Program Review Self-Study for Business/Technology s Computer Science & Information Systems

Transcription

1 Program Review 22-3 elf-tudy for Business/Technology s omputer cience & Information ystems Monterey Peninsula ollege Academic Affairs Updated 2/27/2 Page

2 Academic Affairs Program Review elf tudy Name of Program: omputer cience & Information ystems. Mission a. ollege Mission: Monterey Peninsula ollege is committed to fostering student learning and success by providing excellence in instructional programs, facilities, and services to support the goals of students pursuing transfer, career, basic skills, and lifelong learning opportunities. Through these efforts MP seeks to enhance the intellectual, cultural, and economic vitality of our diverse community. heck the boxes which best describe how your program supports the college s mission. Transfer to a four-year university ourses meet MP AA/A GE requirements ourses meet IGET/U GE requirements Program supports four-year lower division requirements Develops occupational skills Program offers MP ertificate and/or degree Program influenced by advisory committee reports/recommendations Program need evident through labor market information upports students development of basic skills upports life-long learning b. Program Mission: What is your program s mission statement? Please explain how the program s mission relates to the mission of MP. Program mission The omputer cience and Information ystems Department provides students certificate/associate degree options in omputer oftware Applications, omputer Networking, Essential omputer kills, Instructional Technology kills, and Web Designer. The department also provides an associate degree in omputer cience and omputer Information ystems that prepares students who plan to major in either field at a four-year institution. The program mission has three goals for the I program. A transfer program (mainly U and U universities) in the omputer ciences, by providing foundational training in core courses across this discipline. 2. A vocational trend that prepares students for jobs in Networking/ecurity, Web design, and omputer oftware Updated 2/27/2 Page 2

3 Mission s relationship to college mission Applications. 3. A series of classes for individual learning based mostly in a subject area of computing Relationship of job placement: occupational skills and support of life-long learning. The program is committed to excellence in instruction and development of the program. The program supports local employers. In our current economic climate, our programs are placing students in the job market with accredited licensing. Relationship of transfer: Many of our students transfer to universities in learning opportunities with technology. ome continue in the field of omputer ciences or omputer Information ystems as well as some who use their learning in technology to add to a new major. The department has much strength. The courses offered cover a wide range of topics from software applications, web development, programming, networking, and security. Many courses fulfill articulation requirements at nearby universities, while others target vocational training needs for students wishing to enhance their employability. The talented, dedicated faculties have been with MP for many years giving much needed stability. The department is rebounding from two historical issues. The first was the significant enrollment drop following the bursting of the Dot om bubble in the early 2s. For several years the department, and I departments across the country, had difficulty attracting enough computer science students, particularly in the networking area. Recently the enrollment numbers look much better as the technology climate in general has improved. c. Program Improvement Plan: Identify any plans your program has to change or revise its mission. Plan NEED TO HANGE: The technology used by businesses is ever changing and our program has had difficulties in acquiring the technical skills and hardware required to keep up with this demand. The physical infrastructure does not permit growth for the department and there is a need for new instructors and labs to cover the full spectrum of technology. To continue the economic vitality of our programs, MP needs to review the obsolescence of the technologies in our labs and also the need to acquire mobile devices (tablets, cells, etc.) as businesses are leaning toward these technologies. Updated 2/27/2 Page 3

4 I I A I B I I 5 I 5 L I 5A I 5 I 54 I 55 I 56 I 62 I 7 I 75 I 76 I 77 I 78 I 8 I 82 I 83 I 9 I I I 3 I 72 I 74 I 77 I 78 I 79 I96.9 I Program Overview a. ourse Offerings and cheduling i. Printed below are the courses contained in the MP catalog, the frequency of these offerings, and the number of sections offered for the past five years. Provide a brief narrative explaining what this information indicates about the health of the program and how the program meets its mission. - ource: EnrTrend omments: Numbers of courses taught F9-2 By classes Fall pring pring Fall Updated 2/27/2 Page 4

