computer support technician mission/purpose, … training 2014-15...computer support technician...

Job Training Programs 1

Computer Support Technician

Mission/Purpose, Target Audience & Admissions/Pre‐Requisite Skills

Mission/Purpose The mission of Job Training is to provide a quality learning experience for students pursuing job skills for employment, using year‐round instruction with multiple starting dates and hands‐on curriculum. This program is designed to articulate into our credit degree programs to achieve student success. This mission also includes providing employers with a highly skilled new employee that has appropriate credentials and skills to be successful.

Evaluation Question:

Does the purpose/mission statement clearly identify why the program exists, and how it

prepares students?

(Yes) The mission states three key factors that Job Training intentionally focuses on (1) hands‐on

training preparing students for employment (2) the learning that takes place can be articulated

into credit programs, and (3) supplying employers with a skilled workforce.

Target Audience & Program Admission

The target population for the Job Training Computer Support Technician program is for

students that have little or no experience with computers, but have a desire to learn the skills

to achieve entry‐level employment.

All Job Training programs use the WorkKeys assessment for entrance into their desired program. Job

Training uses the three areas of WorkKeys that make up the National Career Readiness Certificate:

Applied Mathematics, Locating Information, and Reading for Information.

Evaluation Questions:

1. Has the target audience for the program been identified? Is the program attracting and

appropriately serving the target audience?

(Yes) The target audience has shifted from what it once was and the data reflects this.

However, in 2014‐2015 academic year the Computer Support Technician program is

attracting and serving the target audience due to the increased enrollment. We are

developing new ways to reach more of the intended target audience (for example: high

school recruitment) to expand the demographics that currently attend.


2. Does the program composition (demographics) reflect the defined target population(s)?

Why or why not?

The student population in the Computer Support Technician program has shifted

dramatically from 2009‐2010 to 2013‐2014. In 2009, most of the students were over the age

of 25; however, the program is currently attracting a much greater number of students

younger than age 25. More importantly, we need to increase the diversity of students.

Currently, the vast majority of students who currently enroll are white (76%) males (94%).

3. If there are admissions criteria, academic standards, or assessment requirements for the

program, are they appropriate and do they facilitate program and student success (based on

your review of external data and course success data)?

This is appropriate for entrance into Job Training programs. Since implementing WorkKeys

as an entrance requirement, completion rates in Computer Support Technician have

increased from 59% in 2011‐12 to 94% in 2013‐14.

The Computer Support Technician program uses the recommendations from the

ACT/WorkKeys job profiling database for scores for “Computer User Support Specialists”

(O*Net Code: 15‐1151.00) as entrance requirements:

Applied Mathematics = >5.5

Locating Information = >4.5

Reading for Information = >5.5

For applicants that do not meet the entrance requirements, Job Training has a Fast‐Track

Lab where students can use Key Train (supplemental tutoring software for WorkKeys) to

work on their skills gap. The Fast‐Track lab is staffed by a tutor to assist students when

necessary.

4. Are changes to the admissions or waitlist processes needed?

(No) The admissions requirements are appropriate for this program. There is not a wait list

for this program.

Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Mission/Purpose Yes NoTarget Audience Yes No

Program Admissions Yes No


Program Data

Program Enrollment & Student Progress

Review & Documentation:

Please see Appendix A (Application, Enrollment, and Graduation)

Student Applications Student applications increased from 10 in 2009‐2010 to 87 in 2013‐2014.

Student Enrollment New student enrollment decreased from 40 in 2009‐2010 to 17 in 2013‐2014.

Student Retention & Graduation (Student Completion) The completion rate has increased over the study from 75% in 2009‐2010 to 94% in

2013‐2014.


1. Is the program consistently attracting new students?

(Yes) Especially in 2014‐2015, the Computer Support Technician program has attracted and

enrolled more students than in recent years. Job availability in West Michigan has increased,

coupled with the market’s realization that tablets cannot fully replace the power and flexibility

of a PC. There also seems to be a backlash in the market that is frowning upon continuing with

a “disposable computer market” that was created with the popularity and proliferation of

inexpensive tablets.

