Program/Discipline: CIS-Networking
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: CIS Networking
Submitted by (names): Dan Calderwood, Chris Romero
Contact Information (phone and email): 476-4365, dan-calderwood@redwoods.edu; 4764366, chris-romero@redwoods.edu
Date: 10/08
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:
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) and describe the trends in enrollment, retention, success rates, and student
demographics. If applicable, describe how changes in these areas are impacting your
discipline and describe efforts within your area to address these impacts.
Enrollment: Enrollment between the 05-06 and 07-08 academic years in
networking courses increased from 14 to 29 students for CIS 30 (107%) and from 11 to
33 for CIS 31 (200%), which brought both courses to maximum enrollment. The reason
for the increase is an improved connection with area employers and high schools. The
graphs at the end of this section depict these trends:
Retention : Retention for CIS 30 has slowly increased since 2005-2006: 10 of 14
students in 2005-2006 (71%), 23 of 28 students in 2006-3007 (82%) and 24 of 29
students in 2007-2008 (83%). CIS 31 retention dipped in 2006-2007 from 9 of 11
students in 2005-2006 (82%) to 10 of 15 students (67%) and increased in 2007-2008 to
23 of 33 students (70%). The increase in retention for CIS 30 can anecdotally be tied to
the employer connection which carries with it the chance for local employment. The
lower retention rate in CIS 31 can be annecdotally attributed to the fact that this is an
online course, which traditionally has lower retention values. The graphs at the end of
this section depict these trends:
Success Rates: Student success rates for CIS 30 have increased slightly from 6 of 14
students in 2005-2006 to 15 of 29 students in 2007-2008 (43% to 52%). Due to the
connection with local employers, students are focusing a bit more and trying a bit harder
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to succeed. Student success rate values for CIS 31 have dropped over the same period: 5
of 11 students succeeded in 2005-2006 and 13 of 33 students succeeded in 2007-2008
(45% to 39%). The reason for the drop is two-fold: 1) The online delivery of the course
experiences a higher drop rate than the face-to-face courses, 2) high school students are
concurrently enrolling in the course, and a fairly large majority dropped out due to the
pace of the course in the spring of 2008.
The graphs at the end of this section depict these trends:
Demographics: Data on student demographics are not currently available.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated 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
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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."
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.
In support of the Targets of Opportuniy report, the "Occupations of Opportunity" report
(June 2008, www.humboldtwib.com) lists computer support specialist as one of the
"Redwood Coasts top 50 growing mid-wage occupations."
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
1,300
Restricted Funds
550(VTEA)
0
0
0
0
0
0
0
19,358(VTEA)
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
There 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.
Our current challenge is to upgrade CIS Networking WAN hardware to conform to
industry standards. The CIS department strives to provide students access to hardware
that is found in industry and that will increase their employability.
This fall, 11 of the 25 Cisco 2500 routers in the CIS Networking lab were replaced
with Cisco 1841 routers. The 14 remaining 2500 series routers need to be replaced.
Cisco 2500 routers were introduced by Cisco Systems in 1993 and are no longer sold
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or supported. The bottom line is that the Cisco 2500 series routers students are using
for WAN training is 15 years old, rarely found in industry, and in dire need of
upgrading. The remaining upgrade will cost approximately $14,000. Please see the
grid in item #10 below.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
(Learning Resource Center) adequate.
Yes
No
If not, explain.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
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7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
CIS
126.02
73.4
26.6
-14.5
-4.4
In fall 05
CIS had a
load of
131.75
TLUs. In
fall 06, CIS
had a TLU
load of
147.5. The
incease
between fall
05 and fall
06 is due to
the addition
of 8 section
s of CIS 100
, a new
remedial
computer
course. The
decease in
fall 07 is
due to
mandated
reduced
course
offerings.
Faculty Load Distribution in the Program
Discipline
Name
RevisedAnnUpdateS08
Total
Teaching
% of Total
Teaching
% of Total
Teaching
6
% Change
from spring
% Change
from spring
Explanations
and
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(e.g., Math,
English,
Accounting)
Load for
spring
2008 term
Load by
Full-Time
Faculty
Load Taught
by Part-Time
Faculty
2007
2006
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
CIS
118
72.5
27.5
-8
6.5
The
increase
over S2006
is due to
the addition
of CIS 100
to the
schedule.
The drop
from S2007
is due to
mandated
reduced
course
offerings
a. Describe the status of any approved, but unfilled full-time positions.
b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
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
In order to return to and expand beyond 2007 levels additional associate or
full-time (1) faculty are required. The need for additional faculty is two fold:
1) Dave Harris, a F/T CIS professor, retired in the Spring of 2008 and was not
replaced. In addition, the pressure to increase course offerings requires more
associate faculty. It is very difficult to recruit and hire associate faculty in the
CIS area due to the disparity in pay compared to industry for qualified
candidates. In addition, the change in minimum qualification policies means
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that in order to find someone to teach a remedial computer course, that
individual must also have experience in advanced programming and
networking techniques, a tough sell.
8. 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.
Staff Employed in the Program
Assignment (e.g., Full-time
Math, English)
(classified)
staff (give
number)
CIS
CIS/DM/BT/BUS 25%(CIS)
Part-time staff
(give number)
Gains over
Prior Year
1
none
none
Do you need more full-time of part-time classified staff?
If yes, explain why.
yes
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
none
none
no
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
No
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
Yes
No
program/discipline?
If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Approximate
Price
14-Cisco 1841
Routers
1,000 eac
($14,000)
Number of
students using
equipment each
semester
35
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Allows students access to current
router technology. Currently
using routers that are 15 years old.
Equipment Repair
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Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not all
disciplines have program-level
outcomes)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
Implement and manage a
simple LAN using
contemporary networking
hardware, the OSI model
and the TCP/IP protocol
suite.
Lab Pratical in
CIS 30.
75% or more
of students
complete the
assessment
satisfactorily
Hands on labs
in CIS 31.
75% or more
of students
complete the
assessment
satisfactorily
Lab practical
in CIS 98.
75% or more
of students
complete the
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 - continue current
curriculum.
Install and Manage a
NOS.
Disassemble and
reassemble a PC.
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assessment
satisfactorily
List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
None at this time
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
None to date
12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
Updated CIS 18, CIS86, CIS 40 course outlines
CIS 12 and 18 approved for delivery online.
b. planned for the coming year.
Update CIS 20 course outline
Complete Distance Ed Proposal for CIS 20, CIS 98 and CIS 30
Update CIS 1 outline and GE proposal
Propose a 100% online programming certificate
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
Course
CIS 1
CIS 100
CIS 11
CIS 12
CIS 16
CIS 18
CIS 20
CIS 30
CIS 31
CIS 40
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Year Course Outline
Last Updated
2006
2006
2004
2005
2005
2007
2008
2005
2007
2008
10
Year Next Update
Expected
2008
2011
Inactivated
2010
2010
2012
2013
2010
2012
2013
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CIS 7
CIS 70
CIS 86
CIS 98
2006
2005
2008
2011
2010
2013
2005
2010
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
Yes. One of our VTEA goals this year was to replace the computers in FM 112 to
accommodate new software requirements for CIS courses. Through a VTEA grant we
were able to fund a partial replacement. A request was forwarded to our division
chairs, Chris Gaines, for additional funds to complete the replacement project. Chris
carried our request forward to Dr. Keith Snow-Flamer, who granted the request for
additional funds. As a result, an order was placed to replace ALL the computers in
FM 112. The alternative was to replace a portion at a time, which would have limited
the enrollment in courses requiring new equipment and increase the complexity of
maintaining the facility due to multiple computer platforms.
14. 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.
An action plan was submitted and approved to begin replacing routers for the
networking courses. Eleven Cisco 1841 routers were purchased, configured and
tested and are currently being used by CIS 30 students this semester to learn WAN
configuration. The new routers replaced 11 of 25 Cisco 2500 series routers, which
are more than 15 years old. This acquisition allows networking students to work with
contemporary router hardware and operating systems. There is still an urgent need to
replace the remaining 14 routers.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
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. 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).
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CIS Networking
Fall 2007 Comprehensive Program Review
Quality Improvement Plan
Rec # Impl Date 1 2 3 4 5 Description Est. Comp. Date Revise the Networking AS and CA 9/07 Create Networking CC 9/07 Revise course outlines to reflect content changes 9/07 Inactivate CIS 11, 22, 32 11/0
7 Done Pursue 11/0
7 2/09 Pursue un‐
interrupted funding stream to update hardware, software, and tools 11/0
7 Action/ Tasks Done Success Measures/ Desired Outcomes Draft and Approved submit updates doc to cc NA Resp. Est. Person Cost (s) Consequenc
e if not Funded External Accred. Rec. Dan Calder‐
wood NA NA Dan Calder‐
wood NA NA NA NA Tabled Draft and Approved CC submit doc to cc NA Done Draft and Approved submit updates doc to cc NA Dan Calder‐
wood Draft and Approved submit Inactivations doc to cc NA NA NA Chris Romero Draft and Approved GE submit classification doc to cc NA Dan Calder‐
wood NA NA Degradation of program viability over time. Smaller hiring pool for local employers, loss of FTES for the college NA CIS 1 GE proposal 6 On going Submit request to division chair Approved budget line item Chris 40,000/yr Romero (this figure replaces 1/5 of the lab pcs each year plus tools, software and network equipment Rec # Impl Date Action/ Tasks Success Measures/ Desired Outcomes Recruit qualified Associate Faculty 9/07 On‐
going Qualified Work with HR applicant pool to advertise in local media 8 Participate in the planning of the new academic building to lobby for adequate CIS lab space. TBD TBD Participa
te on planning committ
ees and other opportun
ities as they arise Adequate lab space 9 Staff Developmen
t 1/08 5/09 Attend professio
nal conferen
ces Summary of findings incorporated into lesson plans 7 Description Est. Comp. Date Resp. Est. Person Cost (s) Consequenc
e if not Funded NA External Accred. Rec. NA Dan Calder‐
wood Reduced course offerings, Smaller hiring pool for local employers, loss of FTES for the college NA All CIS faculty Reduced NA course offerings and program degradation, Smaller hiring pool for local employers, loss of FTES for the college $2500 All CIS faculty Curriculum reflects latest local trends, but not necessarily state or national trends NA