5.1 b
Program/Discipline: CIS
Annual Program Review Update
Computer Information Systems
Annual Program Review Template, Approved Spring 2009
Page 1 of 31
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: CIS
Submitted by (names): Dan Calderwood/Chris Romero
Contact Information (phone and email): dan-calderwood@redwoods.edu (476-4365)/chris-romero@redwoods.edu (476-4366)
Dean / V. P.:
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Annual Program Review Template, Approved Spring 2009
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5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Computer Information Systems
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2006 - 2007
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
64% 50% 52% 67% 24% 47%
51% 66% 63% 68% 61% 20%
53% 55% 69% 75% 68% 38%
57% 83% 74% 64% 77% 67%
71%
189
430
212 108
24
405 1,368 151
357
168
92
83
851
96
389
103
52
205
845
58
366
167
20
229
840
9
23
15
6
2
23
78
8
17
10
7
13
55
6
19
5
3
17
50
3
18
9
1
11
42
18.48 45.02 23.55 10.7 2.23 46.19 146.16 31.3 79.99 34.05 17.43 11.88 174.64 19.96 84.98 23.33 9.73 42.69 180.68 13.57 76.07 38.18 2.53 56.98 187.33
441 1,134
738 252
90 1,026 3,681 810 1,692
918
621
540 4,581
558 1,836
468 243 1,026 4,131
288 1,764
864
54 1,188 4,158
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
None that we are aware of.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
1. A decrease in evening enrollment from 06/07 to 07/08 was due to budgetary cuts forcing a reduction in course offerings. Our
evening sections have lower enrollments and we were asked to cut our lowest enrolled sections first.
2. The section reduction from 78 (05-06) to 55 (06-07) were in part due to combining lab and lecture sections into 1 course section at
the request of administration.
3. We think that the fill rate increase, for early morning and prime time slots from 05/06 to 08/09, is due to the reduction in the
number of sections offered over the same time period.
4. The reduction in sections from 55 (06-07) to 42 (08-09) was also due to mandatory reductions from administration.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
Annual Program Review Template, Approved Spring 2009
Page 5 of 31
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5.1 b
CIS-1
CIS-100
CIS-11
CIS-12
CIS-12L
CIS-16
CIS-16L
CIS-18
CIS-18L
CIS-1L
CIS-2
CIS-20
CIS-20L
CIS-22
CIS-22L
CIS-2L
CIS-3
CIS-30
CIS-30L
CIS-31
CIS-31L
CIS-32
CIS-32L
CIS-40
CIS-50
CIS-50L
CIS-53
CIS-53L
CIS-7
CIS-70
CIS-70L
CIS-71
CIS-77
CIS-78
CIS-80
CIS-81
CIS-83
CIS-85
CIS-86
CIS-88
CIS-90
CIS-91
CIS-98
CIS-98L
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
71%
557
70%
457
63%
238
55%
348
55%
380
67%
400
61%
284
56%
347
60%
42
55%
31
48%
23
71%
21
71%
31
80%
46
57%
44
72%
47
78%
50
71%
31
85%
46
81%
31
60%
15
65%
20
81%
31
67%
15
72%
18
55%
11
47%
53
49%
51
72%
18
55%
11
72%
561
69%
438
69%
65
67%
51
70%
10
100%
4
70%
10
100%
4
60%
10
60%
10
68%
65
69%
51
89%
28
62%
13
100%
19
43%
14
54%
28
52%
29
62%
29
100%
19
36%
14
69%
13
45%
11
53%
15
39%
33
74%
31
69%
13
45%
11
71%
24
75%
24
100%
1
77%
44
85%
39
79%
43
85%
39
74%
38
67%
21
74%
38
67%
21
67%
49
65%
40
78%
9
93%
14
100%
17
93%
14
92%
12
81%
27
94%
36
58%
45
59%
17
52%
21
63%
19
75%
16
83%
6
43%
7
89%
9
92%
36
100%
1
71%
7
80%
10
97%
30
90%
70
88%
17
47%
17
62%
21
70%
23
80%
20
92%
24
78%
18
47%
17
92%
12
79%
14
60%
5
78%
9
75%
4
76%
37
79%
58
63%
60
67%
60
71%
48
74%
38
79%
58
75%
2206
71%
1563
64%
973
59%
990
59%
968
Annual Program Review Template, Approved Spring 2009
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
1. The significant drop in completion for CIS 1beginning in 07-08 is due, we believe, to expanding CIS 1 offerings to the online
environment.
