Robert Sampron Portfolio - Example of Editing

4. Continuous Improvement

Criterion

The program uses a documented process incorporating relevant data to regularly assess its

program educational objectives and program outcomes, and to evaluate the extent to which they

are being met. The results of the evaluations are documented and used to effect continuous

improvement of the program through a documented plan.

1. Procedure for Periodically Assessing the Program Educational Objectives

The pProgram educational objectives ensure that theour CIS curriculum prepares our graduates

for a future in the field of information systems field. Prior to Before 2008, the Regis University

Nine Educational Objectives and the Jesuit themes drove the educational objectives. At Regis,

we embed these themes were driven by the Regis University Nine educational objectives and the

Jesuit themes. Jesuit themes are themes t within instruction and hat are embedded as part of our

interactions and instruction at Regis, but are not as written as activities.

Regis University’s Nine Educational Objectives

iIn-depth knowledge of a discipline

Kknowledge of diverse cultures, perspectives, and belief systems

Kknowledge of Arts, Sciences, and Humanities

Aability to think critically

Aability to communicate effectively

Aability to use contemporary technology

Ccommitment to ethical and social responsibility

Ccommitment to leadership and service to others

Ccommitment to learning as a life-long endeavor

The pProgram educational objectives were accssessed for each CSP-offered program during on

a five –year, cycle as part of the Academic Unit Review (AUR) cycle for each program offered

by CPS. The AUR, academic review process, which is part of the academic governance, is a

continuous –improvement, and quality -assurance process. Through this process, where each

academic unit evaluates the program offerings and educational objectives and identifies areas of

opportunitiesy and improvement. We presentedThe resulting academic unit reviews were

presented to the different CPS councils in CPS and, then, presented to the Regis Academic

Planning and Policy Committee.

In fall 2008, Aafter the establishment of ing the School of Computer & Information Sciences as

part of CPS in fall of 2007 as part of CPS, SCIS began formulating the program educational

objectives for the different computing programs in the fall of 2008 (Ssee Section 3.1).

Constituent feedback formed Tthe basis for these program educational objectives. Constituents

included the following:

Comment [b1]: Replace the “we” with the correct subject’s name.

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peer reviews

was the feedback obtained from the information systems industry, professional

associations, alumni surveys,

previous AURs,

advisory boards

professional associations

information systems industry

Different SCIS stakeholders drove advisory boards, and peer reviews.

As of fall of 2008, the current process for evaluating the program educational objectives. These

stakeholders include alumni is driven by the, faculty, and different SCIS stakeholders who

include the SCIS Industry Advisory Council, alumni, and faculty. .

We will evaluate Ddata collected from internal and external and internal sources every three

years to measure the achievement of program educational objectives. These sources include:

(alumni surveys,

faculty recommendations

end -of -course evaluations,

professional association curricular guidelines

SCIS Industry Advisory Council recommendations,

professional association’s curricula guidelines, and faculty recommendations) will be evaluated

every three years to measure the achievement of the program educational objectives. If we deem

changes necessary to the program educational objectives is deemed needed, the chair and

program coordinator propose these the changes are then proposed by the chair and Program

Coordinator to CPS, SCIS, CPS and Regis University governance for approval. After obtaining

the approval from the different academic governance bodies from these bodies, we adopt the new

changes to the program educational objectives are adopted.

Figure 4.1-1 describes the Program Educational Objectives Assessment and Continuous

Improvement ProcessThe following diagram describes the program educational objectives

assessment and continuous improvement process for the CIS program.

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Develop/Modify

BScCIS Program &

Course Outcomes

Alumni Survey,

Industry, &

Faculty

Feedback

External Sources:

Alumni,

Professional

associations

guidelines,

Industry, Faculty,

etc.

SCIS Constituents/

Stakeholders

(Alumni Employers,

Industry Advisory Council)

Assess & Evaluate

PEO

Evaluation

(every 3 years)

Program Educational Objectives

Assessment and Continuous Improvement Process

Collect Student

Course Data

Propose Changes to

Program Educational

Objectives as needed

End of Course

Evaluations,

Student Grades,

Course Rubrics,

etc.

BScCIS Program Educational

Objectives

Regis, CPS & SCIS

Academic Governance

Figure 4.1-1. A diagram showing the program educational objectives assessment and continuous

improvement process.

