Program Review
Master of Science in Information Systems
College of Information Technology and
Engineering
November 2015
MARSHALL UNIVERSITY
2
Program Review
Marshall University
Date: November 2, 2015____________________
Program: Master of Science in Information Systems_______________________
Degree and Title
Date of Last Review: Academic Year 2010 – 2011 ______________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
______1___
___Jonathan Thompson_______
Recommendation: Signature of person preparing the report:
__14-Oct-15___
Date:
_________
_________________________________________________
Recommendation: Signature of Program Chair:
______________
Date:
________
__________________________________________________
Recommendation: Signature of Academic Dean:
______________
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
3
College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
Until the Fall of 2014, the Master of Science in Information Systems program has
functioned primarily as a night/evening program for working professionals in the
Tri-State area. Since then, INTO University Partnerships Limited has begun to
attract an increasing number students to the program, so that now the majority of
our MS in CS students are foreign students. In addition, although program faculty
remain closely connected to their industry colleagues and are responsive to
many forms of informal feedback, the program has not undergone significant
comprehensive curriculum review by employers, students, and other
stakeholders in some time. The program also requires a much more detailed and
fully implemented assessment plan.
Consequently, given the rapidly changing nature of this professional field, and
corresponding changes in student/employer demands and needs, we are
planning a comprehensive review of the program curriculum through use of
industry focus groups and related forums, and the development and
implementation of a new assessment plan. In the meantime, we recommend
continuing the program at the current level of activity unless and until changes
are recommended or required as a result of the afore-mentioned curriculum
review and assessment. Any future changes to the program as a result of this
process will ensure that commitments to and opportunities for currently enrolled
students are honored and supported.
_______________________________________
________________________
Signature of the Dean
Date
4
Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Master of Science in Information Systems________________
College: Information Technology and Engineering__________________
Date of Last Review: Academic Year 2010 – 2011 ___________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
Provide your program’s mission statement.
.
The Information Systems program prepares participants to be effective users,
designers, and developers of information systems, people who can add value to
processes and products in organizations.
Explain how your mission supports the mission of your college and the mission of
Marshall University.
.
The Marshall Mission statement contains several objectives. Several of these
objectives are particularly pertinent to the MS IS degree program: Marshall University will
 provide affordable, high quality undergraduate and graduate education
appropriate for the state and the region;
 make instruction available throughout Marshall’s service area using all
appropriate modes of delivery;
 promote economic development through research, collaboration, and
technological innovations;
.
II.
In addition, the CITE mission is to deliver undergraduate and graduate programs
in high- technology fields that optimize opportunities for our students and that
support the growth and reputation of our university, state, and region. The MS IS
objectives are consistent with the college mission Adequacy of the Program
1. Curriculum: Summarize degree requirements and provide commentary on
significant features of the curriculum. In Appendix I, list required courses,
elective courses, and total hours required. The list of courses must provide
5
specific course titles and numbers. If desired, undergraduate programs can use
their four-year plans of study for this Appendix.
Students must complete 36 graduate credit hours, including at least 24 credit
hours at Marshall University. The degree consists of 27 credit hours of required
courses and 9 hours of approved elective courses.
In addition, the Comprehensive Project (TE-699) requires the student to produce
an original solution to a problem through the stages of problem definition,
analysis, design and implementation. It requires a committee approval and a
formal oral project presentation.
2. Faculty: Summarize significant points relating to faculty teaching courses within
the major (percentage of faculty holding tenure, extent of use of part-time faculty,
level of academic preparation, faculty development efforts, books & journal
articles, papers & attendance at state, regional and national professional
organization meetings). Include part-time faculty and graduate assistants you
employed during the final year of this review. Print an Appendix II Faculty Data
Sheet for each full-time faculty member from Digital Measures (Go to Custom
Reports and choose “Faculty Data Sheet.” Undergraduate programs should
use Appendix II-A for all graduate teaching assistants.
.
. As of the Fall 2015 semester, there are two full-time IS faculty: Professor John
Biros and Dr. Jamil Chaudri. Each of these faculty members are tenured. One is
a full professor while the other is an associate professor. In addition, adjunct
professors are used on an as needed basis to teach specialized courses.
3. Students:
a. Entrance Standards: Describe the admission standards and procedures
employed for making the admission decision. (GPA, ACT, other tests).

Each applicant for admission to the M. S. in Information Systems program
must satisfy at least TWO of the following criteria:
 Score at the mean or above on the verbal GRE;
 Score at the mean or above on the quantitative GRE;
 Score at the mean or above on the analytical writing portion of the GRE;
 Score at the mean or above on the Miller Analogies Test;
 Have an undergraduate GPA of 2.75 or above;
Also, international students must score at the mean or above on the TOEFL,
and must have met all CITE admission criteria prior to registering for the first
semester of courses. b. Entrance and Exit Abilities of past five years of graduates: Appendix III
shows that our last five years of graduate students (who graduated from the
program) entered the program with undergraduate GPAs that ranged from
yearly means of 3.04 to 3.56. The yearly mean GRE Verbal scores ranged
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from 353.6 to 385, the yearly mean GRE Quantitative scores ranged from 512
to 605, and the mean GRE Writing scores ranged from 2.2 to 3.17. Appendix
IV shows that these graduates compiled respectable GPAs during their
graduate program, with yearly means ranging from 3.61 to 3.78.
Regarding Exit Abilities, the comprehensive project is our primary means of
evaluating exit abilities. We approve a student’s work if it demonstrates
competence in analysis, design and system implementation. In addition, the
student must be able to present the material effectively to a group composed
of faculty and, at times, other professionals with knowledge of the student’s
topic. In addition, the high number of graduates employed in the field, along
with the high positions many hold in the industry, testify to the strength of the
program’s academics. Unfortunately, there are no external measures of exit
abilities for the program. 4. Resources:
a. Financial: Provide information related to financial support of the program,
including what portion of the unit’s resources was devoted to this program.
Include state-appropriated funds, grants, contracts, supplemental state funds
or student fees. If this program were terminated as a major, what resource
changes would occur, e.g., reduced faculty, staff, space, courses taught, etc.
If this program were reduced or terminated, what changes would occur and
how would it affect the university?
The average State financial support over a five-year period for the Weisberg
Division of Engineering and Computer Science is $233,550, with
approximately 32% annually going towards personnel (Student assistants,
Part- Time Faculty, etc.).
