Computing & Technology School of Science and Technology A.A.S. in Information Technology CIP Code:...
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Transcript of Computing & Technology School of Science and Technology A.A.S. in Information Technology CIP Code:...
Computing & TechnologySchool of Science and Technology
A.A.S. in Information Technology
CIP Code: 11-0103Program Code: 514
1Program Quality Improvement Report 2009-2010
Program actions since last assessment presentation
1. Have meeting with stakeholders of the IT Program in order to set target scores of different outcomes for the 2009-2010.
2. To performs a pretest as well as continue with posttest in IT2063.
2
Program actions since last assessment presentation
3. Insert in assessment in outcome SLO2. …must understand the impact that information technology has on society as a whole and must know the importance of continual learning in the CIS 1013 Intro to Computer Information Systems.
4. Insert in assessment in outcome SLO4. …must be able to choose from a variety of different problem solving methodologies to analytically formulate a solution using a high level programming language in IT2413 Programming II. 3
Student-Learning or Service Outcomes
1. must understand the value of high ethical standards (Bloom’s Knowledge);
2. must understand the impact that information technology has on society as a whole and must know the importance of continual learning (Bloom’s Knowledge);
3. must possess the ability to communicate in a variety of settings using oral, written, multimedia techniques to a variety of audiences and must interact with and understand diverse groups using a strong IT vocabulary (Bloom’s Application);
4Program Quality Improvement Report 2009-2010
Student-Learning or Service Outcomes
4. must be able to choose from a variety of different problem solving methodologies to analytically formulate a solution using a high level programming language (Bloom’s Analysis);
5. must understand the planning, performing, and evaluation process as it relates to information technology operations and must understand system phases, and the Systems Development Life Cycle (SDLC) (Bloom’s Knowledge); and
5Program Quality Improvement Report 2009-2010
Student-Learning or Service Outcomes
6. must understand basic computer networks infrastructure and demonstrate proficiency in assembling, configuring and administering networks (Bloom’s Knowledge & Application).
6Program Quality Improvement Report 2009-2010
Alignment of Outcomes
The AAS in IT program as well as all programs in the CaT Department support the University Mission as found in the Cameron University Plan 2013 and as stated below:
“Cameron University provides a diverse and dynamic student
body access to quality educational opportunities; foster a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepare students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driven force in the cultural life and economic development of the region.”
7Program Quality Improvement Report 2009-2010
Alignment of Outcomes
• Outcomes 1, 2 Responsible citizenship• Outcomes 1, 2, 3, 4 , 5, 6 professional success • Outcome 2, 6 Prepare students for life-long learning
8Program Quality Improvement Report 2009-2010
Alignment of Outcomes
As well as the School of science & Technology mission of • educate students in an intellectual atmosphere based on
academic excellence, high ethical standards, and exposure to the latest advances in our academic disciplines;
• assist our students in developing the skills and confidence to excel as life-long learners;
• prepare our graduates for success in a diverse and dynamic environment;
• create an atmosphere conducive to professional growth for faculty and staff;
• support community efforts relevant to Cameron University.9Program Quality Improvement Report 2009-2010
Alignment of Outcomes
And the Computing and Technology Department Mission of • providing quality academic programs based on academic excellence, high
ethical standards, and learning outcomes for each of the computing and technology disciplines;
• assist students in developing the skills and confidence to excel as life-long learners;
• prepare computing and technology graduates at both the A.A.S. and B.S. levels for success in a diverse and dynamic environment;
• provide faculty and staff with an atmosphere conducive to professional growth through an annual individualized appraisal program;
• support community efforts involving computing and technology disciplines relevant to the university, school, and department.
