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Dept. of Computing and Technology (CaT) School of Science and Technology B.S. in Computer Information Systems (CIS) CIP Code: 110101 Program Code: 411.

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Presentation on theme: "Dept. of Computing and Technology (CaT) School of Science and Technology B.S. in Computer Information Systems (CIS) CIP Code: 110101 Program Code: 411."— Presentation transcript:

1 Dept. of Computing and Technology (CaT) School of Science and Technology B.S. in Computer Information Systems (CIS) CIP Code: Program Code: Program Quality Improvement Report

2 Student-Learning or Service Outcomes SLO 1 (ACM IS 2010, see “Ancillary Actions”) IS professionals exist in a broad variety of domains, including, for example, business, health care, government, and non-profit organizations. Students must therefore understand that: IS professionals enable successful performance in many organizations IS professionals span and integrate across organizational levels and functions IS professionals need both an excellent understanding of the domain within which they work and appropriate technology knowledge for their organizational role Information systems in organizations have increasing strategic significance because of the scope of the organizational systems involved and the role systems play in enabling organizational processes and strategies. 2 Program Quality Improvement Report

3 Student-Learning or Service Outcomes SLO 2 (ACM IS 2010, see “Ancillary Actions”) IS professionals must have strong analytical and critical thinking skills to thrive in a competitive global environment. Students must therefore: Be problem solvers and critical thinkers Use systems concepts for understanding and framing problems Be capable of applying both traditional and new concepts and skills Understand that a system consists of people, procedures, hardware, software, and data within a global environment. 3 Program Quality Improvement Report

4 Student-Learning or Service Outcomes SLO 3 (ACM IS 2010, see “Ancillary Actions”) IS professionals must exhibit strong ethical principles and have good interpersonal communication and team skills. Students must understand that IS professionals should be able to: critically evaluate and possibly act on current ethical issues in the IS field apply professional codes of conduct collaborate with other professionals as well as perform successfully at the individual level communicate effectively with excellent oral, written, and listening skills. demonstrate persistence, flexibility, curiosity, creativity, risk taking, and a tolerance of these abilities in others. Program Quality Improvement Report

5 Student-Learning or Service Outcomes SLO 4 (ACM IS 2010, see “Ancillary Actions”) IS professionals must design and implement information technology solutions that enhance organizational performance. Students must therefore: Possess skills in understanding and modeling organizational processes and data, defining and implementing technical and process solutions, managing projects, and integrating systems within and across organizations. Be fluent in techniques for acquiring, converting, transmitting, and storing data and information, including those related to data quality Focus on the application of information technology in helping individuals, groups, and organizations achieve their goals within a competitive global environment. Program Quality Improvement Report

6 Alignment of Outcomes The B.S. in CIS program, as well as all programs in the CaT Dept., support the University Mission in the Cameron University Plan 2013 as stated below… “Cameron University provides a diverse and dynamic student body access to quality educational opportunities; foster a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepare students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driven force in the cultural life and economic development of the region.” 6 Program Quality Improvement Report

7 Alignment of Outcomes As well as the School of Science and Technology Mission… educate students in an intellectual atmosphere based on academic excellence, high ethical standards, and exposure to the latest advances in our academic disciplines; assist our students in developing the skills and confidence to excel as life-long learners; prepare our graduates for success in a diverse and dynamic environment; create an atmosphere conducive to professional growth for faculty and staff; support community efforts relevant to Cameron University. 7 Program Quality Improvement Report

8 Alignment of Outcomes And the CaT Dept. Mission… providing quality academic programs based on academic excellence, high ethical standards, and learning outcomes for each of the computing and technology disciplines; assist students in developing the skills and confidence to excel as life- long learners; prepare computing and technology graduates at both the A.A.S. and B.S. levels for success in a diverse and dynamic environment; provide faculty and staff with an atmosphere conducive to professional growth through an annual individualized appraisal program; support community efforts involving computing and technology disciplines relevant to the university, school, and department. 8 Program Quality Improvement Report

