Program AAS Computer Electronics
Department Business & Industry
College/School KPC
Academic Years 2007/2008
Program Contact Rich Kochis (ifrlk@uaa.alaska.edu)
CIP Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 1
PROGRAM MISSION AND CONTEXT
Green sheet tabs are current year report data.
Red sheet tabs are prior year or miscellaneous in-house data.
Program Mission
The mission of the Computer Information & Office Systems program is to provide excellent educational opportunities in
computer and office skills from literacy through fluency for the diverse southcentral Alaska community by providing open
access courses on technologically up-to-date equipment and software to meet the casual and professional needs of
certificate-, degree-seeking students, and life-long learners.
Program Context and General Comments
CIOS Credit Hours served in major program areas (tabulated for AY 06&07, not recalculated for AY08)
6% CIOS certificate- or degree-seeking students
12% BUSINESS-RELATED DEGREES
18% Combined CIOS & BUS
32% other KPC degree programs
55% non program students (community interest)
94% non CIOS students served by CIOS classes
Location of Published Outcomes
http://www.kpc.alaska.edu/pdf/Outcomes%20Lists%20AY06%20_2_.pdf
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Mission & Context
Program Outcomes Assessment
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Years 2007/2008
Program Contact Debbie Sonberg (ifdgs@uaa.alaska.edu)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
Current
Outcomes Indicators (see analysis sheet for sample sizes) Prior Years+
TABLE 1B Year
CIOS A150A Presentations
2002/2003 (not conducted)
Communication (Outlook)
under a different format -
geographic, subject, and
Service Learning Project
CIOS A260A Bus Comm
2001/2002* (conducted
CIOS A125 Electronics
Final Business Service
CIOS A260A Business
no direct comparison)
(includes alphabetic,
(direct assessment)
(direct assessment)
(direct assessment)
(direct assessment)
(direct assessment)
Weighted Average
PROGRAM OUTCOMES
CIOS A164 Filing
Communications
Report (not SL)
numeric filing)
ASSESSMENT RESULTS
Final Project
Final Project
2003/2004
2004/2005
2006/2007
Exams
Grade Table
Grade B+ B+ B+ B B+ B+ B+ B+ A 4 0 F
Communicate ideas in various venues
1 including written and oral, using a variety of Value 3.50 3.50 3.50 3.00 3.38 3.42 3.37 3.22 A- 3.7 0.2 F+
media
Weight 1.00 1.00 1.00 1.00 B 3 0.7 D-
Grade B+ B B+ A- B+ B- 2.7 0.9 D
2 Function on a team
http://www.kpc.alaska.edu/pdf/Outcomes%20Lists%20AY06%20_2_.pdf
Value 3.50 3.00 3.33 3.64 3.32 B+ 3.3 1.2 D+
Weight 1.00 0.50 C 2 1.6 C-
Grade B+ B+ B B+ C+ B+ B+ C- 1.7 1.9 C
Apply critical thinking skills to make effective
3 decisions and solve business problems Value 3.50 3.50 3.00 3.33 2.34 3.49 3.28 C+ 2.3 2.2 C+
creatively
Weight 1.00 1.00 1.00 D 1 2.6 B-
Published Program Outcomes
Grade B+ B+ B B+ B+ B+ D- 0.7 2.9 B
4 Exhibit professional ethics Value 3.50 3.50 3.00 3.40 3.37 3.52 D+ 1.3 3.2 B+
Weight 1.00 1.00 0.50 F 0 3.6 A-
Grade B+ B+ B+ B+ B B+ B- B+ B+ F+ 0.3 3.9 A
Obtain, organize, analyze, evaluate, and
5 manage information
Value 3.50 3.50 3.50 3.50 3.00 3.40 2.60 3.24 3.32 NG NG
Weight 1.00 1.00 1.00 1.00 1.00
Grade B+ B+ B+ B B+ B B+ B+
Demonstrate technical skills that allow
6 effective use of office automation hardware Value 3.50 3.50 3.50 3.00 3.38 3.18 3.37 3.33
and software
Weight 1.00 1.00 1.00 1.00
Grade B+ B+ B+ B+ B+ B+
Identify and compare opportunities for
7 continuous professional development
Value 3.50 3.50 3.50 3.50 3.30 3.54
Weight 1.00 1.00 1.00
Demonstrate ability to apply knowledge of Grade B+ B+ B+ B+ B+ B+ B B+ B+
office systems in at least two of the following
8 areas: Office Technology, Bookkeeping, Value 3.50 3.50 3.50 3.50 3.50 3.50 3.18 3.37 3.33
Medical Office Support, Desktop Publishing &
Graphics, Web Foundations Weight 1.00 1.00 1.00 1.00 1.00
B+ B B+ B+
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Outc Results
Program Outcomes Assessment
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Years 2007/2008
Program Contact Debbie Sonberg (ifdgs@uaa.alaska.edu)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
Current
Outcomes Indicators (see analysis sheet for sample sizes) Prior Years+
TABLE 1B Year
CIOS A150A Presentations
2002/2003 (not conducted)
Communication (Outlook)
under a different format -
geographic, subject, and
Service Learning Project
CIOS A260A Bus Comm
2001/2002* (conducted
CIOS A125 Electronics
Final Business Service
CIOS A260A Business
no direct comparison)
(includes alphabetic,
(direct assessment)
(direct assessment)
(direct assessment)
(direct assessment)
(direct assessment)
Weighted Average
PROGRAM OUTCOMES
CIOS A164 Filing
Communications
Report (not SL)
numeric filing)
ASSESSMENT RESULTS
Final Project
Final Project
2003/2004
2004/2005
2006/2007
Exams
Grade Table
Blank and shaded = Tool does not measure this published outcome or tool not used this cycle. 3.40 2.45 3.39 3.36
Weights: 0.5 = Tool gives anecdotal indication of published outcome.
