RIVERSIDE CITY COLLEGE
Comprehensive Instructional
Program Review
Computer Applications & Office Technology
Computer Information Systems
Computer Science
Engineering
Janet Lehr, Chair Computer Information Systems
2011-2014
A. Mission
To recognize the needs of our Community for a highly-educated, well-trained workforce that
supports the growth and economic well-being of the region. To develop and offer curriculum that
will empower our students with the skills and technical capabilities to meet these needs.
Relationship to the College: All disciplines documented within this Comprehensive Instructional
Program Review (CIPR) offer courses that support transfer and career and technical fields in direct
alignment with the college mission statement and in accordance with local advisory committee guidance
and Title 5 Section 55062. Activities of this multi-disciplinary unit directly align with college goals as
follows.
Student Access and Support: All programs and course offerings are scheduled in a one or two year
completion rotation so as to provide Student Access to relevant, labor market supported job skills
required in academic (ENE, CSC) and technical and career fields (CAT, CIS).
Responsiveness to Community: All discipline courses within this unit provide direct Responsiveness
to Community through enhanced pathways into high-wage, high-growth jobs and by developing and
maintaining ties with community-based organizations such as the Riverside City Chamber of
Commerce Business Education Partnership committee, local ARMA (International Records and
Information Management) society, the Association for Computing Machinery (ACM), and local
transfer colleges and universities.
Culture of Innovation: The disciplines also support the college Culture of Innovation goal through the
participation and leadership of our faculty in district and college strategic planning committees and
groups committed to technology planning and implementation that affects all college units.
Resource Development: The disciplines engage in and support the college goal of Resource
Development through regular participation in the development of grant planning and grant
proposals submission which include Department of Education STEM, HSI STEM, National Science
Foundation ATE, ATE-Cyber security, Project Lead the Way (Engineering), and Perkins grants (CTE
Certificates).
Organizational Effectiveness: Disciplines within this unit contribute to the college goals of Student
Access, Culture of Innovation, and Organizational Effectiveness through implementation of
technologies to enhance processes and services. An example of this type of contribution is the pilot
testing, development, and implementation of the virtual server to desktop technology used in the
college. This technology provides access to software programs for our students (and other academic
disciplines such as English (ENG) and Math (MAT)) at no charge to the student, off campus or on, and
extends the useful life of outdated lab computers. The number of user accounts and disciplines
served by the virtual server environment are as follows. Please see Appendix B: Virtual Server
Documentation for detailed information.
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•
Spring 11 – 4,533 peak
Disciplines served-CAT-CIS AND MAT
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Summer 11 – 6,139 peak
Disciplines-CAT-CIS (extended scope), MAT (extended scope)
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Fall 11 – 8,905 peak with – 7,411 active as of 9/5/11
Disciplines–CAT-CIS, MAT (extended scope), ENG, BUS
B. Overall History
Since the last program review all disciplines have continued to work with our Industry Advisory
Committee and conducted regular discipline meetings throughout the academic year.
Technology changes drive the discipline to modify and update approximately 30% to 40% of the
curriculum every year. During the last year, 100% of the curriculum outlines were modified and updated
for consistency and revision of student learning outcomes. The rapidly changing technology also
requires upgrading computer classrooms, computer labs, Cisco labs, server support for advanced
programming labs, and office technology equipment to the latest hardware and software. This process
requires collaboration with software vendors, textbook publishers, facilities, and computing services. In
conjunction with technology changing rapidly, all text books and software need to be changed yearly to
stay current with trends in industry.
Since the last program review all disciplines have increased internal collaboration with the Business
disciplines to provide Welcome and Program Orientation events. These new events are proving to be
especially valuable to our students as they inform them about the program paths and the appropriate
faculty to contact and work with for that program path. These events represent an example of this unit’s
strategies to increase program completions (see Section F-Collaboration with Other Units (Internal) for
specific details).
CIS-History
The Computer Information Systems (CIS) discipline is subject to rapid changes fueled by technology
changes in industry, and driven by the changing global work place, evolution in Web development
technologies, rapid changes in computer hardware/software, system development life cycle, and
interactive database management, Web services, and computer programming. The CIS discipline has
kept pace with these changes through the dedication of instructors spending time fine tuning their skills
and upgrading their knowledge base. This adaptation would not be possible without CIS instructor’s
constantly researching, developing, testing software, and changing course content, in order to prevent
information system stagnation within the discipline.
CIS-Recent Major Developments
The CIS discipline instituted two new academic programs for students at RCC: Computer Science (CSC)
and Engineering (ENE). Both programs were developed with the assistance and support of our Industry
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Advisory Committee and in conjunction with CalPoly Pomona to ensure the seamless transfer of our
students.
The following Computer Science (CSC) courses were developed since our last program review:
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CSC 2 Fundamentals of Systems Analysis
CSC 5 Fundamentals of Programming Logic Using C++
CSC 6 Discrete Mathematics for Computer Science
CSC 11 Computer Programming using Assembler
CSC 12 PHP Dynamic Web Site Programming
CSC 14A Web Programming: JavaScript
CSC 15A Visual Basic Programming: Objects
CSC 16A Programming Games with DirectX, OpenGL
CSC 17A C++ Programming: Objects
CSC 17B C++ Programming: Advanced Objects
CSC 17C C++ Programming: Data Structures
CSC 18A Java Programming: Objects
CSC 18B Java Programming: Advanced Objects
CSC 18C Java Programming: Data Structures
CSC 18D Data Structures and Algorithms
CSC 20 Systems Analysis and Design
CSC 21 Introduction to Operating Systems
CSC 21A Linux Operating System Administration
CSC 25 Introduction to Data Communications
CSC 27 Information and Network Security
CSC 28A MS Access Programming
CSC 61 Introduction to Database Theory
CSC 62 MS Access DBMS: Comprehensive
CSC 63 Introduction to Structured Query Language (SQL)
The following Engineering (ENE) courses were developed since our last program review:
 ENE 4 Introduction to Engineering Design
 ENE 5A Engineering Principles
 ENE 5B Engineering Principles II
The following Engineering (ENE) course is currently in development:
 ENE XX Digital Electronic Engineering
The CIS discipline continues to offer courses designed to prepare students for Cisco Certified Network
Associate (CCNA) Certification. Our students have demonstrated their success in the excellent
completion rates for this program. In the Cisco North American student competition, RCC had a team
finish in the top ten for the State of California. New curriculum has been added to prepare students for
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CCNA Security Certification (IINS 640-553 exam and provides students with in-depth network security
education and a comprehensive understanding of network security concepts).
The ENE program was developed in conjunction with CalPoly Pomona and Project Lead the Way. New
computer equipment in MLK 226 and software was obtained with grant funds from CalPoly Pomona.
The CIS/CSC/ENE disciplines regularly participate in grant writing and external partnerships to secure
external funding for their programs.