5 Total number of sections taught by semester excluding summer We have very little room to grow as the labs are full at peak hours on the main campus. The only growth that we can envisage is the teaching of basic classes at the Marina ampus. We are now teaching I and I A at that particular campus and do plan to add a I 5 & 5L section as well. The Business kills enter also uses the lab in Marina (see Business plan). We an expand our offerings with making courses hybrid and expanding online classes. ii. omment on the scheduling of your courses or delivery of services as they apply to your program. omments: ome of our programs, such as networking/security, are offered mostly in evening because of the working schedules of the students. ome classes are not offered because of the lack of staffing (I 78, 83,5, and additional security classes needed to be introduced) The focus of our program is to enable students to graduate or transfer with all the classes necessary. iii. If your program offers one or more majors or certificates, can a student complete the majors or certificates in the amount of time published in the catalog? Yes. No. If no, please explain. We sometimes have a limitation of adjuncts and/or limited by administration are unable to get qualified instructors to teach advanced courses omments: We have had to waive classes for some students because we were unable to offer those classes at the needed time. Yes. No. iv. Does the scheduling pattern you use meet the diverse needs of students? How do you know? Please comment. omments: Because we have developed day time, evening, and hybrids/online courses to meet needs for students with diverse needs. v. Program Improvement Plan: Identify any plans your program has to: Add or delete courses from catalog. Updated 2/27/2 Page 5

6 ourses to be added: Mobile devices, omputer Forensics, Ethical Hacking and competition prep, NA ecurity ourses to be deleted: I 5A, 54, 56 ( can become ++) 54, 56, ,8, 82 Revise scheduling of courses Revision plans: n/a Provide other avenues for course offerings (distance ed, late start classes, offcampus, etc.) Other avenues: Note: ome classes cannot be taught in an online format. We offer a few online or Hybrid classes in the IO program : I 76, 77,78,79, and 98. I 98 is also offered in a fully online version. Other: Other plan: 3. Program Vitality a. Printed are 5 year enrollment trends for this program and for the college. Explain significant increases or decreases in your program in relation to the college. Enrollment Trends Fall 7 pr 8 Fall 8 pr 9 Fall 9 pr Fall pr Fall pr 2 MP I Updated 2/27/2 Page 6

7 - ource: EnrTrend - Total enrollments omments: pring 22 shows the maximum number of students that the program can handle due to the physical location or personnel available. The total enrollment below shows that the I program in in a state of regrowth and stabilization. This chart shows the historical problems that there is a relationship between the program and the economy of the country. The 28 program review was forecasting this trend of stabilization with the hiring of a Networking instructor. Numbers of classes taught from F Note: Many classes were cancelled in year 27 (mandatory reduction) b. Printed are the FTE and FTE for your program, as well as the college s and your program s ratios between FTE and FTE. omment on any fluctuations that may have occurred. Fall 7 pr 8 Fall 8 pr 9 Fall 9 pr Fall pr Fall pr 2 FTE MP FTE I FTE Full-time FTE Adjunct Program FTE/FTE ource: EnrTrend Updated 2/27/2 Page 7

8 Fall 7 pr 8 Fall 8 pr 9 Fall 9 pr Fall pr Fall pr 2 Program FTE/FTE omments: Fall 7 p 8 Rollinson 8 Fall8- p 9 No full-time Networking Fall 9 now Dj ingh Fall 7 pr 8 Fall 8 pr 9 Fall 9 pr Fall pr Fall pr 2 FTE I FTE I ratio Ratio: FTE MP versus FTE I Note the impact of full time networking instructor has had on our program since he has joined our department. We have come closer to the MP FTE/FTE. We believe that another fulltime teacher will produce even better results. Updated 2/27/2 Page 8

