grcc cis program review department annual report & program ... · these 3 programs will begin...

AA Pre‐Major Programs 2014‐2015……1

Department Annual Report & Program Review

2014‐2015

Department: Computer Information Systesm

Program(s):

Pre major CS AA Pre‐major CIS AA

Pre‐major Information Security AA CIS Networking AAAS CIS Programing AAAS

Computer Support Specialist AAAS Graphics/Web Development AAAS

Document Prepared By:

Luann G. Keizer, Department Head Judith Bezile Timothy Koets Kristin Roberts Andrew Rozema Kenneth Smith

Katie Vandermeer


Department Information

Annual Update

2014‐2015 was a year of significant curricular work for the CIS department. The following goals were

achieved:

A review of degrees resulted in realignments for clarity and updates. Three new programs were

created:

Pre‐major CIS AA

Pre‐major CS AA

Computer Support Specialist AAAS

These 3 programs will begin Fall 15 and will have annual student data collected. The first annual

report for these three degrees will be 2016.

The Information Security AA was realigned with industry certifications. The revised degree will be

offered initially Fall 15.

The six web and graphics degrees/certificates were realigned into a single Graphics/Web

Development AAAS. Approximately 120 students have been moved from discontinued

degree/certificates into the new streamlined degree

Networking AAAS and Programming AAAS were modified and updated. New courses, including the

CISCO Academy courses will be offered Fall 15. Changes in this degree are substantial and the

response from students to the upgrades have been extremely positive.

Nineteen two credit courses are in revision to be three credit courses to increase transferability. All

changes are effective Fall 2015

Seven degree and certificate programs were discontinued due to environmental/business employment

needs. This necessitated development of a discontinuation plan and extensive teach out plans. Programs

as of May 2015 have not yet been formally approved by administration.

Please refer to the Academic Program Review documents attached for degree program specifics.

Review & Documentation:

Current year goals Feedback from the 2013‐2014 Annual Report: 2013‐2014 Goals: Based on your report for the Computer Support Specialist, continued work is needed.

This program is currently in the new program development process and thus will need to be reviewed

next year. Program and student outcomes will also need to be included and/or revised.

Status: Complete


Digital PrePress is being discontinued, therefore goals and assessment work were not completed.

Status: Complete

Information Security: The curriculum, based on conversations with Davenport and Ferris, was not strong enough to transfer to BS degrees with two full years of credit. The decision has been made to follow a standards based curriculum that will insure students can transfer and are working toward certification as well. A plan and the outcomes will need to be addressed in next year’s year‐end report. Faculty will need certification as ISSA and SANS (as per our discussion on August 12, 2014). Identification of faculty members who will need to be certified should occur in Fall 2014. Status: Complete. Instructor certification to be complete July 2015.

Network Administration – 147 – This program also will need additional assessment. Perkins Core

Indicators do not meet state standards in completion or job placement.

Status: Complete

Web design/Graphics 160 The first goal for this year was to combine the AAAS digital graphic design degree (144), the AAAS in web design (160), and the AAAS in web design technical support (161) into one degree. This goal also included the discontinuation of the certificates in programs 162 and 163. This goal has been accomplished. Year end reports will no longer be needed on these programs once they are officially discontinued. Status: Complete

Your continued work on improving transfer and articulation agreements will assist your CIS students.

Program Accreditation/Professional Certifications: Certifications as ISSA and SANS will be an important

consideration for Information Security faculty.

Status: Complete

Considerations:

2013‐2014 Goals

Continued work to implement the program revisions in CIS is needed. Based on the documentation in the year end reports, this year has been a planning year. It is vital that assessment in the programs that are currently not being revised to include documentation of assessment. Faculty assessment projects should directly align to program and department needs in support of the College’s ENDS. The idea of assigning a faculty to each program for managerial purposes is useful and important for students and for curriculum development and assessment.

2014‐2015 Goals:


1. Please analyze part time student and graduation rates to determine patterns of success and

concern. The goal is to improve graduation rates for full and part time students including

certificate attainment and persistence.

Status: Perkins indicators are included in APR reports. Work continues to improve

graduation rates.

2. Please look for a renewed analysis and the development of an online course and program

delivery model to determine a 5 year plan.

Status: There has been a distinct change in the administrative perspective on online

learning. The lack of DLIT staff, the lack of upgrades to the Blackboard platform, the

inefficiency of the online course approval process, the new requirement to teach F2F classes

all contribute to not developing new classes or formulating a 5 year strategy. This has been

disappointing to CIS faculty who took great pride in developing high quality online options

for CIS students. We have lost the only online degree offering of Information Security due to

the above administrative decisions and we hope to change it in the future.

3. Ongoing programmatic and student learning outcome assessment will need to be

incorporated into departmental goals. Use of the faculty evaluation system component on

assessment will be critical to this work.

Status: With curricular work complete, this goal will be the focus of 2015‐2016.

4. Please outline a plan and identify the faculty who will pursue ISSA certification.

Status: Drew Rozema will be ISSA/CISCO certified by August 2015.

Core Indicator data –

1. Your goal will need to be to increase non‐traditional (female) enrollments and completions. I

look forward to supporting the projects that will be developed in FPE’s as a plan was not

submitted in Perkins for 2014‐2015.

Status: Core indicators were met for all degrees except IS and Networking. Goals have been

established for 2015‐2016

2. Completion rates in several programs will need to be monitored. Efforts to improve

persistence and thus graduation are to be strongly encouraged as a departmental goal. A

plan should be developed at key times for students regarding re‐enrollment and advising.

Status: this will be a focus of 2015‐2016

3. GRCC continues to be challenged by the low response rate from graduates. I look forward

to working with you and IRP to determine effective strategies to increase the rate of return

from our graduates.

Status: this will be a focus of 2015‐2016

Goals for next year With the completion of curriculum and degree realignment, the focus of 2015‐2016 will move to

the following topics:


Recruitment to offset declining enrollment

Establishing clear measurable program and course outcomes for each new degree.

Achieving state Perkins core indicators for non‐traditional (female) enrollments. We will

grow the Girls who Code relationship, participate in Women in STEM activities in the West

Michigan area and actively recruit in high schools.

Internal collaborations and partnerships Active recruiting in the GRCC math department for students to enroll in the CIS Computer Science pre‐major will be undertaken. Work with the Art department to differentiate graphics courses will be completed. External collaborations and partnerships Meetings each semester with major transfer partners : Ferris, Davenport, GVSU. This was one of the most edifying and positive outcomes of the curricular re‐work the last two years as we worked to build transfer relationships. All three partners asked to continue meeting once a semester. Recruiting in the career schools (KCTC and Careerline) will also be a focus to increase articulation and enrollment Departmental needs for support from other departments within the college None Program accreditation Updates None Description of departmental advising plan and outcomes Due to the large number of program and course changes, advising has been a major component of communications with students. CIS has conducted three open advising sessions for 146 students in 2015 and hundreds of one on one advising sessions to insure students had a plan of progression into new curriculum. Departmental professional development activities Please refer to FPE documents for a complete list of professional development activities. In general all staff completed Curriculog training, Blackboard enhancement training, CISCO and security certification training. Some staff was trained on data analytics. Student Awards Two CIS projects received the Armen Award: Drew Rozema and team for developing the mobile app for Festival 2015 Katie Vandermeer and team for 5th grade programming project. 5 CIS students were inducted into the honor fraternity for excellence in education

Evaluation Questions:


1. Were the department goals for this year successfully met? Please explain.

For the most part, yes. Discontinuation of programs initially submitted in 2013 have not been completed and teach out plans need to be done.

Recruiting and enrollment have become larger goals than originally scheduled.

Revising curriculum was a huge effort that worked fairly well. The CIS faculty is to be commended for strategy, effort and implementation.

2. Is the Advising Plan working well? What have the outcomes been for student advising?

As new degrees and course names/numbers were implemented, the need for student advising increased. All faculty have been trained in MyDegreePath and advise students as needed.

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:

Annual Goals Yes No External Collaborations & Partnerships Yes No Internal Collaborations & Partnerships Yes No Accreditation Yes No Departmental Advising Yes No

These are all ongoing annual goals that will be addressed in 2015/16. There are no new goals but those developed and implemented in 2014‐15 will continue.

Faculty & Staff

Faculty & Staff Annual Updates


Please review the CIS faculty FPE’s for credentials, certification, professional development,

accomplishments awards. Highlights are listed here.

Faculty Credentials & Certifications

With new curricula in the Networking and Information Security degrees, Katie

Vandermeer and Andrew Rozema need to be certified to teach required courses. Both

will be certified in 2015‐16.

Professional Development Activities Most development in 2015 revolved around curriculum changes included Curriculog, MyDegreePath, benchmarking strategies, the new MTA and advising techniques. EOL/Release Time Work


Faculty & Staff Accomplishments/Awards Armen Awards‐ Andrew Rozema team and Katie Vandermeer team, May 2015 Faculty Development for Upcoming Year Faculty development has been individually defined in FPEs


1. Can course assignments be made and scheduled based on the availability of

credentialed faculty? Yes, though as we move into CISCO and Information Security

courses that required certified faculty for the individual curricula, we will need to add

one additional certified instructor.

2. Is the number of departmental faculty that are certified to teach online and through

Academic Service Learning sufficient to achieve the curricular and delivery needs of the

department?

All CIS faculty are online certified and five of seven have had Academic Service learning

training.

3. Do the number and ratio of Full‐time/Adjunct faculty support the goals of the

department? Yes

4. Is the professional development faculty and staff are receiving sufficient for them to

maintain currency in their field and area(s) of expertise? Yes

5. Are additional faculty or faculty development resources needed to support the goals of

the department over the next four years? No

Action Needed


Faculty credentialing Yes No Faculty online certification Yes No Academic Service Learning Yes No Ratio Fulltime/Adjunct faculty Yes No Faculty professional development Yes No Resources Yes No


Information Security, A.A. (Pre‐Major)

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

Mission/Purpose


This degree provides the student with an Associates of Arts (A.A.) Degree, which can be transferred toward a Bachelors degree. The Information Security bachelor's Degree prepares individuals to assess the security needs of computer and network systems; recommend safeguard solutions, and manage the implementation and maintenance of security devices, systems, and procedures. Includes instruction in computer architecture, programming, and systems analysis; networking; telecommunications; cryptography; security system design; applicable law and regulations; risk assessment and policy analysis; contingency planning; user access issues; and troubleshooting. This program will prepare the student for the CompTIA Security+, Linux+, Cisco CCNA Security, and the EC‐Council's Certified Ethical Hacker (CEH) credential.

Evaluation Question:

Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? Yes.

Target Audience & Program Admission

Target audience is:

Students from Technical Centers (KCTC, Careerline)

New students interested in careers in Information Security

Those with technical degrees wanting to change career paths

Those wanting a community college education prior to transfer to a four year institution.

Information Security professionals who want to upgrade skills, refresh certifications.


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

Yes.


2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not? Yes, although the sample size is currently too small to make reliable statistical inferences. 2. 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)?

Not applicable. 3. Are changes to the admissions or waitlist processes needed? No.

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 No Target Audience Yes No Program Admissions Yes No

Program Data

Program Enrollment & Student Progress


New Student Enrollment New student enrollment is slowly increasing and is in line with other Michigan

institutions. Additionally with our revision to the curriculum we intend to further

facilitate student success at those institutions.

Total Student Enrollment The program currently has 16 full‐time and 29 part‐time students as of 2014.

Student Progress Although the curriculum is demanding student progress is satisfactory.


1. Is the program consistently attracting new students?


Yes. 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)? Although current enrollment targets haven’t been established it’s conceivable that one specialized instructor for this program will suffice at the outset. Assuming a steady class size of 24 students each cohort would ideally consist of 24 students, or 48 in a two‐year program, by that measure the program is in good shape. Looking to grow the program in the future, doubling that number is a good long‐term goal and recruitment efforts and outreach could help us to reach that target. 4. Do students appear to be progressing through the program well? Are there concerns

in this area?

Students appear to be progressing satisfactorily, and there are no concerns currently. 5. Is the yearly ratio of the number of students enrolled to the number of graduates

appropriate given program goals? Why or why not?

This program is too young to answer this question with any degree of certainty, but current progress would indicate that graduation ratios will be appropriate.

Program Outcomes


Program Outcomes

Program Outcomes:

1. Provide students who complete an AA degree the ability to transfer to a university to seek a Bachelor’s or higher degree in Information Security.

2. Increase the career potential of those already in the computer industry with skills and knowledge of the information security.

Data for Program Outcomes

This program is not old enough to have sufficient data for 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.


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

Not applicable.


New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Program Outcomes Yes No

Program Curriculum

History


This program was recently revised to keep pace with the rapidly changing IT environment and to bring it in line with nationally set standards of academic excellence.

Transferability


Equivalent Courses‐ Transfer Institutions

Currently all of the new core program courses should be transferable to partner institutions as they align with the NSA’s Center for educational excellence knowledge mapping. These include:


CIS ‐ 132 ‐ Linux I CIS ‐ 135 ‐ Microcomputer Operating Systems CIS ‐ 175 ‐ Introduction to Cisco Networking (CCNA I) CIS ‐ 176 ‐ Routing and Switching Essentials (CCNA II) CIS ‐ 177 ‐ Ethical Hacking I CIS ‐ 178 ‐ Principles of Info Security (Security +) CIS ‐ 232 ‐ Linux II CIS ‐ 273 ‐ Implementing Network Security (CCNA Security) CIS ‐ 276 ‐ Computer Forensics CIS ‐ 277 ‐ Ethical Hacking II Curriculum Benchmarking


Program/Catalog Link http://catalog.ferris.edu/programs http://www.davenport.edu/programs/te

Catalog Description

As the only program of its kind in

the country, Ferris State

University’s Information Security &

Intelligence (ISI) program is at the

forefront in its response to the

need for skilled workers in

Information Security/Data

Analysis/Digital Forensics.