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2008-2009
2008-2009
2009-2010
2009-2010
2010-2011
2010-2011
2010-2011
NSF ATE Grant (unfunded)
STEM Grant (funded)
NSF ATE Grant (unfunded)
Title V College Grant (funded)
NSF ATE Grant (unfunded)
HSI STEM (unfunded)
Perkins Grant (funded)
As a result of collaboration and participation with college STEM disciplines, the CIS/CSC/ENE programs
received funding to replace computers in BE 100 for high-end computer application use related to those
programs. The CIS faculty secured Perkins Grant funding to replace computers in BE 200 for CAT and CIS
program use. Finally, the CIS/CSC disciplines began institutional collaboration with CSU San Bernardino
Cyberwatch West NSF grant to enhance cyber security curricular patterns and faculty development.
CIS Goals and Objectives from Last Program Review
All goals, except one, from the last program review have been met and the CIS discipline continues at
the forefront of improving the curriculum process, better collaborating work with others, and meeting
the needs of students and industry. One goal was not accomplished from last Program Review: “The CIS
faculty has identified a critical need for professional development to keep faculty trained on current
industry standards and to keep aware of trends to plan for future curriculum development.” The CIS
discipline did receive limited funds from a Perkins grant for faculty development, but additional funding
is needed to enable discipline faculty to research and keep pace with the latest technological
developments.
CAT History
The Computer Applications and Office Technology (CAT) program faculty reviewed and consulted with
CAT advisory members in making changes to courses and certificates from 2008-2009. As a result the
faculty introduced a low-unit value, locally-approved certificate program (Office Fast Track) in 20092010. The program incorporates a series of small unit value courses that may be completed in an
individually-paced manner. This program provides a series of “quick start” skills utilizing existing
discipline courses that local advisory committee members deemed necessary as entry level employment
skills and conducive to student completion in a short timeframe.
From 2009-2011 the discipline has been active with local California Superior Court recruiters and the
College Job Developer, Joni Cowgill, to coordinate internships and interview skills workshops for
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CAT/CIS/CSC discipline students thereby introducing job placement continually throughout certificate
program completion and tying course content to on-the-job applications.
As a result of increased collaboration with the California Superior Courts, Riverside County, recruiters,
and local advisory consultation, the Legal Secretarial Studies Certificate title was evaluated and renamed
Legal Administrative Professional. The four courses within this two term (fall and spring) completion
program have been evaluated and updated with the curriculum review performed for this CIPR. Please
see Program and Curriculum Section D.
CAT Recent Major Developments
As referenced in the CAT History section, the CAT program made a significant change to courses in the
program in the past three academic years. In addition, the following CAT classes were deleted in 20102011:
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CAT 30B Business English
CAT 30C Business English
CAT 40 Administrative Office Management
CAT 99A Keyboarding for Beginners
CAT 99B Windows for Beginners
CAT 99C Word for Beginners
CAT 99D Excel for Beginners
CAT 99E PowerPoint for Beginners
Significant Changes to Course Offerings and Certificates
Beginning Spring 2009, the following Office Fast Track certificate courses were formally scheduled, and
continue to be offered:
CAT Office Fast-Track Certificate – 12 Units
1A
Business Etiquette
30A
Business English 30A
34A
Introduction to Word
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Keyboarding Typing Fundamentals
65
Introduction to PowerPoint
93
Computers for Beginners
95A
Introduction to the Internet
98A
Introduction to Excel
1.0
1.0
1.5
1.0
1.5
3.0
1.5
1.5
The addition of this new certificate has the following program implications.
• The courses are grouped into a low-unit value certificate pattern. The lower-unit value courses
may be scheduled and completed within 1 semester.
• This Locally-Approved certificate is in evaluation for application for Certificate of Achievement at
the state for listing on student transcripts.
• The courses are offered in as Positive Attendance courses in an individually-paced mode. The
student may complete the required course work at his or her own pace or one prescribed by the
instructor in a single classroom/lab in the Business Education Building.
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All courses (except Business Etiquette) have skills-related, required lab time. Lab time is
scheduled in the same room as these courses around instructional sessions, with a lab instructor
to support practice and timely completion.
Scheduling these courses and lab in the same room has maximized the room efficiency and
usage.
Beginning with the 2010-2011 Annual Unit Plan Update the joint CAT-CIS discipline formulated
goals which will lead to the establishment of a baseline, then tracking of all certificate and
transfer course completions.
The CAT discipline has worked with BUS to modify an existing, Virtual Assistant Certificate. The
certificate has closer alignment with the BUS discipline and Entrepreneurship. In addition the CAT/CIS 3
course, Computer Applications for Working Professionals was revised, retitled, and cross-list added to
facilitate the infusion of computer application skills into BUS courses. The revised title is now Computer
Applications for Business and has a BUS cross-listing with CAT and CIS.
The CAT discipline has regularly participated in writing grants to secure external funding for their
programs.
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2008-2009
2009-2010
2009-2010
2010-2011
2010-2011
Perkins Grant (funded)
Title V College Grant (multi-disciplinary collaboration effort - funded)
Student Success Basic Skills Funding Request (unfunded)
Student Success Basic Skills Funding Request (funded-returned-technical delay)
Perkins Grant for TOP 0514.00 (unfunded)
As a result of seven years documentation Annual Unit Plan requests for replacement computers the CAT
program received college funding to replace seven year-old computers in BE 204 classroom used for
individual-paced courses related to the Office Fast Track and CAT programs. As previously mentioned in
2010-2011 CIS faculty secured Perkins Grant funding to replace computers in BE 200, a joint CAT/CIS use
room for CAT and CIS program use.
CAT Goals and Objectives from the Last Program Review
The discipline’s Comprehensive Program Review (2008) referenced the following goals:
1. Continued assessment of student learning outcomes in CAT/CIS 3, CAT 30, CAT 62, and CAT/CIS
93 courses.
2. Maximize enrollments in all online, hybrid, and web-enhanced classes through the use of
enrollment management techniques not limited to
a. Yearly course offering/schedule planning which accounts for students completing shortterm certificates within 1 academic year or less.
b. Continuing discussions with Moreno Valley and Norco colleges regarding the
cancellation of low-enrollment CAT sections whenever possible. Maximize full-time
faculty teaching in online and all non-cross-listed CAT sections.
3. Complete the transition of consolidating the CAT program at the Riverside campus.
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Each of these discipline goals has been met. Assessment of the courses listed for goal 1 has been
ongoing and all CAT courses are in some level of assessment. Please see the Assessment section of this
document for more detail regarding the number, level, and results of assessment for the discipline.
