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Program Director Self-Study Report
For Program:
Information Technology Management (ITM)
Submitted by Program Director Name:
Holly Yuan
Year: 2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
The Bachelor of Science in Information Technology Management (ITM)
program is embedded with experiential hands-on learning opportunities. The
IEEE/ACM IT Computing Curriculum strongly recommended that hands-on
lab components be incorporated into teaching undergraduate networking
courses as they help students apply the theory to solve real-world problems.
Ignoring application, IT education would end up like the failed “new math” of
the 1960s—all concepts, no practice, lifeless, and dead. All the ITM faculty
members have the same notion that providing students with experiential
learning opportunities and well-designed labs are essential to the success of IT
education.
The following are selected ITM courses that have integrated experiential
learning opportunities:
ITM 133: Networking Fundamentals I
Students learn to install, operate and troubleshoot a small enterprise branch
network to include: basic network security, network fundamentals, WAN
technologies, wireless concepts, routing and switching fundamentals and
configuring simple networks. Students also learn the operation of IP networks
(IPv4 and IPv6), configuration of basic network services like DHCP, ACL’s,
NAT, and DNS.
ITM-134: Networking Fundamentals II
Students learn how to configure, verify, and troubleshoot LAN switching
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technologies, IP routing technologies such as, OSPF and EIGRP protocols, and
Wide Area Network protocols.
ITM 330: IP Telephony Design & Implementation
Students learn how to configure VoIP for a small to medium size business
environment using Cisco Call Manager Express (CUCME) and Cisco Unified
Communication Manager (CUCM) in accordance with best business practices
including IP addressing, VLAN assignment, redundancy, and configuration.
ITM-383: Intro to Network Security
Students learn how to design, implement, and manage network security in
multilayered computer networks. Identifying and evaluating network security
threats; internet, intranet, and extranet security issues.
ITM-441: Scalable Internetworks
Students learn how to build scalable routable networks including: EIGRP,
OSPF, Route Optimization, Path Control, BGP, IPv6, Branch Office
Connectivity, and Mobile Workers Connectivity.
ITM-443: Multi-layer Switched Network
Students learn how to configure Layer-2 and Layer 3 Switching, Virtual LANs
(VLANs), explain and describe VLAN implementation in a Multi-Layered
Switched environment.
ITM-444: Internetwork Troubleshooting
Students learn how to troubleshoot Enterprise Networks, Routing and Switched
Networks, demonstrate an understanding of problem isolation for Network
Performance Issues, demonstrate an understanding of problem isolation for
Security Solutions, and demonstrate an understanding of problem isolation for
Converged Networks.
ITM 361: Workstation & Server
Students learn to deploy and configure: IPv4 and IPv6 addressing, DHCP and
DNS, install Domain Controllers, create and manage AD users and computers
and OUs, create group policy objects, configure security polices and configure
application restriction polices, configure local storage, file and share access,
print and document services, remote management, and Hyper-V.
ITM 362: Server Application
Students learn how to install, configure, and administer server applications
using multiple industry standard operating systems. Server applications may
include World Wide Web, FTP, software updates, mail, file sharing, DNS,
DHCP, and terminal services.
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ITM 363: Directory Services
Students learn how to implement, manage, and maintain a Windows Server
2012R2 infrastructure.
ITM 391: Wireless Systems
Students learn how to design, install, configure, monitor and conduct basic
troubleshooting tasks of a Cisco WLAN in Enterprise installations.
ITM-450: Enterprise Solutions & Unified Communications
Students learn how to configure an enterprise network solutions and unified
Communications to an organization while maintaining quality of service
ITM-484: Advanced Network Security & Auditing
Students learn how to secure network infrastructure, operating systems, data
centers, and virtualized environment security, apply Risk and Cost/Benefit
analysis to security decisions, and apply auditing and security to comply with
government and industry regulations.
