ࡱ>  objbj +̟̟fB6 6  88888|e9D _:(:4;;;;;;r_t_t_t_t_t_t_b%eDt_;;;;;t_=;;_===;<;;r_=;r_==LUW<=P8$=|VfZ _0_2V^ie=ie4W=WJZ;;;  !8  86 :    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 APRU on TracDat. Save this word doc in the following format: s12apru_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:leewheatcoleen@deanza.edu" leewheatcoleen@deanza.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 Awarded46If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to: http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:6If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:7If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm 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 populationsIn 2011-12 the number of CIS courses that students from targeted groups enrolled in was 654 or 15.4% of total for all students. In 2010-11 the number of courses enrolled in by targeted groups was 593 but percentage-wise this was fairly close at 14.7%. Conclusion: slight upward trend in the number of students from the targeted groups.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 - 2010 available at: http://research.fhda.edu/programreview/DAProgramReview/DeAnza_PR_Div_pdf/DeAnzaProgramReviewDiv.htm AND program review data 2010-11 & 2011-12 at http://www.deanza.edu/ir/program-review.html)II.A.2 Trends in equity gap:In 2008-09 the success rate for targeted populations was 52%. This rose to 62% in 2009-10, fell slightly in 2010-11 to 56% and then rose in 2011-12 to 62%. Between 2010-11 and 2011-12 the gap between target groups and all other groups narrowed from 13% to 12%. In 2008-09 the gap peaked at 15% so the gap is on a downward trend. The tutoring program, which offers both in class tutors and tutors 1-on-1 outside of class time is to be credited with narrowing the gap. This is our way for creating equity and being able to reach out to our students where they are at.Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:The CIS Department's tutoring program implemented in 2009-10 is thriving. There is a systematic process in place to train tutors. Tutors advance from being Tutors-in-Training to Junior tutors to Senior tutors and finally Mentors for new tutors. The program is run on a volunteer basis with the only compensation for student tutors being a letter of recommendation and a parking sticker. There are review materials available to students 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 and the tutoring program needs continual support.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: http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPRU, then briefly explain now. II.A.4 Overall growth/decline in # students:There has been a 6% increase in enrollment from 2010-11 to 2011-12. In addition the success rate during the same period has risen from 67% to 73%.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 Enforcement of prerequisites beginning Summer 2012 has had a negative effect on enrollment numbers. This drop-off has been has most felt in the more advanced courses such as CIS 35B and in technology specific courses such as network administration and database courses. The department created an online process to clear prerequisite for students. This process allows student to apply course work from other institutions or job experience to show equivalency with respect to stated prerequisite courses. However, this places an added hoop for students to negotiate. The drop-off in the number of requests evidences that many students do not wish to navigate through this added step. Hence, 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 will become effective Fall 2013. Moving from the ATC building where we enjoyed four classrooms equipped with desktop computers with large monitors into swing space has been a challenge. Now we have only one room equipped with desktops and monitors for students and one room with laptops. The laptops have proved woefully inadequate not only due to their slow speed but also they do not contribute to group work or even flipping the classroom type of activities. I would anticipate that the statistics for 2012-13 will show that this created a decrease in both enrollment numbers and success rate. In order to keep the enrollment up it was imperative that the number of course offerings was not decreased. Offering almost all of our courses as hybrid solved that problem and CIS department has been able to offer as many or more sections as before shifting into swing space. 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 course in C to transition smoothly into our intermediate programming course in C++. The same will hold true for students taking data structure course in C++ after completing our intermediate programming course in C. Thus, the transition should be made possible without bringing down productivity and raising confusion by offering parallel tracks in C and C++. The only issue is with students who previously received a substandard grade in any of the courses taught in C: CIS 15AG, CIS 15BG, and CIS 15C. We will hold courses for these and only for these students in Summer 2013 (CIS 15AG) and in Fall 2013 (CIS 15AG & CIS 15BG). There could be an increase in enrollment since object oriented language are more popular than the procedural language of C. Some might say that this transition should have been made years ago. 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 will boost the enrollment in 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 ImprovementThe hybrid model was adopted for more of our courses in order to maintain the same number of class offerings while in the swing space. However, the hybrid classes are proving beneficial to our students success in the class. During the online portion, many faculty are not only available online but also station themselves in the CIS Lab where students may come for face-to-face help. Under this model the class meets for two hours (1 hr 50 min clock time) twice per week. Without hybrid delivery the meeting time of 2.25 hours twice per week (2 hrs 25 min clock time) was too long to expect students to concentrate for. The number of disadvantaged and disabled students being tutored by the volunteer tutors and lab coordinator Marie Taylor-Harper has increased. The discontinuance of materials fees will have a negative impact on student success rates. Students need the option of printing their code here at school and working on it or submitting the hard copy for assessment. 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 effective for developing good programming style.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 County the two occupations with the most jobs are Software Developers, Applications and Software Developers, Systems Programming. The fastest growing occupations include Software Developers, Applications (#2) along with Information Security Analysts, Web Developers, and Computer Network Architects. Knowing this we are updating Database Design for Developers certificate, Enterprise Security professional degree(have applied for a grant), and Web Development Certificate. 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 33% of respondents were willing to hire an applicant without any work experience. An internship would suffice was a comment by some. Thus, in 2013-14 we will endeavor to find ways to establish internships, paid and unpaid. Some thoughts would be to establish a resume bank for our students. Thus, when an interest is received there will be a group of resumes to send out. 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. Curriculum Committee has approved courses involving three of these and Cloud Computing will be submitted to Curriculum Committee by June 5, 2013 and thus in place for Fall 2014.