With respect to goals 2 and 3, efficiency and enrollment have been maximized due to the use of
identification, implementation, and publication of 1 and 2 year rotation schedules for all courses within
locally-approved and state-approved certificates (see Appendix A-Courses-Categories). These schedules
are published at our discipline website (www.rcccat.net). All courses have been evaluated using yearly
section statistics distributed to department chairs. As a result, several program courses are offered once
an academic year and at least 2 courses have been identified for once-per-academic year, online
delivery. This information is distributed via the discipline Web site.
With respect to goal 3, due to new grant funded programs at Norco College and overall budget
constraints at Norco College and Moreno Valley college, the CAT program has been consolidated at the
Riverside College with 2 full-time, tenured faculty members.
C. Data Analysis and Environmental Scan
1A. Enrollment Trends:
Review of enrollment data for fall 2010 illustrates the loss in FTES due to mandatory section cuts. These
cuts have occurred at the same time state and local labor market projection trends are at 11.9%
gain/growth for computer science, computer information systems, and networking professionals and 8%
gain/growth for clerical/administrative office positions between the years 2008-2018 (State and
Regional Projections by Growth and Industry).
FTES Loss Due to Cuts
Combined Disciplines
2500
2000
1500
Enrollment
at Census
1000
500
0
07FAL
08FAL
09FAL
10FAL
As a result of mandatory section cuts the overall trend of CAT, CIS, CSC, and ENE FTES at census is
markedly lower since 2009. The CSC and ENE discipline sections were added in 2010 by reducing CIS
sections offered.
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FTES Loss Due to Cuts
CAT/CIS/CSC/ENE
2500
2000
CAT
1500
CIS
1000
CSC
500
ENE
0
08 Fall
09 Fall
10 Fall
1B. Student retention is relatively stable for both disciplines. Student success data indicates some
improvement for CIS and CAT.
CIS
Retention
82.6%
CAT
Success
76.5%
08F
79.5%
09F
77.2%
54.0%
51.9%
45.6%
Retention
71.4%
46.3%
08F
10F
Success
71.3%
46.2%
09F
45.9%
10F
1C. During this same period the CIS/CAT efficiency rating increased as indicated by the polynomial fitted
trend line.
2500
2000
Enrollment
at Census
1500
Efficency
1000
Poly. (Efficency)
500
0
07FAL
08FAL
09FAL
10FAL
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D. Programs and Curriculum
1. Programs Offered: The combined CAT, CIS, CSC, and ENE disciplines have three state approved
certificates. Due to a significant number of cross-listed sections the combined discipline inventory, as
reflected in the 2011-2012 catalog, totals 143 active, transferable certificate and degree courses. Of this
total 24 are active, unique CAT courses, 16 are active, unique CIS courses, 1 active, unique CSC course
and 3 active, unique ENE courses.
The state approved certificates are Executive Office Management, Computer Applications, and
Computer Programming. The disciplines also offer small-unit value, locally-approved certificate
programs which can be earned as a part of pursuing the larger, state approved certificates. All certificate
Program Learning Outcomes have been mapped to course specific Student Learning Outcomes.
Due to persistent, inaccurate reporting of cross-listed course efficiency and section counts originating at
the district level, the disciplines met with the Vice President of Academic Affairs and District Institutional
Reporting in 2009 to resolve the issue. This issue was not resolved. As a result combined disciplines was
granted permission to continue with the catalog cross-listing but schedule the class in only one of the
disciplines each semester. Accurate efficiency reporting and section counts are now reported for all
disciplines. Evaluation of which courses will remain cross-listed is a continued discipline topic and
ultimately cross-listing will be removed from CIS-CSC courses as computer science transfer pathways are
developed to align with pending Transfer Model Curriculum.
The CAT discipline inventory consists of 52 courses, 20 cross-listed with CIS, 1 cross-listed with ACC, and
1 cross-listed with BUS. Review of the inventory found 8 courses, previously thought to be deleted,
remain listed as active. These courses were deleted during the CIPR curriculum review.
The CIS discipline inventory consists of 60 courses, 20 cross-listed with CSC and 20 are cross-listed with
CAT. Review of the inventory found 4 courses, previously thought to be deleted, remain listed as active.
These courses were deleted during the CIPR curriculum review.
The CSC discipline inventory consists of 21 courses, 20 are cross-listed with CIS.
The ENE discipline inventory consists of 10 active courses in, only 3 are actually offered at Riverside
College. Removal of the 7 other courses taught at Moreno Valley and Norco from our inventory has
been requested during this CIPR curriculum review.
This college operates in Riverside County. As of October 2011, the published, local unemployment rate
was 13.7 percent (California Labor Market Review). The primary focus of curriculum in the disciplines
documented in this CIPR is aligned with occupations and transfer courses which address current and
future employment needs of the local region and are transferable to other areas of the nation. In
addition, the Cisco Networking locally-approved certificate leads to certification which is accepted
world-wide.
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The following local area employment and projections are directly tied to discipline programs offered and
documented within this CIPR.
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Computer Applications & Office Technology (Administrative Clerical): The projected growth in
Executive Secretaries is projected at 7 percent and 8 percent for office clerical positions through
2018 (Occupational Projections of Employment).
Computer Information Systems (General, E-Commerce, & Network). Among the “Fastest
Growing Occupations” in Riverside County through 2018 include Network Systems and Data
Communications Analysts-- 40% growth, and Computer Software Engineers, including Systems
and Application software,--27% growth, (State and Regional Projections by Growth and
Industry).
Computer Science (Transfer – 0706 TOP Code)
Projected growth at least 24 percent growth in job positions related to computer science and
computer software development (Job Outlook for California Community College Occupational
Programs)
Engineering (General 0901 TOP Code): The projected growth for General Engineering positions
through 2018 is 6 percent (Occupational Projections of Employment).
2. Summary of Additions, Deletions, and Revisions: The CIS Computer Applications certificate is
undergoing major modification. The change will provide a revised core courses and incorporate several
locally-approved certificates into concentration area choices. The modification is considered a
“Substantial Change to an Approved Credit Program” which will take at least 12-16 months to complete
the curriculum change process.
After a thorough review (and much discussion) 37 CORs were removed from our discipline’s inventory.
Discipline review of all courses, for adequacy and their applicability to particular certificates or
transferability, is complete. This review has been on-going for several months with the aim to bring our
courses in alignment after the recent upgrades to the business software suites of Microsoft Office 2010.
Reviews also focused on reaffirming that courses, certificates, and transfer paths all support the college
mission. All course pre-requisites or advisories have been reviewed for efficacy. Finally, each faculty
member has conducted a thorough review of the content of their assigned courses validating the prerequisite or advisory. These content reviews are all documented inside CurricUNET.