ITM490—ITM Capstone
The ITM Capstone is the final course for ITM majors. In this course students
learn how to work with an outside organization in a team-environment. The
course is designed to provide a project environment through which students
practice and integrate what they have learned throughout the ITM program to
solve a real world problem. Students learn how to 1) work in a team
environment. Each capstone group has the common goal, but each of members
has different responsibilities, 2) project management and documentation: All
members are expected to contribute to the project documentation. The software
or system students create for the industry partner has to be fully tested,
documented, and functional (i.e., meets all requirements), 3) Communication
Skills/Coordination: Successful communications with industry partner, group
members and instructor, 4) Technical skills: The projects are not necessarily
related to work students have done in any of their prior classes. To be
successful in the project, they have to be adaptive and willing to learn the
technology by themselves.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The ITM program collaborates with the admission office to increase student
enrollment. We participate in Preview Days and individual preview visits.
Social media, including the use of LinkedIn, have been used for recruitment
and retention purpose. We have been using Hobson to help students explore
careers and match to best-fit educational opportunities. We redesigned the
ITM glossy sheet 2 years ago. The new glossy sheet has updated information
about the strengths of the program and employment data. We mailed the
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recruitment packages to more than 20 high schools in Wisconsin and
Minnesota which offer A+ or Cisco classes. We also encourage our students to
present back at their high schools. Students discussed the courses they have
taken at Stout, the skills they have learned, the co-op or internships they have
done. We also worked with advisory board and did a market research and
analysis about the program name. We are planning to change the program
name from Information Technology Management (ITM) to Computer
Networking & Information Technology based on the market research and
analysis.
Table 1 shows the enrollment data during the past 6 years. The data shows the
program enrollment is increasing steadily. We believe that with the new
program name, the program will continue to grow.
Table 1: ITM program Enrollment Data
ITM, BS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Total
107
117
121
139
126
141
Retention and graduation rates are excellent; this is a result of the program
faculty actively guiding and encouraging students through the academic
process. Students are aware that securing employment with a job with good
pay require them to complete their program and degree. The program’s
students have a 95% to 100% job placement rate 3 months after graduating
with an average starting salary of $53,000, and a current maximum of $78,000.
The top employers of ITM graduates include Dell, Target, Heartland Business
Systems, Enventis, 3keylogic, Marshfield Clinic, Google, Netflix, and Cisco.
1.1.3
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence:
“UW-Stout’s plan to intentionally integrate
diversity efforts into the core aspects of everything
we do. Diversity is broadly defined and includes,
but is not limited to, race/ethnicity, gender, sexual
orientation, age and disability status.”
The faculty and staff who support the ITM program are diversified including
persons of different gender, race/ethnicity, language, age, and sexual
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orientation, modeling the benefits of a diverse community.
In 2014-2015, 16% (23/141) of ITM students are international students, and
31% (44/141) of ITM students are minorities. Both numbers are well above to
the UW-Stout population which is 3% (351/9371) international students and
9% (877/9371) minority students. The ITM program director and faculty have
been working coherently and diligently to create a safe and fair learning
environment for minorities and international students in the ITM program. The
program director and some faculty went overseas to countries such as China to
recruit international students to increase diversity.
The female enrollment number increased from 1 in 2011 to 5 in 2015. The
number still doesn’t look very promising. Considering the field of IT is a male
dominated field, we need to find a way to educate young women that “you can
be cute and smart at the same time, and women can do IT”. The program
director and faculty will continually work together with school, advisory board
and IT industry to improve female students’ enrollment.
Testing and classroom accommodations are made for students with disabilities.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program:
“UW-Stout’s attempt to make students, faculty, and
staff more aware of the importance of sustaining
our environment through energy conservation,
waste reduction, and other measures that will not
bring harm to the environment, and to provide
students with innovative research opportunities in
these areas.”
Due to the nature of the ITM program, all the ITM faculty use D2L to post
materials and grades. Students also use the D2L to submit assignments. Using
online course management software increases instructional efficiency as well
as reducing the use of natural resources.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
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Communicate clearly, ethically, and responsibly, both orally and in
writing.