Developed with input from

industry, the U.S. Department of

Homeland Security, the Pentagon,

and investigative agencies this

The Bachelor of Science in Network

Security program prepares students to

create and implement network security

policies for an organization. In addition

to network security fundamentals, this

program also includes the knowledge and

skills to perform administrative oversight

of disaster recovery, information

assurance, and other network security

policies. Hands‐on coursework will

provide more advanced security skills in a

variety of hardware and software

Admissions Requirements

New Students: 3.0 high school GPA

(on a 4.0 scale) and an ACT

composite score of 22. Transfer

Students: Combined college or

university GPA of 2.7 (on a 4.0

scale) from all institutions

attended. GPA is based on

completion of 12 credit hours or

more. Transfer equivalency for FSU

ENGLISH 150 or placement during

the first semester at FSU which

would require an ACT English score

of 16 or higher; Compass score 70

– 100. Transfer equivalency for FSU

MATH 115 or placement during the

first semester at FSU which would

require an ACT Math score of 19 or

higher; Compass Algebra score 46 ‐

74 and HS Algebra with 2.0.Course Name Credit/

Contact

Hours

Course Name Credit/

Contact

Hours

Criminology Credit/Contact

Hours

General Education Courses Gen Education Foundations of Excellence: 36 to 37

Humanities

Choose one: COMM 120 ‐ Presentation Techniques 3

COMM 105 ‐ Interpersonal Comm 3 ACES 100 ‐ Achieving Career & Ed Success 3

or

COMM 121 ‐ Fundamentals ‐ Pub 3

Foreign Language Conc (transfer) 12

Social Science

Cultural Electives: 9 SOCS 201 ‐ Diversity in Society 3

(one @ 200 level + and one foreign lang recomSOCS 301 ‐ Glob & World Diversity 3

Social Awareness Electives: 9

(one @ 200 level +)

Math/Science

Lab Science Elective 4 MTH 125 ‐ Intermediate Algebra 3

Science Elective 3 to 4 MTH 135 ‐ College Algebra 3

MATH 115 ‐ Intermed Algebra 3 PHYS 100/PHYS 100L ‐ Applied Phys + Lab 3

(If Math ACT is 24+, subs a gen elect) Choose one of the following:

MATH 140 ‐ Finite Mathematics, MATH 15 3 to 4

STAT 220 ‐ Intro to Stats 3

Writing/Composition

ENGL 150 ‐ English 1 3 ENGL ‐ 109 Composition 3

ENGL 250 ‐ English 2 3 ENGL ‐ 110 Adv Composition 3

Choose One: ENGL ‐ 311 Professional Writing 3

ENGL 311 ‐ Adv Tech Writing or ENG 3

Program/Major Courses

Major: 69 Foundations of Business: 9 to 10

CIS ‐ 132 ‐ Linux I ACCT 201 ‐ Princ of Accntg 1 3 ACCT 200 or ACCT 201 ‐ Acc Basics for Ma 3 to 4

CIS ‐ 135 ‐ Microcomputer OHSCJ 202 ‐ Intro to Info Sec 3 BUSN 210 ‐ Prof Ethics 3

CIS ‐ 175 ‐ Introduction to Ci HSCJ 310 ‐ Dig Forensics & Analysis 3 MGMT 211 ‐ Manag Foundations 3

CIS ‐ 176 ‐ Routing and SwitcHSCJ 317 ‐ Fraud Examination 3 Foundations of Technology: 21

CIS ‐ 177 ‐ Ethical Hacking I ISIN 200 ‐ All things Digital 3 BITS 211 ‐ Micro App; Spreadsheets 3

CIS ‐ 178 ‐ Principles of Info SISIN 300 ‐ Link & Visual Analysis 3 CISP 111 ‐ Req Planning & Dev 3

CIS ‐ 232 ‐ Linux II ISIN 301 ‐ Data‐Intelligence Comp 3 GPMT 287 ‐ Princ of Proj Management 3

CIS ‐ 273 ‐ Implementing Ne ISIN 305 ‐ Dev a Web Presence 3 NETW 101 ‐ PC Operating Systems 3

CIS ‐ 276 ‐ Computer Forensi ISIN 308 ‐ 3 NETW 141 ‐ MS Client & Server OS 3

CIS ‐ 277 ‐ Ethical Hacking II ISIN 312 ‐ App of Info Security 3 NETW 201 ‐ PC Maint & Management 3

ISIN 325 ‐ 3 NETW 217 ‐ UNIX Op System 3

ISIN 380 ‐ Current Issues in ISIN 3 Major: 48

ISIN 429 ‐ Legal‐Ethical Issues 3 IAAS 224 ‐ Impl Network Security 3

ISIN 491 ‐ ISI Internship 3 IAAS 245 ‐ Diasaster Recovery 3

ISIN 499 ‐ Capstone Experience 3 IAAS 321 ‐ Securing the Infrastructure 3

ISYS 200 ‐ Database Design ‐ Imple 3 IAAS 322 ‐ Network Def/Countermeasure 3

MGMT 301 ‐ Applied Managmnt 3 IAAS 325 ‐ Wireless Networking & Sec 3

MGMT 350 ‐ Mgmt Metrics & Dec m 3 IAAS 481 ‐ Infor Security & Assurance 3

MKTG 321 ‐ Princ of Marketing 3 NETW 151 ‐ Cisco Networking Fund 3

PROJ 320 ‐ Proj Mgmt Fund 3 NETW 152 ‐ Cisco Routing & Switching 3

STQM 260 ‐ Intro to Stats 3 NETW 235 ‐ UNIX/Linus Server Admin 3

STQM 270 ‐ Intro to Data Mining 3 NETW 241 ‐ MS Implement Network Infr 3

STQM 360 ‐ Risk Analysis & Strat 3 NETW 251 ‐ Cisco Scaling Networks 3

ISYS 325 ‐ Networking Essentials 3 NETW 252 ‐ Cisco Connecting Networks 3

ISIN 335 ‐ Pen Testing & Cloud Sec 3 NETW 326 ‐ IP Telephoney 3

ISYS 277 ‐ Linux Network Admin 3 NETW 341 ‐ MS Plan & Implement Active D 3

HSCJ 315 ‐ Adv Dig Forensics 3 NETW 490 & TECH 489 Networking Intrnsh 3

ISIN 430 ‐ Pen Testing & Mobile Sec 3 TECH 497 ‐ College of Tech Capstone 3

CONGENTRATIONS: Choose One 3

Data Mining Conc (Big Rapids)

ISIN 335 P T i & Cl d 3

GRCC Proposed Curriculum Davenport UniversityFerris State University


Based on our analysis the new curriculum should work well with both of our primary transfer partners,

additionally since the Ferris degree tends to be business focused on the Davenport degree more

technology focused, classes offered in other majors will help students complete their degree and may

lead to 3+1 arrangements in the future.


1. To what extent are the existing courses aligned with the equivalent courses offered at transfer institutions? Which courses need to be updated to ensure alignment and transferability?

The most recent curriculum revision ensures that courses are aligned with our transfer institutions.

Curriculum Delivery


This program is marketed as a “all online” degree. However, the new courses in the program, namely

the two Cisco Academy courses, and the two ethical hacking courses need to be approved for online

delivery before that will be a reality. These courses include:

CIS ‐ 175 ‐ Introduction to Cisco Networking (CCNA I)

CIS ‐ 176 ‐ Routing and Switching Essentials (CCNA II)

CIS ‐ 177 ‐ Ethical Hacking I

CIS ‐ 277 ‐ Ethical Hacking II

Courses Approved for Online Delivery

CIS ‐ 132 ‐ Linux I

CIS ‐ 135 ‐ Microcomputer Operating Systems

CIS ‐ 178 ‐ Principles of Info Security (Security +)

CIS ‐ 232 ‐ Linux II

CIS ‐ 273 ‐ Implementing Network Security (CCNA Security)

CIS ‐ 276 ‐ Computer Forensics

Honors Courses

NA


Study Away Courses

NA


1. Is experiential learning, including internships and academic service learning, systematically embedded into the courses? Are the current experiential learning opportunities sufficient? Please explain.

Currently the intention is to revise the curriculum to include opportunities for internship and service learning. The plan is to make the 276 course and elective which can be replaced with a service learning focused class or an internship.

2. Are the online offerings (courses & number of sections) sufficient to meet student and programmatic needs?

Currently the four courses required to be developed for online delivery represent a challenge to students looking to take this degree in an all online format.

3. Are the honors and study away offering sufficient for the program?

Yes.


Curriculum alignment Transfer Institutions Yes No Honors Program Yes No Study Away Program Yes No Academic Service Learning Yes No Course sequencing Yes No Pre‐requisites Yes No Online Offerings (courses & programs) Yes No


Preparing for the Future

Peer Institutions



1. Are there any institutions with whom GRCC could explore articulation agreements? Yes Davenport and Ferris could both create official articulation agreements.

Facilities & Equipment



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

Plans are in place to make this so. However currently the CIS department lacks appropriate hands‐on equipment to allow in seat students a complete experience.

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

Again plans are in place to make sure the equipment is available for students and this is expected to be completed early next semester.

Action Needed


Collaboration Opportunities with Peers Yes No

Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No

Work Products

Curriculum Benchmarking


Information Security, A.A. (Pre‐Major)


Mission/Purpose


This degree provides the student with an Associates of Arts (A.A.) Degree, which can be transferred toward a Bachelors degree. The Information Security bachelor's Degree prepares individuals to assess the security needs of computer and network systems; recommend safeguard solutions, and manage the implementation and maintenance of security devices, systems, and procedures. Includes instruction in computer architecture, programming, and systems analysis; networking; telecommunications; cryptography; security system design; applicable law and regulations; risk assessment and policy analysis; contingency planning; user access issues; and troubleshooting. This program will prepare the student for the CompTIA Security+, Linux+, Cisco CCNA Security, and the EC‐Council's Certified Ethical Hacker (CEH) credential.


Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? Yes.


Target audience is:

Students from Technical Centers (KCTC, Careerline)

New students interested in careers in Information Security

Those with technical degrees wanting to change career paths

Those wanting a community college education prior to transfer to a four year institution.

Information Security professionals who want to upgrade skills, refresh certifications.



Yes.


2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not? Yes, although the sample size is currently too small to make reliable statistical inferences. 7. 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)?

Not applicable. 8. Are changes to the admissions or waitlist processes needed? No.



Program Data



New Student Enrollment New student enrollment is slowly increasing and is in line with other Michigan

institutions. Additionally with our revision to the curriculum we intend to further

facilitate student success at those institutions.

Total Student Enrollment The program currently has 16 full‐time and 29 part‐time students as of 2014.

Student Progress Although the curriculum is demanding student progress is satisfactory.




Yes. 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)? Although current enrollment targets haven’t been established it’s conceivable that one specialized instructor for this program will suffice at the outset. Assuming a steady class size of 24 students each cohort would ideally consist of 24 students, or 48 in a two‐year program, by that measure the program is in good shape. Looking to grow the program in the future, doubling that number is a good long‐term goal and recruitment efforts and outreach could help us to reach that target. 9. Do students appear to be progressing through the program well? Are there concerns

in this area?

Students appear to be progressing satisfactorily, and there are no concerns currently. 10. Is the yearly ratio of the number of students enrolled to the number of graduates



Program Outcomes


Program Outcomes

Program Outcomes:

1. Provide students who complete an AA degree the ability to transfer to a university to seek a Bachelor’s or higher degree in Information Security.

2. Increase the career potential of those already in the computer industry with skills and knowledge of the information security.


This program is not old enough to have sufficient data for program outcomes.



Yes.



Not applicable.


New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Program Outcomes Yes No

Program Curriculum

History



Transferability



Currently all of the new core program courses should be transferable to partner institutions as they align with the NSA’s Center for educational excellence knowledge mapping. These include:


CIS ‐ 132 ‐ Linux I CIS ‐ 135 ‐ Microcomputer Operating Systems CIS ‐ 175 ‐ Introduction to Cisco Networking (CCNA I) CIS ‐ 176 ‐ Routing and Switching Essentials (CCNA II) CIS ‐ 177 ‐ Ethical Hacking I CIS ‐ 178 ‐ Principles of Info Security (Security +) CIS ‐ 232 ‐ Linux II CIS ‐ 273 ‐ Implementing Network Security (CCNA Security) CIS ‐ 276 ‐ Computer Forensics CIS ‐ 277 ‐ Ethical Hacking II Curriculum Benchmarking


Program/Catalog Link http://catalog.ferris.edu/programs http://www.davenport.edu/programs/te

Catalog Description

As the only program of its kind in

the country, Ferris State

University’s Information Security &

Intelligence (ISI) program is at the

forefront in its response to the

need for skilled workers in

Information Security/Data

Analysis/Digital Forensics.

