Institutional Effectiveness Achievement Report
Computer Information Systems: BBA Information Systems 2014­2015 Institutional Effectiveness Achievements Report
Unit Head: Charles Apigian
Reports to: College of Business
Mission:
The mission of the Department of Computer Information Systems is to provide programs to prepare students to solve business problems through the use of computer information systems, computer tools, and
techniques; to prepare students in the management of computer information systems; to provide foundation courses to students in other fields; to encourage intellectual contributions that advance the state of
knowledge in the application of information technology and quantitative methods to the solution of business problems; and to promote the involvement of department members in service activities.
Use of Prior Results : The language taught in INFS 2600 Introduction to Software Development and Porgramming (which is the prerequisite for INFS 3400) was changed from Visual Basic to C#. Because C# is now
taught in a two course series it is believed this will address weaknesses in C# coding and structure revealed in prior assessments. Student Learning Outcome:
Students will create a comprehensive
application program to solve a complex
problem using a standard programming
language.
Measure 1:
Measurement will be course­embedded.
Students will design, develop and implement a
substantial, business application project that
utilizes object­oriented features of C#
programming language and the implemented
application would run in Windows­based
environment
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
R. Valecha
Assessment for this objective was
not conducted this year due to
Completion changes taking place in the course
Date:
(due to the programming language
change in the prerequisite class). In
addition, INFS 3400 will be taught by
Dr. Rohit Valecha beginning in the
Fall 2015 semester. Dr. Valecha will
need some time to get up to speed
on the assessment process before
conducting an assessment next year.
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
Course
content will
be re­
evaluated
and modified
due to the
change in
programming
language
taught in the
prerequisite
course. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Assessment
measure and
rubric will be
re­evaluated
and modified
due to the
change in
programming
language
taught in the
prerequisite
course. Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : Changed to new edition of the textbook with more elaboration on data modeling.
Student Learning Outcome:
Students will apply a standard data
modeling technique to design an effective
and efficient database structure.
Measure 1:
Measurement will be course­embedded. The
student will be given a short business case
with a description of end­user requirements.
The student will use a standard data modeling
technique to create a data model that
supports all of the stated user requirements,
and that could be implemented into a flexible,
stable database structure.
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
S. Morris
76%, 69%, 57%, and 75% of
students scored 4 or better on the
Completion four dimensions of the rubric
Date:
(technique, completeness,
efficiency, flexibility), respectively.
The target was not met for 80% of
students to score 4 (out of 5) on
each dimension of the rubric.
Future Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project, etc.):
Create new
practice modules
to allow students
more practice
opportunities
before the
assessment. The
target for the
next assessment
is for 80% of the
students to score
4 (out of 5) on
each dimension
of the rubric.
Future Actions
:Describe
Assessment
Changes
(measures such
as rubrics,
exams,
diagnostic
instruments,
etc.):
Future Actions
:Describe any
additional
resources
needed (Leave
blank if no
additional
resources are
needed.):
Use of Prior Results : Dr. Charlie Apigian now teaches INFS 2400 and collected assessment data this year. Dr. Apigian emphasizes HTML and CSS in this class for programming instead of Javascript. This is a
simple change in programming language and would not change the goal or objective. The change for assessment is to specify HTML and CSS in the measurement and assessment rubric. This change was
proposed and brought before the Departmental Assessment committee and was approved by the committee via email vote. The approved new measure is worded below: Measurement will be course­embedded.
Students will design and develop webpage(s) using CSS and HTML. The instrument will be transacted as part of a case assignment(s) focusing on webpage design and client side scripting. Which replaces the prior
measure shown below: Measurement will be course­embedded. Students will design and develop webpage(s) using CSS3, HTML5, and JavaScript. The instrument will be transacted as part of a case assignment(s)
focusing on webpage design and client side scripting Student Learning Outcome:
Students will be able to create webpages
using current web technologies and tools.
Measure 1:
Measurement will be course­embedded.
Students will design and develop webpage(s)
using CSS and HTML. The instrument will
be transacted as part of a case
assignment(s) focusing on webpage design
and client side scripting. Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
C. Apigian
The target was for 85% to meet or
exceed expectations and no more
Completion than 15% to be below expectations.
Date:
The results of the data collection
was 24.5% exceeded expecations,
57.1% met expectations, and 18.4%
were below expectations. The target
was not met.
Future Actions
:Describe
Program
Changes (adding
a course,
assignment,
project, etc.):
This year we
incorporated
virtual desktops
and Dreamweaver
as a tool for
developing
websites. This
went very well.
For the upcoming
year, we plan to
incorporate the
new updates to
Dreamweaver,
including
Bootstrap and
more
Javascripting
through jQuery
and Bootstrap.The
incorporation of
videos from
Lynda.com did
help, but we plan
on creating
custom videos for
this year to better
match the content
of the class. The
target for the next
assessment: 85%
meet or exceed
expectations, 20%
exceed
expectations, no
more than 15%
below
expectations.
Future Actions
:Describe
Assessment
Changes
(measures such
as rubrics,
exams,
diagnostic
instruments,
etc.):
Future Actions
:Describe any
additional
resources
needed (Leave
blank if no
additional
resources are
needed.):
Use of Prior Results : Continuous development was directed towards appropriate analysis techniques in understanding the choice in LAN technologies.
Student Learning Outcome:
Students will be able to apply standard
network principles to design appropriate
technology for a local area network to include
both equipment and cabling that will support
the needs described in the project.
Measure 1:
The knowledge for switched local area
networks design is measured by a data
communication lab project.
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
N. Brooks
93.8% of students met or exceeded
expecations on the assignment. The
Completion objective for 87.% of students to
Date:
meet or exceed expecations for the
assessment was met. Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project, etc.):
Particular
attention will
be given to
understanding
the process
of choosing
technologies
and including
all necessary
components
to support
analyzed
needs in a
network.
Continue to
monitor
results to
see if the
target
continues to
be met. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are needed.):
Use of Prior Results : Particular attention was given to understanding the process of choosing technologies and including all necessary components to support analyzed needs in networks. Additional material related
to analyzing LAN and WAN needs was added along with an enhanced instructions for choosing WAN technologies to support analyzed needs.
Student Learning Outcome:
Students will apply network design principles
in selecting and applying appropriate
technology for a wide area network (WAN).
Measure 1:
The knowledge for wide area networking
services design is demonstrated by a case
study report conducted in a real world setting.
Person(s)
Analysis of Results for Measure 1.
Responsible: (include strengths & weaknesses):
N. Brooks
86.1% of student met or exceeded
expecatations. The target for 87.5%
Completion of students to meet or exceed
Date:
expecations was not met. Students
seem to struggle more with the
concepts associated with wide area
networks. Supporting Document(s):
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project, etc.):
Additional
focus will be
placed on
understanding
the options for
providing
WAN services
to
organizations. Particular
attention will
be given to
understanding
the process of
choosing
technologies
and including
all necessary
components
to support
analyzed
needs in
networks. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe any
additional
resources
needed
(Leave blank
if no
additional
resources are
needed.):
Use of Prior Results : The additional assignment added in the 2013­2014 assessment year was removed in the 2014­2015 assessment year. In addition, Visual Studio was upgraded from the 2010 version to the
2012 version. Class content was re­evaluated and modified to reflect the changes in the software upgrade to Visual Studio 2012.
Student Learning Outcome:
Students will design, create, and implement
or publish integrated computer­based
applications for business problems.
Measure 1:
Measurement will be course­embedded.
Students will be given a business problem,
which will be solved by developing a
computer­based application. Students will
design, create, and implement or publish an
application that will automate business
processes and update information in a
database. The instrument will be transacted
as part of an assignment.