Two new disciplines aimed at academic transfer were planned and initiated this past year. Representing
the culmination and completion of a long-term CIS discipline goal documented in 2008 Comprehensive
Program Review, the Computer Science (CSC) discipline was created. Extensive discussions and
consultation with Cal Poly Pomona and Cal State San Bernardino resulted in the delineation of
preliminary transfer paths. The CSC discipline currently has 20 courses that are cross-listed with the CIS
discipline. Future plans will include removing the cross-listing once finalized transfer pathways are
completed. The CSC discipline awaits completion of the SB1440 vetting process for a Transfer Model
Curriculum and has completed an initial assessment of areas that align and may need realignment with
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the Computer Science Transfer Model Curriculum. The CSC discipline expects work to begin working on
initial curriculum revision pending final approval of the state vetting process.
An Engineering transfer program was initiated under the auspices of the Project Lead the Way (PLTW)
organization in conjunction with a partnership with Cal Poly Pomona. The Engineering discipline has 4
active courses with 2 more planned. All the active Engineering courses offered have been articulated
with CalPoly Pomona.
E. Student Learning Outcomes Assessment
Each instructor is responsible to evaluate how well the course content meets the course SLOs. Direct
and indirect assessment methods are used in our evaluations. The direct method includes projects,
exams, and more. The indirect method requires students to provide feedback regarding how well the
course meets each of the SLOs. Based on the results of these evaluations, the instructor then makes an
adjustment to the course and then reevaluates the SLOs to see if the adjustment made a difference.
Appendix A-Courses-Categories, lists the SLO status, on the college rubric, for CAT, CIS, CSC, and ENE
courses.
Progress: Outcomes Assessment of Courses
The CAT discipline offered and assessed 24 courses in 2011-2012. Approximately 80 percent of these
courses were assessed via indirect, survey/self-reported learning assessments and 20 percent were
assessed via direct assessment using pre and post testing. The assessment cycle is continuous and
ongoing for 20 courses. Three courses have assessment data that has been analyzed, and assessment
data for 1 course has been used to improve instruction (4 on college rubric). The SLO list of courses
needs updating as there are at least 12 courses still listed that have been deleted. There are
approximately 27 courses in the discipline inventory that will not be offered and, therefore, not
assessed.
The CIS discipline assessed 16 courses in 2011-2012. The CAT, CIS, and CSC discipline inventory have a
significant number of cross-listed courses. There were 16 unique, non-cross-listed courses offered and
assessed in 2011-2012. Seven courses were assessed via indirect, survey/self-reported learning
assessments and 9 were assessed via direct assessment using comprehensive projects and/or exams.
The assessment cycle is continuous and ongoing for 1 course, CIS 1A. The remaining assessed courses
have either had data collected and/or data collected and analyzed, or assessment has been used to
improve instruction. Barriers to meeting “continuous and ongoing assessment” include the fact that
many CIS sections are single-section offerings of the course and often taught by Associate Faculty once
per year.
The CSC discipline offered and assessed 16 courses in 2011-2012. Six of these courses were assessed via
indirect, survey/self-reported learning assessments and 10 courses were assessed via direct assessment
using projects or comprehensive exams. Data has been used to improve 12 of the courses assessed. Two
courses have data collected. One course has data collected and analyzed. The SLO list of courses needs
updating as there are at least 20 courses cross-listed with CIS. The CIS and CSC disciplines do not offer
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the cross-listed section of the companion course and the CSC discipline plans to remove the cross-listing
of these CIS-CSC courses within the next 2-3 years.
The ENE discipline offered 3 courses and assessed 1 course in 2011-2012. The course assessed utilized
direct assessment via project assignment. The assessment data has been collected and analyzed for this
course. Three ENE courses (4, 5A, 5B) at Riverside are new additions within the last year the remaining 2
courses will be in the planning/design stage next academic year. There are 10 courses in the discipline
inventory district-wide. This inventory in the Riverside Catalog will be updated to reflect that Riverside
offers 3 ENE courses.
Progress: Outcomes Assessment of Programs
All three state approved certificates, Executive Office Management, Computer Applications, and
Computer Programming have been assessed via PLO mapping. Data has been collected and analyzed.
This mapping exercise will be completed annually. The Programming faculty will be evaluating the
identification of a capstone course for the Computer Programming Certificate.
Progress: Use to Improve Student Instruction
The following courses provide a sample of the types of course assessment leading to changes to improve
student instruction.
CAT 3: has been evaluated for several years using both direct and indirect assessment. Final projects
were given for direct assessment, and MyITlab and discussion forums were used for indirect assessment.
After each semester, minor changes were made to delivery methods and assignments; in Spring 2011.
Students have already indicated improvement in how they feel SLOs are being addressed.
CAT 80: Indirect assessment of all course SLOs in the fall 2010 class revealed that the majority of
students who responded felt the SLOs were covered adequately. Suggested areas for improvement
included assigning more of the original documents in addition to the step-by-step assignments. Another
suggestion related to course delivery mode. Adjustments in response to these outcomes include offering
the course in web-enhanced format 2 days a week in the fall 2011 semester and the addition of more
free-form, critical thinking documents to class and lab exercises. Implementation of this suggestion
directly addresses multiple course SLOs such as identifying and making analytical problem solving
decisions regarding the preparation and final appearance of professional-looking documents.
CIS 1A: For the past 6 years, the primary assessment tool has consisted of a Common Final Exam. The
Common Final Exam is administered each semester and the exam results are analyzed by the discipline.
The analysis has been used to revise the course SLOs, alter instructional materials, change methods of
course delivery, and improve course assessment techniques.
CIS/CSC 5: This course has been assessed via a final project. The same project(s) have been assigned
across three semesters with feedback from student performance indicating more time was needed
instructing the STL structures. In addition a new book with more emphasis on advanced data structures
is now being used.
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CIS/CSC 17C: The concepts delineated in the SLOs were understood by students taking the course. The
assessment showed that most students would benefit from added class lectures in recursive searches
and tree spanning algorithms. The course is taught once a year and these areas of emphasis are
planned for implementation in the next academic year.
Program Learning Outcomes have been mapped for the state approved certificates , Executive Office
Management, Computer Applications, and Computer Programming and reports filed using the college
Survey Monkey tool.
F. Collaboration with Other Units including Instructional, Student
Services or Administrative Units (Internal)
After pilot testing virtual server-to-desktop technology within the disciplines, extensive collaboration
with the ENG and MAT department faculty was implemented. The Business & Information Systems,
Math, and English departments all utilize access to technology which allows students to access, at no
additional cost to them, the most current version of Microsoft Office 2010 from older computers on
campus or from home. To date this collaboration has resulted in the extension of use of MLK Learning
Center computers, all approximately 6 years old, and access to thousands of students per term (See
Appendix B-Virtual Server Documentation for detailed information).
The CIS, CSC, and ENE disciplines have collaborated internally with the STEM program at the college.
Discipline faculty participated in conducting office hours, in grant activities, and grant writing.