Developed with input from

industry, the U.S. Department of

Homeland Security, the Pentagon,

and investigative agencies this

The Bachelor of Science in Network

Security program prepares students to

create and implement network security

policies for an organization. In addition

to network security fundamentals, this

program also includes the knowledge and

skills to perform administrative oversight

of disaster recovery, information

assurance, and other network security

policies. Hands‐on coursework will

provide more advanced security skills in a

variety of hardware and software

Admissions Requirements

New Students: 3.0 high school GPA

(on a 4.0 scale) and an ACT

composite score of 22. Transfer

Students: Combined college or

university GPA of 2.7 (on a 4.0

scale) from all institutions

attended. GPA is based on

completion of 12 credit hours or

more. Transfer equivalency for FSU

ENGLISH 150 or placement during

the first semester at FSU which

would require an ACT English score

of 16 or higher; Compass score 70

– 100. Transfer equivalency for FSU

MATH 115 or placement during the

first semester at FSU which would

require an ACT Math score of 19 or

higher; Compass Algebra score 46 ‐

74 and HS Algebra with 2.0.Course Name Credit/

Contact

Hours

Course Name Credit/

Contact

Hours

Criminology Credit/Contact

Hours

General Education Courses Gen Education Foundations of Excellence: 36 to 37

Humanities

Choose one: COMM 120 ‐ Presentation Techniques 3

COMM 105 ‐ Interpersonal Comm 3 ACES 100 ‐ Achieving Career & Ed Success 3

or

COMM 121 ‐ Fundamentals ‐ Pub 3

Foreign Language Conc (transfer) 12

Social Science

Cultural Electives: 9 SOCS 201 ‐ Diversity in Society 3

(one @ 200 level + and one foreign lang recomSOCS 301 ‐ Glob & World Diversity 3

Social Awareness Electives: 9

(one @ 200 level +)

Math/Science

Lab Science Elective 4 MTH 125 ‐ Intermediate Algebra 3

Science Elective 3 to 4 MTH 135 ‐ College Algebra 3

MATH 115 ‐ Intermed Algebra 3 PHYS 100/PHYS 100L ‐ Applied Phys + Lab 3

(If Math ACT is 24+, subs a gen elect) Choose one of the following:

MATH 140 ‐ Finite Mathematics, MATH 15 3 to 4

STAT 220 ‐ Intro to Stats 3

Writing/Composition

ENGL 150 ‐ English 1 3 ENGL ‐ 109 Composition 3

ENGL 250 ‐ English 2 3 ENGL ‐ 110 Adv Composition 3

Choose One: ENGL ‐ 311 Professional Writing 3

ENGL 311 ‐ Adv Tech Writing or ENG 3

Program/Major Courses

Major: 69 Foundations of Business: 9 to 10

CIS ‐ 132 ‐ Linux I ACCT 201 ‐ Princ of Accntg 1 3 ACCT 200 or ACCT 201 ‐ Acc Basics for Ma 3 to 4

CIS ‐ 135 ‐ Microcomputer OHSCJ 202 ‐ Intro to Info Sec 3 BUSN 210 ‐ Prof Ethics 3

CIS ‐ 175 ‐ Introduction to Ci HSCJ 310 ‐ Dig Forensics & Analysis 3 MGMT 211 ‐ Manag Foundations 3

CIS ‐ 176 ‐ Routing and SwitcHSCJ 317 ‐ Fraud Examination 3 Foundations of Technology: 21

CIS ‐ 177 ‐ Ethical Hacking I ISIN 200 ‐ All things Digital 3 BITS 211 ‐ Micro App; Spreadsheets 3

CIS ‐ 178 ‐ Principles of Info SISIN 300 ‐ Link & Visual Analysis 3 CISP 111 ‐ Req Planning & Dev 3

CIS ‐ 232 ‐ Linux II ISIN 301 ‐ Data‐Intelligence Comp 3 GPMT 287 ‐ Princ of Proj Management 3

CIS ‐ 273 ‐ Implementing Ne ISIN 305 ‐ Dev a Web Presence 3 NETW 101 ‐ PC Operating Systems 3

CIS ‐ 276 ‐ Computer Forensi ISIN 308 ‐ 3 NETW 141 ‐ MS Client & Server OS 3

CIS ‐ 277 ‐ Ethical Hacking II ISIN 312 ‐ App of Info Security 3 NETW 201 ‐ PC Maint & Management 3

ISIN 325 ‐ 3 NETW 217 ‐ UNIX Op System 3

ISIN 380 ‐ Current Issues in ISIN 3 Major: 48

ISIN 429 ‐ Legal‐Ethical Issues 3 IAAS 224 ‐ Impl Network Security 3

ISIN 491 ‐ ISI Internship 3 IAAS 245 ‐ Diasaster Recovery 3

ISIN 499 ‐ Capstone Experience 3 IAAS 321 ‐ Securing the Infrastructure 3

ISYS 200 ‐ Database Design ‐ Imple 3 IAAS 322 ‐ Network Def/Countermeasure 3

MGMT 301 ‐ Applied Managmnt 3 IAAS 325 ‐ Wireless Networking & Sec 3

MGMT 350 ‐ Mgmt Metrics & Dec m 3 IAAS 481 ‐ Infor Security & Assurance 3

MKTG 321 ‐ Princ of Marketing 3 NETW 151 ‐ Cisco Networking Fund 3

PROJ 320 ‐ Proj Mgmt Fund 3 NETW 152 ‐ Cisco Routing & Switching 3

STQM 260 ‐ Intro to Stats 3 NETW 235 ‐ UNIX/Linus Server Admin 3

STQM 270 ‐ Intro to Data Mining 3 NETW 241 ‐ MS Implement Network Infr 3

STQM 360 ‐ Risk Analysis & Strat 3 NETW 251 ‐ Cisco Scaling Networks 3

ISYS 325 ‐ Networking Essentials 3 NETW 252 ‐ Cisco Connecting Networks 3

ISIN 335 ‐ Pen Testing & Cloud Sec 3 NETW 326 ‐ IP Telephoney 3

ISYS 277 ‐ Linux Network Admin 3 NETW 341 ‐ MS Plan & Implement Active D 3

HSCJ 315 ‐ Adv Dig Forensics 3 NETW 490 & TECH 489 Networking Intrnsh 3

ISIN 430 ‐ Pen Testing & Mobile Sec 3 TECH 497 ‐ College of Tech Capstone 3

CONGENTRATIONS: Choose One 3

Data Mining Conc (Big Rapids)

ISIN 335 P T i & Cl d 3

GRCC Proposed Curriculum Davenport UniversityFerris State University


Based on our analysis the new curriculum should work well with both of our primary transfer partners,

additionally since the Ferris degree tends to be business focused on the Davenport degree more

technology focused, classes offered in other majors will help students complete their degree and may

lead to 3+1 arrangements in the future.


2. To what extent are the existing courses aligned with the equivalent courses offered at transfer institutions? Which courses need to be updated to ensure alignment and transferability?

The most recent curriculum revision ensures that courses are aligned with our transfer institutions.

Curriculum Delivery


This program is marketed as a “all online” degree. However, the new courses in the program, namely

the two Cisco Academy courses, and the two ethical hacking courses need to be approved for online

delivery before that will be a reality. These courses include:

CIS ‐ 175 ‐ Introduction to Cisco Networking (CCNA I)

CIS ‐ 176 ‐ Routing and Switching Essentials (CCNA II)

CIS ‐ 177 ‐ Ethical Hacking I

CIS ‐ 277 ‐ Ethical Hacking II


CIS ‐ 132 ‐ Linux I

CIS ‐ 135 ‐ Microcomputer Operating Systems

CIS ‐ 178 ‐ Principles of Info Security (Security +)

CIS ‐ 232 ‐ Linux II

CIS ‐ 273 ‐ Implementing Network Security (CCNA Security)

CIS ‐ 276 ‐ Computer Forensics

Honors Courses

NA


Study Away Courses

NA





Currently the four courses required to be developed for online delivery represent a challenge to students looking to take this degree in an all online format.

3. Are the honors and study away offering sufficient for the program?

Yes.


Curriculum alignment Transfer Institutions Yes No Honors Program Yes No Study Away Program Yes No Academic Service Learning Yes No Course sequencing Yes No Pre‐requisites Yes No Online Offerings (courses & programs) Yes No



Peer Institutions



2. Are there any institutions with whom GRCC could explore articulation agreements? Yes Davenport and Ferris could both create official articulation agreements.





Plans are in place to make this so. However currently the CIS department lacks appropriate hands‐on equipment to allow in seat students a complete experience.

4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain. Again plans are in place to make sure the equipment is available for students and this is expected to be completed early next semester.

Action Needed



Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No

Work Products

Curriculum Benchmarking


Department Annual Report and Program Review

2014‐2015

DEPARTMENT:

COMPUTER INFORMATION SYSTEMS

PROGRAM:

CIS‐ NETWORK ADMINISTRATION, AAAS

CODE 147

GRAND RAPIDS COMMUNITY COLLEGE

DOCUMENT PREPARED BY:

KATIE VANDER MEER, PROFESSOR


Mission/Purpose


This degree provides students with an Associates of Applied Arts (A.A. A.) Degree, which is a work ready degree. Students can also transfer to a university to pursue a Bachelor’s degree. This program provides students the skills needed to successfully seek employment as a local area network (LAN) support specialist, network administrator, or computer support specialist. This program will prepare the graduate with the technical knowledge and skills required to design, install, administer, and maintain LANs and WANs. The curriculum will be explored through classroom theory and practical application in a lab environment, including network operating systems and network systems designs and implementation. The courses in this program will cover topics directly related to certification exams from Microsoft, Cisco, and CompTia.


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


Yes.



This program is intended to serve traditional aged students, returning adult students, and students already employee in the field of networking. As computer technology changes, there is a demand for updated certification programs for those who are already employed as network administrators or engineers. Not only might these students be pursuing individual updated certifications, but they might be returning adult students who have worked it the field but never obtained a degree. This field is an interest to first time college students who are interested in work ready degrees. There are no additional admission requirements beyond the requirements of the college.



Yes. Yes.

12. Does the program composition (demographics) reflect the defined target population(s)? Why or why not?

Yes. However with a newly revised program rolling out in fall 2015, the target population will expand to include those specifically looking for certification in addition to an associate’s degree.

13. 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)?

Not applicable. 14. Are changes to the admissions or waitlist processes needed?

No.




Program Data



New Student Enrollment

I. Program Enrollment and Student Progress

A. Enrollment


New Students (First Time in Any College)

New Student Enrollment by Program, Fall 2010 to Fall 2014

Plan

Description

2010 2011 2012

2013

2014

147 Network Administration 35 24 33 30 28

Total Student Enrollment

All Students

Enrollment by Program, Fall 2010 to Fall 2014

Plan

Description

2010 2011 2012

2013

2014


Student Progress

Student Progress* Plan Code

Description

N Students Graduated

Graduated/ Transfered Transfered

Still Here

Left Ed

Grad/Transfer/ Still Here

147 Network Administration 257 13 3 20 129 92 64%

Number of Graduates, by Year


Academic Year

Plan

Description

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014




Yes 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)?

Yes. Given that we are a new Cisco Academy and will offer course courses to the CCNA, we need to target market those currently in the field who want or need this certification.

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

this area?

Yes, however the new program will begin in fall 2015 and data will have to be gathered for that cohort.

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



Perkins Data


Demographics of Students in Program, Fall 2010 to Fall 2014 147 Network Administration AAAS

2010 2011 2012 2013 2014 % Female 14% 14% 13% 10% 8% % Male 86% 86% 87% 90% 92%

% Fulltime 60% 46% 35% 39% 41% % Parttime 40% 54% 65% 61% 59%

Average Age 29 30 28 28 27

% American Indian 1% 1% 1% 1% 1% % Asian 1% 2% 1% 3% 4%


% Black 12% 10% 10% 8% 5% % Hispanic 6% 6% 6% 6% 9% % White 77% 70% 74% 72% 75% % Unknown 3% 11% 8% 9% 6%

III. Perkins Data

Computer Networking – 147

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal GRCC

Program State Goal

GRCC

Program State Goal

GRCC

Program

1P1: % of CTE concentrators who passed

technical skill assessments that are aligned

with industry‐recognized standards, if

available and appropriate, during the

reporting year (that can be identified)

91.08% N/A 92% N/A 92.00% N/A

2P1: % of CTE concentrators who

received an industry‐recognized

credential, a certificate, or a degree

during the reporting year.

26.93% 36.00% 29% 32.61% 30.00% 30.00%


remained enrolled in their original

postsecondary institution or transferred

to another 2‐ or 4‐year postsecondary

institution during the reporting year and

who were enrolled in postsecondary

education in the fall of the previous

reporting year.

70.00% 78.21% 71% 75.65% 71.00% 75.31%

4P1: % of CTE concentrators who were

placed or retained in employment

military service or apprenticeship

programs in the 2nd quarter following the

program year in which they left

postsecondary education (i.e.,

unduplicated placement status for CTE

concentrators who graduated by June 30,

2011 would be assessed between

October 1, 2011 and December 31, 2011).

70.00% 0.00% 71% 0.00% 84.00% 100.00%

5P1: % of CTE participants from

underrepresented gender groups who

participated in a program that leads to

23.62% 38.64% 23.70% 10.11% 24.00% 10.82%


employment in nontraditional fields


5P2: % of CTE concentrators from


completed a program that leads to



20.65% 0.00% 20.70% 10.00% 21.00% 10.00%

Note: Shaded cells indicate that state goal was not reached by this program.


1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non‐traditional fields, Student Placement, Technical Skills Attainment) being met?

We are actively recruiting underrepresented populations for this degree program. 2. Are the various sub‐populations meeting the targets at the same rate?

