School
of
Computer Information Systems
ANNUAL ASSESSMENT REPORT
2007
Guiding Questions
1.
List the student learning outcomes (SLO) for your unit.
A student who graduates from the School
of Computer Information Systems should be able to possess the following, click
on each student learning outcome below to view the full assessment report for
each (Appendix A):
1. Practical knowledge of various
productivity software packages
2. Practical knowledge of various
programming languages
3. Knowledge of information systems
development methods and techniques
4. Knowledge of data
communications and local area networks
5. Teamwork problem-solving skills
Please see the following supporting documentation specific to our unit:
The Mission, Goals, Student Learning Outcomes, and Practices Used to
Assess the Computer Information Systems Program (Appendix A):
The Mission, Goals, and
Outcome Report: click to view
this document
Course Objectives & Content (Appendix B):
Course Objectives & Content: click to view this document
2. Demonstrate how
your unit’s specific student learning outcomes are linked to the mission of
UAM. Please use your enumerated list from Question 1 to complete the section to
the right.
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UAM |
Unit Learning Outcomes |
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 |
The mission the The University seeks to
enhance and share knowledge, to preserve and promote the intellectual content
of society, and to educate people for critical thought. The University provides
learning experiences that enable students to synthesize knowledge,
communicate effectively, use knowledge and technology with intelligence and
responsibility, and act creatively within their own and other cultures. The University strives for excellence in all its endeavors. Educational opportunities encompass the liberal arts, basic and applied sciences, selected professions, and vocational/ technical preparation. These opportunities are founded in a strong program of general education and are fulfilled through contemporary disciplinary curricula, certification programs, and vocational/technical education or workforce training. The University assures opportunities in higher education for both traditional and non-traditional students and strives to provide an environment that fosters individual achievement and personal development. |
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3. Narrate and attach
copies of specific evidence of the ways that your unit communicates student
learning outcomes (from Question 1) to prospective and current students.
See supporting
documentation in Appendix C:
See supporting
documentation in Appendix D:
See supporting
documentation in Appendix E:
The School brochure implies the student learning outcomes (SLO) to prospective students throughout the text under What We Offer. At the recommendation of Media Services, in support of common advertising practices, there are no listings, like 1, 2, 3, etc. in the CIS brochure. Following this practice, we emphasize the various productivity software packages offered (SLO 1), the various programming languages offered (SLO 2), problem solving utilizing verbal/written communication skills (SLO 3), networking (SLO 4), and team concepts (SLO 5) enabling the student to advance in a complex business environment in the brochure.
See supporting
documentation in Appendix F:
4. Provide specific
evidence including historical patterns or trends of how your unit assesses whether
students have achieved your unit’s student learning outcomes.
See supporting
documentation in Appendix G:
To answer this question, we begin by utilizing our capstone course, CIS 4633 Application Software Development Project, for all graduating seniors. The following is a result of the survey:
The overall scores range from a low score of 2.93 (Think Creatively) to a high score of 2.42 (Write Effectively), on a scale of 1 to 5, with 1 being high and 5 low. This placed all general education skills in the Moderately High level of preparedness.
The effectiveness of the student’s writing is acceptable. The students are successfully able to create memos, status reports, manuals, etc. All the writing the students are doing (especially in CIS classes and Technical Writing) seems to be working. While the technical aspects of documents are done correctly, the depth, in-sight, and creativeness seems to be in need of a boost. In fact, the ability to think creatively seems to be a challenge for many of the students in this past year. These students can produce solid work but basically need/want a template.
Based on the results from the past three years, the general education curriculum is adequately preparing students for success in the CIS major.
See supporting
documentation in Appendix A:
The Student Learning Outcomes (SLO) Summaries for CIS:
Please note that you will find in Appendix A that each SLO is explained in detail concerning the method of assessment and the findings for each outcome. Please click on each link to see the full report.
1. Practical knowledge of various
productivity software packages
2. Practical knowledge of various
programming languages
3. Knowledge of information systems
development methods and techniques
4. Knowledge of data
communications and local area networks
5. Teamwork problem-solving skills
In summary, each SLO indicates that CIS students have achieved the unit’s student learning outcomes
See supporting
documentation in Appendix H:
Please keep a couple of items in mind as you review these documents. The scale used is from one (1) to five (5) with one being high; therefore, the lower the average, the better the score. Also, the top-end value on the Y axis on the charts has been capped for improved readability.