Communicate ideas in various venues
1 = Tool is a good measure of the published outcome
1 including written and oral, using a variety of
+ Grade fluctuations do not reflect trends -- only a status at a particular time
media
http://www.kpc.alaska.edu/pdf/Outcomes%20Lists%20AY06%20_2_.pdf
Published Program Outcomes
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Outc Results
Program Outcomes Assessment Discussion
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Years 2007/2008
Program Contact Debbie Sonberg (ifdgs@uaa.alaska.edu)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 2B
ANALYSIS OF OUTCOME ASSESSMENT RESULTS
Some comments below apply to all outcocmes, but are not repeated in all areas.
Outcome Result Explanation of the Results (also see course comments & recommendations)
CIOS A260A Business Communications: Business Service Project. The students prepared a written and oral report on a
business "service" idea that they could take into life/work with them after this class and after graduation. One student took an
incomplete due to health issues. Another student with health issues chose to complete the coursework, but plagiarized the
Communicate ideas in various final report. Project ideas included "The Alaska Sentior Appreciation (ASAP) Program" (providing assistance to senior citizens
1 venues including written and oral, B+ in housekeeping, yard work, and maintenance); "Rainbows Beginning Detoxification Center"; "Local Childcare Assistance for
using a variety of media Nova Gold"; "Get Hooked on Jumpstart at KPC" (assistance program for senior high school students of Kenai Alternative High
School to attend Kenai Peninsula College); "Teen Scene" (teen center activities for Soldotna); "Willie Boat fundraiser to
Soldotna Little League"; all of these are projects that students can continue to work on in the future -- most fully intend to do
so.
CIOS A260A Business Communiction. Service Learning project. See service learning project comments below this section.
Two students had health issues that prevented them from fully participating in the service learning project. They did, however,
2 Function on a team B+
fully particpate when they were present. All other students went beyond expectations in their service learning participation, as
shown in the comments below.
Apply critical thinking skills to make
Both the service learning project and the business service project applied critical thinking skills to make effective decisions and
3 effective decisions and solve B+
solve business problems creatively. See SL comments below.
business problems creatively
CIOS A260A Business Communications: The students exhibited great ethical behavior at the Kenai River Center where they
4 Exhibit professional ethics B+ wrote their comments for the high school CFK participants, as well as at Skyview High School when they presented their award
to two high school students, their teacher, principal, and parents. See SL comments below.
The filing quizzes covered ARMA alphabetic rules, geographic filing, subject filing, and numeric filing. The average quiz scores
Obtain, organize, analyze, evaluate, per student were 92, 87, 77, 80, and an incomplete. Only 5 students enrolled in the course. The instructor's goal is 80% of
5 B+
and manage information the students achieving 80% or above. The average score meets the criteria, however, other interpretations could place the
success slightly lower than the 80% target. The course is presented in a hybrid format - semi-independent.
CIOS A150A Presentations: students were encouraged to make their final project "real" -- service learning project for an
organization "near and dear to their hearts," a joint project for another class, a "real" business project -- something that could
fulfill a "real" need. Those who chose a personal project chose topics that were intensely personal, vitally important to them,
and of great educational value to others. I was awe struck and many of their projects.
Final PPT presentations included "A Journey through a Double Cleft Pallet" and amazing educational presentation about the
neice of a student and her journey through being Born with a Complete Bilateral Cleft Lip and Palate, surgeries, growth, life,
and joy; "Miracle Baby - His First Year" the miraculous journey of a student's premature son and his joy of life; "CJ's Payroll
Services" a joint project for CIOS A150A and a marketing class for this student's goal of establishing her own payroll service
business; "Welcome to Seward Air Force Camp" a camp open to all military families for recreation; "Painting With Light" a
phenominal digital portfolio and guide for understanding digital photography; "SCADA Communications" a presentation of
Demonstrate technical skills that
analog to digital nodes; "Retail Therapy" a joint project for CIOS A150 A and a marketing class; "The Alaska Highway" a joint
6 allow effective use of office B+
project for CIOS A150A and an Alaska history class -- there were many more.
automation hardware and software
The project was worth 150 points and 40% of their course grade. Students who scored less than 90% generally did not
complete all of the items listed on their final project sheet, such as saving the presentations in a variety of formats (PDF, Word,
HTML, etc.). The project sheet gave specific points for each item, object, or product expectation. These point values were
included in the student version of the final project assignment sheet.
