Better IT Programming Through the Quality Review Process Alexandra Sielaff, PhD, College Advancement & Kim Ehlert, Associate Dean, Business Information Technology Waukesha County Technical College January 2011 Wisconsin Technical College System Quality Review Process Programmatic Challenges: Programmer Analyst and Computer Support Specialist • • • • • • Low Retention Decreasing Graduation Rates Female/Male Ratio Misaligned Curricula Need for Integration of New Technology Increased Interest in Four-Year Transfer CSS Scorecard Performance Program-Related Employment Indicator Job Placement - Related Employment 100 Sum of Value 90 80 70 Program 60 10-150-2 IT-NETWORK SPECIALIST 50 10-152-1 IT-PROGRAMMER/ANALYST 40 10-154-3 IT-COMPUTER SUPPORT SPECIALIST 30 20 10 0 2003 2004 2005 Year 2006 Multiple Methods of Investigation • Scorecard Analysis & DWD Data • Employer Focus Group: – Occupational Tree – Critical Criticals • • • • • • • • • • Sister College/Articulation Discussion Graduate Follow-up Enrollment Analysis Is/Is Not Advisory Committee DACUM Student Interviews Student/Graduate Survey GIS (for Computer Support Specialist) Comprehensive Summary Matrix Computer Support Specialist Is/Is Not Special Thanks to Brenda Wolfe Problem Statement: Low Student Enrollment in 5 of the 6 Core CSS Degree Specific Courses. IS What When Where What item or group of items is having the problem? What is the problem with the item or group of items? When was the problem first noticed (time, date, day of the week, time of year)? When has the problem been noticed before (date, time, time of year)? When during the life of the item was the problem first noticed? Where is the problem on the item when it is first noticed? Where in the creation process of the item is the problem first noticed? Student enrollment in core CSS courses IS NOT What item or group of items is Student enrollment in nonnot having the problem? core CSS courses What is not a problem with the item or group of items? Low enrollment – Less than 12 students per semester/per core course Summer of 2007 It was not Summer of 2007 Second core course of CSS program Semester following the orientation class When could the problem have been first noticed (time, date, day of the week, time of year) but was not? When could the problem have been noticed before (date, time, time of year) but was not? When during the life of the item could the problem have been noticed but was not? Where could the problem have been first noticed on the item but was not? Where in the creation process of the item could the problem exist but does not? Class are not being offered Offering too many sections Lack of Instructors Lack of Curriculum Lack of Applications/recruitment Lack of jobs Lack of enrollment in orientation course Anytime before summer of 2007 Summer of 1998-1999 Summer of 1998-1999 First core course of the CSS program IT orientation class, regardless of semester Computer Support Specialist Is/Is Not Scope How many of the items are affected? How much of the item is affected? How is the frequency affected? (stable, increasing or decreasing) 82% of core courses are affected How many of the items are problem free? How much of the item is not 100% of 16 week course affected? How could the frequency be Low enrollment is affected but is not? (stable, INCREASING increasing or decreasing) 18% percent 0% Not staying stable and not going down Possible Causes: Dated curriculum Downtrend in IT industry Advent of other WCTC IT programs CONFIRM: Analyze statistical data from research Orientation Class CONFIRM: Student Survey Motivational changes of student population Jobbing out Change in student perception after IT orientation CONFIRM: Student Survey Too frequent of scheduling core class sections Lack of internal marketing support for program Students are being influenced by other IT degrees (first semester network/programming course) CONFIRM: Student Survey and analyze statistical data from research Lack of CSS introductory course CONFIRM: Analyze statistical data from research and student survey Lack of consistency without lead instructors (lead instructor = champion) CONFIRM: Benchmarking against networking and programming No single full-time instructor assigned to this degree program CONFIRM: see above Student’s perception that IT curriculum is too difficult Student confusion relating to future job placement Not as hands-on as other degrees CONFIRM: Benchmarking from other degrees and student survey No advising or mentoring for CSS students Parking Lot: Is orientation a pre-req? Advanced Apps class enrollment decreased when orientation class started Students motivation and perception – will be addressed by survey Operational definitions: Low enrollment: Less than 12 students Programmer Analyst Is/Is Not Matrix IS What item or group of items is having the problem? What What is the problem with the item or group of items? When was the problem first noticed (time, date, day of the week, time of year)? When Where Scope When has the problem been noticed before (date, time, time of year)? When during the life of the item was the problem first noticed? Where is the problem on the