If this program were to be terminated, two tenure-track faculty positions would
be lost. However, courses from the MS IS program are required for students
in Technology Management who have an emphasis in IS or IS Security (over
50% of the students in the TM program) as well as students enrolling in the
new Health Care Informatics degree program. If the MS IS program were
terminated, these courses would still have to be offered. In addition,
enrollment in support courses such as TE-698 and EM-660 would decline
with the loss of the program.
There is one administrative support position on the South Charleston campus
for all the CITE MS graduate programs. The IS program utilizes this support
person for their secretarial services. If the program is terminated, the
workload would be less but the position would still be needed to support the
other CITE graduate programs on the South Charleston campus.
7
b. Facilities: Describe facilities available for the program including classrooms,
laboratories, computer facilities, library facilities, or equipment needed for
program delivery.
MS IS courses are taught using conventional delivery as well as video links
and Blackboard Collaborate technology. Furthermore, courses are often
taught on both the Huntington campus as well as the South Charleston
campus. Lecture sessions are almost always in the evening (4:00 pm or later)
since many of the students are working professionals.
MS IS courses have been taught in Huntington, WV using classroom and
computer facilities located in Gullickson Hall. There are three primary
classrooms (GH206A, GH211, and GH5) that are used for the delivery of
courses that require the use of computers. MS IS courses taught in South
Charleston share facilities used by other graduate programs offered on that
campus, primarily utilizing the computers in classroom GC136 which seats 12
– 20 students. Office space is also utilized in South Charleston for resident
faculty. Library facilities are utilized by majors in the IS program for their
research requirements.
5. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a. Appendix V shows a chart showing the major outcomes desired from the
program, the methods for reaching those goals as well as areas that need
improvement. The greatest need is for a curriculum revision to allow for the
addition of more courses dealing with changes in the industry. b. Other Learning and Service Activities: Provide a summary of learning and
service activities not covered explicitly in Appendix V.
Since many of our students are older and employed, many of the learning
experiences for them come directly from their work environment, which they
pass on to the other students enrolled in the program. Along these lines, the IS
program conducted two extensive contract courses for the State of West
Virginia IT people. Each course ran 9 months with the classes meeting on the
third Friday of the month with a different topic in the morning and in the
afternoon for a total of 20 sessions. The courses were well received and
provided great input into the IS graduate program. c. Plans for Program Improvement: Based on assessment data, provide a
detailed plan for program improvement. The plan must include a timeline.
8
Plans for program improvement are centered around major curriculum revision
to update course content and courses offered. In addition, a marketing plan
needs to be implemented to raise enrollment rates. In addition, the program
needs to make extensive use of the advisory committee in order to assist with
the program revision as well as identifying qualified adjuncts to pick up the
teaching load, especially with the state-of-the-art courses.
The timeline for this activity is as follows:
 Monday, 26-Sep-16: Identification of the MS in IS Advisory Committee
membership
 Tuesday, 27-Sep-16: Internal Assessment of Current Courses due
 Monday, 03-Oct-16: Internal Review of the Program's Learning
Outcomes due
 Friday, 21-Oct-16: Advisory Committee Review of Current Courses due
 Thursday, 10-Nov-16: Overall review of current program due
 Friday, 18-Nov-16: Critical Success Factors identified
 Monday, 12-Dec-16: Draft of proposed revised curriculum
 Monday, 09-Jan-17: Advisory Committee Review of Proposed
Curriculum due
 Friday, 03-Feb-17: Final revised curriculum due
 Friday, 10-Feb-17: Course Addition Request Forms completed to reflect
revised curriculum
 Wednesday, 15-Mar-17: Course pre-req changes due for 2017-18
Catalog
d. Graduate Satisfaction: Provide evidence and results of follow-up studies to
indicate satisfaction with the effectiveness of the educational experience
students received in your program. Indicate the number of individuals
surveyed or contacted and the number of respondents.
A program needs to be implemented to document student success ratios and
employer satisfaction. This task is exceedingly difficult as more and more
students in the program are international who return home after completing the
program. e. Please refer to Appendix IX for letters from the Office of Assessment providing
feedback regarding the program’s assessment of student learning.
6. Previous Reviews: At its meeting on April 28, 2011, the Marshall University
Board of Governors recommended that the MS in Information Systems continue
at its current level of activity.
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7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, submitted in academic year 2010 – 2011, the Master
of Science in Information Systems identified the following weaknesses. These
are transcribed from that report.
The primary weakness of the program is the relatively weak enrollment trends
that have developed. Since 2005, for example, the peak program enrollment was
37, with a five year (2005-2009) average of about 32 students. During this same
period, there were four full-time faculty dedicated to the MS IS program, for a
student-to-faculty ratio of 8:1. As faculty retirements and resignations occur, the
college is reallocating these resources to other high-growth areas. Currently,
there are only two full time faculty members devoted to the program, which
significantly changes the student-to-faculty ratio. Adjunct faculty are being used
to fill gaps in the teaching load.
Since the Fall of 2014, the INTO program has begun to attract an increasing
number of foreign students to the program and enrollment has increased 100%
over that of Fall 2013. After a two year decline, enrollments are back to their
2010/2011 levels.
8. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
The strength of the MS IS program is the overall commitment of the faculty to
delivering relevant, high-quality instruction to its students.
This strength of the program is seen in the many high positions held by its
graduates. They fill positions not only here in Advantage Valley but throughout
the world.
The stated goals of the MS IS program are:
The Information Systems program prepares participants to be effective users,
designers, and developers of information systems, people who can add value
to processes and products in organizations. The program also helps
participants improve their professional writing, presentation, and teamwork
abilities. Specific objectives expected of graduates include:
 The ability to describe a situation as a system, specifying components,
boundaries, and interfaces  Communication skills for effectively leading teams, collaborating with
managers in defining needs and opportunities, and assisting colleagues  Knowledge of the basic hardware and software components of computer
systems and their configurations  The ability to develop specifications for a software system in terms of
functions, modules, and interfaces 10


III.
The ability to gather and use information needed by information systems
professionals Mastery of the technical and human skills needed to successfully deploy
information technologies in various organizational settings. Viability of the Program: Provide a narrative summary in each of the following
sections in addition to the appendices.
1. Articulation Agreements: Describe program specific articulation agreements
with other institutions for delivery of this program.