9 c. Printed are the gender and ethnicity percentages of this program and the college for the last three academic years. Address any significant differences between your program and the college. Fall 9 pr Fall pr Fall pr 2 M F M F M F M F M F M F MP 47% 53% 47% 53% 5% 5% 54% 46% 52% 48% 56% 44% I 72% 28% 7% 29% 73% 27% 69% 3% 74% 26% 76% 24% - ource: Referential files 8% 7% 6% 5% 4% 3% 2% MP I % % M F M F M F M F M F M F Fall 9 pr Fall pr Fall pr 2 Gender disparity between the overall MP and the I program By this graph it is obvious that there is a lack females in our program It is interesting that the few female students have done very well in the Networking/ecurity program as well as the Applications program. Fall 9 pr Fall pr Fall pr 2 MP I MP I MP I MP I MP I MP I Afr Am 3% 5% 4% 8% 5% 8% 4% 7% 5% 4% 5% 5% Asian 9% 2% % 3% % 4% % 3% % % % % Latino 4% 4% 8% 2% 24% 23% 24% 22% 26% 25% 22% 22% Native % % % % % 2% % % % % % % White 45% 37% 54% 48% 58% 5% 57% 57% 52% 56% 5% 54% Two or more % % % % 2% 3% 2% % 3% 4% 2% 5% Unknown 28% 32% 2% % % % % % 4% % 9% 4% Updated 2/27/2 Page 9

10 MP Application for Admission: Afr Am - tudents who select Black or African American Asian - tudents who select Asian, Filipino, or Pacific Islander Latino - tudents who select Hispanic, Mexican, Mexican-American, or hicano Native - tudents who select American Indian or Alaskan Native White - tudents who select White Two or more - tudents who selected multiple ethnicities Unknown - tudents who choose to not report their ethnic background ource: Referential files omments: 6% 5% 4% 3% 2% % Afr Am Asian Latino Native White Two or more % fall 9 p fall p Fall P2 a. Explain how external factors (e.g. state budget, local economy, local job market, Education enter at Marina, changes in technology, similar program or service at neighboring institutions) influence your program, and describe any measures that have been taken to respond to these factors. External factors It is noticeable that even while the student demographics are overwhelming aucasian, there is a slow but growing increase in the Latino student population. The attraction is the potential for good paying job with the certifications offered by our programs. ONERN: However due to the high grant money available with neighboring institutions they have been able to develop new programs and offer free tuition to students and are attracting students from our region. We need to counter this by getting some grants to offer students advantages similar to those they would get if they went to neighboring colleges like Hartnell, UMB or Gavilan. b. Describe how your program coordinates with other programs on campus and how improved coordination could enhance institutional effectiveness. Program coordination Our relationship with the engineering and business departments are integral to our success since each program provides different courses that are unique and vital to a program path. This relationship enhances our ability to provide a more comprehensive learning experience allowing the students a greater industry understanding, with skills that they can readily Updated 2/27/2 Page

11 use and build upon. ecurity is a common thread across all industries and we have piloted a module ( credit) within a course in Medical Assisting. This could be duplicated in Nursing and other Departments of the college c. Describe your program s involvement with the community through recruitment, articulation, partnerships, facilitation of advisory committee meetings and/or collaboration with business, government, private agencies, or educational institutions. ommunity involvement The I program has an active advisory committee and we collaborate with the local businesses on the Monterey Peninsula. We place students in internships every year. We work with local schools and PGH has become a isco academy and Marina is also keen to start isco courses. However the last budget cuts have overloaded the current staff members and they are unable to introduce new courses. We have had excellent success in students getting local internships which result in permanent jobs. On completion of the IO Academy program student have got jobs sometimes even without completing their Associates. d. If there are any other measures or considerations you would like to include regarding your program s vitality, please explain. Other considerations Administration support for the growth of the program e. Program Improvement Plan (If any boxes checked, describe plans): Identify any plans your program has to: Improve overall enrollment. Improve FTE/FTE ratio. Improve ratio of full-time to adjunct FTE. Increase enrollment of underrepresented groups. Improve coordination with other programs on campus. Improve involvement with the community. Other Details Add in demand courses such as Ethical Hacking, omputer Forensics and Mobile Apps. eek external grant sources for retention and expansion The program needs a full time position if the college wants the program to develop to its full potential Women and science! Need to develop marketing material showcasing Women in our programs. Need to seek alliances such as the one with Medical Assisting. Need to become members of local community organizations such as the hamber of ommerce. We are participating in ecurity competition which will give our program increased visibility. In addition a yber-security club has been formed and we are taking students to field trips isco/google Updated 2/27/2 Page