In reviewing the data, the numbers in the CIS course content and effectiveness had a seesaw effect; better in some years while worse in others. To better understand the meaning of these numbers, a forecast trendline analysis was applied to each course. The forecast was positive for every CIS course except for CIS 1013 Introduction to Computers. Based on student opinion the course content and effectiveness of this class is decreasing and according to the trendline analysis will continue to diminish. This could be due to students being more computer literate coming into the program than in the past. Many more students now have their own computers and/or have had computer classes in school than did in the past. The department should examine this class to determine if this is a course our majors still need.
As you review these documents, please note any ideas for improvement to the survey. These CIS Exit Surveys have resulted in many positive changes for our department and will continue to help us strengthen the program.
Many of the comments addressed the CIS teacher/student relationship, mentioned often in the strength category. The faculty’s dedication and their desire for students to learn is a recurring strong point. The comfortable environment we provide and the camaraderie that exists for CIS majors was also mentioned.
The variety of programming languages currently offered was also listed as a plus.
With regards to computers, comments this year resemble last year’s survey; each group maintains a desire of increased quality and quantity of computers. In addition, student comments are directed toward their inability to access those computers, requesting additional hours in laboratories, and/or non-classroom computer labs.
With regards to the statistical
data, you will note that historical data is included for your viewing dating
back to 2003. We have also included a
comparison chart for the years 2003-2007.
5. Provide evidence
of the measures of student performance that your unit collects and analyzes
regularly. Address specific examples of
how analyses of student performance have been used to improve unit decisions.
The School of CIS analyzes student performances in courses, resulting in the following:
6. Describe and
provide examples of how your unit utilizes information, other than student
performance, to determine necessary unit decisions. Include in your description
how your unit analyzes and selects a course of action. Attach documentation
that supports your determination.
See supporting
documentation in Appendix H:
Historically, the student exit surveys have indicated requests for the removal of CIS 1013 Introduction to Computers in the core curriculum; the CIS faculties have reviewed the continual request and will begin the process to replace this course with PC Maintenance and Hardware in the CIS curriculum.
See supporting
documentation in Appendix K:
There were several comments from our alumni requesting courses addressing knowledge of computer parts, internet security, Java, SQL, and web development. The PC Maintenance and Hardware course, mentioned above in the Student Survey Results, will address these concerns with regards to knowledge of computer parts and inner-workings of the physical computer. Some of the comments from past graduates were not relevant, since our curriculum has evolved with offerings in: Internet Security, Java, SQL, C#, Advanced Web Development, and PC Maintenance & Hardware, as indicated in previous surveys. The survey did not indicate any additional deficiencies in the current curriculum offerings.
Due to the wide range of fields in the CIS area, like other institutions, it is nearly impossible to offer a wide array of courses to satisfy everyone.
See supporting
documentation in Appendix J:
See supporting
documentation in Appendix I:
Proposed Changes:
Based on CASAA’s recommendation, all future surveys utilizing Likert scales will be modified using 1 for low and 5 for high; instead of the existing 1 for high and 5 for low. This should improve interpretation of all statistical analyses obtained from various surveys and reported in our assessment report.
7. Based on your
answers to Questions 5 and 6 regarding student learning outcomes, prioritize
your unit’s future course of action. Include plans for what will be done, by
whom, to what extent, and how often.
The School of CIS plans the following future courses of action regarding analyses of information obtained from Questions 5 and 6:
8. Describe and provide specific evidence of how
your unit is making student learning accessible. Address historical patterns and trends.
Include, if applicable, alternative modes of instruction. A table of course schedules over time showing
efforts to offer courses via alternative formats, different timeframes, etc.
will be beneficial.
See Supporting
documentation in Appendix L:
The School of CIS has incorporated the following to enhance learning accessibility by our students:
Students’ ability to receive free copies of Microsoft Development Software that are utilized in their homework assignments has improved the students’ ability to work on assignments at home. This has led to the majority of assignments being turned in on due dates, since students with personal computers no longer have to wait for availability of computers in the laboratories.