2. Is the enrollment trend meeting established targets, ensuring program viability? If

targets for enrollment have not been established, what should they be? What could be

done to increase enrollment (if this is found to be necessary)?

A. (Yes) In 2009‐2010 there were 10 applicants and in 2013‐2014 there were 87

applicants.

B. Over the study, we have not met the target enrollment; however, the enrollment for

2014‐2015 has dramatically improved.


C. Enrollment follow though

3. Do students appear to be progressing through the program well? Are there concerns in

this area?

(Yes) They are completing the program and achieving gainful employment in the IT field while

some articulate their credits toward a CIS program in pursuit of an associate’s degree.

(No) Concerns

4. Is the yearly ratio of the number of students enrolled to the number of graduates

appropriate given program goals? Why or why not?

(Yes) The completion goal was 70% and the completion in 2009‐2010 was at 75%. In 2013‐2014

the completion rate increased to 94% and the goal is at 80% after we implemented WorkKeys

as an entrance assessment.

5. Are the various sub‐populations meeting the targets for enrollment and graduation at

the same rate?

(Yes) The sub‐population target is being met for enrollment and graduation.

Program Outcomes


Program Outcomes

Prepare students for employment in the IT field as Computer Support Technicians by providing learning opportunities that are in line with and meet the expectations/standards established by CompTIA.

Prepare students for higher/transfer education by providing learning opportunities that establish required foundational skills.

Data for Program Outcomes


Feedback received from Advisory Board members, local companies and current/former

students who are either working in the IT field and/or as Computer Support Technicians,

as well as have transferred to GRCC credit CIS programs, validates the Job Training

Computer Support Technician is successfully fulfilling Program Outcomes.


1. Are these Program Outcomes appropriate given the target audience and intent for the

program? If not, please list what the new Program Outcomes should be.

(Yes) Program outcomes are appropriate.

2. What does the data trend for the Program Outcomes tell you? What are the implications for

these data?

All the data we have received informs us that the program outcomes are meeting local

industry standards.


Applications Yes NoStudent Enrollment Yes NoStudent Retention & Graduation (Student Completion) Yes NoProgram Outcomes Yes No

Program Curriculum

History


Program curriculum is continually being evaluated to ensure it meets the needs of the students,

employers, and articulation into credit class at GRCC by meeting the criteria and objectives

established by CompTIA and receiving feedback from the Advisory Board and local employers.

Job Training Computer Support Technician program is continuously assessed to stay current

with industry and technology standards, as well as maintaining the articulation agreement with

the GRCC CIS programs to provide students with a total of 11 credits.


External Standards & Certifications


External Standards

The Computer Support Technician program uses the criteria, objectives, and learning outcomes of CompTIA’s A+ Technician certification. While A+ certification is not a part of the program, it is strongly encouraged. For nearly 10 years, the Computer Support Technician program has maintained a partnership with CompTIA through their “Education 2 Careers” (E2C) program, which benefits our students by allowing us to offer them drastically discounted vouchers for certification.

Program Certifications

Upon completing the Job Training Computer Support Technician program the student will receive a certificate of completion.

Curriculum Crosswalk Please see Appendix B (Curriculum Crosswalk)


1. To what extent is the program curriculum aligned with the K‐12 standards? Are the current

courses well aligned with the K‐12 expectations? Are textbooks and student materials in the

initial coursework at the appropriate level given their high school preparation? If there is not

alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the

opportunity for articulated credits.

While there are many computer tech programs available for K12, particularly CCNA and

MCP programs, we are not aware of any that provide education or training for the CompTIA

A+ certification. Articulation is not an option as Job Training programs are non‐credit.

Textbooks and workbooks are at the appropriate levels and supplemental video

presentations are also used.

2. To what extent is the program curriculum aligned with external professional standards

(Industry, State, or National)? Are the current courses within the program or discipline

appropriately and sufficiently addressing external standards? What changes should be made to

ensure alignment? Are new courses needed? Do additional competencies from the standards

need to be added or eliminated in courses? Please explain.


The Computer Support Technician Job Training Program curriculum is closely aligned with

globally recognized external professional/industry standards through CompTIA A+ certification

criteria. This alignment has been confirmed and validated by the Computer Support Technician’s

advisory committee, in addition to the employers who regularly hire our graduates.

Program Learning Outcomes


Students will be able to demonstrate the skills and abilities associated with

installing, repairing, uninstalling, supporting, customizing, maintaining, and

troubleshooting all aspects of PC hardware


installing, configuring, uninstalling, supporting, customizing, maintaining, and

troubleshooting all aspects of current Windows operating systems


protecting and securing PCs from all forms of malware (logical intrusions) as well as

hardware devices used for malicious intent (physical intrusions).


connecting, configuring, installing, repairing, uninstalling, supporting, maintaining,

and troubleshooting wired and wireless network connections

Evaluation Question:

1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, and

attitudes expected of students by the end of the program? Are they aligned with the

standards identified in previous work? Are they clearly stated and measurable? If not, what

changes are suggested? Document the revised Program Learning Outcomes here.

(Yes) The program learning outcomes are aligned with current industry standards.


Program Structure & Sequence


Job Training students submit a Job Training Application and complete the WorkKeys assessment to determine if the Computer Support Technician program is appropriate for the student. If the student’s scores do not meet the minimum criteria, then the student can choose to attend the Fast Track Lab, secure funding, and attend New Student Orientation.


1. What changes to the program structure are being proposed to ensure that the target student

population and current student population (traditional, transfer, and/or adult learners) are

successful? Please explain.

No changes are being proposed. This is a successful program in preparing students to work as

Computer Support Technicians.

2. Are there pre‐requisite courses that need to be added to the program?

(No)

3. Are all four of the ILOs and associated competencies integrated into the program? Do

students have the opportunity to build the knowledge, skills, and attitudes associated

with the ILOs throughout the program?

Yes the four ILOs being (Communication, Critical Thinking, Social Responsibility, and Personal

Responsibility) are integrated into the program. (See Appendix C)


Program structure/sequence Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K‐12 Yes No Program Learning Outcomes Yes No


ILOs Certifications Internship Yes No Pre‐requisites Yes No Online Offerings Yes No

Assessment of Student Learning

Assessment of Student Learning


Please see Appendix C (Assessment Project) Program Learning Outcome(s) assessed this year Students were tested on the seven steps of the laser printing process and the major

physical components that are required by laser printers.

Measures of Student Learning The students read chapter 21 “Supporting Printers,” participated in active discussions

regarding the seven steps of the laser printing process along with the major physical

components that are required by laser printers to operate correctly, and then

completed an exam on the material.

Initial Data and Findings Pre‐assessment consisted of 6 students all 6 students failed the examination.

Pre‐assessment Performance

Highest Pre‐assessment Score 61%

Average Pre‐assessment Score 42%

Lowest Pre‐assessment Score 11%

Post‐assessment consisted of the same 6 students and all 6 students successfully passed the examination.

Post‐assessment Performance

Highest Post‐assessment Score 100%

Average Post‐assessment Score 90%

Lowest Post‐assessment Score 72%


Curricular or Pedagogical Changes Implemented Students received a custom detailed study guide, additional active discussions were facilitated to ensure understanding and knowledge retention, as well as several technical videos depicting each steps of the laser printing process and the major physical components that are required by laser printers to operate correctly. Data and Findings (post improvement/change) The pedagogical changes proved successful as all students failed the examination the first time, and all of the students passed the exam the second time after the aforementioned materials were provided and activities occurred.

Preparing for the Future

Job and wage forecasts/Employment


Please see Appendix D – Regional Employment Forecasts

Please see Appendix E – Peer Institution Information

Job and Wage forecasts Environmental Scanning/Trends


1. Are students obtaining employment upon graduation at satisfactory rates?

(Yes) Currently there is a 80% placement rate of students in the field.

2. Do the job projections and wages data suggest that this program will be viable over the next

four years?

(Yes)


3. Is the number of graduates aligned with the market need (job forecasts/transfer

institutions)?

(No) The market is growing in demand and more computer support technicians are needed.

Peer Institutions



1. Are peer institutions offering this program at the same level (certificate, associate’s degree)?

Is the program offered at a bachelor’s degree? If so, could a pre‐major program be created?

(Yes) In fact, GRCC’s CIS department is developing its own associate’s degree for computer

support.

2. Are there any institutions with whom GRCC could explore articulation agreements?

(No) The Job Training program is non‐credit and has an articulation agreement with the

GRCC School of work force development.

Facilities & Equipment


Each student has access to a classroom computer maintained by GRCC’s IT department and a lab

computer that they completely disassemble and reassemble. Students also install and explore all

three operating systems that that they will be tested on while taking the 220‐801 and 220‐802:

Windows XP, Windows Vista, and Windows 7. They also have a myriad of other hardware,

software, networking equipment, and access to the internet to enhance their learning.


1. What did you learn from the PROE Student Survey results? Will you take any actions with

the program as a result of what you have learned?

(No) Job training students were not give the (PROE)


2. What did you learn from the Advisory Board Survey results? Will you take any actions with

the program as a result of what you have learned?

(Yes) We learned many things: 1) employers suggested that more time be spent discussing

the growing variety of IT jobs available for our graduates, 2) teach students how to

communicate better with customers and increase an emphasis on soft skills, 3) perform

mock interviews, 4) teach students how to better assess a customer’s understanding of

technology and gauge the appropriate level of technical language/jargon, 5) students should

present to the class in order to feel more comfortable with public speaking in preparation

for future interaction with customers, and 5) develop apprenticeship and internship

opportunities for students.

All of these suggestions have been incorporated into the student experience for Computer

Support Technician Program, including a new apprenticeship program that has been

developed as a result of a partnership we have established with our own GRCC IT Team

where students receive real‐world hands‐on experience solving IT issues for real customers.

3. Are the resources sufficient to meet identified needs and goals for the next four years?

Please explain.

(Yes) The coursework is in place, the need of equipment updates are need to keep up with

industry standers; however,

4. Are the facilities and equipment adequate to facilitate teaching and learning? Please

explain.

(Yes) However, students would benefit from different and more mobile form factors for

disassembly and reassembly, specifically laptops and tablets.

Action Needed

Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Job & Wage Forecasts Yes No

Collaboration Opportunities with Peers Yes No

Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No


Work Products

Curriculum Crosswalk (See Appendix B)


Appendix A – Application, Enrollment, and Graduation

Application, Enrollment, and Graduation A. Applications

B. Enrollment and Graduation 1. All Students

2. Demographics of Students Enrolled


C. Number of Students Earning Certificate, by Year


Appendix B – Curriculum Crosswalk


Appendix C – Assessment Project

Job Training – Computer Support Technician

Program Outcomes: Upon completing the program, students will be able to: 1. Be qualified to work as a Computer Support Technician 2. Achieve the CompTIA A+ Certification 3. Pursue the CompTIA Network+ Certification, having been trained in networking essentials 4. Have a foundation for continuing education to prepare for other IT fields, i.e.

Network Administrator

IT Manager

Network Analyst

Help Desk Specialist

Program Learning Outcomes

ILO Measure Findings / Improvements / Impact

Status, Winter 14

Build a computer from scratch

Critical Thinking Direct and impartial observation

I have found that it is critical to have new students tear down and rebuild a computer from scratch within the first week of their training. The impact of this improvement is that it builds up their confidence, self‐esteem, and a level of camaraderie that can be hard to develop, organically or otherwise later. Additionally, I have found that students benefit from rebuilding another student’s computer rather than their own, and that the impact of the exercise is further strengthened if none of the students are aware that they will not be rebuilding their own computers. It requires increased critical thinking on their part since none of the components are where they had placed them. It also ensures greater

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communication between the new students as they help each other rebuild the computers. Other findings are that it is helpful for me to learn a little bit about each of their backgrounds so that I can best pair up students for this exercise. Another critical finding is that when I explicitly encourage experienced/existing students to repeat the exercise and join the next group of students, I am surprised that as many as 20%‐30% of the existing students will take me up on the offer. I would have thought the number of students would have been far less, which just further proves to me the strength and importance of this exercise and the learning outcomes that it produces.