Not applicable. 2. Off-Campus Classes: Describe/Summarize off-campus (other than the
Huntington, or South Charleston campuses) courses offered.
No off-campus courses are offered. 3. Online Courses: Describe/Summarize online courses offered.
Three MS IS courses are designated as WEB-based:
 IS656 Communications and Network
 IS646 Computer System Security
 IS631 Information Security
Most courses are now offered as lecture and Blackboard Collaborate
allowing students to attend classes remotely.
4. Service Courses: Describe/Summarize departmental courses that are required
for students in other majors and support programs outside the major.
Technology Management-- Students enrolled in Technology Management
pursuing the Information Technology or Information Security areas of emphasis
are required to take IS courses. Over half of the TM majors have declared an
emphasis in Information Technology or Information Security. Courses they take
include:
 IS631 Information Security
11

IS656 Communications and Network Technologies IS646 Computer
Systems Security
 IS647 IT Disaster Planning and Recovery
 IS623 Database Management
 IS605 System Analysis
 IS610 System Design
Health Care Informatics -- The degree in Health Care Informatics is a combined
degree between three Colleges, The College of Health Professionals, The Lewis
College of Business and CITE. Information Systems is providing the IS courses
associated with this degree program.
Technology Engineering offers a course titled TE-698 Comprehensive Project
Formulation. The IS department conducts this class for CITE. The course is
traditionally offered every semester and occasionally during the summer
sessions as well.
MBA, in Health Care Administration as well as the Criminal Justice
Students enrolled in these programs often take IS courses as electives.
5. Program Course Enrollment: Describe/Summarize program area courses
taken by students who are majors and include enrollment by semester for the
past 5 years. Specific course enrollments will be provided to you in
Appendix VI.
Course enrollments have begun to increase again with the influx of students
from the INTO program.
6. Program Enrollment: Summarize data indicating the number of principal majors
enrolled in your program, number of second majors, the number of students
enrolled as majors from other colleges (i.e., College of Education specialization
majors), the number of minors, and the number of graduates for the program for
each of the past five years. (Appendix VII and Figure 1, which support this
section, will be provided).
The number of MS in IS majors has begun to increase again with the influx of
students from the INTO program.
7. Enrollment Projections: Identify trends that will influence enrollment over the
next five years. Provide enrollment projections. This information should be
supported by evidence.
Other Universities participating in the INTO program have experienced
enrollment increases ranging from 140% to 210% over a five year period1. We
expect that Marshall in general and the MS in IS program in particular will
experience a similar steady rate of increase.
1
Source: http://www.into-corporate.com/
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IV.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee: Identify whether the program has an Advisory Committee,
and, if so, briefly indicate the role and impact of the Committee.
There is an advisory committee. 2. Graduates: Provide information on graduates in terms of places of employment,
starting salary ranges (where appropriate and known), number employed in field
of specialization, and/or acceptance into baccalaureate or graduate programs.
(NOTE: Do not identify students by name.) Include this information in Appendix
VIII.
Many students in the program are working professionals who already have
full-time jobs. Those who are not working professionals are typically
international students. Employment tracking is difficult due to the fluidness
of the IS job market and the influx of international students. 3. Job Placement: If the job placement rate reported above is low, can a course of
action be identified that would improve this situation? Provide a summary of
procedures utilized by the institution to help place program graduates in jobs or
additional educational programs. Include activities supported by both the
student’s academic department as well as the institution’s placement office. This
summary should include the institution’s procedures and program organization
for continuing contact and follow-up with graduates.
To this point in time, the Information Systems program primarily served
working professionals in the Advantage Valley area. As a result, job
placement has never been required in the program. For instance, of the
Charleston based students in the program, over 90% are employed fulltime. It is only recently that the program has been attracting full time nonworking students. Most of these are international exchange students. As a
result, the program is just now starting to get into the placement area. V.
RESOURCE DEVELOPMENT (If applicable)
Please prepare the following materials: 1) Program vision and mission
statements with a strategic plan to achieve the program’s vision and mission, and
2) a specification of the resources needed to accomplish the program’s vision,
with an evidence-based rationale as why these resources are needed and how
they will help the program to accomplish its vision. The mission and vision
statements, strategic plan, and needed resources with evidence-based rationale
must be included in the program review when submitted. Additionally, the chair
13
and dean must make an additional presentation to either the Academic Planning
Committee or to the Graduate Council before final votes are taken.
There are a number of areas where resources would assist the program:
 First, there is a need for administrative support on the South
Charleston campus. Currently, all administrative decisions are being
made on the Huntington campus. Unfortunately for this program, and
other graduate programs, administration in Huntington has been
preoccupied with the development and enhancement of Huntington
based programs. This has resulted in delays and
miscommunications that are affecting program development. The
presence of an Associate Dean of CITE (or similar position) in South
Charleston would greatly facilitate matters.  Second, there is a crying need for marketing support and initiative.
Over the past five years, there have only been minimal marketing
efforts by the administration extended to assist growth in the
programs. A concentrated marketing and public relations campaign
is needed. It is fortunate that the IS program has been able to
survive as well as it has without this type of support from the
University.  Development funding is really needed by the faculty within the
program. There has been very little funding given for faculty in IS to
attend classes, seminars and conferences. With the fast changing
pace of information in this field, it is crucial to fund faculty
development so that the program can stay current with today’s
technology.  Graduate Assistantships have been eliminated over the past two
years. This has particularly hurt the development of the IS program
since it has put additional work on the faculty that had been handled
by the graduate assistants. These positions need to be restored.
 The computers in GC136 are old and slow. If we are going to
continue using that room as our primary IS instruction area in South
Charleston, the computers need to be upgraded or replaced. 14
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Appendix I
Required/Elective Course Work in the Program
Degree Program:
MS in IS
Courses Required in Major (By
Course Number and Title)
IS 600 Management Information
Systems
IS 605 Systems Analysis Techniques
IS 610 Systems Design
IS 621 Information Structures I
IS 622 Information Structures II
IS 623 Database Management
EM 660 Project Management
TE-698 – Comprehensive Project
Formulation
TE-699 – Comprehensive Project
Person responsible for the report: ____Jonathan Thompson____
Total
Elective Credit Required by the
Required Major (By Course Number and
Hours
Title)
27
Three electives in IS or other
related fields as approved by
advisor.
Elective
Hours
9
Related Fields Courses
Required
None
Expand table as needed.
