ࡱ>  ?bjbj 7{{B ,,,8dH,I^,l422"#xHHHHHHH$sL%O>H###H4H~,~,~,#6H~,#H~,~,DbF9$~DHH0IE^cOJ&4cO4bFbF&cOF##~,#####HH~,###I####cO######### : Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016apru_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, Documents file. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionDepartment Name: Computer Information SystemsProgram Mission Statement:What are your Program Learning Outcomes? How do your Program Learning Outcomes relate to the mission of ý College and our Institutional Core Competencies? ( HYPERLINK "http://www.deanza.edu/about/missionandvalues.html" http://www.deanza.edu/about/missionandvalues.html) ý's Computer Information Systems department has been a leading educational institution in Silicon Valley since the college was founded. Over the years it has developed a rich and diverse series of courses in many areas. Our courses meet the needs of both the transfer student and the industry professional.I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransferI.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ACareer TechnicalI.B.1# Certificates of Achievement AwardedIf applicable, enter the number of Certificates of Achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.41I.B.2# Certificates of Achievement-Advanced Awarded:If applicable, enter the number of Certificates of Achievement - Advanced awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html . Leave blank if not applicable to your program.2I.B.3# ADTs (Associates Degrees for Transfer) AwardedList Associate Degree Transfer awarded by you department during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.0I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program15I.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at: /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.In San Benito and Santa Clara Counties, the number of Network and Computer Systems Administrators is expected to increase by 21.2 percent, or 970 jobs between 2012 and 2022. The median wage for Network and Computer Systems Administrators in San Benito and Santa Clara Counties was $100,687 annually, or $48.41 hourly. In San Benito and Santa Clara Counties, the number of Computer and Information Systems Managers is expected to grow much faster than average growth rate for all occupations. Jobs for Computer and Information Systems Managers are expected to increase by 29.6 percent, or 3,050 jobs between 2012 and 2022. The median wage for Computer and Information Systems Managers in San Benito and Santa Clara Counties was greater than $145,600 annually. A broad exposure to a variety of computer technologies such as network, internet development, telephony, databases, and other technology specialties can provide the prospective manager with a strong technical foundation that he or she will need in directing the activities of the staff. To meet these needs the following courses have been added (and applicable certificates/degrees updated) Mobile development: iOS Development course (CIS 55) Java for Mobile Development (CIS 53) Database: Introduction to Large Scale Processing Systems (CIS 64E) Introduction to Big Data and Analytics (CIS 64F) Security: Enterprise Security Process Management (CIS 75D) Enterprise Emergency Response Planning (CIS 75F) Ethical Hacking (CIS 102) Digital Forensics and Hacking Investigation (CIS 104)Project Management: Managing Cloud Projects (CIS 95F) Agile Project Management - A Practicum (CIS 95G) Knowing this we are updating we have and are continuing to add on to offerings in security area. The courses necessary to complete the certificates and degrees in these areas tend to be lower enrolled than our transfer curriculum. Due to budgetary constraints and 20 student enrollment minimum, we are not able to offer individual courses as often as students would prefer and students, therefore, must forestall their completion of the certificate or degree.I.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.). Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.Input from our Advisory Board: Our Advisory Board feedback indicated that the skill of programming in Python is as much in demand as other areas such as programming in Java and web development. Python is mostly replacing the need for Perl. The introduction of Python courses for 2016-17 will enable our students to learn this skill. In the area of database skills our teaching of SQL is precisely what is needed as indicated by the Board. With the introduction in 2015 of CIS 64F Introduction to Big Data and Analytics, we are teaching one of the second most desired database skills, Hadoop. When asked what courses could ý College offer to help your company or organization address needs related to computers or information technologies, the advisory group replied with Cloud Computing, Android Development, Requirement of Analysis and Design, Data Warehousing, iPhone Development, Team Based Software Development It should be noted that of the courses listed we teach Cloud Computing (CIS 95F), Android Development (CIS 53), Analysis and Design (CIS 28), Data Warehousing (CIS 64F), and iPhone Development (CIS 55). It should also be noted that a team project is part of the CIS 22C curriculum. Web Development certificate was considered one of the most beneficial for those without a Bachelors degree. Since many of our students choose not to pursue a Bachelors degree at the moment it is prudent that we are updating this certificate. Only a third of respondents were willing to hire an applicant without any work experience. An internship would suffice was a comment by some. Thus, we are endeavoring to find ways to establish connection with industry to provide students possibilities for internships, paid and unpaid. These opportunities are published on the CIS Departments website: http://deanza.edu/cis/internships.html and by working with Ashley Phillips, CTE Program Coordinator.I.D.1Academic Services and Learning Resources: # Faculty Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.D.3Academic Services and Learning Resources: # Staff Served Only for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html .7.9I.