The mission of the School of Computer Information Systems is to prepare students to assume dynamic roles as analysts and designers who will provide the professional insight required for building the information systems of the future.
Goals:
The Bachelor of Science Degree in Computer Information Systems is designed to provide students with an understanding of application software and language programming, to prepare students to write and manage database programs and networks, and to prepare students for advanced study.
Learning
Objectives:
The student who graduates with a Bachelor of Science Degree
in Computer Information Systems should meet the following learning objectives.
·
Practical knowledge of
various productivity software packages
·
Practical knowledge of
various programming languages
·
Knowledge of information systems
development methods and techniques
·
Knowledge of data
communications and local area networks
·
Teamwork problem-solving
skills
Practices Used to
Assess Conceptual Elements of the Computer Information Systems Major:
Student performance in computing is measured by the faculty
using a variety of methods including:
laboratory assignments, hands-on and written quizzes and examinations,
and student presentations. The
academic unit continuously monitors, evaluates, and refines each course in the
curriculum to ensure that graduates emerge from not only a quality CIS program,
but from one which is regionally competitive.
Practices Used to
Assess Computer Information Systems Program:
Student exit interviews/surveys, alumni surveys, and
employer surveys are used to assess the Computer Information Systems program.
Student Surveys:
Each
Alumni Surveys:
The instrument will address the alumni’s satisfaction
with their program course of study, satisfaction with the administration of the
program, and perceptions of program areas of excellence and areas of
deficiency. See Appendix K.
Employer Surveys:
The instrument will address the employer’s
satisfaction with the knowledge set of our graduates, program course of study,
and perceptions of program areas of excellence and areas of deficiency. This survey will be utilized every
three (3) years.
Career Outcomes:
The following criteria will be used to assess how
successful our Computer Information Systems graduates are doing outside the
university:
Has the student obtained employment in a timely manner?
Has the student been admitted to a graduate program?
This information may be obtained via word-of-mouth, the
news media, and follow-up surveys of graduates. The Computer Information Systems faculty
will share individually collected information with the rest of the faculty on
the career outcomes of Computer Information Systems majors.
Practices Used to
Assess General Education Elements of the Computer Information Systems Major:
The capstone course, CIS 4633 Application Software
Development Project will be used to assess how well the General Education
program prepared
Summary of Learning Objectives
CIS Assessment Analysis
2005
Learning Objective:
Practical knowledge of various productivity software packages
Description of assessment procedure:
Microcomputer-based productivity software packages during the 2005
calendar year include: Microsoft Windows XP Pro Operating System, Microsoft
Internet Explorer 6.0, Microsoft WORD 2003, Microsoft EXCEL 2003 and Microsoft
Power Point 2003. Although
technical aspects of each package comprise the core of the learning experience,
Course(s) in which conducted:
CIS 2223 Microcomputer Applications
Description of findings:
Reading comprehension deficiencies are becoming more apparent as the
complexity of the software increases.
Students have difficulties following the step-by-step procedures
outlined in the textbook’s hands-on exercises and assignments for all of
the productivity software packages.
Mathematics deficiencies surface most commonly when spreadsheet software
is being taught. Otherwise,
Feedback procedure(s):
All assignments were corrected and returned to the students in a timely manner. Corrections were examined and explained. Students had multiple opportunities to demonstrate their knowledge of each package through hands-on assignments and exams so that a relatively solid understanding of each was obtained.
Proposed changes, if any:
The faculty is also investigating the use of the Electronic Testing Service (ETS) new Information and Communication Technology (ICT) Literacy Assessment instrument to provide an objective “outside” validation of learning outcomes.
Summary of Learning Objectives
CIS Assessment Analysis
2005
Learning Objective:
Practical knowledge of various programming languages
Description of assessment procedure:
Students are given various assignments that seek to demonstrate any number of standard programming concepts. Each assignment should gradually build upon previous work. After the problem has been clearly defined, students are to develop logical solutions via tools such as flowcharts, pseudocode, IPO charts (INPUT/PROCESS/OUTPUT), or structure charts utilizing the software package Microsoft® Visio. The next step in the Program Development Cycle involves running the program with test data and subsequently ridding it of all errors. Various debugging techniques are employed to ensure clean compile, linkage, and execution phases. Although documentation is an on-going process, students should understand its importance and ensure that all coded modules are easily maintainable.