The CAT/CIS disciplines have collaborated BUS in curriculum revision of the Virtual Assistant Certificate
for Entrepreneurship grants and revised CAT3 include a BUS cross-listing and revised content tied to
business documents creation.
The CAT/CIS/CSC/ENE disciplines have collaborated closely with Accounting, Business, Management,
Marketing, Paralegal, and Real Estate disciplines in holding Welcome, planning program orientation, and
job skills related workshops. In addition, closer collaboration, with respect to curriculum and course
scheduling, has increased and is expected to increase over the next 4 years.
New Transfer Model Curriculum (TMC) is under scrutiny to determine if it could be used for evaluation
with existing curriculum. Should the curriculum be adopted, CAT, CIS, and CSC courses will undergo
modification (if required) to align with State Course Identification numbering system. Collaboration is
anticipated as follows
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•
Business Administration: the TMC requires a Business Information Systems course and Business
Communications Course. Both these courses are offered in CIS and CAT. Adoption of the TMC
for Business Administration will require CAT and CIS coordination with ACC, BUS, ECON, and
MAT disciplines.
Computer Science: the TMC requires the CS discipline to evaluate and refine (if required)
alignment of existing CS curriculum. Additionally, the TMC (finalization of the state review
period is February 2012) will require some coordination with MAT and PHY.
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•
•
•
Computer Information Systems : The pending TMC for CIS may require the CIS discipline to
evaluate and refine existing network and security curriculum and will require coordination with
CSC and general CIS course offerings.
Applied Digital Media: the ADM discipline “needs to grow in the areas of Web Design and
mobile apps with collaboration from CIS. Coordination with CIS, Photography and Film,
Television and Video for developing new media and mass communication and coordination with
Art, particularly in the areas of illustration and animation, will assist in preparing students to fill
demand in those areas.” (ADM Comprehensive Instructional Program Review). The CSC
discipline developed a Mobile Media programming course in fall 2010. The discipline will
evaluate the adoption of a mobile media certificate in conjunction with the ADM discipline.
Applied Digital Media: increased coordination is planned with the ADM discipline to create a 17
unit Web Designer Certificate. The curriculum, courses, and certificate was reviewed fall 2011.
The changes will require a major modification to a CIS State certificate. With work beginning to
implement this change in Fall 2012.
G. Outreach Activities (External)
ACM
The ACM International Collegiate Programming Contest (ICPC) is a multitier, team-based, programming
competition operating under the auspices of ACM and headquartered at Baylor University. The contest
involves a global network of universities hosting regional competitions that advance teams to the ACMICPC World Finals. Participation has grown to several tens of thousands of the finest students and
faculty in computing disciplines at almost 2,000 universities from over 80 countries on six continents.
The contest fosters creativity, teamwork, and innovation in building new software programs, and
enables students to test their ability to perform under pressure. The event is the oldest, largest, and
most prestigious programming contest in the world. Riverside City College has been the host to the
Southern California Regional finals and our students participate in the competition.
Riverside Chamber of Commerce - Business Education Partnership Committee
Members of this discipline participate in regular meetings of the Riverside Chamber of Commerce
Business Education Partnership Committee. This committee enlists the business community to support
its annual Riverside College & Career Fair and Science and Technology Education Partnership (STEP)
conference to bridge the skills gap between our K-12 students and high-technology industry needs.
IAAP (International Association of Administrative Professionals)
One member of the CAT faculty is a regularly attends meetings of the local IAAP chapter. This activity is
conducted in order to increase visibility of our educational facility and the availability of online classes
for these working individuals. Many of them still work in offices where they have not yet transitioned to
new software and our availability is often discussed especially during meetings.
14
Other Colleges
Research and develop long term plans for path ways to Cal State and UCs for both Computer Science
and Engineering students. The research is required to define the requisite courses, their timing and to
reach agreements with the Cal States and UCs to accept the students following these pathways. Initial
contact with UCI is complete as well as agreements with Cal Poly Pomona but Cal State San Bernardino
and UCR remain. In addition there are several other local Universities that we should explore for
articulation agreements.
H. Long-Term Major Resource Planning
Building Construction/Renovation: The most recent short-term updates to the Facilities Master Plan
had an impact on the timeline to move the Business and Information Systems Department in to the
renovated Life Science Building. The move and the timetable have been impacted by college changes to
that Facilities Master Plan. Department leadership spent considerable time with the committee in the
planning, redesign, and architectural plans but now clarity regarding our role in future growth is critical
to our long term planning needs. In light of future local job growth trends and regardless of the current
changes, the college and district must consider the renovation of the Physical and Life Sciences building
a priority for funding in current and future fundraising campaigns.
Equipment/Software/Hardware: Planned budgeting is essential to current and long-term support of the
programs offered by the disciplines and documented by this CIPR. The CTE and transfer pathways
offered are tied to current and projected jobs and transfer. College long-term resource planning should
avoid reductions to the department object code 5310 (Memberships/Dues). Initially Autodesk software
has been funded through a CalPoly Pomona grant and last year, the college STEM grant. Currently, the
5310 object code funds membership in Project Lead the Way related to Engineering and allows
significant discounts to Autodesk Design software used in instruction. The Autodesk suite is an integral
part of the Engineering curriculum for ENE 4, 5A and 5B courses. In an effort to seek outside funding for
this and other software and equipment, it is the discipline goal to apply for at least 1 major grant per
year.
Also critical to long-term resources and overall institutional effectiveness is the investigation into
solutions to software licensing for software utilized in college operation and instruction. Historically, the
Adobe suite used in the instruction of CAT/CIS courses has been funded out our department budget or
grants. As a part of college long-term planning considerations, reductions to the CIS department budget
object code 5649 (Computer/Software-Maintenance/License) must be avoided. Additionally, the Adobe
software used in instruction is also utilized in college operations and other academic areas. The college
must evaluate options to leverage cost savings with respect to licensing costs. The discipline has
attempted combining requests with another academic unit, ADM, however, both disciplines use
different operating system licenses (Mac versus Windows versions) and were unable to leverage
licensing in that manner. A district and/or college-wide approach might be helpful in order to leverage
lower licensing costs.
15
Of potential impact to long-term budgeting is the continuation of the use of the virtualization projects
by CAT, CIS, CSC, and ENE. This virtualization technology is now in use by ENG, REA, MAT and several
other college disciplines. The college must consider how to fund continuation of this project. Potential
solutions include either (1) increasing the CAT/CIS budget to pay for virtual CALS (Computer Access
Licenses) and remote access ports for the Remote Desktop server or (2) charge each discipline accessing
the virtual server a prorated cost for these CALs. The CIS department is currently paying for all the
disciplines that are participating with the Remote Desktop server and each discipline pay their portion of
the CALs costs. The following, disciplines are benefiting from the use of this server: CAT, CIS, ENG, ESL,
MAT, REA (See Appendix B-Virtual Server Documentation for additional documentation regarding the
virtual server).