12 4. tudent Learning a. What delivery modes are used in your program? Traditional classroom Distance learning Lab Other: IO Academy b. tudent Learning Outcomes and Assessment i. Have LOs been created for all courses, certificates, and degrees in your program? heck all that apply. LOs have been created for all OURE. If this box is not checked, please list all courses for which LOs have not been developed. ourses in need of LOs none ERTIFIATE. Please list specific certificates offered through your program and their respective LOs. ertificates LOs Enter information using common software applications omputer Networking ertificate of Achievement omputer oftware application Enter information using common software applications Updated 2/27/2 Page 2

13 TE MAJOR(). Please list your program s TE major(s) along with their respective LOs. TE Major LOs omputer Networking omputer cience and information ystem omputer oftware Applications ii. After reviewing Instructor Reflections and each semester s Program Reflections forms, summarize what changes occurred as a result of the continuous dialogues. Reflections summary Modification of I Addition of security to the networking major We are very proud of the number of certificates and graduates in a time of economic crisis; the program has demonstrated the placement of students into very good paying jobs rivaling/exceeding other vocational programs. Updated 2/27/2 Page 3

14 iii. If there is a sequence of courses in your program, what process or framework is used to ensure alignment within sequence of course? ourse alignment process Most sequence of courses have a prerequisites and advisories managed by designated faculty iv. How is consistency maintained between multiple sections of single courses? onsistency We maintain consistency by having the same syllabus and format for each course, same course content, same labs and activities and same assessments. We support adjuncts by providing them structured course materials. c. tudent Achievement i. Printed are the retention rates for the program area (GE/transfer, TE, or basic skills) and program over the last 5 years. Discuss similarities and differences between the program s and college s rates. tudent Retention % 8% 6% 4% 2% % Fall 7 pr 8 Fall 8 pr 9 Fall 9 pr Fall pr Fall pr 2 MP TE 85.6% 86.2% 85.5% 87.3% 86.2% 85.% 85.5% 86.8% 89.8% 92.5% I 83.5% 78.% 79.2% 8.9% 77.6% 76.% 8.6% 85.2% 84.5% 87.% omments ource: EnrTrend The program s subject matter is quite challenging. Our retention rate is successful because the program is designed to take the student from introductory courses to the end result, IO and MIROOFT certifications. Our retention rates have increased steadily since 2 and are close to the overall MP TE rates (.953% of the overall MP rate for the last 3 years.) ii. Printed are the success rates (passing grades) for the college and program over the last 5 years. Discuss similarities and differences between the program s and college s rates. # uccess # Non- ucc. # Withdrawn Totals % uccess % Non- ucc. % Withdrawn MP 75,529 25,5 4,472 24, %.6% 6.8% I 2, , % 2.5% 8.8% Updated 2/27/2 Page 4

15 omments VERY UEFUL in retention I # uccess # Non-ucc. - ource: EnrTrend iii. Printed are the retention and success rates by age, gender, and ethnicity over the last 5 years. Address any significant differences in performance among ethnic, age, or gender groups. I tudents by Ethnicity: # uccess # Non- ucc. # Withdrawn Totals % uccess % Non- ucc. % Withdrawn African American % 2.6% 8.9% Asian % 3.% 2.3% Latino % 5.2% 8.2% Other % 2.5% 25.% White %.5% 6.% Two or more % 5.4% 34.6% Unknown %.4% 8.5% Totals % 2.6% 7.8% I tudents by Gender: Male % 3.% 7.8% Female %.8% 7.8% Unknown 2 2.%.%.% Total % 2.6% 7.8% I tudents by Age: Updated 2/27/2 Page 5