10Program Quality Improvement Report 2009-2010
Measures of Learning and Service Outcomes
Direct measures of student-learning or service outcomes:
• Locally developed tests• The Blackboard tool blogging was used to receive
feedback from students
Program Quality Improvement Report 2009-2010 11
Measures of Learning and Service Outcomes
Strategies & Methodologies that address shortfalls in student learning or services prior to graduation
• Computer resources for doing more hands-on:
– Myitlab– Mac computers for networking and installation of
operating systems
Program Quality Improvement Report 2010-2011 12
Measures of Learning and Service Outcomes
Strategies & Methodologies that address shortfalls in student learning or services prior to graduation
• Partnership with the Cyber Security Education Consortium (CSEC):
⁻ Faculty training - three faculty have attended 3 workshops and two have attended 1 workshop,
⁻ Alignment of IAS courses to core areas of CSEC.
Program Quality Improvement Report 2010-2011 13
Measures of Learning and Service Outcomes
Strategies & Methodologies that address shortfalls in student learning or services prior to graduation
• Offering of more options in schedule an teaching delivery:
⁻ Course delivering time change (ex. night classes),⁻ IAS 2233 is under development as an online course.
Program Quality Improvement Report 2010-2011 14
Report on actions from the three previously chosen priority outcomes
We perform an action plan that includes all six outcomes:
First outcome changed
• must understand and demonstrate application of a high ethical standard
to• must understand the value of high ethical standard
1515Program Quality Improvement Report 2009-2010
Report on actions from the three previously chosen priority outcomes
Develop of the master syllabi for IT courses mapping outcomes to specific course outcomes. Found at
• W:\Workgrps\Computing\Syllabi\_Master Syllabi\IT_MasterSyllabi
Posted in the web page including study plan. Found at
http://www.cameron.edu/comptech/syllabi/syllabi.htmlAndhttp://www.cameron.edu/comptech/typical/typical.html
1616Program Quality Improvement Report 2009-2010
Report on actions from the three previously chosen priority outcomes
Compare our program with other Universities.
• We are now part of the Cyber Security Education Consortium and we are aligning our courses to the core of CSEC
1717Program Quality Improvement Report 2009-2010
Student-learning or service outcome and measurements
PROGRAM OUTCOME # 1
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
must understand the value of a high ethical standard
CIS 1013 – EET1063 -IAS2233
Locally developed test (direct)
No method used until now
No method used until now
Annually , Fall Semester
1818Program Quality Improvement Report 2009-2010
Display of Assessment Data – must understand the value of high ethical standards
19Program Quality Improvement Report 2009-2010
Score 0 1 2 3 4 5 6 7 8 9 10 11 12 13
# Students 0 0 0 0 0 0 0 0 0 1 1 0 1 11
Overall rating: 12.43 over a scale of 13. Standard dev. Of 1.28
On the final a total of 14 students were given three scenarios that may occur a in school or work environment that pose ethical dilemmas.
The responses were measured on a scale of zero and one.
One (1), being able to provide the response with a valid explanation of theResponse, and zero (0) for failing to provide a valid response or explanation.
Analysis of Assessment Data - must understand the value of high ethical standards
This is the first time that we took assessment of this outcome, for this reason we did not
1. Use a multi-year trend chart to demonstrate effectiveness of the outcome over time, preferably with 3 or more years of data
2. Compare data to Oklahoma, regional/peer institution norms if available
3. Compare data to national norms if available
20Program Quality Improvement Report 2009-2010
Action Plan for Student- Learning must understand the value of high ethical standards
1. To continue emphasis in the importance and knowledge of the value of ethics in our society.
2. To review if this outcome is measured in the Information Systems (IS) standard exam; if not, to continue with in house test.
21Program Quality Improvement Report 2009-2010
Student-learning or service outcome and measurements
PROGRAM OUTCOME # 2
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
must understand the impact that information technology has on society as a whole and must know the importance of continual learning;
CIS 1013 Post in Blackboard a Blog about the mission of the University
No method used until now
No method used until now
Annually , Spring Semester
2222Program Quality Improvement Report 2009-2010
Display of Assessment Data – must know the importance of continual learning
Score 1 2 3
No. of Scores 4 8 18
Program Quality Improvement Report 2010-2011 23
Overall rating: 2.5 over a scale of 3
A total of 30 students participated in a blog posted on Blackboard aboutThe third bullet of our University mission: ” Prepare students for professionalSuccess, responsible citizenship, life-long learning, and a meaningful
Contributions to a rapidly changing world.”
