School
of
Computer Information Systems
ANNUAL
ASSESSMENT REPORT
Calendar Year
2009
Guiding Questions
1.
List the student learning outcomes (SLO) for your unit.
A student who graduates from the School of
Computer Information Systems (CIS) should be able to possess the student
learning outcomes listed below. Click on
each SLO below to view the full assessment report for each included in Appendix
A. The SLOs can be found on the School
of CIS website at http://www.uamont.edu/CIS/program/program.html.
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. Knowledge of communication
skills
The School of Computer Information Systems does not hold any national accreditation.
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.
The School of Computer Information Systems communicates student learning outcomes to prospective and current students through the following options:
See supporting
documentation in Appendix C:
· Statement of Philosophy and Principles - click to view this document, also available on the School of CIS website
· School of CIS website – 2009 Assessment Report - click to view this document
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 and 5) , networking (SLO 4) 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. Knowledge of communication
skills
In summary, each SLO indicates that CIS students have achieved the unit’s student learning outcomes
The following links contain the results from the CIS student exit surveys. Of the 11 students successfully completing the course, 11 completed the survey. The quantitative values were examined and the comments were consolidated. The 2009 data was then compared to the results from 2005 – 2008.
See supporting documentation in Appendix G:
In the Current Year Charts (attached), the CIS Oral Communication Skill was ranked 3.82 and CIS Written Communication Skill was ranked 3.64 giving an average of 3.73. These rankings are in the high range of the Good/Average rating. For comparison, the development of CIS Critical Thinking Skills was a 4.27 (Excellent range). In other words, we can do better in developing our students’ communication skills.
The trendline analysis indicates that the following courses and the SLOs they support CIS 2223 (SLO1); CIS3423 and CIS3443 (SLO2); CIS3523 (SLO3); CIS4503 (SLO4); and CIS4503 (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.
As you review these documents, please note any ideas for improvement to the survey. Based on evidence from the student surveys from 2004-2008, many positive changes have resulted for our School and will continue to help us strengthen the program.
Proposed Changes:
While the Supportive Requirements of the CIS Major 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:
See supporting documentation in Appendix I:
Faculty meetings to discuss course modifications
o Meeting 1 – click to view this document
o Meeting 2 – click to view this document
o Meeting 3 – click to view this document
o Meeting 4 – click to view this document
In response, students who are in remedial English and Introduction to Algebra will be placed in Introduction to Computer Systems. This course has been modified to include hands-on in Blackboard, Windows, Word, UAM library system, and campus email usage. Plans are being made to incorporate this change in the 2010 calendar year.
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:
When examining the various assessments of SLOs the faculty met and discussed the following ideas. We first examined the attached Assessment Criteria documents for the Knowledge of Communication Skills SLO5 as a starting point. It was pointed out that we all do certain parts of communication skills in our courses but need to stress proper communication. Instead of just turning in assignments, the document might be submitted as an email attachment in the form of a letter or a memo. When discussing naming conventions, stress the importance that standards play in communicating with peers in the technical arena. When students send emails, reports and various assignments we need to be mindful of proper etiquette for each form of communication and point out when students fall below an acceptable business protocol. We do these things, we just need to kick it up a notch and get creative.
From previous years of assessing the SLOs, the faculty felt that the previous format was not telling us anything constructive. We completely redesigned the assessment procedure for each SLO and this can be viewed in the above link. We did not change the SLO but added an Assessment Statement that will be tied to the student exit surveys, as well as, employer and alumni surveys. We then indicated the specific skills we are using to assess the SLO along with the courses in which this will be conducted. Under the description of findings we will indicated whether the SLO was met. This could be through an explanation of skills the students could or couldn’t do as a whole, followed by proposed changes. The faculty felt we can then use this assessment procedure to make necessary changes in course content and/or delivery.
The faculty determined that when students were questioned on whether they had achieved our unit’s student learning outcomes they were responding without knowledge of skills being assessed. In the future, there will be a brief narrative describing the skills assessed for each SLO that is tied to the assessment procedure of the specific SLO. This will be utilized in the 2010 gathering of data so that the data will be more meaningful.
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. Due to the relatively small sample size, the results are typically viewed in context to previous years. The graduate years surveyed in 2009 were the classes of 2008, 2006, and 2004, with seventy-one surveys mailed, and nine completed surveys returned.
The seventh annual alumni survey featured very strong satisfaction scores in the areas of Academic Advising, Quality of Instruction, Class Size, CIS Faculty, CIS Staff, and Computer Technology. We believe these particular areas are critical to a positive experience for our students, and help in the area of student retention.
