2010-2011
Truckee Meadows
Community College
School of Sciences:
Computer Technologies
COMPUTER INFORMATION
TECHNOLOGIES
PROGRAM/UNIT REVIEW SELF STUDY
Computer Technologies
INTRODUCTION
The Computer technology department provides degrees and certificate programs that are
responsive to two main driving forces: the latest trends in computer technologies, and the
demands of students and regional employers. We operate in an area that requires continual
evaluation and revision of our curriculum, our courses, and our degrees, and that creates an
ongoing need for faculty training.
Enrollment levels vary with the life-cycles of a particular technology, an upgrade of popular
software, or new advances in hardware – and students will return to repeat classes that contain
newer content. Even though incoming students are encouraged to declare a major and complete
a degree program, we find the reality is that most of our students are taking our classes to
upgrade their skills or delve into new areas for personal interest.
Mission Statement
The mission of the TMCC Computer Technologies (CT) Department is to provide a
comprehensive program of computer technology courses which meets the needs of three distinct
audiences: emerging employees, transitional employees and incumbent professionals. This is
accomplished by continually evaluating regional market conditions, identifying emergent
trends, and adapting the curriculum to meet the changes inherent in this dynamic field.
Degrees, Certificates, and/or Non-Credit Courses offered
Computer Information Technology Degrees
Associate of Applied Science
Computer Programming Emphasis
Network and Server Technologies Emphasis
Web Development Emphasis
Associate of Science
Computer Science Emphasis
Certificate
Computer Information Technology Certificate
Truckee Meadows Community College | Introduction
1
Degrees and Certificates offered by the Computer Technology Department (CT). This program
operates in the School of Sciences (SOS) Division. The program employs eight full time faculty
members and approximately 15 part-time faculty members. As approved by Academic
Standards during Fall 2008, the program offers a two year transferable Associates of Science
Degree in Computer Science (AS), three Associates of Applied Science (AAS) degrees with
various emphases (see diagram below), and one one-year Certificate of Achievement.
School of Sciences
Computer Technologies Department
Computer Information Technology Program
CIT Associate of Applied
Science Degree
CS Associate of
Science Degree
Emphasis
Requirements
CIT Certificate of
Achievement
CIT Core Courses
CIT Core Courses
CIT
Programming
Networking
Web Development
CS
Emphasis
Emphasis
Emphasis
Java
Cisco
CIT
Visual
Basic
MCSE
GRC
C#
Unix/Linux
ENGR
Electives
Emphasis
Requirements
CIT
C++
CS
Electives
CSCO
IS
Electives
Most of the AS Computer Science degree is transferable into the University of Nevada, Reno
(UNR) Computer Science bachelor degree program. Department faculty is working with UNR
faculty to develop an articulation agreement for the AS Computer Science degree. In contrast
to these courses, the Information Systems (IS) courses are used by students to fulfill a
university requirement and are transferable. These courses attract students from a wide range of
disciplines.
School of Sciences
2010-2011
Primary Goals and Objectives
The CIT program operates in the evolving field of technology and must continually adapt to the
industry trends. This factor significantly influences the program’s goals and objectives.
Provide occupational degrees and certification programs that are responsive to the latest
trends in computer technologies and in demand by students and regional employers.
Utilize flexible scheduling that meets the needs of a diverse population of students.
Maintain an active advisory committee to expand industry involvement in curriculum
review and development.
Pursue funding to provide opportunities for appropriate on-going faculty development to
keep pace with technology advances.
Maintain and promote academy partnerships in related nationally-recognized
professional certifications.
To meet these goals, the Department offers many courses in four key areas; Cisco Networking,
Computer Information Technology, Computer Science, and Information Systems. Most of these
courses are used by students either to gain additional technical expertise or to fulfill the
discipline specific degree requirements for the AS Computer Science, AAS Computer
Programming, AAS Networking and Server Technologies, AAS Web Development degrees or
the CA Computer Technologies certificate.
Factors Expected to Affect Future
As has been the case in the past, the most significant challenge confronting the CIT program is
our ability to accurately identify emerging technologies that will be in demand in the
immediate future. It is necessary for the faculty to constantly monitor their environment and
adapt to the latest trends in a short period of time. It is equally important to monitor student
interest in existing courses and degrees to determine their continued viability.
Employment data nationally and for the state predict there will be strong demand (41%
projected increase) for Computer Specialists (labor code 151000) through 2018. These
specialists include computer programmers, software engineers, computer support specialists,
network administrators, and others. The CT Department teaches courses leading to degrees in
all of these areas. Unfortunately, with the exception of computer support specialists and a
Truckee Meadows Community College | Program/Unit Reviewed: Computer Information
Technologies
3
handful of miscellaneous entry level positions within the sector, all require a Bachelor’s degree.
The Bachelor of Applied Science (BAS) degree options within the state would provide TMCC students
pursuing one of our AAS degrees with other choices for earning a Bachelor’s degree, however, these are
not currently available - both the BAS in Digital Information Technology offered through Great Basin
College and the BAS in Management from Nevada State College have been eliminated due to budget
cuts. This indicates that another goal of our department should be development of a new path to a
Bachelor of Applied Science degree.
The employment data creates a compelling case that the AAS degree without a baccalaureate
companion will not meet the needs of the students nor the state’s employers. The Department is
examining additional degree options, such as creating a transfer emphasis that is fully
articulated with UNR, and we are currently progressing on a complete CS articulation with the
University of Nevada with that goal in mind. Another possibility is an Information Systems
emphasis.
School of Sciences
2010-2011
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
The majority of our students are in the 18-24 years age group and the 25-34 years age group,
where we’ve shown the greatest increase in numbers. We are showing a slight decline in the 3549 age group, compared to the college, however, for all other age groups, we are reasonably
consistent with the college trends.
Gender
The most recent enrollment examined by gender at the College has shown gradual improvement
in the female to male ratio with approximately 20% more male than female. The CT
department student body was approximately 30% female in 2005 and that level has been
consistently rising (with a slight decrease in Spring 2010 to 41%) to between 43-44% female.
Our recruitment efforts have generally targeted underserved populations equally, but our three
female instructors have received training sponsored by the National Institute for Women in
Trades, Technology & Science (iWITTS) to better learn how to close the gender gap.
This increase reflects the national trend, where more women in higher education are going into
those predominantly male-dominated fields. (25% in 2008,
ncwit.org/pdf/BytheNumbers90.pdf)
Truckee Meadows Community College | Demographics and Enrollment
5
Ethnicity
The Computer Technologies fields have traditionally been dominated by a white male
population, followed by white females, then Hispanic and Asian populations. Our pattern of
ethnicity generally parallels that of the college, except in the total of white students where
our percentage is greater than that of the college. This same population drop is reflected in
the Age information above.
The college has been actively recruiting the Hispanic population, evidenced by their increase in
that enrollment for Fall 09 and Spring 10, which has trickled somewhat into the CT Department.
School of Sciences
2010-2011
.
Student Status
Educational Status
We’ve been improving our continuing student rates substantially, even beyond the effect of
overall college improvement. This is attributed to the effort by our faculty to schedule classes so
that the conflict between required classes in our area is reduced as much as possible. For
classes requiring special equipment, we’ve scheduled lab times not only when a lab TA can be
present, but also when an instructor can hold office hours in the lab, providing more
opportunities for students to complete assignments.
Truckee Meadows Community College | Demographics and Enrollment
7
Enrollment Status
Our enrollment numbers are decreasing in the less-than-half time student population, reflecting
that of the college as a whole. The college has been actively encouraging more students to take
additional classes in order to qualify for financial aid, pulling their numbers up in the
populations that attend half-time or more. Our greatest improvement has been in those students
attending full-time, which might be most attributed to the current recession – jobs are scarce,
and if students can stay in school, they will.
School of Sciences
2010-2011
The enromllent groupings below represent our degrees and university parallel courses. The CIT
and CSCO courses feed into our AAS degree and emphases, the CS courses are our AS degree
emphasis, and the IS courses are direct university transfer (IS 101 and IS 201). CS courses
were offered for the first time in Spring 07, indicated by lack of enrollment in the semesters
before that time. Our total enrollment trends appear to mirror the college trends.
Student Recruitment Activities
For the past two years the CT department has partnered with the School of Business and
Entrepreneurship on High School recruiting events. Business and Technology students from a
local high school are brought to campus, given a tour and introduced to department faculty
members. They then participate in technology or business-based games that allow them to
compete in teams for small prizes. After the games, students have lunch with faculty members.
Lunches and prizes were funded through grants and private donations. Students completed
interest cards after the event for tracking purposes and approximately 30% of participating
students enrolled in TMCC by the following year.
The CT department also participates in the following TMCC-sponsored events to promote our
degrees to current and incoming students: Fall Welcome Fair, A Day on the Hill, and Spring
Open House.
Truckee Meadows Community College | Demographics and Enrollment
9
Underserved Student Populations
The CS faculty at TMCC is working in conjunction with the UNR CSE department to promote
women in Computer Science by inviting TMCC women into the Women Into Computer
Science and Engineering (WICSE) group at UNR. During Fall 2010 TMCC was included in
the 1st annual WICSE camping trip to Lake Tahoe. Women studying computer science at
TMCC are invited to meetings, study sessions, workshops and social activities held by WICSE
throughout the school year. We are working to encourage more women to stay with the CS
major and are working on growing the relationship with the UNR WICSE program further.
We presented at local high school campuses, targeting our recruitment to the female population,
a population which is not represented well in our area. Recruitment efforts also included
presentations at Job Corp, where the student population is predominantly minority with ages
ranging from 16 to 24.
We also maintain Tech Prep agreements with local high schools, allowing incoming students to
qualify for college credit for certain of their High School courses.
Enrollment Patterns
Number of Sections
Our goal in the Computer Technologies area has been to become more efficient with our
scheduling. We have worked to coordinate classes so that students in any area can take the
other required AAS (CIT) classes in the suggested sequence and at non-conflicting times. This
has resulted in a substantial drop in the number of CIT sections offered, but has increased our
overall FTE, and student-to-faculty ratio.
We alternated semesters for advanced courses in similar degree areas to help improve
enrollment in those courses, and have also increased the number of IS 101 classes to
accommodate the increasing demand for Computer Literacy and basic Microsoft Office skills.
School of Sciences
2010-2011
Full Time Equivalent Enrollment
Our greater scheduling efficiency is reflected here, too, as our FTE has risen even as the number
of sections has decreased.
.
Retention Rates
Retention rates reflect the number of students remaining in a class until the end of the semester,
and receiving a passing grade of A-D, P (pass), S (satisfactory), X (in progress) or AD (audit).
Retention levels for the CT Department vary from 64% to 69%, depending upon the semester.
This is, with the exception of the CS and Cisco courses, consistent with college-wide levels.