Apply business and management techniques and processes.
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2.1.2
Evaluate emerging information technologies and their impact.
Design, implement, administer, and analyze information technology
systems.
Integrate network security into the installation of networks, as well as
business practices, policies, and user education.
Solve business problems and enhance productivity with the use of
information technology.
Describe processes and initiatives employed in determining the need for
program revision?
The constituencies for the ITM program include faculty/staff, lab manager,
Advisory Board, alumni, employers, and students. Each of these constituencies
works coherently and provides important information for the direction of
program. Primary duties of faculty/staff include effective classroom teaching,
academic advising and counseling of students, and participation in
departmental committee work ad curriculum development. IT lab manager is
primarily responsible for the maintenance of laboratory facilities. Current
students and alumni provide valuable feedback for program improvement.
Employers hire our well trained graduates and provide internships and co-ops
experience to our students. The ITM program has an excellent advisory board
which consists of IT practitioners and faculty who are actively engaged in
professional development. The advisory board is highly valued for input
related to the skills they are seeking from graduates and making faculty aware
of new technology and trends in the IT industry. The program has advisory
board meetings twice a year in order to identify opportunities for program
improvement. Input provided by the advisory committee and program faculty
is discussed, the result is shared with students and alumni, and actions and
follow up are taken to keep up with the dynamic IT field.
2.1.3
Check all that apply regarding the program:
_X Traditional, on campus program
___ Offsite location
___ Online program
2.1.4
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor.
“programs are presented through an approach to
learning which involves combining theory, practice
and experimentation” (UW-Stout’s Mission
Statement)
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Due to the nature of the IT discipline, almost all the courses in the ITM
program require students to have hands-on experience. All students in the
program are required to take the capstone class (ITM 490). The course is
designed to let students work together with an IT industry sponsor to solve a
real world problem in a team environment. Students are encouraged to present
their work at STEM Student Research Expo. There were 6 groups of ITM
students that attended the STEM Expo during the past academic year. ITM
faculty members collaborate with the students to conduct the research and
publish research papers in the IT field.
2.1.5
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
ABET is the accreditation body that accredits IT programs. The ITM program
is not accredited. To ensure we meet the objectives and goals of the program,
we use highly valuable IT certifications as a methodology of measurement. In
addition, after discussing with the Advisory Board, we believe the restrictions
placed by accrediting agencies may be detrimental to the quality of the
program. The information technology (IT) industry changes so quickly, we
need to create a continuous training plan for our students to keep up with the
rapid changes. Being ABET accredited, on the other hand, will place
restrictions on the flexibility of updating the program plan. In addition, among
thousands of IT programs in the U.S, there are only a handful of IT programs
that have been ABET accredited up to this date.
“It is unlikely that today’s colleges and universities will be able to hide
behind accreditation for long, however. For one thing, there is growing
interest in new ways of measuring the quality of a degree. The variety of
scorecards now available, for instance, means students and their parents have
much better and more granular measures of quality
than accreditation provides. For another, employers are gradually making
greater use of independent, competency-based measures and credentialed
courses rather than relying on accredited degrees and credit hours (derided as
“seat time” by its critics). Try getting a job in computer network management
if you can’t show which Microsoft Certified Systems Engineer courses you
have passed.” Cited from http://www.the-americaninterest.com/2014/08/11/tottering-ivory-towers/
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
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Holly Yuan
Scott Paetzold
Renee Gunderson
Brandon Cross
Kevin Olson
2.2.2 What additional faculty/academic staff expertise is needed?
Before 2010, the ITM faculty had been under staffed for a long time and had a
high turnover rate. Right now, the faculty team is at the best shape ever. The
faculty and staff which support the ITM program are diversified with different
gender, race/ethnicity, and with different skills sets. The program needs to find
a full time IT lab manager. At the present time, a graduate student works as
the lab manager 20 hours per week.