9 In spring 2010, the CaT CIS Committee decided that previous methods of collecting direct and indirect measures for program assessment should be discontinued to implement a revised plan based on national standards. Previous locally developed outcome measures and strategies had not changed significantly in over a decade. Comparisons between previous ( ) and current ( ) outcome measures and strategies would be disparate, invalid, and unreliable. Therefore a stopping point for the previous processes and starting point for new processes had to be established (see “Ancillary Actions”). Program Quality Improvement Report Measures of Learning and Service Outcomes

10 Report on Actions from the Three Previously Chosen Priority Outcomes Due to major revisions for the new standardized assessment plan being disparate with previous locally developed measures, there were no actions taken on previously chosen priority outcomes from A stopping point was created to discontinue use of the previous plan (see “Ancillary Actions”). 10 Program Quality Improvement Report

11 Student-Learning or Service Outcome and Measurements 11 Program Quality Improvement Report Due to major revisions for the new standardized assessment plan being disparate with previous locally developed measures, no priority outcomes were yet selected for Therefore, no charts are presented. Three priority outcome implementation will resume in (see “Ancillary Actions”).

12 Display of Assessment Data Due to major revisions for the new standardized assessment plan being disparate with previous locally developed measures, no priority outcomes were yet selected for Therefore, no displays of assessment data are presented. Displays of assessment data will resume in (see “Ancillary Actions”). 12 Program Quality Improvement Report

13 Analysis of Assessment Data Due to major revisions for the new assessment plan, based on national standards, being disparate with previous locally developed measures, no priority outcomes were yet selected for Therefore, an analysis is not applicable. Analysis of assessment data will resume in (see “Ancillary Actions”). 13 Program Quality Improvement Report

14 Action plan for Student-Learning or Service Outcomes Due to major revisions for the new assessment plan, based on national standards, being disparate with previous locally developed measures, no priority outcomes were yet selected for Therefore, action plans are not applicable. Action plans will resume in (see “Ancillary Actions”). 14 Program Quality Improvement Report

15 Ancillary Actions In spring 2010, the CaT Dept. CIS Committee, decided to make significant changes in assessment procedures based on national standards. Such changes were partially due to general requests to campus faculty from the then Director of Institutional Assessment. Two requests in particular, were to use standardized exams and to map student learning outcomes to a national document in discipline, when possible. 15 Program Quality Improvement Report

16 Ancillary Actions – Cont. The CIS Committee then found a national standardized exam, the IS CORE, from ICCP (Institute for Certification of Computing Professionals), used specifically by universities across the nation for information systems (IS) program assessment. The CIS Committee also decided to directly adopt the student learning outcomes found in the ACM’s (Association of Computing Machinery) IS 2010 education curriculum guideline document, an internationally recognized standard. 16 Program Quality Improvement Report

17 Ancillary Actions – Cont. ICCP developed IS CORE exam questions to map directly to the ACM IS 2010 document. Also, students who pass the exam can earn an ICCP certification upon B.S. graduation, by paying a small fee. The certification is called ISA (Information Systems Analyst). 17 Program Quality Improvement Report

18 Ancillary Actions – Cont. Funding approval by the current Director of Institutional Assessment has been given for the CaT Dept. to use the IS CORE exam on a trial basis starting spring The exam will be given to students in IT 1213 Programming Logic, CIS 2033 Systems Analysis and Design, and CIS 4063 Applied Problems in CIS. This will provide three direct measurement program assessment points for the B.S. in CIS program… IT 1213 (baseline beginning) CIS 2033 (mid point) CIS 4063 (end point) 18 Program Quality Improvement Report

19 Ancillary Actions – Cont. Use of appropriate indirect measurement items, are still being discussed by the CIS Committee. In conclusion, using the new standardized direct measures could give the CaT Dept. a much clearer picture of how well our students compare to other universities nationally and what learning areas need improvement. 19 Program Quality Improvement Report


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