Professional society that may have influenced the program offering and/or requirements:
NOTE: YOU MAY USE YOUR FOUR-YEAR PLANS OF STUDY AS APPENDIX I IF YOU WISH
Total
Related
Hours
0
16
17
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Professor John Biros
Rank:
Start Date at Marshall as a Faculty Member:
Status:
Associate Professor
August 16, 1997
Tenured
Highest Degree Earned:
Conferring Institution:
MS
Date Degree Received:
1997
West Virginia Graduate College, Charleston, WV
Area of Degree Specialization:
Information Systems
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Course
TE 699
IS 624
IS 624
IS 651
IS 605
IS 605
IS 610
IS 610
TE 699
TE 699
IS 623
IS 623
Comprehensive Project
Data Warehousing
Data Warehousing
SpTp: Internship1
Systems Analysis Techniques
Systems Analysis Techniques
Systems Design
Systems Design
Comprehensive Project
Comprehensive Project
Database Management
Database Management
18
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer 2014
Summer 2014
Summer 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
IS 665
IS 665
IS 653
IS 605
IS 605
TE 699
IS 653
IS 605
TE 699
TE 699
IS 624
IS 624
IS 623
IS 651
IS 651
IS 652
IS 610
IS 610
Health Care Enterpr Info Syst
Health Care Enterpr Info Syst
SpTp: Internship III
Systems Analysis Techniques
Systems Analysis Techniques
Comprehensive Project
SpTp: InternshipII
Systems Analysis Techniques
Comprehensive Project
Comprehensive Project
Data Warehousing
Data Warehousing
Database Management
SpTp: Dev Mobile Apps-Ed Rsrc
SpTp: Dev Mobile Apps-Ed Rsrc
SpTp: Internship
Systems Design
Systems Design
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Directed Student Learning and Research
Gebrehiwot, H., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699,
3 credit hours, Completed. (December 2014).
S. a. R. f. 1. C. P. f. O. D., Research, Master's Thesis Committee Member, Other (Within Marshall
University) Department, TE, 699, 3 credit hours, Completed. (January 2014 - December 2014).
Hori, E., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3 credit
hours, "Systems Analysis of Economic Development Data Portal -- Building Mobile Solution",
Completed. (May 10, 2014).
Blevins, J., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Real Estate Company -- Production Database", Completed. (May 10, 2014).
Fortner, T., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Reagan & Ryder's Children's Boutique E-Commerce Site", Completed. (May 10, 2014).
S. a. R. f. 1. o. C. P., Research, Master's Thesis Committee Member, Other (Within Marshall University)
Department, TE, 699, 3 credit hours. (January 1, 2013 - December 31, 2013).
Scott, C., Research, Master's Thesis Committee Chair, Computer & Information Science Department, TE,
699, 3 credit hours, "Data Warehouse & Reporting Project for Southern WV Community & Technical
College", Completed. (December 6, 2013).
19
Alshamrani, R., Research, Master's Thesis Committee Chair, Computer & Information Science
Department, TE, 699, 3 credit hours, "Sport Section System -- Scheduling for Recreation Center in
Saudi Arabia", Completed. (December 4, 2013).
Kommi, S., Research, Master's Thesis Committee Chair, Computer & Information Science Department,
TE, 699, 3 credit hours, "Weight in Motion Permit -- Overweight Truck Data Analysis", Completed.
(May 13, 2013).
Darst, K., Research, Master's Thesis Committee Chair, Computer & Information Science Department, TE,
699, 3 credit hours, "AAC Mobile App, Developing an Augmentative & Alternative Communication
(AAC) Mobile Application for the iPad", Completed. (May 6, 2013).
Byrd, K., Research, Master's Thesis Committee Chair, Computer & Information Science Department, TE,
699, 3 credit hours, "the Evolution of "myMU" -- Marshall Univeristy's Portal Project 2012",
Completed. (April 23, 2013).
Spencer, J., Research, Master's Thesis Committee Chair, Computer & Information Science Department,
TE, 699, 3 credit hours, "Mobile Application for Kanawha Valley Community & Technical College",
Completed. (April 18, 2013).
Hughes, J., Research, Master's Thesis Committee Chair, Computer & Information Science Department,
TE, 699, 3 credit hours, "Brown's Excavating & Demolition Record Management System", Completed.
(April 15, 2013).
Served as Reviewer for 25 additional Comprehensive Projects, Research, Served as reviewer for 25
additional Comprehensive Project Committees. (January 1, 2012 - December 31, 2012).
Beaufort, D., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Ruminski Public Library System", Completed. (April 25, 2012).
Pande, P., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "ITS Video Manager", Completed. (April 25, 2012).
Gray, J., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3 credit
hours, "Casework Management System", Completed. (April 24, 2012).
Marks, M., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Alcon Requirements Gathering System", Completed. (April 24, 2012).
Yang, Y., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Chinese Restaurant Operating System", Completed. (April 24, 2012).
Dunn, R., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Oil Rig Inspection & Reporting Process Analysis & Software Design", Completed. (April
18, 2012).
Weaver, T., Research, Master's Thesis Committee Chair, Information Systems Department, TE, 699, 3
credit hours, "Developing a System for a Food Bank", Completed. (April 18, 2012).
20
Served as reviewer on 18 Comprehensive Project Committees, Research, Comprehensive Project.
(January 1, 2011 - December 31, 2011).
Sundarababu, G., Research, Comprehensive Project Committee Chair, Information Systems Department,
TE, 699, 3 credit hours, "HCUP Database Reporting Services & Analysis", Completed. (August 2011).
Nichols, B., Research, Comprehensive Project Committee Chair, Information Systems Department, TE,
699, 3 credit hours, "Proof of Concept -- Data Warehouse", Completed. (April 29, 2011).
Martin, C., Research, Comprehensive Project Committee Chair, Information Systems Department, TE,
699, 3 credit hours, "Top Dog Bank -- Retail & Direct Pay Card System", Completed. (April 29, 2011).
Imes, J., Research, Comprehensive Project Committee Chair, Information Systems Department, TE, 699,
3 credit hours, "The Mine -- Production Reporting System", Completed. (April 29, 2011).
Zeng, R., Research, Comprehensive Project Committee Chair, Information Systems Department, TE,
699, 3 credit hours, "Storm Early Warning System", Completed. (April 29, 2011).