College and District Budget support is needed to establish a district and college budget which sets
funding line item for long-term instructional equipment and technology replacement. The disciplines
recognize the need to cultivate outside funding streams to fund new and leading-edge
curriculum/technology. However, the disciplines share the same need, as all other disciplines utilizing
technology and instructional equipment, for replacement and maintenance of instructional equipment
and technology that is the bare minimum for all instruction
I. Summary
1. Discipline Goals 2011-2014
The disciplines share the following long-term goals and activities. A table with proposed activities,
timelines, and outcomes is attached by year in Appendix C. This table has been filled out for 2011-2012
and will be utilized and updated on an annual basis via Annual Instructional Unit Plan over the next 4
years. These goals and objectives are documented and summarized below in list form. .
Goal 1: Increase Certificate, Degree, and Transfer Pathway Completions. The disciplines will
develop and/or refine completion pathways, establish baselines, and evaluate effectiveness utilizing the
following strategies.
Objective: Develop, refine, and track completion pathways.
•
•
•
•
•
•
•
•
•
Strategy: Develop UC roadmaps for Computer Science
Strategy: Develop UC roadmaps for Engineering
Strategy: Develop CSU transfer pathway for Computer Science (Transfer Model
Curriculum).
Strategy: Develop CSU transfer pathway for Computer Information Systems (Transfer
Model Curriculum).
Strategy: Develop CSU transfer pathway for Information Security (Transfer Model
Curriculum).
Strategy: Develop CSU transfer pathways for, Business (Transfer Model Curriculum).
Strategy: Enhance CIS Certificate pathways.
Strategy: Enhance CAT Certificate pathways.
Lecture-Lab (curriculum) evaluation.
16
Goal 2: Increase External Revenue/Funding
Objective: Submit yearly grant applications
•
Strategy: Each discipline will apply for/participate in at least 1 grant writing/application
activity per year.
Goal 3: Assess all Programs and Courses. The disciplines continue active involvement in student
learning outcomes (SLOs) assessment. The assessment cycles for CIS 1A and CIS/CSC 5 has been
completed twice. These courses represent foundational skills to CIS and CSC. Faculty members have
been assigned to coordinate and collect data related to assessment of SLOs and PLOs. Capstone courses
have been identified and PLO mapping to course SLOs is in progress for those programs without
capstone courses. . Outcomes will be reported to the college in accordance with established deadlines
on an annual basis.
Objective: “Close the Loop”
•
•
Strategy: Move all SLO assessments to Continuous and Ongoing on the college
Assessment Status.
Strategy: Move all PLO assessments to “Continuous and Ongoing” level with respect to
the college Assessment Status.
2. College/District Support Needed to Achieve Goals and Objectives
The disciplines need the following College and District support to achieve the proposed goals and
objectives.
•
•
•
College Institutional Research support in the establishment of baselines and assistance with
tracking and tracking tools. Program completion tracking is a desperately needed element for
the program disciplines. In the 2011-2012 academic year the CAT/CIS/CSC disciplines conducted
program orientation sessions for students to provide an awareness of the availability of
certificates information regarding how to apply upon completion of a program was also
provided. After completion of these sessions our initial conclusions are as follows: 1) judging
from the initial student feedback from these sessions, it appears students may be unaware of
available certificate patterns available to them; 2) students who attended
orientation/information sessions did not often know that they were partly completed or had
completed one or more locally-approved certificates; 3) due to this of limited awareness, our
disciplines (and the college) may not be capturing a large number of the certificate, degree, and
program completions.
College Institutional Research support in the identification and refinement of local employment
needs.
College and District Budget support in the establishment of a college budget which sets funding
line item for CAT, CIS, CSC, ENE instructional equipment and technology replacement. The
disciplines recognize the need to cultivate outside funding streams to fund new and leading
edge curriculum/technology. However, the disciplines share the same need as other college
disciplines for replacement and maintenance of instructional equipment and technology that is
the bare minimum for all instruction.
17
•
District Grants Office support.to establish department and discipline meetings at least 2-3 times
per academic year in order to discuss and cultivate grant application opportunities.
I. Recommendations to the Program Review Committee
Recommendations include revising the program review document to reflect questions that elicit longterm planning needs information from the disciplines. In addition, some college planning body, such as
the strategic planning councils and Administrative units should read the CIPR document and determine
what is in aligned or not with college goals, strategies, and future planning. To that end the document
itself should be digitally-based, less narrative, with appropriate data “pushed out” and populated for
each discipline. The would enable disciplines to comment on the data, for it and allow us to write to
what is truly pertinent to the development and production of a long-term planning document, instead of
spending so much time hunting for the data before we comment on it
18
Sources Cited
Program Review (2008). Computer Information Systems and Computer Applications and Office
Technology. RCCD.
Taxonomy of Programs 2004. Retrieved from http://www.cccco.edu/Portals/4/TopTax6_rev0909.pdf
California Labor Market Review, October 2011. Retrieved from
http://www.calmis.ca.gov/file/lfmonth/calmr.pdf
State and Regional Projections by Growth and Industry, October 2011, retrieved from
http://www.labormarketinfo.edd.ca.gov/Content.asp?pageid=145
Fastest Growing Occupations, 2008-2012, retrieved from
http://www.labormarketinfo.edd.ca.gov/Content.asp?pageid=146
Job Outlook for California Community College Occupational Programs, October 2011. Retrieved from
http://www.labormarketinfo.edd.ca.gov/CommColleges/
19
Appendices
A. Courses-Categories
B. Virtual Server Documentation
C. Planned Goals and Strategies
20
Appendix A: Courses-Categories
Course
CAT-1A
CAT-3
CAT-3A
CAT-30