2. CIS 31 success rate dipped in spring 06 through spring 08 due to course moving online. In the spring of 09 the course was
revamped to use a hybrid delivery, which resulted in an increase of completion from 39% to 74%.
3. In the Fall 2004 an associate faculty taught the CIS 30 course for the first and only time. The associate faculty member
subsequently not rehired due to poor performance and student complaints. When the course was offered next in the fall of 2005,
demand for the course was significantly low. The enrollment has since recovered.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None we're aware of.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Annual Program Review Template, Approved Spring 2009
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5.1 b
CIS-1
CIS-100
CIS-11
CIS-12
CIS-12L
CIS-16
CIS-16L
CIS-18
CIS-18L
CIS-1L
CIS-2
CIS-20
CIS-20L
CIS-22
CIS-22L
CIS-2L
CIS-3
CIS-30
CIS-30L
CIS-31
CIS-31L
CIS-32
CIS-32L
CIS-40
CIS-50
CIS-50L
CIS-53
CIS-53L
CIS-7
CIS-70
CIS-70L
CIS-71
CIS-77
CIS-78
CIS-80
CIS-81
CIS-83
CIS-85
CIS-86
CIS-88
CIS-90
CIS-91
CIS-98
CIS-98L
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
91%
557
87%
457
89%
238
83%
348
83%
380
89%
400
87%
284
88%
347
76%
42
81%
31
83%
23
95%
21
90%
31
89%
46
89%
44
91%
47
100%
50
90%
31
89%
46
94%
31
80%
15
90%
20
94%
31
80%
15
94%
18
91%
11
72%
53
63%
51
94%
18
91%
11
91%
561
87%
438
83%
65
90%
51
90%
10
100%
4
90%
10
100%
4
70%
10
70%
10
83%
65
90%
51
96%
28
77%
13
100%
19
71%
14
82%
28
83%
29
79%
29
100%
19
71%
14
77%
13
82%
11
67%
15
70%
33
94%
31
77%
13
82%
11
88%
24
88%
24
100%
1
91%
44
95%
39
93%
43
95%
39
92%
38
81%
21
92%
38
81%
21
90%
49
95%
40
89%
9
100%
14
100%
17
100%
14
100%
12
93%
27
94%
36
82%
45
82%
17
81%
21
89%
19
88%
16
83%
6
71%
7
100%
9
94%
36
100%
1
71%
7
100%
10
100%
30
94%
70
88%
17
94%
17
100%
21
83%
23
90%
20
92%
24
83%
18
76%
17
92%
12
79%
14
100%
5
89%
9
100%
4
86%
37
88%
58
80%
60
82%
60
98%
48
84%
38
88%
58
90%
2206
87%
1563
87%
973
85%
990
86%
968
Annual Program Review Template, Approved Spring 2009
Page 8 of 31
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
1. The slight drop in CIS 1 completion beginning in fall 07 is due to expanding CIS 1 course offerings to the online environment.
2. The increase in completion for CIS 11 in spring of 2008 was due to a significant course update.
3. The increase in completion for CIS 98 from 82% to 98% in 07-08 to 08/09, is due to an instructor change. Traditionally, CIS 98
was taught by an associate faculty, in the fall of 2008 a full-time CIS faculty took over the course and made changes to the hands-on
components of the course.
4. The increase in completion rate for CIS 31 in the spring of 2009 is due to changing the course from 100% online to hybrid delivery.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
None that we're aware of
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
Page 9 of 31
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
CIS-1
CIS-100
CIS-11
CIS-12
CIS-16
CIS-18
CIS-20
CIS-30
CIS-31
CIS-40
CIS-7
CIS-70
CIS-86
CIS-98
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
80%
105
69%
234
53%
310
45%
194
47%
15
66%
192
82%
17
77%
81
71%
196
64%
336
39%
77
53%
137
62%
13
75%
24
37%
19
40%
5
57%
14
84%
32
78%
49
51%
35
75%
4
77%
43
75%
12
36%
11
80%
5
71%
7
70%
10
35%
17
50%
10
100%
1
44%
27
100%
1
100%
2
100%
1
78%
18
44%
34
52%
25
50%
4
53%
19
71%
14
40%
15
10%
10
50%
2
44%
18
100%
1
86%
14
74%
31
57%
30
50%
4
100%
1
61%
18
100%
6
100%
7
100%
3
100%
1
50%
2
73%
11
86%
7
67%
3
0%
1
61%
31
87%
38
79%
47
65%
55
38%
8
0%
2
61%
49
80%
282
69%
563
58%
706
57%
561
40%
96
60%
557
Annual Program Review Template, Approved Spring 2009
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5.1 b
CIS-1
CIS-100
CIS-11
CIS-12
CIS-16
CIS-18
CIS-20
CIS-30
CIS-31
CIS-40
CIS-7
CIS-70
CIS-86
CIS-98
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
78%
122
67%
132
60%
215
50%
232
53%
97
59%
252
79%
33
77%
31
73%
166
66%
325
53%
104
51%
185
74%
19
47%
19
69%
16
50%
4
0%
3
50%
14
89%
46
72%
25
63%
32
33%
9
50%
4
74%
47
61%
18
0%
2
100%
3
67%
12
52%
23
38%
8
50%
4
0%
2
50%
28
100%
3
100%
1
57%
30
59%
17
59%
17
50%
6
0%
1
48%
29
48%
21
17%
6
43%
7
0%
3
55%
22
100%
1
84%
25
75%
8
71%
21
47%
15
33%
3
62%
26
100%
7
100%
7
100%
1
100%
2
86%
7
67%
3
67%
6
60%
5
33%
3
65%
31
83%
46
79%
28
62%
34
71%
17
57%
7
63%
67
75%
400
67%
286
65%
523
58%
618
51%
222
58%
716
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
1. Students who have passed or enrolled in English 1A perform in all CIS courses. The course that English 1A has the smallest impact
on is CIS 100, which makes sense due to its remedial content. The courses that English 1A has the greatest impact on are CIS 18, 30,
and 31.
2. Students who have Math 380 and above perform better that those who do not. CIS 98 students who are enrolled in Math 375 or
above perform well; where CIS 1 students seem to perform better with Math 380 or above. This difference is possibly due to the n
value in the two calculations.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
In the past, attempts to address the math competency issue through restricted access to courses have had a detrimental impact on
enrollment. To date, math competency standards are handled via student advising.
Annual Program Review Template, Approved Spring 2009
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5.1 b
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
CIS-Networking prepares students to work in the information technology field as network administrators, network analyst, computer
support specialist, and network installers. According to the California Employment Development Department, the network and data
communication analyst field is the fastest growing occupation in Humboldt County , with a projected growth rate of 40% through
2014. The growth rate for network installers is the 6th fastest at 30%; and the growth rate for computer support specialists occupation
is 28.6% over the same period.
According to the "Northcoast Targets of Opportunity Final Report" (October 22, 2007, www.humboldtwib.com) " . . we recommend
that the North Coast focus on targets of opportunity as their top economic and workforce development priorities. Specifically, this
means: . . .Targeting occupations for recruitment, education, and training that are critical to multiple targets of opportunity and are
expected to grow in the future (e.g., accountants, customer service representatives, computer support specialists, truck drivers)." In
addition, " . . . employers in Management and Innovation
Services identified the following biggest workforce requirements:
• Higher-level professionals like network systems analysts and administrators, new
media producers
• Mid-level practitioners such as those with specialized skills in networking and
security; analysts; integrators; database administrators, and more generally
engineering and science graduates. Also, more ability in the “soft skills” of
management (e.g., human resources).
• At the entry-level, there is a need for better educated (BS/BA), PC-savvy, career
oriented individuals with good verbal and written communication skills who want
to stay in the region."
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5.1 b
Technology is an integral component in each of the 6 targets of opportunity defined in the report. Skilled workers are required to
design, implement, and maintain the necessary technology; and CR's CIS Networking department provides a portion of that training.
As a result, the potential demand and growth for CIS Networking graduates remains strong for the forseeable future.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
1300
Restricted Funds
1500
17685
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
It is a constant struggle to find funding sources adequate to maintain the hardware required to keep the program current with industry
practices. As mentioned in our 2007-2008 QIP, $40,000 per year is required to "replace 1/5 of the lab pcs each year plus tools,
software and network equipment." There is still a strong need for a recurring funding source in the District's budget to maintain and
replace program hardware and software used by students for instruction.
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5.1 b
5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
Annual Program Review Template, Approved Spring 2009
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5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
1.72
34% 2.31
46% 1.47
36% 2.05
38%
Regular Staff/Non-Overld 3.67
66% 3.82
54% 3.96
64% 3.67
62%
Total
5.39
100% 6.13
100% 5.42
100% 5.72
100%
a. Describe the status of any approved, but unfilled full-time positions.