No

Course Data


Course Enrollment by Semester

A. Historical Course Enrollment and Success (Earned Grades* by Course, by Year)

1. Summary

Course

2010 ‐ 2011 2011‐2012 2012‐2013

Enroll‐ ment A to C‐

With‐ drew


With‐ drew

Enroll‐ ment

A to C‐

With‐ drew

Enroll‐ment

Plan 147 CO 110 678 80% 14% 578 83% 14% 464 87% 7% 526

CO 116 566 66% 21% 515 72% 19% 515 71% 14% 495

CO 132 95 85% 8% 144 72% 15% 119 76% 11% 132

CO 142 84 62% 29% 81 72% 16% 69 67% 28% 63

CO 205 91 60% 18% 92 72% 15% 132 83% 7% 109

CO 212 105 90% 5% 101 89% 5% 94 87% 5% 90

CO 230 142 62% 16% 144 84% 8% 178 84% 16% 183

CO 231 129 81% 5% 128 83% 14% 131 85% 3% 113

CO 232 70 86% 3% 87 87% 8% 101 84% 16% 87

CO 233 127 87% 8% 124 84% 10% 129 90% 2% 109


CO 235 47 91% 2% 48 92% 4% 48 88% 0% 85

CO 265 38 92% 3% 34 88% 3% 47 96% 2% 47

CO 266 33 97% 3% 28 93% 0% 44 98% 2% 41


1. What does the course enrollment by semester data tell you?

This data in part is why we have done a massive program curriculum revision. New data must be collected.

2. Are students passing courses at the appropriate rates? If not, which courses are of

concern and what should be done about this?

NA 3. Are the Course Success Rates the same for the various sub‐group populations? If not, where are the areas of concern and what should be done about this?

NA

Program Outcomes


Program Outcomes:

1. Provide students who complete an AAAS degree the skills needed to successfully seek employment as a local area network (LAN) support specialist, network administrator, or telecommunications analyst.

2. Provide students who complete an AA degree the ability to transfer to a university to seek a degree in network administration.

3. Provide students who complete an AA degree the ability, through transfer, to obtain an advanced degree employed as network engineers or systems/applications security managers


ProgramLearningOutcomes

ILO Measure Findings/Improvements/Im

Communicate effectively with co‐workers in person and in writing.

Communication In‐class lab projects and presentations

Effective

Maintain and troubleshoot networks to ensure proper performance

Critical Thinking In‐class lab projects Needs improvement – revise curriculuintegrate certification exam content icourses; build lab infrastructure to giv


ProgramLearningOutcomes

ILO Measure Findings/Improvements/Im

students better hands‐on access to equipment.

Diagnose network inefficiencies and malfunctions and implement effective solutions

Critical Thinking In‐class lab projects Needs improvement – revise curriculuintegrate certification exam content icourses; build lab infrastructure to givstudents better hands‐on access to equipment.

Ensure that computer networks are secure and protected from invasion

Critical Thinking Test questions on network security.

Results showed a need to strengthencurriculum – changes have been madalter course structure.

Read and write technical documents

Communication In‐class lab projects

Interact with individuals of diverse social, cultural and ethnic backgrounds to be able to diagnose and solve problems with network performance and reliability.

Social Responsibility

In‐class lab projects Effective

Develop timeliness, reliability and organizational skills demonstrated by regular attendance and participation in class.

Personal Responsibility

Assignments and assessment of attendance

Effective



New data needs to be gathered for the new program. 2. What does the data trend for the Program Outcomes tell you? What are the implications for these data?

N/A


New Student Enrollment Yes No


Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No

Program Outcomes Yes No

Program Curriculum

History



Transferability



Currently all of the new core program courses should be transferable to partner institutions primarily Davenport and Ferris State University

CIS 100 Survey of Computer Information Systems

CIS 116 Computer Programming I

CIS 132 Linux I

CIS 135 Microcomputer Operating Systems

CIS 175 Introduction to Cisco Networking (CCNA I)

CIS 176 Routing and Switching Essentials (CCNA II)

CIS 178 Principles of Info Security (Security +)

CIS 232 Linux II

CIS 233 Network +

CIS 234 Microsoft Windows Server Administration I

CIS 235 Microsoft Windows Server Administration II

CIS 265 Computer Servicing I (A+)

CIS 266 Computer Servicing II (A+)


CIS 271 Scaling Networks (CCNA III)

CIS 272 Connecting Networks (CCNA IV)

External Standards & Certifications


External Standards

Challenge Exams

Curriculum Crosswalk


Program and Course Certifications

The following industry wide certifications are achievable via this degree program:

Course Number Course Name Credits Certification

CIS 100 Survey of Computer Information Systems 3

CIS 116 Computer Programming I 3

CIS 132 Linux I 3 Linux+

CIS 135 Microcomputer Operating Systems 3 MTA

CIS 175 Introduction to Cisco Networking (CCNA I) 3 CCNA

CIS 176 Routing and Switching Essentials (CCNA II) 3 CCNA

CIS 178 Principles of Info Security (Security +) 3 Security+

CIS 232 Linux II 3 Linux+

CIS 233 Network + 3 Net+

CIS 234 Microsoft Windows Server Administration I 3 MCSA

CIS 235 Microsoft Windows Server Administration II 3 MCSA

CIS 265 Computer Servicing I (A+) 3 A+

CIS 266 Computer Servicing II (A+) 3 A+

CIS 271 Scaling Networks (CCNA III) 3 CCNA

CIS 272 Connecting Networks (CCNA IV) 3 CCNA


Curriculum Delivery


Courses in this new program are offered both online and face to face in most situations. A few courses are being brought online this summer so students can have the choice of online or face to face. These courses include:

Course Number Course Name Credits Delivery Method

CIS 100 Survey of Computer Information Systems 3 Online or Face 2 Face

CIS 116 Computer Programming I 3 Online or Face 2 Face

CIS 132 Linux I 3Currently only Face 2 Face

CIS 135 Microcomputer Operating Systems 3 Online or Face 2 Face

CIS 175 Introduction to Cisco Networking (CCNA I) 3Currently only Face 2 Face

CIS 176 Routing and Switching Essentials (CCNA II) 3Currently only Face 2 Face

CIS 178 Principles of Info Security (Security +) 3 Online or Face 2 Face

CIS 232 Linux II 3 Online or Face 2 Face

CIS 233 Network + 3 Online or Face 2 Face

CIS 234 Microsoft Windows Server Administration I 3 Online or Face 2 Face

CIS 235 Microsoft Windows Server Administration II 3Currently only Face 2 Face

CIS 265 Computer Servicing I (A+) 3Currently only Face 2 Face

CIS 266 Computer Servicing II (A+) 3Currently only Face 2 Face

CIS 271 Scaling Networks (CCNA III) 3Currently only Face 2 Face

CIS 272 Connecting Networks (CCNA IV) 3Currently only Face 2 Face

Honors Courses

NA

Study Away Courses

NA






Yes 3. Are the honors and study away offering sufficient for the program?


Program structure Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K‐12 Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre‐requisites Yes No Online Offerings (courses & programs) Yes No


Job and wage forecasts/Employment


Job and Wage forecasts Environmental Scanning/Trends



1. Are students obtaining employment upon graduation at satisfactory rates? 2. Do the job projections and wages data suggest that this program will be viable over the next four years?

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

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?

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

Yes Davenport and Ferris could both create official articulation agreements.




Plans are in place to make this so. However currently the CIS department lacks appropriate hands-on equipment to allow in seat students a complete experience.

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

Again plans are in place to make sure the equipment is available for students and this is expected to be completed early next semester.

Action Needed



Job & Wage Forecasts Yes No


Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No


Graphics/Web Development, AAAS


Mission/Purpose The purpose of the Graphics/Web Development AAAS degree is to prepare students for employment in a

wide variety of technical jobs in the graphics and web development field and/or prepare them for continuing

in a higher level degree program. This mission is achieved by educating students in the foundation concepts

of graphics and web development as well as the hands on skills needed to succeed in the field.


In 2013‐2015, the CIS department conducted a thorough curriculum review and determined that for

stakeholder success, the three degrees (Digital Graphics Communications AAAS, Web Design AAAS and Web

Technical Support AAAS) and two certificates (Web Design and Web Technical Support) should be combined

into a single AAAS degree renamed Graphics/Web Development. This conclusion was reached after an

analysis of pathway partners (KCTC, Careerline Tech Center), competitive programs (Kalamazoo Valley

Community College, Muskegon Community College) and transfer partners (Ferris University, Davenport

University and Grand Valley State University was conducted.


Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? YES


Review & Documentation

A significant reason behind combining multiple degrees and certificates was the narrowness of the

degrees. It was determined that the degree needed more flexibility to attract more students.


1. Has the target audience for the program been identified? Is the program attracting and appropriately serving the target audience? The 2015 modified curriculum identifies and attracts the appropriate target audience 2. Does the program composition (demographics) reflect the defined target population(s)? Yes, although recruiting should include a focus on women in STEM and minorities. 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)? Yes


4. Are changes to the admissions or waitlist processes needed? NO



Program Data



New Student Enrollment A. Enrollment

1. All Students


Plan

Description

2010 2011 2012

2013

2014

160 Web Design and Development 58 63 70 49 43

161 Web Technical Support AAAS 8 5 3 7 3

163 Web Technical Support Certificate 2 6 2 1 5

Total Workforce Development

7,530 7,202 7,094 6,876 6,761

2. Demographics of Students in Program, Fall 2010 to Fall 2014 160 Web Design and Development

2010 2011 2012 2013 2014 % Female 40% 44% 34% 39% 33% % Male 60% 56% 66% 61% 67%


Average Age 28 28 27 26 28

% American Indian 0% 0% 0% 0% 0% % Asian 5% 0% 0% 0% 5% % Black 5% 6% 11% 12% 14% % Hispanic 7% 5% 7% 4% 11% % White 79% 71% 70% 73% 65% % Unknown 3% 17% 11% 10% 5%

161 Web Technical Support AAAS


2010 2011 2012 2013 2014% Female 38% 40% 33% 29% 67% % Male 63% 60% 67% 71% 33%


Average Age 31 32 37 31 37


AAAS/Certificate Programs 2014‐2015 43

163 Web Technical Support Certificate

2010 2011 2012 2013 2014 % Female 50% 33% 50% 0% 0% % Male 50% 67% 50% 100% 100%


Average Age 29 29 31 37 29


[Evaluation Questions:

1. Is the program consistently attracting new students? a. Enrollment has decreased with overall college enrollment.

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. Marketing efforts need to be increased both on a corporate and department level. Targets need to be established for the new degree that combines graphics and web development. For 2015‐2016, a decrease in enrollment is expected due to changes in curriculum and overall projected college enrollment. Beginning in 2016, enrollment should be stabilized and in 2017, a modest 2‐5% increase will be scheduled.

3. Do students appear to be progressing through the program well? Are there concerns in this area? Yes, students are progressing and completing the degree. 4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not? Higher graduation rates are needed in the program. The new curriculum and the addition of an internship course is expected to contribute to higher graduation rates by 2017.


Perkins Data


Program 1p1 2p1 3p1 4p1 5p1 5p2

Web Developer/ Design N/A 41.67% 68.25% 0.00% N/A N/A

Web Developer/ Technical N/A 0.00% 71.43% 100.00% N/A N/A

Digital Graphic Communications N/A 25.90% 100.00% 0.00% 52.17% 0.00%

Web Developer/Design, CERT ‐160/162

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal GRCC

Program State Goal

GRCC

Program

State

Goal

GRCC

Program


technical skill assessments that are

aligned with industry‐recognized

standards, if available and appropriate,

during the reporting year (that can be

identified)

91.08% N/A 92% N/A 92% N/A





26.93% 41.67% 29% 25.00% 30% 20%



postsecondary institution or

transferred to another 2‐ or 4‐year

postsecondary institution during the

reporting year and who were enrolled

in postsecondary education in the fall

of the previous reporting year.

70.00% 68.25% 71% 75.00% 71% 66%


were placed or retained in

employment military service or

apprenticeship programs in the 2nd

quarter following the program year in

which they left postsecondary

education (i.e., unduplicated

placement status for CTE

concentrators who graduated by June

30, 2011 would be assessed between

October 1, 2011 and December 31,

2011).

70.00% 0.00% 71% 0.00% 84% 0%







23.62% N/A 23.70% N/A 24% N/A






20.65% N/A 20.70% N/A 21% N/A


Web Developer/Technical ‐161/163

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State

Goal

GRCC

Program

State

Goal

GRCC

Program

State

Goal

GRCC

Program






91% N/A 92% N/A 92% N/A





27% 0% 29% 100% 30% 0%








reporting year.

70% 71% 71% 80% 71% 100%




programs in the 2nd quarter following

the program year in which they left





70% 100% 71% 0% 84% 100%



2011).






24% N/A 24% N/A 24% N/A






21% N/A 21% N/A 21% N/A

PERKINS: Student Participation in Nontraditional Fields Data is not available PERKINS: Credential, Certificate, or Degree Attainment Degree attainment is scheduled to increase with new curriculum, improved regular

advising, internships and project focus.

PERKINS: Student Completion in Nontraditional Fields

Student completion in nontraditional fields is satisfactory

PERKINS: Student Placement Student completion will be increased beginning Fall 16 by the inclusion of an internship course in the curriculum

PERKINS: Student Retention and Transfer

With the newly revised curriculum giving students more flexibility in courses, student retention is predicted to increase.

PERKINS: Technical

Technical skills assessment is adequate

PERKINS: Skills Attainment


Skills attainment is adequate and should be improved with new curriculum revisions.


1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non‐traditional fields, Student Placement, Technical Skills Attainment) being met? Targets for core program indicators are being met in all but a few catagories which will become focus of new curriculum beginning in 2015. 2. Are the various sub‐populations meeting the targets at the same rate? Yes.

Course Data


1. Summary

Course

2010 ‐ 2011‐ 2012‐ 2013‐Enroll‐

A to C‐

With‐

Enroll‐ A to C‐

With‐

Enroll‐ A to C‐

With‐

Enroll‐ A to C‐

With‐

CO 105 477 72 9 44 74 10% 382 77% 7% 306 73% 4%CO 116 566 66 21% 51 72 19% 515 71% 14% 495 65% 11%CO 120 226 76 16% 19 74 21% 159 77% 19% 123 83% 2%CO 117 114 65 32% 11 65 30% 134 60% 31% 172 56% 25%CO 146 105 75 10% 17 59 19% 172 66% 22% 97 67% 12%CO 148 267 56 29% 21 50 32% 187 55% 28% 115 57% 11%CO 152 178 79 12% 15 76 8% 166 70% 23% 137 73% 10%CO 168 171 53 23% 12 50 25% 102 55% 30% 31 45% 23%CO 170 90 58 26% 94 85 2% 91 77% 8% 69 75% 7%CO 171 93 72 27% 95 79 15% 93 78% 9% 115 63% 12%CO 212 105 90 5 10 89 5% 94 87% 5% 90 77% 7%CO 230 142 62 16% 14 84 8% 178 84% 16% 183 89% 2%CO 241 34 65 6 44 84 9% 55 85% 13% 29 55% 10%CO 246 9 89 0 14 93 7% 22 68% 32% 21 76% 5%CO 247 24 92 8 22 86 14% 16 94% 6% 19 74% 16%CO 252 55 76 5 41 93 7% 38 87% 13% 46 67% 4%CO 268 30 80 13% 52 77 15% 28 75% 18% 30 93% 0%

Total GRCC 72 13% 72 12% 74% 11% 74% 8


Course enrollment has remained steady while overall enrollment has decreased.

Course Success Rates

Course success rate has remained above the GRCC college average of 73%



1. What does the course enrollment by semester data tell you? College enrollment is down, course enrollment has remained steady. 2. Are students passing courses at the appropriate rates? If not, which courses are of concern and what should be done about this? Students are passing at a rate above the college average. 3. Are the Course Success Rates the same for the various sub‐group populations? If

not, where are the areas of concern and what should be done about this? a. Course success rates are adequate for various sub groups

Program Outcomes


Program Outcomes

Program outcomes need to be determined in 2016 for the new AAAS. We will look at the industry recognition of Adobe software certifications, and will conduct another environmental scan of community colleges to determine program outcomes.


Individual course outcomes will be utilized that require software skills until program outcomes are defined.



a. Professional certifications Successful internship or digital portfolio

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

implications for these data? This data will be gathered in 2016‐2018 for this new program


New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No


Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No


Program Curriculum

History From 2000‐20014, the CIS department developed a total of six degrees/certificates around graphics and

web design. Some of the degrees were focused on artistic components and required the CIS department

be included in the Art Departmemt NASAD accreditation process. In 2013, the department determined

that the programs were unwieldy, did not differentiate degrees enough and confused students as to

career possibilities and program outcomes. In 2014, a single AAAS degree in Graphics/Web

Development was determined to meet stakeholder needs. Certificate programs were dropped as

employers indicated a need for an associate’s degree at a minimum.

The Adobe suite of products forms the foundation of this degree. The degree is intended to provide

creative and non creative students with the technical skills needed to use and apply the functions of the

software.



The following courses are included in the Graphics/Web Development degree:

Course Name Credit/Contact Hours S

General Education Courses

Humanities

Humanities elective 1 3

Humanities elective 2 3 Social Science PS110 3Math/Science Math elective or Science elective 3Wellness Wellness elective 1Writing/Composition EN100 AND EN101 or EN102 6Program/Major Courses


Core courses CIS 103 3 CIS 110 3 CIS120 Introduction to Digital Imaging/Illustration 3 CIS 152 Digital Imaging I 3 CIS 149 Web Design I 3 CIS 249Web Design II 3 CIS 208 2D animation (Flash) 3

CIS 279 Digital Portfolio Capstone or CIS 299 Internship 3

Core total

Web Design focus CIS 148 HTML 3 CIS 241 Web databases 3 CIS 247 JavaScript 3Subtotal for Web design

Graphics Focus CIS 122 Digital Illustration 3 CIS 252 Digital Imaging II 3 CIS 162 Desktop Publishing II 3 Subtotal for graphics

Recommended Electives (choose 3) CIS 285 Mobile applications security 3 CIS250 3D Animation 3 AT 130 Two Dimensional Design 1 3 PO101 Photography 3 CIS 106 Internet essentials 3 CIS 262 Desktop Publishing II 3Total-web 61 Total-graphics 61

External Standards

Business Advisory board review of program/course content.


The Program of Study conducted for Web Design included the following crosswalk information available at http://www.grcc.edu/sites/default/files/docs/programsofstudy/programs/pos_grcc_webdesign.pdf

The crosswalk was used to format the new Graphics/Web Design degree.



All courses in the degree were revised to 3 credits which immediately increased transfer rates. The program was benchmarked against key competitive community colleges including KVCC and Mott and against BA degrees at Davenport and Rasmussen.


Adobe certifications and the WOW (World Order of Webmaster) certifications will be explored in 2016.


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. A review of the curriculum shows K‐12 standards being more art focused than our curriculum at the primary technical centers. 3. 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.

4. This will be further explored in 2016

Program Learning Outcomes


This program provides a broad knowledge base for applying graphic and web development skills and is career focused. Using a combination of theory, hands‐on software practice and practical project development, students will gain an understanding of the principles of computer graphic applications, web development, typography, and print skills. Graphic/Web developers must be creative and have problem‐solving, production, communication and technical skills. Students successfully completing the program are qualified for entry level positions as web developers using source HTML, CSS3, Adobe products and current web/graphics development tools.


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.

Program Structure & Sequence The following courses were revised from 2-3 credits or updated with new outcomes:

CIS 120 Digital Graphic Design 3 credits (change the name from Using Graphics Software)

This course provides an overview of various processes in collecting and arranging written and visual images to produce the documents for printed and online communication. Emphasis will include hands-on experience using computers with industry standard software, Adobe Illustrator and Photoshop. This course teaches the basics of drawing as it relates to digital designers. Color theory as it related to designing for print and web. This course also focuses on vector drawing skills, color theory, manipulation of images and photo editing.

Design elements such as line, shape, value, texture, space, size, and color will be explored as they relate to electronically generated digital formats and print designs.

Prior graphic design background and being familiar with using computer graphic tools are beneficial. CO120 Using Graphic Software or having experience with Adobe Illustrator is a recommended but not a required prerequisite for this course. Graphic Design

(This course is similar to and combines Kalamazoo Valley ANM 100 Adobe Creative Suite and ANM 105 Drawing Basics for New Media).Muskegon Community College includes a course Introduction to Graphic Design GRD 120).

CIS 122 Digital Illustration 3 credits (replace name Computerized Illustration) could be named Adobe Illustrator or Illustrator

Students use a wide range of advanced computer graphic techniques for creating illustrations and analyzing design alternatives. Students create and edit two-dimensional designs in color and render 3D illustrations using Adobe Illustrator software. Illustrations are created for both print and web media. Many drawing techniques are explored and students prepare their own personal portfolio projects including collecting and researching ideas to complete finished portfolio artwork.

Students learn to master drawing with a pen tool, use tracing templates, create and edit type and type outlines, work with color processes and custom spot color, layers and masks.

Projects include advertising layouts, fine arts designs / two and three dimension drawings. Graphic layers are used to organize and manipulate artwork. Students learn to create their own colors including gradient colors, learn methods to create unique individual drawings and use layers to create drawings that can be easily edited. Students create 3D objects, and prepare


document that are ready for the web. Filters, masks and student created patterns are used to enhance illustrations.

Prior graphic design background and being familiar with using computer graphic tools are beneficial. CIS120 Using Graphic Software or having experience with Adobe Illustrator is a recommended but not a required prerequisite for this course. (GRCC description is best – I referred to Kalamazoo Valley CC ANM 143) This course seems to match the requirements for Ferris Digital Illustration –Layout (GRDE 126).

CIS152 Photoshop 3 credits

The primary focus of this course is experimenting with techniques used for the effective manipulation and communication of digital photographs using Adobe Photoshop software.. The objective is accomplished by producing, enhancing and correcting graphic designs, illustrations and photographs. Problem solving assignments require students to explore a variety of electronic tools and functions to manipulate objects and edit images. The available software will also be explored for its capabilities in creating and supporting photographic designs and pictures to be used for Print and Web design.

Students will apply design principles to digital photography. This includes an intermediate level of digital image manipulation of images and text including the use of masks, layers, filters, channels, color systems and color adjustments.

Prior graphic design background and being familiar with using computer graphic tools are beneficial. CIS120 Using Graphic Software or having experience with Adobe Photoshop is a recommended but not a required prerequisite for this course. (This course should meet requirements for Ferris (GRDE 216 Digital Imaging). Baker College DMD 131 seems a match). Muskegon Community College GRD 100PS Introduction to Photoshop is a match but does not seem as complete as GRCC CIS152).

CIS162 InDesign 3 Credits (change course name from Desktop Publishing)

Desktop publishing is the design, layout, and printing of documents combining text and graphics for print and web media. This course develops skills necessary for electronic page layout using Adobe InDesign. Students will create and modify newsletters, menus, resumes, advertisements and identification packages and marketing campaigns. It is recommended, but not required, that students take CIS120 before taking this course.

Desktop publishing is the design, layout, and printing of documents combining text and graphics for print and web media. Students develop skills necessary for electronic page layout using the software Adobe InDesign. The organization of visual information including type and imagery


will be emphasized through the creation of visual communication exercises including newsletters, brochures, magazine layouts, identity layouts and marketing campaigns. This course includes importing text and images and creating multi-page layouts using master pages.

This course includes an introduction to type, its classifications, and measurements Students will study the structure, classification and history of typography including its creative application in design for print and web.

Prior graphic design background and being familiar with using computer graphic tools are beneficial. CIS120 Using Graphic Software or having experience with Adobe InDesign is a recommended but not a required prerequisite for this course.

CIS 148 - HTML Essentials 3 credits)

HTML Essentials (hyper text markup language) is the study of the rules that define the layout of text within a web page. The course covers the hypertext markups defined in HTML and CSS(cascading style sheets). In a hands-on environment, students will design web pages using HTML and CSS and a text editor like Notepad. Students will publish to a web server and learn how to maintain their web site. Markup languages run on all operating systems, including Apple OS, Windows, UNIX, etc. Recommended: CO 105 or CO 205 before taking this course.

CIS 262 - Advanced Desktop Publishing 3 credits (Refer to Lisa Price)

Students prepare publications for commercial printing at a significant time savings using advanced desktop publishing commands. Working with a service bureau, students complete all pre-press tasks in class, including color separations. It is recommended but not required that students take CIS162 before taking this course. Prior graphic design background and being familiar with using computer graphic tools are beneficial. CIS120 Using Graphic Software or having experience with Adobe InDesign is a recommended but not a required prerequisite for this course.

OR

CIS 149 - Web Design I 3 credits


Prerequisites: CIS 103 Students will learn the basics of web design, development and publishing including how to design and program a web page, how to set up a site and publish it to the internet. In a hands-on environment, students will design web pages using HTML and Adobe software and be exposed to design technique principals. In addition, students will publish to a web server and analyze web site functionality. Students should have experience with the Internet, knowledge of fundamental computer literacy and knowledge of the Windows operating system. Recommended: CIS 103 Recommended Skills: Computer literacy, basic knowledge of Internet use.

CIS168 Flash (change to 3 Credits) This course is hands-on and designed for people with little or no previous experience with animation software. Prior experience with graphics software and design courses would be helpful. Topics to be covered include working with the various tools and objects available in animation software, creating and manipulating multilayered graphics, working with animation frames and tweening, writing scripts to make the graphics interactive and publishing the graphics for use. It is recommended but not required that students take CIS 120 before taking this course.

CIS252 Advanced Photoshop 3 Credits Prerequisites: CIS 152 – This course builds on existing Photoshop skills and explores the more advanced production techniques including: workflow automation; color manipulation with the Curves adjustment utility; advanced compositing; blending techniques; recognize the differences of CMYK and RGB color models; understand and manipulate resolution for the Web and for print; create a Photoshop Web page mock up with navigation buttons, optimized images with layer-based slicing, alternative methods to create eye-catching photos; advanced techniques to create interesting type; and learn how to use Smart Objects to save time and apply non-destructive transformations and filters. This course is designed for students studying Graphics-Web curriculum and wanting to use the latest Photoshop techniques to create professional quality designs and images for students’ portfolios. Prior graphic design background and being familiar with using computer graphic tools are beneficial. CIS152 Photoshop is a required prerequisite for this course. CIS120 Using Graphic Software is a recommended but not a required prerequisite for this course.

CIS 262 - Advanced Desktop Publishing 3 credits (

Students prepare publications for commercial printing at a significant time savings using advanced desktop publishing commands. Working with a service bureau, students complete all pre-press tasks in class, including color separations. It is recommended but not required that students take CIS 162 before taking this course.