Use problem solving techniques to troubleshoot customer’s computer issues and find a workable solution

Critical Thinking Discussion, verbal response

This has been the most problematic outcome to improve, and all it took was empathy to solve it. What I couldn’t understand was why students would freeze when faced with a new problem they’ve never experienced before. This was especially problematic when assigning students to work on computers belonging to members of our community. I kept asking myself, why is this giving my students so much trouble, especially when my

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perception has been that groups of students who I’ve had in the past have struggled with this less. Turns out the answer was right in front of me, and all I needed to do was engage in empathy – to feel and experience what my students were experiencing – and what they were experiencing was that our textbook was treating process of troubleshooting differently every single time a different modality of computing was introduced. Once I discovered this, I codified all of the major forms of troubleshooting, and introduced it the same time every time to establish a strong base of understanding and comfort level. Troubleshooting is troubleshooting. And why our current text (and many others as well) treat troubleshooting differently if the subject is hardware or software or networking or security deeply confuses and frustrates students. Now when students are faced with a problem, they think about which of the following common troubleshooting strategies would prove to be the best place to start:

‐ Cold boot ‐ Divide and conquer ‐ Swap suspected bad

for known good ‐ Swap known good

for suspected bad


‐ Eliminate and simplify

‐ Focus on basics ‐ Do what you just

did, again ‐ Employ alternate

technologies and/or methods

‐ Try the least probable step(s)

The impact is that when a community member drops off a computer for us to work on, I simply ask, “Who would like to work on this computer?” My students not only feel empowered to solve problems that they were previously intimidated by, they are empowered and they make our customers happy.

Take other people’s computer issues and make them their own

Personal Responsibility

Discussion, verbal response, impartial observation

Just as it required empathy to improve my students’ ability to troubleshoot, it was encouraging my students to engage in empathy that has also improved their ability to “take other people’s computer issues and make them their own.” This was tricky to accomplish and direct attempts were unsuccessful. However, it is my indirect approach that has proven most impactful. By consistently asking my students about their own personal experiences with their PCs, especially issues that have or are causing them “great pain” has allowed me to repeatedly illicit the recognition from them that if they feel as

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frustrated as they do and they are knowledgeable and skilled at repairing PCs, how might someone who has less knowledge feel? But it is critical to leverage their feelings first. Sometimes it takes days before I can feel confident that they are ready to transition to thinking about the feelings of others. And when they are ready, they get it – and they are primed to express empathy for our clients even before they begin to talk about what problem they would like us to solve.

Keep up to date on new technologies

Communications, Critical Thinking

Discussion, Critical Assessment of Technology News on Daily Basis, Participation in Keynote Presentations and Technology Conferences

In the past, I would dedicate hours each day and put a lot of pressure on myself to prepare a well‐organized and thoughtful presentation on news that has only emerged within the last 24 hours. And while that was very effective in conveying information, what it did not do was inspire students to research and read emerging technology news on their own. Instead, now I regularly ask the class what news have they found that we should discuss. The impact is that I now have students who are excited to share IT news with me and others before I even have a chance to turn on my computer. What a difference! The additional benefit of this improvement is that it allows me to help my students “connect more dots” in regard to how the

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news may or may not relate to other recent news or developments / or even well‐established technologies. Now when I ask them, does this seem like an emerging technology that we should be prepared to support – they have an informed opinion.