As previously mentioned, we issued the last Alumni Survey was issued in March, 2009. It and

encompassed graduates from academic years 2003 to 2009. The results of that survey are in

Section 2, Table 2.5-1, located in Section 2, contains survey results. Appendix E contains raw

data and The ssurvey questions and raw data can be viewed in Appendix E.

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The Industry Advisory Council meets four times eacha year. Section 2 contains specific

information about the CouncilPlease refer to Section 2 for specific information on the Industry

Advisory Council.

2. Procedure for Periodically Assessing the CIS Program Outcomes

The BScCIS program outcomes ensure that our curriculum prepares our graduates for a future in

the field of information systems field. Prior to the fall of 2008, we assessed the BScCIS program

outcomes were assessed for each CPS-offered program onduring a five –year, cycle as part of

the Academic Unit Review (AUR) cycle for each program offered by CPS. The AUR, academic

review process, which is part of the academic governance, is a continuous –improvement, and

quality -assurance process. Through the process, where each academic unit evaluatesd the

program offerings and program outcomes and . The review identifiesd areas of opportunitiesy

and improvements. We presented Tthe resulting academic unit reviews are presented to the

different CPS councils and, then, in CPS and then presented to the Regis Academic Planning and

Policy Committee. This process continues for the BScCIS program today; however, we have

since added additional assessments driven by ourthe need to comply with ABET’s assessment

standards.

In the fall of 2008, we adopted the ABET Information Systemss program outcomes as CIS

program outcomes as the CIS program outcomes, and createding a new program outcome

assessment strategy. Assessment results and evaluated course data The drive the current annual

process for evaluating the program outcomes is driven by assessment results and evaluation of

the course data. We collected this data from the following sources: from

course rubrics,

student grades

faculty feedback

end -of -term student evaluations,

student grades, and faculty feedback. After the department faculty members reviews the

assessment results, if changes to the program outcomes are deemed neededcessary, the IS

department chair and CIS program coordinator propose these changes the changes are then

proposed by the IS department chair and CIS Program Coordinator to the CPS, SCIS, CPS, and

Regis University governance bodies for approval. After obtaining the approval from these

different academic governance bodies, we adopted the new changes to the program outcomes are

adopted.

Figure 4.2-1 The following diagram describes the BScCIS pProgram oOutcomes aAssessment

and cContinuous iImprovement pProcess. Please see Appendix F forcontains details about the

overall BScCIS assessment and continuous improvement process that included both program

educational objectives and program outcomes.


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Develop/Modify

BScCIS

Program Outcomes

Develop/Modify

BScCIS

Course Outcomes

Propose Changes

to Courses and/or

Program outcomes

& Processes as

needed

Regis, CPS & SCIS

Academic Governance

Alumni Survey,

Industry, &

Faculty

Feedback

External Sources:

Alumni,

Professional

Associations,

guidelines,

Industry, Faculty,

etc.

CIS Program

Coordinator

Assess/

Evaluate

Program &

Course

Outcomes

Curriculum & Process

changes at least

once a year.

BScCIS Program and Course Outcomes

Assessment and Continuous Improvement Process

Collect Student &

Course Data

End of Course

Evaluations,

Student Grades,

Course Rubrics,

etc.

BScCIS Program

Educational

Objectives

Figure 4.2-1. A diagram showing the BScCIS program and course outcomes assessment and

continuous improvement process.

Collecting CIS Data Collection

With a few exceptions, Tthe IS department collects assessment data from every required course

infor the B.S. degree in Computer Information Systems. The exceptions are degree plan except

for courses from the School of Management (BA 300, AC 325) and Math courses from another

(Math?) department (MT 270, MT 320). Data collection efforts The focus of the data collection

efforts is on junior and senior level classes.

The rationale for this strategy is that these upper-level courses represent the portions of the

curriculum through which where students are concentrating on developing their technical skills

and knowledge. The uUpper level courses are also where we have ensured students meet that

ABET program outcomes are being met.

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Comment [b11]: "collection" takes a verb and turns it into a noun using "tion" (called a

nominalization). It's considered bad form in technical writing.

Comment [b12]: We are describing both collection and assessment. Shouldn't we address this

in the heading?

Comment [b13]: Which department? The Math department?

We designed Tthe College of Professional Studies, a part (of which SCIS is a part), is designed

for accelerated learning in a working-adult-friendly format friendly to working adults. We

haveoffer six, eight-week (6) terms every academic year. These include:year:

spring 8 -week 1 (spring 8W1),

spring 8 -week 2 (spring 8W2),

summer 8 -week 1 (summer 8W1),

summer 8 -week 2 (summer 8W1),

fall 8 -week 1 (fall 8W1), and

fall 8 -week 2 (fall 8W2).