Nineteen students were enrolled in CIOS A150A. Three students took an incomplete, one student only did a couple of
chapters, two students shared files (hard to catch with BlackBoard). Final project scores ranged from 57 points (38%) to 150
points (100%) with an average score of 113 points (75%). Student quality was generally excellent. The lack of points was due
to students choosing not to include some features and not to save their presentation in the variety of formats requested. Some
students just completed enough points to achieve a "C" grade. Two students were CIOS students, two were general business
students, the others were NODS or GENP or students of unrelated programs.
The business communications service learning project demonstrated community networking and teamwork with local
Identify and compare opportunities organizations, schools, the Chambers of Commerce, and others. CIOS A125, A150A & A164 all cover additional training
7 for continuous professional B+ available online. A164 directs students to ARMA, a professional records management site and requires students to write a
development summary of professional development available. Other software-related courses direct students to professional development
sites as well.
Demonstrate ability to apply
knowledge of office systems in at
least two of the following areas:
8 Office Technology, Bookkeeping, B+
Medical Office Support, Desktop
Publishing & Graphics, Web
Foundations
CIOS A260A Business CIOS Credit Hours served in major program areas (tabulated for AY 06&07, not recalculated for AY08)
Communications Final Report: 6% CIOS
Goal: 80% of students at 80% or above 12% BUSINESS-RELATED DEGREES
9 students participated, 8 were successful 18% Combined CIOS & BUS
(most highly)
32% other KPC degree programs
Points Possible:: 60
Average Score: 47.11 55% non program students (community interest)
High Score: 60 94% non CIOS students served by CIOS classes
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Outc Analysis
Community Partner reflection on Business Communications (CIOS A260A) service learning project:
When asked to comment on which of the student learning outcomes for business communications the community partner believed was covered by student participation, the community partner comments that all of the outcomes were
covered by the project. The following is a comment on the contribution of the business communications class service learning project to the Caring For The Kenai contest and to the community:
The obvious contribution, from the programs standpoint, is the hundreds of reader’s comments that were completed by the BC students. Since adopting the “reader’s comments” aspect of the CFK program (guaranteeing a response, but
not a score, to every student’s entry by a member of the community) it has been a time consuming effort to recruit enough volunteers to read and make a helpful comments in response to the CFK student’s effort. With an average of 500
entries annually and only a 2 week time frame to complete the judging and commenting process(usually during spring break) and with the typical volunteer completing about 8-10 entries an hour the task, while popular in the community, is
substantial. The Business communications students were able to complete a majority of the entries for us allowing time to be allocated to other important aspects of the contest. Additionally the interest and dedication that the BC students
developed toward the younger students and the CFK program during the process was incredible and has added yet another dimension to our “real world” broad based community program. I also believe the BC students gained an
educational aspect to their curriculum through their efforts that was, unique and beneficial…Thanks so much [community partner].
Student reflection on Business Communications (CIOS A260A) service learning project:
Looking back on my experience working with CFK I must say it was memorable. When Mrs. Sonberg first proposed the idea of working with CFK as a semifinalist sponsor I was less than ecstatic and at the time probably would of preferred
book work. To me CFK seemed just like a science fair and I thought it was rather silly to go and “sponsor” a semifinalist. However my attitude would change.
My attitude was not exactly changed immediately as the class attended the CFK luncheon. My impression from the luncheon was less than positive and I really was not motivated at all to be involved with CFK. In addition I did not really
understand what this had to do with business communications.
Things did not really start to change my mind until we actually began selecting a semifinalist from the A and B piles of projects. I was impressed by the sheer number of projects that students had turned in, it was amazing. Some of the
projects I read were innovative and could turn into real world projects that could greatly benefit the Kenai Peninsula.
Not only was I impressed with the projects, but the people who where taking time out of their lives to run the contest. The CFK staff was a very sincere and dedicated group that really wanted youth to make a difference in the community.
After our class had participated in selecting a semifinalist I believe that enthusiasm really began to pick up. I think it really opened all of our eyes to how much the CFK contest could and was making a difference in the community. The
semifinalist selection really proved to me that CFK was a worthy endeavor.
I am glad that I did participate in the semifinalist selection and aided with our business communications class sponsoring two individuals. It was a great experience that I think everyone on the peninsula should have. CFK proves how
conscious our community is that today’s youth are tomorrow’s leaders, and that the community is dedicated to helping students succeed not only in school, but in life.
Student comments on teamwork benefits:
Interactive classes seem to be the most effective for me. I learn so much from the other students. I have been so sheltered I really need the interaction with the others in the class as well as the teacher and the text book. Without the help
of other students this semester I would not have done as well as I did. I loved the feedback we got from Krista Timlin coming into class and responding to our letter. Real life assignments seem to work best for me. Being readers for CFK,
giving positive feedback to real people, making a difference, really works for me. People like Lezlea really help me, because they are so open with what they think and aren’t afraid to share. I liked being able to be a part of the group
interaction , but also applying individually what we were learning at the same time. Being treated special because we are a part of a solution for [community partner] and [community partner] was nice also. