COMPUTER SCIENCE PROGRAM REVIEW - mccd.edu

COMPUTERSCIENCEPROGRAMREVIEW

MercedCollege

MAY22,2015KANEMOTOYANAGI

CPSCProgramReview Degrees,Certificates,andBadgingSystemPlan 2015

TableofContentsOurCurrentDegree......................................................................................................................................3

CurrentAccomplishments............................................................................................................................5

ShortTermGoals........................................................................................................................................10

Longtermgoals..........................................................................................................................................11

Personnel...............................................................................................................................................11

TechnologyandEquipment....................................................................................................................11

Facilities..................................................................................................................................................12

WhyWeNeedSupport..............................................................................................................................13

FacultyData............................................................................................................................................13

NumbersAnalysis.......................................................................................................................................18

ResearchData..............................................................................................................................................0

FutureSTEMRoom......................................................................................................................................0

FutureICTDegree........................................................................................................................................0

ICTAS-TDegree–FutureDegree.............................................................................................................0

ClassMatched:.........................................................................................................................................0

CPSCDegree,Certificates,andBadgingSystemPlan...................................................................................2

Timeline........................................................................................................................................................3

DescriptionoftheCertificate...................................................................................................................4

Viability.....................................................................................................................................................4

JobsinDemandfromBatec.org:..........................................................................................................4

Ourplan....................................................................................................................................................4

Certificates...............................................................................................................................................5

Uselink.........................................................................................................................................................5

BUSAS-TDegree......................................................................................................................................6

ClassDescriptions:........................................................................................................................................7

CPSC-01asITIS120Descriptor.................................................................................................................7

CPSC-05aasITIS-130................................................................................................................................7

CPSC-06....................................................................................................................................................7

CPSC-14/MATH-14...................................................................................................................................8

CPSC-39....................................................................................................................................................8

VIRT-50:....................................................................................................................................................8

VIRT-55:....................................................................................................................................................8


BUS-10......................................................................................................................................................9

BUS-18A:..................................................................................................................................................9

BUS-35......................................................................................................................................................9

BUS-43asBUS115...................................................................................................................................9

CPSC-47asITIS140Descriptor(finalized,partofICTdegree):..............................................................10

ClassProject:......................................................................................................................................12

CPSC-15asCOMP-112Descriptor,corecourseforICTdegree:.............................................................13

Savitch, Walter: Problem Solving with C++ Latest Edition.................................................15

References..................................................................................................................................................17

Links...........................................................................................................................................................17


OurCurrentDegreeSowehave2degreesatMercedCollegeintheComputerScienceDepartment;theCPSCAS-TDegreeandtheMISASDegree.Belowaretheimagesfromourcurrentcatalog:



CurrentAccomplishmentsI have gotten the following classes approved for c-id descriptors:

ITIS 120 CPSC--1 Approved COMP 122 CPSC--6 Approved COMP 152 CPSC--7/MATH--7 Approved COMP 132 CPSC--39 Approved COMP 142 CPSC--42 Approved COMP 122 ENGR--14 Approved ITIS 130 CPSC--05a Approved

Activities for this include: • Reading and learning the c-id.net website to figure out how to make our classes into c-id classes

that will be approved. • Updating our curriculum so that these classes will be approved for c-id descriptors. • Filling out all of the necessary reports that need to be submitted with these classes so that they

can be approved through the Chancellor's office.

I have created the Computer Science AS-T Degree here at Merced College and am increasing the number of CPSC graduates. Activities for this include:

• I am constantly completing and maintaining all of the curriculum for all of our CPSC classes, locally through our curriculum system and through the Chancellor's Office.

• Created and am teaching CPSC/MATH-07 Discrete Mathematics; this class is a very high-level class, it has a prerequisite of first-level programming and Calculus. This is an extremely difficult class to teach and a lot of time and effort goes into making a class of this caliber.

• Created and am teaching CPSC-42 Computer Architecture. This class is another really difficult class, and requires knowledge of Boolean Algebra, Circuits, the use of the Electronics lab, Assembly Language, programming, how to create circuits and systems, and other difficult topics. Many hours went into creating these classes and making them what they are.

• Created and maintain all of the Blackboard shells for all of the CPSC classes except for the sections of CPSC-01 and CPSC-06 that Cary and the part-time teachers use. The CPSC classes I teach our: CPSC-05a, CPSC-06, CPSC-07, CPSC-14, CPSC-39, CPSC-42, CPSC-49

• Creating and constantly updating all of the software, curriculum, teaching materials for all of the CPSC classes listed above.

• Turn in all of the software request forms for all of the different software that we use in all of our classes.

I have developed and I am maintaining a 2+2 agreement for CPSC-05a with the following high schools:

Here is the list of teachers: 1. Jorge Alejandre: [email protected] (Buhach Colony) 2. Bob Valladao: [email protected] (Atwater) 3. Lily Jones: [email protected] (Atwater) 4. Scott Solis: [email protected] (Golden Valley) 5. Debbie Barcellos: [email protected] (Hilmar) 6. Joe Gaestel: [email protected] (Merced)


7. Costa Aguilar: [email protected] (District CTE Executive Director) Activities for this include:

• Meeting with the High School teachers at the beginning and end of every semester to go over the 2+2 agreement.

• Visiting the High School programming classes and giving presentations at least once a semester; visit Buhach, El Capitan, Merced High, Atwater, and Hilmar.

• Workshops for the High School teachers, 6 hours each, 2 this semester. • Putting all of my class materials on Google Drive and sharing them with the HS teachers - this

includes about 20 labs, 40 videos, lecture videos, code and images for projects, homework assignments, tests, directions, cheat sheets, lesson plans, powerpoints, prezis, and other materials I have created.

• Recording all of my lectures and posting them online for these teachers to use. • Writing out in detail my lesson plans for each week. • Communicating via phone and email with the teachers. • Putting together curriculum for this class so that the teachers can teach this class in different

programming languages. Getting this curriculum approved through our system, and then through the Chancellor's Office.

Put together the Computer Science Club, and being a Mentor for this club. Activities for this include:

• Made it an Official Club on campus • Meetings every week. • Created and maintain the website http://stem4me.com/ website; which I purchased and donated

to the club. • Putting together with them the Merced College Science Fair which will be held May 13th • Getting donations for the Science Fair from local businesses • Created and maintain the club website http://boonduck.com/GDC/ • Put together a table to promote GIS and Computer Science on GIS day • Created an outreach to St. Paul’s Christian Elementary School, and am updating their website:

http://stpaulmerced.org/ • We are taking a field trip to San Francisco to visit the Game Development Conference:

http://www.gdconf.com/

I mentor many of my students and help them to find jobs and internships. For example:

• Brian Rojas just received an internship with NASA: https://nas.okstate.edu/ncas/ • Edwin Betady had 3 internships with NASA, and I let him use my office computer to perform flight

simulations that he needed to complete for this internship • And many other students I have written reference letters for and filled out reference forms and

assisted them in writing their resumes, and talk with them on how to find a job and keep it.

I pay for and maintain my own website, and utilize this website to promote Computer Science and Merced College: http://boonduck.com/merced_college/ Activities for this include:


• Paying for, and maintaining the backend of this website. • Making my website responsive so that students can access it through their phones, e-pads,

computers, and different devices. • Creating and updating all of the content for this website. Many hours go into making the content

for this website; all of the pictures, slideshows, information, links, and knowledge.

Perform research to keep our classes up-to-date, and have to learn new software and technology. Such as:

• Learn all of the software and new software tools as companies release them. For example Adobe Animate is being released and I will learn this new software to be able to use it next time I teach CPSC-05a. Or another example is that I learned the Lab-Sim software to be able to utilize it in CPSC-42. Another example is that I learned Maple to be able to use it in CPSC-07, and am now learning MATLAB to be able to use it CPSC-07. This is just a few examples, but I am constantly reading documentation and learning software to make sure we are teaching our students the software that they should be using. All of this software has a steep learning curve and I put many hours into learning it so that I can teach it well.