16 % 9.3% 9.8% % 4.3% 2.2% %.7% 8.2% %.% 5.4% Totals % 2.6% 7.8% omments African American - tudents who select Black Non-Hispanic on the MP Application for Admission Asian - tudents who select one of the 8 Asian, 4 Pacific Islander, or Filipino categories Latino - tudents who select one of the 4 Hispanic categories Other - tudents who select American Indian, Alaskan or Other Non-White categories White - tudents who select White Non-Hispanic category Two or more - tudents who select Two or more races Unknown - tudents who choose to not report their ethnic background iv. Describe factors that may hinder students from successfully completing courses and/or certificates associated with your program. If applicable, what strategies has your program implemented to address these barriers? Have these strategies been successful?. Financial burden is the main hinder of success. Many students have to juggle a full-time job with their academic load. Other neighboring schools have obtained significant grants to allow students to study full time. 2. Improve advising and mentoring through our multi-track programs. reate a brochure clearly showing tracks and pathways. 3. Have lost tutoring services due to budget constraints and now faculty tutors students as required. Male Female # uccess # uccess # Non- ucc. # Non- ucc. The following chart shows the evolution of the total male/female ratio in the department, The ratio is a little less than the period (2-27). The ratio of succes is identical between male and female since 2 even the females have the tendency to choose applications versus the males that choose Programming and Networking. Updated 2/27/2 Page 6

17 African American Latino # uccess # Non-ucc # uccess # Non-ucc. # Withdrawn # Withdrawn White # uccess 55 # Non-ucc. # Withdrawn The following chart shows No major differences except for African American has a slightly lower level of success. omments success uccess and failure by age group. One point to notice, age: 35+ and seem to be more successful when the the failure rate seems to be equal by age group. Updated 2/27/2 Page 7

18 failure Failure by age group: difficult to point out a failure pattern among the age group The department is rebounding from three historical issues. The first was the significant enrollment drop following the bursting of the Dot om bubble in the early 2s. For several years the department, and I departments across the country, had difficulty attracting enough computer science students, particularly in the networking area. The second issue was the loss of our computer networking teacher in spring 27. Due to a failed hiring attempt for the fall 27 semester, the department went a year and a half without a full time omputer Networking teacher. The hiring of networking instructor changed the program completely to a successful and leading program on campus. Recent enrollment numbers look better as the technology climate in general has improved and today our leading program Networking and ecurity is in HIGH demand because we may be the only program that places graduates in the job market in a season of unemployment, insecurity at the local, state and government. v. If the program offers both traditional and distance education courses, compare the retention and success rates of these sections with on-campus sections of the same course(s). ourse Type of ection Retention Rates uccess Rates I 98 online Less than in-class Less than in-class I 98 hybrid ame as in-class ame as in-class I 76 hybrid ame as in-class ame as in-class I 77 hybrid ame as in-class ame as in-class Updated 2/27/2 Page 8

19 I 78 hybrid ame as in-class ame as in-class omments Traditionally all over U the retention and success rate is better in in-class programs than fully online programs and the same is reflected here. vi. If your program is an occupational program, discuss the following: Percent of program completers since the last program review Number of certificates and degrees awarded Job placement rates In networking, for the last three years we have had 7%+ graduation in each of our courses resulting in a 3% completion across the entire program. About a third of our passing graduates get a job locally. While another third already have jobs and are doing this program to gain better jobs/increased compensation, and a third are progressing towards higher education at 4 year colleges. This success in job placement was for the last 3 years in a highly depressed economic job market with one of the highest unemployment rates in the nation. This is due to our outreach to business and the increased demand for I skills in the workforce. d. tudent ervices i. Indicate how often your faculty and staff refer students to the following services. (ompleting the Faculty/taff atisfaction survey will provide data for this question.) Often ometimes Rarely Never Academic upport enter (Tutoring) Admissions & Records Assessment enter (for ENGL/EL/MATH placement) Business kills enter ounseling English & tudy kills enter Information ervices (ollege enter) Library & Technology enter Math Lab Reading enter upportive ervices & Instruction areer/transfer enter hild Development enter ooperative Work Experience Extended Opportunity Programs & ervices (EOP) x x x x X x x x x x x x x x Not available for technical courses Updated 2/27/2 Page 9