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your programI.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingCompare the changes in % of FT and PT faculty teaching in your department? 0 = no change; (- %) = decreased; % = increased; blank= not applicable to your program. Refer to your program review data sheet.  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html. -12.5%I.E.4# Staff EmployeesState number of staff employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program ONLY report the number of staff that directly serve your program. Deans will make a report regarding staff serving multiple programs. I.E.5Changes in Employees/ResourcesBriefly describe how any increase or decrease of employees/resources has impacted your program. Leave blank if not applicable to your program.While an additional full-time instructor was added to the department in 2014-15, the number of students has grown so dramatically that our ratio of full-time employees to part-time employees has actually decreased by 12.5%. Availability of rooms equipped with computers for each student to use is often the deciding factor not only for when to offer a class but if another section should be opened. While statistics for core courses suggest the majority of students prefer day classes, in recognition for the need of equity, we must still make these available in the evening. Other courses, both CTE and those that draw students primarily from those working a full-time daytime job, must also be offered in the evening. Thus, there is no room to grow our program in the 6:00 - 7:50 pm time-frame.EnrollmentII.A.1Enrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to  HYPERLINK "http://deanza.fhda.edu/ir/program-review.14-15.html" http://deanza.fhda.edu/ir/program-review.14-15.html Enrollment 2012 - 2013: 4663 Enrollment 2013 - 2014: 5677 Enrollment 2014 - 2015: 7443 Not only are our core courses overcrowded, but many of the courses needed to achieve certificates and degrees are overcrowded (CIS 28, CIS 29, CIS 26B, CIS 89A, CIS 66). Ratio of students to instructor is, perhaps, the most crucial issue in increasing success.II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?Success rate 2012-13: 70% Success rate 2013-14: 70% Success rate 2014-15: 71%II.B.2Plan if Success Rate of Program is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level? Leave blank if N/A.N/AII.CChanges Imposed by Internal/External Regulations Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)The Computer Science AS Transfer Degree is now a reality and is available to students beginning Fall, 2015. In an effort to fill the needs of our students, parallel tracks for curriculum in both C++ and Java have been expanded and are continuing to be expanded. Curriculum for CIS 36A Introduction to Java and CIS 36B Intermediate programming in Java are being updated to gain C-ID approval in order to offer another pathway for students to achieve the A-D-T Computer Science degree. Also in connection with assisting students to complete their transfer courses including those that are part of the Computer Science A-D-T degree, CIS 22C Data Abstraction and Structures is being offered using three different approaches: exclusively with C++ code usage, exclusively with Java code usage, and language independent. In order to begin to develop the A-D-T in computer science, all core curriculum courses needed to be taught in C++. According to SLO assessments the students are achieving desired outcomes in our C++ courses. However, the CIS 22 series courses are not yet as good as the C courses they replaced. The C courses had an excellent text book which was precise, practical, attuned to the needs of industry, and to the ý student. The department faculty had fine-tuned these courses to meet the student needs through many years of use. The new C++ core courses were collaboratively developed and we will continue our collaborative effort to improve them. Students benefit from us teaching using the same materials in the same ways at the same time. Students are able to collaborate across classes and our teaching assistants are more productive and helpful when working with students from different course sections. With the discontinuance of CAOS department new courses are continuing to be developed to fill the gap left , A class in Flash has been approved and will begin to be offered 2016-17.EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to http://deanza.fhda.edu/ir/program-review.14-15.html )From 2012-13 to 2014-15, the targeted group population grew by 198.5%; The non-targeted group grew at the slower rate of 151.9%III.BClosing the Student Equity Gap: What progress or achievement has the program made relative to the plans stated in your programs 2013 -14 Comprehensive Program Review, Section II.A.3, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html  The gap between