CAT-30A
CAT-30B
CAT-30C
CAT-31
CAT-34A
CAT-36A
CAT-36B
CAT-37
CAT-38
CAT-39
CAT-40
CAT-50
CAT-51
CAT-53
CAT-55
CAT-56A
CAT-57
CAT-58
CAT-59
CAT-60
CAT-61
CAT-62
CAT-63
CAT-64
CAT-65
CAT-66
CAT-76A
CAT-76B
CAT-78A
CAT-78B
CAT-79
CAT-80
CAT-81
CAT-84
Certificate
X
X
Transfer
X
X
X
X
AA/AS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Cross-listed
NONE
CIS
CIS
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
ACC
CIS
NONE
BUS
NONE
CIS
NONE
NONE
NONE
NONE
CIS
NONE
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
SLO Status
5
5
0
5
3
1
1
5
4
5
5
5
4
1
1
5
5
5
4
3
5
5
1
1
3
5
1
1
5
1
1
2
3
2
1
5
1
3
Status
Active
Active
Delete
Active
Active
Delete
Delete
Active
Active
Active
Active
Active
Active
Delete
Delete
Active
Active
Active
Active
Active
Active
Active
Delete
Delete
Active
Active
Delete
Delete
Active
Delete
Inactive
Active
Active
Active
Inactive
Active
Inactive
Active
Location
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
NOR
RIV
21
Appendix A: Courses-Categories
CAT-88
CAT-90
CAT-91
CAT-93
CAT-95A
CAT-98A
CAT-98B
CAT-99A
CAT-99B
CAT-99C
CAT-99D
CAT-99E
CAT-200
CIS-1A
CIS-1B
CIS-2
CIS-3
CIS-3A
CIS-5
CIS-11
CIS-12
CIS-14A
CIS-14B
CIS-17A
CIS-17B
CIS-17C
CIS-18A
CIS-18B
CIS-18C
CIS-18D
CIS-20
CIS-21
CIS-23
CIS-25
CIS-26A
CIS-26B
CIS-26C
CIS-26D
CIS-26E
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NONE
CIS
CIS
CIS
CIS
CIS
CIS
NONE
NONE
NONE
NONE
NONE
CIS
NONE
NONE
CSC
CAT
CAT
CSC
CSC
CSC
CSC
NONE
CSC
CSC
CSC
CSC
CSC
CSC
CSC
CSC
CSC
NONE
CSC
NONE
NONE
NONE
NONE
NONE
1
5
1
5
3
5
5
1
1
1
1
1
0
5
2
4
5
1
4
4
4
4
1
4
2
4
4
2
2
2
4
1
2
2
2
2
2
2
1
Delete
Active
Active
Active
Active
Active
Active
Delete
Delete
Delete
Delete
Delete
Active
Active
Active
Active
Active
Delete
Active
Active
Active
Inactive
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
DISTRICT
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
22
Appendix A: Courses-Categories
CIS-26F
CIS-27
CIS-28A
CIS-29A
CIS-29B
CIS-29C
CIS-34A
CIS-54A
CIS-54B
CIS-56A
CIS-60
CIS-61
CIS-62
CIS-63
CIS-65
CIS-72A
CIS-72B
CIS-72C
CIS-73A
CIS-76A
CIS-76B
CIS-78A
CIS-78B
CIS-79
CIS-80
CIS-81
CIS-84
CIS-90
CIS-91
CIS-93
CIS-95A
CIS-98A
CIS-98B
CIS-200
CSC-2
CSC-5
CSC-6
CSC-11
CSC-12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NONE
CSC
CSC
NONE
NONE
NONE
CAT
CAT
NONE
CAT
CAT
CSC
CSC
CSC
CAT
NONE
NONE
NONE
NONE
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CAT
CIS
CIS
CIS
CIS
CIS
CIS
2
1
4
1
1
1
4
3
1
3
1
3
4
4
1
4
2
0
1
1
2
3
2
2
5
0
3
5
1
5
3
5
5
0
4
4
1
4
4
Active
Active
Active
Delete
Delete
Delete
Active
Active
Inactive
Active
Inactive
Active
Active
Active
Active
Active
Active
Inactive
Inactive
Active
Active
Active
Inactive
Inactive
Active
Inactive
Active
Active
Active
Active
Active
Active
Active
Active
Active
Active
Inactive
Active
Active
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
NOR
RIV
RIV
RIV
RIV
RIV
RIV
RIV
DISTRICT
RIV
RIV
RIV
RIV
RIV
23
Appendix A: Courses-Categories
CSC-14A
CSC-17A
CSC-17B
CSC-17C
CSC-18A
CSC-18B
CSC-18C
CSC-18D
CSC-20
CSC-21
CSC-25
CSC-27
CSC-28A
CSC-61
CSC-62
CSC-63
ENE-1A
ENE-1B
ENE-4
ENE-5A
ENE-5B
ENE-10
ENE-21
ENE-35
ENE-51
ENE-60
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
CIS
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
NONE
4
4
2
4
4
2
2
1
4
1
1
1
4
3
4
4
0
0
1
3
1
0
0
0
0
0
Active
Active
Active
Active
Active
Active
Active
Inactive
Active
Active
Active
Active
Active
Active
Active
Active
Inactive
Inactive
Active
Active
Active
Inactive
Inactive
Inactive
Inactive
Inactive
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
RIV
NOR
NOR
RIV
RIV
RIV
NOR
NOR
NOR
NOR
NOR
24
Appendix B: Virtual Server Documentation
The virtual server environment project began from a single virtual terminal server live migration,
capable between three MS clustered host 495c blades, to six load balanced (user sessions and hardware
utilization) virtual terminal servers—live migration capable between six MS clustered 495c host
blades. Additionally, the system now uses encrypted traffic through the MS terminal service gateway
technology, transforming a virtual terminal server computer lab into a virtual direct access gateway
(VADG).
The driving force behind the implementation of this system has been to reduce equipment replacement
and licensing costs, parking congestion (home access), carbon footprint reduction, and hardware
utilization efficiency (leveraging virtualization). As indicated by the consistent increase in user numbers,
the VADG—as internal awareness and understanding increases, has been leveraged by more disciplines
to add value to the educational experience and convenience of the students’. A student can access a lab
from the comfort of their own home without commuting and parking; also, there is no need to buy the
class software for their home PC. The VADG is actively facilitating a win-win situation for both RCCD and
the students under the dwindling budget; the future of this initiative will most certainly be more
disciplines, more applications (within the scope of compatibility), and ongoing efforts to keep on top of
the latest technology.
Classes Served - Sections as of September 2011
CAT3
CAT50
CAT51
CAT62
CAT65
CAT80
CAT90
CAT93
CAT95A
CAT98A
CAT98B
CIS1A
CIS1B
CIS2
CIS20
CIS5
CIS62
CSC2
CSC5
ENG1A
ENG1AH
ENG1B
ENG1BH
ENG4
ENG50
ENG60A
ENG60A1
ENG60A2
ENG60A3
ENG60A4
ENG60B
ENG85
ENG885
ESL53
ESL54
ESL55
ESL71
ESL72
ESL73
MAT12
MAT1A
MAT1B
MAT1C
MAT2
MAT3
REA81
REA82
REA83
REA86
REA887
Connection Access Licenses Totals
CAT/CIS Device CALS = 120
External Connectors = 1
STEM Device CALS = 251
External Connectors = 5
English Device CALS = 121
External Connectors = 0
Total Device CALS = 471
25
Appendix B: Virtual Server Documentation
Total Ext. Connectors = 6
Applications: Active
MiniTab, Mathematica 8, Office 2010, Bloodshed, Exchange 2007
Applications: Abbandoned
Visual Studio 2010
Applications : Disqualified
Dragon Dictate, Jaws, Kurzwell, Zoomtext, Adobe CS5 Suite
Applications : Testing
MS Visio 2010, MS Project 2010, Auto-Desk (Mudbox, Sketchbook, Simulation, AutoCAD, Alias Design,
Mechanical, Vault, Inventor, Showcase, Electrical, Moldflow, and 3dsmax), GDP Keyboarding 11
Hardware
EVA 3300
C7000
(8) 495c servers (5 G5’s, 3 G 6’s)—(6 in production 2 in development/testing)
26
Appendix C: Planned Goals and Strategies
Riverside City College
CAT/CIS/CSC/ENE Disciplines
Planned Goals, Strategies and Activities 2011-2012
Goal(s)
Objective(s)
1. Increase
Certificate,
Degree, Transfer
Pathyway
Completions
1.Develop/Refin
e Completion
Pathways
Strategies
Activities
Timeline
a. Develop UC
roadmaps for
Computer
Science
Faculty
collaborate with
UC faculty to
complete
Computer Science
roadmaps.
