School
of
Computer Information Systems
ANNUAL
ASSESSMENT REPORT
Calendar Year
2008
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.
|
|
UAM |
Unit Learning Outcomes |
|
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. |
SLO 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2 SLO 1, 2 SLO 1, 2 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 SLO 1, 2, 3, 4, 5 |
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:
· School Statement of Philosophy and Principles - click to view this document, also available on the School website
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 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 G:
Of the 16 students completing the course, 16 completed the survey. The quantitative values were examined and the comments were consolidated. The 2008 data was then compared to the results from 2004 – 2007.
Please keep this modification in mind as you review these documents. The scale has been changed this year based upon a recommendation from the CAASA committee. The scale now uses one (1) as low and five (5) as high instead of one (1) as high and five (5) as low. All data from previous years has been converted to the new rating scale. This change should lead to improved readability.
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 such as the development of PC Maintenance and the World Wide Web Programming courses.
The trendline analysis indicates that the following courses and the SLO’s they support CIS 2223 (SLO1); CIS3423 and CIS3443 (SLO2); CIS3523 (SLO3); CIS4503 (SLO4); and CIS353 (SLO5) show an overall rise over the past five years. From the exit surveys, the students’ perception of course content and effectiveness are satisfying the unit’s student learning outcomes.
Proposed Changes:
While the General Education Elements of the CIS Majors was utilized in past reports, this no longer supports any of the driving assessment questions, and is no longer useful.
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 examines student performances in all core 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 G:
Of sixteen students completing the survey, the majority of the comments dealt with curriculum. Making the WWW Programming class mandatory and offering more networking classes were listed by about a fourth of the students as being improvements that would help the CIS program. While the WWW Programming class has recently been made part of the CIS core, the students taking this survey were not required to take the class. The comments about making the class mandatory appear to come from those students who took the class as an elective and understood its importance.
When questioned about changes the students would recommend in the CIS curriculum the desire to have more networking classes is once again a suggestion made by several. One student suggested that a networking elective would be a good addition to the program.
On the Supportive Requirements subject, a few students did not see the need for Accounting. If they did have to take accounting, a suggestion was made to have only three hours required instead of six hours now mandatory.
Course of Action:
The CIS School will address the above student concerns/comments to determine if and how these can be incorporated into future curriculum modifications.
See supporting
documentation in Appendix H:
The School of CIS recommended the following modifications to the CIS core curriculum: Curriculum & Standards Form – click to view this document
Replace CIS 1013 Introduction to Computer-based Systems
with CIS 2193 PC Hardware and Software Maintenance –
§ Syllabus - Click to view course syllabi
Justification of Change:
The School of CIS proposes that the CIS 2193 PC Hardware and Software Maintenance course become the introductory level course for the program instead of the CIS 1013 Introduction to Computer-based systems course. A five-year trend analysis of assessment reports on the value to students of the content and effectiveness of CIS 1013 indicates a steady decrease. Most students now entering college bring with them the basic skills that the course is intended to provide. The CIS 1013 course has become redundant for most CIS majors. The course will remain a CIS elective for the student who does not have sufficient background knowledge and will remain a General Education technology elective.
At the same time, employer surveys indicate that they are expecting students to have a basic hands-on knowledge of software and hardware maintenance. Employers no longer have the luxury of employing a maintenance specialist for routine maintenance requirements but rely on their CIS employees to provide this coverage. CIS 2193 will fulfill this need as the introductory course to the CIS major in place of CIS 1013. CIS 2193 will provide skills applicable throughout the CIS curriculum and enhance employment opportunities after graduation.
See supporting
documentation in Appendix J:
The annual CIS Alumni survey queries graduates at one-year, three-year, and five-year intervals and the data is analyzed in aggregate for each survey year. The small sample size for individual years precludes a by-year micro-analysis. The graduate years surveyed in 2008 were the classes of 2007, 2005, and 2003, with seventy-one surveys mailed, and eleven completed surveys returned.
