Computer Information Systems

Transcription

1 Computer Information Systems Program Review Department of Business & Information Technology Cerro Coso Community College Valerie Karnes and Matthew Hightower Page 1

2 Table of Contents EECUTIVE SUMMARY... 3 PART 1 - RELEVANCE... 4 PART 2 APPROPRIATENESS PART 3 CURRENCY PART 4 STUDENT ACHIEVEMENT PART 5 ACTION PLANS PART 6 SUPPORTING DOCUMENTATION ) SECTION LEVEL DATA BY COURSE (5 YEAR AGGREGATE BROKEN OUT ONLINE, ONSITE, COMBINED) NUMBER OF SECTIONS ENROLLMENT FIRST DAY, CENSUS, END OF TERM FTES, FTEF, PRODUCTIVITY (FTES/FTEF) COURSE RETENTION RATES COURSE SUCCESS RATES ) STUDENT DEMOGRAPHY BY DISCIPLINE (5 YEARS AGGREGATE) AGE GENDER ETHNICITY ) AWARDS (5 YEARS) Page 2

3 Executive Summary The Computer Information Systems (CIS) Program began in 1997 as one of Cerro Coso s first online degree programs. Courses have been offered online and at the Indian Wells Valley (IWV) and Eastern Sierra College Center (ESCC) campuses. Since the last program review in 2011, the degree and certificate offerings in the CIS area have gone through four significant changes. The first change removed the Microsoft Office classes and certificates. The second change aligned the CIS program with the California State Model Curriculum. The third change added two new certificates (Data Analyst I and Information Technology Plus). The fourth change added a Cyber Security Technology degree and certificate. This program review addresses the CIS program; however, the program in its current state began in the Fall of Institutional research data and assessments reflect course offerings and student program participation prior to that point in time. The CIS program has many strengths. The courses, degrees, and certificates are popular with students. The CSCI C101 (Introduction to Computer Information Systems) course serves the CIS program as well as the college. Full-time and adjunct instructors work together to teach and assess the courses in the program. Additionally, they meet regularly with their advisory committees in the Ridgecrest and Bishop/Mammoth Lakes areas and participate in multiple forms of ongoing professional development. This ongoing commitment to currency has focused the department to align its offerings with industry certifications, the State s Model Curriculum and course articulations. Students are being prepared for certifications, transfer, and employment. Although the CIS program has many strengths and the faculty in the department have worked hard to increase the program s currency, some areas need improvement. There appears to be some confusion among students regarding the differences between CIS, Cyber Security, and Computer Science (CS). Student success rates fall below college averages especially in higher-level courses. The number of declared majors has been declining since the last program review. Additionally, marketing of the program has been problematic. This program review recommends several actions including: increase marketing efforts, assess prerequisites and course sequencing, increase internships and placement opportunities, differentiate CIS and CS courses by changing course prefixes, improve data collection of students and alumni, and continue updating and assessing courses and programs for currency. Page 3

4 Part 1 - Relevance Cerro Coso Community College began offering the CIS associate in science (AS) degree and certificate of achievement (COA) in 1997 as one of the first online programs. The CIS program has been an important part of the college programs and, as technology has evolved, has become increasingly essential. The current CIS program at Cerro Coso consists of two AS degrees and four COA s. The CIS AS degree aligns with the California State Model Curriculum. The department offers four COA s, the CIS COA, the Data Analyst I COA, the Information Technology Plus COA, and the Cyber Security Technology COA. The courses in the CIS COA are the same as those in the degree without the general education requirements. All Program courses are offered online but students can currently take CSCI C101 (Introduction to Computer Information Systems) at the IWV and ESCC campuses. Since the last program review in 2011, the degree and certificate offerings in the CIS area have gone through four significant changes. The first change removed the Microsoft Office classes and certificates. The second change aligned the CIS program with the California State Model Curriculum. The third change added two new certificates (Data Analyst I and Information Technology Plus). And, the fourth change added a Cyber Security Technology degree and COA. All courses in the new CIS degree align with the State Course Identification Number (C-ID) and descriptors. All student learning outcomes and program learning outcomes have been assessed. The program in its current state began in the Fall of Institutional research data and assessments reflect course offerings and student program participation prior to that point in time. Thus, due to their very recent implementation, the Data Analyst I COA, Information Technology Plus COA, and Cyber Security Technology degree and COA are outside of the scope of assessment and data collection for this program review. Computer Information Systems Associate of Science Degree 1. Catalog Description Computer Information Systems Associate of Science Degree is designed for students pursuing professional employment in computer information systems for business. This degree program provides students with skills to enter the job market as help desk providers, computer support specialists, entry level programmers, networking technicians, information assurance technicians, and cyber security technicians. Designed for both full and part-time students, this program is appropriate to both those currently employed and those seeking to enter this field. Students completing the CIS AS degree are prepared to transfer to a baccalaureate program in Computer Information Systems, Management Information Systems or related programs. Courses required for the associate degree major at Cerro Coso Community College may not be the same as those required for the corresponding major at a four-year school. Consult a counselor and visit to identify the courses needed for the major at your transfer school and to develop a plan that will best meet your goals. You must complete a minimum of 60 units, including the courses listed in the major and general education requirements, with an overall GPA of 2.0 or better, and a grade of A, B, or C, in all courses for the major. A minimum of 12 units must be completed at Cerro Coso Community College. Your transfer institution may require some of the major courses to be Page 4

5 taken for a grade. Please consult a counselor and to determine any limitations on Pass/No pass grading in major preparation courses. The program description is clearly described and provides the intent of the program and identifies potential job titles. The description needs to be reviewed and possibly rewritten to remove entry level programmers as this program does not prepare them to enter the field of programming with one course in the area (C251). Employers require a degree in CS with substantial coursework and completion of a bachelor's program prior to offer employment. 2. Program Learning Outcomes Computer Information Systems Associate of Science Degree 1. Demonstrate competency in client computing and user support including the ability to configure, install, diagnose, and support hardware and software issues. 2. Demonstrate competency in database and information management including the ability to design, implement, query, and manage relational databases. 3. Demonstrate competency in networking and convergence including the ability to design, analyze, and support computer networks. 4. Demonstrate competency in problem solving, programming, and application development including the ability to design, test, debug, and implement complex computer programs. 5. Demonstrate competency in working with servers, storage, and virtualization including implementing and evaluating network security solutions. 6. Demonstrate an ability to read and interpret technical information, as well as communicate with and write clearly for wide ranges of audiences. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the CIS (information technology) field or transfer to a higher education. The program was aligned with the California State Model Curriculum in and is also aligned with industry certifications, which are required for employment. Since the program revision has just been completed, we do not have data that reflects the transfer. The courses, however, were aligned with C-ID descriptors and will transfer. The PLOs are achievable and realistic for the students. 3. Courses/Program Matrix Complete all of the following courses in the major (19 units) CSCI C101 Introduction to Computer Information Systems (3 units) CSCI C142 Information & Communication Technology Essentials (4 units) CSCI C143 Computer Network Fundamentals (3 units) CSCI C146 Introduction to Information Systems Security (3 units) CSCI C251 Introduction to Programming Concepts and Methodologies (3 units) CSCI C270 Introduction to Database Design/Management (3 units) Page 5

6 MATH C121 Elementary Probability and Statistics (4 units) or MATH C121H Elementary Probability and Statistics - Honors or MATH C130 Finite Mathematics (4 units) or MATH C131 Basic Functions and Calculus for Business (4 units) or MATH C151 Analytic Geometry and Calculus I (5 units) Plus complete general education requirements and electives for a minimum of 60 total units. Course Map to Program Learning Outcomes CSCI C101 CSCI C142 CSCI C143 CSCI C146 CSCI C251 CSCI C270 MATH C121 MATH C121 H MATH C130 MATH C131 MATH C151 The program is designed to align with the California State Model Curriculum and each course fulfills the program learning outcomes and prepares students for employment or transfer. The first course (CSCI C101) provides students baseline knowledge to move through each of the courses in the program. There is no unnecessary duplication but a continual building of knowledge and applied skills. The courses and the program are aligned with industry requirements (certification) which are required for employment. 4. Program Pathway Computer Information Systems Associate of Science Degree Pathway (60 units) Fall Term 1 Spring Term 1 Fall Term 2 Spring Term 2 CSCI C101 CSCI C143 CSCI C270 CSCI C251 CSCI C142 CSCI C146 MATH 121/131/151 Page 6

7 Computer Information Systems Associate of Science Degree Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C142 (4) CSCI C142 CSCI C142 CSCI C142 CSCI C143 (3) CSCI C143 CSCI C143 CSCI C143 CSCI C146 (3) CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C251 (3) CSCI C251 CSCI C251 CSCI C251 CSCI C270 (3) CSCI C270 CSCI C270 CSCI C270 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 (4) MATH C130 MATH C130 MATH C130 MATH C130 (4) MATH C131 MATH C131 MATH C131 MATH C131 (4) MATH 151 (5) MATH C151 MATH C151 MATH C151 The CIS AS degree is designed so students can complete the degree in steps all online. Students start with the first four classes that culminate in a small certificate called Information Technology Plus (13 units). They then take two additional classes and a Math class and earn the CIS certificate (19 units). Lastly, students complete the General Education requirements and earn the degree. The pathways and the long-term schedule are designed as a suggested sequence for students to complete the degree within two years. The entry class (CSCI C101) is taught every semester online and at IWV. It is taught every spring at ESCC utilizing interactive television. There is discussion about offering CSCI C142, C143 and C146 in a hybrid model with the theory online and required hands-on labs several times during the semester. Due to the limited space, we have not offered the pilot course (CSCI C142) at the IWV campus. It is expected that these "hybrid" courses would be offered in an opposite time from the regular pathway so students that preferred this learning method could opt for this as an option. This would open up the pathway offerings. Comparing the CIS Pathway with the long-term schedule, students have adequate opportunities to earn their degree as the courses are offered frequently. Additionally, students could take some of the baseline courses in the summer term as they are often taught in an accelerated timeframe. 5. Conditions of Enrollment Not applicable. Page 7