This data does not appear to be wholly accurate, as we currently offer only two CS courses in
any given semester, and we offer a dozen or more IS courses per semester. The CS retention
Truckee Meadows Community College | Demographics and Enrollment
11
appears to have skewed the Department total, as evidenced by the graph representing Retention
Comparisons.
The Cisco courses had unacceptably lower retention levels in prior years, which were addressed
by adding minimum ACCUPLACER score recommendations. The effectiveness of this
recommendation has been positive, as evidenced by the improved rate of retention seen in the
Cisco courses over the past years.
The Department is also developing a beginning networking course, with content focusing on
key concepts, to take the place of the intensive Cisco course required in our four core classes.
(This course was developed and had students enrolled in Spring 2011.)
Student to Faculty Ratios
Our aggressive campaign to streamline our course days and times has also resulted in an equal
or higher per capita ratio of students to faculty in the Department, compared to the ratios of the
School of Sciences and the College.
School of Sciences
2010-2011
Number of Declared Degree/Emphasis Seekers
The majority of our students have indicated their intention to earn a degree, and our next
strongest population is those students indicating that they are here for personal enrichment only.
We have historically, however, seen more students that were undecided or were students
coming in purely to upgrade their job skills. As our actual number of graduates (see Student
Success Rates below) does not reflect the number of students intending to earn a degree, this
may still be the actual reality.
Truckee Meadows Community College | Demographics and Enrollment
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Student Success Rates
Our primary cohort of students in the CT department is most likely made up of students
upgrading their job skills – especially in the Networking and Server Technologies areas. These
students may have declared the intention of completing a degree, but they are not following
through to graduation. We have observed, in some of our specialized classes, that as we update
technology students return to repeat those classes in order to update their skills. We anticipate
that students in our Microsoft and Cisco classes will continue to seek those industry
certifications instead of continuing a degree through the college.
We also anticipate seeing our graduation rate improve as more students move through the
Computer Science AS degree – which has, as of this reporting date, become fully articulated
with UNR.
.
Enrollment Development Strategies
Demographic Findings and Strategies
We noted that our main population in the CT area continues to be white males, but we also see
that our recruitment efforts (and those of the College) have been gradually enticing more underrepresented and underserved populations into our programs. As mentioned previously, our ratio
of female to male students has risen at a fairly constant rate, and we have also seen a greater
influx of Hispanic students. We will continue those recruitment efforts.
School of Sciences
2010-2011
We also have a higher percentage of female instructors than in past years– three of the eight
full-time instructors are female - which can only have a positive effect on our efforts to recruit
more women into computer technology professions.
Student Status Findings and Strategies
We show good improvement in our Continuing student population and in those populations that
are taking more than one class. We have made great strides in creating direct paths through our
required courses to finished degrees – offering classes at times that reduce scheduling conflicts
for core courses, and ensuring that advanced classes are available to each cohort for completion.
Our greatest challenge has been to continue to offer the most advanced classes, as they tend to
have lower enrollment, and have to be offset by large numbers in more basic classes. One of
the ways that we have addressed this issue is to streamline our degree emphases with combined
content from like areas, which increases the number of students in that emphasis. As an
example, Networking has ceased to become a stand-alone degree, and is now part of the
Networking and Server Technologies emphasis. We will continue to look at these kinds of
strategies.
Enrollment Patterns and Strategies
Our total enrollment, FTE, and Student-to-Faculty ratios have been rising, reflecting the trends
in the School and the College, but our number of sections has been steadily decreasing – which
is in direct opposition to the trend of the School and the College. This improvement can be
attributed to our aggressive efforts in more efficient scheduling for greatest enrollment benefit.
We don’t know if these trends will continue, as our current economic recession is beginning to
have impact on our faculty and staff.
Student Success Rates and Strategies
There are several faculty members within the Department who are actively engaged in
exploring different methods of instruction. One of the most promising methods is the use of
Scenario-based Learning (SBL) in some key courses. This faculty has participated in several
workshops and has incorporated scenario-based learning into their courses.
Truckee Meadows Community College | Demographics and Enrollment
15
CURRICULUM
Unlike most other academic areas of the College, the dynamic nature of the computer and
information technologies places a greater burden on the faculty to maintain a curriculum that is
up-to-date and relevant to industry trends and needs. The curriculum taught in the Department is
constantly being evaluated for its relevance. Our department is part of the Technology
Education and Business Alliance of Nevada. In essence, this is a statewide advisory board for
all NSHE Information Technology community college programs. This organization and its
meetings serve as an external evaluation mechanism for the Department to use in planning and
developing curriculum changes.
Degree/Emphasis Assessment Reports
These reports are in Appendix D.
Course Assessment Report Summaries
Current Faculty members who contributed to the report:
Bill Doherty, Judy Fredrickson, Cathy House, Cindy Mortensen, Greg Ellis, Steve Bale, Jeff
Wallace.
Adjunct Faculty: Blake Dollens
Introduction
The Computer Technology department supports an Associate of Science with a Computer
Science emphasis, and Associate of Applied Science in Computer Information Technology that
includes three emphasis areas and a Certificate of Achievement in Computer Information
Technology. The department also supports Information Systems courses that are key
components of other TMCC degrees. This report includes both degree and course level
assessment information, organized by degree and emphasis area.
Department Assessment
In addition to degree and course assessment, the department began an effort to increase
retention and persistence in all department degrees this year. Faculty experiences lead to the
hypothesis that many failing students did not have the prerequisite reading or math skills for
School of Sciences
2010-2011
several of our courses. To test this hypothesis, the department requested an analysis correlating
Accuplacer reading or math scores with student success in three entry-level courses over the last
three years. The results are summarized below.
IS 101 Introduction to Information Systems was chosen for analysis because it accounts for
almost half of the department’s FTE, and is a requirement for other popular degrees in Business
and Health Sciences. The analysis for this course showed a strong trend that students with an
Accuplacer reading score of 50 or less were likely to fail the course. The text for this course has
also been evaluated at approximately this reading level. As a result, the department will change
the prerequisites for this course to highly recommend an Accuplacer reading score higher than
50 as a prerequisite for the course.
CSCO 120 Introduction to Networking was chosen for analysis because it is a core course for
all CIT degrees and it has had a relatively low retention level. The analysis for this course also
showed a correlation between Accuplacer reading scores and success in the course, but at a
higher reading level. As a result of the data analysis, an Accuplacer reading score of at least 75
will be highly recommended as a prerequisite for this course.
CIT 128 Introduction to Software Development was chosen for analysis because it is also a core
requirement for all CT degrees and certificates and requires skills in algebra and geometry.
Results for this course were limited by a very small sample size, but they did show a trend that
students with a minimum Accuplacer math score of 32 were more likely to succeed in the
course. This level also corresponds with the level of math required by some assignments in the
curriculum. As a result, the department will highly recommend Math 093 or an Accuplacer
score of at least 32 as a prerequisite for CIT 128.
The full report is located in Appendix D
Assessment Driven Improvements
The most important changes to result from assessment activities have been the revision to
prerequisites for some entry level CT courses. IS 101 – Intro Information Systems, CIT 128 –
Intro Software Development and CSCO 120 - Internetworking Fundamentals are entry-level
courses that experience lower retention rates. Data from institutional research indicated a
correlation between students’ Accuplacer Reading and Math scores, and success in these
courses. As a result, recommended prerequisite reading and/or math scores were established for
each of these courses. Due to catalog cycles, only one semester of data is available, so it is too
early to know if these changes have improved retention.
Truckee Meadows Community College | Curriculum
17
One of the major findings of this analysis was that only 40% of students in these courses had an
Accuplacer score on file. Based on that finding, the faculty decided that immediately requiring
an Accuplacer score for each of these courses would be too disruptive to enrollment. As noted
above, the faculty have decided to begin implementation of new prerequisites in these courses
by highly recommending them. This strategy will aid advisors in developing student plans and
will encourage a larger percentage of students to take the Accuplacer test. The department will
continue to monitor these courses and adjust prerequisites as indicated by the data.
Assessment results for Cisco Networking Academy courses have also been used to update
degrees and revise course curriculum. Assessment results indicated a low retention rate for nonNetworking and Server Technologies majors in the required CSCO 120 course. This course is
geared toward a network engineering career path and includes details not required for a basic
understanding of networking. As a result, a new introductory networking course was created
based on the Network + entry-level certification guidelines. This course will fulfill the
networking requirement of the CT core for non-Networking and Server Technologies majors. It
will provide a better opportunity for success while still providing the necessary content
information.
Specific data on areas that students were failing in CSCO 120 were also used to revise the
curriculum for that course. The key difficult concepts were introduced at the beginning of the
course and worksheet exercises were created to provide students the opportunity to practice
these skills weekly throughout the semester. This added practice has improved retention
slightly.
We do not have CS (Computer Science) program assessment data to date. At the course level we
have assessment information for CS 135 - Computer Science I and CS 202 - Computer Science
II. Based on industry studies we have responded to the need for employability skill
development by incorporating Scenario Based Learning (SBL) into CS 135. (This was also
done in CIT 174 - Linux System Admin).
The key components of this type of pedagogical model (SBL) are:
•
A detailed scenario describing the company in which the students are
“employed”, and their roles within that company. The rich context allows for
reliable transfer of skills and knowledge from the course to the workplace.
•
Online resources and links, which provide just-in-time learning and scaffolding
for students, allowing them to build on their existing knowledge.
•
Team-based projects and tasks, providing students with practice in working and
communicating with fellow “employees,” while they learn by doing.
•
Role-playing that allows students to live the life of a worker in the target field,
learning and practicing to be a professional.
•
Reflection questions, allowing students to think about and articulate what they
learned throughout the process of working on a task.
School of Sciences
2010-2011
•
Tasks and product deliverables, which are based on industry standards, and
replace assignments and exams.
•
Team meetings with management (the instructor), which replace lectures.
Although one of the toughest aspects of innovative instruction is demonstrating that it is
effective, these tasks are designed to assess for real world situations.
After studying its effects and adjusting to this new teaching pedagogy for a year we are now
transitioning CS 202. This teaching style will be introduced into all CS classes offered when
possible (depending on teaching personnel) as we see it as not only growing student
employability skills but also creating an environment more challenge focused and a better
environment to develop analytical thinking skills.
In assessing SBL in CS 135 it has been seen that not all students respond positively to the
process as it is not the norm (lecture/lab) they are accustomed to. Student performance at
the end of the semester has shown equivalent results to the lecture/lab format. This is seen
as positive as SBL is a dramatic transition for the teaching faculty and student population to
adjust to. Given the small amount of data we’ve seen to date it is interesting to note that the
number of high A grades (95 average or above) has increased substantially. We believe this
may be due to the fact that when a student engages with SBL the results can be outstanding.