An eight-w (8) week term is equivalent to a sixteen (16) -week semester in traditional

universities. However, There are ttwo CIS ccourses (CIS 418, CIS 455) that run every five

weeks in the classroom delivery format. every 5 weeks which is the exception. We chose to offer

Ththesem courses were chosen f or in the the standard CPS 5 five-week CPS format because the

course content and assignments are not as time intensive. Table 4.2-1 describes the CIS Data

Collecting Schedule by course and term. We report Ddata collection for these 5five -week terms

courses in included in the tablein in either terms the 8 -week 1 or 8 -week 2 terms in the table

below.

Every 16 weeks, Tthe IS department collects data onfor eachvery required upper level course;

consequently, every sixteen (16) weeks so that there are three data collection cycles per year.

We measure Aall of the CIS program outcomes are measured in the curriculum. Please refer to

Section 5 Curriculum contains details about how CIS maps these program outcomesfor the

mapping between program outcomes, CIS courses, and collected student assessments.

We began collecting data in the summer of 2009 and used . Tthese summer weeks were ato pilot

to test ourthe data collection processes. Substantive data collection began in the fall of 2009 and

and continues for each subsequentvery eight-8 week term.

The following table illustrates the data collection plan by CIS program outcome, course and

term.

Table 4.2-1 Data Collectiong Schedule

IS

Program

Outcome

Summer

8W1,

2009

Summer

8W2,

2009

Fall

8W1,

2009

Fall

8W2,

2009

Spring

8W1,

2010

Spring

8W2,

2010

a CS 208

CS 432

CS 208 CS 208 CS 208 CS 436 CS 361

CS 450

CIS 493

b CIS 425

CS 208

CS 432

CIS 448

CS 208

CS 434

CIS 493

CIS 425

CIS 445

CIS 455

CS 208

CS 362

CIS 448

CIS 445

CS 208

CIS 493

CIS 425

CIS 445

CIS 448

CIS 455

CS 208

CS 436

CIS 448

CIS 455

CS 361

CS 450

CIS 493


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c CIS 425

CS 432

CIS 448

CS 434

CIS 493

CIS 425

CIS 445

CS 362

CIS 448

CIS 493

CIS 425

CIS 445

CIS 448

CS 436

CIS 448

CS 361

CIS 493

d CIS 425

CS 432

CIS 425 CIS 425

e CS 208

CS 432

CIS 448

CS 208

CIS 493

CIS 418

CS 208

CIS 418

CIS 448

CS 208

CIS 493

CIS 418

CIS 448

CS 208

CIS 418

CIS 448

CIS 493

f CIS 425

CS 208

CS 432

CIS 448

CS 208

CS 434

CIS 493

CIS 418

CIS 425

CIS 445

CIS 455

CS 208

CIS 418

CIS 448

CIS 455

CIS 460

CS 208

CIS 493

CIS 418

CIS 425

CIS 445

CIS 448

CIS 455

CS 208

CS 436

CIS 418

CIS 448

CIS 455

CIS 460

CS 450

CIS 493

g CIS 493 CIS 418

CIS 455

CIS 418

CIS 455

CIS 493

CIS 418

CIS 455

CIS 418

CIS 455

CIS 493

h CS 208

CS 432

CIS 448

CS 208

CIS 493

CS 208 CIS 448

CS 208

CIS 493

CS 208

CIS 448

CIS 448

CIS 493

i CIS 425

CS 432

CIS 448

CS 434

CIS 493

CIS 425

CIS 445

CS 362

CIS 448

CIS 460

CIS 493

CIS 425

CIS 445

CIS 448

CS 436

CIS 448

CIS 460

CS 450

CIS 493

j CIS 425 CIS 448 CIS 425

CIS 445

CIS 455

CIS 448

CIS 455

CIS 460

CIS 425

CIS 445

CIS 448

CIS 455

CIS 448

CIS 455

CIS 460

Data collected from each upper level course, in the form of student assignment scores, becomes

Tthe primary mechanism for assessing program outcomes is data collected in each upper level

course. We then map The pprogram outcomes were mapped to the course outcomes. and student

assignments are collected that assess both the program outcomes and course outcomesStudent

assignments include the . The student assignments canfollowing:

exams

be term projects, quizzes,

exams, research papers, and term projects

presentations.

research papers

We collect and assess


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Datadata is collected infrom each course based on the CIS program outcomes assessed in the

course. At the beginning of the course, we provide faculty and students with Aa rubric is

provided to both the faculty and students at the beginning of the course to for assessing the

assignment(s). Please refer to Appendix C forcontains examples of course rubrics.