CIS 279 - Digital Graphics Portfolio 3 Credits

Prerequisites: Students should be a fourth semester student in the Graphics Web program or departmental approval – This course will focus on building a comprehensive portfolio to demonstrate skills to transfer institutions, and or potential employers for students pursuing a degree in Digital Graphics Web Curriculum. Topics include creating a vision to display work, how to create a professional portfolio in paper and digital format, and how to market work in a professional way. Emphasis will focus on verbal and written communication/graphic presentation skills, and self-promotion.


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.

a. 2‐3 credit courses will improve transferability b. Course outcomes modified to align with transfer partners c.

2. Have general education courses been purposefully integrated into the program? How do

the general education courses impact the expected learning outcomes for students? a. Gen ed courses were modified to allow for more student choice, less prescribed

choice 3. Do the Program Learning Outcomes for the degree reflect the increased learning that

the general education courses provide? Will the selected general education courses help students return to college to continue in this field if they choose to do so?

Yes 4. Which courses need to have pre‐requisite courses added to the CARP document?

None 5. 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?

a. Yes

Curriculum Delivery

Course Name Credit/Contact Hours S

General Education Courses

Humanities

Humanities elective 1 3


Humanities elective 2 3 Social Science PS110 3Math/Science Math elective or Science elective 3Wellness Wellness elective 1Writing/Composition EN100 AND EN101 or EN102 6Program/Major Courses Core courses CIS 103 3 CIS 110 3 CIS120 Introduction to Digital Imaging/Illustration 3 CIS 152 Digital Imaging I 3 CIS 149 Web Design I 3 CIS 249Web Design II 3 CIS 208 2D animation (Flash) 3

CIS 279 Digital Portfolio Capstone or CIS 299 Internship 3

Core total

Web Design focus CIS 148 HTML 3 CIS 241 Web databases 3 CIS 247 JavaScript 3Subtotal for Web design

Graphics Focus CIS 122 Digital Illustration 3 CIS 252 Digital Imaging II 3 CIS 162 Desktop Publishing II 3 Subtotal for graphics

Recommended Electives (choose 3) CIS 285 Mobile applications security 3 CIS250 3D Animation 3 AT 130 Two Dimensional Design 1 3 PO101 Photography 3 CIS 1106 Internet essentials 3 CIS 262 Desktop Publishing II 3Total-web 61 Total-graphics 61



Students require that most of the courses in this degree be online. All bu CIS 120, 150 and 262 are approved for online delivery.t

Honors Courses


None

Study Away Courses

None



a. CIS 299, Internship added to degree Fall 15


i. Yes 3. Are the honors and study away offering sufficient for the program? Honors courses will be explored in 2016


Program structure Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K‐12 Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre‐requisites Yes No Online Offerings (courses & programs) Yes No

Assessment of Student Learning

utcome(s) Assessed ‐2015

ILO Measure Findings/ Improvements/Impact Status Spring 2015


Allegan Barry Ionia Kent Lake Mason Mecosta Montcalm MuskegoNewaygo Oceana Osceola Ottawa




Plan 160 (Web Design/Development AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate* 0 0 2/8 = 25% 1/10 = 10%

Employed in a job related to the program taken at GRCC

n/a n/a 1/2 = 50% 0/1 = 0%

Continuing education and EMPLOYED in a job related to the program taken at GRCC

n/a n/a 0/2 = 0% 0/1 = 0%

Plan 161 (Web Technical Support AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate 0 0 n/a 0


n/a n/a n/a n/a


n/a n/a n/a n/a

Environmental Scanning/Trends

Regional Employment Forecasts Includes the following counties:

SOC

Description

2013 Jobs

2014 Jobs 2018 Jobs

2013 - 2018

Change

2013 - 2018 % Change

Annual Openings

Median Hourly Earnings

15-1134

Web Developers

482 502 554 72 15%

23 $23.81

SOC Hourly

Earnings Range

Average Monthly

Postings^

Average Monthly Hires^

Annual # of Job

Postings!

Regional Completions

(2013)

Typical Entry Level Education

Age 55-65+

Age 55-65+ % ofOccupation

15-1134 $15.47 - $36.36

73 56 125 215 Associate's degree

32 6%

EMSI, Analyst 2014 ^EMSI, Job Postings Analytics 2014

! Burning Glass, Labor Insights Jobs, 2014

! The number of annual job posting was reduced by 20% to compensate for duplicate ads



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

Peer Institutions




a. YES, associate’s degrees are offered. Bachelor’s degrees tend to be artistically oriented rather than technical

2. Are there any institutions with whom GRCC could explore articulation agreements? NO



PROE Student Survey Results Advisory Board Survey Results Program Planning


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?

a. Students are satisfied 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? Advisory board suggests additional software tools 2. Are the resources sufficient to meet identified needs and goals for the next four

years? Please explain. a. Yes


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

explain. a. Yes

Action Needed






CIS‐ Programming, AAAS

Kristin Roberts


Mission/Purpose The purpose of this AAAS program is to provide technical programming skills at a level of proficiency for

those successfully completing the degree to find employment in entry level programming positions.



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

prepares students? Yes





Yes, the target audience is students wanting to enter the programing workforce. Yes, is attracting and appropriately serving the target audience. 2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not?

149 Programming AAAS, Fall 2010 to Fall 2014 Year 2010 2011 2012 2013 2014 % Female 16% 13% 11% 8% 11% % Male 84% 87% 89% 92% 89% % Fulltime 47% 44% 44% 41% 36% % Part-time 53% 56% 56% 59% 64% Average Age 27 26 27 26 25 % American Indian 1% 0% 0% 1% 1% % Asian 4% 6% 4% 6% 6% % Black 14% 11% 13% 9% 9% % Hispanic 7% 8% 8% 8% 7% % White 71% 60% 68% 70% 73% % Unknown 3% 15% 7% 7% 4%


Yes, it reflects the general population in the Grand Rapids area interested in programming. 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)?

There are no admissions criteria, academic standards, or assessment requirements for the program

4. Are changes to the admissions or waitlist processes needed? No



Program Data



All data below is based on “Computer Information Systems Data Packet.pdf


Year 2010 2011 2012 2013 2014

Students 45 35 57 40 47

Total Student Enrollment

Year 2010 2011 2012 2013 2014

Students 163 163 218 197 217

Student Progress – Number of Graduates by Year

Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013 2013‐2014 Students 9 11 3 12 19



1. Is the program consistently attracting new students? Yes 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)?

The Programming degree was revised 2015 to assist with increasing enrollment 3. Do students appear to be progressing through the program well? Are there concerns in this area?

Students’ progress through the program well. Department may need to implement a capstone class. 4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not?

Department does not have those statistics.

Perkins Data (Fiona will provide data for this section at a later time)


PERKINS: Student Participation in Nontraditional Fields [Describe/summarize the data trends]

PERKINS: Credential, Certificate, or Degree Attainment [Describe/summarize the data trends]

PERKINS: Student Completion in Nontraditional Fields [Describe/summarize the data trends]

PERKINS: Student Placement [Describe/summarize the data trends]

PERKINS: Student Retention and Transfer


[Describe/summarize the data trends]

PERKINS: Technical [Describe/summarize the data trends]

PERKINS: Skills Attainment [Describe/summarize the data trends]


1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non‐traditional fields, Student Placement, Technical Skills Attainment) being met? 2. Are the various sub‐populations meeting the targets at the same rate?

Course Data


course 2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

CO Enroll‐ment

A to C‐

With‐drew

Enroll‐ment

A to C‐

With‐drew

Enroll‐ment

A to C‐

With‐drew

Enroll‐ment

A to C‐

With‐drew

110 678 80% 14% 578 83% 14% 464 87% 7% 526 87% 3% 116 566 66% 21% 515 72% 19% 515 71% 14% 495 65% 11%

117 114 65% 32% 114 65% 30% 134 60% 31% 172 56% 25% 124 131 66% 19% 112 69% 15% 107 78% 9% 88 77% 13% 127 147 70% 19% 146 71% 25% 116 60% 17% 132 64% 11% 129 35 74% 17% 23 74% 13% 23 57% 26% 21 62% 14% 171 93 72% 27% 95 79% 15% 93 78% 9% 115 63% 12% 224 181 83% 9% 127 81% 5% 84 87% 7% 66 85% 8%225 24 79% 21% 19 63% 37% 23 87% 13% 23 65% 4%227 45 82% 7% 32 66% 9% 32 84% 0% 31 55% 19%230 142 62% 16% 144 84% 8% 178 84% 16% 183 89% 2%



Course 2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

CO Enrollment Enrollment Enrollment Enrollment

110 678 578 464 526 116 566 515 515 495

117 114 114 134 172 124 131 112 107 88 127 147 146 116 132 129 35 23 23 21 171 93 95 93 115 224 181 127 84 66 225 24 19 23 23 227 45 32 32 31 230 142 144 178 183

Note: Co230 is no longer in the Programming Degree or any CIS curriculum

Note 2: Data missing for Co217 Advanced Java, Co229 Advanced C#

Note 3: Revised/ Updated Programming degree will have a few different courses.

Course Success Rates

Course 2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

CO A to C‐ A to C‐ A to C‐ A to C‐

110 80% 83% 87% 87% 116 66% 72% 71% 65%

117 65% 65% 60% 56% 124 66% 69% 78% 77% 127 70% 71% 60% 64% 129 74% 74% 57% 62% 171 72% 79% 78% 63% 224 83% 81% 87% 85%225 79% 63% 87% 65%227 82% 66% 84% 55%230 62% 84% 84% 89%



1. What does the course enrollment by semester data tell you?

Tells me the number of sections added or lost over the 4 year span

CO Course

Average Difference Student Number of Sections

110 561.5 152 23 7 116 522.75 71 23 3

117 133.5 ‐58 23 ‐3124 109.5 43 23 2127 135.25 15 23 1129 25.5 14 23 1171 99 ‐22 23 ‐1224 114.5 115 23 5225 22.25 1 23 0227 35 14 23 1230 161.75 ‐41 23 ‐2

2. Are students passing courses at the appropriate rates? If not, which courses are of concern and what should be done about this? Course 2010 ‐

2011 2011‐2012 2012‐2013 2013‐2014 Average Rate of

Passing CO A to C‐ A to C‐ A to C‐ A to C‐

110 80% 83% 87% 87% 84% 116 66% 72% 71% 65% 69%

117 65% 65% 60% 56% 62% 124 66% 69% 78% 77% 73% 127 70% 71% 60% 64% 66% 129 74% 74% 57% 62% 67% 171 72% 79% 78% 63% 73% 224 83% 81% 87% 85% 84% 225 79% 63% 87% 65% 74% 227 82% 66% 84% 55% 72% 230 62% 84% 84% 89% 80%

The low success rate of Co116 is probably due to students who do not spend the time working through textbook and testing example code presented. The low success rate of Co117 is due to the fact that Co116 and Co117 keep changing textbooks. A lot of students come into


Co117 with no prior experience with the current textbook. This affects students as Co116 introduces classes and objects and students who did not take that course with the current textbook have a hard time continuing in the next course Co117. 3. Are the Course Success Rates the same for the various sub‐group populations? If not, where are the areas of concern and what should be done about this?

There is no data with a sub-group population breakout.

Program Outcomes


Program Outcomes

Per Curriculog: Program Learning Outcomes are Not Applicable, Program Learning Outcomes do not apply to this Program Data for Program Outcomes

None



None


None


New Student Enrollment Yes No

Total Student Enrollment Yes No Student Progress Yes NoStudent Participation in Nontraditional Fields Yes No

Credential, Certificate, or Degree Attainment Yes No


Student Completion in Nontraditional Fields Yes NoStudent Placement Yes NoStudent Retention and Transfer Yes No

Technical Skills Attainment Yes NoCourse enrollment by semester Yes NoCourse Success Rates Yes No


New Student Enrollment - Recruitment of new students is planned for 2015-2017 via social media, overall brand marketing and articulation agreements. Student Participation in Nontraditional Fields - Women in STEM and associated programs will be promoted Credential, Certificate, or Degree Attainment - Changes to graduation requirements, including auto graduating will improve attainment Student Retention and Transfer - Regularly scheduled advising sessions will promote retention and transfer agreements to be completed in 2016 will improve transfer rates.

Program Curriculum

History




External Standards

None

Challenge Exams

No challenge exam exists


None



[identify which courses in the program are transferable]


[identify any industry certifications for which the program or courses within the program

prepare students] None


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.

The first two courses in the Programming degree help to bridge K-12 student programming knowledge to start coursework programming degree. The courses are: CIS100 – Survey of Computer Information Systems CIS116 – Computer Programming I 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 CIS department spent the fall 2014 semester mapping the programming degree and other department degrees to government CIP codes. All courses in program address external standards. The department has talked about creating a capstone class to ensure that all ILO are met before graduation. This will probably be implemented in the next school year.

Program Learning Outcomes


The curriculog document states that Program Learning Outcomes do not apply to this Program. This statement was the result of


Katie Daniels review of the program, so I am not sure how to answer the above questions.


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.

The curriculog document states that Program Learning Outcomes do not apply to this Program. This statement was the result of Katie Daniels review of the program, so I am not sure how to answer the above questions.

Program Structure & Sequence



6. 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.

The Programming degree just went through an update and approval process this semester, Winter 2015. The only new modification may be the addition of a capstone course for the degree.

7. Have general education courses been purposefully integrated into the program? How do the general education courses impact the expected learning outcomes for students?