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 Summary6% 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 assessmentDatabase Design for Developers Certificate will be updated by re-writing the underlying course outlines to incorporate new software technologies such as those associated with Big Data. In the Programming in Java certificate CIS 53 has been updated to include mobile computing. More courses will be developed focused on cloud computing and networking. Project Management certificate is being expanded to include such topics as Agile Software Development and extreme programming.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 Summary34% including those as pdf files uploaded from ECMSGive 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 assessmentAssessment of SLOs in the core classes show that students are not mastering the material even though they might be completing the homework programming labs. Some of the enhancement CIS instructors have put in place are: In CIS 3 such activities as Jeopardy game with students earning points through class participation have engaged students and assisted them in retaining most important points of lecture/reading material. Adjusting grade requirements to mandate at least a certain percentage on midterms and final allow students to recognize the importance of understanding the code. Incorporating group projects in the beginning and intermediate core courses allow students to learn to work together as they will need to in their careers in computer science and also provide immediate assistance and feedback through their peers.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 TrendsThere was an enrollment drop for Spring 2013. Limited space in the lab, enforcement of prerequisites, and less than ideal classroom and equipment situation while in the swing space contributed to this decrease.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 NeededGrowthA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:With the growth in technology jobs (as discussed in II. D) and the particular skills employers are looking for (as discussed in II. E) we will need not only more instructors but instructors with expertise in increasingly more areas. If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that supports this need.V. A.3 Staff Position NeededNoneA 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 Over $1,000A 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, QuantityVisionPro or similar software whereby instructor can share his/her screen with students, instructor can see individual student screens, and instructor can share an individual students screen with the entire class is needed. In addition this software will enable the instructor to limit the Internet sites that the student has access to. This software would be just one more application that ETS would add to the computer image, much as it does Visual Studio, etc. The image with this software would need to be installed on each computer in each of the student computer classrooms. Two overhead projectors and screens in each classroom. N.B. While the state-of-the-art desks being ordered for the ATC building are impressive, CIS faculty does not see this expenditure as adding value to the instruction. Likewise the virtual system being considered for the computers in the ATC will have limited value added to instruction. The latter will offer a bit more flexibility in the addition of course-specific software and our students would be more productive if they could access the system remotely.Description 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 JustificationThe suggested software will make the classroom time more productive and engaging. In addition it will permit the use of computers for exam taking since access to the Internet can be limited. This is very beneficial for the student when given code to write. It is more of a real world code writing experience. The use of two projectors allows one to be used for lecture notes while the other can be used to demonstrate the actual code.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 RequestMinimum of four classrooms with computer and Internet access for each student. Classrooms should have a minimum of 40 computers. An open lab area sequestered off from the general lab would allow us to hold more classes during the most popular times which tend to be evenings. This extra space could be used in much of the same way as we have done with switching in and out of classrooms during the time in swing space in order to provide the hands-on computer time for students.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 JustificationStudents need to listen & watch lectures, follow along with the instructor on code writing techniques, and try out newly learned constructs. They need to be offered immediate feedback on their learning and immediate assistance when a topic is not grasped. A student-centered learning approach is achieved. Code writing is an activity learned by doing. In the classroom setting, students are provided opportunities to work collaboratively, a technique that has been proven to develop more competent programmers.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 AugmentationBudget Augmentation #1 Since there will not be a qualified person to conduct the training and schedule the tutors for 2013-14 academic year, a stipend, in the form of a dollar amount or release time, is needed to allow a faculty member to assume the responsibility. Explanation: The elimination of a lab coordinator will certainly be felt since it will be the initiator and director of the CIS tutoring program. It is expected that during the transition year success rates will fall especially among the targeted groups. While the three remaining coordinators are capable of assuming the responsibility of training and scheduling the tutors, there will be a steep learning curve and it will be difficult to duplicate the relationship that Marie Taylor Harper had with the student volunteer tutors. Budget Augmentation #2 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 Lack of ability for students, especially those on a tight financial budget or from targeted groups, to print their programs whether as a means to better debug their programs or to submit for handwritten feedback, will have a negative impact on success rates. Many students do have access to printer at home, but many do not. By not providing students a low-cost means of printing on campus we are deepening the digital divide. It should be noted that the materials fees collected through registration process can be a part of amount for financial aid; purchasing a card to procure printed copies would not be.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. TracDat Training Training in how to better assist students with disabilities. In a non-scientific survey of instructors in the CIS department, it appears that the percentage of students with both physical and learning challenges has risen within the CIS classes.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 plansTo grow our program we will continue to update our curriculum and offer cutting-edge courses as budget constraints and staffing permit. This will be assessed through our enrollment numbers. Smaller class sizes for core courses, classrooms with computers for each student, software to increase instructor productivity during class time, and expanded support of the tutoring program will be evidenced through a higher success rates.How do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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