2.3 Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The ITM lab is housed in the Fryklund Hall 213 and 213A. Each lab was
originally designed to seat 16 students. Each classroom has 4 pods, and each
pod is equipped with a few routers, switches, servers, IP phones, access points,
etc. The lab is designed to have 4 students/per pod, and 2 students/per team to
follow instructions to complete the labs. This gives each student their own
equipment to work on. Therefore, instructors are able to check students’
progress during class time and provide help if necessary.
However, some of the ITM classes have increased the class size from 16
students to 25 students recently. It imposes a big challenge to both the
instructors and students. For students, 3 or even 4 students work per team
instead of 2 in the past, extra students have to sit there watching the other
students complete the lab. It is a big learning experience compromise for the
students. The consequence is that some students may lose interest, drop out, or
transfer to other majors or schools. To allow 20 or 25 students in the class, we
need to have more pods with more lab equipment. Otherwise, the program
quality may decrease, which will have a negative impact on retention rates.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
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As mentioned in 2.3.1, the ITM lab was originally designed to seat 16 students.
There are only 4 pods with servers in 213A shared by multiple classes, such as
ITM 330 IP Telephony, ITM 391 Wireless Systems, ITM 450 Unified
Communications, and ITM 450 Advanced Security. The open lab hours are
very limited. During the final project weeks, students from different classes
have to fight for the availability of servers and pods. The servers’ resources
are over taxed, and often crash and freeze. It creates a lot of frustration among
the students and instructors. We need more servers and pods, or longer open
lab hours, especially during the last few weeks of the semesters. Otherwise,
the instructors who require students to do final projects either have to cope
with students’ frustration caused by the limited number of pods and equipment,
or instructors will have to cancel the final project. However, this will cause
some students missing hands-on and critical thinking learning experience.
Again, we need more pods, more equipment, and longer open lab hours.
The capstone room 213 D does not promote a positive learning environment.
The following are the facts that affect students’ achievement in the capstone
class:
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Size: The room is around 24*10 feet size, which looks like a storage room
or janitor room. The room is for all the capstone students to do their
projects and all the networking equipment loaned either from Stout or
their sponsors.
Temperature: When the room is used heavily in the spring, the temperate
often rises to about 95 F and at times it has risen to 107 F even with a fan
running both day and night. Servers sometimes cease to function properly
due to high temperature. Students’ safety is another serious concern by
working under high temperature.
Flooding: The room was flooded with half an inch water recently.
A safer capstone room is needed to keep students engaged and keep IT
sponsors interested in continuing to sponsor the projects for our students.
2.4 Resources for the Program – Respond to the following:
2.4.1
Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
The quality, quantity and relevance of the library resources are adequate for the
ITM program. The library staff has been receptive in ensuring the relevant
resources are made available upon the request from the program director and
faculty.
2.4.2
List any special resources used to meet program and/or student needs such as:
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Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
ITM faculty and staff are encouraged to work closely with the ASPIRE office
to ensure courses are accessible to all students. Learning technology services is
used to a great extent. LTS has been used to enhance course delivery.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
As mentioned in 2.3.2, a more appropriate capstone room with cooling system
is required. To accommodate the increased class size, more equipment and
pods are needed. Longer open lab hours are needed too during final project
weeks. Because the IT field is changing so quickly, we (instructors) need to
train ourselves to keep up with the changes. Resources need to be allocated for
the instructors training. All these are critical for the ITM program to continue
to grow.
3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
According to U.S. Bureau of Labor Statistics,
(http://www.bls.gov/opub/mlr/2013/article/industry-employment-and-outputprojections-to-2022.htm
“The demand for information technology…is driving the employment growth in this
industry. Real output is expected to increase by $64.5 billion, 3.4 percent annually, to
reach $228.7 billion in 2022”.