At the beginning of each term, the CIS Pprogram Ccoordinator will notifyies a the faculty

member that we will assess that theirone of his or her courses course is being assessed forfrom

the term. The nNotification includes furnishing the rubric and data collection instructions.

instructions for data collection. The course faculty member then will completes a rubric for each

student on each assessment.

At the end of the term, the course ffaculty member will uploads the rubrics, student assessments,

and grade book to a secure SharePoint portal site. We collect Ddata is collected in twofor cycles,

one for twoeach eight- 8 week terms. Once the first data collection cycle ends, the second cycle

begins. and then the analysis phase begins. These data collection cycles continuously repeat.

Each course is analyzed by the CIS Program Coordinator to evaluate student performance related

to program outcomes. We also review course improvements that need to be made based on

technology changes and current industry trends. In addition, we review our current processes for

improvements. The following semester, the curriculum and/or process changes are implemented.

Cycle 2 data collection would begin immediately following Cycle 1 data collection and continue

in this manner.

The following diagram Figure 4.2-2 illustrates the flow cycle offor the data collection/, analysis/,

and improvement cycle.

Cycle 1

First Semester

Data collection on

upper level courses

Cycle 1

Second Semester

Data analysis

Cycle 1

Third Semester

Implement changes

Figure 4.2-2. A diagram showing the cycle for data collection, analysis, and improvement.




Comment [b22]: should this instead say "The faculty member then completes a rubric assessing each student" ?


passive verb.

Comment [b24]: Is “we” the program coordinator, the faculty, the chair?

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Analyzing CIS Data

Data analysis begins immediately after collecting data. First, the CIS program coordinator

analyzes courses for student performance related to program outcomes. Next, we review courses

for improvement based on changes in technology and current industry trends. Finally, we review

our current processes for improvement. We implement the changes during each subsequent

semester.

For the time period of fFor fall 2009 and spring 2010, we theanalyzed data analysisand

implemented and changes implementation was done once at the end of the spring semester. To

ensure continuous improvement, we performed this process only once This was because we

needed to collect enough data to do an adfor adequate data analysis for continuous improvement.

In the future, we will do so in biannual cycles as previously described.do at least two data

analysis and change implementation cycles per year.

In aAdditionally, we assess program outcomes are assessed based on feedback from the

following constituents:

faculty

alumni survey our Industry Advisory Council, e

current studentsmployer constituents,

employer constituents current students,

Industry Advisory Council faculty, and the alumni survey.

3. Copies of Actual Documentations Used in Collecting Data Collection and Assessmenting

Process

For each upper level course in the CIS and CS curriculum, Tthere is a Course Assessment Plan

for each upper level course in the CIS and CS curriculum. Please refer to Appendix G contains

for a sample Course Assessment Plan.

4. Documentations Used for Collecting Data CollectionData and Assessmenting Processes

Please refer to the following Aappendices for documentation documents on ddata collection

collection, assessment processes, and results:

Appendix B: BScCIS Degree Audit

Appendix C: Example CIS Program Rubrics

Appendix D: Example Faculty and Course Evaluation

Appendix E: SCIS Alumni Survey & Results - June 2009

Appendix F: BScCIS Continuous Improvement Plan

Appendix G: Example Course Assessment Plan

Appendix H: Example Rubric Scores Data Summaries

Appendix I: Example CIS Program Data Analysis Results of Program Outcomes

APPENDIX B: BScCIS Degree Audit

APPENDIX C: Example CIS Program Rubrics

APPENDIX D: Example Faculty and Course Evaluation

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Comment [b26]: Is “we” the program coordinator, the faculty, the chair?


Question. Don’t the changes need to go through an proposal process first and be approved by various

levels of academic governance? If so, we should

probably reiterate that. Something like:

You may find the process for implementing

necessary changes detailed earlier in this section under the title “Procedure for Periodically Assessing

the CIS Program Outcomes.” Once approved,

subject implements the changes during the following semester.


passive verb.

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passive verb.