• I perform research to make sure we as a college are using the most used software in Industry. This includes doing online research, talking with tech companies, going to conferences, and getting feedback from my past students.

I do the Computer Science Program Review and all of the SLO reports for all of the Computer Science classes; except for CPSC-01. Though I do assist with CPSC-01. Activities for this include:

• Performing and Compiling research on current Computer Science trends. Being knowledgeable in what we need to teach our students to be successful when they graduate. This includes reading MPICT reports and other research reports, contacting people in the industry to get feedback and information about what we should be teaching.

• Looking at our CPSC numbers, and making Pivot Charts and Graphs for the report. Making sure our numbers our meeting our goals.

• Assessing our classes and making changes where needed. • Reassessing our goals, and making sure I am taking steps to make these goals a reality. Such

as one of our goals was to increase the number of female students in our classes, which I have successfully raised from 17% to 30% female students in the programming classes.

I take steps to increase the number of female students, male Hispanic students, African American students, and non-English speaking students in our classes. I have accomplished this by doing the activities listed below:

• Using hands-on activities to learn Computer Science. For example using Arduinos in the classroom. Check out the projects I have had them create: http://boonduck.com/merced_college/wall-of-fame/

• Using “female” oriented pictures and “themes” in my lectures. Such as when teaching hashing in CPSC-39 I have a “cat themed” lecture presentation.

• Hanging posters in the classroom, making a computer museum, and making it a “friendly” and inviting classroom. I usually bring candy to the classroom, which really improves the atmosphere of the class.

• Having creative projects where students can express themselves and use creativity.


• Making videos and having them accessible so that students can go home and translate my lectures and be successful in the class.

I have improved the look and feel of our classrooms, and made it a better place to learn. I have accomplished this by:

• I have designed, created, and hung posters in our classrooms. Here is a link to some of the posters I have made: http://boonduck.com/merced_college/posters/

• I have created and maintain a “Computer Museum” in the classroom; v113. • I clean the desks and keyboards, and have cleared out some of the old technology, such as the

tape players that were in v-113.

I maintain a Youtube channel, where I post videos used by students and other Instructors to visually learn. My Youtube channel handle is JavaInPlainEnglish, and can be found at: https://www.youtube.com/channel/UC8sbK3HoLrvr4yIIaGjc-Fg

I create, upload and maintain all of these videos.

I am currently working with AV to record all of my lectures for all of my classes and make them accessible to students and faculty. I will be using the Swivl camera, and will record, edit, and upload these videos. I have purchased and learned Camtasia Studio so that I can properly edit these videos. This takes many hours to do. These videos can be found at: https://www.youtube.com/channel/UCy4ql6PAWuiRxKOJxqpi4IQ

I am completing an Independent Study for 2 Computer Science students who need CPSC-42 to graduate. I am not getting paid for this, but find it worthwhile because it will make these 2 students successful at Merced College. I have done Independent Studies for students in the past, including Ronan Cornec, who is now a part-time Instructor for us.

I research books and online materials to be used in our classes. I order, read, and take notes on potential textbooks. I research what other colleges our doing and which textbooks they are using. I test and use online tools so that I can utilize them for our classes. I email and ask questions about texts and online materials. I keep a document of errors that I find in some of our online tools and send this to the publisher so that they can make the tool work better.

I do Computer Science presentations at local High Schools and Elementary schools in the area. I bring in Arduinos and robots and have a slideshow that I do. I do this as a means to “turn-on” students to computer Science and to market our program to them. I recently visited Henry Miller and did a presentation to 5th graders, which was received with great enthusiasm.


I also go to all of the High School Career days, and set-up a table to market Merced College Computer Science. On the table I set up candy, question cards, robots, e-pads, computers, brochures, flyers, and other materials to promote our program.

I have updated the brochure myself, and made all of the flyers and materials. I am always updating this materials. This takes several hours to do.

I hold extra office hours so that my students can be successful.

I have applied for grants and written reports to be used for grants. We received the IDRC grant and I am currently teaching the Web Development classes for this grant.

I submit the VTEA request in the fall semester and buy needed materials for our classes.

I am the MCFA membership coordinator, and perform all of the duties that are required of me for this position.

I maintain a library of Computer Science textbooks that I loan to students, located in v-113.

WehavebeengoingtoMPICT/BATECconferences/trainingannuallythroughoutthisprogramreviewperiod.TheyhaveaWinterICTeducatorconferencetogivethelatestinformationandatasteofthetechnologiescurrentinthevariousICTfields.Weattendvarioustrainingduringthesummermonthsthroughthem.Thisyear,Mr.MohlehastrainingscheduledinFresno.http://summerwebbootcamp.com/schedule.html#html5css3

Thissummer,wewillbeattendingWebComponents,Polymer,andtheGolanguage.Afterexaminingwhattheneededskillsetsare,westartdevelopingcoursesormodifycoursesthatcurrentlyexist.CPSC01isusedtointroducevariousnewtechnologyattheneophytelevel.Ifcoursesdonotfitcurrentgoals,wewilltrytodevelopacertificatetofulfilltherequirements.ThegoalistobringstrongresearchskillstothetransferSTEMstudent,thenon-STEMIwanttobuildmycredentialsstudent,andalsothosewhowanttogotowork“asap”andarelookingforskillsetsandthebackgroundtopasscredentials.


ShortTermGoals1.Getanothercomputerclassroom–v114isaclosetandimpossibletoteachin.

2.Increasethenumberofentrylevelprogrammingclassestomeetthecurrentdemand–thisisstalledbecausewedonothaveaclassroomtooffertheseclasses,thereisnoopentimeinthecurrentrooms.

3.Hireandtrain2studentstomakeourvideosADAcompliant.

4.Keepincreasingournumbers,aswellaskeepincreasingournumberofsuccessfulwomenandminoritiesinourclasses.

5.KeepupourClubactivitiesandhaveanothersuccessfulScienceFairin2016.

6.KeepupourHighSchooloutreachactivities.

7.Updateandmaintainouroffcampuswebsitesatstem4me.comandboonduck.com

8.Keepourclassroomofficehours.

9.Keepmakingvideosandhelpfuldocumentationforourstudents–needmoreequipmenttodothis.

10.Keepoursuccessratesontherise.

11.Keepuptheclassroomenhancements;suchasthemakingofposterstopromoteSTEMandourComputerMuseumlocatedinv-113.

12.KeepupourmentoringofWomenandMinoritiesinCPSC;andkeepuptheupdationofourflyersandothermarketingmaterials.

13.Keepupourcontinuouslearningbyattendingtrainingsandlearningonline.

14.Takestudentsoneducationalfieldtripstobroadentheirhorizonsaswellashelptogettheminternships.

15.Keepwritingrecommendationsandgettingstudentsjobsandinternships.

16.ContinuetowritetheSLOassessmentsandprogramreviewsontime.

17.MakesurethatallofourclassesareTitleVcompliantbyupdatingthecurriculumincurricunetandgettingitapprovedthroughtheCurriculumCommittee.

18.Continuetointegratesmartphoneprogrammingintoourotherprogrammingclassesinordertoengagestudentsandallowthemtoapplytheirknowledge.

19.Havehigherstudentsuccessinourfirstlevelprogrammingclasses;CPSC06,CPSC49V,ENGR/MATH14–videosandanSILeaderwouldhelphere

20.ContinuetogatherDatafromtheCSIndustrytomakeourprogramrelevanttothecommunityandhelpstudentsfindworkaftertheygraduate.Gatherdatausingresearch,conferences,lettersand/ormeetings.

21.StayincontactwithotherComputerScienceProfessionalsacrossthestateinordertocomparebestpracticesandkeepintouchwithwhatishappeningwiththelargerComputerSciencecommunity.

22.Getanewpodiuminv-113.Thepodiumthatwasplacedinthisclassroomishorrible.