8 Information Technology Plus Certificate of Achievement 1. Catalog Description Information Technology Plus Certificate of Achievement is designed for students pursuing professional employment in computer information systems for business. This certificate program provides students with skills to enter the job market as help desk providers, computer support specialists, computer repair technicians, networking technicians, information assurance technicians, and cyber security technicians. Designed for both full and part-time students, this program is appropriate to both those currently employed and those seeking to enter this field. Complete each course to be applied toward the certificate with a C or better. Complete a minimum of 12 units in residence at Cerro Coso Community College. This program prepares students for careers in Computer Information Systems Cyber Security, Information Assurance, Computer Repair, Computer Networking, and Computer Operator. The program description is clearly described and provides the intent of the program and identifies potential job titles. This is a new certificate (Fall 2016) and as a result data is not available to ascertain the career applicability. 2. Program Learning Outcomes 1. Interpret and use technical information in communications, to solve common business programs using Information Technology systems and applications. 2. Demonstrate the ability to support strategies in client computing and user support, including the ability to configure, install, diagnose, and support hardware and software issues. 3. Design, analyze, and support computer networks. 4. Implement and evaluate network security solutions, related to servers, storage and virtualization. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the computer information systems (information technology) field. This is the first baseline certificate and employers will hire successful students upon completion. This is a new certificate with existing courses that are aligned with industry certifications (CompTIA A+, Net+ and Security+). These certifications are required by local/regional/statewide employers for basic employment and advancement. Employers have validated this need in the past three years of Advisory Committee meetings and this is documented in the CIS Advisory Committee Minutes. The certificate outcomes are realistic. Page 8

9 3. Courses/Program Matrix Complete all of the following courses in the major (19 units) CSCI C101 Introduction to Computer Information Systems (3 units) CSCI C142 Information & Communication Technology Essentials (4 units) CSCI C143 Computer Network Fundamentals (3 units) CSCI C146 Introduction to Information Systems Security (3 units) Course Map to Program Learning Outcomes CSCI C101 CSCI C142 CSCI C143 CSCI C146 The Information Technology Plus COA is designed for students and incumbent employees to develop specific information technology skills. All of the skills in the courses are required in order to meet industry needs. All courses are offered online and can be completed in two semesters as a fast track or over two years. This is a new certificate that was approved in the Spring of 2016, so we have not yet been able to assess. 4. Program Pathway Information Technology Plus COA Pathway Fall Term 1 Spring Term 1 CSCI C101 CSCI C142 CSCI C143 CSCI C146 Or Fall Term 1 Spring Term 1 Fall Term 2 Spring Term 2 CSCI C101 CSCI C143 CSCI C142 CSCI C146 Information Technology Plus COA Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C142 (4) CSCI C142 CSCI C142 CSCI C142 CSCI C143 (3) CSCI C143 CSCI C143 CSCI C143 CSCI C146 (3) CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 Page 9

10 The Information Technology Plus COA was designed as an IT baseline required for entry into industry. This certificate can be earned within two semesters, is aligned with industry certifications (CompTIA A+, Net+ and Security+), and will provide employment opportunities. Students can also take the coursework over two years if they are working full time. In this option, students could complete in a two year time-period as shown above in the pathway and on the long-term schedule. Students could also take some of these courses during the summer terms in order to lighten the load of coursework. CSCI C101 has been offered every summer and CSCI C143/C146 are offered as well. CSCI C142 has only been offered once online (Fall 2016) as it previously was two separate courses (CSCI C140/141). It was combined into one course to align with the California State Model Curriculum. There are plans to offer this class during the summer term in a 12-week design to provide student the opportunity to take it. There have also been conversations about offering this class in a hybrid model (theory online and labs on campus) to provide students with real world troubleshooting which is valuable to employers. Due to the remodel of facilities and the availability of rooms, we have not been able to explore this delivery model. It has been proposed for the Spring 2018 term. Upon completion of this certificate, students can choose to pursue the CIS COA and AS degree or the Cyber Security COA and AS degree. 5. Conditions of Enrollment Not applicable. Computer Information Systems Certificate of Achievement 1. Catalog Description Computer Information Systems Certificate of Achievement is designed for students pursuing professional employment in computer information systems for business. This certificate provides students with skills to enter the job market as help desk providers, computer support specialists, entry level programmers, networking technicians, information assurance technicians, and cyber security technicians. Complete each course to be applied toward the certificate with a C or better. Complete a minimum of 12 units in residence at Cerro Coso Community College. This program prepares students for careers in Computer Information Systems Computer Programmer, Computer Repair (A+ Certified), Computer Operator, Computer Support Specialist, Network Technician, Help Desk Technician The program description is clearly described and provides the intent of the program and identifies potential job titles. The description needs to be reviewed and possibly rewritten to remove entry-level programmers as this program does not prepare them to enter the field of programming with one course in the area (C251). Employers require a degree in Computer Science with substantial coursework and Page 10

11 completion of a bachelor's program prior to offer employment. We also need to consider adding language regarding transfer to the CSU system as the alignment with several CSUs (San Bernardino, Monterey Bay) and Cal Poly Pomona have Information Technology and Cyber Security programs. Additional schools are being added for transfer for CIS/IT degrees. 2. Program Learning Outcomes 1. Demonstrate competency in client computing and user support including the ability to configure, install, diagnose, and support hardware and software issues. 2. Demonstrate competency in database and information management including the ability to design, implement, query, and manage relational databases. 3. Demonstrate competency in networking and convergence including the ability to design, analyze, and support computer networks. 4. Demonstrate competency in problem solving, programming, and application development including the ability to design, test, debug, and implement complex computer programs. 5. Demonstrate competency in working with servers, storage, and virtualization including implementing and evaluating network security solutions. 6. Demonstrate an ability to read and interpret technical information, as well as communicate with and write clearly for wide ranges of audiences. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the CIS (information technology) field or transfer to a higher education institution. The program was aligned with the California State Model Curriculum in and is also aligned with industry certifications, which are required for employment. The courses and Computer Information Systems degree are aligned with industry certifications (CompTIA A+, Net+ and Security+). Many local/regional/statewide employers require these certifications for basic employment and advancement. Employers have validated this need in the past three years of Advisory Committee meetings and this is documented in the CIS Advisory Committee Minutes. The certificate outcomes are realistic. 3. Courses/Program Matrix Computer Information Systems Certificate CSCI C101 Introduction to Computer Information Systems (3 units) CSCI C142 Information & Communication Technology Essentials (4 units) CSCI C143 Computer Network Fundamentals (3 units) CSCI C146 Introduction to Information Systems Security (3 units) CSCI C251 Introduction to Programming Concepts and Methodologies (3 units) CSCI C270 Introduction to Database Design/Management (3 units) MATH C121 Elementary Probability and Statistics (4 units) or MATH C121H Elementary Probability and Statistics - Honors or MATH C130 Finite Mathematics (4 units) or MATH C131 Basic Functions and Calculus for Business (4 units) or MATH C151 Analytic Geometry and Calculus I (5 units) Page 11

12 Course Map to Program Learning Outcomes CSCI C101 CSCI C142 CSCI C143 CSCI C146 CSCI C251 CSCI C270 MATH C121 MATH C121 H MATH C130 MATH C131 MATH C151 The CIS COA was redesigned and modeled after the California State Model Curriculum in 2014/15 and was approved in The pathway was changed to delete some of the previous courses that were no longer relevant and realign the program with industry needs. The new program courses tightly align with the program learning outcomes and reduce any duplication that occurred in the previous structure. Classes in the CIS program are also aligned with independent industry certifications to prepare students to successfully complete the exams and enter the workforce. 4. Program Pathway Computer Information Systems COA Pathway Fall Term 1 Spring Term 1 Fall Term 2 Spring Term 2 CSCI C101 CSCI C143 CSCI C270 CSCI C251 CSCI C142 CSCI C146 MATH C121/C151 Page 12

13 Computer Information Systems COA Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C142 (4) CSCI C142 CSCI C142 CSCI C142 CSCI C143 (3) CSCI C143 CSCI C143 CSCI C143 CSCI C146 (3) CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C251 (3) CSCI C251 CSCI C251 CSCI C251 CSCI C270 (3) CSCI C270 CSCI C270 CSCI C270 MATH C 121 (4) MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C130 (4) MATH C130 MATH C130 MATH C130 MATH C131 (4) MATH C131 MATH C131 MATH C131 MATH 151 (5) MATH C151 MATH C151 MATH C151 The CIS COA is designed so students can take the program in steps all online. Students start with the first four classes that culminate in a small certificate called Information Technology Plus (13 units). They then take two additional classes and a Math class and earn the CIS certificate (23 units). The certificate is - designed for students to complete within two years. The entry class (CSCI C101) is taught every semester online and at the IWV (Ridgecrest). It is taught every Spring at ESCC utilizing interactive television. There is discussion about offering CSCI C142, C143 and C146 in a hybrid model with the theory online and required hands-on labs several times during the semester. Due to the limited space we have not offered the pilot course (CSCI C142) at the IWV campus. It is expected that these "hybrid" courses would be offered in an opposite time from the regular pathway so students that preferred this learning could opt for this as an option. This would open up the pathway offerings. The pathways and the long-term schedule are designed as a suggested sequence for students to complete the program degree within two years taking one to two classes per semester. 5. Conditions of Enrollment Not applicable. Page 13

14 Data Analyst I Certificate of Achievement Computer Information Systems 1. Catalog Description The purpose of this certificate is to prepare students for positions in data collection, data processing, and data analysis and to provide a foundation for future training in data science and big data analysis. Courses in the program provide students with the skills to work with others to manage large projects; design and manipulate databases with Structured Query Language (SQL) and database management systems; write computer programs to access and manipulate data files and databases; and work with electronic spreadsheets and database management systems to create models and analyze results. The Data Analyst I certificate clearly describes the objective and provides students with a differentiation from other certificates. It is a new certificate (Fall 2016) and thus we have not had adequate time to assess it. 2. Program Learning Outcomes 1. Manage multiple components, timelines, technology, and people related to data analysis projects. 2. Design, create, query, and manage databases for analytic processing using SQL (Structured Query Language) and DBMS (Database Management System) applications. 3. Write computer programs to access and manipulate data files and databases. 4. Analyze data using forecasting, optimization, and changing scenarios and prepare reports using spreadsheets, word processing, and database management programs. The Data Analyst I certificate is a new offering and was approved in the Spring 2016 term. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the field. This is an entry-level certificate and employers will hire successful students upon completion. Employers have validated this need in the past three years of Advisory Committee meetings and this is documented in the CIS Advisory Committee Minutes. The certificate outcomes are realistic. 3. Courses/Program Matrix Data Analyst I Certificate of Achievement CSCI C251 Introduction to Programming Concepts and Methodologies (3 units) CSCI C270 Introduction to Database Design/Management (3 units) BSAD C220 Principles of Project Management (3 units) BSAD C222 Problem Solving, Decision Making, and Computer Applications in Business (3 units) Page 14