On the whole, both the growth and emphasis averages for the majority of the SLOs were on par with historical trends. Due to the small sample size, several numbers were skewed by one set of responses that were a statistical outlier.
Comments in the alumni survey show positive feedback for courses such as Analysis and Design, Senior Project, and programming languages. The survey also reveals negative feedback for some programming languages – and requests for implementation of additional technology including Unix, Linux, Ruby, and Ajax. Another comment would be to allow for concentrations in certain areas such as Network/Serve Administration, Web Development, Security or Programming. These suggestions will be discussed by the faculty to be evaluated for the future of the program.
In the future, the Alumni survey will be slightly modified for the purpose of improved clarity. All SLOs will be accompanied by a brief narrative explaining the skills we are interested in measuring. The measures of Satisfaction with particular areas of the program will also be modified for the sake of consistency. The previous scale for satisfaction ranged from 1 (Very Satisfied) to 5 (Very Dissatisfied). Other scales on the survey have historically ranged from 5 to 1 – so the ratings scale for the Satisfaction measurement will be modified accordingly.
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:
To view the revised outline for assessment procedures of the CIS SLOs, please click on the following link SLO Outline.
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.
This chart indicates the specific software checkouts by students.
Students enrolled in eligible Computer Information Systems courses requested 149 software checkouts during the 2009 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 2009, 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 2008 and 2009 with an increase specifically in database and operating system software packages.
The Trend Analysis indicates a peak in 2005, with a steady decline to 2007, and then a slight incline in 2009. 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 –
· In addition to the chart, we offered Programming Logic & Design in the Fall, only 1 student enrolled and the class was cancelled
§ Monday and Wednesday 1:10 – 3:30, 2:10 – 3:30
§ Wednesday 1:00 – 4:00
o WebCT offerings: Introduction to Computer Systems, Microcomputer Applications, and Advanced Microcomputer Applications
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 sharing comments concerning teaching methodology, courses offered, proposed course changes and curriculum needs.
Proposed
Changes:
Due to the hiring of a new Dean for the School of CIS during
2009, the faculty have decided to table indefinitely
the Stakeholder Group Interview Session consisting of three sophomores,
juniors, and seniors.
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, as well as, “Happy Birthday” cards to their individual advisees. Faculty are diligent in maintaining scheduled office hours to encourage student interaction. Faculty student evaluations indicate accessibility of faculty. All faculty members have their office hours and class location on the office door to facilitate contact with students.
Please follow the links below to view the various letters sent to prospect and current students.
See supporting
documentation in Appendix M:
Our generalized approach consists of offering student-oriented social activities which are designed to provide a conductive-to-learning positive environment.
In addition, we promote the CIS Scholarship Awards Reception held each spring to recognize our outstanding students. The School recognized the academic achievements of CIS majors during the academic year with Certificates of Appreciation.
The School of CIS awarded the Outstanding Senior, Junior, and Rookie of the Year, and various academic scholarships. Recipient names are included on a perpetual plaque in the trophy case outside the School’s office.
Please follow the links below to view the various pictorial events for our School during 2009.
See supporting
documentation in Appendix M:
· CIS Scholarship Luncheon
We actively participate in Parents Weekend visiting with students and their families. This is one of the faculties most enjoyable times when we have the opportunity to get to know our students and their families better.
See supporting
documentation in Appendix M:
· Parents Weekend
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 the Christmas Party, Community Food Drives, and participation in the Arkansas Programming Contest. 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 our 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 during their meeting. The CIS Club adopts two Angel Tree children and spoils them with presents. Our majors are very aware of the Christmas party and Pre-Commencement luncheon with graduating seniors that are held in their honor. Five book stipends of $100 are awarded to Chi Iota Sigma members each Christmas during the party.
See supporting
documentation in Appendix M:
The CIS division held a luncheon for all CIS graduates at Ameca prior to commencement. This gives everyone the opportunity to celebrate the accomplishments of our graduates, share stories and enjoy one last time together.
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. The teams finished 1st and 2nd place securing $500 which will be applied to the CIS general fund to fund future contests.
See supporting
documentation in Appendix M:
· State Programming Contest
This fall, we created a CIS Alumni group in Facebook. The intent is to find a different way to keep up with our graduates. This will also keep them informed about events we have planned throughout the year, in addition to sharing job openings. You can follow us on Facebook at UAM CIS Alumni.