23.PleaseseeourtimelineinourDegree,Certificates,andBadgingSystemplanthatisbelow.Wehavecurriculumgoalsinthisplan,whichIdonotneedtoreiteratehere.

24.Continuetocreateinteractiveandup-to-datecurriculum,presentations,code,rubricsandlessonideas.ContinuetoimplementmorevisualteachingmethodsasoutlinedinourGUIimplementationplanonourworksite.

Longtermgoals.1.KeeptheincreaseofCPSCgraduates;atleast15nextyearwhichwouldagaindoublethenumberofCPSCgraduates.

2.CreateaApplicationDevelopmentCertificate,andeventuallyanApplicationsDevelopmentDegree,thatwouldallowstudentstograduateandbeimmediatelyemployable.

3.CreateandimplementtheICTtransferAS-Tdegree.

4.UpourHispanic,Female,andoverallComputerSciencegraduatenumbers.

5.StartaWebDesignand/orMobileAppDevelopmentMajoratMercedCollege–teachingtheseclassesattheBRCundertheIDRCgrantinSpringandFall2016.

6.CreateaGISclass.

7.Makemoreofourclassesonline.

ResourceNeeds

PersonnelAnadditionalinstructortoteachtheincreasedloadandthenewclasses.ThisInstructorneedstobebothcapableofteachingMathandComputerScience.Wealsoneedtohiresomeoftheprogrammingstudentsfromourclassestoassistinthetranslation,editing,creation,anddistributionofourteachingvideos.WeneedtobeADAcompliant,http://www.ada.gov/cguide.htm,andneedhelpfromstudentswhounderstandprogramming,andthewayIteach,totranslatethesevideosformeintotextusingGoogletoolsthatIcanteachthem.Iwouldneedtohireatleast2programmingstudentstoassistmewiththisenormoustask.

TechnologyandEquipment1.Getanewpodiuminv-113.Thepodiumthatwasplacedinthisclassroomishorrible.Itissotallthattheaveragesizeprofessorcannotseeoverthetop,andhencecannotseetheirstudents.Italsoblocksabout40%ofoneofthewhiteboards,renderingthisvaluableboardspaceasuseless.TherewasadeskintherebeforewheretheInstructorcouldteachmuchbetteranditworkedmuchbetter.Asmallerpodium,ordeskisneededinthisroom.

2.Getridofv-114asaclassroomandopenupabiggerclassroomwherewecanputmorecomputerssoastoteachbetterandhavemorestudents.V-114isaclosetandishorribletoteachin.Thepodiumisatthebackoftheclassroomandsoyouarelecturingtothebackofyourstudentsheads,whichisweirdanduncomfortable.Thepodiumisalsosolargeitishardtoseearoundandtakesuptoomuchspace.Itissotalltheaverageprofessorcannotseeoverit.Theroomwasaclosetsoonly20computersarecrammedintoitandsotheclasssizeswecanhavearelimitedtothisamount.Weneedadifferent,separate,biggerclassroomforourComputerScienceclasses.Itishardtoteachinacloset!!Everytime


youwanttowriteonthewhiteboardyouhavetoturnofftheprojector,orAVmute,andthenraisethescreen,andthentrytowriteontheboardthatwashungtohigh,isreallyreallysmall,isold,andhasabunchofcrapinfrontofitbecausepeoplekeepstickingittherebecausethereisnotroomintheclassroom.Wereallyneedabiggerbetterclassroom!

3.Getanothercomputerclassroom!ComputerSciencealwayshasschedulingproblemswiththeotherInstructorsintheareathatareutilizingthesameclassrooms.TheotherInstructorsarenotwillingtochangeoradjustclasstimes,andthetimeutilizationissopackedthatthereisnottimespacetoholdtheseclasses.Hence,wearelimitedorcannotoffermuchneededComputerScienceclassesbecauseweareunabletoschedulethembecausethereisnotroomtimes.WEneedourownclassroomforoureveryexpandingComputerScienceclasses.

4.Weneede-padscapableofrunningthesoftwarethatweusetoteachourstudentsApplicationDevelopment.Wealsoneedtheaccessoriesthatgoalongwiththesee-padstostore,re-charge,andprotectthem.

5.Weneedtokeepoursubscriptionforourindustrylevelsoftwaretoteachthestudentshowtouseit,suchasAdobesoftware.Weneedthissoftwareandhardwaretoberegularlyupdatedtokeepupwithindustrystandards.

6.WeneedArduinos,orsimilarcomputersystems,toteachtheComputerArchitectureclass.

7.Weneedserverspacetoimplement,test,andrunourBadgingsystem.

8.WeneedserverspacefortheCPSCandASMCClubPollingStstem.

9.Weareinneedofaserverthatwecancontrolforcybersecuritytraining,massivedatabasetraining,andvirtualnetworktrainingfortransferclasses;VMWaretypesoftwareisneededtosimulatemulti-servers.

10.Weneedfundstocontinueour“trainthetrainers”;wegotoseverallow-costtechnicaltrainingsperyear,orutilizeonlinetrainingtokeepourskillsuptodate.

11.Weneedfundstotakeourstudentsoneducationalfieldtripswheretheycanlearnandalsofindinternships.

12.Weneedequipmentandsoftwaretocontinuetorecord,edit,update,closecaptionanduploadourlectures.Wewouldliketoalsohavepersonnel,orastudenthelper,assistintheprocessofediting,closecaptioning,anduploadingthevideos.

13.WeneedaSTEMroom,seeFutureSTEMroomplansbelow.

FacilitiesAlargelectureroomwithalargescreenandprojectionsystemandanicewhiteboardtoofferourComputerScienceclasses.WeneedaroomthatwillbeusedforComputerScienceclasseswhereotherInstructorscannotoffera9weekclassandtakeanoptimumclasstimeawayfromusbecausetheyareusingtheroom.

Weneedacomfortable,usablespaceforourSTEMstudents.Aplacewheretheycanstudyandlearn,together.Aplacewhereadjunctprofessorscouldholdsomeofficehours.

Getridofv-114,itshouldbenotbeusedasaclassroom.


WhyWeNeedSupport

FacultyData

ITEM2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

District

(avg.

2009-14)

Numberofsections 36 39 32 32 34 813

TotalstudentCAP

Totalenrollment 1,055 1,110 914 934 1,008 16,732

PercentFilled 72.70% 76.62% 78.72% 75.02% 80.06% 70.43%

TotalWSCH

3,428.0

0

4,640.0

0

4,022.0

0

4,010.0

0

2,207.0

0

78,754.0

0

FTEF-FT 4.86 6.53 4.87 4.87 3.93 96.96

FTEF-FTOL 0.00 0.07 0.40 0.27 0.40 13.96

FTEF-PT 3.39 3.67 3.73 3.87 5.20 77.80

TotalFTEF(FTandPT) 8.25 10.27 9.00 9.01 9.53 188.72

Productivity(WSCH/FTEF) 415.52 451.80 446.89 445.06 231.58 417.31

PercentFTEF-FT 58.91% 63.58% 54.11% 54.05% 41.24% 51.38%

PercentFTEF-FTOL 0.00% 0.68% 4.44% 3.00% 4.20% 7.40%

PercentFTEF-PT 41.09% 35.74% 41.44% 42.95% 54.56% 41.23%

TotalFTES 114.27 154.67 134.07 133.67 146.43 2,625.77

AverageFTES/section 3.17 3.97 4.19 4.18 4.31 2.97

Degreesawarded 2 2 2 3 5 704

Certificatesawarded - - - - - 155

Attrition% 21.04% 18.65% 15.10% 17.77% 17.16% 16.03%

Completion% 78.96% 81.35% 84.90% 82.23% 82.84% 83.97%

Success% 66.16% 69.19% 70.46% 69.38% 70.63% 67.79%

*ThisdatawasgivenbyOGIRandincludesallCPSCclasses


Values 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014Numberofsections 14 10 13 10 10 11