15 CSCI C251 CSCI C270 BSAD C220 Computer Information Systems Course Map to Program Learning Outcomes BSAD C222 The Data Analyst I certificate is a new certificate (Fall 2016) and as a result, we cannot assess whether the course offerings are sufficient. 4. Program Pathway Data Analyst I COA Pathway Fall Term 1 Spring Term 1 BSAD C220 BSAD C222 CSCI C270 CSCI C251 Data Analyst I COA Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C251 (3) CSCI C251 CSCI C251 CSCI C251 CSCI C270 (3) CSCI C270 CSCI C270 CSCI C270 BSAD C220 (3) BSAD C220 BSAD C220 BSAD C220 BSAD C222 (3) BSAD C222 BSAD C222 BSAD C222 The Data Analyst I COA is designed to provide a small certificate for students to be able to complete quickly and provide skills for immediate use on the job. The Data Analyst I certificate is a new offering and was approved in the Spring 2016 term and will be reviewed at Advisory Committee meetings in order to ensure that it is relevant to industry. All courses are offered online and will provide students with adequate access to complete it. 5. Conditions of Enrollment Not applicable. Cyber Security Technology Associate of Science Degree 1. Catalog Description Cyber Security Technology Associate of Science degree is designed for students pursuing professional employment in information security for business. This degree program provides students with skills to enter the job market as information assurance technicians, information security analysts, network security professionals and cyber security technicians. Designed for both full-time and part-time students, this program is appropriate to both those currently employed and those seeking to enter the Page 15

16 field. This degree program is also transferable to California State University at San Bernardino. Courses required for the associate degree major at Cerro Coso Community College may not be the same as those required for the corresponding major at a four-year school. Consult a counselor and visit to identify the courses needed for the major at your transfer school and to develop a plan that will best meet your goals. You must complete a minimum of 60 units, including the courses listed in the major and general education requirements, with an overall GPA of 2.0 or better, and a grade of A, B, or C in all courses for the major. A minimum of 12 units must be completed at Cerro Coso Community College. Your transfer institution may require some of the major courses to be taken for a grade. Please consult a counselor and to determine any limitations on Pass/No pass grading in major preparation courses. The program is clearly described and provides the intent of the program and identifies potential job titles. This is a new degree program and the first cyber security class (CSCI C190) was offered in the Spring Program Learning Outcomes Cyber Security Technology Associate of Science Degree 1. Configure, install, diagnose, and support hardware and software issues. 2. Utilize identifying tools and methodologies that hackers use to break into a network computer and defend a computer and local area network against a variety of different types of security attacks using a number of hands-on techniques. 3. Design, analyze, and support computer networks. 4. Apply problem-solving, programming, and application development including the ability to design, test, debug, and implement complex computer programs. 5. Operate servers, storage, and virtualization including implementing and evaluating network security solutions. 6. Read and interpret technical information, as well as communicate with and write clearly for wide ranges of audiences. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the cyber security technology field or transfer to a higher education. The baseline program was aligned with the California State Model Curriculum in and is also aligned with industry certifications, which are required for employment and transfer. The program was developed in the Spring of 2016 and approved by the Chancellors Office in August The first high-level class (CSCI C190) was offered in Spring of Since the program development is so recent, we do not have data that reflects the transfer rate. The courses, however, were aligned with C-ID descriptors and will transfer. The PLOs are achievable and realistic for the students. 3. Courses/Program Matrix Complete all of the following courses in the major (19 units) Page 16

17 CSCI C101 Introduction to Computer Information Systems (3 units) CSCI C142 Information & Communication Technology Essentials (4 units) CSCI C143 Computer Network Fundamentals (3 units) CSCI C146 Introduction to Information Systems Security (3 units) CSCI C251 Introduction to Programming Concepts and Methodologies (3 units) CSCI C190 Introduction to Cyber Security: Ethical Hacking (3 units) CSCI C193 System and Network Administration (3 units) CSCI C195 Introduction to System Analysis and Design (3 units) MATH C121 Elementary Probability and Statistics (4 units) or MATH C121H Elementary Probability and Statistics - Honors or MATH C130 Finite Mathematics (4 units) or MATH C131 Basic Functions and Calculus for Business (4 units) or MATH C151 Analytic Geometry and Calculus I (5 units) Plus complete general education requirements and electives for a minimum of 60 total units. Course Map to Program Learning Outcomes CSCI C101 CSCI C142 CSCI C143 CSCI C146 CSCI C251 CSCI C190 CSCI C193 CSCI C195 MATH C121 MATH C121 H MATH C130 MATH C131 MATH C151 The program is well designed and aligned with the California State Model Curriculum, and each course fulfills the program learning outcomes and prepares students for employment or transfer. The first course (CSCI C101) provides students baseline knowledge to move through each of the courses in the program. There is no unnecessary duplication but a continual building of knowledge and applied skills. The courses and the program are aligned with industry requirements (certification) which are required for employment. 4. Program Pathway Cyber Security Technology Associate of Science Degree Pathway (60 units) Page 17

18 CSCI C101 CSCI C142 Fall Term 1 Spring Term 1 Fall Term 2 Spring Term 2 CSCI C143 CSCI C195 CSCI C146 CSCI C251 CSCI C190 CSCI C193 MATH C121/C131/C151 Cyber Security Technology Associate of Science Degree Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C142 (4) CSCI C142 CSCI C142 CSCI C142 CSCI C143 (3) CSCI C143 CSCI C143 CSCI C143 CSCI C146 (3) CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C251 (3) CSCI C251 CSCI C251 CSCI C251 CSCI C190 (3) CSCI C190 CSCI C190 CSCI C190 CSCI C193 (3) CSCI C193 CSCI C193 CSCI C193 CSCI C195 (3) CSCI C195 CSCI C195 CSCI C195 CSCI C195 MATH C 121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 (4) MATH C130 MATH C130 MATH C130 MATH C130 (4) MATH C131 MATH C131 MATH C131 MATH C131 (4) MATH 151 (5) MATH C151 MATH C151 MATH C151 The Cyber Security Technology AS degree is designed so students can complete the degree in steps all online. Students start with the first four classes that culminate in a small certificate called Information Technology Plus (13 units). They then take five additional classes and a Math class and earn the Cyber Technician certificate (29 units). Lastly, students complete the general education requirements and earn the degree. The pathways and the long-term schedule are designed as a suggested sequence for students to complete the degree within two years. The entry class (CSCI C101) is taught every semester online and at the IWV campus (Ridgecrest). It is taught every spring at ESCC utilizing interactive television. There is discussion about offering CSCI C142, C143 C146, C190, C193 and C195 in a hybrid model with the theory online and required hands-on labs several times during the semester. Due to the limited space, we have not offered the pilot course (CSCI C142) at the IWV campus. It is expected that these "hybrid" courses would be offered in an opposite time from the regular pathway so students that preferred this learning method could opt for this as an option. This would open up the pathway offerings. Page 18

19 Comparing the Cyber Security Technology Pathway with the long-term schedule, students have adequate opportunities to earn their degree as the courses are offered frequently. Additionally, students could take some of the baseline courses in the summer term as they are often taught in an accelerated timeframe. 5. Conditions of Enrollment Not applicable. Cyber Security Technician Certificate of Achievement (COA) 1. Catalog Description Cyber Security Technician Certificate is designed for students pursuing professional employment in information security for business. This certificate program provides students with skills to enter the job market as information assurance technicians, information security analysts, network security professionals and cyber security technicians. Designed for both full-time and part-time students, this certificate is appropriate to both those currently employed and those seeking to enter the field. Complete each course to be applied toward the certificate with a C or better. Complete a minimum of 12 units in residence at Cerro Coso Community College. This program prepares students for careers in Information Security, Cyber Security Technician, Information Technology Security Professional, Information Assurance Technician, Information Assurance Manager, and Security Analyst. The program is clearly described and provides the intent of the program and identifies potential job titles. This is a new degree program and the first cyber security class (CSCI C190) was offered in the Spring Page 19

20 2. Program Learning Outcomes Cyber Security Technician Certificate of Achievement 1. Configure, install, diagnose, and support hardware and software issues. 2. Utilize identifying tools and methodologies that hackers use to break into a network computer and defend a computer and local area network against a variety of different types of security attacks using a number of hands-on techniques. 3. Design, analyze, and support computer networks. 4. Apply problem-solving, programming, and application development including the ability to design, test, debug, and implement complex computer programs. 5. Operate servers, storage, and virtualization including implementing and evaluating network security solutions. 6. Read and interpret technical information, as well as communicate with and write clearly for wide ranges of audiences. The program learning outcomes appropriately identify the key knowledge and skills that students need to enter the cyber security technology field or transfer to a higher education. The baseline program was aligned with the California State Model Curriculum in and is also aligned with industry certifications, which are required for employment and transfer. The program was developed in the Spring of 2016 and approved by the Chancellors Office in September The first high-level class (CSCI C190) was offered in Spring of The PLOs are achievable and realistic for the students. 3. Courses/Program Matrix Complete all of the following courses in the major (19 units) CSCI C101 Introduction to Computer Information Systems (3 units) CSCI C142 Information & Communication Technology Essentials (4 units) CSCI C143 Computer Network Fundamentals (3 units) CSCI C146 Introduction to Information Systems Security (3 units) CSCI C251 Introduction to Programming Concepts and Methodologies (3 units) CSCI C190 Introduction to Cyber Security: Ethical Hacking (3 units) CSCI C193 System and Network Administration (3 units) CSCI C195 Introduction to System Analysis and Design (3 units) MATH C121 Elementary Probability and Statistics (4 units) or MATH C121H Elementary Probability and Statistics - Honors or MATH C130 Finite Mathematics (4 units) or MATH C131 Basic Functions and Calculus for Business (4 units) or MATH C151 Analytic Geometry and Calculus I (5 units) Page 20

