Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer X Career Technical Education (CTE)
PROGRAM	CIS and Multimedia and Web Development
DESCRIPTION/PURPOSE	Computer Information Systems are the tools that facilitate the effective and efficient transformation of data into information. Careers in today’s information systems require knowledge and hands-on experience in microcomputer applications, programming, operating systems, and networking. This program provides the lower division coursework for advanced degrees and should be followed if a student’s goal is to transfer to a four-year institution for continued study in computer information systems. Since requirements vary at each four-year school, transfer students should consult with a counselor to develop a program for the specific school they wish to attend. The program in Computer Information Systems offers students an opportunity to earn an associate’s degree as well as course work in general CIS electives for students in other fields of study campus-wide.
DIVISION	EWD
DEPARTMENT	BUS
SUBMITTED BY:	Craig Blek

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Upgrade Photoshop in the 2724 lab	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes X 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	X Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The program is expensive and the college has had financial issues. We are looking for ways to use similar but more cost effective software.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Fill rates declined last year, except for our online offerings. This occurred in large part due to the increase in class size in our two main computer classrooms (801 and 803 saw their class caps increase from 28-36). This also helps explain the increase in enrollment over the last year and a half.

The department responded to the lower fill rates by reducing sections during off-peak times.

Online course enrollment and fill rates continues to rise with the addition of more online offerings.

Productivity

What are the trends in productivity?

After a three semester decline, productivity has started to move in the right direction. In spring 2013, the department added one additional full-time faculty. This raised our WSCH significantly, and lowered productivity. Class sizes in the computer labs were raised last year and contributed to reversing the downward trend. Additionally, we have reduced classes at times that were not filling. Still, our computer classrooms hold only 24-36 students, this will continue to hold down productivity going forward.

Another issue involves the back-end programming classes. These are difficult and enrollment is lower in these courses.

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Compared to the state averages for the past year, we match up well. Our retention rates are about 4% above the state average of 86% and our retention rates are about 1.5% below the state average of 69.9%. Broken down by time period, retention rates are almost identical across day, evening and online offerings. As for success, day and online sections are again almost identical, while we see a slight uptick in our evening offerings. Faculty attribute this to a slightly older and more motivated cohort in the evening classes.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

Computer Info Systems	African-American	Hispanic	White	Other	Unknown, Non-Responsive
#	Success	Retention	#	Success	Retention	#	Success	Retention	#	Success	Retention	#	Success	Retention
Fall 2011	2	100.00%	100.00%	458	63.32%	86.24%	19	73.68%	84.21%	7	100.00%	100.00%	50	72.00%	92.00%
Spring 2012	4	75.00%	100.00%	452	65.27%	91.37%	25	56.00%	72.00%	6	100.00%	100.00%	45	62.22%	86.67%
Fall 2012	7	42.86%	100.00%	531	68.93%	90.58%	12	75.00%	91.67%	2	50.00%	50.00%	71	64.79%	87.32%
Spring 2013	0	0.00%	0.00%	544	68.38%	89.52%	15	66.67%	93.33%	2	100.00%	100.00%	71	77.46%	92.96%
Fall 2013	4	50.00%	100.00%	624	71.15%	90.87%	15	86.67%	86.67%	7	85.71%	85.71%	93	65.59%	83.87%
Spring 2014	4	50.00%	75.00%	658	72.49%	87.84%	5	80.00%	80.00%	5	100.00%	100.00%	90	63.33%	85.56%
Total:	21	57.14%	95.24%	3267	68.69%	89.41%	91	70.33%	83.52%	29	93.10%	93.10%	420	67.38%	87.62%

Retention rates are strong across all races. Whites have higher lower retention rates than other races. Whites and Hispanics have virtually the same success rates. African American have lower success rates, but the sample size is too small to draw any conclusions at this time.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

Over the past three years, there have been 30 degrees and 8 certificates awarded in CIS (the certificate was eliminated in 2011 but a few students already in the certificate program have finished over the last 3 years). There have been 3 degrees and 2 certificates awarded in Multimedia and Web Development. The low amount of certificates and degrees in our Multimedia and Web Development program is a concern.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

Faculty are exploring ways to improve our Multimedia and Web Development program. Currently, the program offers only one path to a certificate and students appear to get hung up in some of our higher level programming classes. We are exploring ways to offer a second path that focuses more on the front-end of web development.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

A number of our courses have gone back online in the last year. Early results show that success and retention rates mirror those in our face-to-face courses.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

There are two programs being reviewed together since they share a number of core classes. The CIS program is stable. Degrees have been consistent for the last three years. With the addition of one full-time faculty FTES enrollment is up, but productivity and fill rates are lower. Fewer classes will be offered going forward in CIS 101 in an attempt to boost productivity. Additionally, increased capacity in our 801 computer lab should help bump those numbers up as well.

The second program is Multimedia and Web development. Enrollment, fill, retention and success rates are all strong in the front end of the program. But once students reach the more difficult back-end programming classes all of these metrics fall. As technology continues to advance; more and more, we are seeing separation in the front-end and back-end applications. The department is investigating ways to focus the program more on the front-end applications, where students are having more success.

Occupation	TOP Code	SOC Code	2008	Average Job Openings per Year
Computer Systems Analysts	0702.00	151121	110	3
Software Developers, Applications	0702.00	151132	70	2
Graphic Designers	0614.30	271024	40	1
Total	6

C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Improve Multimedia and Web Development program to better meet the needs of student.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Increase certificates and degrees in the Multimedia and Web Development program.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Research other programs around the state and use findings to update the Multimedia and Web Development program.
Timeline: Fall 2014
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$_______0_________
Create a new course(s) necessary to offer students a better path to degrees and certificates.
Timeline: Spring 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$____0____________
C. Conduct a labor market survey to better connect students with the local job market.
Timeline: Spring 2015
Expense Type	Funding Type	Budget Request
X One-Time Recurring	General District X Categorical (Perkins)	$__200______________
How will this objective be measured? By tracking the number of certificates and degrees awarded after any changes are made.
How will the completion of tasks identified improve student/program success? The changes will give students more employable, skill set which will lead to more certificates and degrees in the immediate future.
Who are the responsible party(ies) and assigned user(s)? Craig Blek and Andres Martinez
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Redesign the Multimedia and Web Development major and certificate to offer	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective:
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
A.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured?
How will the completion of tasks identified improve student/program success?
Who are the responsible party(ies) and assigned user(s)?
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal:	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective:
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
B.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured?
How will the completion of tasks identified improve student/program success?
Who are the responsible party(ies) and assigned user(s)?

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.