The sixth annual alumni survey provided the highest average ratings of “growth potential” and satisfaction with the “learning experience” to date. Four of the six “learning objectives” and five of the seven “supportive requirements” ratings of “growth potential” exceeded the average attained by the five previous surveys. Eleven of the sixteen “Satisfaction with Learning Experience” item ratings exceeded the average attained by the five previous surveys.
The comparison of ratings for “Learning Objectives” by year showed one significant difference. The 2005 survey rating on Learning Objective Three was much lower than all other years. There were no significant differences when comparing ratings by year for the “Supportive Requirements” and for the “Satisfaction with Learning Experience” items.
Graduate comments indicated the most concern with the programming languages being offered, both pro and con, but no trend in a particular direction is discerned. The second most commonly voiced concern is the lack of Information Technology courses. While an Information Systems program is distinctly different from an Information Technology program, many of our graduates work for small companies where expertise in both programs is expected and would be beneficial. Expanding the curriculum to offer more Information Technology courses would require a commitment of considerable additional funding to provide laboratories, equipment, and faculty, as well as additional space to house the required laboratories and faculty.
Course of Action:
Due to repeated comments by both graduating seniors and alumni concerning the lack of a web development course, the CIS faculty have developed CIS 3453 World Wide Web Programming as a required course in the core curriculum.
See supporting
documentation in Appendix H:
The School of CIS recommended the following modifications to the CIS core curriculum: Curriculum & Standards Form – click to view this document
Addition of CIS 3453 World Wide Web Programming to
the CIS core
§ Syllabus - Click to view course syllabi
Justification of Addition:
The School of CIS proposes that the CIS 3453 World Wide Web Programming course be added to the core CIS curriculum. The World Wide Web has become a potent marketing and point-of-sale tool for businesses today. CIS employees are expected to assist their employers in designing and programming web sites. Adding the CIS 3453 World Wide Web Programming course to the required core curriculum will ensure our CIS graduates have the introductory knowledge and skills in WWW programming that will provide additional enhanced employment opportunities after graduation. See Syllabus in Appendix E attached.
While this course addition expands the CIS core curriculum to 39 credit hours it is still in line with approximately half of UAM programs at the present time. This course addition still allows for 12-18 free elective credit hours.
See supporting
documentation in Appendix L:
The 2008 CIS Employer Survey is
not directly comparable to the 2003 CIS Employer Survey. The 2003 survey was mailed to the Personnel
Office of employers and asked specifically about UAM graduates. Because a number of respondents used UAM
graduates in general instead of CIS graduates or stated that they didn’t have
any UAM graduates but completed the survey anyway, the 2008 survey was mailed
specifically to the Chief Information Officer or to the Director of Information
Systems/Technology and asked about college graduates instead of specifying UAM
graduates. One-hundred-thirty-eight
surveys were mailed to businesses in the southeast region of Arkansas where the
university recruits
Independent Samples T-Tests on the twenty-eight different measures were used to test for differences between the two samples. Three tests indicated significant differences. They included the graduate competence rating for Learning Objective Two (Programming Languages), the employer rating of importance for Learning Objective Three (IS Development Methods and Techniques), and the graduate competence rating for Learning Skills. The small ratio of significant differences compared to the total number of measures suggests that even given the slightly different emphasis between the two samples, the two samples are similar.
The 2008 sample indicates that employers are placing more emphasis on work experience, social and life skills, and the major/minor and less emphasis on the college degree and internal performance exams when making hiring decisions than in 2003.
Employer ratings of importance for the Learning Objectives are higher in 2008 than in 2003 for five of the six objectives, based on the 2002 IS Model Curriculum (see Employer Survey), while employer ratings of graduate competence for the Learning Objectives were lower in 2008 that in 2003 for all six objectives and four were significantly different. In general, employers have raised their expectations while their perceptions of graduate competence have decreased.
Employer ratings of importance for the Supportive Requirements were lower in 2008 than in 2003 for six of the eight requirements while employer ratings of graduate competence for the Supportive Requirements were lower in 2008 than in 2003 for all eight requirements and four were significantly different. In general, while employers have lowered their expectations, graduates have lowered their level of competence.
Based both on the hiring criteria and on written comments, graduates are lacking in social and life skills while maintaining their technical skills. But for many employers, social and life skills are as important as or more important than technical skills. These findings and comments are supported by any number of recent studies and reports.