20 Job Placement tudent Financial ervices tudent Health/Psychological ervices Women s Programs/Re-Entry & ultural enter Other: x x x ollege placement does not help for our students getting jobs. e. Facilities, Equipment and upplies i. What facilities/equipment/supplies changes have occurred since the last program review? How have these changes affected instruction and/or student learning? omments MP s technology refreshment budget use to keep our labs up to date with hardware, letting us keep the software current through other budget options. The department provides help all day long for students and staff alike through our daytime and evening lab technicians. Arrangements with Microsoft allow us to give to students thousands of dollars of free software. Today, our labs are 6 years old and for example teve Bruemmer had a very hard time adding software programs to our labs due to aging computers. The life expectancy of our labs has expired and the current budget does not permit a change this year. An issue faced by the computer department is our response to the accelerating pace of change in the computer industry. In the last few years we ve seen the rise of many new technologies including video sites like YouTube, oftware as a ervice with advertising as a key revenue source for software developers, Google dominance, computer forensics, social networking sites like Mypace and Facebook, text messaging, new technologies like tablets, mobiles, game programming as a college major, Microsoft Window 7 then 8, and much more. Our skeleton crew of only two full time I faculty and two other halves of full time faculty (dividing their loads with other departments) are finding it very challenging to stay up to date on these changes, and even more so to incorporate these changes into our curriculum. On the positive side we introduced new equipment for Networking in 29 and upgraded the labs to be accessed online so that students could practice labs with real equipment from the comfort of their home allowing them to master the skills needed to pass the certification exams. Recently with Perkins funding, we added new firewalls which will help us offer NA security course to students. Updated 2/27/2 Page 2

21 ii. omments What specific facilities/equipment/supplies needs do you have that are not being met? New Ps for I 75 (D, PI express video) 2 per semesters Will need a VM server with adequate licenses to setup a virtual environment for students to practice hacking. We may have to upgrade our Netlab to support this. f. If there are any other measures or considerations you would like to include regarding student learning, please explain. omments We are always striving to increase student learning in our classes g. Program Improvement Plan: heck the appropriate box(es), identifying any plans your program has to improve instruction, processes, and/or student learning. Identify any plans your program has to: omplete and/or revise LOs for courses, certificates, and/or degrees. Details Updates needed with new technology on a regular basis hange status of one or more courses in specific GE requirement areas. Improve student attainment of LOs or objectives that support them. Improve consistency among multiple sections. Improve alignment among sequences of courses. Redesigning I and I 5 to avoid overlap and support different program tracks Improve retention rates. Improve success rates. upport student equity. Improve facilities and/or equipment VERY MUH NEEDED >> BOTH LAB AND Ps Increase or reduce supplies. Updated 2/27/2 Page 2

22 5. taffing a. Describe your faculty and staff s workload. Name fall 29 fall 2 fall pring pring pring ingh Rebold mith Prado Robeson Goehring Machado Poteete 8 4 Maesk wineski 5 4 other>> ingh Rebold mith Prado pring 2 pring 2 pring 22 Updated 2/27/2 Page 22

23 fall 29 fall 2 fall 2 5 ingh Rebold mith Prado The graphs above show that the TLU faculties are using overtime and classes in Marina to teach the I curriculum. This graph reflects the dire need for an additional faculty for the new courses as the current faculty is maxed out. Number of classes taught per program( F7-2) Transfer Program oftware App/Web Design Networking/security ou rs es I I F 7 p 8 8 F 8 p 9 9 F 9 p F p F p 2 2 t o t a l Updated 2/27/2 Page 23