targeted group and non-targeted group in relation to success rates is fairly flat: 2012-13 => 15% 2013-14 => 14% 2014-15 => 14% Close inspection of the targeted population by ethnic group yields some interesting information. The Filipino group grew in numbers from 87 in 2012-13 to 255 in 2014-15. Their success grew from 53% (below acceptable) to 65%. Likewise, the Pacific Islander success rate jumped from 50% to 76% as their enrollment approximately tripled. Subjectively considering these statistics one might surmise that sense of community plays an important role. Of course, building a sense of community should begin in the classroom, but we perceive that the teaching assistant programs and the three CIS clubs each with a different intended outcome play an important role in community building. These clubs and programs lead students to say to themselves "if you can, then so can I". As part of post Winter 2016 quarter student survey (212 respondents), approximately 50% of the students have sought TA assistance and, of these, 90% were satisfied or very satisfied with the help they received. The rationale for improving success rate continues to be to provide multiple methods for delivery of learning materials and to provide each student with one-on-one assistance in several ways: tutoring by our volunteer teaching assistants, peer-to-peer assistance through forums and chat groups, online instructor hours, in-class tutors. With the introduction of LanSchool software installed on all CIS classroom computers, student attention during class has grown.III.CPlan if Success Rate of Targeted Group(s) is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%  HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates of targeted groups at or above 60%? If not, what are the departments plans to bring the success rates of the group(s) up to this level? This applies to African American, Latino/a and Filipino students.With the elimination of a coordinator for the CIS lab, the department lost the person that was devoting most of 40 hours per week on our tutoring program. This loss hurt the targeted groups most. As a remedy, several action plans are in place. Our tutors are back but they are now truly our Teaching Assistants. Essentially each faculty member has taken on the responsibility of training tutors by having them start as in-class tutors. Fall 2013 saw the number of tutors dwindle to ten with only five tutors working in the lab. For Winter 2016 there are over 35 teaching assistants volunteering their time in the lab and in the classroom during regularly scheduled meeting times. Faculty are providing more back-up assistance to students in being available more online, setting up chat sessions, rewarding students for posting to forums, available face-to-face in the lab as well as online during online times and utilizing online tutorials. Teaching Assistants have also been added into Catalyst to assist in the answering of doubts and questions online. The lab accommodates students needs for access to computers and the Internet. The lab is designed to promote peer-to-peer support. To close this gap further, class size in the core class needs to be kept closer to the maximum of 40. There has been a definite shift in the development of course materials from teacher by teacher to departmental groups. This was evidenced in the Catalyst Master Shells created for our new core courses of CIS 22A Beginning Programming Methodologies in C++ and CIS 22B Intermediate Programming methodologies in C++. CIS faculty, both full-time and adjunct, met and contributed materials to develop the shell. This will lead to more uniform skills learned by students by the end of these courses. The department will continue investigating the addition of tutoring in computer science classes to Smartthinking, an online tutoring program. The department is also in dialog with the Student Success Center to investigate their ability to provide CIS tutors as part of their program.III.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan?The CIS Department is offering a Lecture series. We are contributors to the STEM initiative. We have three CIS clubs each of which has CIS faulty as advisers. Assessments of SLOs (e.g. SLOAC for CIS21JB_SLO_1) "From this experience, it was observed that if students were actively learning and felt a common bond with each other. . ., they tend to encourage each other and be more likely to succeed. " Fall 2016 will be the first offering of CIS 40 Introduction to Programming in Python. This class is aimed at the non-computer science major. It well serve as an excellent starting point for targeted groups and all who are less comfortable around computers and with applying problem solving skills. This course will serve to prepare students to be successful in the computer transfer path who are required to complete either CIS 22A or CIS 36A. We are investigating the feasibility of providing one-on-one tutoring in collaboration with Student Success Center. We are investigating the feasibility of becoming part of a LinC program. Assessment CycleIV.ACycle 2 PLOAC Summary (since June 30,2014)Give the percentage of Program Level Outcome statements assessed since June 30, 2014. Run Ad Hoc report entitled Cycle 2 XXX PLOAC Work and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis/#PLO statements times 100. All program level outcomes are to be assessed at least once between Fall 2014 and end of Winter 2019.One of 15 Program Level Outcome statements has been assessed since