ChabotCollege
AcademicServices
ProgramReviewReport
2017-2018
STUDENTLEARNINGOUTCOME
DOCUMENATAION
5/1/16
Contact:DesmundChung
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FINAL9/24/15
AppendixB:“ClosingtheLoop”Course-LevelAssessmentReflections.
Course
CSCI10
Semesterassessmentdatagathered
Fall2015
Numberofsectionsofferedinthesemester
1
Numberofsectionsassessed
1
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”discussion
Spring2016
Facultymembersinvolvedin“ClosingtheLoop”discussion DesmondChun
FormInstructions:
• CompleteaseparateAppendixB2formforeachCourse-Levelassessmentreportedinthis
ProgramReview.ThesecoursesshouldbelistedinAppendixB1:StudentLearningOutcomes
AssessmentReportingSchedule.
• PartI:CLODataReporting.ForeachCLO,obtainClassAchievementdatainaggregateforall
sectionsassessedineLumen.
• PartII:CLOReflections.BasedonstudentsuccessreportedinPartI,reflectontheindividual
CLO.
• PartIII:CourseReflection.InreviewingalltheCLOsandyourfindings,reflectonthecourseas
awhole.
PARTI:COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE« )
(CLO)1:RECOGNIZEANDUNDERSTANDTHEEASEANDUSEOF
DefinedTarget
Scores*
(CLOGoal)
75%
ActualScores**
(eLumendata)
3.75
AWINDOWSBASEDUSERINTERFACEANDIDEFORPROGRAMS
WRITTENINVISUALBASIC.NETBYSELECTINGAND
UNDERSTANDINGWHICHOFTHEAVAILABLECONTROLSTO
EMBEDINTHEFORMSANDHOWTOCODETHEPROPEREVENT.
DISCUSSTHEADVANTAGESOFAWINDOWSBASEDAPPLICATION
VSANOLDER“COMMANDLINEPROMPTLANGUAGESUCHASC
ORC++
(CLO)2:USEOFGRAPHICS,SOUND,MOUSEANDTIMERBASED 75%
CAPABILITIESWITHINAVISUALBASICAPPLICATION
75%
(CLO)3:USINGANDCONCEPTSOFLOOPS(I.E.FORAND
WHILE).WHENISONETYPEOFLOOPAPPROPRIATETOTHELOGIC
ANDWHICHPARTICULARLOOPISBESTTOUSEINTHAT
SITUATION
« IfmoreCLOsarelistedforthecourse,addanotherrowtothetable.
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3.5
3.6
*DefinedTargetScores:WhatscoresineLumenfromyourstudentswouldindicatesuccessforthis
CLO?(Example:75%oftheclassscoredeither3or4)
**Actualscores:WhatistheactualpercentofstudentsthatmeetdefinedtargetbasedontheeLumen
datacollectedinthisassessmentcycle?
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
A. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Studentswhospendtimeandattendlecturesareuniversallytheoneswhosuccessfully
finishthecourse.Thosewhohavepoordisciplineormentalself-disciplinewould
probablynotbesuccessfulinanyoftheotherCScourse.Studentswithatleastone
coursewhohavesomeprogrammingexperiencehaveadaptedsuccessfullyprovingmy
observationaboutexposingstudentstodifferentlanguagesyntaxandgrammar.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Returningstudentswithrealonthejobexperiencehavepersonallyarticulatedsuch
observationsandconcerns.Thisis“thirdhand”evidencethatisnotverifiable.Computer
sciencecannotbecomparedtoMath,Chemistry,Physics,Biology,Engineeringoranyof
theotherphysicalsciences.ComputerScienceismoreakintolearningand
speaking/writingadifferentforeignlanguagethatrequirestheusertobeableto
operateandsolveproblemsinadifferentandchangingenvironment(differentlanguage
capabilitiesusingavastlydifferentoperatingsystemthatmayevenbespecifictothat
oneorfewemployers).Youhavetobothknowthelanguageorapplicationplusthe
operatingsystem,bothmustbeunderstoodinorderfortheapplicationtowork.Many
instructorshavenarrowfocuswithlimitedtonoconceptofthisproblem.
B. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Easeofuseinimplementingmouse,soundandimagecapabilitiesunderVisualBasicas
evidencedbythemajoritycompletionratesofassignments.
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2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Gamesprogrammingisoneofthemostindemandandalargeemployer(Universityof
SouthernCaliforniaforexamplehasundergraduateandgraduateprogramsinGame
programming).Thatrequiresaskillsetinsoundandimagesplusawindowsbased
understanding.NONEoftheseskillsorcapabilitiesareevendemonstratedorrequiredin
thecurrentChabotCScoursecurriculum.Studentswhoarenot“taughthowtolearn”
havenoconceptofsuchcapabilitiesalthoughtheymayusesuchcapabilitiesonadayto
daybasis.Studentswhohaverecognizedthisandaskedhowtodothisoftenhave
instructorswhoselanguageknowledgesetisaslimitedifnotmoresothanthatstudent.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Majorityofstudentsfinishtheassignmentssuccessfully.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Demonstratingandarticulatingthesamecommoncapabilitiesamongdifferent
languagesisakintohavinganunderstandinginonespokenlanguageandbeingableto
usethatskillsettolearnthecomponentsofanotherspokenlanguage(i.e.apersonwho
isfluentinSpanishmaynotbeabletospeakFrench,ItalianorPortuguesefroma
standingstartbuttheirlearningcurveislotsteepduetothecommonalitiesamong
thoselanguagesthensomeonewhojustknowsChineseoranon-Europeanlanguage’s
grammarandsyntax.Otherlanguagescommonalitiesincludedatainputfromthe
keyboard,datafiles,arithmeticalcalculations,oroutput.