Students enrolled in eligible Computer Information Systems courses requested 161 software checkouts during the 2007 calendar year. The top software checkouts for CIS students were:
o SQL Server - a comprehensive, integrated data management and analysis software that enables students to utilize databases in the upper level Data Base Management Systems course
o Microsoft Access - a relational database management system that combines the relational database engine with a graphical user interface and software development tools giving our students two platforms when utilizing databases in applications
o Visual Studio - developing applications for the latest platforms: the Web, Windows Vista, Windows Server 2008, and the 2007 Office system
o Microsoft Visio - students utilize this graphic package in several programming courses to create drawings, flow charts and diagrams to indicate logical flow of system and programming flowcharts; and structure charts
o Microsoft Project - provide students with greater flexibility in data analysis and delivery and greater scalability for managing large projects in upper level courses
The data indicates the number of courses offered has been consistent over the past two years for the various alternative offerings given below:
o Class offerings at College of Technology campuses
o Non-traditional class times at UAM campus:
§ Night Classes
§ Monday and Wednesday 2:10 – 3:30
§ Wednesday 1:00 – 4:00
o WebCT offerings: Introduction to Computer Systems, Microcomputer Applications, and Advanced Microcomputer Applications
o Continuing Education: Microsoft PowerPoint I
9. Specifically describe how your unit involves
students directly in the assessment process.
The School of CIS uses end-of-term student evaluations, senior exit surveys, and alumni surveys to directly involve our students in the assessment process.
See supporting
documentation in Appendix H:
Students are directly involved in this process through filling out the survey and the comments they choose to share with the School.
See supporting
documentation in Appendix K:
Graduated students are directly involved in this process through filling out the survey and the comments they choose to share with the School.
See supporting
documentation in Appendix M:
Employers will be directly involved in this process through filling out the survey and the comments they choose to share with the School.
10. Describe and provide evidence of the efforts
your unit is making to retain students in your unit and/or at the
University.
Our unit has followed two approaches in our retention efforts, the first approach involves individualized contact, the second approach is a generalized approach. It is our hope that both approaches combine to provide individual encouragement to stay in school as well as provide hygiene factors to make that stay more enjoyable.
Our individualized approach consists of a multifaceted letter campaign. We mail congratulatory letters to all of our majors who achieve sufficiently high grades to be included on the Chancellor's and Dean's list each semester. We annually mail letters to all General Education majors explaining the advantages of becoming a CIS major and the career opportunities upon graduation. We mail congratulatory letters to all prospective students who have been awarded an UAM scholarship, believing that at this point, it is no longer recruitment but retention.
See supporting
documentation in Appendix N:
Our generalized approach consists of offering specialized courses of interest to students and student-oriented social activities, both of which are considered hygiene factors designed to provide a conductive-to-learning positive environment.
Our unit has been working towards the creation of preparatory course offerings, to be offered in the spring of 2008, in the following areas: UAM & WWW searching techniques, Computer File Management, and Instructions on Using WebCT. These one-hour courses will be available to all UAM students. It is our hope that these courses will have a positive impact on our students’ ability to successfully complete academic courses in their discipline. Thus, increasing our ability to retain and graduate students in our unit.
See supporting
documentation in Appendix N:
Student retention is anything you do to help the student stay in college and successfully complete their degree. Part of this process is by getting the students involved in their major field of study and building relationships with faculty outside of the classroom. We have done this through our student organization, Christmas parties, and the Commencement luncheon. Some might feel that food has nothing to do with retention; however, food is what attracts students to our meetings, brings them around at Christmas, and shows the student and their families that we as a unit care about this student and their success. An explanation of each event follows:
The CIS School sponsors the Chi Iota Sigma Student organization to keep students informed of technological advances in the IT industry by bringing in guest speakers to share their work experiences, company tours, involvement in the community through our canned food drive in the fall and spring, and new members in the CIS club will be presented with club identification lapel pins.
See supporting
documentation in Appendix N:
Our unit annually offers our students a Christmas hors d’oeuvre table of various ‘goodies’ to say ‘thank you’ to our students. This is then converted to a lunch spread for all Chi Iota Sigma members. The faculty bring several appetizers and desserts to share with the students.
See supporting
documentation in Appendix N:
Annually, the CIS School holds a luncheon for all CIS graduates and their extended families following commencement. The faculties bring desserts, serve the guests, take photos, and visit with the graduates and their family members.
See supporting
documentation in Appendix N:
Our majors are very aware of the Christmas party and Commencement luncheon that are held in their honor and are very appreciative of the time we spend on their behalf.