June 30, 2014.IV.BCycle 2 SLOAC Summary (since June 30, 2014)Give the percentage of Student Learning Outcome statements assessed since June 30, 2014. Run Ad Hoc report titled Cycle 2 XXX SLOAC work- Active Only and scroll to the bottom of the report for count. Then calculate #Reflections & Analysis /#SLO statements times 100. All Student Learning Outcome statements are to be assessed at least once between Fall 2014 and end of Winter 2019.14 of the 112 SLO statements have been assessed since June 30, 2014.Resource RequestsV.ABudget TrendsDescribe impact, if any, of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with budget, please ask your Division Dean to give you the information. CIS gets the FTEF that we can schedule classes for. Since the State has allotted the College a bigger budget and since the Business/CS/AppliedTech Division enjoys an increasing enrollment, budget has not been the deciding issue. For us in CIS, the deciding issues are good instructors, adequate support for our students, and availability of classrooms with computers for each student.V.BFunding Impact on Enrollment TrendsDescribe the impact, if any, of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. Refer to Program Review data sheets for enrollment information:  HYPERLINK "http://deanza.edu/ir/program-review.14-15.html" http://deanza.edu/ir/program-review.14-15.html 1) For our transfer students, our core classes are over-crowded and students must often wait between taking sequential courses. 2) We are restricted in the number of cutting edge courses we can offer for those wishing to improve the technical skills in their quest for employment or expanding their career options. 3) Too few classrooms equipped with computer for each student.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowthV.C.2Justification for Faculty Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a faculty position? If so provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.CIS Department wishes to grow its core transfer program while simultaneously adding courses focused on cutting-edge topics. Two new faculty positions are needed. Ideally, each full-time member needs to be capable of teaching our core transfer courses while bringing to the table the ability to teach courses in one of our higher academic and/or career enhancement areas. Between 2012-13 and 2014-15 our department enrollment has grown by 2780 students (60%) while number of full-time faculty during this same period has grown by 2.2 (1.3 from CAOS; one new hire). In addition we have created new certificate and new area: security. Furthermore, we would like to add MIS program in collaboration with Business department.. The area most pressing is Security. Two hundred ninety-two students have enrolled in CIS 56 Network Security and CIS 102 Ethical Hacking since the inception of these courses in Fall of 2014. Two other courses, CIS 75D and CIS 75E have a difficult time attracting students. A new course, CIS 104 Digital Forensics and Hacking Investigation will be offered for the first time 2016-17. There is a great need for this expertise, but a full-time instructor poised to push for a solid security program is needed. For 2016-17, there will be no full-time instructor teaching these cutting edge security courses.V.D.1Staff Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff requests should be in the Deans summary.Replace due to VacancyV.D.2Justification for Staff Position(s):Briefly, how will this position support student needs? Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.Instructional Associate is needed to replace a vacancy due to a retirement in December, 2013. The person needs to be well-versed in writing C++, Java, and python code in order to assist our students in the lab. Survey indicates that students wish for more support.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested Over $1,000V.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )1) Computer in AT 203F cloned as computers in lab 2) PolyCom phone to allow dial-in access to the meetings in AT 203F. 3) Each CIS Faculty member's office desktop computer needs parallel software to software on computers in AT 203 and in the classrooms. Office computers need direct access to AT 203 server 4) Each CIS Faculty member needs a laptop in addition to a desktop. The laptop needs software in parallel to software used by students in lab and classrooms 5) 3D optical facial recognition camera for Windows 10 hello 6) Smart boards for the classrooms 7) A second overhead projectorV.E.3Equipment JustificationDo you have assessment data available to justify this request for equipment? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or Advisory Board input to support this need. If not, provide other data to support this need. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf 1) Computer in AT 203F cloned as computers in lab. With the growth in the number of students our lab is often noisy and crowded. instructors were assisting students in AT 203B but this needs to be reserved as a preparation area for adjunct faculty. The solution is using CIS 203F for instructors to hold sessions with individual or small groups of students. This necessitates the need for computer in there. This speaks to equity as well since it is the at-risk students who are the least likely to have their own laptop to use during conference with instructor. 