21 Course Map to Program Learning Outcomes CSCI C101 CSCI C142 CSCI C143 CSCI C146 CSCI C251 CSCI C190 CSCI C193 CSCI C195 MATH C121 MATH C121 H MATH C130 MATH C131 MATH C151 The program is designed and aligned with the California State Model Curriculum and each course fulfills the program learning outcomes and prepares students for employment or transfer. The first course (CSCI C101) provides students baseline knowledge to move through each of the courses in the program. There is no unnecessary duplication but a continual building of knowledge and applied skills. The courses and the program are aligned with industry requirements (certification) which are required for employment. 4. Program Pathway Cyber Security Technician Certificate of Achievement (COA) (29 units) CSCI C101 CSCI C142 Fall Term 1 Spring Term 1 Fall Term 2 Spring Term 2 CSCI C143 CSCI C195 CSCI C146 CSCI C251 CSCI C190 CSCI C193 MATH C121/C151 Page 21

22 Cyber Security Technician Certificate of Achievement (COA) Online Long-term Schedule Semesters Offered Courses Fall Spring Fall Spring Fall Spring CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C142 (4) CSCI C142 CSCI C142 CSCI C142 CSCI C143 (3) CSCI C143 CSCI C143 CSCI C143 CSCI C146 (3) CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C146 CSCI C251 (3) CSCI C251 CSCI C251 CSCI C251 CSCI C190 (3) CSCI C190 CSCI C190 CSCI C190 CSCI C193 (3) CSCI C193 CSCI C193 CSCI C193 CSCI C195 (3) CSCI C195 CSCI C195 CSCI C195 CSCI C195 MATH C121 (4) MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C130 (4) MATH C130 MATH C130 MATH C130 MATH C131 (4) MATH C131 MATH C131 MATH C131 MATH C151 (5) MATH C151 MATH C151 MATH C151 The Cyber Security Technician COA is designed so students can complete the degree in steps all online. Students start with the first four classes that culminate in a small certificate called Information Technology Plus (13 units). They then take five additional classes and a Math class and earn the Cyber Technician COA (29 units). The pathways and the long-term schedule are designed as a suggested sequence for students to complete the degree within two years. The entry class (CSCI C101) is taught every semester online and at the Indian Wells Valley Campus (Ridgecrest). It is taught every spring at ESCC utilizing itv. There is discussion about offering CSCI C142, C143 C146, C190, C193 and C195 in a hybrid model with the theory online and required hands-on labs several times during the semester. Due to the limited space, we have not offered the pilot course (CSCI C142) at the IWV campus. It is expected that these "hybrid" courses would be offered in an opposite time from the regular pathway so students that preferred this learning method could opt for this as an option. This would open up the pathway offerings. Comparing the Cyber Security Technician Pathway with the long-term schedule, students have adequate opportunities to earn their degree as the courses are offered frequently. Additionally, students could take some of the baseline courses in the summer term as they are often taught in an accelerated timeframe. 5. Conditions of Enrollment Not applicable. Page 22

23 Part 2 Appropriateness 1. Connection to College Mission The published mission of Cerro Coso Community College is to provide programs that align with the industry needs of the communities we serve in with equitable services to the students. We demonstrate a conscious effort to produce and support student success and achievement through traditional and distance delivery. To accomplish this mission we will provide: degrees and certificates in transfer and career technical education, remedial instruction, comprehensive support services, learning opportunities that develop ethical and effective citizenry, and continuing education that is compatible with the institution s primary mission. The degrees and certificates offered in the Computer Information Systems program align with the college mission to provide career and technical education programs to meet the needs of our local and regional employers. The department vets full-time and adjunct faculty to ensure that they have the appropriate industry background and experience to provide students with relevant examples and lectures. Additionally, the department chair and full-time faculty work side by side with new adjuncts to mentor them. Our department has frequent meetings and actively collaborates as a team to provide students with the best learning experience. The Computer Information Systems Program at Cerro Coso Community College relates directly to the college s mission by 1) offering degrees and certificates in transfer and career technical education, 2) providing learning opportunities that develop ethical and effective citizenry, and 3) providing programs to the students in the communities and rural areas that we serve. The degree and certificates are offered completely online with some components offered at the IWV and ESCC campuses. The Business and Information Technology faculty work hard to ensure that the Computer Information Systems Program at Cerro Coso is of high quality and appropriate to an institution of higher learning. The courses, degrees, and certificates in the program are regularly reviewed and updated in accordance with the policies and procedures implemented by the Academic Senate and the Curriculum and Instruction Council. Student learning outcomes and program learning outcomes are regularly reviewed and assessed. Additionally, advisory committees meet yearly to review the offerings in the department for currency and applicability. The faculty in the department strive to maintain appropriate rigor in the curriculum and increase students communication and analytic skills. Page 23

24 2. Determination of Student Needs Students in the Computer Information Systems Program at Cerro Coso Community College have access to college-provided Student Services including the bookstore, the library, proctoring services, financial aid, tutoring and job placement through the Job Development Specialist. The department relies on these services to assist students in all facets of their studies. Faculty in the department work with the bookstore and publishers to arrange required and recommended materials for courses including printed textbooks, ebooks, and simulation software for students. Additionally, faculty in the department work with the college Librarian and support staff to arrange for textbooks to be placed on reserve at our sites to provide students with access. In some courses, ebooks have been adopted to reduce the cost to students. None of the CIS courses in the program require proctored exams for online courses but Math and several general education courses do. Students are notified of this requirement in their courses and are instructed to make their own arrangements for proctoring using the college-provided proctoring services. The department does use proctoring services for make-up exams in face-to-face courses when necessary. Tutoring services are available for students for most courses. Courses in the program require that students read and write at college-level. Students that require assistance use the tutoring services for writing and math support as well as for some specific courses such as programming. Faculty in the department hold regular office hours and are available by appointment and adjunct faculty work with students as well. Students are provided information both online and on campus about the services available to them via counselor presentations (Class to Career) and through online exercises during the first week of class. Faculty regularly counsel students struggling to work with the learning resources and tutoring available to provide assistance with coursework. Job Placement and interview preparation are provided through the Job Development Specialist at the IWV campus. Students can apply for student internships through the campus to learn hands-on in the Information Technology department. The Job Development Specialist works with local employers and faculty to identify and place students in internship and full time positions. As the volume of students and locations expand, however, it may be necessary to hire additional staff to meet the needs of the employers and students as each campus has unique needs. 3. Place of Program in Curriculum/Similar Programs Approximately 2% of Cerro Coso students declare CIS as their major (see Percentages chart below). However, the number of declared majors has declined approximately 35% during the past five years. Students entering the program do not always understand the difference between Computer Science, Computer Information Systems, and Cyber Security, which leads to confusion and perhaps a lack of declaration of their major. While they have courses in common, they are different. Faculty have developed materials to outline for students and staff the difference between the fields. Additionally, students don t always see the value in declaring a major or declare a general major when first enrolling Page 24

25 and don t go back to declare upon making their decision. Class to Career demonstrations and online support through Canvas provides students with valuable information on the importance of declaring the major. Data to support that these new informational programs are making a difference is pending. 10.0% 8.0% 6.0% 4.0% 2.0% Percentages 0.0% Percent of Cerro Coso Students Majoring in CIS Percent of CIS Majors Receiving Degrees or Certificates Percent of Cerro Coso Completers Receiving CIS Degrees or Certificates As technology continues to evolve businesses use technology tools, and networks, and are continually required to secure information The CIS program is expected to grow as technology evolves. The increasing need for security information specialists is also pushing this program. Cerro Coso Community College has recently developed and received State approval for the new Cyber Security Technology degree and certificate as it is one of the fastest growing careers. The baseline knowledge required for these careers will result in students entering both programs for the basics and then move into the CIS or Cyber Security program. The new IT Plus certificate is the baseline program for both programs. While this may seem like competition between CIS and Cyber Security, these programs are partners in developing the future workforce. The CIS students will build and repair computers and networks, the Cyber Security students will set up the security and monitor the networks once built. Due to commonly perceived similarities, the CIS AS degree is often confused with the Computer Science degree. The CIS degree is generally more applied and, while it can be used for transfer, the general intent is for employability. The Computer Science degree is currently inactive but its focus is on transfer specifically. Several of the neighboring colleges have related programs for CIS and offer degrees and certificates that are similar, but they are not aligned with the California State Model Curriculum. Their programs are listed below: Page 25

26 Antelope Valley College Computer Information Systems AS, Computer Networking COA Bakersfield College CompTIA COA Porterville College Information Systems AS, Information Systems COA Each of our degrees and certificates are offered entirely online. This makes Cerro Coso Community College a preferable option to working professionals. 4. Majors and Completers The CIS degree is specifically designed to accommodate students that wish to transfer to an institution offering baccalaureate degrees in computer information systems or management information systems, as well as students who desire to enter the workforce upon graduation from the college. All of the courses offered in the CIS degree are accepted for transfer within the UC and CSU systems (source: assist.org) as well as other universities throughout the US. As can be seen the chart (Computer Information Systems Majors), the number of declared majors has declined each year over the past five years. This decline (-35.4%) is significantly more than the college s decline of approximately 4%. The number of completers of the CIS degree and certificate of achievement are relatively low (see CIS program Completers chart below). There was a large drop from 2011 to 2012, which could have been the result of the development of the Computer Science program and students transitioning. Additionally, as can be seen in the next chart (CIS vs CompSci Majors), the number of Computer Science majors has continued to increase substantially. It should be noted, however, that the data that is represented in the chart likely includes Computer Science majors from Bakersfield College that took Cerro Coso courses. However, the corresponding rise in Computer Science majors could point to competition or even confusion between the two degree programs. Continual decline could have been the result of poor design and high units. In , the CIS program was redesigned and aligned with the California State Model Curriculum and courses that were outdated were removed. Additionally, there were multiple course options for students, course cancelations due to low enrollment, and inconsistent offerings that could contribute to the low declaration and completion. The new program design eliminated options and students now have a defined pathway with no options. There is speculation that employment midway through the program could cause low completion relative to the declaration. Once students completed CSCI C146 (Security+), they were eligible for full time employment. The development of the IT Plus certificate will provide students a 13-unit certificate, which culminates in the completion of CSCI 146 as the last class in the baseline certificate. This should assist with the capturing of completers. Employers with new requirements for AS degrees for their employees should also increase the number of declarations and completers for CIS. An AS degree is a new requirement for job advancement and may also impact initial hiring for our local IWV employers. Page 26