CNN Money (http://money.cnn.com/magazines/business2/nextjobboom)
lists Network Systems and Data Analysts, and Network and Computer Systems
Administrators as the first and the fifth fastest growing jobs in the U.S. IT is and will
remain one of the most dynamic and rewarding careers available.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
In 2014, 15 surveys were sent out and only 1 returned for a 7% response rate. The
score on the general survey was 4.5/5.0. With regards to the program specific survey
for 2014 it could be concluded that the student felt he developed the needed
knowledge, skills and competencies enabling to perform the duties related to his or her
job. The scores on this assessment is approximately 5/5. When asked if you have to
do it again, the student answer he would definitely enroll in the same program at UWStout. The only concern from the student is to keep the course catalog updated.
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3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
This section provides an analysis of data collected by the PARQ office of the student,
faculty, and advisory board surveys.
Student surveys:
The ITM program has 87 students who were surveyed for this report with 51
responding (58%). On a scale of 1 to 5 for their questions, all mean scores were
higher than 4.1, with the highest scores in “the program has prepared me to be
successful in my profession”, “I feel it is a quality program”, and “I would choose this
program again if I was doing it all over”.
Strengths listed are hands-on learning, working with real-equipment, covering a wide
variety of technology, knowledgeable and helpful faculty/staff, course content related
to rigor of program and job preparedness.
In general many of the weaknesses mentioned include the need for better lab
equipment as mentioned in section 2.3.2, longer lab hours, more lab space, additional
courses in the program such as Linux/Unix and scripting class, availability and
scheduling of courses, and keeping current with new technology.
Faculty Surveys:
The ITM program has 2 faculty who were surveyed for this report with 2 responding
(100% response rate). On a scale of 0 to 5, all aspects of the program listed were rated
at a 3.5 or higher with the exception being quality of laboratory facilities which was
rated at 1.5. Highest scores were in the area of Instructional technology, students are
adequately prepared to be successful, program director leadership, and communication
with the program director. Faculty are pleased with library resources. The biggest
strength of the program is its hands on use of networking equipment, faculty holding
professional certifications in the major field, certification embedded within courses, all
ITM courses have a laboratory element, and students get to work on equipment that
professionals use in the IT industry. The area that has the lowest score (1.5/5) is lab
room and lab facility. The rooms are too small, hot, noisy, and need more lab
equipment to support growing sizes. IT is exceptionally demanding and requires the
ability to respond to technology changes quickly. A long-term plan for
hardware/software updates needs to be put in place.
Program advisory board surveys:
The ITM program had 8 industry professionals who were surveyed for this report with
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4 responding (50% respond rate). Our program board meets twice a year to discuss
the current state of the program, any revisions or changes, and open discussion on
future plans. The industry representatives unanimously agreed that meeting twice a
year is sufficient, that they are well informed of program data, and they have had the
opportunity to provide recommendations that impact program decisions leading to the
improvement of the program.
Strengths listed include the program update curriculum to conform to what industry is
doing; strong technical and management focus, and amount of practical hands on
activity. The program has produced some of the best IT professionals in the region.
They have been hiring a large number of ITM graduates and continue to employ more.
The opportunities for improvement include offering more summer classes exploring
emerging technologies; the program is heavily Cisco networking based; some of the
required classes seem to serve no purpose such as ELEC 204.
Overall the industry professionals were pleased with the program, faculty, and
students.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
Strengths of the program which distinguishes it from similar programs are as follows:
1) The ITM program provides students with strong technical skills, as well as soft
skills such as communication, professionalism, teamwork, leadership and
problem solving abilities.
 A challenging, hands-on learning environment
 95 to 100 percent employment rate for the past 10 years
 Cutting edge computer network laboratories
 Numerous classes with embedded industry certification examinations
 Local, national, and international internships and job opportunities
 Average entry-level salary $53,000 per year, up to $78,000 per year
2) Our local, national and international internships provide students with real-world
experience to design, implement, and administer local and wide-area networks.