2) PolyCom phone to allow dial-in access to the meetings in AT 203F. There is only a 30 minute period during the day when no faculty areteaching. Due to the three CIS clubs with meetings on Fridays, faculty are busy attending these meeting as advisers. PolyCom Phone would facilitate some faculty being able to join meeting from off campus allowing more creative scheduling of department meetings times. 3) There is little time before or after the class to prepare for the lecture or to post code created live during the class. 4) Instructors need to assist students in the lab, in AT 203F, and, in addition, with all assignments being submitted online (rather than students printing and submitting hard-copy) the time it takes to correct programming labs has more than doubled. This means correcting anywhere and everywhere one has the opportunity. On the other hand choosing a laptop over a desktop is not ergonomically a good idea since faculty are spending more time than ever in front of computers correcting work. 5) Face recognition camera for Windows 10 for students in security classes to use and for demonstration purposes. Having current hardware available for student usage is a key way to keep our program viable and students engaged. 6) Many of our students experienced smart boards in their high schools but not here at ý even in the Advanced Technology Building. 7) The issue of trying to simultaneously show code along with slides or other means to explain the rudimentary background information still exists. Ideally this is accomplished with two projectors in each classroom.V.F.1Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility.1) Two more smart classrooms between the hours of 6:00 - 8:00 pm; one more classroom during the daytime (9:30 - 5:20 pm). 2) Noise level abatement in AT 203 3) A Mac classroom equipped with a Mac computer for each student to use 4) Re-design for AT 205 5) Lab 203 is too dark especially in the corner by the door from the lab to room 205 6) More electrical outlets are needed in the labV.F.2Facility JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need. Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? 1) Currently we are using the area at the back of the Lab (AT 203) to hold classes. This and all other options are exhausted during several times of the day especially between 6:00 pm to 7:50 pm. CIS program is growing each year. This growth can only be sustained if we can offer more classes from 6:00 pm to 7:50 pm. A focus group assessment with students conducted Winter 20115 revealed that the later time frame, 8:00 - 9:50 pm is extremely difficult for our students who depend on public transportation. The availability of a classroom often is the deciding factor of whether or not another class section can be added to handle the over-flowing wait-lists. 2) A survey of all current CIS students was conducted at the end of Winter quarter 2016. 38% of the 212 respondents listed high noise level as a problem. Before the renovation the pods had low partitions which assisted noise abatement. 3) CIS 55 iOS Development is a popular class but they have no classroom equipped with Mac computers. The lecture is held in a small classroom without computers and then students must switch to AT 203 for working with Macs in there. This is not conducive to keeping students engaged nor to making them feel a part of a small community that is learning very sought after skills. 4) AT 205 needs redesign of student desks. We wish our students to work in groups. We wish in-class tutors and instructors to be able to go to the students and assist, one-to-one on the computer. This is greatly hampered in AT 205 by cramming too many desks too close together. Assessments of SLOs (e.g. SLOAC for CIS22A_SLO_2) Students need more in class time to complete assignments. That is, there needs to be more "flipping" of the classroom to accommodate the many issues that students are striving against: other difficult classes, work, poor study habits, lower than anticipated problem solving skills. This will make the class more equitable for all. (12/17/2014) 5) Students tend to hang out in this corner and are not engaged in academic activities. 6) A survey of all current CIS students was conducted at the end of Winter quarter 2016. 47.4% of the 212 respondents listed too few electrical outlets in the lab as an issue. There needs to be an electrical outlet at each station dedicated to allow student to plug in their laptop. 61.5% of the 212 respondents to survey indicated they use their own laptop in the lab. Currently there is a problem when some students unplug the lab computer so they can plug-in their computer and then they fail to plug the lab computer back in upon leaving.V.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?Offer a linked course between mathematics and a beginning programming course. Assistance is needed in setting up such a program starting from the point of what discipline would be willing to work with us and how do we ascertain what pairing up of courses would result in the best outcome for students. One-on-one tutoring. We need assistance from student Success Center. Continue offering CodeLab online tutorial free to all our students.V.