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APPENDIX E: SCIS Alumni Survey & Results - June 2009

APPENDIX F: BScCIS Continuous Improvement Plan

APPENDIX G: Example Course Assessment Plan

APPENDIX H: Example Rubric Scores Data Summaries

APPENDIX I: Example CIS Program Data Analysis Results of Program

Outcomes

5. Results of CIS Program Assessments Used to Identify Program Improvements and

Modifications

To offer a better To understanding the the current organized structure for the Computer

Information Systems programstate of the Computer Information Systems program, the following

describes a brief requires one to know some of the backgroundhistory of of the College of

Professional Studies (CPS) and the School of Computer & Information Sciences.

Prior to August, 2007, the College of Professional Studies CPS was a school, and not a college.

At that time, . Regis University used the following was structured as followse:

Regis College. This college served a (traditional college with an 18 - 22 year -old student

body. It offered, on-campus classes during the day.

day-time, on-campus classes), Rueckert-Hartman School for Health Professions. This

school offered (nursing, physical therapy, and health care administration),.

and tThe School for Professional Studies. This school offered an (accelerated program,

for adult students).

At that time, In August of 2007, the university reorganized into three colleges: Regis College, the

Rueckert-Hartman College for Health Professions and the College for Professional Studies

(CPS) with an Academic Dean for each college. Prior to August, 2007, CPS had a vertical

academic structure:, with undergraduate programs, graduate programs, graduate, and teacher

education programs. CPS was reorganized into four schools within the college: School of

Management (business), School of Computer & Information Sciences (computing), School of

Humanities (liberal arts), and the School for Education and Counseling (teacher education and

counseling). Each school has a Dean with one academic dean presiding over CPS as a whole.

This allowed SCIS to combine the undergraduate and graduate computing programs and place

strategic emphasis on the needs of our school. Within SCIS, we have four B.S. programs: B.S. in

Computer Information Systems, B.S. in Computer Science, B.S. in Computer Networking, and

B.S. in Business Technology Management. In addition, we have five Master’s of Science

programs: M.S. in Database Technologies, M.S. in Information Assurance, M.S. in Information

Technology Management, M.S. in Software Engineering, M.S. in Software Engineering and

Database Technologies, and a M.S. in Systems Engineering. Please refer to our website for

additional information on our programs: http://www.regis.edu/regis.asp?sctn=cpcis&p1=ap

Reorganizing the University

In August of 2007, the university reorganized into three colleges, each with its own academic

dean. These included:

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Regis College

Rueckert-Hartman College for Health Professions

College for Professional Studies (CPS)

CPS reorganized into four schools, each with its own dean. These schools included:

School of Management (business)

School of Computer & Information Sciences (computing)

School of Humanities (liberal arts)

School for Education and Counseling (teacher education and counseling)

Reorganizing allowed SCIS to combine graduate and undergraduate computing programs and

placed strategic emphasis on the school’s needs.

Within SCIS, we offer four B.S. programs, including:

B.S. in Computer Information Systems

B.S. in Computer Science

B.S. in Computer Networking

B.S. in Business Technology Management

We also offer five Master’s of Science programs, including:

M.S. in Database Technologies

M.S. in Information Assurance

M.S. in Information Technology Management

M.S. in Software Engineering

M.S. in Software Engineering and Database Technologies

M.S. in Systems Engineering

More information is available about these programs at the following Website:

http://www.regis.edu/regis.asp?sctn=cpcis&p1=ap

Positioning the School to Seek ABET Accreditation

In early 2008, SCIS began positioning ourselvesitself to seek ABET accreditation for three of

our undergraduate programs. The IS department chair and CIS Pprogram Ccoordinator evaluated

the changes necessary to bring our curriculum into alignment with ABET’s information systems

program standardsABET Information Systems program standards.. In January 2009, Tthe school

made the following requisite following describes the changes to to the B.S. in Computer

Information Systems program that went live in January, 2009.:

Aadded a two new courses: CIS 457 Business Process Reengineering and CIS 463 E-

Commerce Technology Management. These courses are part of to the business

environment. the business environment.

Rrequired students to take two business courses from the School of Management: BA

300 Business Systems in a Sustainable Society and AC 325 Accounting Principles and

Management Concepts. These courses are part of the business environment.

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Comment [b31]: At this point, wasn't the broader institution a university and not a college?

Using "college" here may prove confusing. If it is a

college, which college is superior in the hierarchy to CPS?

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http://www.regis.edu/regis.asp?sctn=cpcis&p1=ap

Aadded an additional Mmath course to the Foundation Courses: MT 320 Introduction to

Discrete Mathematics

Rremoved all CIS specializations and added a 12 -hour minor from either business or

computing areas. This streamlined the CIS degree and removed complicated degree

plans.