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
M. Korzaan
The 2014­2015 assessment data
indicate that 79% (compared to 71%
Completion in 2014) of the students scored a 4 or
Date:
better on the assessment rubric,
which is an improvement over last
year. The modifications made to the
class to reflect changes in the Visual
Studio 2012 software upgrade
seemed to helping improving overall
assessment results. The weakest
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project, etc.):
A closer look
at the results
reveal that the
scores on this year's assessment
were on following directions and
design. lowest scores
occurred on
following
directions and
design. To
close the loop,
an emphasis
on using
Cascading
Style Sheets
(CSS) and
HTML5 will be
incorporated
into the class
material along
with a take
home exercise
for students to
practice
professional
looking web
layout design.
The rubric
category on
meeting
requirements
was also low.
Various
techniques will
be used to
improve
communication
to the students
about the
requirements
for the project,
such as
adopting the
D2L template
provided by
ITD and
providing
students with
the rubric and
a checklist of
the
requirements
which they will
need to turn in
with the
assignment. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe any
additional
resources
needed
(Leave blank
if no
additional
resources are
needed.):
Use of Prior Results : Changed to a new edition of the textbook with more examples for programming and developed new in­class exercises. Student Learning Outcome:
Students will use a standard data definition
and manipulation language with a given
database design to address a specific
business need.
Measure 1:
Measurement will be course­embedded. The
student will be given a project complete with
business requirements, system requirements,
and a database design. The student will use a
standard data definition language (such as
SQL) to complete the implementation of the
database design into a functioning database
structure. The student will also use a standard
data manipulation language (such as SQL) to
insert business data appropriately into the
database structure, and then extract and
manipulate specific business data from the
database to satisfy the given business
requirements
Person(s)
Analysis of Results for Measure 1.
Responsible: (include strengths & weaknesses):
S. Morris
79%, 72%, and 86% of students
scored 4 or better on the rubric
Completion dimensions (syntax, logic, and
Date:
efficiency), respectively. The target
of 80% of students to score 4 (out of
5) on each dimension of the rubric
was not met for the syntax and logic
dimension on the rubric. It was met
for the efficiency dimension.
Supporting Document(s):
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
Reorder the
presentaiton
of the class
materials to
place all
DML
coverage
prior to DDL
coverage.
The target
for the next
assessment
is for 80% of
the students
to score 4
(out of 5) on
each
dimension of
the rubric.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : Assessment data was not collected this year. The course is changing due to the incorporation of data analytics. As such, the rubric and measurement will be altered to reflect the changing
knowledge base expected of students in this area.
Student Learning Outcome:
Students will model a business situation
using a spreadsheet and use the model to
evaluate alternative decisions.
Measure 1:
Measurement will be course­embedded. The
student will be given a short business case
and one or more decisions that must be
evaluated and justified. The student will create
Person(s)
Analysis of Results for Measure 1.
Responsible: (include strengths & weaknesses):
S. Seipel
Assessment data was not collected
this year. The course is changing
Completion due to the incorporation of data
Supporting Document(s):
Future
Actions
:Describe
Program
Changes
a spreadsheet­based model to evaluate the
case, and suggest and support appropriate
decisions. The instrument will be transacted
as part of an exam.
Date:
analytics. As such, the rubric and
measurement will be altered to reflect
the changing knowledge base
expected of students in this area.
(adding a
course,
assignment,
project,
etc.):
Assessment
data was not
collected this
year. The
course is
changing due
to the
incorporation
of data
analytics. As
such, the
rubric and
measurement
will be altered
to reflect the
changing
knowledge
base
expected of
students in
this area.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : The survey was reworded to emphasize clarity and reduce ambiguity. The new survey was administered with significant improvements in Application Development, Database, and Web
Development perceptions. Asking 2 separate questions for Networking/Telecommunications revealed that students perceive they are weaker with WAN Networks than LAN Networks. Student Learning Outcome:
Students perceive that they are able to
create a comprehensive application program
to solve a complex problem using a standard
programming language.
