Thus, the department members will conduct special meetings focused just on improving the learning experience in CIS 22A & B. We will continue with electronic meetings over the Summer. It should be noted that during the entire year of 2012-13 prerequisites were in place for most of our courses and they were strictly enforced. This did not appear to have had a positive effect on the success rate considering that the overall success rate fell from 73% to 70%. In addition, the department was transitioning from teaching core courses in C programming language to C++. This necessitated offering the courses being phased out to those students who had previously received a substandard grade in the course. If there had not been an intervention then these students would enter the course again with weak math and problem solving skills and will once again not succeed.Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations The discontinuance of materials fees has a negative impact on student success rates. Students need the option of printing their code at school and working on it or submitting the hard copy for assessment. Many students in the beginning core courses find the grading of the hard copy with comments written on it to be most beneficial. In the writing of code the online feedback tends not to be as conducive for developing good programming style. Enforcement of prerequisites beginning Summer 2012 had a negative effect on enrollment numbers. This drop-off was most felt in the more advanced courses such as CIS 35B and in technology specific courses such as network administration and database courses. Except for courses that are part of our core transfer courses for a computer science degree, the majority of our courses have been updated to include review of required entering skills to substitute for making prerequisite courses into advisory courses. These became effective Fall 2013. In order to position the department to offer a Computer Science AS Transfer Degree our core courses needed to be offered in an object oriented language. C++ was chosen over Java because it provides the ability for students who took our beginning programming courses in C to transition smoothly into the C++ model. However, additional sections of CIS 15AG, CIS 15BG needed to be added to accommodate those students who had previously received a substandard grade and desired to replace that grade. There has occurred a dramatic increase in enrollment for the beginning programming course. Some of this might be attributed to this change to C++ since object oriented languages are more popular than the procedural languages such as C and, moreover, almost all four year Universities, except San Jose State, use C++. Although the C++ courses are in place and according to our assessments the students are achieving desired outcomes, our C++ courses are not yet as good as the C courses they replaced. The C courses had an excellent text book which was precise, practical, attuned to the needs of industry, and to the ý student. The department had tuned our teaching efforts to meet the student needs through several years of use of the C courses. We collaboratively developed these new C++ core courses and will continue our collaborative effort to improve them.Students benefit from us teaching using the same materials in the same ways at the same time. Students are able to collaborate across classes and our teaching assistants are more productive and helpful when working with students from different course sections. Progress is slow on acceptance of the proposed Computer Science AS Transfer Degree. Physics Department has changed Physics 4A and 4B to align with C-ID outlines. However, there remains the issue that due to quarter versus semester units including all needed topics/courses brings the degree over the maximum number of units. This will continue to be addressed at the State level. With the discontinuance of CAOS department new courses have been developed to fill the gap left in computer literacy, office applications, and digital imaging courses. This has led to an increase in enrollment for the department.Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementMain Areas of Improvement were 1) Retention and success rate improvement: The 2008-09 program review document lists both tutoring and more online access to instructors as two interventions. There are teaching assistants available in the lab, in-class, and online through the class Catalyst site With the switch to hybrid model for teaching our courses, the instructor is available a minimum of one hour and 20 minutes per course per week to answer student questions. Reality is that the instructor is available much more, but this guaranteed time has led to materials and assignments posted online that attract students to ask for assistance. 2) Expand online course offerings: For each of our revised and each of new courses the co-creation of an online version is considered. CIS 93 Computer Literacy and CIS 99 Office Software Applications are offered both face-to-face and online. CIS 98 Digital Image Editing Software (Photoshop) will be offered online this summer. CIS 53 Java for Mobile Development, a new addition to the java Programming certificate is being offered face-to-face and distance learning. This summer we will offer CIS 22A Beginning Programming Methodologies in C++ for the first time online. Beginning programming courses taught online are generally not the best way of teaching first time programmers how to design and implement coding instructions. However, the summer-time student often comes from a different situation and this course will assist the student from a four-year institution in improving their programming skills and also will be the right choice for the high school students who are high achievers often with programming tutors available within their family.Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:In Santa Clara and San Benito Counties Database Administrators, Information Security Analysts, Web Developers, and Computer Network Architects, Network and Computer Systems Administrators, Software Developers, Systems Software, and Software Developers, Applications are in the top 25 fastest growing occupations (Labor Market Information Division) and in the top ten when median income is considered. Knowing this we are updating Database Design for Developers certificate, Enterprise Security professional degree and Web Development Certificate. Our programming certificates/Degrees have also been updated. The courses necessary to complete the certificates and degrees in these areas tend to be lower enrolled than our transfer curriculum. In this time of budgetary constraints, we are not able to offer individual courses as often as students would prefer and students, therefore, must forestall their completion of the certificate or degree.Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:Input from our Advisory Board: Web Development certificate was considered most beneficial for those without a Bachelors degree. Since many of our students choose not to pursue a Bachelors degree at the moment it is prudent that we are updating this certificate. Mobile programming was most frequently mentioned as an area for new certificate or courses. Java for Mobile Development (CIS 53) and iOS Development (CIS 53A) have been approved by the Curriculum Committee effective Fall 2013. Only a third of respondents were willing to hire an applicant without any work experience. An internship would suffice was a comment by some. Thus, we are endeavoring to find ways to establish connection with industry to provide students possibilities for internships, paid and unpaid. These opportunities are published on the CIS Departments website: http://deanza.edu/cis/internships.html Respondents stated that the following were courses that would address needs within their organization: Cloud Computing, Android development, Mobile Computing, iPhone (Apple Platform) development, Requirement Analysis and Design, and Team Based Software Development. Currently courses are in place for each of these areas except there is no separate course focused on Team Based Software Development.Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary100% Due to both the need to update our curriculum and the strict enforcement of prerequisites courses within some of our programs such as Enterprise Security professional and Database Design for Developers were not offered. Thus, the assessment was that these programs needed updating and they have been.Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentMore students would succeed in the program for transfer and more would be able to earn certificates/degrees if they were truly prepared for the next course in the sequence or possess the skills of the advisory course(s). SLO process is making faculty focus on exactly what skills students must possess when they finish the course. Our inability to offer courses that are within certificates such as Enterprise Security professional and Database Design for Developers led to the development of new curriculum which will be in place for 2014-15. State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary82% (68+21)/108 but 34 of 108 SLOs are for class taught only by adjunct faculty, never taught, or just begun to teach them. In other words, not counting these we would be over 100%. Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentCIS Beginning Programming Course SLO: Create algorithms, code, document, debug, and test introductory level C programs. Reflection & Analysis: Give students more opportunities to practice writing algorithms and programs online AND in the lab classroom, in particular, in small groups so more discussion would enhance learning. Enhancement: CodeLab online tutorial, online exercises, in class checkpoint exercises are currently being used. CIS Data Structures SLO: Design solutions for advanced problems using appropriate design methodology incorporating advanced programming constructs. Reflection & Analysis: There is a tendency to write the code first, and then finish the design. Enhancement: More design exercises (no coding) are assigned throughout the quarter. CIS21JB_SLO_1 SLO: Design, code, document, analyze, debug, and test advanced level assembly programs for the x86 family of processor, including linkage to high level languages and floating point processing. Reflection & Analysis: If students were actively learning and felt a common bond with each other in class, they tend to encourage each other and be more likely to succeed. Enhancement: In all our classes, not just CIS 21JB, students are encouraged to work together on specific in-class assignments, to contribute to online forums (facilitated by Catalyst course site), and join chat sessions (facilitated by Catalyst course site). State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget Trends1) For our transfer students, our core classes are over-crowded and students must often wait between taking sequential courses. 2) We are restricted in the number of cutting edge courses we can offer for those wishing to improve the technical skills in their quest for employment or expanding their career options.Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsEnrollment Spring 2013: 1233 Enrollment Spring 2014: 1784 As stated in IV.A., our core courses are overcrowded. Ratio of students to instructor is, perhaps, the most crucial issue in increasing success.Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededCIS Department wishes to grow its core transfer program while simultaneously adding courses focused on cutting-edge topics. Two new faculty positions are needed. Generally, each full-time member needs to be capable of teaching our core transfer courses offering much support to these beginning programmers while bringing to the table the ability to teach courses in one of our more academic and/or career enhancement areas.A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:The need for the number of sections of our core courses has grown tremendously since 2011-12. There were five sections of Beginning Programming Methodologies in C++ for Spring 2013 and now there are 8 for Spring 2014.If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededReplace due to vacancy: Instructional Associate is needed to replace a vacancy due to a retirement in December, 2013. The person needs to be well-versed in writing C++ and Java code in order to assist our students in the lab. A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request > $1000A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, Quantity1) Smart boards for the classrooms 2) A second overhead projector or freeze button at minimum 3) Re-design for AT 205 4) Smart phones/tabletsDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationIn spite of the renovation of the ATC building including improvements in AT 203 (the big lab) which provide for more flexibility and an environment more conducive to learning, classrooms environment is deficient in some obvious ways. Many of our students experienced smart boards in their high schools but not here at ý even in the Advanced Technology Building. The issue of trying to simultaneously show code along with slides or other means to explain the rudimentary background information still exists. Ideally this is accomplished with two projectors, but a freeze button would also assist in this. AT 205 needs redesign of student desks. We wish our students to work in groups. We wish in-class tutors and instructors to be able to go to the students and assist, one-to-one on the computer. This is greatly hampered in AT 205 by cramming too many desks too close together. Using real smart phones/tablets (and perhaps Google Glass and other wearable devices) is often necessary to program mobile applications. Emulators are available, but the real devices provide the kind of user interactions, events, overall performance, sensors, etc. that a simulatorcannot match. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestPartitions are needed for the extra space at the south end of AT 203 that is being used as an extra classroom. This open lab area needs to be sequestered off from the general lab to hold more classes during the most popular times which tend to be 6:00 8:00 pm.Name type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationThe ability to use this area translates as an additional classroom with computers for each student directly translates to up to eight more class sections being offered each quarter. This means 320 more students being able to enroll in CIS classes each quarter. Please note that this would also positively affect the Accounting Department.Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget Augmentation Teaching Assisting program needs B-budget support. Our volunteer teaching assistants are performing a much needed service. Fortunately, we are able to provide the ones working multiple quarters with parking permits but we would appreciate being able to award them with perhaps more social get-togethers, best practices in tutoring computer science students presentations, etc. Raising female retention in computer science program There seems to be a growing number of females enrolling in CIS courses. To retain these special gatherings with/without speakers, food, etc. Speaker seminars for particular areas of interest Sukhjit Singh has been able to expand the Project Management program by offering evening and weekend symposiums with special presentations from industry and refreshments. Printing B budget needs to be expanded to cover the expenses for the following: Printing of tests including quizzes, midterms, and finals Ability to offer students spur of the moment handouts Students need to be able to print code for working in groups, desk checking, and in instructor discussions. How much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development NeedsCatalyst training. Equity training that the department members could take together. What assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansWith the addition of two new faculty hires we will be able to simultaneously grow our core program keeping class sizes to a minimum number of maximum and to offer courses on the newest topics of technology. Core Curriculum will continue to be refined as part of the transition from C to C++ as the programming language being used to teach programming concepts. In addition the following improvements will be in place for 2014-15: Project Management curriculum has been expanded to include new course: Managing Cloud projects. It is expected that two cohorts will be offered in 2014-15. Database Design Certificate has been updated to suit the needs of todays IT environment with the addition of three new courses: Introduction to Data Communication and Networking, Introduction to Big Data and Analytics, and Introduction to Large Scale Processing Systems. Enterprise Security Professional Degree and certificates have been upgraded with the addition of new Network Security and Ethical Hacking courses as well