Ccreated a unique ‘CIS’ prefix for CIS courses, to separateing them courses from the

Computer Science program (uses ‘CS’ prefix).

Please refer to Appendix K contains the of this self study for the B.S. in Computer Information

Systems degree plan.

Although There there have been course and process improvements, we have made within the

courses but nono major degree plan changes since the January, 2009.

Since its inception in the early 1980’s, we based the The Computer Information System degree

has always been based onon curricular guidelines and recommendations provided by the the

following organizations:

Association for Computing Machinery (ACM), the

Institute of Electrical and Electronics Engineers (IEEE) Computer Society, and

the Association for Information Systems (AIS) since its inception in the early 1980’s.

Today, the Computer Information Systems degree maps directly to the IS 2002 Model

Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. This is

a collaborative effort by ACM, AIS, and AITP. Please refer to Section 5.B contains of this self

study for the mapping and additional other relevant information.

We assess Sstudents are assessed on their mastery ofof all the outcomes by grading through the

following:

research papers

class participation

grading of midterm and/or final exams, senior capstone project comprehensive

programming assignments,

midterm and/or final exams

individual and team term projects

comprehensive programming assignments, research papers, and the senior capstone

project.

Class participation is also assessed in every course. In 2006, the IS department started assessing

the outcomes for of the senior capstone project. For this project, Tthe department used a set of

rubrics to assess knowledge, communication, and critical thinking skills in the project. In 2009,

the department implemented the above data collection/analysis/improvement cycle detailed in

Figure 4.2-2.

Analyzing Data Analysis

At the end of the spring semester 2010, the IS department analyzed all data collected data from

fall semester 2009 and spring semester 2010 semesters was analyzed. The IS department

analyzed the data collected from students in two waystwo ways.: The first level of analysis



passive verb.

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passive verb.

Comment [b35]: Be sure to insertthe proper figure number.



1. computed and graphed averagedd the rubric category scores for all CIS classes and

graphed the results. The graphs used in the analysis are presented in Appendix I presents

the graphs used in the analysis..

2. The second level analyzed results using used an outcome data analysis model. We

mapped raw student rubric scores to course and CIS program outcomes. which is

described in Section 3 Program Outcomes describes the process. . This model used raw

student rubrics scores that were mapped to course and CIS program outcomes. The

results are also presented in Appendix I presents the results..

Evidence of Program Improvement

The current CIS degree has remained stable since January, 2009. There have been course and

process improvements within the courses but no major degree plan changes. Table 4.5-2 presents

evidence of program and process improvements for he following table describes the changes in

CIS the courses and processes in the CIS program from January 2009 to May 2010.

Table 4.5-2: Evidence of Program and Process Improvement

from January 2009 to May 2010

Industry Advisory Council

Opportunity for Improvement:

Add the Industry Advisory Council An advisory board to SCIS was added called the

Industry Advisory Council.

Thise council provides feedback and direction withfor the Sschool’s

vision, mission, and program educational objectives.

The Ccouncil meets 4four times a year.

Timeframe:

Council formedAdded induring fall 2009; met . Tthree meetings have convenedtimes

thus far.

Outcome Data Analysis Model:


Implement a new data analysis process

As a result of analyzsings the results showed of the outcome data model ,

it became apparent that the model produced more meaningful results onfor the

CS programming courses than the upper division CIS courses. This was is

was because students in the programming courses submitted more a number

of assignmentss (rubric scoress) as per course as inputs to the model. As a

result, thTherey supplied were more data points per CIS program outcome.

Most CIS courses have only term projects and research papers, and we

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passive verb.

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Comment [b37]: This seems like an odd spot for this section. How does this section fit in? Would it

go better somewhere else?


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submitted as model inputs only the rubric scores from final project grade

and/or research paper grades rubric scores were submitted to the model as

input.

In the next analysis cycle, we will submit rubric scores forom rubric

categories (instead ofrather than a final score). soThis will result in that we

have a finer granularity ofor model results.

Reviewing CIS Program Coordinator is reviewing tthe data analysis process in depth for

better reporting of results.

The CIS program coordinator is performing this review, and we may

produce Aann additional model may be produced for the next cycle.

Timeframe:

Implementing during fall semester 2010new data analysis process in fall semester 2010.