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.Stipend for the development of alternatives to textbook for core courses. This stipend should be equivalent to the average/median salary paid for one course taught by full-time faculty as overload. This stipend maybe shared if 2-3 faculty wish to collaborate.V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.The department conducted an informal survey among all students registered for CIS 22A Beginning Programming Methodologies during Fall 2015. Only a small percentage (<25%) actually purchased the text. Enhancements of assessments (e.g. SLOAC for CIS 18C) suggest the weekly assignments and quizzes kept everyone on task and built students knowledge consistently.V.J. B Budget AugmentationIf there is a new initiative/project that requires additional funding, please state: Who/what could be supported if this additional funding was awarded? What would the impact be on the program with the funds? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf How much money is being requested? State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need and/or other data to support this need. If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.Teaching Assisting program needs B-budget support. Our volunteer teaching assistants are performing a much needed service. Fortunately, we are able to provide the ones working multiple quarters with parking permits but we would appreciate being able to award them with perhaps more social get-togethers, best practices in tutoring computer science students presentations, etc. Raising female retention in computer science program There seems to be a growing number of females enrolling in CIS courses. To retain these special gatherings with/without speakers, food, etc. Speaker seminars for particular areas of interest Sukhjit Singh has been able to expand the Project Management program by offering evening and weekend symposiums with special presentations from industry and refreshments. Printing B budget needs to be expanded to cover the expenses for the following: Printing of tests including quizzes, midterms, and finals Ability to offer students spur of the moment handouts Students need to be able to print code for working in groups, desk checking, and in instructor discussions.V.K.1Staff Development NeedsWhat would the impact be on the program with or without meeting this need? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf Canvas training. Assistance with creating courses compliant with the OEI rubric Equity training that the department members could take together. Assistance in becoming part of LinC programV.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needFor the Online Educational Initiative pilot program high demand Associate Degree for Transfer (ADTs; AA-T/AS-T) courses were chosen based on their inclusion in ADTs, student demand data, and course fulfillment of transfer area requirements. CIS Department has 5 C-ID courses with two more (CIS 36A & 36B) submitted for approval. No Computer Science courses were chosen for the OEI pilot program but we would like to be among the colleges offering these courses in the second round. In Winter 2015 we offered 23 sections of these C-ID courses with (See document on TracDat "Growth of C-ID classes.xlsx") total enrollment of 899. In Winter of 2016 this increased to 29 sections for a combined enrollment of 1087. This data is from Year to Year Enrollment Report -- Estimated WSCH - By Section released by FHDA Institutional Research and Planning on 1/06/2016. The department is anxious and willing (department meeting minutes of 1/13,2016) to move from Catalyst and individually chosen sites to align ourselves for OEI acceptance. We need the opportunity to use this course management system and minimal training (online tutorials should suffice). Since few of us are experts at creating courses to be delivered online, we would progress with authoring OEI accepted courses if there was a consultant to help us with this. Equity training based on our particular subject area is needed. Based on the program review data (http://deanza.fhda.edu/ir/Program_Review_2014-15/CIS.pdf) we have made little progress in closing the target vs. non-targeted. Close inspection of the targeted population by ethnic group yields some interesting information. The Filipino group grew in numbers from 87 in 2012-13 to 255 in 2014-15. Their success grew from 53% (below acceptable) to 65%. Likewise, the Pacific Islander success rate jumped from 50% to 76% as their enrollment approximately tripled. Subjectively considering these statistics would sense that sense of community plays an important role. While our teaching assistants program and and three CIS clubs do build a sense of community for many of our students a Linc program would reach out more directly to our students from the targeted groups.VI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes What were the assessments showing the results of receiving the requested resources over the last five years?In addition to meeting target on all course level and program level outcome assessments, two main methods for assessment: 1) Increase success rates 2) Increase number of certificates and degrees awarded 3) Closing the gap between targeted and non-targeted groupsSubmitted by: APRU writers name, email address, phone ext.Mary Pape, PapeMary@DeAnza.edu; Ext 8877Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).4/28/2016      ý College Comprehensive Program Review IPBT Approved 11/24/2015 PAGE  PAGE 16  TIME \@ "MMMM d, yyyy" April 29, 2016 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78Co y  0 2 3 5 6 M ννννάߛߍqccUUh(CJOJQJ^JaJhBCJOJQJ^JaJhDkCJOJQJ^JaJhffCJOJQJ^JaJhPxCJOJQJ^JaJ h5cjhm CJOJQJ^JaJ hVF0hm CJOJQJ^JaJ hdhPxCJOJQJ^JaJ hdhm CJOJQJ^JaJhm CJOJQJ^JaJ#hPxhPx5CJOJQJ^JaJ  ? s   F 6d$& #$/Ifb$gd<#d$& #$/Ifb$gd0 8dgd 8dgd dgdm     6 ; 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