2)
Service
Department
Information System Advisory Committee, Committee Chair.
College
CITE Promotion & Tenure Committee, Member (January 2011 - Present).
University
Health Informatics Master's Degree Formation Committee, CITE Faculty Representative.
Faculty Senate Executive Committee, Committee Member (September 1, 2012 - Present).
Faculty Senate, Member (September 2011 - Present).
Faculty Senate Executive Committee, Committee Member (January 2014 - December 2014).
Faculty Senate, Member (January 2014 - December 2014).
Reading Department Search Committee, Member (January 2014 - December 2014).
Search Committee for Faculty Member of the Graduate Program in Reading, Member (May 2012).
Professional
HIMSS, Member, Charleston, WV (January 2014 - Present).
AITP, Member, Wheeling, WV (January 2000 - Present).
21
Community
Carpatho-Rusin Society -- Education Committee, Committee Member, Pittsburgh, PA, USA.
Carpatho-Rusyn Society, Member, Pittsburgh, PA, USA.
City of Charleston Sister City Committee with Banska Bystricia in Slovakia, Member, Charleston, WV,
USA.
Mount Hope State Penitentiary Computer Science Advisory Board, Member, Mount Hope, West Virginia,
USA.
Sacred Heart 's Catholic Business Network, Member, Charleston, WV, USA.
Student Foreign Exchange Program, Charleston, WV, USA.
West Virginia State University Computer Science Advisory Committee, Member.
Byzantine Catholic Seminary -- Alumni Committee, Member, Pittsburgh, PA, USA (January 2012 Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
Professional Memberships
Association of Information Technology Professionals--Greater Wheeling Chapter, AITP, Member, AITP is
the leading worldwide society of professionals in information technology.
For over six decades, AITP has championed the human element of the Information Technology
profession and remains focused on providing a community of knowledge, education and resources
that will empower its members to reach their true potential as an IT business professional.
Healthcare Information and Managment Systems, HIMSS, HIMSS is a global, cause-based, not-for-profit
organization focused on better health through information technology (IT). HIMSS leads efforts to
optimize health engagements and care outcomes using information technology.
HIMSS is a cause-based, global enterprise producing health IT thought leadership, education, events,
market research and media services around the world. Founded in 1961, HIMSS encompasses more
than 52,000 individuals, of which more than two-thirds work in healthcare provider, governmental and
not-for-profit organizations across the globe, plus over 600 corporations and 250 not-for-profit partner
organizations, that share this cause. HIMSS, headquartered in Chicago, serves the global health IT
community with additional offices in the United States, Europe, and Asia. (June 1, 2014 - Present).
Healthcare Financial Management Association, HFMA, Member, HFMA is the nation's leading
membership organization for healthcare financial management executives and leaders. More than
39,000 members-ranging from CFOs to controllers to accountants-consider HFMA a respected
22
thought leader on top trends and issues facing the healthcare industry. HFMA members can be found
in all areas of the healthcare system, including hospitals, managed care organizations, physician
practices, accounting firms, and insurance companies. (June 2011 - Present).
Faculty Development Activities Attended
Conference Attendance, "HIMSS Fall Conference", HIMSS, Glade Springs, WV. (November 14, 2014).
Workshop, "WVHEPC Meeting on International Students", WVHEPC, Institute, WV. (November 11,
2014).
Conference Attendance, "WVHETC Conference", WVHETC, Morgantown, WV. (October 26, 2014 October 29, 2014).
Conference Attendance, "WVHIN Meeting", WVHIN, Morgantown, WV. (March 20, 2014).
Seminar, "ABET Workshop", CITE, Huntington, WV. (February 8, 2014).
Seminar, "Use Cases", Project Management, Webinar. (January 21, 2014).
Webinar, "MOOC's Designing, Developing & Delivering Them on Campus", Canvas Network. (December
11, 2013).
Workshop, "Active Shooter Training", WV Board of Risk. (November 22, 2013).
Webinar, "The Up Side of Upside Down: Study Shows Flipped Classrooms are on the Rise", Digital
Education. (November 19, 2013).
Conference Attendance, "HACK3rCOM Conference", HACK3rCom, Charleston, WV, USA. (October 18,
2013 - October 20, 2013).
Webinar, "What are Customers Saying About You? Harness #SocialMedia to #FindOut", EIM. (July 23,
2013).
Seminar, "Virtual Data Workshop -- Intensive Summer School Workshop". (July 8, 2013 - July 10, 2013).
Tour, "Mount Olive Correction Complex", Mt. Olive Computer Programming Advisory Committee. (April
19, 2013).
Seminar, "Marshall University IT Forum", Marshall University Office of Information Technology. (April 8,
2013).
Workshop, "SQLite Lecture", Dr. Richard Hipp -- Creator of SQLite. (March 7, 2013).
Webinar, "HL7 Meaningful Use Stage 2", HL7 Organization. (February 20, 2013).
Webinar, "Identity Management for Customer & Partner Portals", OKTA. (February 20, 2013).
23
Webinar, "Advanced Visualizations - Design Tips For Dashboards & Reports", LogiXML. (February 14,
2013).
Webinar, "HL7 Webinar", HL7 Organization. (January 30, 2013).
Conference Attendance, "WV IT Summit", WV CTO Office, Charleston, WV, USA. (October 25, 2012 October 26, 2012).
Tour, "Tour of Marathon Oil", Marathon Oil, Ashland, Kentucky, USA. (October 24, 2012).
Conference Attendance, "Hackers Conference", HACK3rCOM, Charleston, WV, USA. (October 19, 2012
- October 21, 2012).
Conference Attendance, "Security Conference", WV CTO Office, Charleston, WV, USA. (October 3,
2012).
Conference Attendance, "Fall Education Conference", WV HFMA & WV HIMSS, Snowshoe Resort, WV,
USA. (September 26, 2012 - September 28, 2012).
Workshop, "CTL", Marshall University, Huntington, WV, USA. (August 17, 2012).
Workshop, "QM -- Quality Matters", Marshall University, Huntington, WV, USA. (August 16, 2012).
Conference Attendance, "Spring Education Conference", HFMA, Stonewall Jackson State Park, WV,
USA. (May 15, 2012 - May 18, 2012).
Workshop, "HCL", Marshall University. (April 27, 2012).
Webinar, "Google Workshop", Google. (March 19, 2012).
Webinar, "Align Agile with Business Priorities", Modern Analyst. (March 15, 2012).