Yes, general education courses have been purposefully integrated and impact the students’ general knowledge of writing, political science, humanities and math. The math general educational requirements assist students in being successful in the programming field. The writing courses improve students’ communications ability.


8. Do the Program Learning Outcomes for the degree reflect the increased learning that the general education courses provide? Will the selected general education courses help students return to college to continue in this field if they choose to do so?

The program includes all required general education courses and will assist students desiring to continue on with their college career.

9. Which courses need to have pre‐requisite courses added to the CARP document?

The courses that require a pre-requisite are courses that require the CIS116 Computer Programming I course. That course is already in the degree. The courses are CIS117 Java Programing I, CIS125 Visual Basic Programming I, CIS127 C++Programming I, and CIS129 C# Programming I 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?

The curriculog document states that Program Learning Outcomes do not apply to this Program. This statement was the result of Katie Daniels review of the program, so I am not sure how to answer the above questions.

Curriculum Delivery



CIS 100 Survey of Computer Information Systems CIS 116 Computer Programming I CIS 117 Java Programming I CIS 125 Visual Basic Programming I CIS 127 C++ Programming I CIS 148 HTML Essentials CIS 171 Database Design and Development CIS 178 Principles of Information Security CIS 241 Web Application Programming I


CIS 247 Web Application Programming II CIS 276 Web Server Admin and Security

Honors Courses

None

Study Away Courses

None



There are some sections of CIS116 Computer Programming I that offer service learning in an experimental grade school environment. The instructor doing the service learning reported back a successful experience.


Students have requested that 2nd level programming course should also be offered in an online format. So far the department has not addressed that opportunity. 3. Are the honors and study away offering sufficient for the program?

There are no honors or study away offerings in the Programming degree.


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


Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No

Academic Service Learning Yes No Course sequencing Yes No Pre‐requisites Yes No Online Offerings (courses & programs) Yes No

Internship – this is a possible opportunity for the program Online Offerings (courses & programs) – could and should be extended to the more advanced courses in the degree.


Assessment of Student Learning

Program Learning Outcome(s) Assessed

in 2014‐2015 ILO Measure Findings/ Improvements/Impact Status Spring

2015

No Learning Outcomes listed in Curriculog document

Computer Information Systems 147, 149 and 150Data Packet for Program Review, 2014‐2015




Job and Wage forecasts & Environmental Scanning/Trends

Per Career Coach:



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

Don’t have any of the statistics 2. Do the job projections and wages data suggest that this program will be viable over the next four years?

Yes, see above chart from Career Coach

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

Don’t have any of the statistics

Peer Institutions




Program is offered at a bachelor degree, the department just got done writing two pre-major degrees: CIS Pre-major AA CS Pre-major AS 2. Are there any institutions with whom GRCC could explore articulation agreements?

The CIS is currently exploring articulation agreements with Davenport, GVSU and FSU. Will be completed 2015-2016



PROE Student Survey Results


Advisory Board Survey Results Program Planning


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? 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? 3. Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. 4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain.

Action Needed






GRCC Program Review Follow‐Up Action Checklist General CIS Programs CIS Department

Action

Needed? Brief Action Statement Resources Needed

A

YES NO

DEPARTMENT :CIS

Goals X x Clear recruiting, completion, transfer goals

need to be established and measured

20

External Collaborations & Partnerships X 1.Articulation and transfer agreements need

to be finalized.

2.Advisory board needs to be enlarged and

utilized effectively

20

Internal Collaborations & Partnerships X

Accreditation x

Departmental Advising X x Four advising sessions need to be scheduled

in 2015‐2016

FACULTY/STAFF

Faculty credentialing x CISCO certifications required by faculty

2015 to teach CCNA courses

Budget 20

Faculty Online Certification X All staff are certified

Academic Service Learning Certification x

Ratio Fulltime/Adjunct faculty x Loss of full time position will require staffing

adjustments

Recruiting adjuncts 20

Faculty professional development x

Resources x CISCO networking academy Budget/staff 20

MISSION/PURPOSE

Mission/Purpose x

Target Audience x Additional marketing/recruiting Budget/staff 20

Program Admissions Requirements x Complete until 2018


DATA

New Student Enrollment x The area of enrollment, non traditional

participation, completion and

placement will be the key goal of 2015‐

26

Budget, resources,

printing

2016

Total Student Enrollment x

Student Progress x

Student Participation in

Nontraditional Fields

x

Credential, Certificate, or Degree

Attainment

x

Student Completion in

Nontraditional Fields

x

Student Placement x

Student Retention and Transfer x

Technical Skills Attainment x

Course Enrollment by Semester x

Course Success Rates x

Program Outcomes

x

CURRICULUM

Program structure X Curriculum is locked until 2018

Curriculum alignment with external

professional standards

X

Curriculum Alignment K‐12 X

Program Learning Outcomes X

Course offerings X

General Education X

Honors Program X

Study Away Program X

Internship

Academic Service Learning

Course sequencing

Pre‐requisites

Online Offerings (courses &

programs)

PREPARING FOR THE FUTURE

Job & Wage Forecasts X


Collaboration Opportunities with

Peers

X

Program Planning X

Securing resources for course

development/administration

X

Facilities/equipment upgrades X

OTHER X

Other: X

Other: X

Other: X

Other: X


Data Packet for Academic Program Review

147 – CIS Network Administration AAAS (CIP 11.0901)

149 – CIS Programming AAAS (CIP 11.0201) 150 – Information Security AA (CIP 11.1003)


Table of Contents

I. Program Enrollment and Student Progress A. Enrollment 1. All Students 2. Demographics of Students Enrolled in Program 3. New Students (First Time in Any College) B. Student Progress C. Number of Graduates

II. Course Data A. Course Enrollment and Success 1. Summary III. Perkins Core Indicators

IV. Employment A. Graduate Employment Rates B. Regional Employment Forecasts

V. Completions at Transfer and Other Two‐Year Schools VI. Definitions



A. Enrollment

1. All Students


Plan

Description

2010 2011 2012

2013

2014


149 Programming 163 163 218 197 217

150 Information Security n/a n/a 11 42 45


7,530 7,202 7,094 6,876 6,761

2. Demographics of Students in Program, Fall 2010 to Fall 2014 147 Network Administration AAAS

2010 2011 2012 2013 2014 % Female 14% 14% 13% 10% 8% % Male 86% 86% 87% 90% 92%


Average Age 29 30 28 28 27


149 Programming AAAS

2010 2011 2012 2013 2014% Female 16% 13% 11% 8% 11% % Male 84% 87% 89% 92% 89%


Average Age 27 26 27 26 25



150 Information Security AA 2010 2011 2012 2013 2014

% Female n/a n/a 9% 21% 29% % Male n/a n/a 91% 79% 71%

% Fulltime n/a n/a 27% 36% 36% % Parttime n/a n/a 73% 64% 64%

Average Age n/a n/a 33 28 30

% American Indian n/a n/a 0% 0% 0% % Asian n/a n/a 0% 2% 4% % Black n/a n/a 0% 7% 9% % Hispanic n/a n/a 0% 12% 11% % White n/a n/a 100% 76% 76% % Unknown n/a n/a 0% 2% 0%

3. New Students (First Time in Any College)


Plan

Description

2010 2011 2012

2013

2014


149 Programming 45 35 57 40 47

150 Information Security n/a n/a 1 9 6

Total Workforce Development 1,273 1,198 1,170 1,100 1,042

B. Student Progress* Plan Code

Description

N Students

Graduated


Still Here

Left Ed


147 Network Administration 257 13 3 20 129 92 64%

149 Programming 260 5 2 36 115 102 61%

150 Information Security 50 1 0 5 29 15 70%

Total Workforce Development 9,702 528 100 1,091 4,132 3,851 60%

* One‐year progress measure; i.e., the fall 2014 status of students who were enrolled in the program in the 2013‐ 2014 academic year.

C. Number of Graduates, by Year

Academic Year

Plan

Description

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014


149 Programming 9 11 3 12 7

150 Information Security n/a n/a n/a n/a 2

Total Workforce Development 843 891 799 837 786


II. Course Data


1. Summary

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐ ment

A to C‐

With‐ drew


With‐ drew

Enroll‐ ment

A to C‐

With‐ drew


With‐ drew

Plan 147 CO 110 678 80% 14% 578 83% 14% 464 87% 7% 526 87% 3%

CO 116 566 66% 21% 515 72% 19% 515 71% 14% 495 65% 11%

CO 132 95 85% 8% 144 72% 15% 119 76% 11% 132 81% 4%

CO 142 84 62% 29% 81 72% 16% 69 67% 28% 63 46% 19%

CO 205 91 60% 18% 92 72% 15% 132 83% 7% 109 82% 4%

CO 212 105 90% 5% 101 89% 5% 94 87% 5% 90 77% 7%

CO 230 142 62% 16% 144 84% 8% 178 84% 16% 183 89% 2%

CO 231 129 81% 5% 128 83% 14% 131 85% 3% 113 81% 4%

CO 232 70 86% 3% 87 87% 8% 101 84% 16% 87 74% 9%

CO 233 127 87% 8% 124 84% 10% 129 90% 2% 109 93% 2%

CO 235 47 91% 2% 48 92% 4% 48 88% 0% 85 87% 2%

CO 265 38 92% 3% 34 88% 3% 47 96% 2% 47 87% 9%

CO 266 33 97% 3% 28 93% 0% 44 98% 2% 41 88% 0%

Plan 149

CO 110 678 80% 14% 578 83% 14% 464 87% 7% 526 87% 3%

CO 116 566 66% 21% 515 72% 19% 515 71% 14% 495 65% 11%

CO 117 114 65% 32% 114 65% 30% 134 60% 31% 172 56% 25%

CO 124 131 66% 19% 112 69% 15% 107 78% 9% 88 77% 13%

CO 127 147 70% 19% 146 71% 25% 116 60% 17% 132 64% 11%

CO 129 35 74% 17% 23 74% 13% 23 57% 26% 21 62% 14%

CO 171 93 72% 27% 95 79% 15% 93 78% 9% 115 63% 12%


Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐ ment

A to C‐

With‐ drew


With‐ drew

Enroll‐ ment

A to C‐

With‐ drew


With‐ drew

CO 224 181 83% 9% 127 81% 5% 84 87% 7% 66 85% 5%

CO 225 24 79% 21% 19 63% 37% 23 87% 13% 23 65% 4%

CO 227 45 82% 7% 32 66% 9% 32 84% 0% 31 55% 19%

CO 230 142 62% 16% 144 84% 8% 178 84% 16% 183 89% 2%

Plan 150

CO 116 566 66% 21% 515 72% 19% 515 71% 14% 495 65% 11%

CO 120 226 76% 16% 197 74% 21% 159 77% 19% 123 83% 2%

CO 212 105 90% 5% 101 89% 5% 94 87% 5% 90 77% 7%

CO 230 142 62% 16% 144 84% 8% 178 84% 16% 183 89% 2%

CO 231 129 81% 5% 128 83% 14% 131 85% 3% 113 81% 4%

CO 232 70 86% 3% 87 87% 8% 101 84% 16% 87 74% 9%

CO 233 127 87% 8% 124 84% 10% 129 90% 2% 109 93% 2%

CO 235 47 91% 2% 48 92% 4% 48 88% 0% 85 87% 2%

CO 246 9 89% 0% 14 93% 7% 22 68% 32% 21 76% 5%

CO 273 18 78% 0% 11 91% 0%

CO 274 14 64% 0%

CO 275 25 68% 28% 10 70% 20%

Total GRCC 72% 13% 72% 12% 74% 11% 74% 8%

*Does not include I (Incomplete), D or E

III. Perkins Data

Computer Networking – 147

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal GRCC

Program State Goal

GRCC

Program State Goal

GRCC

Program






91.08% N/A 92% N/A 92.00% N/A





26.93% 36.00% 29% 32.61% 30.00% 30.00%








reporting year.

70.00% 78.21% 71% 75.65% 71.00% 75.31%




programs in the 2nd quarter following the

program year in which they left



concentrators who graduated by June 30,

2011 would be assessed between

October 1, 2011 and December 31, 2011).

70.00% 0.00% 71% 0.00% 84.00% 100.00%






23.62% 38.64% 23.70% 10.11% 24.00% 10.82%






20.65% 0.00% 20.70% 10.00% 21.00% 10.00%


IV. Employment

(From the survey mailed to alumni. The question asks for the graduates’ status in October following the academic year in which they graduated. )

Plan 147 (Network Administration AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate* 2/21 = 10% 0 4/27 = 15% 5/20 = 25%


1/2 = 50% n/a 1/4 = 25% 1/5 = 20%

Continuing education or continuing education and EMPLOYED in a job related to the program taken at GRCC

1/2 = 50% n/a 1/4 = 25% 0/5 = 0%

Plan 149 (Programming AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate 4/10 = 40% 2/8 = 25% 0 1/12 = 8%


0/4 = 0% 1/2 = 50% n/a 0/1 = 0%

Continuing education or continuing education and EMPLOYED in a job related to the program taken at GRCC

3/4 = 75% 1/2 = 50% n/a 1/1 = 100%

Plan 150 (Information Security) (new program, not applicable)

*Number of survey respondents/Number of surveys mailed

Computer Information Systems 147, 149 and 150 Data Packet for Program Review, 2014‐2015

B. Regional Employment Forecasts Includes the following counties:

Allegan Barry Ionia Kent Lake Mason Mecosta Montcalm MuskegonNewaygo Oceana Osceola Ottawa

SOC

Description 2013 Jobs 2014 Jobs 2018 Jobs

2013 - 2018

Change

2013 - 2018 % Change

Annual Openings


15-1122 Information Security Analysts 142 151 170 28 20% 8 $36.48

15-1131

Computer Programmers 1,094 1,113 1,145 51 5% 40 $31.02

15-1132 Software Developers, Applications 1,642 1,704 1,820 178 11% 59 $38.37

15-1133 Software Developers, Systems Software 1,220 1,262 1,344 124 10% 42 $41.09

15-1143 Computer Network Architects

321 329 341 20 6% 10 $38.15

15-1151 Computer User Support Specialists

2,548 2,604 2,734 186 7% 80 $21.21

15-1152 Computer Network Support Specialists 461 472 483 22 5% 12 $25.40


SOC

Hourly Earnings Range

Average Monthly

Postings^


Annual # of Job

Postings!