Use effective interpersonal skills

Communications Direct observation

People who choose to enter into the computer field are notoriously poor at interpersonal communication. In the past, I have taken it upon myself to manage this communication between students, and between students and our customers. I have found that while this is helpful sometimes and even necessary, what improves interpersonal communication for my students is when I take more of an observational approach, and only stepping in when I feel that it is completely necessary. The significant difference is that later I will provide feedback about the interaction – why it went well, or why it did not, and what could have been done differently to improve the outcome either way.

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Demonstrate quality customer relations

Communications, Social Responsibility

Direct observation

For some reason, when Mark Dodd and I drafted these desired programmatic outcomes, we felt that

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“demonstrating quality customer relations” was different from “using effective interpersonal skills” – now I recognize that they are really the same thing, and I found out that the sooner I practice the aforementioned strategy for increasing my student’s interpersonal skills, that in turn creates a greater the impact that produces esults in improved quality of customer relations. However, in addition to this finding or realization is that I have become more transparent with my students about how I communicate with my own clients through my consulting. This provides them with an insight that I now recognize is terribly informative and impactful, especially when I communicate with them after they graduate and they convey how they are developing strong customer relations using the same language and phraseology that I used with them while they were in class. Another important part of this work is to demonstrate for the students how different forms of communication provide different challenges, which many of them come to fully realize how impactful that recognition can be and how their personal relationships benefit from this knowledge


and strategy as well. For instance, we discuss how a casual email message may be interpreted in a way that is opposite of how it was intended because the tone of voice is missing, or body language, etc. We discuss how with some clients, it may be best to always communicate with them using the same form of communication. Many students tell me that they never would have thought about this as a way of improving communication with certain people, but that they understand this as they think about their own relationships with friends and family.

Explain a computer issue clearly to a customer

Communications Discussion, verbal response, direct observation

This was another great challenge for me – how to improve my students’ ability to explain a computer issue clearly to a customer. Previous attempts failed miserably, and I tried so many different techniques… far too many to list. Yet, what worked was simple and easy, and once again, this is a two‐step process. First, I ask students to share issues they are having with their own computers (or computers belonging to other people that they are working on). As the student describes the problem, I call on other students to interpret what was said. I ask, “What is Joe saying

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about this?” “What might the problem be?” Inevitably, other students will respond that they don’t fully understand what their fellow student is saying. Then I will ask the student who had described the problem to provide clarification. Sometimes this can require a good portion of time in order for the class to understand what the student is saying – but more importantly, for the student to understand that the way in which they originally described the problem was not effective – and they have a whole class of their fellow students to provide that impactful feedback. I have to be careful about how this is done – some students can lose their patience with this exercise, so I am always careful to jump in, redirect, or terminate the “back and forth” that can occur. But I always provide a recap that is never directed at any particular student, but use the situation as an indirect way of identifying ways in which we can improve our communication of computer issues in a way that our customers can easily and readily understand. Second, I then ask students to explain to our customers what problem was resolved and how they resolved it. The first step prepares students for the types of


interactions/reactions that our clients sometimes have to what problems were found and what steps we took in order to fix them.

Critically think about employability and employment and continued education

Critical Thinking Require student feedback to assess critical thinking.

Created presentations, exercises, and assignments to address employability, continued education issues; Addressed misunderstanding and misconceptions in class and with individuals; Required students to complete hands‐on labs that addressed issues; Leveraged existing resources and required students adopt them in their job search strategies. Impact: Students are more employable and able to use critical thinking to begin building a career.

Assessed impact, survey results were not conclusive and contradictory to repeated, consistent, and impromptu statements made by students about the impact of new materials and methods. Findings show that verbal response from students to be most reliable over surveys, forms, or reports.


Pre‐assessm

ent and Post‐assessm

ent of the Seven Steps of the Laser Printing Process and the Laser Printer Componen

ts


Appendix D – Regional Employment Forecasts

Regional Employment Forecasts


Appendix E – Peer Institution Information

Completions, Comparisons

computer support technician mission/purpose, … training 2014-15...computer support technician...

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