SCIS Curriculum Repository Portal


Create the SCIS Curriculum Repository Portal site on the protected INSite SharePoint

site

SCIS needed a common repository for course materials used into

facilitatinge the courses. The goal of the repository is to improve reliability

between faculty members teaching the same course, with faculty members

receiving read access to all items in the portal. Portal Thimaterials include:s

includes

syllabi,

faculty guides,

exam solutionsexercise solutions, and

exercise solutions exam solutions.

A SCIS Curriculum Repository Portal site was created on our protected

INSite SharePoint site. We had our Regis IT Services department

implemented the portal structure, and the each Pprogram Ccoordinator

maintainss the site.

All faculty are allocated read access to all items in the portal. A goal of this site

is to improve reliability between faculty members teaching the same course.

Timeframe:

Createdompleted at the end of in by the end of the summer semester 2009.

Standardized Course Syllabus and Faculty Guide


Provide To provide consistency and standardization among graduate and undergraduate

and graduate programs,

SCIS adopted a standard syllabus and faculty guide formats for all school

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coursescourses in the School. Whether delivered online or in the classroom,

tA common he new syllabus format ensures was also a method to standardize

course content regardless of the course delivery format - classroom delivery

and online.

All course sSyllabi are available on the Regis wWebsite. All fFaculty

guides are available on the SCIS Curriculum Repository.

To provide a single source of a course syllabus, aAll online courses link to

in thetheir course syllabusi through from the the Regis wWebsite, providing a

single source. This eliminated multiple versions and data integrity issues with

coursefor syllabi.

Timeframe:

Completed at the end of the summer semester 2009.

Affiliate Faculty Mentoring Process

Faculty Selection and Preparation Process

All CIS Courses:


AddR rubrics were added to every CIS course induring the summer of 2009.

Change the course rubrics to remove wordiness in the assessment scale

Add rubrics to online courses as part of the online course.

The IS department created a new rubric format intended to that will be

easier for faculty and students to use. The formatThis should eliminate

confusion with faculty and students and increase inter-facilitatorfaculty

grading reliability. We will be piloting the rubrics before we adopting them.

Add course rubrics to online courses as part of the online course.

Timeframe:

New rubrics should be complete by the end of the summer semester 2010.

Completed adding We have added rubrics to CIS 457, CIS 460, CIS 463,

Completing adding and rubric for CIS 425 asduring of summer 2010.

Completing new rubrics by the end of summer semester 2010

Completing updating of The remaining CIS courses will be updated induring fall 2010.

Course: CIS 418 Ethics for the Information Technology Professional


Update online course content to cover ethical dilemmas and decision makingto include

for multimedia -rich information sources for ethical dilemmas and ethical decision

making (i.e. uYouTube, iTunes University, etc.)


Comment [b38]: We use "faculty member" throughout the document. But, every so often the

word "facilitator" pops up. We should use only a

specific descriptor for a specific subject. I suggest we use "inter-faculty" grading... here.


Comment [b39]: We say "when" something was completed throughout the section except for here.

When was this completed?


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Update online content to be more interactive.

This is a scheduled major revision for the course to enhances course

content and student retention. Distance Learning is revising the course.

Timeframe:

Implementing during October 2010 The course is currently in a major revision with

Distance Learning. The new revision should go live in October, 2010.

Course: CIS 425 Systems Analysis & Design


Add UML use cases

Remove outdated analysis tools

Faculty members (currently currently working in the IS field) feedback

indicated thate we needed to update the customer -requirements -gathering

tools. This included removing to add UML Use Cases in the course. This was

done and some outdated aanalysis tools, such as such as event diagrams were

removed. We changed Tthe online course course was changed using ourthe

Mminor Ccourse Rrevision process.

Timeframe:

Implementing The course changes go live induring the summer 8 -week -2 term, 2010.

Course: CIS 445 Database Management


Modify the course to use the Oracle database rather than MySQL

We base The ggraduate database courses are based oon the Oracle

database. Students use the Academic Research Network to access Oracle on

SCIS servers.

It was determined to We changed the CIS 445 database from MySQL to

Oracle for several reasons:

(1) Industry does not use MySQL is not used in industry.

(2) Students were responsible for locally installing and supporting had to

install MySQL. locally and had to support the database themselves.

By moving to and internally supporting The CIS 445 course moved to tthe

Oracle database, we improved the student internally supported by SCIS. This

allows for a better student experience. We now offer, a 24-hourx, 7seven-

days-a-week support, environment that and would better prepares students

who choose to continuingcontinue on to theto an graduate M.S. inprogram in

Database Technologies program.