24 A I B I I 56 I 5 I 5 L I 5 A I 5 I 54 I 55 I 62 I 7 I 75 I Updated 2/27/2 Page 24

25 I I 3 I 75 I 76 I 77 I 78 I 8 I 82 I 83 I 7 2 I 7 4 I 7 7 I 7 8 I Updated 2/27/2 Page 25

26 Fall 27 pr 28 um 28 Fall 28 pr 29 um 29 Fall 29 pr 2 um 2 Fall 2 pr I full-time I tenure part-time I tenure adjunct faculties Full-time teachers: DJ ingh & J Prado Part-time teachers: Tom Rebold ( ½ time Engineering) Randy mith (/2 time Business enter) Numbers of classes taught full-time I tenure part-time I tenure adjunct faculties Fall 27 pr 28 um 28 Fall 28 pr 29 um 29 Fall 29 pr 2 um 2 Fall 2 pr 2 total Updated 2/27/2 Page 26

27 total full-time I tenure part-time I tenure adjunct faculties b. Describe your faculty and staff s recent staff development activities. J Prado:. Attended an advanced ALIE 3 eminar in November 22 2 Updated the portion of VB 2 with ADO.net 4 3 Upgrading skills to HTML 5 Dj ingh: 6/8/2-6/2/2- isco onference 6//2 6/3/2 IE (6th olloquium for Information ystems ecurity Education) conference Florida 6//2- yberwath West conference Ontario, A 3/3/2 IPV6 IO Retooling- Ohlone ommunity ollege /5/2 - /6/2 Winter 2 IT Educator onference, MPIT, an Francisco, A 6/3/-6/7/ummer Faculty Development week, MPIT, an Francisco, A /6/ - /7/ Winter 2 IT Educator onference, MPIT, an Francisco, A // 2/5/ More About Project, online 9/24/ - 9/25/ ALI Annual onference and Exhibitor howcase- The Age of Forensics, alifornia Association of Licensed Investigators, A 8/7/ 8/9/ Disaster Recovery Planning, yberwatch online 7/28/ - 7/3/ High impact technology exchange conference, Florida 6/2/ -6/25/ MPIT s Faculty Development Week- Digital Forensics Track, MPIT, Updated 2/27/2 Page 27

28 an Francisco, A. /7/ /8/, Winter 2 IT Educator onference, MPIT, an Francisco, A 6/5/ -6/9/ MPIT s Faculty Development Week-NA ecurity Instructor ertification, Mid-Pacific Information and ommunication Technologies (IT) enter an Francisco, A. 2/2/ REATE isco IPv6 training, Fremont A 2/2/9 - REATE isco VPN training, anta Barbara A /24/9 REATE isco DM training, anta Barbara, A 5/23/9 REATE isco VOIP training, anta Barbara, A 5/6/9 5/8/9- BEA onference, Asilomar, Monterey A c. Program Improvement Plan: Identify any plans your program has to: Take steps to improve faculty and staff satisfaction. eek out opportunities for training and development. Adjust staffing to meet program s mission. Details Advocate for a grant office to support program goals and assist students in TEM. No money, however we are investigating use of MOO for training and development Request a new position in areas of ecurity and Mobile apps will enhance our offerings Need to offer student skills that are in demand and required by hiring organizations Updated 2/27/2 Page 28