D.COURSE-LEVELOUTCOME(CLO)4:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
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N/A
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
N/A
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedonthepreviousassessmentcycle,theprior
ClosingtheLoopreflectionsandotherfacultydiscussions?
None.Standardscannotbeerodeddespitethefalloffinstudentpreparation,qualityand
otherlackofsoftskills.CSCI10isnotrequiredforcorecoursetransfer(CSCI14,15and20
istheequivalenttotheCS1andCS2standardsrecognizedbytheCSU/UCsystem)towhich
mostofourstudentstransfer.Thiscourseisa“comparativelanguages”enrichmenttype
coursethatisnotrequired.As“secondhand”evidenceofthispremise,upperdivision
coursetopicsmaybetaughtinotherlanguagesatthediscretionoftheindividual
instructor.Astudentwhoaskillsetinonlyonelanguageisnowforcedto“learna
differentlanguages”syntaxandgrammar,quirksandcapabilities“onthefly”
simultaneouslywithalltherigorsanddemandsofthatongoingcourse(successrate
becomesproblematic).CSCI19AandCSCI7,JavaandPython,isinthesamesituation,
singletoncourses,yetJavaisevenmorewidespreadthanMicrosoft’sVisualBasic.CSCI41
(Unix)isalsoanotherexamplebutevenmoreofanimportantskillsetsinceUNIXisthe
operatingsystemofchoiceformainframeuseandtheprimaryacademicenvironmentat
thefouryeartransferinstitutions(studentswhohaveonlyMicrosoftWindowsexperience
forexamplearesuddenlyillequippedtoadaptwithanoveralllessersuccessrate).Ifthere
isafuturecutbackinCScoursesduetobudgetaryorlackofdemandthanCSCI10and
possiblyCSCI41wouldbethenexttobescrapped.
Asevidenceofthis,Fall2016onlyhadatotalof16studentsremainingatfinals(oneof
whichwas“MissinginAction”).Itisthesharpestdropoff.Thenextsessionisscheduled
forFall2016.Shouldsimilarresultsoccurthenmaybeitshouldbedroppedduetolackof
studentdemandasanyotherproductorserviceinanyrationaleconomyandreplacedby
somethingelse.
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2. Basedonthecurrentassessmentandreflections,whatcourse-levelandprogrammatic
strengthshavetheassessmentreflectionsrevealed?Whatactionshasyourdiscipline
determinedmightbetakenasaresultofyourreflections,discussions,andinsights?
Theoverallobjectiveofanydegreeisthefoundationskillforemploymentnota“beall
endallpaperchase”.Youcouldgothroughanentiredegreehereandatthetransfer
institutionwithoutseeinganyothertypeoflanguagesyntaxandstructureexceptCorC++
(andwedonoteventeachCpersayexceptasabriefsuperficialintroductionanda
solitaryassignmentinCSCI14).Unfortunately,withsuchaslimitedskillsetand
understandingofanyotherlanguagesyntaxandcapabilities,thatgraduateisillequipped
tosucceedatanintervieworonthejobunderrequirementsanddemandsthatdonot
matchanyofthatgraduate’sskillsetsandfoundationknowledge.Theequivalentisa
graduatewhoonlyhasstudiedEnglishandAmericanculturalnormsforemploymentand
competitioninaninternationalbusiness/culturalarena.Someinstitutionsevenhavean
electiveincomparativelanguagescourseforjustsuchareason.Instructorswhoteachone
languageatanacademicinstitutionoftenhavenoconceptorasuperficialunderstanding
ofthatunspokensituationinCorporateAmerica.Employershavealsodoneapoorjobat
articulatingthissituationtoacademiawhointurnareundernomandateorenforcement
toadaptorreact.Fouryearandtwoyearinstitutionshavenotbyandlargereacteddueto
“academicinertia”.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
! Curricular
! Pedagogical
! Resourcebased
! ChangetoCLOorrubric
! Changetoassessmentmethods
! Other:__NONE.CSCI10isnotrequired.Itisasingletonclass.ComputerScienceisa
poorrelationintheSTEMfamily.Theprimaryfocusis“transfer”(i.e.whattheCSUor
UCsystem“wants”notwhatisnecessarilypersonallyusefultoagraduate2or3years
fromnow).
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AppendixC:ProgramLearningOutcomes
Consideringyourfeedback,findings,and/orinformationthathasarisenfromthecourselevel
discussions,pleasereflectoneachofyourProgramLevelOutcomes.