Webinar, "Managing Requirements Maturity", Modern Analyst. (March 15, 2012).
Workshop, "Blackboard", Marshall University. (February 27, 2012).
Workshop, "TECI", Marshall University. (February 24, 2012).
Webinar, "Simplify Website & Increase Usage", Government Technology & Google. (February 21, 2012).
Workshop, "Turning Point", Marshall University. (February 16, 2012).
Webinar, "Apple Devices on Enterprise", IT Business Edge. (February 8, 2012).
Workshop, "HCL", Marshall Unversity. (February 1, 2012).
Workshop, "Digital Measures", Marshall University. (January 25, 2012).
Webinar, "Four Affordable Local Gov. Innovative Secrets", Government Technology. (January 24, 2012).
24
Webinar, "Strategies For Cloud Storage", IT Business Edge. (January 18, 2012).
Workshop, "Digital Measures Workshop", Marshall University, Huntington, WV, USA. (December 19,
2011).
Webinar, "SMB Value - Journey to the Cloud", Microsoft, South Charleston, WV, USA. (November 8,
2011).
Seminar, "Big Data and Big Data Analytics David Barnes and Rod Smith", IBM Emerging Internet
Technologies, Huntington, WV, USA. (October 27, 2011).
Seminar, "West Virginia Information Technology Summit 2011", WV Office of Technology, Charleston,
WV, USA. (October 25, 2011 - October 26, 2011).
Seminar, "Information and Cyber Security", WV Office of Technology, Charleston, WV, USA. (October 5,
2011).
Seminar, "Advanced Networks and the Health Sciences Symposium", Marshall University, Huntington,
WV, USA. (September 15, 2011).
Webinar, "Text is Dead: How Requirements Visualization is Changing the Game at HealthMEDX",
Modern Analyst. (June 1, 2011).
Webinar, "Agile & Discipline", Modern Analyst. (May 17, 2011).
Webinar, "Business Analyst in a Business Project Management World", Modern Analyst. (April 28, 2011).
Webinar, "Outsourcing Requirements Discovery", Modern Analyst. (April 19, 2011).
AITP Greater Wheeling Chapter Meeting, "Chapter Meeting", Greater Wheeling Chapter of AITP,
Wheeling, WV, USA. (April 13, 2011).
Chapter Meeting, "Enterprise Business Architecture", IIBA Pittsburgh Chapter, Pittsburgh, PA, USA. (April
11, 2011).
Seminar, "Technology Summit", Marshall Center for Teaching & Learning, Huntington, WV, USA.
(February 9, 2011 - February 10, 2011).
Meeting, "Improve Your Risk Management Practices", IIBA Pittsburgh Chapter, Pittsburgh, PA, USA.
(January 10, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
25
Appendix II
Faculty Data Sheet
(Information for the period of this review)
January 1, 2015 - December 31, 2015
Name:
Dr. Jamil M. Chaudri
Rank:
Start Date at Marshall as a Faculty Member:
Status:
Professor
September 1, 1984
Tenured
Highest Degree Earned:
Conferring Institution:
PhD
Date Degree Received:
Dunelm
Area of Degree Specialization:
Professional Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration Date
List courses you taught during the final two years of this review. If you participated in a team-taught course,
indicate each of them and what percentage of the course you taught. For each course include the year and
semester taught (summer through spring), course number, course title and enrollment. (Expand the table as
necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Course
IS 622
IS 622
IS 647
IS 647
IS 600
IS 600
IS 631
IS 631
IS 631
IS 631
IS 621
IS 621
Information Structures II
Information Structures II
IT Disaster Plan and Recovery
IT Disaster Plan and Recovery
Management Information Systems
Management Information Systems
Information Security
Information Security
Information Security
Information Security
Information Structures I
Information Structures I
26
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
IS 600
IS 600
IS 600
IS 600
IS 621
IS 622
IS 600
IS 600
IS 680
IS 680
Management Information Systems
Management Information Systems
Management Information Systems
Management Information Systems
Information Structures I
Information Structures II
Management Information Systems
Management Information Systems
Social Issues in Info Systems
Social Issues in Info Systems
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Cohenford, M., Lim, S., Brown, C., Chaudri, M. Jamil, Sigdel, S., Beckelhimer, E., Rigas, B. (2012). FT-IR
microspectroscopy of mouse colon tissues: Insight into the chemistry of carcinogenesis and
diagnostic potential. The American Journal of Pathology, 181, 1961-1968.
2)
Service
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or
participated. List any offices you hold in professional organizations.
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
27
Appendix III
Entrance Abilities of Past Five Years of Graduates: MS in Information Systems
Year
N
Mean
Undergraduate
GPA
Mean GRE
Verbal
Mean GRE
Quantitative
Mean GRE
Analytical
Writing
GMAT
Verbal
GMAT
Quantitative
Miller
Analogies
New
2010-2011
11
3.04
353.6 (n = 11)
604.6 (n = 11
----
----
----
----
2011-2012
9
3.04
385.0 (n = 8)
587.5 (n = 8)
----
----
----
403.0 (n = 1)
2012-2013
6
3.31
365.0 (n = 6)
605.0 (n = 6)
3.17 (n = 6)
12.0 (n = 1)
17.0 (n = 1)
432.0 (n = 1)
2013-2014
6
3.41
354.0 (n = 5)
512.0 (n = 5)
2.20 (n = 5)
----
----
----
2014-2015
7
3.56
----
----
----
----
----
----
28
Appendix IV
Exit Abilities of Past Five Years of Graduates: MS in Information Systems
3.65
Licensure Exam
Results
----
Certification Test
Results
----
Other Standardized
Exam Results
----
9
3.61
----
----
----
2012-2013
6
3.73
----
----
----
2013-2014
6
3.78
----
----
----
2014-2015
7
3.76
----
----
----
Year
N
Mean GPA
2010-2011
11
2011-2012
29
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: MS in Information Systems_________________________________________
Program Level
Program’s Student Learning
Outcomes
Assessment Measures
(Tools)
Assessment Point 1:
IS 623 (Written
assignments,
Students will solve information
programming projects,
systems problems using their
and exams)
knowledge of computing and
mathematical principles.
Assessment Point 2:
TE 699 (Master’s
Project)
Assessment Point 1:
IS 605 ( Writing
Students will analyze a problem assignments,
programming projects,
and identify the computing
and exams)
requirements appropriate to its
solution.