27 Computer Information Systems Majors Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 CIS vs CompSci Majors CIS 60 CompSci Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Page 27

28 CIS Programs Completers (Degrees and Certificates) CIS AS CIS Cert The chart below (CSCI C101 End-Of-Course Enrollments) shows the end of course enrollments for the entry course, CIS C101 (Introduction to Computer Information Systems), for CIS degrees and certificates. The course also serves other majors including Business, Engineering, Human Services, Registered Nursing, and Web Professional. It is also a transferrable course. For these reasons, this is a popular course and we have seen a rise in the number of sections and completers in the past few years. Success rates for the course (see chart, Success Rates for CSCI C101) are generally in line with Cerro Coso averages. The course has been offered every semester for many years and additional sections are often added due to its early filling and popularity. The number of students enrolled seems to be adequate based on demand for the course as there are very few, if any, students left on wait lists when the course begins. 300 CSCI C101 End-Of-Course Enrollments Spring Fall Summer Page 28

29 Success Rates for CSCI C CSCI 101 CSCI Overall College Each of the certificates (IT Plus, CIS, Data Analyst I, and Cyber Security Technology) were developed and approved during the period so we have not had adequate semesters to determine if the majors and completers are meeting our targets. The IT Plus, Data Analyst I, and Cyber Security Technology certificates were approved in the Spring and Summer 2016 terms, so there has not been adequate time for students to complete. As the program was designed with a stair step approach and a specific sequence recommended, we anticipate that there will be an increase in completion of the certificates on the way to the degree. There has already been an expansion of introductory and entry point courses in the past few semesters both online and at the IWV campus. We plan to offer the second course (CSCI C142) at the IWV campus in a hybrid model pilot to determine if there is adequate enrollment and/or need. Employers support hands-on labs and prefer students who have demonstrated proficiency in this delivery (on campus labs), but this will be driven by demand and enrollment. 5. Summary of Student Demand Data Student demand data suggests that the entry course (CSCI C101) continues to increase. This is attributed to the course serving other majors including Business, Engineering, Human Services, Registered Nursing, and Web Professional. It is also a transferrable course. For these reasons, this is a popular course and we have seen a rise in the number of sections and completers in the past few years. In the past year ( ) with the redesign of CIS to align with the California State Model Curriculum, development of IT Plus and Data Analyst I certificates, and new Cyber Security program, it is anticipated that the other core CIS courses will increase in student demand. The core courses (CSCI C101, C142, C143, C146, and C251) serve both the CIS and Cyber Security degree. When these new programs and certificates were developed, we designed them to share courses for efficiency and market need. Enrollment management Page 29

30 and offerings are being conservatively watched and as courses fill, we are adding additional sections of the higher-level courses. It is noted below that the sections for the course have been static, but it is anticipated that as students begin to move through the programs, sections will increase. We have scheduled CSCI C142, CSCI C143 and CSCI C146 in the summer term on a rotating basis in order to provide students the opportunity to make up those courses if they need to fill in the pathway. We will evaluate these courses to determine if this is a good practice. CSCI C251 and C270 were considered for this rotation, but it was determined that students needed a full 16 weeks to complete all the tasks successfully. Marketing for the new programs are just beginning and coordinating with the area high schools to develop pathways will begin. Collaboration and partnerships with local and regional employers will also drive the student demand as employers require employees to pursue AS degrees in order to advance. There has been an increase in the sources of students from the Naval Air Warfare Center (NAWC) at China Lake. NAWC has been an active member of our advisory committee, as have the contractors (Jacobs Engineering, NDTI, Saalex, Engility, etc.) who have seen an increase in the need for both information technology and cyber security technology employees. Other employers (Searles Valley Mineral, AltaOne Credit Union, Ridgecrest Regional Hospital, etc.) are also interested in hiring our graduates in IT and Cyber Security. Data provided through EMSI, Burning Glass and the Department of Labor validate not only the increase of the IT/Cyber workforce, but highlight that California is one of the states with the highest growth. We anticipate that this increase student need will also drive the number of sections and classes that will be offered. The average FTES/FTEF chart (below) shows more sections with less students over the past 5 years, but the redesign of the program, industry needs, and Spring 2017 enrollments seem to indicate a shift upward. Success rates (chart below) have generally risen over the past few years and retention (chart below) is rising as well. In some of the higher-level classes (C143, C146, C251 and C270) faculty have noticed that students are not academically prepared and have not taken English and Mathematics courses, which will increase their success. While there are not currently prerequisites for courses in the programs, counselors and faculty are providing students with information on the sequencing of taking courses. Computer Information Systems, Cyber Security and dual major pathways are in final development (Spring 2017), which should help students in selecting their sequence. Additionally faculty are considering prerequisites for higher-level classes in order to prevent unprepared students from registering for classes without a review of their background and skills. The mathematics course requirements for the certificate and degree will likely raise success rates if students take them in the recommended sequence. Student preparedness and academic habits are critical in the higher-level classes and thus recommendations for tutoring and assistance early is important. Page 30

31 Sections Offered Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C Average FTES/FTEF Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Success Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Page 31

32 Retention Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Labor Market Information and Analysis (CTE Programs Only) Labor Market reports from EMSI, Center of Excellence ICT Reports, Burning Glass and the Community College Review report that the labor market needs for both IT and Cyber Security professionals represent a gap and the need will continue to expand. EMSI reports (August 2016) report an increase of 3,579 IT jobs in the CCCC service area from or an 11.2% increase. Additionally, there are 164 Cyber Security specific jobs in the CCCC service area or a 22% increase from Ridgecrest-area employers indicate an annual need of in the CIS/IT and Cyber Security area. Regionally, statewide and nationally, there is a gap that is expected to continue to widen. While the labor market reports capture our regional jobs, our local employers have out-of-state corporate offices and do not report within California, so the employee needs have not been captured. The local employer needs plus the service area needs represent the need not only for the CIS program, but also spurred the development of a Cyber Security program. Initially, we updated and aligned the CIS program with the California State Model Curriculum. We thought the revised program would be sufficient to fill the need, but in November 2015 employers indicated that the IT area would be filled by the CIS program, but that the need for Cyber Security Specialist would need additional target courses in order to fill the need. In the Spring of 2016, we completed the development, curriculum and program documents to provide a new Cyber Security Technology program. Both CIS and Cyber Security share the first four courses that make up the IT Plus certificate. Local employers have worked closely with the college and are hiring students directly out of the first course in the sequence in order to fill their need. In the past two years, internships and apprenticeships have been developed and students have been placed to fit a need. The need continues to expand. Challenges include providing hands-on experiences with students in the IT and Cyber fields. Space allocation to offer classes on the ground is limited due to a modernization program. The CIS club offered hands-on monthly sessions to provide students with experience, but due to lack of attendance the club is taking a break until Fall Meetings were held on Fridays which seemed to impact attendance. In Page 32

33 the Fall 2017 term, meeting times will be reviewed and discussed to see if more students are interested. Local employers prefer that students in the program have hands-on experiences in hiring and are interested in participating in the club labs. Perhaps if they ran the labs, students would be more interested. 7. Explanation of Employer Relationship (CTE Programs Only) The Computer Information Systems/Information Technology Advisory Committee continues to be the pivotal point in program development. The committee has recently been expanded and included one fall meeting in the term with a Cyber Security subcommittee that met and reviewed the new program courses and outcomes. Both the IWV and ESCC committees were supportive of the new curriculum and are excited about a well-trained workforce. Employers are contacting the college for internship programs, job openings and directing employees into the program for job advancement. 8. Advisory Committee (CTE Programs Only) IWV Committee First Name Last Name Title Organization Suzanne Ama Professor Cerro Coso Community College Gerald Baker JT3 NAWC China Lake Edward Balcer Head, Weapons & NAWC China Lake Energetics Technology Assurance Branch Keith Bennett Information Assurance NAWC China Lake Specialist Vaughn Corbridge Manager Htii Richard Cracraft Human Relations Director NAWC China Lake Johnson Daniel IT Specialist Coso/Teragen contrastit Tom Della Santina Director for Business Jacobs Engineering Administration Justin French Head, RDT&E Infrastructure NAWC China Lake Division Head, IT/IM Department Christopher Harper IT Manager AltaOne Mark Henderson Engineer NAVAIR Weapons Division Matt Hightower Professor Cerro Coso Community College Linda Homer Software Engineer NAVAIR Weapons Division Damien Jacotin Teacher, Project Lead the Burroughs High School Way Michael Kane Dean, CTE Cerro Coso Community College Connie Leyva Staffing Director Continental Labor Mary Lorber Software Architect Engility Page 33

34 8. Advisory Committee (Continued) IWV Committee First Name Last Name Title Organization Julie Marshall STEM Hub Coordinator NAWC China LakeC Ashlin Mattos Job Development Specialist Cerro Coso Community College Bruce Miller Division Head NAWC Point Mugu Warfare Systems Integration Lab Engineering Karen O'Connor Professor/Faculty Chair Cerro Coso Community College Autumn Piotrowski Information Assurance NAWC China Lake Margaret Porter Information Assurance NAWC China Lake Wendy Raglin Apprentice Training NAWC China Lake Coordinator Uwe Schmiedel Director of Engineering Monarch Eileen Shibley CEO Monarch Paula Suorez EOPS Cerro Coso Community College Frank Timpone Assistant Professor Cerro Coso Community College Kara Tolbert Contract & Community Cerro Coso Community College Education Campus Manager Angel Zamarron Pathways Program NAVAIR Coordinator John Paul Director, High Desert NDTI Operations Earl Mullis LSRS Program Manager Saalex Heather Kenny Head, Custom Relationship NAWC China Lake Mgmt Divison Dan Williamson Operations Manager Exodus - AJA-Inc. ESCC Committee: First Name Last Name Title Organization Deanna Campbell Director, ESCC Cerro Coso Community College Chris Carmichael CEO and CTO Carmichael Business Technology Julie Faber Owner, Mountain Studio Bishop Chamber of Commerce Matthew Hightower Professor Cerro Coso Community College Gina Jones Director Owens Valley Career Development Center Michael Kane Dean, CTE Cerro Coso Community College Karen O Connor Professor/Faculty Chair Cerro Coso Community College Vickie Taton Adjunct Faculty Mammoth Lakes Representative at Large Frank Timpone Assistant Professor Cerro Coso Community College Page 34