Ensuring that students have sufficient background in the construction of data files must also be emphasized in beginning programming classes. This type of exercise reinforces the differences in batch and interactive processing, and allows the student to better understand the concept of job streams and the job control language required in different environments.
Course(s) in which conducted:
CIS 3443 Object-Oriented Programming Languages
CIS 3423 COBOL
Description of findings:
As noted above, these courses are taught at the 3000-level and require
students to possess minimum competencies with the microcomputer but an
intermediate maturity for logic and general problem solving. Although students are required to pass a
General Education mathematics course before they can be admitted to these
programming classes, it has become evident that students who barely pass their
mathematics course have more difficulty developing code. Some
Feedback procedure(s):
All assignments were corrected and returned to the
Proposed changes, if any:
For internal, departmental purposes it is suggested that students taking their second programming language take a “fundamentals of computation/logic” exam at the beginning of the semester. This exam could be based upon the programming language used in the first course but should be a simple measurement of rudimentary ideas/skills. These results might help faculty better determine where to place emphasis in the ensuing weeks of the class. For instance, second semester programming students often have trouble writing declarative statements. If this is a predominate problem it could be detected early and extra emphasis then could be placed on the topic in the lecture or through the assignments. Similarly, students who can not quickly learn to write fundamental/simple input statements will suffer the entire semester.
In assessing student problems it has also become evident that if a student takes the first programming course and then waits two semesters or more before enrolling in a second programming course, the probability of success is greatly reduced. Faculty advisors might wish to warn students of this course of action since it classically brings on myriad potential difficulties. Retaking the first class might be the best option.
Summary of Learning Objectives
CIS Assessment Analysis
2005
Learning Objective:
Knowledge of information systems development methods and techniques
Description of assessment procedure:
Homework is one of the major assessment tools for this objective. This work is designed to reinforce textbook concepts and strengthen written communication skills. All assignments are typed and submitted in a professional format. Various methods of communications such as letters, memos, reports, or e-mails are employed to ensure students employ proper business formats. Students also use software packages such as Microsoft® Project and Microsoft® Visio to gain experience working with tools used in information systems develop.
Since modeling concepts are often difficult to grasp, students are grouped by different modeling techniques and teach a class on that technique. The group must research various aspects of the technique, prepare hand-outs, and construct exercises designed to strengthen these modeling skills. Developing and teaching a class over a modeling method used in information system construction is another assessment measure.
A case study provides students with the opportunity to employ varied information systems development methods and techniques. This case study assessment tool uses manuals and presentations to show if students understand the basic methodology involved in information systems analysis and design. To further enhance the learning process, students not only examine a system from the Information Technology (IT) side but also from the user standpoint. Students are placed in small groups who become IT for one group and the User for another group. As IT, the groups must perform the analysis and design, produce documentation manuals, and conduct presentations for their users. As Users, each group must construct their mission (in essence, create the case), answer questionnaires, and evaluate manuals.
Traditional objective exams are also given periodically to assess concepts.
Course(s) in which conducted:
CIS 3523 Systems Analysis & Design
Description of findings:
With homework, students have a tendency to be afraid of failure and to think their work should look just like everyone else’s work. Providing the students with handouts and examples that, while illustrating the same concept, show various ways of accomplishing a task has helped increase student confidence in their individual work. Since independent thought in the CIS industry is encouraged, getting students to realize that there can be more than one “right” answer is vital.
Modeling techniques continue to be a difficult concept for many students. While having students teach a modeling method could enhance research skills and knowledge levels, most just go to the Internet, pull off something, and proceed to read it to the class during their presentation. Very little additional knowledge is gained by the student through this assessment technique.
Students evaluating each other continue to work well. The same comment coming from several peers rather than just one from the instructor makes more of an impression on the student. Usually, the improvement from the first presentation to the second presentation is notable. This evaluation process also makes a student much more aware of things to look for not only in others but also in themselves.
Feedback procedure(s):
All homework assignments are graded not only for content but also for grammar, syntax, and presentation. Comments for improvement and/or encouragement are in abundance on individual papers. Items missed by multiple students are then addressed during class.
Both the manual and presentation are scored for the case study. The manual is awarded points based on grammar and spelling, the overall appearance, the consistency of the sections, the content of the data, and the order of the manual. Both the User group and the instructor provide written evaluations of the manual to its creators.