Assessment Point 2:
TE 699 (Master’s
Project)
Assessment Point 1:
IS 610 ( Writing
assignments,
Students will analyze, design,
programming projects,
implement, and test a program
and exams)
that meets user requirements.
Assessment Point 2:
TE 699 (Master’s
Project)
Students will function effectively Assessment Point 1:
on teams in order to accomplish IS 605 (Team Project)
Standards/Benchmark
Capstone
Results/Analysis
Action Taken to
improve the
program
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Capstone
Not available
Not available
30
a common goal.
Students will demonstrate their
knowledge of professional
responsibility with regard to
ethical, legal, security, and
social issues.
Students will present
information that is organized
and understandable in both
verbal and written form.
Students will analyze the local
and global impact of computing
on individuals, organizations,
and society.
Students will engage in
continued professional
development.
Students will use tools and best
practices in computing and
information technology.
Assessment Point 2:
IS 610 (Team Project)
Assessment Point 1:
IS 605 (Team Project)
Assessment Point 2:
IS 647 (Team Project)
Assessment Point 1:
IS 605, 610, 623, 656
(Team Projects)
Assessment Point 2:
TE 699 (Master’s
Project)
Assessment Point 1:
IS 600 (Writing
assignments, exams)
Assessment Point 2:
IS 645, 647, 656
(Writing assignments,
programming projects,
and exams)
Assessment Point 1:
IS 600 (Writing
assignments, team
project)
Assessment Point 2:
IS 647, 656 (Writing
assignments, team
projects, and exams)
Assessment Point 1:
IS 605, 610 (Writing
assignments, team
projects, and exams)
Advanced
Not available
Capstone
Not available
Advanced
Not available
Capstone
Not available
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
31
Students will evaluate design
tradeoffs and develop business
software systems of varying
complexity to satisfy customer
needs.
Students will research, read,
and listen in order to acquire
new information.
Students will use mathematical
foundations, algorithmic
principles, business knowledge,
and information science theory
in the modeling and design of
computer-based systems in a
way that demonstrates
comprehension of the tradeoffs
involved in design choices.
Assessment Point 2:
IS 645, 647, 655
(Writing assignments,
team projects, and
exams)
Assessment Point 1:
IS 600 (Writing
assignments, team
projects, and exams)
Assessment Point 2:
IS 605, 610, TE 699
(Writing assignments,
Master’s Project, and
exams)
Assessment Point 1:
IS 600 (Writing
assignments, team
projects, and exams)
Assessment Point 2:
TE 699 (Master’s
Project)
Assessment Point 1:
IS 600, 605, 610, 621,
622 (Writing
assignments,
programming projects,
team projects, and
exams)
Assessment Point 2:
IS 623, 624, 645, 647,
656, TE 699 (Writing
assignments,
programming projects,
Master’s Project, and
exams
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
Capstone
Not available
Not available
Advanced
Not available
32
Program Learning Outcome 1: Students will solve information systems problems using their knowledge of computing and
mathematical principles.
Traits
Introductory
Time and apace
complexity of algorithms
Non-computability and
interactability
Expressive power of
languages
Performance Levels
Milestone
Capstone
Given a list of algorithms
for a given problem,
students are able to
choose one for the given
problem based on various
considerations
Students provide
mathematical proofs for
the existence of noncomputable problems
Students have the
knowledge and skills in
using languages that are
expressible using contextfree grammars
Advanced
Students are able to
analyze the time and
space complexity of a
given algorithm
Students can prove that a
certain problem is NPcomplete and have the
knowledge and skill to
design approximate
algorithms
Students have the
knowledge and skills in
using context-sensitive
languages and difficulty of
parsing sentences defined
by context-sensitive
grammars
Program Learning Outcome 2: Students will analyze a problem and identify the computing requirements appropriate to its
solution.
Traits
Introductory
Determining system
scope and developing
context diagram
Identifying, elaborating,
documenting use cases
Performance Levels
Milestone
Capstone
The student is able to
determine how the
proposed system interacts
with other existing systems
in the production
environment
The student documents
each use case using a
standard template
Advanced
The student develops a
system scope document
based on a standard
template. The student also
describes how the
proposed system interacts
with existing systems (i.e.,
context diagram)
The student develops a
use-case diagram and
presents the use case-
33
Identifying and
documenting
performance attributes
The student is able to
describe all relevant
quality attributes
completely
The SRS document is
complete but contains
grammatical errors and
technical inaccuracies
Developing software
requirements
specification (SRS)
document
diagram and the use
cases as a portfolio
The student organizes
descriptions about quality
attributes into a portfolio
The SRS document is
complete and free from
grammatical errors and
technical inaccuracies.
There is evidence that the
document has gone
through at least two
revisions
Program Learning Outcome 3: Students will analyze, design, implement, and test a program that meets user requirements.
Traits
Introductory
Performs objectoriented analysis and
design
Develops test cases for
functional testing based
on software
requirements
specification document
Performance Levels
Milestone
Capstone
The student is able to add
additional analysis classes
to account for quality
attributes. The student is
able to apply objectoriented analysis and
design metrics to evaluate
the quality of the proposed
design
The student is able to
trace test cases to specific
requirements in SRS or
use cases
Advanced
The student is able to
come up with more than
one design/architecture
alternative and explains
reasoning for choosing a
specific alternative. The
student documents all the
design artifacts using UML
and presents the design
as a portfolio
All the test cases are
documented using a
standard template. There
is evidence that test cases
document has gone
through at least two
revisions
34
Program Learning Outcome 4: Students will function effectively on teams in order to accomplish a common goal.
Traits
Introductory
Team Work
Project Management
Performance Levels
Milestone
Capstone
The team is well
organized. Every team
member has clearly
defined roles and
responsibilities. There is
clear evidence that all the
team members contributed
to the project
Students are familiar with
tools used for project
planning, estimation, and
tracking
Advanced
The team members are
assigned roles and
responsibilities in a way to
draw upon their strengths.
Team members’
knowledge and skills
collectively contributed to
the success of the project
Students demonstrate
expertise in effectively
managing projects in a
team environment
35
Program Learning Outcome 5: Students will demonstrate their knowledge of professional responsibility with regard to ethical,
legal, security, and social issues.