35 The Advisory Committees meet one to two times a year for Computer Information Systems. The meeting schedule has been driven by the requirements as provided by administration. In the past six years the CIS Advisory Committee has been comprised of members from various industries including aerospace, mining, manufacturing, recreation, small business, banking, and education. Members have been responsible, generally, for the hiring of entry-level information technology workers and other STEM related positions. Members of the Advisory Committees provide faculty and college administration with valuable input into program development and critical components for industry. Additionally, they hire our graduates and provide feedback on preparedness to enter the workforce and technical skills. Members review all student and program learning outcomes prior to the final submittal to the State of California and validate the alignment with industry requirements. The IWV Advisory Committee has also provided expertise in new program development in Cyber Security and served on a subcommittee to review and write new courses and program outcomes to align with the California State Model Curriculums. The CIS Advisory Committee has been in the past three years a shaping force in the development of the CIS certificate and degree, Cyber Security certificate and degree and the Data Analyst I certificate. Both the IWV and ESCC committee review all of the programs and provide input. Additionally, the partnerships developed with the Advisory Committee has resulted in experts coming into the on-campus classrooms (IWV) each semester and being filmed for online students to deepen their understanding of what is required for the information technology field. Lastly, the CIS Advisory Committee has been the mechanism to develop and place students in internships and full-time positions. Employers regularly solicit faculty and the Job Development Specialist for recommendations for positions at their companies and have provided feedback on the performance. This has provided Cerro Coso Community College with a three hundred sixty degree review of our program on a continual basis. 9. Current Cost of the Program to Students Estimated Costs for CIS Degree CA Resident Non-residents Units Cost per unit Tuition 2, , Books and Supplies 3, , Total 6, , Per semester (4) Cost 1, , Page 35

36 Estimated Costs for CIS Certificate CA Resident Non-residents Units Cost per unit Tuition 1, , Books and Supplies 1, , Total 2, , Per semester (4) Cost , Estimated Costs for IT Plus Certificate CA Resident Non-residents Units Cost per unit Tuition , Books and Supplies Total 1, , Per semester (2) Cost , Estimated Costs for Data Analyst I Certificate CA Resident Non-residents Units Cost per unit Tuition , Books and Supplies Total 1, , Per semester (2) Cost , Estimated Costs for Cyber Security Technology Degree CA Resident Non-residents Units Cost per unit Tuition 2, ,92000 Books and Supplies 3, , Total 6, , Per semester (4) Cost 1, , Page 36

37 Estimated Costs for Cyber Security Technician Certificate CA Resident Non-residents Units Cost per unit Tuition 1, , Books and Supplies 1, , Total 3, , Per semester (4) Cost , The faculty reviewed the cost of program and have made changes to e-book adoptions for the entrylevel course (CSCI C101) to reduce the cost. In several other courses, faculty have adopted the simulators (i.e., TestOut), which provides mini-lectures with the ability to print out the lectures. Books are also on reserve in the Library at several campuses to provide students with access. This becomes difficult to continue as technology changes so rapidly. The college and faculty have facilitated partnerships with Microsoft, CompTIA and the Statewide Information & Communication Technology (ICT) group which has eliminated costs for software (Microsoft), and reduced the cost of certification exams 30-50% (CompTIA and ICT). Faculty have reviewed open source textbooks, but not found them of sufficient quality to adopt. Page 37

38 Part 3 Currency 1. Staffing The CIS program currently includes two full-time faculty and several adjuncts. One of the full-time faculty members is assigned to the IWV campus where she teaches several CIS courses on campus and online for the CIS program. The other full-time faculty member is assigned to the ESCC campus where he teaches CSCI C101 and BSAD C100 on campus and several BSOT, BSAD, and CSCI courses online. As can be seen in the table (FTES-FTEF-Productivity) in the Supporting Documents section, the number of adjuncts has declined over the five-year period since the last review. Productivity levels are consistently lower than college-wide numbers. This is possibly attributed to the complexity of the coursework and the low enrollments in some of the higher-level courses that were part of the previous program design. The CIS program utilizes both full-time and adjunct faculty to deliver the program. As the program was redesigned in the past year, new courses were added that require skills sets and certifications that are not held by the two full-time faculty. Our adjunct faculty are experts in the IT field, hold industry security and networking certifications, and have many years of experience in the field. This field changes rapidly and those working in the field are constantly updating their currency skills which they can then share with students. Expertise in these higher-level classes and additional sections is accomplished through the use of full-time faculty and adjunct faculty working in the field. Staffing is currently at a sufficient level for the programs. 2. Professional Development Faculty attend statewide professional conferences, attend classes, attend industry training provided by the California State Information & Communication Technology (Cisco training), and read professional journals. Faculty self train through Lynda.com, professional development activities, online resources, and professional journals. Faculty attend and lead Faculty Flex training sessions each semester. Faculty are involved in the Statewide California Business Education Association (CBEA) and assists in the coordination of professional development sessions at the State conference. Attendance at CBEA has provided valuable professional development and networking opportunities that have assisted in accessing statewide and national resources for development of the CIS/Cyber programs. Faculty also attend the statewide Information and Communication Technology (ICT) conference annually which provide both statewide and national information on technology trends and needs. Adjuncts work in the field and continually are trained by their employers. Additionally, faculty are very active in department meetings and shared training. Faculty are planning to take certification courses and exams to maintain currency. Page 38

39 3. Facilities and Physical Resources Most on-site CIS courses at the IWV campus are taught in the Learning Resource Center. There are two computer lab classrooms. One classroom is equipped with 30 student stations and the other is equipped with 29 student stations. All rooms have an instructor station, an overhead projector, and whiteboards. Although itv rooms are available to allow multiple campuses to participate in a single course, the rooms are not equipped with computer stations, limiting their usefulness for CSCI courses that require handson access to technology to achieve the student learning objectives. Increasingly, other disciplines (English, math, engineering, science) are requesting to use the computer classrooms for their courses. It is expected that as the college continues to develop technical, engineering, and science programs, and as the use of computer technology is infused across the curriculum, the demand on these rooms will increase and additional facilities will be required. The classroom computers are rotated based on a set replacement schedule developed by the Technology Resource Team, and implemented by the IT staff. Specialized software is installed upon request, if supplied by the department. Because of the quickly changing nature of the computer industry, faculty, classroom, and lab computers should be kept current and replaced on a regular cycle as determined by the campus Technology Resource Team. Current hardware and software is necessary to be able to train students to be competitive in the workplace and for transfer to other programs. Classrooms must have computers, speakers, a projector, and the ability to play CDs and DVDs. Headsets are also needed. There has been an ongoing request through the Annual Unit Plan to designate a dedicated classroom for CIS and Cyber Security for the past two years. 4. Technology The department of Business & Information Technology evaluates the student learning and program learning outcomes to determine what is necessary for our programs annually through the Annual Unit Plan and the VTEA planning. We consult with advisory committees, review publisher materials and simulation software that represent the best learning experience for our students. The CIS faculty use existing computer labs on campus and online resources. The technology resources are sufficient at this time to assure the integrity of our programs, however, faculty have submitted a full list of equipment and software that would be required for a requested dedicated classroom. We anticipate that we will need to expand resources and equipment as the new programs grow. Faculty work with the department to identify the technology needs, services, facilities, hardware, and software and include it in our annual planning cycle including the Annual Unit Plans and VTEA Planning. 5. Marketing Marketing for the CIS program needs to be updated and released to the high schools and communities that we serve since the program has dramatically changed in the past two years. Faculty have developed handouts and materials to disseminate to our online and campus classes, high school outreach events, state events and marketing trips by administrators. We are working with the Public Information Officer to develop a marketing plan to develop brochures, banners, and the release of program information. Page 39

40 Recently, faculty members have been interviewed about their programs. These have been released in the local IWV papers. More outreach to high schools and other communities needs to be done. Concurrent enrollment and dual enrollment have been ongoing; however, they are not of sufficient scope to assist high school students in the seamless transition to college. The college has been making strides in dual enrollment in the past few years; however, the CIS program did not participate in the expansion. Additional marketing in the high schools will assist in the expansion of this program. Page 40

41 Part 4 Student Achievement 1. Course-Level Student Performance Data Computer Information Systems Success and retention rates are lower in the Computer Information Systems program courses than they are at Cerro Coso in general. As described in Part 2 of this review, the percentage of awards/completers of the Computer Information Systems degree and certificate has been fairly consistent at about 2 percent. Success rates for Computer Information Systems program courses are described below. As can be seen, the Computer Information Systems Program courses on average are below the Cerro Coso Average. The cells that are shaded in blue are the sections that fall below the Cerro Coso average for that year. Success Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Retention rates for Computer Information Systems program courses are described in the table below. As can be seen, the Computer Information Systems courses on average are below the Cerro Coso Average. The cells that are shaded in blue are the sections that are below the Cerro Coso average for that year Retention Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average While the success and retention rates are lower than the college-wide averages, the faculty in the department feel that the current program design is effective since state alignment. The lower numbers are likely attributed to the higher level of course rigour and required technical skills. Page 41