Measure 1:
Students perceive that they are able to
create a comprehensive application program to
solve a complex problem using a standard
programming language
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
M. Korzaan
The application development target
was not met ­ the target was for 90%
Completion of the students to mark “Agree” or
Date:
“Strongly Agree” for Application
Development. 89% marked “Agree” or
“Strongly Agree”. The number of
students who perceived themselves
as capable of application
development increased by 14% and
is only 1% away from meeting the
target. Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project, etc.):
The survey
will be
administered
again during
the next
assessment
cycle to
continue
monitoring
student
perceptions to
see if they
continue to
improve and
are consistent
with direct
measure
results. The
target for next
year is for
90% of the
students to
mark "Agree"
or "Strongly
Agree" for
application
development. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are needed.):
Use of Prior Results : The survey was reworded to emphasize clarity and reduce ambiguity. The new survey was administered with significant improvements in Application Development, Database, and Web
Development perceptions. Asking 2 separate questions for Networking/Telecommunications revealed that students perceive they are weaker with WAN Networks than LAN Networks. Student Learning Outcome:
Students perceive that they are able to apply
a standard data modeling technique to design
an effective and efficient database structure.
Measure 1:
Students perceive that they are able to apply
a standard data modeling technique to design
an effective and efficient database structure
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
M. Korzaan
The database target was met ­ the
target was for 90% of the students to
Completion mark “Agree” or “Strongly Agree” for
Date:
Application Development. 100%
marked “Agree” or “Strongly Agree”.
The number of students who
perceived themselves as capable of
database design increased by 25%. Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The survey
will be
administered
again during
the next
assessment
cycle to
continue
monitoring
student
perceptions
to see if they
continue to
improve and
are
consistent
with direct
measure
results. The
target for the
next
assessment
is for 90% of
the students
to mark
"Agree" or
"Strongly
Agree" for
database. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : The measure for gathering student perceptions of their Web Development knowledge was changed to provide more clarity. The new question on the survey for Web Development knowledge
now reads as shown below: I am capable of using software tools (suchas Web Expressions, Dreamweaver, or WordPress) to create professional websites.
Student Learning Outcome:
Students perceive that they are able to use
Web development software tools to create
attractive and efficient websites.
Measure 1:
Students perceive that they are able to use
Web development software tools to create
attractive and efficient websites
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
M. Korzaan
Target was not met ­ the target was
for 90% of the students to mark
Completion “Agree” or “Strongly Agree” for Web
Date:
Development. 89% marked “Agree” or
“Strongly Agree”. The number of
students who perceived themselves
as capable of web development
increased by 25% and is only 1%
away from meeting the target.
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The survey
will be
administered
again during
the next
assessment
cycle to
continue
monitoring
student
perceptions
to see if they
continue to
improve and
are
consistent
with direct
measure
results. The
target for the
next
assessment
is for 90% of
the students
to mark
"Agree" or
"Strongly
Agree" for
Web
Development.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are needed.):
Use of Prior Results : The survey was reworded to emphasize clarity and reduce ambiguity. During the 2013­2014 assessment year there was one question referring to local area network (LAN) and wide are network
(WAN) knowledge together without differentiating the two types of networks. In 2014­2015 this was broken into two questions with the first question specifically inquiring perceptions of LAN knowledge and the
second question inquiring perceptions of WAN knowledge. The following two questions are now asked on the survey to evaluate student perceptions of their telecommunications / netwroking knowledge: I am
capable of designing a local area network (LAN) services I am capable of designing wide area networking (WAN) services
Student Learning Outcome:
Students will perceive that they are able to
design switched local area networks and
wide area networking services.
Measure 1:
Students will perceive that they are able to
design local area networks.
Person(s)
Analysis of Results for Measure 1.