For the case study presentation, points are earned based on the consistency of the slide show presentation, the length of the presentation, the information presented, and the ability of the group to clearly present their information. Audience member evaluations and instructor observation are combined to provide the student with feedback for his/her presentation techniques. Students receive individual comment sheets addressing their presentation skills, content knowledge, and communication skills. These evaluations are collected, collated and presented to the individual. Students are expected to use these evaluations to construct an improvement plan for future presentations.
Traditional examinations are scored and returned promptly. Incorrect items are noted and clarified at that time. The instructor examines frequently missed questions and may re-teach or modify the teaching of that subject.
Proposed changes, if any:
Since assessment of modeling techniques is also being done through both homework and the case study, the teaching of a modeling methodology by the student will be eliminated. Little benefit is being realized by the student using the present method.
In the Description of Assessment Procedure, the following statement will be added at the end of the third paragraph “When not in the IT role or the User role, the student is in an Observer role. When in the Observer role, the student evaluates the presentation skills of those presenting.”
A new assessment tool is the construction of a Book of Knowledge. Students are expected to assemble articles, notes, handouts, research, etc. into a manual. A Table of Contents and/or index is necessary in order to locate specific data quickly. These books are evaluated based on their organization, content, and appearance. “
Summary of Learning Objectives
CIS Assessment Analysis
2005
Learning Objective:
Knowledge of data communications and local area networks
Description of assessment procedure:
There are two degrees of assessment in this class. Most of the course grade comes from three exams given throughout the semester. Each exam consists of both objective and subjective questions and is designed to test knowledge, as well as application of the concepts in short-answer and essay-based questions. Subjective questions must be answered in complete sentences, using an organized and straightforward manner. This method of testing strengthens critical and logical thinking, and written communication skills.
Class participation
is another degree of assessment for the class. Because a portion of the course is lab
work, the participation grade is based on involvement in building and
troubleshooting the networks while working in a team environment. In both lecture and lab, questions and
comments related to the course topics are encouraged so that, throughout the
semester, the class learns from others’ experiences. One
Course(s) in which conducted:
CIS 4503 Business Data Communications
Description of findings:
Students like the opportunity to discuss exam questions. By spending time reviewing the exams, the class is encouraged to compare the correct and incorrect answers, thus reinforcing oral communication, reasoning, and logic skills. This also serves as a chance to tie previous concepts to those that will appear in upcoming chapters and to reinforce concepts before entering into new material.
This is a
comprehensive course that continues to build upon its concepts. Information from early chapters is still
used near the end of the semester.
These topics are also applied in the computer laboratory setting. Students have a greater understanding of
the course topics after they have applied their knowledge in the computer
laboratory. While working in teams
to construct the networks,
Feedback procedure(s):
Exams are assessed and returned in a timely manner. Time is spent reviewing the exam, allowing students an opportunity to justify answers on selected questions, thus continuing the learning process; in order for a student to justify his/her answer, there must be some understanding of the topic being discussed.
Proposed changes, if any:
Computer laboratory work continues to be expanded, to encompass technology changes and student interest. The number of computers available will also expand to accommodate smaller student groups and an increase in hands-on opportunities.
Summary of Learning Objectives
CIS Assessment Analysis
2005
Learning Objective:
Teamwork problem-solving skills
Description of assessment procedure:
Faculty assigned students to two-person teams. Each team was required to complete five programming assignments that tested their skills in algorithm development, logic, and output procedures. Each team member was responsible for the completion of various sections of the program. Teams were required to construct structure charts to indicate relationships between the various processes, utilizing the software package Microsoft® Visio. The faculty member observed the work ability of each team.
Course(s) in which conducted:
CIS 3553 Advanced COBOL
Description of findings:
Overall, faculty did not observe problems within the team structures. Students shared work assignments, and systematically divided up the work load between the two team members during the development stage. The teams communicated with each other during lab times, through email, and outside the classroom concerning the various programming components. Having a team member to rely on for completing the various components has aided the students in the completion of complex programming assignments. Faculty found the students worked well within their teams and completed all assignments in a timely manner.
Feedback procedure(s):
Faculty observed and visited with team members to ensure compatibility.
Proposed changes, if any:
None