PercentFilled 54.09% 71.57% 74.40% 74.57% 69.38% 83.68%

WSCH

896.50

667.00

1,410.00

1,232.00

1,215.00

1,593.00

FT-FTEF

1.17

1.80

3.07

2.93

3.13

2.53

FTEF-OL*

-

-

0.07

0.20

-

0.20

PT-FTEF

1.80

0.20

0.20

-

-

0.67

FTEF

2.96

2.00

3.33

3.13

3.13

3.40

ProductivityWSCH/FTEF

302.46

333.67

422.96

393.19

387.77

468.53

%FTEF-FT 39.34% 89.99% 92.00% 93.62% 100.00% 74.51%

%FTEFOL 0.00% 0.00% 2.00% 6.38% 0.00% 5.88%

%FTEF-PT 60.66% 10.01% 6.00% 0.00% 0.00% 19.61%

FTES

29.88

22.23

47.00

41.07

40.50

53.10

AverageFTESpersection

1.87

2.22

3.62

4.11

4.05

4.83

Degreesawarded 2 2 2 3 5

Certificatesawarded - - - - -

Attrition% 22.80% 25.40% 17.93% 21.28% 25.84% 18.57%

Completion% 77.20% 74.60% 82.07% 78.72% 74.16% 81.43%

Success% 60.26% 60.95% 69.12% 63.85% 58.36% 70.03%

*This data is all of the CPSC classes minus CPSC-30, and with ENGR/MATH-14

a. Institutional student learning outcomes (page 9 of 2011-2012 catalog).

Computer Science classes teaches students to communicate through language and non-verbal modes of expression. Students use programming languages to create programs that solve a problem. Students write algorithms to solve a problem. Students make web pages and research reports. Computer Science classes teach students to use computation. Such as working on computers to solve mathematical problems, figuring out program and algorithm efficiency, learning binary and different numbering systems.


Computer Science classes teach critical thinking skills such as reading research and creating a research website, looking at different algorithms and choosing the best one, programming using different data structures and evaluating program efficiency. Computer Science classes teach Global and Community consciousness and responsibility. For example studying different programming languages and their impact on society, looking at the impact of different technologies, and studying computer ethics. Computer Science classes teach personal development and lifelong learning. Computers are ingrained in every aspect of our lives, and this impact is only going to grow in the future. Computer technology is always changing and those in the field of computers will always be learning.

b. Program student learning outcomes.

Program SLOs Computer Science (AS) Understand and articulate the ethical, mathematical, and scientific concepts that underlie computer science. Apply the cognitive method to analyze, synthesize and evaluate academic and real life problems. Employ industry standard technologies that will prepare them to enter the workforce. Develop the knowledge and skills to remain current in the field and engage in life-long learning. Management Information Systems (AS) Understand the mathematical and scientific concepts that underlie management information systems. Apply the cognitive method to analyze, synthesize and evaluate academic and real life problems relating to business and management. Assess requirements of an information system. Demonstrate an appreciation for lifelong learning. This position relates to the Program SLO’s for CPSC because the Instructor would be teaching the CPSC classes which fulfill these Program SLO’s.

c. Course student learning outcomes.

This position relates to the Course SLO’s for CPSC because the Instructor would be teaching the CPSC classes which fulfill these Course SLO’s. Many of our classes have a min-qualification of a Masters degree in Computer Science or an Engineering field. It is known that people with these degrees do not teach part-time, hence our current lack of part-time faculty that are able to teach these classes. If a full-time position were offered we would be able to acquire someone.

d. Program Review

This position relates to the Program Review for CPSC because the Instructor would be teaching the CPSC classes and participating in the data collection, analysis, and writing of the program review. One of our program goals is “Goal Statement 1: Have higher student success in our first level programming classes; CPSC 01, CPSC 06, CPSC 49V, ENGR/MATH 14.” This goal can only be achieved if we have an Instructor with a vested interest in the overall success of the program, not just the success of a single class.


A part-time Instructor is only invested in teaching the current class, and is distracted by his/her other work. Whereas a full-time instructor would be invested in the overall program and getting students through the program and not just the class. Another Program Goal is “Start a Web Design and/or Mobile App Development Major at Merced College”. In order to achieve this we need to have someone either help with this goal, or manage the current program so that we can develop this degree.

e. Educational plan, Strategic plan, and/or Institutional goals.

This position relates to the educational plan, strategic plan and Institutional goals because the Instructor would be teaching the CPSC classes which fulfill these goals. One of our program goals is to up the number of students who are graduating with an AS-T in Computer Science. Having a full-time instructor will be invested in getting the students to fulfill the requirements and be successful, and get the AS-T degree.

1. How would this requested position support the college’s vision and mission (page 8 of 2011-2012 catalog)?

By hiring a full-time Instructor to teach the CPSC classes, the Instructor would be invested in getting the students to not just “pass a class” that they are teaching but rather graduate with an AS-T degree. This position fulfills the college’s mission because a full-time Instructor would provide a supportive environment and be committed to the students. .

2. Is this position needed for accreditation or to meet state/regional regulations? If so, please identify the specific agency and requirement. (Include the appropriate section of the document that demonstrates the requirement). No.

3. Is the requested position funded and required by categorical funds or a grant? If so, please

specify. (Please include a copy of the section of the grant/fund that requires the position.) If the position is required for a grant is it in kind or a new position? Will this position need to be institutionalized when the grant expires? No.

4. Is this the only program offered in the region (Central Valley Higher Education Consortium)? http://www.collegenext.org/explore.html


We are the only school in the area to offer the CPSC AS-T degree.

5. Briefly explain how the requested position may be needed to support growth or job demand in the area.

http://www.mpict.org/pdf/MPICT_24th_Newsletter_2014_Q3.pdf

6. Briefly explain how the requested position affects your program?

The position effects our program because:

a. The current CPSC Instructors are currently teaching 4-6 units overload, and a new Instructor would be able to take these classes and allow the current Instructors not to teach overload.

b. There is no one in our part-time pool. This is mainly because people in the CPSC field do not teach part-time. If we were to open a full-time position I believe that someone would want to teach CPSC.

c. A new Instructor would be able to develop the new ICT AS-T degree and the development of a Web/App Programming certificate and degree.

d. A new Instructor would assist in the program review process and bring insight and a new look into our program.

7. Is the position needed for collaboration or interdisciplinary program? If so, please specify. The new Instructor would be in charge of the MATH/CPSC-07 class which is a math and computer science class; it is used in both degrees.

Yes


NumbersAnalysisDidallqueriesonourclasses–theseincludethecoreclassesfortheComputerScienceandMISdegree:

CPSC-01–IntrotoMIS,3units

CPSC-05a–ApplicationsandDevelopment,3units

CPSC-06–ProgrammingandMethodologyI,3units

CPSC-07–DiscreteMath,3units

CPSC-14/ENGR-14–C++Programming,3units

CPSC-24–Legacyclassthatisnowdiscontinued,wasaclassontheintrotocomputerscreatedbyJohnScotttocovertheCILCrequirements.

CPSC-39–ProgrammingandMethodologyII,4units

CPSC-42–ComputerArchitecture,3units

CPSC-49–SpecialTopics,3units

*NotethatCPSC-30,andotherCPSCnamedclassesthatarenotpartofourdegrees(andnotlistedabove)arenotincorporatedinthesenumbers.

*AlloftheseclassesaretransferlevelclassesandalmostallareapprovedforC-iddescriptorsandtransferabletoanystatecollege–exceptionsare24and49.

*CPSC-01fulfillsMercedCollegeAreaEbreadthrequirements–andwillatthestatelevelsoon–italsocoversalloftheCILCrequirements.

The Number of Declared CPSC Majors per semester

The number of declared CPSC majors per year 2010 2011 2012 2013 2014103 118 171 185 530

This is an increase of 286% more students who are saying that they want to achieve the CPSC AS-T degree from last year.