42 Degrees and certificates awarded are described in the chart below (CIS Program Completers). The highest number of degrees and certificates were awarded in but not by a significant amount. It is difficult to discuss trends with awards due to the varying number of years that it takes students to complete. Through the CIS program redesign, the electives were eliminated and the program was aligned with the California State Model Curriculum. This redesign and streamlining of the program should result in the increase of completion and awards of certificates and degrees CIS Program Completers (Degrees and Certificates) CIS AS CIS Cert 2. Employment Data (CTE Programs Only) 80.00% 60.00% 40.00% CIS VTEA Core Indicator: Employment % 50.00% 66.67% 66.67% 69.23% 20.00% 0.00% Page 42

43 The Core Indicators over the past six years for employment placement for CIS from did not meet the negotiated target levels. The Core Indicators for the planning year indicated that it rose to 69.23%, which met the target of 66.44% for the first time in five years. This is attributed to several actions including the CIS program revision, advisory committee participation, job development specialist services, and the development of internship programs. While this is improvement in employment placement, further work needs to be done to improve persistence and completion. In the CIS Core Indicators planning data shows that employment is now meeting the targets but persistence dropped from 92.31% to 81.82%. This may be because we changed the program in the past two years and the students were confused about what to take and how to complete. It could also be attributed to employers hiring some of our CSCI C101 students after class completion and some students not enrolling the following semesters due to working full time. The CIS VTEA plan will contain strategies to improve persistence through a Marketing and informational plan to ensure that students are aware of the sequencing of classes for success and persistence. A recommended sequence of coursework for success of students has been developed and Counselors will be briefed in the Spring of 2017 to ensure students are informed about the recommendations. We anticipate that this will aid in the preparation of students to succeed, persist, and complete the certificates and degree. 3. Achievement of Program Learning Outcomes Outcomes have been assessed according to their schedule. During that time, the courses, certificates and degrees were modified or created which overlapped this cycle. PLO 1: Target: Assessment Method: Demonstrate competency in client computing and user support including the ability to configure, install, diagnose, and support hardware and software issues. The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. This was assessed by projects and scored with rubrics in course CSCI C142. (NOTE: Because CSCI C142 is a new course and not assessed at the time of this review, assessment results from CSCI C141 were used instead.) Assessed via an exam. The exam questions required a basic knowledge of security and support in a networked environment. Specifically, the exam questions involved firewalls, proxies, malware, encryption, and authentication. In the Spring semester of 2012, 10 students (majors and non-majors) attempted the assessment. Assessment Date: Spring 2016 Recent Results: PLO 2: 100% successfully met the desired learning outcome. Demonstrate competency in database and information management including the ability to design, implement, query, and manage relational databases Page 43

44 Target: Assessment Method: The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. This was assessed by projects and scored with rubrics in course CSCI C270. Students created a database using Microsoft Access, PHP, and IIS. In the Fall of 2013, of the 27 students in the course, 16 students (majors and non-majors) participated in the assignment Assessment Date: Spring 2016 Recent Results: PLO 3: Target: Assessment Method: 16 (100%) scored 75% or higher. Demonstrate competency in networking and convergence including the ability to design, analyze, and support computer networks The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. This was assessed by projects and scored with rubrics in course CSCI C143. This learning outcome is assessed via a comprehensive final exam which covers all domains of knowledge found on the CompTia N10 005Certification exam. In the Spring of 2012, 18 students (majors and non-majors) attempted this assignment. Assessment Date: Spring 2016 Recent Results: PLO 4: Target: Assessment Method: 77.8% (14) successfully met the desired learning outcome. Demonstrate competency in problem solving, programming, and application development including the ability to design, test, debug, and implement complex computer programs. The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. This was assessed by projects and scored with rubrics in course CSCI C251. Weekly programming assignments based on the rubric. Excellent (A) Satisfactory (B C) Unsatisfactory (D F). In the Spring of 2013, 14 students (majors and non-majors) completed the assessment. Assessment Date: Spring 2016 Recent Results: PLO 5: Target: 12 students (86%) completed the assignments each week in the course with a 70% or better. Demonstrate competency in working with servers, storage, and virtualization including implementing and evaluating network security solutions. The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. Page 44

45 Assessment Method: This was assessed by projects and scored with rubrics in course CSCI C146. This learning outcome was assessed via a comprehensive final exam which covered all domains of knowledge found on the CompTia SY0 301 certification exam during the In the Fall of 2012, 27 students (majors and non-majors) completed the assessment. Assessment Date: Spring 2016 Recent Results: PLO 6: Target: Assessment Method: 27 students (93.3%) successfully met the desired learning outcome. Demonstrate an ability to read and interpret technical information, as well as communicate with and write clearly for wide ranges of audiences. The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or higher. This was assessed by a project scored and with a rubric in course CSCI C101. Students did specific reading, used interactive labs, and responded to questions covering the specified topics. In the Spring of 2011, 30 students (majors and non-majors) participated in the assessment. In the Spring of 2012, 57 students (majors and nonmajors) participated in the assessment. Assessment Date: Spring 2016 Recent Results: 30 (100%) scored 80% or higher in the Spring of (100%) scored 80% or higher in the Spring of Assessment History Summary PLO # Target Semester Met? PLO 1 70% SP12 Yes PLO 2 70% FA13 Yes PLO 3 70% SP12 Yes PLO 4 70% SP13 Yes PLO 5 70% SP13 Yes PLO 6 70% SP12 Yes a. Gaps and Improvements Made As can be seen by the summary table (above), the PLO s as assessed were met. No gaps were identified and no improvements were suggested. b. Summary of Program Learning Outcome Achievement Page 45

46 As can be seen by the summary table (above), the PLO s as assessed under the old, elective-based program were met. The next round of assessments will be made under the redesigned program. The department discusses outcomes regulary and adjuncts and full-time faculty participate in assessments. Faculty interact and collaborate each semeseter on program learning outcomes and discuss outcomes and potential strategies to improve student success. Program learning outcomes are also discussed in our department meetings each semester. Additionally, faculty presented all of the program learning outcomes to the IWV and ESCC advisory committees when the program was being aligned with the state model. 4. Achievement of Course Student Learning Outcomes 5-Year Assessment History Course SLO # Target Semester Met? Semester Met? CSCI C101 SLO 1 80% FA12 No SP12 No SLO 2 80% SP11 Yes SP12 Yes SLO 3 80% SP11 Yes SP12 Yes SLO 4 80% SP11 Partial SP12 Partial SLO 5 80% SP11 Yes SP12 Yes SLO 6 80% SP11 No SP12 Yes CSCI C140 SLO 1 70% FA12 Yes SLO 2 70% FA12 Yes SLO 3 70% FA12 Yes SLO 4 70% FA12 Yes SLO 5 70% FA12 Yes CSCI C141 SLO 1 70% FA12 Yes SLO 2 70% FA12 Yes SLO 3 70% FA12 Yes SLO 4 70% FA12 Yes SLO 5 70% FA12 Yes CSCI C143 SLO 1 80% SP12 Yes SLO 2 80% SP12 Yes SLO 3 80% SP12 Yes SLO 4 80% SP12 No SLO 5 80% SP12 No CSCI C146 SLO 1 80% FA12 Yes SLO 2 80% FA12 Yes SLO 3 80% FA12 Yes SLO 4 80% FA12 Yes SLO 5 80% FA12 Yes 5-Year Assessment History Page 46

47 Course SLO # Target Semester Met? Semester Met? CSCI C251 SLO 1 70% SP13 Yes SLO 2 70% SP13 No SLO 3 70% SP13 Yes SLO 4 70% SP13 No SLO 5 70% SP13 Yes CSCI C270 SLO 1 75% FA13 Yes* SLO 2 75% FA13 Yes* SLO 3 75% FA13 Yes* SLO 4 75% FA13 Yes* SLO 5 75% FA13 Yes* a. Gaps and Improvements Made In CSCI C101, SLO 1 was not met. The text of the SLO was Identify the major components of hardware, software, and computing systems and their respective networks. The target was for 80% of the students to score 80% or higher. The results show that, in the Spring of 2011, 30 students partcipated. Of those 22 (73%) scored 80% or higher. In Spring 2012, 61 students partcipated. Of those, 48 (78.6%) scored 80% or higher. The assessors felt that the assessment was fairly large and covered many technical areas and felt that perhaps a 70% target would be more appropriate. In CSCI C101, SLO 4 was not met. The text of the SLO was Understand and demonstrate basic skills using html, word processing, spreadsheet, presentation, graphic and database software application packages.. The target was for 80% of the students to score 80% or higher. The results show that in the Spring of 2011, the results were reflected as follows: HTML ( 29 participated, 29 (100%) scored 80% or higher), Word Processing ( 29 participated, 25 (86%) scored 80% or higher), Spreadsheets (29 participated, 28 (97%) scored 80% or higher), Presentation Software (29 participated, 28 (97%) scored 80% or higher), Graphics ( 29 participated, 28 (97%) scored 80% or higher), Database (28 participated, 27 (96%). The documents submitted were as follows: Word Processing (30 partcipated, 30 (100%) scored 80% or higher), Spreadsheets (29 partcipated, 23 (79%) scored 80% or higher), and Presentation Software (29 participated, 26 (90%) scored 80% or higher). In the Spring of 2012, the results were reflected as follows: HTML ( 59 participated, 56 (94.9%) scored 80% or higher), Word Processing ( 58 partcipated, 54 (93.1%) scored 80% or higher), Spreadsheets (61 participated, 60 (98.4%) scored 80% or higher), Presentation Software (60 participated, 56 (93.3%)scored 80% or higher), Graphics ( 58 participated, 53 (91.4%) scored 80% or higher), Database (54 participated, 53 (98.1%). The documents submitted were as follows: Word Processing (61 participated, 59 (96.7%) scored 80% or higher), Spreadsheets (56 participated, 43 (76.8%) scored 80% or higher), and Presentation Software (57 participated, 55 (96.5%) scored 80% or higher).the assessors felt that the assessment was fairly large and covered many technical areas and felt that perhaps a 70% target would be more appropriate. The Page 47