Course of Action:
The School of CIS has addressed the concerns from employers of students lacking various social and life skills through CIS 3523 Systems Analysis and Design providing an etiquette workshop each semester addressing such topics as business casual dress, place settings, and attending after-hours business events.
See supporting
documentation in Appendix I:
Faculty meetings to discuss course modifications
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 K:
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 149 software checkouts during the 2008 calendar year. The top software checkouts for CIS students were:
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 Visual Studio - developing applications for the latest platforms: the Web, Windows Vista, Windows Server 2008, and the 2007 Office system
o Microsoft Project - provide students with greater flexibility in data analysis and delivery and greater scalability for managing large projects in upper level courses
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 Operating Systems Software XP Professional and Vista.
The Software Detailed Usage Chart indicates similar checkouts during 2007 and 2008 while the previous three years, 2004-2006 mimic each other.
The Trend Analysis indicates a peak in 2005, with a steady decline to 2007, and then a plateau into 2008. There is a direct relationship between this trend and the number of CIS students in the major.
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
§ Special Topics: Basic courses MWF 12:00, 1 hour
o WebCT offerings: Introduction to Computer Systems, Microcomputer Applications, and Advanced Microcomputer Applications
o Continuing Education: Microsoft PowerPoint II, Spring 2008
9. Specifically describe how your unit involves
current students directly in the assessment process.
The School of CIS uses end-of-term student evaluations, and senior exit surveys to directly involve our students in the assessment process.
See supporting
documentation in Appendix G:
Students are directly involved in this process through filling out the survey and the comments they choose to share with the School.
Proposed Changes:
Initiate a Stakeholder Group Interview Session consisting of three sophomores, juniors, and seniors. This group would examine the SLO’s to ensure the School is covering each of the outcomes.
10. Describe and provide evidence of the efforts your
unit is making to retain students in your unit and/or at the University.
The Senior Exit Survey comments indicate, as in previous years, the excellent CIS teacher/student relationship. This was specifically mentioned by more than half the students as a significant strength of the CIS program. We believe, and the perception on the exit survey support that this relationship is the foundation in retaining students.
Our unit has followed two approaches in our retention efforts, the first approach involves individualized contact, and 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, and make that stay more enjoyable.
Our individualized approach consists of a multifaceted letter campaign, in addition to personalized contact with students. 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. The School sends a welcome letter to each incoming CIS student. All CIS advisors write an individual personal welcome note card to each of their new incoming advisees. Faculty maintain student contact logs available in their offices for viewing, as well as, telephone logs are maintained in the CIS office. All faculty members have their office hours and class location on the office door to facilitate contact with students.
See supporting
documentation in Appendix M:
Our generalized approach consists of offering specialized courses of interest to students and student-oriented social activities, both of which are designed to provide a conductive-to-learning positive environment. In addition, the School promotes the CIS Scholarship Awards Reception held each spring. During this event, students are presented academic scholarships, and Outstanding Senior, Junior, and Rookie of the Year are announced. Recipient names are included on a perpetual plaque in the trophy case outside the School’s office.
Our unit offered in the spring, basic courses in Special Topics including; UAM & WWW searching techniques, Computer File Management, and Instructions on Using WebCT. These one-hour courses will be available to all UAM students. Through these Special topics we hoped to improve our students’ ability to successfully complete academic courses in their discipline. Thus, increasing our ability to retain and graduate students in our unit. Unfortunately, our efforts were unproductive as indicated in Question 7.
See supporting
documentation in Appendix M:
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 for all CIS students, and the Commencement luncheon honoring our graduates. 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. 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. 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.
See supporting
documentation in Appendix M:
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 M:
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 M:
The CIS School sponsors six students in attending the Arkansas Programming Contest sponsored through ACXIOM annually. We work with the students through training sessions, feeding them lunch, and then taking the students out to dinner following the contest. The students are able to work with faculty in a non-classroom setting, encouraging a mentor environment. Our team finished in first place.
See supporting
documentation in Appendix M:
· State Programming Contest