ProgramTitle UK 1980s 1990s Before

2010 2010 2011 2012 2013S 2013U 2013F 2014S 2014U 2014F TOTAL

ComputerScience(AS) 132 0 1 37 46 68 107 54 9 66 73 7 167 767

ComputerScience(AST)

74 0 0 10 1 3 6 2 0 13 40 8 160 317

ComputerStudies-ComputerScience(AS)

49 3 151 746 43 31 42 16 1 13 14 3 31 1,143

ComputerStudies-ManagementInformationSystems(AS)

24 1 23 283 13 16 16 7 0 4 7 1 19 414

TOTAL 279 4 175 1,076 103 118 171 79 10 96 134 19 377 2,641


0

100

200

300

400

500

600

2010 2011 2012 2013 2014

NumberofStudentsDeclaredCPSCMajor


ThisisthecountofStudentsintheComputerScienceclasses:CPSC-01,CPSC-05,CPSC-05a,CPSC-06,CPSC/ENGR/MATH-14,CPSC-07,CPSC-39,CPSC-49,CPSC-42

Term CountofCourse

2008F 1632009F 1342009S 1562010F 1852010S 1722011F 1222011S 1592012F 1612012S 1622013F 1422013S 1582014S 214GrandTotal 1,928


Query:Whatagegroupisthelargest,andsmallest,withthesetofALLofCPSCstudentsandwhatisthetrendinthefuture3semesters?

Noticethatinthechartitshowsthatallofournumberofstudentsineachagegroupisincreasing.Alsonoticethatinthefuturethetrendfortheoverallpercentageofeachagegroupstaysproportionaltothetotalnumberofstudents.Meaningthatthetrendlinesarestraightandwecanseethatthismeansthateventhoughwewillhavemorestudents,wewillhavethesamepercentageoftheseagegroupsinoutclasses.Allexcepttheagegroup20-24.Thisagegroupisincreasinginthepercentageofthisagegroupofstudentstakingourclasses.ThiscanbecontributedtoSTEMoutreachtotheHighSchools,andageneralawarenessoftheneedforengineerswhoknowprogramming.


Query:Whatisgendergroupthatisthelargest,andsmallest,withthesetofALLCPSCstudentsandwhatisthetrendinthefuture3semesters?

Thenumberofbothmaleandfemalearesteadilyincreasing.Wewouldliketoseethefemalepercentageofstudentsgoup.Thenumberofmalestudentsisrisingfaster.


Query:WhatistheethnicityoftheCPSCStudents?Andhowaretheygrowingincomparisontoeachother?

Overallallethnicitiesaregrowingsteadily.ThepercentageofHispanicsisslowlyincreasing,andthepercentageofWhite,Non-Hispanicisslightlydropping.OnecanalsoseethatthebulkofourstudentsareHispanicandWhite,non-Hispanic,withAsianinthird.


Belowisachartshowingthepercentagesofeachraceofstudentinatable,withconditionalformatting,databars,showingtheamountofHispanicsgoingupandtheamountofWhite,non-Hispanicgoingdown.

Multi-ethnichasalsoseenarise.


Query:Lookatthenumberoffemalestudentsinourprogrammingclasses;CPSC-06,CPSC-14/MATH-14/ENGR-14

Ourpercentageoffemalesinourprogrammingclasseshasrisentoahighof36%-ourplanofattractingmorefemalestudentstoprogrammingisworking.


Query:CourseCompletionratesforthesetofallofourCPSCclasses:

Noticethatithasstayedatabout80%-notthatbad.Consideringthenumberofstudentsisgoingup,thismeansthatifourpercentageofstudentscompletingourcourseshasstayedat80%,thenwehavemorestudentscompletingourclasses.


Query:WhatisthesuccessratesofthesetofALLCPSCstudents?

Oursuccessrateshavesteadilybeenincreasing.WeseeadropinlastSpring2015semester.Iamnotsureastowhythisis,exceptforthereasonthatCPSC/MATH-07hadmanystudentswhofailedthisclass–itonlyhada30%successrate.


HereisthesuccessrateoftheCPSC-06classonly:

WeseethesuccessratewasthehighestinFall2013semester.ThisisfurtherproofthatanSILeaderhelpsstudentstobesuccessful,sinceitwasthissemesterthatweweregivenaSILeaderforthisclass.Alsooutteachingtechniquesareworkingbecauseoursuccessratesoverallareclimbinginthisclass.

SILeadergaveusover10%highersuccessrates–toobadwedonotgetfundingforthisanymoreL


HereisthesuccessratesofCPSC-05a–theintroductionofmanylearningvideoshasmadethesuccessrateforthiscoursegowayup:


Query:WhatistheCPSC/MISDegreeCompletionRates?

Asyoucanseebythechartwehavebeenhavingmajorsuccessinourdegreeandgettinggraduates–aswellasagreatnumberoftransferstudentsandotherengineeringstudents.Wefeelthattheteachingmethodsthatwehaveimplemented,aswellaschangingtheSLO’stobein-linewithC-iddescriptors,andgettingtheseclassesapprovedfortransferhascontributedtothisincreaseinourdegreesawarded.Wefeelthatthisisasuccessandforeseeevenmoregraduatesinthecomingyear.

WehavedoubledthenumberofHispanicmalegraduatesthislastyearascomparedto2013.WiththeincreaseinmaleHispanicstudentsinourclasseswebelievewewillseemorealsograduating,andnumberswillkeepincreasing.

ResearchData

Whatclassesormajorsdoweneedtooffertogiveourstudentsskillsthatwillallowthemtoentertheworkforce,remaincurrentinthefield,andengageinlife-longlearning?

DidsomeresearchatBureauofLaborStatisticswebsitetoseewhatComputerSciencerelatedjobshavethehighestfuturegrowthrate?

http://www.bls.gov/oco/ocos305.htm


Networksystemsanddatacommunicationsanalystsareup53%-networksystemsanddatacommunicationsanalysts(whichincludesnetworkarchitects,telecommunicationsspecialists,Webadministrators,andWebdevelopers)

“Employment of network systems and data communications analysts is projected to increase by 53 percent from 2008 to 2018, which is much faster than the average and places it among the fastest growing of all occupations. This occupational category includes network architects and engineers, as well as Web administrators and developers. Demand for network architects and engineers will increase as organizations continue to upgrade their IT capacity and incorporate the newest technologies. The growing reliance on wireless networks will result in a need for many more of these workers. Workers with knowledge of information security also will be in demand, as computer networks transmit an increasing amount of sensitive data. Demand for Web administrators and Web developers will also be strong. More of these workers will be needed to accommodate the increasing amount of data sent over the Internet, as well as the growing number of Internet users. In addition, as the number of services provided over the Internet expands, Web administrators and developers will continue to see employment increases.” http://www.bls.gov/oco/ocos305.htm SummaryReportfor:15-1081.00-NetworkSystemsandDataCommunicationsAnalysts

Analyze,design,test,andevaluatenetworksystems,suchaslocalareanetworks(LAN),wideareanetworks(WAN),Internet,intranet,andotherdatacommunicationssystems.Performnetworkmodeling,analysis,andplanning.Researchandrecommendnetworkanddatacommunicationshardwareandsoftware.Includestelecommunicationsspecialistswhodealwiththeinterfacingofcomputerandcommunicationsequipment.Maysupervisecomputerprogrammers.

Sampleofreportedjobtitles:NetworkAnalyst,NetworkEngineer,SystemsEngineer,SystemsAdministrator,SystemsAnalyst,NetworkSpecialist,NetworkTechnician,SystemProgrammer,TelecommunicationsManager,SystemsSpecialist


http://online.onetcenter.org/link/summary/15-1081.00

SummaryReportfor:15-1099.04-WebDevelopers

Developanddesignwebapplicationsandwebsites.Createandspecifyarchitecturalandtechnicalparameters.Directwebsitecontentcreation,enhancementandmaintenance.