48 assessors felt that the spreadsheet hands on lab was definitely the hardest of the above assignments. Many students have difficulty with it as is reflected in the outcomes. The outcomes are to be expected relative to the other assignments. More time and emphasis should be placed on the assignment. In CSCI C101, SLO 6 was not met. The text of the SLO was Evaluate the trends in the history of computers. The target was for 80% of the students to score 80% or higher. The results show that, in the Spring of 2011, 31 students participated. Of those 22 (71%) scored 80% or higher. In the Spring of 2012, 56 students participated. Of those 47 (83.9%) scored 80% or higher. The assessors felt that the outcomes appear to be improving and should be watched over time. In CSCI C143, SLO 4 was not met. The text of the SLO was Articulate professional attitude, values and goal progress as would be expected for a network technician by an employment administrator. The target was for 80% of the students to score 80% or higher. The results show that, in the Spring of 2012, 10 students attempted the assignment. 70% (7) successfully met the desired learning outcome. In CSCI C143, SLO 5 was not met. The text of the SLO was Demonstrate preparedness to take the CompTia Network+ certification exam. The target was for 80% of the students to score 80% or higher. The results show that, in the Spring of 2012, 18 students attempted the assignment. 77.8% (14) successfully met the desired learning outcome. In CSCI C251, SLO 2 was not met. The text of the SLO was Identify the terminology associated with object-oriented programming. The target was for 70% of the students to score 70% or higher. The results show that, in the Spring of 2013, 13 students attempted the assignment. 69.2% (9) successfully met the desired learning outcome. The assessor felt that the assessment should be reassessed in the following spring. In CSCI C251, SLO 4 was not met. The text of the SLO was Analyze program code for errors and efficiency. The target was for 70% of the students to score 70% or higher. The results show that, in the Spring of 2013, 20 students attempted the assignment. 15% (3) successfully met the desired learning outcome. The assessor felt that the assessment should be reassessed at the end of the semester. b. Summary of Student Learning Outcome Achievement Overall, students appear to be meeting outcomes. However, all courses and course outcome have been rewritten to follow the new programs and new State C-ID s. Adjuncts and full-time faculty are involved in the assessments but participation has been sporadic and interupted by new programs and redesigns. Faculty interact and collaborate each semeseter on student learning outcomes and discuss outcomes and potential strategies to improve student success in each of the program courses. Student learning outcomes are also discussed in our department meetings each semester. Faculty presented all of the Page 48

49 course level student learning outcomes to the IWV and ESCC advisory committees when the program was being aligned with the state model and they will be reviewed each year. 5. Assessment Schedule for Next Program Review Cycle Computer Information Systems Certificate of Achievement and AS Degree Year 1 Year 2 Year 3 Year 4 PLOs PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 Cyber Security Technician Certificate of Achievement and Cyber Security Technology AS Degree Year 1 Year 2 Year 3 Year 4 PLOs PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 Data Analyst I Certificate of Achievement Year 1 Year 2 Year 3 Year 4 PLOs PLO 1 PLO 2 PLO 3 PLO 4 Information Technology Plus Certificate of Achievement Year 1 Year 2 Year 3 Year 4 PLOs PLO 1 PLO 2 PLO 3 PLO 4 SLOs Page 49

50 CSCI C101 SLO 1 SLO 2 SLO 3 CSCI C142 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 CSCI C143 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 CSCI C146 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 CSCI C190 SLO 1 SLO 2 SLO 3 CSCI C193 SLO 1 SLO 2 SLO 3 Page 50

51 SLOs CSCI C195 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 CSCI C251 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 CSCI C270 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 BSAD C220 SLO 1 SLO 2 SLO 3 SLO 4 BSAD C222 SLO 1 SLO 2 SLO 3 SLO 4 Student learning outcome data was used to revise courses in an ongoing basis in addition to selfreflective practices by faculty. As the new and revised courses had not been evaluated, it was not Page 51

52 possible to assess if the revisions had made the required improvement. In addition, content in the information technology and cyber security fields evolve as technology changes and best practices for industry changes. As a result, faculty modified our assessment plan for the next round of assessments in order to get a snapshot of all of our courses at one time. Where this will require assessment of all classes at that same time, the value of the assessments data is expected to help to faculty make continuous quality program improvement. Page 52

53 Part 5 Action Plans 1. Analysis of Current Program Strengths Computer Information Systems The Computer Information Systems Program has many strengths including that the current program is aligned with the State Model Curriculum, courses have been updated for C-ID alignment, which will assist in transfer, certificates are also aligned with industry certifications, and students are getting jobs. Additionally, faculty have worked on partnerships with Microsoft, Cisco and CompTIA which has provided student access to software for free (Microsoft), free course materials and supplemental courses (Cisco), and reduced costs of industry certification exams (CompTIA) which lead directly to jobs. Faculty have active and engaged Advisory Committees both at the IWV and ESCC campuses, which have resulted in the development of internships and placement for students. Lastly, faculty have leveraged resources from professional organizations (California Business Education Association) and the state Information & Communication Technologies (ICT) group for utilization of curriculum, industry certification exams for students, and professional development resources for students and faculty. 2. Analysis of Improvements Needed Faculty conducting the CIS program Review found several areas that could be considered for improvement including: Programmatic Confusion: There has been confusion on the differences between the Computer Information Systems (IT), Cyber Security and Computer Science programs. Declared Majors Decline: The number of declared majors has declined in the past five years. Lower Student Success Rates: While improving, student success rates in courses are lower than the college averages. This is especially true in the higher-level courses. Lack of Prerequisites: There is a lack of prerequisites in the program which is affecting student success in the higher level courses. It is also affecting students following a recommended sequence of courses. Problematic Marketing: Marketing over the past five years has been inconsistent and problematic. Lack of Student Data: We don t have adequate data on our students and alumni to determine if they are currently working, being placed in jobs, or stopped out to go to work. 3. Response to Previous Strategies The CIS program review identified the following improvements needed: 1. Address the high number of adjunct faculty and improve the ratio of full-time faculty to adjunct faculty. (Improved and In Progress) As can be seen in the FTES/FTEF chart in the supplemental documents attached to this review, the percentage of classes taught by full-time instructors has increased from 31% to 58% since Page 53

54 2. Articulate more CSCI courses to the CSU/UC system. (Completed) With the alignment with the California State Model Curriculum, all courses have been redesigned to meet the C-ID requirements. This will improve transferability of our CIS courses. 4. Two-Year Program Strategies Action Plan for Achieving Two-Year Strategies Description Measurement Timeline Responsibility Improve marketing efforts to increase enrollments in courses, completion of program, and hiring of graduates for service area jobs. This includes brochures, program differentiation media, banners for outreach events and other marketing outreach efforts. Students/Counselors will be able to differentiate between CIS-CS-Cyber programs. Increase in first day enrollments and course section offerings. Materials for Preview Day, Career Day, Fall fair, and other , Department faculty and college PIO. Present at area Chamber of Commerce and Rotary club. Assess prerequisites and sequences of courses and implement course revisions to enforce prerequisites. Increase in student success and completion rates for certificates and degree , Full-time and adjunct faculty. Work with advisory committees to develop additional internship and placement programs. VTEA Employment Core Indicator will increase , Department faculty, Job Development Specialist and advisory committees. Page 54

55 4. Five-Year Program Strategies Action Plan for Achieving Five-Year Strategies Description Measurement Timeline Responsibility Revise all CSCI courses and change to ITIS prefix to differentiate CIS courses from CS. Improve data collection for new program courses. Complete course and program outcomes assessments in one year (2019) to obtain a snapshot view of all courses, degrees, and certificates. Courses updated and approved. All courses will be assessed during one year , , , , , Full-time faculty in department. Institutional Researcher, fulltime and adjunct faculty. Work with Advisory Committees to update courses, degrees, and certificates to align with industry/ workforce needs. Increase in enrollments and employability of graduates , , , , Department faculty and advisory committees. Page 55

56 Part 6 Supporting Documentation Computer Information Systems 1) Section Level data by course (5 year aggregate broken out online, onsite, combined) Number of sections Sections Offered Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C Enrollment first day, census, end of term Yearly Census Enrollment Total Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Average Students Per Section Census Enrollment Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Page 56

57 FTES, FTEF, Productivity (FTES/FTEF) Computer Information Systems FTES-FTEF-Productivity FTES Total Traditional Distance Ed FTEF Total Traditional Distance Ed Total FTEF by Contract Type # % # % # % # % # % Full-time % % % % % Overload % % % % % Adjunct % % % % % Summer % % 1.1 8% % % Productivity (FTES/FTEF) Total Traditional Distance Ed Collegewide Productivity Total Traditional Distance Ed Course Retention Rates Retention Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average Page 57

58 Course Success Rates Success Rates Trendline CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CSCI C CIS Average Cerro Coso Average ) Student Demography by discipline (5 years aggregate) Headcount Unduplicated Headcount Demographics Collegewide CSCI Courses # % # % # % # % # % # % Gender Female % % % % % % Male % % % % % % Age 19 & Younger % % % % % % % % % % % % % % % % % % 40 & Older % % % % % % Ethnicity African American 64 6% 36 5% 39 5% 28 4% 25 4% 425 5% American Indian 64 6% 46 6% 37 5% 25 3% 19 3% 118 1% Asian/Filipino/PacIslander 41 4% 31 4% 23 3% 25 3% 36 6% 348 4% Hispanic/Latino % % % % % % White % % % % % % Two Or More 40 4% 42 5% 48 6% 46 6% 29 4% 385 5% Unknown 1 0% 2 0% 0 0% 1 0% 1 0% 26 0% Page 58

59 Age Age Comparison (%) % 40% 30% 20% 10% 0% 19 & Younger & Older CSCI Courses College-Wide Gender Gender Comparison (%) % 60% 50% 40% 30% 20% 10% 0% CSCI Courses College-Wide Female Male Page 59

60 Ethnicity Ethnicity Comparison (%) % 50% 40% 30% 20% 10% 0% CSCI Courses College-Wide 3) Awards (5 years) CIS Programs Completers (Degrees and Certificates) CIS AS CIS Cert Page 60

61 1. Identify where SLO Reports for all courses within the program(s) can be accessed. SLO Reports are in Curricunet. 2. Identify where PLO Reports for all courses within the program(s) can be accessed. PLOS Reports are in Curricunet. 3. Advisory Committee Meeting minutes (CTE Only) Advisory Committee Meeting minutes are on file in Dean of CTE s Office. Page 61

62 CIS- Cyber Security Computer Science Major Differences Chart Page 62