Program:ComputerScience(CSCI10)
• PLO#1::RECOGNIZEANDUNDERSTANDTHEEASEANDUSEOFAWINDOWSBASEDUSERINTERFACEAND
IDEFORPROGRAMSWRITTENINVISUALBASIC.NETBYSELECTINGANDUNDERSTANDINGWHICHOFTHE
AVAILABLECONTROLSTOEMBEDINTHEFORMSANDHOWTOCODETHEPROPEREVENT.DISCUSSTHE
ADVANTAGESOFAWINDOWSBASEDAPPLICATIONVSANOLDER“COMMANDLINEPROMPTLANGUAGE
SUCHASCORC++
•
PLO#2:USEOFGRAPHICS,SOUND,MOUSEANDTIMERBASEDCAPABILITIESWITHINAVISUALBASIC
APPLICATION
•
PLO#3:USINGANDCONCEPTSOFLOOPS(I.E.FORANDWHILE).WHENISONETYPEOFLOOP
APPROPRIATETOTHELOGICANDWHICHPARTICULARLOOPISBESTTOUSEINTHATSITUATION
Whatquestionsorinvestigationsaroseasaresultofthesereflectionsordiscussions?
NONE
Whatprogram-levelstrengthshavetheassessmentreflectionsrevealed?
NONE.Ifthoughtout,itisthatfocusingononestandardlanguagealthoughhelpfulfor
meetingtransferrequirementstotheUC/CSUsystemmaynotbebestinthelongtermforan
entrylevelgraduateintheComputerSciencecareerpath.CorporateAmericanolonger
simplyhiresbasedondegreesbutonaskillset.CorporateAmericahasgrownsuspiciousof
“grades”andhasnowresortedtodemanding“certifications”inotherskillsetsNOTtaughtor
evensuperficiallycoveredatthefouryearuniversityormanytwoyearcommunitycolleges.
Employersexpecta“plugandplay”typeofgraduatewhocanimmediatelybeeffectiveon
thejobonDay2withnoupgradetrainingabovethatcollegedegree.Furthermore,that
employer’scomputerapplicationsandenvironmentmaybeproprietarythatdoesnotmatch
anytextbookortheacademicinstitution’slimitedcomputinglabenvironment.Givenany
budgetarycutbacksorlackofstudentdemand,CSCI10wouldbethenextcoursetobe
scrapped.
Whatactionshasyourdisciplinedeterminedmightbetakentoenhancethelearningof
studentscompletingyourprogram?
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NONE.Keepingwhatwehaveisinofitself“victory”
Program:ComputerScience(CSCI10)
• PLO#1::RECOGNIZEANDUNDERSTANDTHEEASEANDUSEOFAWINDOWSBASEDUSERINTERFACEAND
IDEFORPROGRAMSWRITTENINVISUALBASIC.NETBYSELECTINGANDUNDERSTANDINGWHICHOFTHE
AVAILABLECONTROLSTOEMBEDINTHEFORMSANDHOWTOCODETHEPROPEREVENT.DISCUSSTHE
ADVANTAGESOFAWINDOWSBASEDAPPLICATIONVSANOLDER“COMMANDLINEPROMPTLANGUAGE
SUCHASCORC++
•
PLO#2:USEOFGRAPHICS,SOUND,MOUSEANDTIMERBASEDCAPABILITIESWITHINAVISUALBASIC
APPLICATION
•
PLO#3:USINGANDCONCEPTSOFLOOPS(I.E.FORANDWHILE).WHENISONETYPEOFLOOP
APPROPRIATETOTHELOGICANDWHICHPARTICULARLOOPISBESTTOUSEINTHATSITUATION
Whatquestionsorinvestigationsaroseasaresultofthesereflectionsordiscussions?
NONE.Theefforttobringbackquantitative“numbers”isaprobablymassiveeffortthatmay
notmatchallregionseventhelocalregionletaloneallemployers.Itwouldbeobsoletethe
momentyouwrotetheresults.UnlikecorebasicMath,Physics,Biology,Chemistryoranyof
theotherphysicalsciences,demandforthisorthatapplicationorchangesinthecomputing
environmentchangeonaveragealmosteverysixmonths.Thisisthemajorstumblingblockin
understandingtheuniquenessofComputerScienceandwhytheirmostindemandpositions
payashighastheydoandwhythoseemployersCANNOTgetanadequatesupplyofrecruits.
Theserecruitscannotbe“assemblylinedproduced”persay.
Whatprogram-levelstrengthshavetheassessmentreflectionsrevealed?
Itshowstheoverallweaknessinthisdepartmentforgeneralpurposecomputingduetothe
narrow“transfer”focuswhichinturnbreaksdowntothelowpriorityanddemandlevelof
ComputerScienceintheoverallSTEMprogram.Wedonothavethestudentinterestand
hencethedemandtobethe“traditional”communitycollegeofferingcoursesnotavailableat
afouryearinstitutionbutarebecominganadjuncttotheUC/CSUtransfersystem.
Whatactionshasyourdisciplinedeterminedmightbetakentoenhancethelearningof
studentscompletingyourprogram?
NONE.
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