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
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5.1 b
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
CIS
CIS/DM/BT/BUS
1
0
0
0
0
.25 (CIS) Please see
Addendum A
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
Annual Program Review Template, Approved Spring 2009
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5.1 b
8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines:
Year:
Submitted by:
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
9. Equipment
Annual Program Review Template, Approved Spring 2009
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5.1 b
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
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Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Implement and manage a simple LAN using contemporary networking hardware, the OSI
model and the TCP/IP protocol suite.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Lab practical in CIS 30. 75% or more of students complete the assessment satisfactorily.
Measured by faculty of record for CIS 30.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Implement the remaining 3 PLOs as documented in our comprehensive program review by the next review
cycle. Begin to assess course SLOs for CIS 30 and 98 by next review cycle.
The assessment was given in the form of a midterm lab practical. 90% scored 70% or better (70% actually
scored > 90%!)
Document in program review. Program is on track. Survey advisory committee and discuss current PLOs and
additional PLOs necessary to meet industry trends.
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5.1 b
Provide a timeline for
implementation of your
top priorities.
Implement the following PLOs by the end of Spring 2011:
1) Describe the process of instruction execution by the CPU.
2)Differentiate between the various types of networks and their characteristics.
3)Demonstrate the ability to use flow-control structures in programming solutions.
Course SLO Measured:
Or PLO Measured : Install and Manage a NOS.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Hands on labs in CIS 31. 75% or more of students complete the assessment satisfactorily measured by faculty of record for CIS 31
Summarize the overall
results of your
department, including
performance data if
applicable.
74% of the students enrolled successfully completed the installation and basic management tasks associated
with an NOS.
How will your
department address the
needs and issues that
were revealed by your
assessment?
We were very close to our goal of 75%. Last spring was the first time we used a new NOS (MS Server 2003),
for the CIS 31 course. As the material and delivery for the course matures, we're confident the success of the
assessment will improve.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Use the same NOS and course material for another semester at least.
Make sure students are advised properly about the recommended preps for the course
Structure course to encourage students to review the week's material BEFORE coming to lab
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5.1 b
Provide a timeline for
implementation of your
top priorities.
Complete by S 2010
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
None completed at this time.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
CIS 11 outline updated
b.
planned for the coming year.
None this year.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
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Course
CIS 1
CIS 100
CIS 11
Annual Program Review Template, Approved Spring 2009
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Year Course Outline Last Updated
2006
2006
2009
Year Next Update Expected
2011
2011
2014
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5.1 b
CIS 12
CIS 16
CIS 18
CIS 20
CIS 30
CIS 31
CIS 40
CIS 7
CIS 86
CIS 98
2005
2005
2007
2008
2005
2007
2008
2006
2008
2005
2010
2010
2012
2013
2010
2012
2013
2011
2013
2010
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
CIS 1 course update was not completed last year due to time constraints. The outline is not due until 2011, time management issues
required that we wait until its normal update cycle to complete the revision.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
Submitted a "Supplemental Resource Request" to replace 14 Cisco routers in the networking lab. We received notification that the
CPC approved the plan on 5/12/09. We received notification on 7/2/09 that the funding was denied without explanation.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
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5.1 b
Rec 1: Revisions to Networking AS and CA completed
Rec 2: Work on creating a certificate of completion in networking was halted due to the change in certificate criteria at the state level
and accreditation sanctions.
Rec 3: Course outline changes completed
Rec 4: CIS 22 and 32 inactivated, CIS 11 was actually redesigned and is currently an active course slated to be offered in the spring of
2010.
Rec 5: Pursue CIS 1 GE Proposal. In progress, new completion date estimated as fall 2010 when course outline is due for updating.
Rec 6: Funding source still being sought. Have successfully written two CTEA grants, 1 Action plan (08-09), and 1 supplementary
resource plan (approved on 5/12 then denied on 7/2).
Rec 7: Recruitment of associate faculty ongoing.
Rec 8: Participation in new academic building plan is non-existent at this point
Rec 9: Staff development ongoing.
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
None
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5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 24 of 31
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 25 of 31
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 26 of 31
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 27 of 31
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured : Disassemble and reassemble a PC.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Lab practical in CIS 98. 75% or more of students complete the assessment satisfactorily measured by faculty of record for CIS 98.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
NA
Provide a timeline for
implementation of your
top priorities.
NA
96% (26/27) students completed the outcome at a satisfactory level.
No adjustments deemed necessary
Annual Program Review Template, Approved Spring 2009
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 29 of 31
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 30 of 31
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
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