Supporting Document(s):
Responsible: (include strengths & weaknesses):
M. Korzaan
Changing the wording on the survey
improved clarity on the results of the
Completion measure for
Date:
Networking/Telecommunications by
separating local area networks from
wide area networks. For LANs, the
target was not met ­ the target was for
90% of the students to mark “Agree” or
“Strongly Agree” for
Telecommunications / Networking. 61%
marked “Agree” or “Strongly Agree” for
LAN Networks. Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The survey
will be
administered
again during
the next
assessment
cycle to
continue
monitoring
student
perceptions
to see if they
continue to
improve and
are
consistent
with direct
measure
results. The
target for the
next
assessment
is for 90% of
the students
to mark
"Agree" or
"Strongly
Agree" for
both LAN
and WAN
knowledge. Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Measure 2:
Students will perceive that they are able to
design wide area networking services
Person(s)
Analysis of Results for Measure 2:
Responsible: (include strengths & weaknesses):
M. Korzaan
For WANs the target was not met ­ the
target was for 90% of the students to
Completion mark “Agree” or “Strongly Agree” for
Date:
wide area networks. 50% marked
“Agree” or “Strongly Agree” for WAN
Networks. WAN Networks was not
measured separately from LAN
Networks during the previous
assessment cycle. The results reveal
that students perceive they are weaker
with WAN Networks than LAN
Networks. This perception is consistent
with the results from the direct
measures. Use of Prior Results : The alumni survey is conducted twice every five years. No new data were available at this time.
Student Learning Outcome:
Alumni will perceive that they received high
quality instruction in CIS.
Measure 1:
Measurement will be taken from the Alumni
Survey that is conducted by the University
twice every five years. Alumni will rate quality
of instruction within the CIS major at 2.9 or
above on average over the five year period as
indicated by Question Q9 part H of the alumni
survey
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
S. Morris
The alumni survey is conducted twice
every five years. No new data were
Completion available at this time.
Date:
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The alumni
survey is
conducted
twice every
five years.
No new data
were
available at
this time.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : The alumni survey is conducted twice every five years. No new data were available at this time.
Student Learning Outcome:
Alumni will perceive that they were well
prepared for employment by the courses they
took in the CIS major.
Measure 1:
Measurement will be taken from the Alumni
Survey that is conducted by the University
twice every five years. Alumni will rate quality
of courses in the ability of the courses to
prepare the alumni for employment at 2.5 or
above on average over the five year period as
indicated by Question Q9 part G of the alumni
survey.
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
S. Morris
The alumni survey is conducted twice
every five years. No new data were
Completion available at this time.
Date:
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The alumni
survey is
conducted
twice every
five years.
No new data
were
available at
this time.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Use of Prior Results : The alumni survey is conducted twice every five years. No new data were available at this time.
Student Learning Outcome:
Alumni will perceive that their overall
education at MTSU prepared them for long­
term growth and employment in their field.
Measure 1:
Measurement will be taken from the Alumni
Survey that is conducted by the University
twice every five years. Alumni will rate the
overall ability of the education that the alumni
received from MTSU in preparing them for
long­term growth and employment in their field
at 2.5 or above on average over the five year
period as indicated by Question Q10 part C of
the alumni survey.
Person(s)
Analysis of Results for Measure 1. Supporting Document(s):
Responsible: (include strengths & weaknesses):
S. Morris
The alumni survey is conducted twice
every five years. No new data were
Completion available at this time.
Date:
Future
Actions
:Describe
Program
Changes
(adding a
course,
assignment,
project,
etc.):
The alumni
survey is
conducted
twice every
five years.
No new data
were
available at
this time.
Future
Actions
:Describe
Assessment
Changes
(measures
such as
rubrics,
exams,
diagnostic
instruments,
etc.):
Future
Actions
:Describe
any
additional
resources
needed
(Leave blank
if no
additional
resources
are
needed.):
Report Date: Wed Aug 12 2015
16:03:55 CDT
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