Move the Oracle DBMS from Windows to the Linux operating system, housed within



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the Academic Research Network

As proven by the decrease in system downtime in 2009, the move

provided students with greater stability. Uptime currently runs about 99%.

The Oracle DBMS was moved from a Windows operating system to a

Linux operating system within the Academic Research Network in January

2009. The Linux environment provides greater stability as proven by the

decrease in system downtime in 2009. System uptime is currently about 99%.

Because most companies use Oracle in a UNIX environment, Tthise move

also provides provided students with a real-world database experience as most

companies use Oracle in a UNIX environment.

Timeframe:

Modified The CIS 445 the course was modified to for use of Oracle DBMS induring the

fall of 2009.

Implemented use of Oracle on Linux in January 2009

Implemented the Oracle environment The course went live in the new environment in

January, 2010.

Went live using Oracle on Linux in January, 2009.

Course: CIS 455 Management Information Systems


Change The term-long final project in CIS 455 needed to be changed to better fit the

CIS program outcomes.

Faculty members teaching the course recommended tThis changewas

recommended by faculty teaching the course.

Timeframe:

The final project was mModified to better fit CIS program outcomes in theduring fall 8 -

week -2 term, 2009.

Course: CIS 460 Decision Support Systems


Updated The CIS 460 course content

had not been updated in 3 years. IS faculty members determined that that

the course content, not updated for three years, needed to be updateding as far

asfor technology and real-world experience. Distance Education completed

the major revisions.

Timeframe:

Implemented Completed a major revision with our Distance Education department.

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Newly updated course went live during summer 8 -week -1 term, 2010.

Course: CS 208 Computer science Fundamentals


Revise the courseThe data analysis identified a need to

o add flash animations with audio, r

o refine the PowerPoints media, and

o provide additional instructions for the

IEEE floating point representation,

C++, and

Assembly programming areas.

Timeframe:

The course was pPlaced on the major revision cycle with a a delivery date of December

20, 2009

Implemented during to be used in the 2010 spring 8 -week -1 term 2010.

Course: CS 432 Modern Software Engineering


Rename CS 432 from Object-oriented Analysis and Design to CS 432 Modern Software

Engineering

By renaming the course, we bring the Computer Science curriculum into alignment with

ABET standards.

Update examples

Update assignments

Update exams

In order to bring the Computer Science curriculum in alignment with

ABET standards, the CS 432 Object-Oriented Analysis and Design was

renamed to CS 432 Modern Software Engineering.

Content uBy updating examples, assignments, and exams, we pdated to

align the course with software engineering concepts and . Content update to

bbetter reflect software engineering., examples updated, assignments updated,

new exams

Timeframe:

Course rRenamed induring spring 8 -week -1 term, 2009

UUpdatesd examples, assignments, and exams during spring 8-week-1 term 2010

complete spring 8 week 1 term, 2010

Course: CS 434/CS 436 Object-Oriented Programming Using Java/C++


Revise course to a minor extent

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Comment [b40]: The original used future tense.

I adjusted it for past tense. Is this already live? If not, it probably needs to read “implementing during (new

timeframe)”

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Updated content

Minor This minor Course Rrevision and update to better aligned s the course

with IEEE/ACM Joint Task Force Ooutcomes, Content update.

Timeframe:

Completed both course revisions by spring 8 -week -1 term, 2010

We document All course and process changes are documented in several ways: .

CCourse changes. We documented these changes are documented in the Course

Assessment Plan. If a new course is added to the curriculum, a proposal is written and

presented to the SCIS Academic Council and CPS Academic Council for approval.

Program-level changes. We documented are dthese changesocumented in a proposal and

presented and then presented to the proposal to SCIS Academic Council, CPS Academic

Council, and APPC for approval.

A mMajor program changes. We presented these changes will also be presented tto the

Regis Board of Trustees for approval.

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passive verb.



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passive verb.

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Comment [b43]: Replace the “we” with the

correct subject’s name. I rewrote this to avoid the passive verb.

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Comment [b44]: When you say “major,” do you

mean it as in major/minor or as in significant? If significant, we should probably use that term. If

major/minor, we should probably say “Changes in

program majors are presented to…)

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passive verb.



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Comment [b46]: Rather than rewriting the process again, perhaps it would be better to refer the

reader to "2. Procedure for Periodically Assessing

the CIS Program Outcomes" from earlier in the section?

Documents

Robert Sampron Portfolio - Example of Editing