item when it is first noticed? Where in the creation process of the item is the problem first noticed? Where on the item is the problem noticed? How many of the items are affected? How much of the item is affected? How is the frequency affected? (stable, increasing or decreasing) IS NOT 50% of students enrolling in 1st sem class that continue on They are not making to graduation 2004 n/a Drops have happened before – mid to late 80s 3rd semester SQL Decreasing What item or group of items is not having the problem? What is not a problem with the item or group of items? When could the problem have been first noticed (time, date, day of the week, time of year) but was not? When could the problem have been noticed before (date, time, time of year) but was not? When during the life of the item could the problem have been noticed but was not? Where could the problem have been first noticed on the item but was not? Where in the creation process of the item could the problem exist but does not? Where on the item could have a problem but does not? How many of the items are problem free? How much of the item is not affected? How could the frequency be affected but is not? (stable, increasing or decreasing) The other 50% that drop PA Getting to second semester Around 2003 n/a Early 80s, 1999-2002 2nd semester 4th semester Java, Project Increasing not staying stable Programmer Analyst Is/Is Not Possible Causes: • • • • • • • • • • • • • • • Student is over extended Work ethic of millennial = 52% of PA program students are age 22 and under Young males (Possible) They get a job Fewer jobs Transfer to another college in same program Transfer to another program at WCTC Transferring to a institution that takes less time Program is missing web courses Curriculum is difficult Examination method Text confusing Oracle Students leave due to not seeing relevance of curriculum to real world applications with statistics class Lack of gender diversity Programmer/Analyst Employer Focus Group • • • • • • • • • Sean Barry, Laughlin-Constable Ron Richard, Independent Ben Bender, Serigraph Mary Van Himbergen, RF Technologies Rob Foxx, Foxx Technologies Robert Woods, A Bit Above LLC Seth Hill, Mathematic Arts Lillie, Paperless LLC Jill McHenry, ProHealth Care Inc. CIO Programmer/Analyst Occupational Ladder, QRP, April 2009 COLOR KEY IT Manager SD Organizational Skills Occupational Title System Architect Degrees/ Certifications/ Associations Developer Personal Attributes Assertive Trainer Membership in professional/ academic groups PMI Has a memory Ability to ask for help Consistent Logic + MBA 4-Year Degree Technical Skills Work sample (recent grad) Project Manager Can be put in front of a customer Work in team and/or selfdirected Jr. Programmer Flexibility Can switch tasks fast Ability to communicate with nontechnical users. Programmer Analyst DBA Team Leadership Career Certifications SME “People” Manager Requirements gathering/ analysis Industry Certifications Testing 2-Year Degree Development Methodology Work Experience Technology Certifications Lean Methodology Certification Specific Languages/Skills Ability to say “I Write don’t know” when documentation you don’t and learn from these. Taking initiative/ ownership Budget and Planning Spelling Estimating Adaptability Communication of technical concepts Someone who can take criticism/ correction without getting angry. Arithmetic and Algebra Teamwork Ability to recognize a mistake every time you repeat it. Basic Typing Trainable/ Coachable Tools/Platforms Able to learn independently WCTC’s Critical Life Skills Communication Skills Grammar Writing Interpersonal Communication Public Communication Reading Analytical Skills Problem Solving Critical Thinking Science & Technology Professional and Personal Ethics Mathematics Information Seeking Group Effectiveness Skills Conflict Resolution Social Responsibility and Effective Citizenship Teamwork Valuing Diversity Effective Relationships Personal Management Skills Career Development Career Securing Study Skills Stress Management Coping with Change Time Management Self-Concept P/A and CSS Critical Criticals Programmer/Analyst 1. 2. 3. 4. Critical Thinking Problem solving Information Seeking Teamwork/Interpersonal Communication 5. Conflict Resolution 6. Time management 7. Coping with change 8. Professional and personal ethics 9. Science and technology 10. Reading/writing/mathematics/ grammar Computer Support Specialist 1. Interpersonal Communication 2. Teamwork/Effective Relationships 3. Problem Solving 4. Conflict Resolution 5. Critical Thinking 6. Time Management 7. Stress Management/Coping w/ Change 8. Career Development 9. Valuing Diversity/Professional & Personal Ethics/ Social Responsibility/ Effective Leadership 10. Information Seeking Sister College Articulation Discussion • • • • • • • • • • Steven Bialek, MSOE Chris Head, Cardinal Stritch University Dr. Charlie Hill, UW-Oshkosh Dr. Chenglie Hu, Carroll University Kelly Hudson, UW-Oshkosh Dr. Wooseob Jeong, University of WI at Milwaukee Mike Konemann, Carroll University Melissa Schmidt, UW-Oshkosh Walt Swiger, Cardinal Stritch University Dr. Ann Williams, Ottawa University