This has been supported by initial student response in the CIT 174 Linux class, which has
seen increased retention rates and greater student engagement with the learning process.
We will continue to develop the use of SBL in our CS classes and with faculty adjustment and
growing student familiarity we will have more interesting results to exam in the future.
Constant evaluation of SBL will be ongoing and modification will be made as seen necessary.
Other assessment-driven strategies include:
•
Incorporating 30+ hours of hands-on lab work in MCSE classes, ensuring that students
have practiced what they’ve learned in class.
•
Using our online Learning Management System in all courses within the department, either
as an Assist, Hybrid, or fully online class, which provides an incorporated platform for
discussions, assignments, email and grade
•
Converting the majority of online IS 101 classes to a hybrid format that requires one day
per week of in-class participation.
•
Mapping IS 101 assessment measurements to outcomes within our Learning Management
System, allowing standardized assessment information to be collected across all sections.
Truckee Meadows Community College | Curriculum
19
Evaluating Relevancy of Curriculum
Course Content
Our course content is driven by current industry requirements and trends. Faculty maintain
certifications, and attend training and conferences in order to respond to the demands of the job
market in the Computer industry.
NV Dept of Employment, Training, & Rehabilitation:
http://www.nevadaworkforce.com/?PAGEID=67&SUBID=197
Degree/Certificate Requirements
See Appendix B
Methods of Instruction
Instructors in this program teach courses in a variety of modalities including traditional in
person, hybrid, web-assisted, and e-learning. As is demonstrated in the enrollment data earlier,
the CT Department has seen exceptional success in more effective course scheduling. In,2005
the Department had 78 sections of CIT courses to generate 264 FTE. By Spring 2010 the
Department had reduced the number of CIT sections to 59 while generating 281 FTE.
School of Sciences
2010-2011
Lastly, there are several faculty members within the Department who are actively engaged in
exploring different methods of instruction. One of the most promising methods is the use of
scenario-based learning in some key courses. This faculty has participated in several workshops
and is in the initial implementation stages of incorporating scenario-based learning into their
courses. The following is from one member:
“I have incorporated a more “scenario-based” learning approach into my classrooms.
The key components of this type of pedagogical model are:
•
A detailed scenario describing the company in which the students are
“employed” and their roles within that company. The rich context allows for
reliable transfer of skills and knowledge from the course to the workplace.
•
Online resources and links, which provide just-in-time learning and
scaffolding for students, allowing them to build on their existing knowledge.
Team- based projects and tasks, providing students with practice in working
•
and communicating with fellow “employees,” while they learn by doing.
•
Role playing that allows students to live the life of a worker in the target
field, learning and practicing to be a professional.
Reflection questions, allowing students to think about and articulate what
•
they learned throughout the process of working on a task.
•
Tasks and product deliverables, which are based on industry standards, and
replace assignments and exams.
Team meetings with management (the instructor), which replace lectures.
•
Although one of the toughest aspects of innovative instruction is demonstrating that it is
effective, I feel the tasks are designed to assess for real world situations. Since using
this method I have seen my retention rates increase and students become more engaged
with the learning process.”
Faculty Qualifications
Qualifications of faculty is listed under the recourse section
Post Completion Objectives (transfer, job placement, etc.)
Work is ongoing in the process of developing a solid articulation agreement with the UNR CSE
department. The AS degree with a CS emphasis is a relatively new program to TMCC and we
are working toward having a solid 2+2 program with UNR so our students can seamlessly move
from TMCC to UNR with an AS and finish their BS in CSE at UNR in a timely fashion. The
CSE department has undergone some major changes recently in their lower division course
offerings and the TMCC CS faculty has been working closing with UNR to move our program
into alignment. We are adding two new classes to the CS offerings at TMCC starting in Spring
Truckee Meadows Community College | Curriculum
21
2011 and adjusted our suggest course sequence to help prepare our students for this seamless
transition to the UNR CSE program.
Secondary Student Preparation Efforts
We currently maintain College Tech Prep Articulation Agreements between Washoe County
School District and Truckee Meadows Community College. These articulation agreements
have been enacted to facilitate the transfer of students taking classes in Washoe County School
District programs to various programs at Truckee Meadows Community College. These
agreements are a result of a project involving the faculty or WCSD and the faculty of TMCC.
Articulated Courses
Articulated courses between
Business Computer Systems Classes at the Regional Technical Institute/WCSD
to the Computer Information Department at TMCC.
TMCC course
H.S. course
H.S. master course
High School
TMCC course title
rubric and
title
number
number
Business
Regional Technical
Introduction to
Computer
9721/9722
IS 101
Institute
Information Systems
Systems
Business
Regional Technical
Word Certification
Computer
9721/9722
CIT 201
Institute
Preparation
Systems
Business
Regional Technical
Excel Certification
Computer
9721/9722
CIT 202
Institute
Preparation
Systems
Business
Regional Technical
Access Certification
Computer
9721/9722
CIT 203
Institute
Preparation
Systems
Business
PowerPoint
Regional Technical
Computer
9721/9722
Certification
CIT 204
Institute
Systems
Preparation
Credits
3
3
3
3
2
School of Sciences
2010-2011
Articulated courses between
Computer and Computer Literacy Classes at the Reno High School/WCSD
to the Computer Information Department and the Computer Office Technology Department at TMCC.
TMCC course
H.S. course
H.S. master
High School
TMCC course title
rubric and
Credits
title
course number
number
Computer /
Computerized
Reno High School
Computer
9131/9132
CIT 101
3
Keyboarding
Literacy
Computer /
Reno High School
Computer
9131/9132
Computer Sampler
CIT 100
1
Literacy
Computer /
Reno High School
Computer
9131/9132
Word Processing
CIT 105
1
Literacy
Computer /
Reno High School
Computer
9131/9132
Spreadsheets
CIT 106
1
Literacy
Computer /
Reno High School
Computer
9131/9132
PowerPoint
CIT 108
1
Literacy
High Schools
McQueen High
School
North Valleys High
School
Reno High School
Sparks High School
Articulated courses between
Cyber Corps course at Washoe County School District High Schools
to the Computer Information Department at TMCC.
TMCC course
H.S. course
H.S. master
TMCC course title
rubric and
title
course number
number
Cyber Corps
9191/9192
IT Essentials
CIT 114
Truckee Meadows Community College | Curriculum
Credits
4
23
Articulated courses between
Computer and Computer Literacy Classes at Washoe County School District High Schools
to the Computer Information Department and the Computer Office Technology Department at TMCC.
TMCC course
H.S. course
H.S. master
High Schools
TMCC course title
rubric and
Credits
title
course number
number
Damonte Ranch
Computerized
Galena
COT 101
3
Keyboarding
Hug
Incline
McQueen
Computer /
Computer Sampler
CIT 100
1
North Valleys
Computer
9130
Reed
Literacy
Reno
Sparks
Word Processing
CIT 105
1
Spanish Springs
Wooster
High School
Damonte Ranch
Galena
Hug
McQueen
North Valleys
Reed
Reno
Spanish Springs
Articulated courses between
Web Design courses at Washoe County School District High Schools
to the Computer Information Department at TMCC.
TMCC course
H.S. course
H.S. master
TMCC course title
rubric and
title
course number
number
Web Design
9157/9158
Beginning Web
Development
CIT 151
Articulated courses between
Advanced Computer Applications/Management class at Galena High School/WCSD
to the Computer Information Department at TMCC.
TMCC course
H.S. course
H.S. master
High School
TMCC course title
rubric and
title
course number
number
Introduction to
Galena High School
CIT 102
Windows
Advanced
Galena High School
Databases
CIT 107
Computer
9145/9146
Galena High School Applications /
PowerPoint
CIT 108
Management
Galena High School
Spreadsheets
CIT 106
Galena High School
Word Processing
CIT 105
Credits
3
Credits
1
1
1
1
1
School of Sciences
High School
North Valleys
Sparks High School
McQueen High
School
2010-2011
Articulated courses between
Cyber Corps course at Washoe County School District High Schools
to the Computer Information Department at TMCC.
TMCC course
H.S. course
H.S. master
TMCC course title
rubric and
title
course number
number
Cyber Corps
Credits
A+ Software **
CIT 111
3
A+ Hardware **
CIT 110
3
9191/9192
** A+ Software and A+ Hardware are now IT Essentials CIT 114
Articulated courses between
Business Computer Systems classes at Washoe County School District High Schools
to the Computer Information Department, the Computer Office Technology Department and the Information
Science Department at TMCC.
H.S. master
TMCC course
H.S. course
High School
course
TMCC course title
rubric and
Credits
title
number
number
Introduction to
IS 101
3
Information Systems
Word Certification
CIT 201
3
Preparation
Business
Regional Technology
Excel Certification
Computer
9721/9722
CIT 202
3
Institute
Preparation
Systems
PowerPoint
Certification
CIT 204
3
Preparation
Using Windows
COT 204
3
Articulation Procedure
Both the WCSD teacher and the TMCC Department Chair have read and agreed to comply
with the College Tech Prep Policies and Procedure
Students who complete the application for admission to the College Tech Prep Program
will receive information regarding what they must do to earn the college credits and receive
a transcript.
The College Tech Prep Coordinator will mail information to the parent of the participation
student regarding what the student must do to earn college credit and receive a transcript.
Truckee Meadows Community College | Curriculum
25
External Review
In 2006, the Computer Technologies department began using the Technology, Business and
Education Alliance (TEBA) as its advisory board. This statewide group consists of over 300
members representing technology employers and educators. The group meets twice per year in
Reno and Las Vegas with a portion of the meeting consisting of a statewide teleconference.
In 2006 TEBA reviewed a statewide survey of employer needs conducted by the Nevada
Information Technology Education (NVITE) grant. The TEBA group concurred with the
findings of the report and indicated that their primary need was for technical workers with a
broad range of technology skills. The Computer Technologies department used this feedback to
revise its three AAS emphases to include a common set of core courses that provide exposure to
a broad range of IT topics (see External Resource Recommendations and Implementation
Plans).
Non-credit Training Offered
Non-applicable
Curriculum Development Strategies
With respect to specific degree programs:
There has been a great deal of national literature, as well as our own Advisory Committee, that
indicates the need for development of employability skills in our student population. Several of
our faculty utilizes Scenario Based Learning (SBL) as a tool to address this need.
Regarding our department’s (current – as of this writing) university transfer degree in Computer
Science, we are closely aligned to the CSE program at UNR, and we will adjust as needed to
keep that alignment solid. The current teaching language for our CS programming classes is
C++. We don’t see that changing but history shows that there is a language transition on a
cyclic basis. If changes occur at UNR we will adjust as needed to keep the most effective
program for our transferring students.
A large number of our students work during the day and are able to work towards their AS with
CS emphasis due to our evening course offerings. We need the qualified teaching faculty
willing and able to continue teaching our new course offerings in the evening hours to support
this need. It may become necessary to evaluate weekend student availability for courses.
Another alternative is to consider hybrid courses – with reduced face-to-face meetings and more
online interaction. We need to develop effective online support materials for our CS classes to
be ready and able to offer an optimal class when this transition becomes reality.
School of Sciences
2010-2011
We have seen statistics indicating a large number of declared CS majors at TMCC which
indicates that this program is growing. Analysis of this population will be necessary to
determine their needs so we may best support their success. As our overall student population
often can benefit from financial, tutoring, mentoring support we see the possibility of a joint
grant submission, in conjunction with the growing engineering program at TMCC, for funds to
build a support network for our students’ success. In considering this possibility we must try to
build a sustainable support system between TMCC and UNR.
With a viable 2+2 articulation agreement on the horizon for Computer Science (CS), our current
2-year programming degree is less relevant to a large segment of our serious programming
students, although it still may be appropriate. We need to examine the programming degree to
see if it should be reworked to better serve the community. We expect mobile devices to be
more important in 5 years, so we will need to develop literacy and programming courses for
these devices. The challenge will be avoiding tying ourselves to one vendor/platform. We also
see a local need for more classes of a database programming nature.
Beginning Web Development classes will incorporate SBL elements in an environment
intended to replicate a business setting, with presentations, product testing, and teamwork.
Requirements by the professional industry are constantly changing. Changes in curriculum must
follow those changes in a timely fashion. More emphasis will be put on scenario-based
problems in many of our classes so that students are better prepared to enter the workforce or
change their career options. Analysis of this paradigm shift will be followed to evaluate its
effectiveness.
Each Web Development class also has a capstone project at the end of it, and the requirements
of this project are changed continually to keep up with the latest demands of the industry. The
Web cannot discriminate against any users or user-agents (from screen readers to mobile
devices) so techniques – such as Web Standards, accessibility and usability - have been
incorporated into the course content in each class to address these. Assessments then are
changed to reflect the new requirements.
We are looking to move forward on the forensic / security degree and classes that will serve the
law enforcement community from a technology perspective. We will push more towards
virtualization
Assessment Findings and Strategies
Faculty and staff from this program have readily embraced the College’s efforts to strengthen
assessment of student learning outcomes. The CT program is now in its fourth year of collecting
and using assessment data. The Department assesses student learning outcomes at both course
and program level. While the College requires the Department to assess one outcome per year,
Truckee Meadows Community College | Curriculum
27
it chooses to assess all of them in order to gain more insight into the effectiveness of both
courses and programs. Additionally, it allows the Department to gauge the effectiveness and/or
appropriateness of the measures themselves. Forty-five Computer Technology courses have
been updated with student learning outcomes. Currently, there are no CT courses under review
for updating. Assessment activities have led to the constructive changes described in the course
assessment report summaries.
External Resource Recommendations and Implementation Plans
In 2006 we began to use the NSF-funded Technology, Business and Education Alliance
(TEBA) as our advisory board in conjunction with WNC and CSN. This board met in focus
groups to determine the most valuable characteristics and skills that we could provide to our
graduates to make them more marketable employees. In brief, these employers determined that
their primary need was for technical workers with a broad range of technology skills.
Advisory Board: Vision and Outcomes
•
•
•
•
•
•
•
•
Develop BREADTH and DEPTH
Integrated, holistic, contextual teaching
Use effective instructional methods
– Emphasize process, not content
Increased exposure to real problems
Develop problem-solvers, not test-takers
Develop applied baccalaureates
Improve quality of relationships between educators and industry
Ensure students can make informed career choices
The Computer Technologies department used this feedback to revise its three AAS emphases
to include a common set of core courses that provide exposure to a broad range of IT topics. It
also used this advisory board input to revise the Networking emphasis to remove vendor
specific tracks and allow students to complete the emphasis by including a broader range of
networking and server technologies courses.
This has driven major changes to the courses in our department, as we have trimmed out
materials from our introductory classes, reducing those classes’ content and their credit load, so
that they could become the “core” for our AAS degree. This core of four classes will be
required of all students in this degree regardless of emphasis – each student will be then be
exposed to Networking and Server Technologies, A+ Software and Hardware, Computer
Programming, and Web Development.
One of the first steps in development of our new core was the consolidation of two A+ classes
(CIT 110 and CIT 111 - separate Hardware and Software topics) totaling six credits, to one
School of Sciences
2010-2011
four-credit A+ class (CIT 114). Additionally, IS 115 was eliminated in Fall 08 as our
Introduction to Programming course, and was replaced by CIT 128 – Software Development which combined introductions to Web Development, Computer Programming, and Databases.
A project management class (CIT 263) became the “capstone” of our new core.
The last course to be developed will be a Net+ (CIT 112) class that will reduce the credit load
and rigor of the beginning Cisco class (CSCO 120) in order to be more accessible to students
from all disciplines.
The advisory board also indicated that they needed employees who were problems solvers. As
a result, the CT department adopted Scenario-based Learning in many of its courses. The
department also sought input from the advisory board on realistic scenarios. This resulted in
several pages of scenarios for use in future classes.
Finally, the advisory board has provided future direction for the department. In a 2009 meeting
TEBA indicated the need for more courses in security and mobile computing. The department
is in the process of adding these courses and incorporating them into emphases.
Anticipated Factors Affecting Curriculum and Strategies
The biggest issue affecting curriculum/instruction will be the budget. Cutbacks may limit the
number of instructors available, which will limit the number and diversity of courses we offer.
The only strategy to address this issue is to focus resources on core and required courses. We
will also be affected by the continued high costs of textbooks, and by students who are
increasingly unable and/or unwilling to read textbooks. We will have to adjust strategies to
motivate students and find other sources for information.
Also, due to our current economic situation students will be requesting more and more online
courses. We have already moved several courses to a hybrid course where students can
collaborate remotely and do their work at home using creative technology solutions. There is a
huge demand for online courses – we are comparing the effectiveness of a hybrid version (1/2
classroom, 1/2 online) versus completely online presentation. We will incorporate new
techniques, such as the SBL outlined earlier, to better prepare our students for the workplace.
Our department provides an online learning environment for all classes, whether they are inclass, hybrid or fully on-line, and this will continue. This helps to save our resources in many
areas (paper, parking, etc.). Our curriculum development will continue to work towards blended
applicability for face-to-face as well as online needs.
It’s the nature of technology that it turns over very quickly. Within 5 years, we may see a course
in computer literacy as part of the General Education (GenEd) requirements. We see this as a
growing need in this age of technology for every student population. It is unclear how we would
staff the additional FTE this change would require of us. In that same 5 years, it is doubtful that
we will be teaching many of our current courses in their current forms. Even our basic computer
Truckee Meadows Community College | Curriculum
29
literacy course (IS101) undergoes significant changes from year to year in order to incorporate
emerging technologies. We cope with these changes by continuously training in new
technologies, incorporating new assignments into our existing courses, offering new courses,
and discontinuing outdated courses. Technology changes so rapidly that we are constantly
changing our curriculum to reflect new demands and techniques. Our SLOs will be rewritten to
reflect these as well. Textbooks have a useful life of 2-3 years, and classes are continually rewritten and updated to maintain currency.
School of Sciences
2010-2011
RESOURCES
Faculty and Staff
The Computer Technologies department consists of seven full-time faculty members (one
serving as department chair), one full time temporary hire and approximately 10 part-time
instructors. All full-time instructors are required to have a masters degree or higher. The
program also participates in various nationally-recognized professional certification programs
that require several instructors to maintain the corresponding certifications. These
supplementary credentials represent significant additional commitments for the faculty.
Required Faculty Credentials
Table 10 below lists each full time faculty member along with academic degrees and
certifications. An asterisk (*) indicates that a certification is required for the instructor’s
current primary teaching assignment.
Steve Bale
Academic Degrees
B.S., Brigham Young University
M.P.A., Brigham Young University
J.D., Brigham Young University
Ph.D. Candidate, University of Nevada, Reno
Professional Certifications
Novell CAN, 1992
CompTIA A+, 2000
CompTIA Network+, 2001
Microsoft MCP, 2001 *
Microsoft MCSE, 2001 *
Bill Doherty
Academic Degrees
B.S., University of Nevada, Reno
M.B.A., University of Nevada, Reno
Ph.D., University of Nevada, Reno
Professional Certifications
Cisco CCAI, 2002 *
Cisco CCNA, 2002 *
Novell MCNI, 1996
Novell CAN, 2002
CompTIA CTT, 2000
Truckee Meadows Community College | Resources
31
Microsoft MCT, 2001 *
CompTIA Server+, 2002
CompTIA CTT+, 2002
Microsoft MCSA, 2002 *
Microsoft MCDBA, 2002 *
Cisco CCNA, 2002
Cisco CCDA, 2002
CompTIA Security+, 2003
Microsoft MCSA, 2003
Microsoft: Security MCSAS, 2003
Microsoft MCSAM, 2003
Microsoft: Security MCSES, 2003
Certified Information System Security
Professional (CISSP), 2003
Charles Dollens
Academic Degrees
BA in Anthropology (with Psychology minor),
University of Nevada, Reno
Greg Ellis
Academic Degrees
B.A., Brigham Young University
M.S., University of Phoenix
Cindy Mortensen
Academic Degrees
B.S., University of Nevada, Reno
M.S.Ed., Lesley University
Professional Certifications
MCSE, 1999
Net+, 2000
A+, 1999
Professional Certifications
Nevada Secondary Teacher Licensure
Judith Frederickson
Academic Degrees
B.S., UNR Reno, NV 1980
M.S., Florida State Uni., Tallahassee, FL 1984
Ph.D., UNR, Reno, NV 2006
Jeff Wallace
Academic Degrees
Professional Certifications
State of Nevada - High School Teaching
Certification in Mathematics 2001
Professional Certifications
Sun Java Certifications 1-3, 1996
Cathy House
Academic Degrees
B.S., University of Nevada, Reno
M.E.L., University of Nevada, Reno
Professional Certifications
CompTIA A+, 2000 *
Professional Certifications
A+
Network+
Cisco Certified Network Associate (CCNA)
Cisco Certified Academy Instructor (CCAI)
Microsoft Certified Systems Engineer (MCSE)
Hewlett Packard Accredited Systems Engineer (HP
ASE)
B.S., University of Michigan
M.B.A., Santa Clara University
M.F.A., University of Southern California
M.S, University of Nevada, Reno
School of Sciences
2010-2011
Full-Time to Part-Time Faculty Ratio
This data represents number of units taught by both Full-time and Part-time faculty, but in
Spring 08 the methodology was changed from using FTE to using headcount per updated NFA
contract. That data is represented in the table below.
CT
Spring
05
Fall 05
FT
FT
PT
9 21
PT
Spring
06
FT
PT
8 27 10 10
Fall 06
Spring
07
Fall 07
FT
FT
FT
PT
8 22
PT
8 24
PT
Spring
08
FT
PT
8 18 10 20
Fall 08
Spring
09
Fall 09
Spring
10
FT
FT
FT
FT
PT
9 18
PT
9 15
PT
9 18
PT
9 15
.
Required Classified Credentials
The administrative assistant who works in the computer technologies department must have
current knowledge of the technology being used within the department; this may require the
administrative assistant to attend training sessions or courses. This is not limited at the
department level but is required at the college level to attend training sessions on new policies
and procedures as well as new software being implemented, for example training on PeopleSoft
or upgrading office applications.
Classified FTE
100%
Truckee Meadows Community College | Resources
33
Facilities
Due to the nature of the course content CT teaches, the Department has been granted access to
five Tier 1 computer classrooms. Tier 1 classrooms are those in which a department has nearly
exclusive control in terms of scheduling classes. In addition to the Tier 1 classrooms, the
Department has access to three other computer classrooms. Two of these classrooms are located
on the Dandini campus with one located in the Sierra building and the other one located in the
Red Mountain building. Another classroom is located at the Meadowood campus. The
Department has no classrooms at either the Edison or Redfield sites.
Technology
One of the unique characteristics of Computer Technologies degree programs is that 100% of
TMCC’s courses require the use of computer hardware and software. The dynamic nature of
this technology ensures that most of the content that is taught is expected to be obsolete or
nearly so within four to five years. This dynamic aspect of the content area pushes not only
curricular content changes but also creates technological needs that are most often in excess of
traditional academic computing. Currently the College has a “one-size-fits-all” approach to
academic computing. CT is finding that not being at the table when academic computing needs
are planned is limiting its ability to adapt its programs to meet future curriculum needs.
Fortunately, excellent relationships exist between the Department faculty and the ITO staff.
And worth mentioning, the content taught in our curriculum overlaps much of what TMCC’s
Information Technology Operations (ITO) Department provides in terms of services and
resources to the College as a whole.
Technological innovation will have a major influence on teaching methodologies over the next
five years and will become a core differentiator in attracting not only student but corporate
partners and donors. As computing changes and the department adapts to new training models
(such as online virtual learning) funding will be needed for more powerful servers to support
course labs and virtual systems with video capabilities and quick response times.
More specific technology requirements include:
Continuing need for the latest versions of current software, as well as different software for new
courses, such as a Simulation Physics course.
Laptops to be made available for A+ students’ to fix and /or troubleshoot. Laptops are the choice
of most people using computers, even though desktop computers are still the mainstay.
School of Sciences
2010-2011
New devices to be supplied, such as mobile devices for application programming.
Scheduling of the computer lab classrooms is becoming tight. As this program grows it may
become necessary to equip another computer lab.
Funding Sources
The department charges lab fees on many courses to cover the cost of hardware, software and
supplies used by students in the classroom. The department has also received NSF grant
funding for training and software.
.
Resource Development Strategies
Staffing Issues and Strategies
In 2009, the Department had eight full-time faculty members. In order to maintain its current
and future delivery of instruction it will be critical to:
Have an aggressive professional development program to keep full-time faculty at par
with its labor market sector; and
Replace a vacant faculty position
Facilities and Desired Capital Improvements
Classroom computers are updated using student technology fees, lab equipment and software
can be maintained with course lab fees. The department does not currently require any facility
or capital improvements.
Funding Allocations and Development Strategies
As noted in previous sections, Computer Technologies is a dynamic field that requires constant
evaluation. When funding for development of new technologies is required, it is negotiated in
department meetings to come out of our current budget.
Truckee Meadows Community College |
35
School of Sciences
2010-2011
APPENDIX A.
Dean’s Analysis of Funding Resources
School of Sciences - Computer Technology
Fund Agency ORG
Description
OBJ
Computer Technology, Interim Chair Doherty
EXPENSE/BALANCE
Last yr - FY 10
Current - FY 11
State Operating
7104
708
Hi16 Operating
7104
708
HI17 Instructional assistants
708
17
20
30
17
$
$
$
$
7,700.00
20,000.00
14,206.72
$ 16,010.00
$ 7,700.00
$ 20,000.00
$
-
HI15 COMPUTER INFORMATION TECH-CIT
$
23,414.17 $ 38,982.42
708
HK16 SELF TEST SOFTWARE KITS
$
7333
7334
708
708
HI20
HI21
HI22
HI23
$
$
$
$
87.94
3,677.09
7,113.72
23,632.76
7334
708
HI26 MPICT
$
24,928.00 $
Lab
7266
Special Fees
7268
625.87 $
529.87
Grants
Perkins incentive/nontradition
NV Info Tech Educ. FY 07, 08, 09
NV Info Tech Educ. FY 07, 08, 09
NV Info Tech Educ. FY 07, 08, 09
$
87.94
$ 3,677.09
$ 7,113.72
$ 12,632.76
6,835.78
Non-credit training
Donations
. Other
Truckee Meadows Community College | Appendix
37
School of Sciences
2010-2011
APPENDIX B.
Degree and Certificate Worksheets
Associate of Applied Science/Computer Programming Emphasis
The computer programming emphasis provides students with entry level programming skills. Computer
programming professionals must also have a broad knowledge of computer systems and technologies,
as well as strong problem solving and analysis skills. They must be able to think logically and have
strong verbal and written communication skills.
General Education Requirements
Diversity
Communications
English
Human Relations
Quantitative Reasoning
Science
Social Science
U.S. and Nevada Constitutions
Total General Education Requirements
Credits
(3)
3
3
3
3
3
3
3
21 Credits
Core Requirements
CIT 114 IT Essentials
CIT 128 Introduction to Software Development
CIT 263 IT Project Management
CSCO 120 CCNA Internetworking Fundamentals
Total Core Requirements
4
4
3
4
15 Credits
Emphasis Requirements
CIT 151 Beginning Web Development
CIT 180 Database Concepts and SQL
**Students must complete the beginning and advanced
courses in two programming languages
CIT 130 Beginning Java
CIT 230 Advanced Java
CIT 132 Beginning Visual Basic
CIT 232 Advanced Visual Basic
CIT 134 Beginning C#
CIT 234 Advanced C#
CS 135 Computer Science l (C++)
CS 202 Computer Science ll (C++)
Total Emphasis Requirements
Elective Requirements
Choose 6 credits from CIT, CS, CSCO
Total Elective Requirements
3
3
3
3
3
3
3
3
3
3
12 Credits
6
6 Credits
Truckee Meadows Community College | Appendix
39
Total Certificate Requirements
First Year
Course #
Core
Core
English
Quantitative Reasoning
CIT 114
CIT 128
Elective
MATH 126 or higher
30 Credits
Title
1st Semester
IT Essentials
Intro to software Development
Choose from recommended list
Pre-Calculus l
Credits
Total
Emphasis
Core
Science
Social Science
Emphasis
Second Year
2nd Semester
Computer Science l
CCNA Networking Fundamentals
CIT 151
CSCO 120
Elective
Elective
1st programming language
4
3
3
3
14 Credits
3
3
4
4
Beginning course
Total
16 Credits
Total
3
3
3
3
3
15 Credits
1st Semester
Emphasis
Communications
Human Relations
Emphasis
Emphasis
CIT 180
Elective
MGT 212
1st programming language
2nd programming language
Core
Elective
CIT 263
U.S. and Nevada Const.
Emphasis
Elective
2nd programming language
Advanced course
Beginning course
IT Project Management
Chose from CIT, CS, CSCO course not used
in core or emphasis requirements
Advanced course
Total
Degree Total
3
6
3
3
15 Credits
60 Credits
Associate of Applied Science/Networking and Server Technologies Emphasis
The networking emphasis prepares students for careers in current and emerging information system technologies such as
network design, network infrastructure, networking services and information security. Students completing the degree will
find employment in areas ranging from small office/home office network administration to enterprise scale networks.
General Education Requirements
Diversity
Communications
English
Human Relations
Quantitative Reasoning
Science
Social Science
U.S. and Nevada Constitutions
Total General Education Requirements
Credits
(3)
3
3
3
3
3
3
3
21 Credits
School of Sciences
First Year
2010-2011
Core Requirements
CIT 114 IT Essentials
CIT 128 Introduction to Software Development
CIT 263 IT Project Management
CSCO 120 CCNA Internetworking Fundamentals
Total Core Requirements
4
4
3
4
15 Credits
Emphasis Requirements
Select 24 units from the following courses
CIT 173 Introduction to Linux
CIT 174 Linux System Administration
CIT 175 Advanced Linux System Administration
CIT 211 MCSE I
CIT 212 MCSE II
CIT 213 MCSE III
CIT 214 MCSE IV
CIT 215 MCSE Elective- Directory Services
CIT 215 MCSE Elective-Infrastructure Design
CIT 215 MCSE Elective- Security Design
CIT 215 MCSE Elective-SQL
CIT 215 MCSE Elective- Exchange Server
CIT 215 MCSE Elective-Other
CSCO 121 CCNA Routing Protocols
CSCO 220 CCNA LAN Switching and Wireless
CSCO 221 CCNA WAN Fundamentals
CSCO 280 CCNP Advanced Routing
CSCO 281 CCNP Implementing Secure WAN’s
CSCO 282 CCNP Multi-layer Switching
CSCO 283 CCNP Optimizing Converged Networks
Total Emphasis Requirements
3
3
3
4
4
4
4
3
3
3
3
3
3
5
5
5
5
5
5
5
24 Credits
Total Certificate Requirements
30 Credits
Course #
Title
1 Semester
CIT 114
IT Essentials
CSCO 120
CCNA Internetworking Fundamentals
Elective
Choose from recommended list
MATH 126 or higher Pre-Calculus l
Credits
st
Core
Core
English
Quantitative Reasoning
Core
Electives
Choose 7-10 credits
Elective
CIT 128
CSCO 121
CSCO 220
CIT 173
CIT 211
CIT 212
Communications
2nd Semester
Intro to software Development
CCNA Routing Protocols and Concepts
CCNA LAN Switching and Wireless
Introduction to Linux
MCSE I
MCSE II
Choose form list
4
4
3
3
Total 14 Credits
4
(5)
(5)
(3)
(4)
(4)
3
Truckee Meadows Community College | Appendix
41
Total 14-17 Credits
Second Year
Elective
Social Science
Human Relations
Elective
Emphasis
Science
U.S. and Nevada Const.
1st Semester
Choose from list
Elective
MGT 212
CIT 263
Elective
Elective
Leadership and Human Relations
2nd Semester
Chose from list
IT Project Management
10-12
3
3
Total 16-18 Credits
7-8
3
3
Total 15 Credits
Degree Total 60-66 Credits
Associate of Applied Science/Web Development Emphasis
The Web development emphasis provides students with entry level Web development skills including Web page
development, scripting and basic data base functions. Web developers must also have a broad knowledge of computer
systems and technologies, as well as strong verbal and written communication skills.
General Education Requirements
Diversity
Communications
English
Human Relations
Quantitative Reasoning
Science
Social Science
U.S. and Nevada Constitutions
Total General Education Requirements
Credits
(3)
3
3
3
3
3
3
3
21 Credits
Core Requirements
CIT 114 IT Essentials
CIT 128 Introduction to Software Development
CIT 263 IT Project Management
CSCO 120 CCNA Internetworking Fundamentals
Total Core Requirements
4
4
3
4
15 Credits
Emphasis Requirements
CIT 151 Beginning Wed Development
CIT 152 Web Script Language Programming
CIT 180 Database Concepts and SQL
CIT 251 Advanced Web Development
GRC 125 Graphics Software
GRC 125 Graphics Software (repeat with different
software)
3
3
3
3
1
1
School of Sciences
GRC 175 Web Design and Publishing
Choose one programming course form the following
CIT 132 Beginning Visual Basic
CIT 153 Beginning Perl
Choose one operating system from the following
CIT 173 Introduction to Linux
CIT 212 MCSE ll
Total Emphasis Requirements
Elective Requirements
CIT 257 Web Languages
CIT 290 Internship in CIT
Total Elective Requirement
2010-2011
1
3
3
3
4
21-22 Credits
3
1-3
3 Credits
Total Degree Requirements
Course #
First Year
Core
Core
Emphasis
Quantitative Reasoning
English
Emphasis
Core
Communications
Emphasis
Emphasis
Emphasis
Second Year
Emphasis
Emphasis
Science
Social Science
Human Relations
Emphasis
Emphasis
Elective
Core
U.S. and Nevada Const.
60-61 Credits
Title
1st Semester
CIT 114
IT Essentials
CIT 128
Intro to software Development
CIT 151
Beginning Web Development
MATH 126 or higher Pre-Calculus l
BUS 108
CIT 152
CSCO 120
Elective
GRC 125
GRC 125
GRC 175
CIT 132 or
CIT 153
CIT 173 or
CIT 212
Elective
Elective
MGT 212
CIT 180
CIT 251
CIT 257 or
CIT 290
CIT 263
Elective
2nd Semester
Business Letters and Reports
Web Script Language
CCNA Internetworking Fundamentals
Choose from list
Graphics Software
Graphics Software
Web Design and Publishing
1st Semester
Beginning Visual Basic
Beginning Perl
Introduction to Linux
MCSE l
Choose from list
Leadership and Human Relations
2nd Semester
Database Concepts and SQL
Advanced Web Development
Web Languages
Internship in CIT
IT Project Management
Credits
4
4
3
3
Total 14 Credits
3
3
4
3
1
1
1
Total 16 Credits
(3)
(3)
(3)
(4)
3
3
3
Total 15-16 Credits
3
3
(3)
(3)
3
3
Total 15 Credits
Truckee Meadows Community College | Appendix
43
Degree Total 60-66 Credits
Associate of Science/Computer Science Emphasis
This is a two-year transferable program leading to an associate of science with an emphasis in computer
science. Computer science encompasses the methodology, tools, techniques, and theory of information
derivation, storage, manipulation and communication. All courses recommended will partially satisfy the
bachelor of science in computer and information engineering and computer science at the University of
Nevada, Reno.
General Education Requirements
Diversity
English
Fine Arts
Humanities
Mathematics
Science
Social Science
U.S. and Nevada Constitutions
Total General Education Requirements
Credits
(3)
6
3
3
6
12
6
3
39 Credits
Emphasis Requirements
CIT 128 Introduction to Software Development
CIT 173 Introduction to Linux
CS 135 Computer Science l
CS 135 Computer Science ll
ENGR 100 Intro to Engineering Design
Total Emphasis Requirements
4
3
3
3
3
16 Credits
Elective Requirements
Extra credits from Math requirement
Math 283 Calculus lll
A programming language
Total Elective Requirements
2
4
3
9 Credits
Total Certificate Requirements
30 Credits
School of Sciences
2010-2011
Suggested Course Sequence
Note: Students must complete the Math 126/127 sequence
or place into MATH 181 via test scores:
ACT 28
SAT 630
ACCUPLACER College Level score of 90 or higher
Course #
Title
First Year
1st Semester
Emphasis
CIT 128
Intro to software Development
Emphasis
CIT 173
Introduction to Linux
Fine Arts
Elective
Choose from recommended list
English
ENG 101
Composition l
Emphasis
ENGR 100
Intro to Engineering Design
Emphasis
English
Mathematics
Science
CS 135
ENG 102
MATH 181
PHYS 180/180L
Credits
4
3
3
3
3
Total 16 Credits
2nd Semester
Computer Science l
Composition II
Calculus l
Physics for Scientists and Engineers l/Lab l
Total
3
3
4
4
14 Credits
Second Year
Humanities
U.S. and Nevada Const.
Emphasis
Science
Mathematics
CH 201
CH 203
CS 202
PHYS 181/181L
MATH 182
Elective
Social Science
Science
Elective
Social Science/Diversity
CH 202
CHEM 201
MATH 283
Elective
3rd Semester
Ancient and Medieval Cultures
American Experiences
Computer Science II
Physics for Scientists and Engineers II/Lab II
Calculus ll
Total
4th Semester
Choose a programming language
The Modern World
Chemistry for Scientists and Engineers
Calculus lll
Choose from recommended list
Total
Degree Total
3
3
3
4
4
17 Credits
3
3
4
4
3
17 Credits
64 Credits
Truckee Meadows Community College | Appendix
45
Computer Information Technology Certificate of Achievement/Computer Technologies
The certificate of achievement in computer technologies provides students with a broad knowledge of computer
systems and technologies that can be used for entry-level employment or pursuit of an associate of applied
science degree.
General Education Requirements
Communications
Highly Recommended: BUS 107 or ENG 107
Human Relations
Highly Recommended: MGT 212
Quantitative Reasoning
Recommended: MATH 126 or higher
Total General Education Requirements
Credits
3
3
3
9 Credits
Core Requirements
CIT 114 IT Essentials
CIT 128 Introduction to Software Development
CIT 263 IT Project Management
CSCO 120 CCNA Internetworking Fundamentals
Total Core Requirements
4
4
3
4
15 Credits
Emphasis Requirements
Choose from CIT, CS, CSCO or IS courses
Total Emphasis Requirements
6
6 Credits
Total Certificate Requirements
30 Credits
Suggest Course Sequence
First Year
Course #
Title
1 Semester
CIT 114
IT Essentials
CIT 128
Intro to software Development
CSCO 120
CCNA Networking Fundamentals
MATH 126 or higher Pre-calculus l
Credits
st
Core
Core
Core
Quantitative Reasoning
Core
Emphasis
Communications
Human Relations
CIT 263
BUS 107
or ENG 107
MGT 212
4
4
4
3
Total 15 Credits
2nd Semester
IT Project Manager
Choose from CIT, CS, CSCO or IS courses
Business Speech Communications
Or Technical Communications l
Leadership and Human Relations
Total
Certificate Total
3
3
6
3
15 Credits
30 Credits
School of Sciences
2010-2011
APPENDIX C.
Institutional Research Data
General Student Demographics - Age
Demographics - Age
Computer Technologies
0-17 yrs
CIT
CS
CSCO
IS
18-24 yrs
CIT
CS
CSCO
IS
25-34 yrs
CIT
CS
CSCO
IS
35-49 yrs
CIT
CS
CSCO
IS
50+ yrs
CIT
CS
CSCO
IS
Grand Total
Fall
06
Fall
07
Fall
08
Fall
09
Spr
06
Spr
07
Spr
08
Spr
09
Spr
10
1203
1103
1241
1454
1532
1117
1153
1334
1351
1385
12873
30
21
20
8
27
5
21
6
19
1
59
244
240
136
42
269
263
139
25
79
272
193
42
82
201
131
26
53
84
61
29
41
75
54
33
60
62
50
2
13
556
185
14
44
313
306
137
7
42
120
206
116
4
35
51
64
40
10
13
9
12
3
19
604
183
24
43
354
329
148
10
36
135
209
113
3
38
55
72
53
1
5
13
23
10
1
2
10
632
201
33
36
362
350
177
12
36
125
227
148
5
26
48
102
77
21
3
3
1
11
544
233
25
7
2
1
15
691
271
13
42
365
426
215
9
41
161
266
169
1
24
72
124
94
1
6
23
20
8
1
8
577
274
31
7
3
2
19
708
177
22
53
456
381
172
11
40
158
238
140
1
29
68
96
72
4
5
15
6
6
10
14
12
13
15
613
183
17
42
371
372
159
17
33
163
252
139
5
24
84
93
69
2
7
15
10
22
237
76
9
13
139
6095
2164
149
439
3343
3302
1595
80
376
1251
2371
1459
23
282
607
868
634
8
80
146
1203
1103
1241
1454
1532
1117
1153
1334
1351
1385
12873
Fall 05
12
557
265
45
247
224
135
27
62
254
161
Grand
Total
1
17
613
192
26
33
362
411
177
14
54
166
246
149
4
18
75
96
64
Truckee Meadows Community College | Appendix
47
General Student Demographics - Gender
Demographics - Gender Fall 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 Grand T
Computer Technologies
1203
1103
1241
1454
1532
1117
1153
1334
1351
1385
12
Female
377
380
451
648
683
386
418
504
592
572
5
CIT
177
165
155
240
311
188
155
224
211
220
2
CS
7
5
7
7
12
5
9
CSCO
14
19
18
24
15
12
19
17
19
9
IS
186
196
271
379
350
186
237
251
357
334
2
Male
826
723
790
806
849
729
735
830
759
813
7
CIT
508
400
347
328
445
430
329
389
342
363
3
CS
31
36
19
18
39
39
35
CSCO
107
104
107
105
99
99
114
95
87
107
1
IS
211
219
305
337
286
200
274
307
291
308
2
Unreported
2
CIT
1
IS
1
Grand Total
1203
1103
1241
1454
1532
1117
1153
1334
1351
1385
12
General Student Demographics - Ethnicity
Demographics - Fall
Fall
Fall
Ethnicity
05
06
07
Computer
Technologies
1203 1103 1241
African
American
36
26
31
Asian
92 102
98
Hawaiian/Paci
fic Islander
Hispanic
107
99 141
International
24
25
17
Native
American/Alaska
Native
22
14
23
Two or more
races
Unreported
85
78
92
White
837 759 839
Fall
08
Fall
09
Spr
06
Spr
07
Spr
08
Spr
09
Spr
10
1454 1532 1117 1153 1334 1351 1385
Grand
Total
12873
42
100
55
83
20
73
21
81
42
117
34
93
60
66
367
905
168
23
36
233
28
115
19
114
28
136
20
160
28
31
207
16
67
1480
228
20
31
19
17
36
28
22
232
40
74
11
1027 1015
77
794
63
829
81
902
72
936
36
17
930
76
650
8868
School of Sciences
Grand Total
2010-2011
1203 1103 1241 1454 1532 1117 1153 1334 1351 1385
12873
Student Status
Educational Status (new, continuing, transfer)
Educational
Status
Computer
Technologies
CIT
Continuing
New
New Transfer
CS
Continuing
New
New Transfer
CSCO
Continuing
New
New Transfer
IS
Continuing
New
New Transfer
Grand Total
Fall
05
Fall
06
Fall
07
Fall
08
Fall
09
Spr
06
Spr
07
Spr
08
Spr
09
Spr
10
1203
685
522
89
74
1103
565
422
84
59
1241
502
382
69
51
38
33
1
4
125
104
14
7
576
420
91
65
1241
1454
568
457
61
50
41
37
1
3
129
116
6
7
716
532
128
56
1454
1532
756
562
112
82
26
24
1117
619
523
36
60
1153
484
399
40
45
25
22
1334
613
480
66
67
51
43
3
5
112
89
6
17
558
474
52
32
1334
1351
553
473
28
52
44
43
1
1385
583
500
44
39
44
42
121
97
15
9
397
297
70
30
1203
123
105
7
11
415
320
66
29
1103
2
114
90
6
18
636
475
98
63
1532
111
101
6
4
387
335
20
32
1117
3
133
123
1
9
511
424
41
46
1153
106
94
4
8
648
557
46
45
1351
Grand
Total
2
116
104
6
6
642
525
59
58
1385
Truckee Meadows Community College | Appendix
12873
5928
4720
629
579
269
244
6
19
1190
1023
71
96
5486
4359
671
456
12873
49
Enrollment Status (full-time, part-time)
Enrollment Status
Computer Technologies
CIT
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
CS
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
CSCO
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
IS
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
Grand Total
Fall
Fall
Fall
Fall
Fall
Spr
05
06
07
08
09
06
1203 1103 1241 1454 1532 1117
685
565
502
568
756 619
309
241
202
221
246 265
150
137
121
144
190 139
112
91
87
84
120 104
114
96
92
119
200 111
38
41
26
19
16
5
9
3
5
2
5
7
8
17
9
121
123
125
129
114 111
52
59
67
46
40
53
22
18
18
30
26
12
20
21
22
22
19
15
27
25
18
31
29
31
397
415
576
716
636 387
100
108
141
139
127 102
101
115
135
176
150
98
91
92
134
162
132
88
105
100
166
239
227
99
1203 1103 1241 1454 1532 1117
Spr
07
1153
484
234
104
80
66
25
10
7
4
4
133
63
25
27
18
511
162
127
104
118
1153
Spr
08
1334
613
209
155
114
135
51
17
13
7
14
112
55
20
19
18
558
98
143
143
174
1334
Spr
09
1351
553
189
129
85
150
44
18
10
4
12
106
34
25
25
22
648
122
154
161
211
1351
Spr
Grand
10
Total
1385
12873
583
5928
191
2307
159
1428
102
979
131
1214
44
269
12
97
7
54
7
36
18
82
116
1190
46
515
19
215
24
214
27
246
642
5486
110
1209
150
1349
158
1265
224
1663
1385
12873
School of Sciences
2010-2011
Enrollment Patterns:
Number of
Sections
CIT
CS
CSCO
IS
Computer
Technologies Total
School of Sciences
Total
College Total
Fall Terms
Fall 05
52
Fall 06
39
9
17
Fall 08
33
2
7
26
Fall 09
40
1
6
23
Spr 06
44
10
18
Fall 07
30
2
8
23
78
67
63
68
720
1612
696
1608
739
1671
729
1597
FTE
CIT
CS
CSCO
IS
Computer Technologies Total
School of Sciences Total
College Total
Retention Rates
CIT
CS
CSCO
IS
Computer Technologies
School of Sciences
College-wide
Student to Faculty
Ratios
Spring Terms
Fall 05
144
Fall Terms
Fall 07
Fall 08
103
108
8
8
41
42
37
83
115
143
Spr 08
38
3
7
21
Spr 09
31
2
6
24
Spr 10
28
2
6
23
70
66
66
69
63
59
730
1662
683
1573
694
1609
730
1630
724
1624
743
1681
Fall 09
140
5
32
127
Spr 06
130
37
77
Spr 07
97
5
44
102
296
2957
6840
305
3026
7295
244
2369
5798
248
2586
6061
Fall 09
73%
50%
61%
64%
Spr 06
67%
55%
72%
Fall Terms
Fall 07
Fall 08
71%
69%
53%
73%
69%
58%
54%
67%
70%
63%
66%
74%
Spr 07
65%
68%
62%
63%
69%
71%
71%
69%
68%
69%
68%
71%
72%
69%
71%
70%
64%
69%
70%
40
79
Fall 06
116
7
15
Spr 07
36
1
8
21
264
2572
6213
240
2552
6211
Fall 05
70%
Fall 06
70%
267
2723
6545
68%
69%
70%
65%
70%
71%
Fall Terms
Fall 06
15
270
2671
6357
Spr 10
110
9
34
128
275
2905
6730
281
3097
7256
Spring Terms
Spr 08
Spr 09
73%
74%
43%
66%
54%
67%
69%
65%
Spr 10
65%
64%
64%
64%
69%
71%
71%
69%
72%
73%
64%
74%
74%
Spring Terms
13
12
Fall 07
16
19
16
16
Spr 07
14
25
17
IS
23
23
25
28
28
26
24
27
27
28
Computer Technologies
School of Sciences
16
18
16
18
19
18
22
20
22
20
17
17
18
18
19
18
21
19
23
20
College-wide
19
19
19
22
22
19
19
19
21
22
CIT
CS
CSCO
Fall 05
14
Spring Terms
Spr 08
Spr 09
111
105
10
9
37
31
112
130
Fall 08
18
21
18
Fall 09
18
26
18
Spr 06
15
Spr 08
16
17
16
Spr 09
18
22
17
Spr 10
20
22
19
Truckee Meadows Community College | Appendix
51
DECLARED
MAJORS
AAS Computer
Programming
(AS-PGM)
AAS
Networking
(AS-NET)
AAS
Networking
and Server
Technologies
(AS-NST)
AAS Web
Development
(AS-WBD)
AAS
Webmaster
(AS-WEB)
AS Computer
Science (SCICS)
Grand Total
Fall Terms
Fall 05
Fall 06
Fall 07
Spring Terms
Fall 08
Fall 09
Spr 06
Spr 07
Spr 08
Spr 09
88
45%
100
47%
80
37%
86
31%
79
24%
78
41%
87
42%
70
30%
76
28%
71
37%
72
34%
79
36%
65
24%
36
11%
73
39%
78
38%
83
36%
49
18%
0%
0%
0%
12
4%
60
19%
0%
0%
0%
28
10%
0%
0%
0%
4
1%
14
4%
0%
0%
0%
8
3%
35
18%
40
19%
28
13%
19
7%
10
3%
37
20%
33
16%
25
11%
14
5%
194
0%
100%
212
0%
100%
32
219
15%
100%
89
275
32%
100%
124
323
38%
100%
188
0%
100%
8
206
4%
100%
53
231
23%
100%
100
275
36%
100%
School of Sciences
2010-2011
National Employment - Total job openings due to growth and replacement needs
US Bureau of Labor Statistics: http://www.bls.gov/data/#employment
Employment
2008 National Employment Matrix
title and code
Percent
distribution
Number
2008
Change, 2008-18
2018
2008
Total, all occupations
00-0000
150,931.7
166,205.6
Computer and information
systems managers
11-3021
293.0
342.5
0.19
Computer and
mathematical science
occupations
15-0000
3,540.4
4,326.1
Computer specialists
15-1000
3,424.3
Computer and information
scientists, research
15-1011
Computer programmers
2018
100.00 100.00
Number
Percent
Total job
openings due
to growth and
replacement
needs
15,273.9
10.12
50,928.5
0.20
49.5
16.90
97.
2.34
2.60
785.7
22.19
1,440.5
4,187.0
2.26
2.51
762.7
22.27
1,383.6
28.9
35.9
0.01
0.02
7.0
24.18
13.2
15-1021
426.7
414.4
0.28
0.24
-12.3
-2.87
80.3
Computer software
engineers
15-1030
909.6
1,204.8
0.60
0.72
295.2
32.46
371.7
Computer software
engineers, applications
15-1031
514.8
689.9
0.34
0.41
175.1
34.01
218.4
Computer software
engineers, systems
software
15-1032
394.8
515.0
0.26
0.30
120.2
30.44
153.4
Computer support
specialists
15-1041
565.7
643.7
0.37
0.38
78.0
13.80
234.6
Computer systems analysts 15-1051
532.2
640.3
0.35
0.38
108.1
20.31
222.8
Database administrators
15-1061
120.4
144.7
0.07
0.08
24.4
20.26
44.4
Network and computer
systems administrators
15-1071
339.5
418.4
0.22
0.25
78.9
23.23
135.5
Network systems and data
communications analysts
15-1081
292.0
447.8
0.19
0.26
155.8
53.36
208.3
All other computer
specialists
15-1099
209.3
236.8
0.13
0.14
27.5
13.14
72.6
11,591.6
14,247.3
Truckee Meadows Community College | Appendix
4,676.3
53
APPENDIX D. COMPUTER TECHNOLOGIES ASSESSMENT REPORTS
Program and Discipline Assessment Report
Program: Associate of Applied Science, Computer Technologies – Computer Programming Emphasis
Discipline: Computer Information Technologies
Division: School of Sciences
Submitted by: Judy Fredrickson
Contributing Faculty:
Academic Year: 2009-2010
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Graduates of the Computer
Programming program will
have the technical
proficiency required to
design and program a
solution to a stated
problem.
Outcome #2:
Graduates of the Computer
Programming program will
be adequately prepared for
successful transfer to a
Bachelors of Applied
Science program.
Outcome #3
Computer technology
employers in Northern
Nevada will be satisfied
with
the education received by
program graduates.
Self-Study Summary
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
70% of students
completing advanced
programming language
courses will be able to
design and program a
solution to a stated
problem. The results
will be measured against
pre-defined criteria
approved by local
employers.
In the boxes below,
summarize the results
of your assessment
activities during the
last year.
In the boxes below,
summarize how you
are or how you plan to
use the results to
improve student
learning.
The purpose of this
goal is
to insure students are
at a
technical level
expected by
local employers. We
will
work with the
advisory
board to increase
employer
participation in
developing
the evaluation criteria.
Students who transfer to
a BAS degree at Nevada
State College will
complete their BAS
degree at the same rate
as other Nevada State
College students.
In a survey conducted
every three years, 80%
of employers on the
Computer Technologies
Advisory Board will
respond that graduates
meet their expectations
and that they would be
willing to employ future
graduates.
The BAS degree at
Nevada State
College has been
tabled and no
measurements were
recorded.
N/A
This outcome will have
to be
replaced with a more
suitable one.
No survey was
conducted.
However, work has
begun to
involve advisory
board members in
evaluating student
projects.
No results to act on.
This outcome should be
modified
to gather employer
feedback on
student projects as part
of a
project-based learning
approach.
Successful students in
advanced
programming classes
were
required to
demonstrate this skill
as a part of class
projects.
However, the
evaluation measures
were not discussed
with local
employers, and formal
measurements were
not documented.
Effect on Program,
Discipline or Course
Based on the results of
this assessment, will you
revise your outcomes?
If so, please summarize
how and why in the
boxes below.
The measure should be
revised to
remove the percentage,
as all
graduates should
demonstrate these
skills. We will also work
with local
employers to refine the
evaluation
criteria.
Program, Discipline
or Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your program or
discipline during the
last year.
Outcome #1:
Graduates will be
technically proficient
in their
selected emphasis
area(s).
Outcome #2:
Graduates will
demonstrate
employability skills
including planning,
Assessment
Measures
In the boxes
below, summarize
the methods used
to assess program,
discipline, or
course outcomes
during the last
year.
Sample
certification
exams will be
given in the last
course of each
emphasis series.
70% of students
completing the
emphasis will
achieve a passing
score.
Students will be
evaluated through
specific projects
identified in the
Assessment Results
Use of Results
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you
are or how you plan
to use the results to
improve student
learning.
Ten students completed
the Cisco
sample certification exam.
The
median score was a 54.3.
The Cisco Academy
median score for this exam
is 74.1.
For the second year in a
row, sample certification
exam results were not
reported for the Linux
component of this degree.
The lead faculty for the
Microsoft
networking component of
the degree has never
submitted any results for
this section.
The Cisco
assessment results,
while disappointing,
are most
likely due to when
the exam was
administered. For
the 2009 – 2010
year. This exam
was administered on
the same day the
students completed
their hands-on
course level
assessment. Because
of the
comprehensive
nature of the exam,
and the fact it does
not add to the
student’s grade,
students did not
study for this exam.
No exam results for
the Linux or
Microsoft areas of
the
degree.
These results clearly
demonstrate that
students are gaining
valuable
a) The average on this part
of the project was 78%.
b) The average on this part
of the project was 89%.
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so, please
summarize how and why in
the boxes below.
It might be necessary to
allocate three days to testing
rather than trying to work this
assessment into the current
two day testing structure. If
the Linux and Microsoft
areas do not
begin to assess and report on
these
assessments, it might be
necessary to cut back or
eliminate them from the
degree and develop more
generic and broad-based serer
courses.
scheduling,
communication,
teamwork, and
problem solving.
Self-Study Summary
capstone Project
Management
class.
For the 2010
course the
following
structured
project was
required:
Students
demonstrated
their knowledge
by
completing a
project
assignment to:
a) identify
stakeholders and
conduct feasibility
analysis.
b) develop a
charter and
a business impact
analysis.
c) develop a scope
statement and a
work
breakdown
structure
for the project.
d) developing an
analysis of the
duration of
activities,
precedence of
activities, critical
path identification,
and running a
report
to generate the
critical tasks on
the
project.
e) calculate the
costs of
the project using
MS
Project.
f) demonstrate
proficiency in
human resource
management, keys
c) The average on this part
of the project was 70%.
d) The average on this part
of the project was 96%.
e) The average on this part
of the project was 100%.
f) The average on this part
of the project was 100%.
g) The average on this part
of the project was 86%.
h) The average on this part
of the project was 99%.
i) The average on this part
of the project was 91%.
employability skills
including project
planning/design,
problem solving,
and
communication.
to managing
people,
developing the
human resource
plan, acquiring the
project team,
developing the
project team,
managing the
team,
and how to use
software to
accomplish this.
g) demonstrate
proficiency in
co management,
how
to plan
communication,
best practices for
distributing
communication,
how to measure
performance and
report on it, and
how to use
software
to communicate
more efficiently
and
effectively.
h) demonstrate
proficiency in risk
management,
identifying risks,
analyzing risk
from
a quantitative and
qualitative
perspective,
planning risk
responses,
monitoring risks
and creating a risk
register.
i) demonstrate
proficiency in
delivering project
presentations.
There
were two
presentations: the
Outcome #3
Graduates who
chose to transfer to
NSC for a BAS
degree will complete
their degree at a
similar rate to other
students at NSC
Program, Discipline
or Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your program or
discipline during the
last year.
Outcome #1:
Graduates of the Web
Development program
will
have the technical
proficiency required
to
create and maintain
Self-Study Summary
kick off meeting
(the start of their
project) and the
final presentation
(at the end of their
project). There
was
particular content
required for those
presentations. The
students had the
option to chose
the
medium.
An annual follow
up report will be
requested from
Nevada State
College
Assessment
Measures
In the boxes
below, summarize
the methods used
to assess program,
discipline, or
course outcomes
during the last
year.
85% of students
completing
Advanced
Web design
courses will be
able to create a
professional Web
site
Due to budget constraints
within
NSHE and its institutions,
the future availability and
viability of the BAS
degree in Nevada is
uncertain.
No actionable
results were
collected
Assessment Results
Use of Results
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you
are or how you plan
to use the results to
improve student
learning.
No results were reported
for this year by the lead
faculty
This is a very disappointing
development and one that
could result in the diminished
viability of emphasis because
employers are looking for
entry-level employees with a
minimum of a bachelor’s
degree.
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so, please
summarize how and why in
the boxes below.
basic
professional Web
sites
meeting predefined
criteria approved
by
local employers.
Outcome #2:
Graduates of the Web
Development program
will
be adequately
prepared for
successful transfer to
a
Bachelors of Applied
Science program.
Outcome #3
Computer technology
employers in
Northern
Nevada will be
satisfied with the
education received by
program graduates.
Students who
transfer to a BAS
degree at Nevada
State College will
complete their
BAS degree at the
same rate as other
Nevada State
College students.
The BAS degree at Nevada
State College has been
tabled and no
measurements were
recorded.
In a survey
conducted
every three years,
80% of employers
on the Computer
Technologies
Advisory Board
will
respond that
graduates meet
their expectations
and that they
would be willing
to employ future
graduates.
No results were reported
for this year by the lead
faculty
This outcome will have to be
replaced with a more suitable
one.
Program, Discipline
or Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your program or
discipline during the
last year.
Outcome #1:
Graduates will be
adequately
prepared for their
upper
division CS courses
Outcome #2:
Graduates will
complete
their degree at the
same rate
as native students
Outcome #3
Self-Study Summary
Assessment
Measures
In the boxes
below, summarize
the methods used
to assess program,
discipline, or
course outcomes
during the last
year.
Graduates will
pass
CS302 at UNR at
the
same rate as native
students. NSHE
will be contacted
annually for
the data.
A report will be
requested annually
from
NSHE of
graduation
rates of native and
TMCC transfer
students
Assessment Results
Use of Results
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you
are or how you plan
to use the results to
improve student
learning.
Data has been requested
from
Arthur Chenin at UNR.
The data
has not arrived, but the
results will
be included in the next
report.
No results yet
The CS track has not been
in place
long enough for students
to reach 4
year graduation yet.
No results yet.
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so, please
summarize how and why in
the boxes below.
We had our first CS student
graduate spring 2010!
Program, Discipline
or Course Outcomes
In the boxes below,
summarize the
outcomes assessed in
your program or
discipline during the
last year.
Outcome #1:
Graduates of the
Certificate
of Achievement in
Computer
Technologies program
will have the technical
proficiency
required to perform
entry
level technical support
functions.
Outcome #2:
Outcome #3
Assessment
Measures
In the boxes
below, summarize
the methods used
to assess program,
discipline, or
course outcomes
during the last
year.
Graduates will
achieve passing
scores on course
level
assessments in the
appropriate
technology.
These assessments
include practice
certification
exams,
hands-on projects
and
portfolios.
Assessment Results
Use of Results
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you
are or how you plan
to use the results to
improve student
learning.
As indicated in the course
level assessments that
follow,
successful students are
performing well on course
level assignments and
exams.
At the present time,
we are unable to
distinguish CA
students from other
degree seeking
students. The best
we can do is assume
the
course level
assessment
indicate acceptable
performance.
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so,
please summarize how and
why in the boxes below.
We should request from IR
a
list of all CA students be
identified for these courses
so
that more detailed
information can be
obtained.
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
DEAN’S RECOMMENDATION
PROGRAM/UNIT REVIEWED: Computer Technologies
Self Study Committee Chair(s):
School: School of Sciences
Year of Review: 2010-2011
Date Submitted to PURC: Select the Date
Dean’s findings of strengths and weaknesses of the program/unit:
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Summary action recommended for program/unit: Choose an item.
Recommendations for development strategies and anticipated time lines:
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Describe impact of recommended development strategies on School planning:
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Describe impact of recommended development strategies on program/unit faculty:
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Dean of Enter School Name:
Name
Ted Plaggemeyer
Dean’s Recommendation
Signature
Date
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRAM/UNIT REVIEW COMMITTEE RECOMMENDATION
PROGRAM/UNIT REVIEWED: Computer Technologies
Self Study Committee Chair(s):
School: School of Sciences
Year of Review: 2010-2011
Date Submitted to VPAA/SS: Select the Date
Committee findings of self-study strengths:
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Modification, if any, of development strategies:
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Summary action recommended for program/unit: Choose an item.
Is this recommendation in agreement with the self-study committee’s recommendation? Choose an item.
PURC Co-Chairs:
Name
Title
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PURC Members:
Name
Title
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Signature
Date
Signature
Date
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
VICE PRESIDENT’S RECOMMENDATION
PROGRAM/UNIT REVIEWED: Enter Program/Unit Title
Self Study Committee Chair: TMCC Employee
School: Enter School Name
Year of Review: Enter Academic Year
Date Submitted to the President: Select the Date
Vice president’s findings of strengths and weaknesses of the program/unit:
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Recommendations for development strategies and anticipated time lines:
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Identify additional resources and/or actions necessary from each administrative unit for implementation of
recommended development strategies:
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Finance: Click here to enter text.
Human Resources: Click here to enter text.
Faculty Senate: Click here to enter text.
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Conclusion:
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Vice President of Academic Affairs and Student Services:
Name
Signature
Vice President’s Recommendation
Date