Sampleofreportedjobtitles:Webmaster,WebDesigner,WebDeveloper

http://online.onetcenter.org/link/summary/15-1099.04

Median annual wages of network systems and data communication analysts were $71,100 in May 2008. The middle 50 percent earned between $54,330 and $90,740. The lowest 10 percent earned less than $41,660, and the highest 10 percent earned more than $110,920. These wages encompass network architects, telecommunications specialists, Webmasters, and Web developers. Median annual wages in the industries employing the largest numbers of network systems and data communications analysts in May 2008 were as follows:

Wired telecommunications carriers $75,930Insurance carriers 74,910Management of companies and enterprises 73,720Computer systems design and related services 72,410Local government 64,230

Wages & Employment Trends National Medianwages(2008) $34.18hourly,$71,100annual

Employment(2008) 292,000employees

Projectedgrowth(2008-2018) Muchfasterthanaverage(20%orhigher)

Projectedjobopenings(2008-2018)

208,300

Topindustries(2008)Professional,Scientific,andTechnicalServices

Self-Employed

FutureSTEMRoom

ThisisaplanforanewSTEMroom,aplacewherestudentsinSTEMcancomeandstudyandinventnewthings.

WebelievethatthiswouldgreatlyincreasethesuccessratesinalloftheSTEMclasses.

ThishasbeenprovenbecauseKanemotoholdsherofficehoursinv-113andallowsthestudentstoutilizethecomputersandsoftwareinthisroom,andhasseenmoresuccessbecauseofthis.

ItalsofollowsthemethodologyofGoogleandothertechcompanieswhohaveplaceslikethisfortheiremployees,andwhoadvocatespaceswherepeoplecanthink.

FutureICTDegreeWealsohavelistedbelowourdegreesthenewICTDegreeandhowweplanonimplementingithereatMercedCollege.

ICTAS-TDegree–FutureDegreeAsoftodayweareintheprocessofcreatingthisdegreeatMercedCollege.ThisdegreeistobemodeledafterthenewICTDegreebeingdevelopedbyc-id.net.ItwillbecreatedatMercedCollegewhentheDegreeisfinalized.Hereisthealinktothec-idwebsitewhichhasadescriptionofthisdegree,andit’sclasses:

https://c-id.net/degreereview.html

ClassMatched:ICTRequiredCourse C-IDDesignation MercedCollegeCourseComputerInformationSystems ITIS120(finalized) CPSC-01:IntrotoMIS


IntroductiontoProgrammingConceptsandMethodologies ITIS130

CPSC-05a:IntroductiontoProgrammingConceptsandMethodologies(inprocessofbeingcreated)

~OR~ COMP112

CPSC-15:IntroductiontoProgrammingConceptsandMethodologies(inprocessofbeingcreated)

ComputerNetworkFundamentals ITIS150

CPSC-40ANETWORKINGFORHOMEANDSMALLBUSINESSES(ThisclassneedstobemodifiedtoincludetheneededSLOs-CompTIANetworking+Cert,thensubmittoc-id)

IntroductiontoDatabaseManagementSystems ITIS180

NEEDTOMAKECLASS:IntroductiontoDatabaseManagementSystems

6unitsfrom:

IntroductiontoSystemsAnalysis&Design ITIS140

MAKINGTHISCLASS(theprojectbasedclass):IntroductiontoSystemsAnalysisandDesign

IntroductiontoInformationSystemsSecurity ITIS160 DonothavethisclassComputerForensicsFundamentals ITIS161 DonothavethisclassSystemsandNetworkAdministration ITIS155

CPSC-40ANETWORKINGFORHOMEANDSMALLBUSINESSES

BusinessCommunication BUS115BUS-43BusinessCommunication(Needtosubmitthiscoursetoc-id)

3unitsfrom:

BusinessCalculus MATH140MATH-04A?Notsureaboutthematchhere,needtoaskMathpeople

IntroductiontoStatistics MATH110 MATH-10ElementaryStatisticsFiniteMathametics MATH130 MATH-15FiniteMathematics


CPSCDegree,Certificates,andBadgingSystemPlanThemainpartofourplanistomakeatechnologyCertificatethatwillassistourstudentsingettingworkafterreceivingit.Thereisahugemarketthatisgrowingthatrequiresskillssuchasprogramming,webdevelopment,andsmallbusinessentrepreneurshipskills.Webelievethattheseskillscanbetaughtin18unitstoalevelthatastudentcouldfindhigh-paying,entry-levelworkthatutilizetheseskills.

ThisreportdiscussestheviabilityandimplementationoftheseCertificatesatMercedCollege.Wealsodiscusshowtoimplementabadgingtypesystem,whichisanindustryrecognizedstandardandthefutureofcomputercertification.

Notethatitwouldbeimportanttoinstillinourstudentstheneedforcontinuouslearningandupdatingoftheirtechnologyskills.ThisInformationCommunicationTechnology,orICT,marketismovingswiftlyandtechnologyischangingatsucharatethatweneedourcomputerlaborforcetobecontinuallearners.WehopethatthiswouldalsoleadthemintoachievingtheCPSCAS-Tdegree,andeventuallyaBachelorsandMastersdegreeinthesubjectsofComputerScienceorfurtherCertificationsinWebTechnologyandAppDevelopment.

WediscussthenewAS-TCertificationjustfinalizedbythec-idnetworkcalledtheICTAS-Tdegree.SincewehavehadgreatsuccessinuppingournumberswithourCPSC-AS-TDegree,up300%!!,wehopethatthiscertificationwillbeagreatoptionforthosestudentswhowanttoworkinhigh-payingentryleveltechnologywork.

ThisplanalsodiscussesthecreationofaBadgingSystem;utilizingtheMozillaBadgingSystemstandard:http://openbadges.org/Sincethisisastandardonmanyfreelancingsites,wherestudentswillfindwork,weneedtofollowthisstandardandmakeaBadgingsystemforourtechnologyclasseshereoncampus.WediscusshowtoimplementthisMCBadgingSystem,andhaveitbeanindustryrecognizedstandardwhichisthefutureofComputerSkillsCertification.PleaseseetheMercedCollegeBadgingImplementationPlanthatisinourprogramreview.


Timeline

Fall2015

•Modifyclasses,andcreatenewclasses,incurricunetthatwillmatchtheICTdegreeclasses.•MatchtheseclassesSLOstothoseapprovedbythec-idnetwork.•CreatetheICTDegreeincurricunet.•SubmitthesechangestoourCurriclumCommitteeandgetitapprovedtosubmittotheChancelorsoffice.•StarttheBadgingSystemimplentationandtestingphase.•CreateourTechnologyFreelancingCertifcateincurricunetandgetitapprovedtosubmittotheChancelorsOffice.•Startnewclassesandgetsomesklledpart-timerstoteachthem.•Convincethemthatweneedtohiresomeone.

Spring2016

•ChancelorsofficewillapproveordisproveourCertificateandICTdegree.•Iftheyapproveitthenwecanprobablygetitintothe2015-2016Catalog.•WewillcontinuetodesignourBadgingSystemandseeifitneedstogetapprovalbyourcurriclumbecausewecanthenplantoimplementitbytheFall2016semester.•Hopefullywewillgetapprovedtohireanotherfulltimeprofessorandcanfindsomeoneskilledinmathandcomputersciencetoassistintheimplementationofourplanandteachingoureverincreasingclasses.

Fall2016

•HopefullyourplanwentasplannedandwecannowstartimplementingtheimplementationoftheICTDegreeclasses.Wewillneedoneyearofcurriculumdevelopmentforthenewclasses.•Thecurrentclassesthatweremodifiiedwillneedtohavethecurriculummodifiedthissemesterandallsubsequentsemesters.•IftheCertificategetsapprovedwewillneedtomarketthisnewdegreeandmakematerialsandinformstudentsandcounselorsofourchanges.


Weplanonimplementingthefirstpartofthisplaninthe2015-2016semesters.WewillneedtosubmitourchangesandupdatesincurriculumbySeptember15thoftheFall2015semester.Thisplanwillonlyworkifwegetfullsupportofthecollegeandourallowedtohavewhatweneedtomakeitwork.Suchaswiththisgreatinfluxofstudentsthatwearepredictingwewilldefinitelyneedtohireonetotwomorefull-timeinstructorsinthenext2years.Itwouldbeexcellentifoneoftheseprofessorsalsohadmathskills,andhadtheabilitytoteachbothmathandprogramming.