Traits
Introductory
Performance Levels
Milestone
Capstone
Ethical and Moral Imperatives
Students are cognizant about
certain moral and ethical
standards expected of computing
professionals
Professional Responsibilities
Students are cognizant about
certain responsibilities that come
with being a computing
professional
Legal, Security, and Social
Responsibilities
Students are cognizant of legal,
security, and social implications
of the products and services they
create and provide
Advanced
Students are knowledgeable
about the following ACM general
moral imperatives: Contribute to
society and human well-being,
avoid harm to others, be honest
and trustworthy, be fair and take
action not to discriminate, honor
property rights including
copyrights and patent, give
proper credit for intellectual
property, respect the privacy of
others, and honor confidentiality
Students are knowledgeable
about the following ACM
guidelines for professional
responsibility: Strive to achieve
the highest quality, effectiveness
and dignity in both the process
and products of professional
work; Acquire and maintain
professional competence; Know
and respect existing laws
pertaining to professional work;
Accept and provide appropriate
professional review; Give
comprehensive and thorough
evaluations of computer systems
and their impacts, including
analysis of possible risks; Honor
contracts, agreements, and
assigned responsibilities;
Improve public understanding of
computing and its consequences;
Access computing and
communication resources only
when authorized to do so
Students are knowledgeable
about patents; copyright
protection; trade secrets; security
lapses, economic and human life
loss caused by defective
products; implications of
computer systems to
environment and society at large
36
Program Learning Outcome 6: Students will present information that is organized and understandable in both verbal and
written form.
Traits
Introductory
Context/Audience
Design
Diction
Mechanics/Style
Performance Levels
Milestone
Capstone
The student appraises
his/her audience and
tailors the communication
with their needs/culture in
mind
The student fully develops
the design of the
communication in a
cohesive manner
With the audience in mind,
the student chooses a
varied vocabulary that
conveys the intended
meaning of the
communication
The student uses complex
and varied sentence style
Advanced
The student’s
communication engages
the audience in novel
ways
The student creates novel
designs of communication
With the audience in mind,
the student chooses lively,
imaginative, memorable,
and compelling
vocabulary, skillfully
communicating meaning to
the audience
The student uses complex
and varied sentence style
to express the
relationships among ideas
Program Learning Outcome 7: Students will analyze the local and global impact of computing on individuals, organizations,
and society.
Traits
Introductory
Local and global impact
of computing
Performance Levels
Milestone
Capstone
Students are cognizant of
the local and global
impacts of computing on
individuals, organizations,
and society
Advanced
Students demonstrate an
ability to analyze the local
and global impact of
computing on individuals,
organizations, and society
37
Program Learning Outcome 8: Students will engage in continued professional development.
Traits
Introductory
Need for continuing
professional
development
Career development
Performance Levels
Milestone
Capstone
Students recognize the
need for continuing
professional development
Students recognize the
need for membership in
professional societies and
networking with peers to
advance their careers
Advanced
Students demonstrate
knowledge of: career
options in the computer
science field; preparation
needed for professional
practice; what soft skills
are needed to be a
successful professional,
and have learned plans to
acquire them; ability to
evaluate an ethical
situation
Students have become
members of professional
organizations such as
ACM and IEEE computer
Society
38
Program Learning Outcome 9: Students will use tools and best practices in computing and information technology.
Traits
Introductory
Computer operating
systems
Performance Levels
Milestone
Capstone
Students are well-versed
in the use of at least one
computer operating
system
Programming languages
Students demonstrate
expertise in at least one
widely used programming
language
Programming
environments and tools
Students recognize the
importance of critical role
various tools play in
developing software
systems
Advanced
Students demonstrate
expertise in one widely
used computer operating
system and familiarity with
one or more other
commonly used computer
operating systems
Students demonstrate
expertise in at least two
widely used programming
languages and familiarity
with lambda calculus
based and first-order logic
based programming
languages
Students demonstrate
expertise in using software
development tools
including editors,
compilers, debuggers,
profilers, build and test
tools
Program Learning Outcome 10: Students will evaluate design tradeoffs and develop business software systems of varying
complexity to satisfy customer needs.
Traits
Introductory
Evaluating Designs
Performance Levels
Milestone
Capstone
The student is well-versed
with the measures used to
characterize goodness of
computer systems designs
Advanced
The student demonstrates
expertise in evaluating
alternative designs and
developing rationale for a
chosen design
39
Program Learning Outcome 11: Students will research, read, and listen in order to acquire new information.
Traits
Introductory
Keeping abreast of new
knowledge and skills
Performance Levels
Milestone
Capstone
Students recognize the
importance of keeping
abreast of new
developments in rapidly
evolving Computer
Science discipline
Advanced
Students are aware of
various technical
conferences and journals,
and trade publications in
Computer Science
discipline
Program Learning Outcome 12: Students will use mathematical foundations, algorithmic principles, business knowledge, and
information science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of
the tradeoffs involved in design choices.
Traits
Introductory
System Development
Life Cycle (SDLC)
Performance Levels
Milestone
Capstone
Students are familiar with
various workflows in the
SDLC, and industry best
practices for each
workflow
Advanced
Students demonstrate
knowledge and skills of
SDLC workflows by
solving a substantial realworld problem
40
Appendix VI
Program Course Enrollment: MS in Information Systems
41
42
Appendix VII
Program Enrollment: MS in Information Systems
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
24
22
18
12
23
----
1
----
----
----
Second Majors Enrolled*
----
1
----
----
----
Third Majors Enrolled:**
1
1
----
----
----
Grand Total of Students Enrolled in the
Program
25
25
18
12
23
Graduates of the program
11
9
6
6
7
Students
Principal Majors Enrolled
No Area of Emphasis
Principal Majors Enrolled
Area of Emphasis 1: Information Security
43
Figure 1. Trend Line for Total Enrollment and Program Graduates:
MS in Information Systems
30
25
20
Graduates
15
Total Enrollment
10
5
0
2010-11
2011-12
2012-13
2013-14
Appendix VIII
2014-15
44
Job and Graduate School Placement Rates: MS in Information Systems
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted to
Further Study
# of
graduates
not
accounted
for
Year
# of graduates
employed in major
field
2010-2011
5
2011-2012
7
2012-2013
5
2013-2014
5
1
0
2014-2015
5
1
1
Five –Year Total
27
2
4
1
1
1
1
4
0
7
45
Appendix IX: Letters from the Assessment Office: MS in Information Systems
46
47