A rubric of 1, 2, 3 was used, being 3 the highest score.
Display of Assessment Data – must know the importance of continual learning
Example of students comments from blog:• “This is my second semester at CU. I have taken classes from other
colleges and universities. So far the degree plans incorporates the goals of the mission statement. Classes such as speech, this computer class and so forth that are required give us the tools to further our education.”
• “How fortunate we are in southwest Oklahoma to have Cameron University so conveniently located and so capably meeting our changing educational needs. Whether we're upgrading skills for an existing job or re-training for a new career, whether we're fresh from high school or long-retired exploring new interests, Cameron certainly does prepare us for professional success, encourage responsible citizenship and, through life-long learning, allow us to continue to make meaningful contributions to our world.”
Program Quality Improvement Report 2010-2011 24
Analysis of Assessment Data - must know the importance of continual learning
This is the first time that we took assessment of this outcome, for this reason we did not
1. Use a multi-year trend chart to demonstrate effectiveness of the outcome over time, preferably with 3 or more years of data
2. Compare data to Oklahoma, regional/peer institution norms if available
3. Compare data to national norms if available
25Program Quality Improvement Report 2009-2010
Action Plan for Student- Learning must know the importance of continual learning
1. Review of course content to match certifications (May 2011)
2. Resources needed: One Faculty with lower load
26Program Quality Improvement Report 2009-2010
Student-learning or service outcome and measurements
PROGRAM OUTCOME # 6
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
must understand basic computer networks infrastructure and demonstrate proficiency in assembling, configuring and administering networks.
EET 1063 – IT 2063
Embedded questions in exams
No method used until now
No method used until now
Annually , Spring Semester
2727Program Quality Improvement Report 2009-2010
Display of Assessment Data – proficiency in assembling, configuring and
administering networks• A total of 14 students were given a pre-test on the first day of
class. The main focus of the test was to determine students’ previous exposure to installation, configuration and administration of operating systems in a network.
• Each Pre-test was scored on a scale of zero (0) to fourteen (14), with zero indicating no exposure and fourteen indicating mastery:
Program Quality Improvement Report 2010-2011 28
Score 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
# Students 1 2 1 2 2 0 0 1 1 2 1 0 0 1 0
Pretest
Mean: 5.29, standard dev 4.0
Display of Assessment Data – proficiency in assembling, configuring and
administering networks• A Post-test was given to 14 students along with the final exam
on May 4, 2010. The Post-test was the same as the Pre-test. The objective of the Post-test was to determine the student learning after completing the course:
Program Quality Improvement Report 2010-2011 29
Score 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
# Students 0 0 0 0 0 0 0 0 0 4 1 1 5 0 3
Post test
Mean: 11.36, standard dev 1.9
Display of Assessment Data – proficiency in assembling, configuring and
administering networks
Variable 1 Variable 2Mean 5.285714286 11.35714286Variance 16.06593407 3.631868132Observations 14 14
P(T<=t) one-tail8.27215 * E-06
Program Quality Improvement Report 2010-2011 30
Comparison of scores of Pre-test & Post-test:
Conclusion: the two distributions are statistically significant, i.e., different.
Display of Assessment Data – proficiency in assembling, configuring and
administering networks
Program Quality Improvement Report 2010-2011 31
Overall rating over a scale of 100
Year Average Std. dev. # Participants
2008 81.82 8.74 11
2009 95.90 9.58 14
Comparing with previous year
Comparing 2008 with 2009 we see on average an increase in theLearning process for this outcome.
Action Plan for Student- Learning proficiency in assembling, configuring and
administering networks
1. Install Mac computers in the Lab2. Review of text books and course content to match
certifications3. Resources needed: One Faculty with lower load
32Program Quality Improvement Report 2009-2010
Action Plan IT – 3 years
• To get accreditation as a Center of Academic excellence (year 2013)
• To continue review of Outcomes
• Resources needed: One Faculty with lower load
Program Quality Improvement Report 2010-2011 33