SoaftersubmittingourcurriculuminSeptemberwewillhavetomeetfortechreviewbyOctober,andhopefullymaketheOctobermeeting.IfallgoeswellwewillgeteverythingapprovedandthensubmittedbyLuztotheChancellor’sofficeforapproval.SoiftheChancellorsOfficeapprovesareCertificatethenwecanhaveitinthe2016-2017catalog.

Wewouldliketostarttogearupforthissuddenchangeinourstudentpopulation,whichweexpectwillhappen.Inordertobereadytoteachtechnologyskillstothesestudentsweneedtostartofferingafewmoreclassesatatime.Weneedtohireanotherfull-timeprofessortoassistinhelpingtoteachtheseclasses.WeneedtofindcandidatesintheFall2015andSpring2016semesters.

DescriptionoftheCertificateThisCertificatewouldverifythatthestudenthastheskillsnecessarytobecomeasuccessfulTechnologyFreelancer;whichissomeonewhofindsworkonlineorthroughpersonalsolicitationandusestheirComputerTechnologySkillstocompletethework.

TheCertificatewouldcertifythatthestudenthasthenecessarySoftSkillstooperateinaBusinessEnvironment.

Theotherpartofthiscertificatewouldverifythatthestudentistechnicallyliterateandhastheabilitytouseprogrammingandsoftwareskillstosolveproblems.

ViabilityThisisaviableandmarketablecertificate.TheSamaUSAprogramoccurringoncampusisproofofthisconcept,asthestudentsinthisprogramhaveproventhattheycanindeedusetheirbasicprogrammingandtechnologyskillstofindworkandearnmoneydoingthistypeofwork.

JobsinDemandfromBatec.org:(a)ComputerSystemsAnalysts,(b)MedicalRecordsandHealthInformationTechnicians,(c)WebDevelopersand(d)EmployeesintheBigDataCluster.

OurplanBelowisanimagedepictingourplan.Itshowsourcurrentclassesontheleft,andhowtheywouldleadintotheCertificatesthatweplanonimplementinginthenexttwosemesters.


Certificates

Uselink

https://www.lucidchart.com/invitations/accept/d942395f-0e03-4382-b3a0-cba4c2736d33


BUSAS-TDegree


ClassDescriptions:Fromthecataloglocatedat:http://www.mccd.edu/academics/resources/catalog_archive/2014-2015/mc_catalog_14-15_a.pdf

CPSC-01asITIS120Descriptor

CPSC-05aasITIS-130PartofICTdegreeandMISdegree

CPSC-06AchoiceasaCoreCourseinCPSCAS-TdegreeorMISdegree;anelectiveintheMATHAS-Tdegree


CPSC-14/MATH-14AchoiceasaCoreCourseinCPSCAS-TdegreeorMISdegree;anelectiveintheMATHAS-Tdegree

CPSC-39CoreCourseinCPSCAS-Tdegree

VIRT-50:

VIRT-55:


BUS-10ElectiveinBUSAS-T

BUS-18A:

BUS-35:

BUS-43asBUS115AnelectiveforthenewICTDegree


CPSC-47asITIS140Descriptor(finalized,partofICTdegree):ThisclasswillbecreatedatMercedCollegeasCPSC-47,itishopedtobeapprovedatMCbySpring2015.ThisclassistheprojectbasedclassasdescribedaftertheDescriptor.

DESCRIPTOR: ITIS 140

Discipline: Information Technology and Information Systems

Proposed Sub-discipline (if applicable):

General Course Title: Introduction to Systems Analysis and Design

Min. Units: 3

General Course Description: The course presents a systematic methodology for analyzing a business problem or opportunity, determining what role, if any, computer-based technologies can play in addressing the business need, articulating business requirements for the technology solution, specifying alternative approaches to acquiring the technology capabilities needed to address the business requirements, and specifying the requirements for the information systems solution in particular, in-house development, development from third-party providers, or purchased commercial-off-the-shelf packages. Proposed Number: ITIS 140 Proposed Suffix (if applicable): Required Prerequisites1: Business Information Systems/Computer Information Systems (C-ID ITIS 120 or C-ID BUS 140) à Merced College = CPSC-01 – going to change this pre-req to include BUS Required Co-requisites: None. Advisories/Recommended Preparation2: The course is built on the assumption that most organizational systems are developed based on various types of packaged systems, system components, or implemented by

1 Prerequisite or co-requisite course need to be validated at the CCC level in accordance with Title 5 regulations; co-requisites for CCCs are the linked courses that must be taken at the same time as the primary or target course. 2 Advisories or recommended preparation will not require validation but are recommendations to be considered by the student prior to enrolling.


using outsourced development capabilities (whether on- or off-shore). Using a course project is highly recommended. Course Content:

1. Identification of opportunities for IT-enabled organizational change 2. Business process management 3. Analysis of business requirements 4. Structuring of IT-based opportunities into projects 5. Project specification 6. Project prioritization 7. Analysis of project feasibility 8. Fundamentals of IS project management in the global context 9. Using globally distributed communication and collaboration platforms 10. Analysis and specification of system requirements 11. Different approaches to implementing information systems to support business

requirements 12. Specifying implementation alternatives for a specific system 13. Impact of implementation alternatives on system requirements specification 14. Methods for comparing systems implementation approaches 15. Organizational implementation of a new information system 16. Different approaches to systems analysis & design: structured SDLC, unified

process/UML, agile methods The above material is taken from http://www.acm.org/education/curricula/IS%202010%20ACM%20final.pdf. Course Objectives: At the conclusion of this course, the student should be able to:

1. articulate the types of business needs that can be addressed using information technology-based solutions.

2. initiate, specify, and prioritize information systems projects and to determine various aspects of feasibility of these projects.

3. clearly define problems, opportunities, or mandates that initiate projects. 4. use at least one specific methodology for analyzing a business situation (a problem

or opportunity), modeling it using a formal technique, and specifying requirements for a system that enables a productive change in a way the business is conducted.

5. within the context of the methodologies they learn, write clear and concise business requirements documents and convert them into technical specifications.

6. communicate effectively with various organizational stakeholders to collect information using a variety of techniques and to convey proposed solution characteristics to them.

7. manage information systems projects using formal project management methods. 8. articulate various systems acquisition alternatives, including the use of packaged

systems (such as Enterprise Resource Planning [ERP], Customer Relationship Management [CRM], Supply Chain Management [SCM], etc.) and outsourced design and development resources.

9. use contemporary Computer-Aided Software Engineering (CASE) tools for the use in process and data modeling.

10. compare the acquisition alternatives systematically. 11. incorporate principles leading to high levels of security and user experience from

the beginning of the systems development process.


12. design high-level logical system characteristics (user interface design, design of data and information requirements).

13. analyze and articulate ethical, cultural, and legal issues and their feasibilities among alternative solutions.

Methods of Evaluation: Evaluation will include hands-on projects and a combination of examinations, presentations, discussions, or problem-solving assignments. Sample Textbooks, Manuals, or Other Support Materials (do not include editions or publication dates):

• Shelly, G. B., Cashman, T. J. & Rosenblatt, H. J. - Systems Analysis and Design • Dennis, A. - Systems Analysis and Design • Kendall, K. E. & Kendal, J. E. - Systems Analysis and Design • Dennis, A., Wixom, B. H. & Tegarde, D. - Systems Analysis and Design with UML

FDRG Lead Signature: Date: 01Dec2014 [For Office Use Only] Internal Tracking Number

ClassProject:Haveaprojectwherestudentsandsmalllocalbusinessescouldsometogethertoachieveamutuallybeneficialrelationshipcenteredonenhancingthelocalbusinessthroughsomekindoftechnologyfreelancingcompletedbythestudent(s).