Spring
2012
Fall 2012
b. Develop UC
roadmaps for
Engineering
Faculty
collaborate with
UC faculty to
complete
Computer
Engineering.
Spring
2012
Fall 2012
c. Develop CSU
transfer
pathways for
Computer
Science
Monitor(SB1440)
and develop
Transfer Model
Curriculum for
CSC (C-ID)
Spring
2012
d. Develop CSU
transfer
pathways for
Computer
Information
Systems
e. Develop CSUCIS Information
Security
Pathways
Monitor(SB1440)
and develop
Transfer Model
Curriculum for CIS
(C-ID)
Spring
2012
CSU/College Mtg
Partnership
agreement
Curriculum review
Winter
2012
Performance
Indicator
Clear CSC
sequence/path
from RCC to UC is
identified, 100%
complete and
conveyed to
college and
students.
Clear Engineering
sequence/path
from RCC to UC
identified,100%
complete and
conveyed to
college and
students.
Faculty review of
current CSC
curriculum with
proposed TMC
curriculum is 100%
complete.
Faculty review of
current CIS
curriculum with
proposed TMC
curriculum is
100%complete.
Curriculum review
paths identified
100% complete to
college students.
Resources
Needed
Yes, No,
N/A)
Mileage
funds for
faculty
Status
Outcome/Result
In
Progress
Review of CSC
curriculum
completed. Initial
mapping identified.
Milelage
funds for
faculty
In
Progress
Meeting notes
Roadmaps for
Counseling/Catalo
g
Student surveys/
program
orientations.
N/A
In
Progress
Review of CSC
curriculum
completed. Initial
mapping identified.
N/A
In
Progress
Faculty have been
assigned to
monitor vetting
process and
provide input
N/A
In
Progress
Agreement signed
Curriculum review
and Alignment
identified.
27
Appendix C: Planned Goals and Strategies
Riverside City College
CAT/CIS/CSC/ENE Disciplines
Planned Goals, Strategies and Activities 2011-2012
Goal(s)
Objective(s)
Strategies
Activities
Timeline
f. Evaluate CSUBUS pathways.
Evaluate
(SB1440) develop
TMC Curriculum
for BUS (C-ID)
and appropriate
CIS-CAT course
coordination
1. Re-evaluation
TOP codes and
reporting.
2. Identify/apply
Certificate of
Achievement
status for existing,
low-unit
certificates.
1. Re-evaluation
TOP codes and
reporting.
2. Identify/apply
for, Certificate of
Achievement
status for existing,
low-unit
certificates.
1.Provide
certificate
program
orientations to all
CAT/CIS/CSC/EN
E Students
Spring
2012
Fall 2012
g. Enhance CIS
certificate
pathways
h. Enhance CAT
certificate
pathways
i. Conduct
Certificate
Program
Orientations
Spring
2012
Fall 2012
Performance
Indicator
Faculty review of
current BUS-CISCAT curriculum
alignment with
proposed TMC
curriculum is 100%
complete.
All CIS certificates
reviewed by
faculty, CTE
Regional
Consortium, and
State Applications
completed.
Resources
Needed
Yes, No,
N/A)
N/A
Status
Outcome/Result
In
Progress
BUS TMC
complete and
CAT-CIS
course(s)
alignment(s)
identified.
N/A
In
Progress
Certificate courses
evaluated and
faculty have
identified which
certificates need
TOP Code update
and application to
State
Spring
2012
Fall 2012
All CAT certificates
reviewed by
faculty, CTE
Regional
Consortium, and
State Applications
completed.
N/A
In
Progress
Certificate courses
evaluated and
faculty have
identified which
certificates need
TOP Code update
and Application to
State.
Fall 2011
& Spring
2012
Completion of a
Fall and Spring
Certificate Program
Orientation
Meetings
Yes-College
Job
Developer
Assistance
In
Progress
Student Survey
Results
28
Appendix C: Planned Goals and Strategies
Riverside City College
CAT/CIS/CSC/ENE Disciplines
Planned Goals, Strategies and Activities 2011-2012
Goal(s)
Objective(s)
Strategies
Activities
Timeline
Performance
Indicator
J. Lecture-Lab
Evaluation
1. Evaluate
Lecture-Lab
scheduling,
accounting, and
assessment.
Fall 2012
Identification of
Lecture-Lab
configuration and
implementation
Faculty meet w.
/evaluate grant
opportunities, with
the district Grants
and Perkins
personnel start of
fall and spring
semester.
Faculty evaluate
all courses
assessed and
develop a plan for
moving
assessment for
the course up to
next level on the
college scale
Faculty evaluate
all programs
assessed and
develop a plan for
moving the course
up to next level on
the college scale
Spring
2012
At least 1 grant
application is
submitted to a
federal, state, or
local entity.
Spring
2012
All courses
proposed for Fall
2012 will have a
plan move course
SLO assessment
to the next rating
level on the college
assessment rating
scale.
Program courses
proposed for Fall
2012 have a plan
move course PLO
capstone.or map to
level on the college
assessment rating
scale.
2. Increase
Outside
Revenue/Fundin
g Sources
2. Submit grant
applications
a. Apply for
outside funding
for all
disciplines.
3. Assess all
Programs and
Courses
3. AssessmentClose the loop
a. Move all SLO
Assessments up
1 unit on the
college
assessment
scale
b. Move all PLO
Assessments up
1 unit on the
college
assessment
scale
Spring
2012
Resources
Needed
Yes, No,
N/A)
N/A
YesDistrict
Grants
OfficeDistric
t Perkins
personnel
Status
Outcome/Result
In
Progress
Discipline
identification of
potential changes
to Lecture-Lab
courses.
In
Progress
Discipline meeting
minutes
Completed
Perkins grant
application
submitted in spring
2012 term.
In
Progress
Discipline meeting
minutes.
Discipline
assessment
document is
updated for use in
fall implementation
In
Progress
Discipline meeting
minutes.
Discipline
assessment
document is
updated for use in
fall implementation
29