29 6. ummary ummarize and prioritize the Program Improvement Plans for improving or maintaining the quality of your program area. Include rationale for any plan. Distinguish between budget-dependent and budget-independent items. 4 years ago we wrote: Areas of concern within the program: We have concerns in our program in several areas: Providing students with current software applications training on relevant software version and hardware Maintaining staff knowledge in growing areas of computer applications Identifying and attracting suitable adjunct staff, primarily for classes offered once or less per year Attracting students to our program larifying the different program offerings and providing a roadmap for student to determine their proper start and exit points through the department curriculum including job placement and/or college transfer Preparing course materials to engage a highly diverse student body while maintaining academic standards Increasing course articulation to the four-year colleges and universities. Including computer courses as options for general education requirements. The need to provide evening and weekend courses to accommodate business people puts a stress on faculty and facilities at night, with the potential for underutilization during the day. Developing internship and full time job opportunities for our students TODAY we can write: TILL--- Providing students with current software applications training on relevant software version and hardware TILL--- Maintaining staff knowledge in growing areas of computer applications PARTLY OLVED--- Identifying and attracting suitable adjunct staff, primarily for classes offered once or less per year as we need teachers in the area of ecurity and Mobiles PARTLY OLVED --- Attracting students to our program IN THE PROE --- larifying the different program offerings and providing a roadmap for student to determine their proper start and exit points through the department curriculum including job placement and/or college transfer. IN PROGRE --- Preparing course materials to engage a highly diverse student body while maintaining academic standards Updated 2/27/2 Page 29

30 In PROGRE --- Increasing course articulation to the four-year colleges and universities. Including computer courses as options for general ED requirements. OLVED --- The need to provide evening and weekend courses to accommodate business people puts a stress on faculty and facilities at night, with the potential for underutilization during the day. IN PROE --- Developing internship and full time job opportunities for our students For the rationale column, indicate whether the PIP item is intended to improve one or more of the following: The program s mission ourse offerings and scheduling The program s vitality tudent learning taffing issues Budget Dependent Priority PIP Item Rationale Timeline Responsible Person ost New full-time teacher ecurity and Mobile Apps Immediately Prado $6K 2 2 New Ps for I 75 per semester Keep up-to-date with Hardware Prado $8 per semester 3 2 * 24 Ps Obsolescence of the labs (6 years old) Immediately Bruemmer $6K Equipment for Ethical hacking- VM with adequate RAM for hosting multiple servers and VM license Immediately DJ $4 Updated 2/27/2 Page 3

31 Academic Affairs Program Review elf tudy upport Team Review Form Name of Program: upport Team Member:. Mission a. Does the program support the mission of the college? omments b. Is the program s mission appropriate? c. If the program plans to revise its mission, is the revision appropriate? 2. Program Overview a. Given the data, do the course offerings appear sufficient for the program? omments b. Does the scheduling of classes appear to be appropriate for the program? c. Does the Program Improvement Plan appear appropriate? Do you have Updated 2/27/2 Page 3

32 any suggestions to improve course offerings or scheduling of courses to enhance the program? 3. Program Vitality a. Does the data reflect any trends that writers of the self study did not indicate? omments b. Review the Program Improvement Plan. Does it take into account the data and comments described in the program profile? 4. tudent Learning a. Does the data reflect any trends the writers of the self study did not indicate? omments b. Does the faculty and staff survey suggest any issues the program should consider in its self study that are not currently described? c. Does the program have specific equipment and supply needs? Updated 2/27/2 Page 32

33 d. Review the Program Improvement Plan. Does it seem reasonable, given the data and comments described in the student learning section? 5. taffing a. Is the program s staffing sufficient? omments b. Review the Program Improvement Plan. Does it seem reasonable, given the data and comments described in the staffing section? 6. ummary a. Does the prioritization of the PIPs seems reasonable given the needs and challenges faced by the program? omments b. Are the PIPs appropriately aligned with the college s mission? c. Does the timeline for the achievement of each PIP seem reasonable given its Updated 2/27/2 Page 33

34 magnitude and the financial state of the college? d. Is the person or persons assigned to be responsible for the PIP appropriate? Does each person have the appropriate authority and time to complete the assigned PIP? e. Is the improvement of student learning a driving force behind each of the PIPs? 7. What do you perceive are the strengths of this program? 8. What do you perceive are the most notable challenges faced by this program? 9. Do you perceive any program weaknesses that are not addressed in the Program Improvement Plan?. Do you have any recommendations?. Are there any overarching issues relevant to the entire college? Updated 2/27/2 Page 34

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