Students take courses in emerging fields such as:
 Enterprise Network Infrastructure Setup, Maintenance and Troubleshooting
 Server Installation, Configuration and Administration
 Network System Design
 Network Security
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 Virtualization
 Unified Communication
 Information Security
 IP Telephony
 Wireless Networking
 Linux/Unix Network Administration
3) Certifications are a great way to show IT industry employers that students are up
to date and knowledgeable on the current topics. ITM is a Cisco Certified
Networking Academy and a Microsoft Certified IT Academy. We are an
authorized Pearson VUE and Thompson Prometric Testing Center. Numerous
ITM classes are embedded with industry certification examinations. The courses
are taught by ITM faculty members holding advanced IT industry certifications.
ITM students have the opportunity to earn the following certifications:
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Cisco Certified Network Associate (CCNA)
Cisco Certified Network Professional(CCNP)
Microsoft Certified Solution Associate(MCSA)
Cisco Certified Network Associate – Voice(CCNA-Voice)
Cisco Certified Network Associate – Security (CCNA-Security)
Cisco Certified Network Associate – Wireless (CCNA-Wireless)
Cisco Certified Design Associate (CCDA)
4) In the past 4 years the program has made several national accomplishments:
Network Design Contest - AITP 2012 National Collegiate Conference, among 56
teams from the country:
 1st place: Cody Lewandowski, Adamme Kearney
 2nd place: Brandon Cross, Cathy Shields
Network Design Contest - AITP 2013 National Collegiate Conference, among 46
teams from the country:
 2nd place: Trevor Blankenship, Jake Scott
 Honorable Mention: Cody Lewandowski, Elliott Stephens
Network Design Contest - AITP 2014 National Collegiate Conference, among 49
teams from the country:
 1st place: Jake Lube, Will Steahr
 3rd place: Trevor Blankenship, Justin Lisowe
Network Design Contest - AITP 2015 National Collegiate Conference, among 40
teams from the country:
 1st place: Jordan Sussman, Brandon Wolf
 2rd place: Jake Lube, Will Steahr
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5) CCIE is the most prestigious networking certification in the industry and has
been for more than 15 years
 Industry standard for validating expert skills and experience
 Less than 3% of Cisco Certified engineers obtain CCIE certification and less
than 1% of the networking professionals worldwide
 The total of worldwide CCIEs up to July 2013 is 38,005
 The average CCIE earns $110,000 to $175,000 a year
ITM alumni have achieved Cisco Certified Internetwork Expert (CCIE)
Certification:
Ben Kools, class of 2009
CCIE #28168 (RS/SP)
Brandon Cross, class of 2012
CCIE #37214 (RS)
Donavan Fritz, class of 2011
CCIE #39518 (R&S)
Michael Marx, class of 2009
CCIE #42713 (R&S)
6) We build a strong relationship with the local industries and also reach out to the
west coast. During the past 4 years, a variety of local and national IT companies
sponsor ITM capstone project, including:
 Dell | Compellent
 Harris
 Wisconsin Independent Network
 Heartland Business Systems
 Spanlink Communication
 Enventis
 Cisco Meraki
 World Wide Technology (WWT)
7) ITM has a diversified student body and faculty team. We promote diversity,
respect different country cultures, and encourage students to study broad.
Weakness of the program are as follows:
1) Few women in the program.
2) Limited lab space and equipment.
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3) New courses covering emerging IT technology or the technology that have been
missing from current program plan such as Linux/Unix are needed to be developed.
4) With the budget cuts, the future is uncertain. The high turnover rate of staff/faculty may
return.
We will continue to work with the administration to create solutions to the weaknesses that
have been identified by students, faculty/staff and our industry professionals on the advisory
board.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
Recommendations resulting from the PRC review in 2008 were as follows:
1. Work with the department chair and the dean to hire and retain tenure-track faculty.
Three more faculty/staff have been hired to teach the ITM courses since 2011. And all
of them are still working at the school at the moment. However, even though the
faculty and staff team is at the best shape at the moment, with the budget cut, the future
is uncertain. It creates an uncertain feeling for some staff. It is possible that the old
problem—high turnover of faculty/staff may come back to haunt the program again.