Wecanreachouttolocalbusinessandletthemknowthatwewouldliketoassisttheminmakingtheirbusinessbetterthroughtheuseoftechnology.Thebusinessownerswouldagreeto“hire”studentstohelptheminthisendeavor.

Thebusinessownerswouldcomeanddoatalkabouttheirbusinesstothestudentsintheprojectcourse.Theycoulddescribetheirindustryandwhattheirbusinessdoes.Thebusinessdoesnothavetobetechrelated.Itshouldbeasmalltomediumsizedlocalbusiness.

Thestudentswouldthenstudythebusinessandcomeupwithproposalsonhowthatbusinesscouldbeimprovedwiththeuseoftechnology.Suchas:

• Remakingthecompanylogoandmarketingmaterials• Making,orenhancing,awebsite• Making,orenhancing,ane-commercesite• Makinganapp

Thestudentswouldputtogethertheirproposalsandpresentthemtothesmallbusinessowner.Theproposalscouldhavecertaincriteriasuchascostanalysis,timeschedule,andlife-timemanagementplan,andendproductspecifications.Theownerwouldchoosetheproposaltheythinkisabestfit.


Thestudentswouldthenworkontheproposals,withconstantcontactwiththebusinessowner.Thefinalresultbeingthestudentaccomplisheswhattheirproposalsetouttodo.Soifitwastomakeawebsitewithcertainspecificationsthenthewebsitewouldbecompleted.

Thestudentswouldhavetoapplytobeapartofthisprogram.(Willhavetomaketheseprereqs).Theywouldhavetohavethefollowing:

• Completedatleastoneprogrammingclasswithagradeof‘A’.• CompletedEnglishA.• Havea3.0orhigherGPA• Writealetteroftheirinterestinjoiningtheprogram• Havealetterofrecommendation

Thiswouldhavetobeapaidprogram.Meaningthatthestudentswouldhavetobepaidatleastminimumwagefortheworkthattheycomplete.Hourswouldhavetobelogged.Itwouldbeoptimaltohavealabwheretheycouldcomeandcheckinandcompletetheirwork.

CPSC-15asCOMP-112Descriptor,corecourseforICTdegree:ThisclasswillbecreatedatMercedCollegeasCPSC-15,itishopedtobeapprovedatMCbySpring2015

DESCRIPTOR Discipline: Computer Science Sub-discipline: General Course Title: Introduction to Programming Concepts and Methodologies

Min. Units 3

General Course Description: This course must be taught using an object-oriented programming language. Its purpose is to expose students to the fundamental concepts of programming. Number: COMP 112 Suffix: First course in a sequence of courses that is compliant with the standards of the Association for Computing Machinery (ACM). Required Prerequisites or Co-Requisites3 Advisories/Recommended Preparation4 Basic knowledge of computer usage. Course Content:

3 Prerequisite or co-requisite course need to be validated at the CCC level in accordance with Title 5 regulations; co-requisites for CCCs are the linked courses that must be taken at the same time as the primary or target course. 4 Advisories or recommended preparation will not require validation but are recommendations to be considered by the student prior to enrolling.


1. Software life-cycle including design, development, styles, documentation, testing and maintenance

2. Procedural versus objected oriented programming

a. Survey of current languages

3. Program design tools and programming environments 4. Documentation 5. Coding conventions 6. Data types, variables, expressions, sequential processing 7. Arrays

a. Declaring and allocating arrays b. Multiple-subscripted arrays

8. Control structure

a. Selective structures: if and switch b. Repetitive structures: loops

9. Algorithms including simple sorting and searching 10. File I/O

a. Files and streams b. Sequential access files

11. Error handling 12. Passing parameters by value and by reference 13. Principles of testing and designing test data

Laboratory Activities: (if applicable) Course Objectives: At the conclusion of this course, the student should be able to:


1. Describe the software development life-cycle.

2. Describe the principles of structured programming and be able to describe, design, implement, and test structured programs using currently accepted methodology.

3. Explain what an algorithm is and its importance in computer programming;

Methods of Evaluation: May include any or all of Exams Quizzes Programming Projects Discussions Class Presentations Sample Textbooks, Manuals, or Other Support Materials Savitch, Walter: Problem Solving with C++ Latest Edition Deitel, H.M. & Deitel, P.J. (2010). C++ : How to Program (paper) (7th ed.). [ISBN: 0136117260] FDRG Lead Signature: Date: [For Office Use Only] Internal Tracking Number


Descriptor Guide Sheet

Discipline: The discipline has been determined and is entered. Subdiscipline: You may decide that a sub-discipline will serve your discipline best. For example, biology faculty

may or may not decide to identify subdivisions (cellular vs. organismic, or marine, or ecology/environmental). Discipline faculty will determine what best serves their needs.

General Course Title: Insert a course name in this field that is generally used and will be widely recognized. It

need not be the actual course title at all colleges or universities but should describe the topic of the course.

Minimum Units: Indicate the minimum number of units expected of this course, based on semester

configuration; we will later offer a conversion into quarter units. Proposed Number: Use the numbering protocol to assign a tentative number to the course; like the sub-

discipline or general course title, during your drafting stages, this number can be changed. Proposed Suffix: If desirable, add an “L” after the number in the box to indicate a lab; or an “S” to indicate this

course is part of a sequence. Rationale or Comment: Use this space to provide explanation to the field about the number; during the drafting

stage, you may also use this space to record a request for an additional suffix or modification of the numbering protocol.

Required Prerequisites or Co-Requisites: List any courses required to be completed prior to taking the listed

course; if there is not agreement among segmental faculty about the prerequisites, you might consider describing a similar course without those prerequisites or listing only Advisories/Recommended Preparation (see below). A co-requisite does not mean in the CCCs what it may mean for the 4-year institutions.

Advisories/Recommended Preparation: These recommendations for courses, experiences, or preparation need

not be validated; they can be good-faith and generally accepted recommendations from discipline faculty that further the students’ chances of success in this or subsequent courses.

Course Content: Count content should list all the expected and essential topics of the course. If this course is a

lab/lecture combination, the Lab content should be spelled out separately. Course Objectives: List the course objectives, competencies, or skills that the students should be able to

demonstrate upon completion of the course. Community college faculty should be attentive to explicitly linking the objectives to the topics covered. If this course is a lab/lecture combination, again the learning objectives should be spelled out separately and be linked to the topics covered in the lab component of the course. Use additional sheets as needed.

Methods of Evaluation: List those methods you anticipate would be used to observe or measure the students’

achievement of course objectives (e.g., quizzes, exams, laboratory work, field journals, projects, research, demonstrations, etc.)

Textbooks: Recent (published within the past 5-6 years) college-level texts, materials, software packages can be

suggested here. While texts used by individual institutions and even individual sections will vary, enter examples of representative work. If this is a lab course or a lab/lecture section, remember to include an example of a lab manual.

FDRG Lead’s Signature and Date: When the descriptor template has been finalized by the FDRG is in final form

and is ready for posting, the Lead should send this completed and signed document to Katey Lewis at [email protected] who will post the descriptor and solicit review and comment prior to finalizing the descriptor for the next phase of the C-ID Project.


ReferencesBatec.org.(2014).Retrievedfromhttp://batec.org/research/middle-skill/

MPICT.(2013).2013EnvironmentalScan,ICTInformation&CommunciationTechnologies,FoundationalCompetencyEmploymentDemandinCalifornia.SanFranciscoBayArea:NSF.Retrieved2014,fromhttp://www.mpict.org/pdf/CA_ICT_Competencies_2013.pdf

LinksACMPathwaysReport:https://drive.google.com/file/d/0B7rBlpabtpPhUmpwQ1FRbXFjLVU/view?usp=sharing

MobileMediaOccupations:

https://drive.google.com/file/d/0B7rBlpabtpPhX2hYU3ZsZmJaazA/view?usp=sharing

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COMPUTER SCIENCE PROGRAM REVIEW - mccd.edu