as update of Personal Security Basics course. Core curriculum has been developed in Java. This will be beneficial to students wishing to transfer to San Jose State since they require Java. Introduction of the beginning/intermediate Java courses should increase enrollment provided that we have a large base of beginning students wishing to transfer and we have more faculty resources. Within the next two years we plan to introduce this parallel curriculum. Reports summarized by course will be requested from Institutional Research. These reports are to contain number of student enrolled, number succeed, and totals for all students and then broken out for students from targeted groups. These reports will assist us in fine-tuning our offerings as an on-going process. We will continue to monitor how we might capitalize on MOOCs. For instance, selectively offer some of the beginning courses via MOOC, and require subsequent course work to be completed offline (i.e. offline) start online finish offline.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? Submitted by: Mary PapeAPRU writers name, email address, phone ext.Last Updated:April 20, 2014Give date of latest update (Set next box to YES when done and ready for Dean review).     ý College Comprehensive Program Review Spring 2014 PAGE  PAGE 2  TIME \@ "MMMM d, yyyy" April 25, 2014 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  y     3 4 5 ) T ´~mYHYHYH!h 45CJKHOJQJ^JaJ'hVF0h 45CJKHOJQJ^JaJ hjh 4CJOJQJ^JaJ$h h8?X0JCJOJQJ^JaJ h8?Xh8?XCJOJQJ^JaJ#jh8?XCJOJQJU^JaJh8?XCJOJQJ^JaJhsCJOJQJ^JaJ h5cjh 4CJOJQJ^JaJh 4CJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ4 5 K  * U V Jkd$$IflFL$ ~6  t027    44 lapd$Ifgd 4 dgd 4T U V m 456:go 9Ϗ~ppbQ hVF0h 4CJOJPJQJaJhtMfCJOJPJQJaJhtMfCJOJQJ^JaJ hx?Dh 4CJOJQJ^JaJ htMfhtMfCJOJQJ^JaJhiCJOJQJ^JaJ#hU+h 45CJ OJQJ^JaJ htMf5CJ OJQJ^JaJ hVF0h 4CJOJQJ^JaJhVF0h 4CJaJ'hVF0h 45CJKHOJQJ^JaJV [ l m QCd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap$d$Ifa$gd 4 56gpOA3d$Ifgd 4d$Ifgdikdf$$Ifl$FL$ ~6  t027    44 lap$d$Ifa$gd 4p Rkd$$IflMFL$ ~6  t027    44 lapd$Ifgd 49`RDRRRd$IfgdL9}d$Ifgd 4kd$$IflMFL$ ~6  t027    44 lap9:FtwxxjWF8htMfCJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ hlh 4CJOJQJ^JaJ$hx?Dh 4CJOJPJQJ^JaJhL9}CJOJPJQJ^JaJhCJPJaJh%CJPJaJhCAhs0JCJPJaJhshsCJPJaJhsCJPJaJjhsCJPJUaJ)bTTTTd$Ifgd 4kd$$IflFL$ ~6  t027    44 lap()*0TUV׮{mZI;htMfCJOJPJQJaJ hVF0h 4CJOJQJ^JaJ$hVF0h 40JCJOJPJQJaJhiCJOJQJ^JaJhVF0h 4CJaJ)hjh 4B* CJOJQJ^JaJph$hx?Dh 4CJOJPJQJ^JaJhh 4CJPJaJh' Xh%0JCJPJaJh%h%CJPJaJh%CJPJaJjh%CJPJUaJ hVF0h 4CJOJPJQJaJ)*UWAo`RRRRd$Ifgd 4kd>$$IflFL$ ~6  t027    44 lap>?@Anopw12˸yhZI8*8hL9}CJOJPJQJaJ hL9}hL9}CJOJPJQJaJ hVF0h 4CJOJPJQJaJhRCJOJPJQJaJ hVF0h 4CJOJQJ^JaJ hL9}h 4CJOJQJ^JaJhiCJOJQJ^JaJhVF0h 4CJaJ)hjh 4B* CJOJQJ^JaJph$hx?Dh 4CJOJPJQJ^JaJhh 4CJPJaJh%CJPJaJh' Xh%0JCJPJaJjh%CJPJUaJop7n`RRDDDd$IfgdL9}d$Ifgd 4kd$$Ifl;FL$ ~6  t027    44 lapQRop!ŷtŷcOAhqFCJOJPJQJaJ'h` h 45CJOJPJQJ^JaJ h` h 4CJOJQJ^JaJ$h` h 4CJOJPJQJ^JaJhL9}CJOJPJQJaJ hL9}hL9}CJOJPJQJaJ hVF0h 4CJOJPJQJaJhRCJOJPJQJaJ hL9}h 4CJOJQJ^JaJhiCJOJQJ^JaJhVF0h 4CJaJ hVF0h 4CJOJQJ^JaJWbRRDDd$IfgdL9}d$Ifgd 4m$kd$$IflFL$ ~6  t027    44 lapuP@@2d$IfgdL9}d$Ifgd 4m$kd_$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$u]B44d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapd$IfgdL9}m$d$IfgdL9}!\w/ȷzjWGWh_CJOJPJQJ^JaJ$hwhwCJOJPJQJ^JaJhu;CJOJPJQJ^JaJhwCJOJPJQJ^JaJh 4CJOJQJ^JaJhVTCJOJQJ^JaJ hVF0h 4CJOJQJ^JaJ hVF0h.CJOJPJQJaJhqFCJOJPJQJaJhYCJOJPJQJaJhR&CJOJPJQJaJh)mCJOJPJQJaJ]^Z[x8kd$$IflFL$ ~6  t027    44 lapd$Ifgd_d$IfgdYd$Ifgd 4!"VWXYZ[bwx78ںڪ}o^M?1?hCJOJPJQJaJhf+CJOJPJQJaJ hVF0h 4CJOJQJ^JaJ hVF0h 40JCJOJQJaJhi0JCJOJQJaJhVF0h 4CJaJ# *h` h 4CJOJQJ^JaJhwCJOJPJQJ^JaJh_CJOJPJQJ^JaJ h_h_0JCJOJQJaJh_h_CJOJQJaJ%jh_h_CJOJQJUaJ$hwhwCJOJPJQJ^JaJ8ik2JVHLlnef䬞q`N#jhUX[CJOJQJU^JaJ hVF0h 4CJOJQJ^JaJ hVF0hYCJOJPJQJaJhYCJOJPJQJaJh 4CJOJPJQJaJh)mCJOJPJQJaJhg9CJOJPJQJaJh_CJOJPJQJaJhPCJOJPJQJaJh`CJOJPJQJaJhf+CJOJPJQJaJhqFCJOJPJQJaJxjkmnfgd$Ifgd 4d$Ifgdf+d$Ifgd` %lnoJϼ򫖁vhWI8 h `h_+eCJOJPJQJaJhg9CJOJPJQJaJ hVF0h 40JCJOJQJaJhi0JCJOJQJaJhVF0h 4CJaJ)hwh 4B*CJOJQJ^JaJph)hxh 4B*CJOJQJ^JaJph hVF0h 4CJOJQJ^JaJ$hhhUX[0JCJOJQJ^JaJ#jhUX[CJOJQJU^JaJ hVF0hUX[CJOJQJ^JaJhUX[CJOJQJ^JaJ" # t!u!!#$bTTTFFFTd$IfgdR&d$Ifgd 4kd$$IflFL$ ~6  t027    44 lapJ ! 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