Regional Completion

s (2013)


Age 55- 65+

Age 55-65+% of

Occupation

15-1122 $24.78 - $52.81 8 7 50 525 Bachelor's degree 23 15%





15-1151 $13.19 - $32.31 83 194 70 10 Some college, no degree 349 14%

15-1152 $15.57 - $35.52 3 30 0 62 Associate's degree 55 12%





V. Completions, Comparisons

CIP 11.0901 Network Administration Numbers of Degrees/Certificates Awarded at Other MI Institutions

CIP 11.0901, Number of Completions 2012‐2013, by Award Level

Award Level

Institution Name Associate’s Degree

Bachelor’s Degree

Baker College (all campuses) 153

Bay de Noc Community College 4

Davenport University 17 48

Delta College 8

DeVry University‐Michigan 2 1

Ferris State University 2

Grand Rapids Community College 21

Henry Ford Community College 21

ITT Technical Institute (all campuses) 220

Jackson College 24

Lake Superior State University 11

Lansing Community College 21

Michigan Technological University 4

Mid Michigan Community College 4

Mott Community College 36

Muskegon Community College 11

North Central Michigan College 1

Northern Michigan University 1

Northwestern Michigan College 14

Schoolcraft College

Southwestern Michigan College 5

St Clair County Community College 16

Washtenaw Community College 38

West Shore Community College 6

Source: Integrated Postsecondary Education Data System (as reported by institutions)

Computer Information Systems 147, 149 and 150

Data Packet for Program Review, 2014‐2015


V. Completions, Comparisons (Cont.)

CIP 11.0201 Programming Numbers of Degrees/Certificates Awarded at Other MI Institutions


Award Level

Institution Name Associate’s Degree Bachelor’s Degree

Baker College (all campuses) 43 29

Davenport University 7

Delta College 8

Grand Rapids Community College 17



Kalamazoo Valley Community College 10

Lake Michigan College 5

Macomb Community College 24

Mid Michigan Community College 2

Monroe County Community College 2


Muskegon Community College 2

Northwestern Michigan College 4

Oakland Community College 21

Schoolcraft College 16

Siena Heights University 2 1

Southwestern Michigan College 6

St Clair County Community College 4

University of Michigan‐Dearborn 20

University of Phoenix‐Detroit Campus 2


Wayne County Community College District 23



CIP 11.1003 Information Security Numbers of Degrees/Certificates Awarded at Other MI Institutions


Award Level

Institution Name

Associate’s Degree

Bachelor’s Degree

Master’s Degree

Baker College (all campuses) 11 124

Davenport University 6 41 26

Delta College 4

Ferris State University 12



Lake Superior State University 1

Macomb Community College 9

Oakland Community College 26

University of Detroit Mercy 9

University of Phoenix‐Detroit Campus 6

Walsh College of Accountancy and Business Administration

24



Web Design and Technical SupportData Packet for Program Review, 2014‐2015

VI. Definitions

A. Enrollment‐ All Students: Fall count of all students who have selected this academic

program code by mid‐October.

B. Enrollment‐ Demographics of Students in Program: Enrollment‐ All Students broken

down by listed sub‐categories.

C. Enrollment‐ New Students (FTIACs): Fall count of new degree‐seeking students who are

attending college for the first time and who have selected this academic program code by

mid‐October.

D. Student Progress: This is “reverse‐looking,” i.e. of those enrolled during the year, how

many graduated or transferred out during the year, or are still enrolled in the next fall

term.

E. Number of Graduates, by Year: Number of students who graduated in the academic

program plan code in that academic year.

F. Course Data‐ Historical Course Enrollment and Success: Count of students enrolled in

the course for the academic year. Percentage of students who earned A through C‐ and

percentage of students who withdrew from the course (W) for the academic year.

G. Demographic Detail, Selected Courses, Most Recent Term (AtD categories)—Course

Success Rates (A‐C‐) broken out by Race/Ethnicity, Gender, Full‐time/Part‐time, and Pell

Grant recipient/No Pell.


Data Packet for Academic Program Review

160 – Web Design/Development AAAS (CIP 11.0801)

161 and 163 – Web Technical Support AAAS and Certificate (CIP 11.1004)


Table of Contents

I. Program Enrollment and Student Progress A. Enrollment 1. All Students 2. Demographics of Students Enrolled in Program 3. New Students (First Time in Any College) B. Student Progress C. Number of Graduates

II. Course Data A. Course Enrollment and Success 1. Summary III. Perkins Core Indicators

IV. Employment A. Graduate Employment Rates B. Regional Employment Forecasts

V. Completions at Transfer and Other Two‐Year Schools VI. Definitions



A. Enrollment

1. All Students


Plan

Description

2010 2011 2012

2013

2014





7,530 7,202 7,094 6,876 6,761

2. Demographics of Students in Program, Fall 2010 to Fall 2014 160 Web Design and Development

2010 2011 2012 2013 2014 % Female 40% 44% 34% 39% 33% % Male 60% 56% 66% 61% 67%


Average Age 28 28 27 26 28


161 Web Technical Support AAAS

2010 2011 2012 2013 2014% Female 38% 40% 33% 29% 67% % Male 63% 60% 67% 71% 33%


Average Age 31 32 37 31 37



163 Web Technical Support Certificate

2010 2011 2012 2013 2014 % Female 50% 33% 50% 0% 0% % Male 50% 67% 50% 100% 100%


Average Age 29 29 31 37 29


3. New Students (First Time in Any College)


Plan

Description

2010 2011 2012

2013

2014




Total Workforce Development 1,273 1,198 1,170 1,100 1,042

B. Student Progress* Plan Code

Description

N Students

Graduated


Still Here

Left Ed


160

Web Design and Development

61

3 2 3 30

23

62%

161

Web Technical Support AAAS

7

1 0 0 2

4

43%

163

Web Technical Support Certificate

1

0 0 0 1

0

100%

Total Workforce Development 9,702 528 100 1,091 4,132 3,851 60%

* One‐year progress measure; i.e., the fall 2014 status of students who were enrolled in the program in the 2013‐ 2014 academic year.

C. Number of Graduates, by Year

Academic Year

Plan

Description

2009- 2010

2010- 2011

2011- 2012

2012- 2013

2013- 2014




Total Workforce Development 785 852 769 799 786

II. Course Data


1. Summary

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐ ment

A to C‐

With‐ drew


With‐ drew


With‐ drew


With‐ drew

CO 105 477 72% 9% 448 74% 10% 382 77% 7% 306 73% 4%

CO 116 566 66% 21% 515 72% 19% 515 71% 14% 495 65% 11%

CO 120 226 76% 16% 197 74% 21% 159 77% 19% 123 83% 2%

CO 117 114 65% 32% 114 65% 30% 134 60% 31% 172 56% 25%

CO 146 105 75% 10% 177 59% 19% 172 66% 22% 97 67% 12%

CO 148 267 56% 29% 214 50% 32% 187 55% 28% 115 57% 11%

CO 152 178 79% 12% 153 76% 8% 166 70% 23% 137 73% 10%

CO 168 171 53% 23% 124 50% 25% 102 55% 30% 31 45% 23%

CO 170 90 58% 26% 94 85% 2% 91 77% 8% 69 75% 7%

CO 171 93 72% 27% 95 79% 15% 93 78% 9% 115 63% 12%

CO 212 105 90% 5% 101 89% 5% 94 87% 5% 90 77% 7%

CO 230 142 62% 16% 144 84% 8% 178 84% 16% 183 89% 2%

CO 241 34 65% 6% 44 84% 9% 55 85% 13% 29 55% 10%

CO 246 9 89% 0% 14 93% 7% 22 68% 32% 21 76% 5%

CO 247 24 92% 8% 22 86% 14% 16 94% 6% 19 74% 16%

CO 252 55 76% 5% 41 93% 7% 38 87% 13% 46 67% 4%

CO 268 30 80% 13% 52 77% 15% 28 75% 18% 30 93% 0%

Total GRCC 72% 13% 72% 12% 74% 11% 74% 8%

*Does not include I (Incomplete), D or E

III. Perkins Data

Web Developer/Design, CERT ‐160/162

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal GRCC

Program State Goal

GRCC

Program

State

Goal

GRCC

Program


technical skill assessments that are

aligned with industry‐recognized

standards, if available and appropriate,

during the reporting year (that can be

identified)

91.08% N/A 92% N/A 92% N/A





26.93% 41.67% 29% 25.00% 30% 20%



postsecondary institution or

transferred to another 2‐ or 4‐year

postsecondary institution during the

reporting year and who were enrolled

in postsecondary education in the fall

of the previous reporting year.

70.00% 68.25% 71% 75.00% 71% 66%


were placed or retained in

employment military service or

apprenticeship programs in the 2nd

quarter following the program year in

which they left postsecondary

education (i.e., unduplicated

placement status for CTE




2011).

70.00% 0.00% 71% 0.00% 84% 0%






23.62% N/A 23.70% N/A 24% N/A






20.65% N/A 20.70% N/A 21% N/A


Web Developer/Technical ‐161/163

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State

Goal

GRCC

Program

State

Goal

GRCC

Program

State

Goal

GRCC

Program






91% N/A 92% N/A 92% N/A





27% 0% 29% 100% 30% 0%








reporting year.

70% 71% 71% 80% 71% 100%




programs in the 2nd quarter following

the program year in which they left






2011).

70% 100% 71% 0% 84% 100%




24% N/A 24% N/A 24% N/A








21% N/A 21% N/A 21% N/A


A. Graduate Employment Rates

IV. Employment

(From the survey mailed to alumni. The question asks for the graduates’ status in October following the academic year in which they graduated. )

Plan 160 (Web Design/Development AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate* 0 0 2/8 = 25% 1/10 = 10%


n/a n/a 1/2 = 50% 0/1 = 0%


n/a n/a 0/2 = 0% 0/1 = 0%

Plan 161 (Web Technical Support AAAS)

2009-2010 2010-2011 2011-2012 2012-2013 Response rate 0 0 n/a 0


n/a n/a n/a n/a


n/a n/a n/a n/a

Plan 163 (Web Technical Support Certificate) 2009-2010 2010-2011 2011-2012 2012-2013

Response rate n/a 0 n/a 0


n/a n/a n/a n/a


n/a n/a n/a n/a

*Number of survey respondents/Number of surveys mailed

Web Design and Technical Support Data Packet for Program Review, 2014‐2015

Allegan Barry Ionia Kent Lake Mason Mecosta Montcalm MuskegonNewaygo Oceana Osceola Ottawa

B. Regional Employment Forecasts Includes the following counties:

SOC

Description

2013 Jobs

2014 Jobs

2018 Jobs

2013 - 2018

Change

2013 - 2018 % Change

Annual Openings


15-1134

Web Developers

482

502 554 72 15% 23 $23.81

SOC Hourly

Earnings Range

Average Monthly

Postings^


Annual # of Job

Postings!

Regional Completions

(2013)


Age 55-65+

Age 55-65+ % of Occupation

15-1134 $15.47 - $36.36

73

56 125 215 Associate's degree

32 6%





V. Completions, Comparisons

CIP 11.0801 Web Design/Development Numbers of Degrees/Certificates Awarded at Other MI Institutions


Award Level

Institution Name

Associate’s Degree

Bachelor’s Degree

Baker College Center for Graduate Studies 21

DeVry University 1

International Academy of Design and Technology‐Troy 3

Jackson College 3

Lansing Community College 3

Monroe County Community College 2


Schoolcraft College 4

The Art Institute of Michigan 4 5




VI. Definitions

A. Enrollment‐ All Students: Fall count of all students who have selected this academic

program code by mid‐October.

B. Enrollment‐ Demographics of Students in Program: Enrollment‐ All Students broken

down by listed sub‐categories.

C. Enrollment‐ New Students (FTIACs): Fall count of new degree‐seeking students who are

attending college for the first time and who have selected this academic program code by

mid‐October.

D. Student Progress: This is “reverse‐looking,” i.e. of those enrolled during the year, how

many graduated or transferred out during the year, or are still enrolled in the next fall

term.

E. Number of Graduates, by Year: Number of students who graduated in the academic

program plan code in that academic year.

F. Course Data‐ Historical Course Enrollment and Success: Count of students enrolled in the

course for the academic year. Percentage of students who earned A through C‐ and

percentage of students who withdrew from the course (W) for the academic year.

G. Demographic Detail, Selected Courses, Most Recent Term (AtD categories)—Course

Success Rates (A‐C‐) broken out by Race/Ethnicity, Gender, Full‐time/Part‐time, and Pell

Grant recipient/No Pell.

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