2. Address the drop in student enrollment in the program from 2002 (252) to 2008 (123)
When the program had 252 students in 2002, the employment rate was very low. We try
to balance between the program quality and quantity.
However, during the past few years, we actively collaborate with the admission office to
increase student enrollment. We have been using Hobson platform to actively recruit
students into the program. We redesigned the ITM glossy sheet 2 years ago and use social
media for recruitment. We let students design and print ITM T-shirts. We mailed
recruitment packages to more than 20 high schools in Wisconsin and Minnesota which
offer A+ or Cisco class. We also encourage our students to present back at their high
schools. We are planning to change the program name from ITM to Computer Networking
& Information Technology based on the market research and analysis. During the past 6
years, the program enrollment is increasing steadily. We have 142 students in the program
right now. Comparing to 107 students in 2010, the enrollment increases by 25%. We
believe that with the new program name, the program will continue to grow. However,
with the current lab condition, it is going to be a big challenge to accommodate more than
200 students in the program. We need more lab space, lab equipment and more instructors.
3. Review curriculum needs with regard to items 4, 5, and 8 in the table above.
Item 4: Students lack of experience in network management systems, storage and
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servers.
Three Microsoft server classes (ITM 361, ITM 362, ITM 363) have been added to
ITM program plan. NMS (Network Management Systems) and SAN (Storage Area
Network) has been integrated in upper level class projects.
Item 5: Students communication skills need improvement
The feedback from advisory board members and capstone sponsors about ITM
students’ communication skills has been positive during the past 4 years. Several
courses such as ITM 382 Network Design, ITM 450 Unified Communication, ITM
490 ITM capstone require students to work in a team environment and do a lot of
presentations in class. All of these help students improve their communication skills.
Item 8: Over emphasis on Cisco curriculum
Cisco is the worldwide leader in IT and computer networking. One of the advantages
of having Cisco classes is that we can use Cisco Academy, which is a comprehensive
e-learning program that gives students skills in computer networking. Even though
we teach a variety of Cisco classes, students learn computer networking in general,
not just Cisco products in particular. It makes our program so unique, and the depth
we cover in computer networking makes our program very strong. The fact that we
won 4 times in a row at the AITP network design contest over other schools such as
Purdue, Michigan Tech, Texas A&M, Brigham Young, etc… is just an evidence that
we have the right amount of networking classes.
However, several ITM advisory board members and ITM alumni strongly
recommend that we should add non-Cisco/Microsoft class, such as open source in the
program. Although we plan to add Linux/Unix as a workshop class, it is preferable to
add it as a required class. The alumni and advisory board members who recommend
adding Linux/Unix as a required ITM class include Steve Holmes from Dell, Tyler
Jensen from Cisco Meraki, Jake Lube and Cody Lewandowski from Target, and Jake
Panzer from RMM. They wish a Linux/Unix course had been available when they
were in the ITM major.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
A program name change and program plan revision will be submitted for approval.
The new program name - Computer Networking & Information Technology, will help
with recruitment and marketing. The program plan will add ITM 300 Emerging IT
Technology workshop class. The acquisition of a new capstone room and more lab
equipment is critical to the quality of the program.
5.
Attachments - Include electronic links to the following:
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5.1 Links of specific program information to be included:
 Current assessment in the major
https://info.uwstout.edu/uwstout%20document%20library/quality/university%
20assessment/undergraduate%20assessment%20in%20the%20major/2014/und
ergraduateassessmentinthemajorreport20140430.pdf
 Program plan sheet
http://www.uwstout.edu/programs/bsitm/upload/bsitm_pp14.pdf
 Individual program facts
http://www.uwstout.edu/programs/bsitm/
 Current program advisory committee
http://www.uwstout.edu/curr/committees/progradvisory/index.cfm
 Other items that may be helpful to PRC
 Other items requested by the consultant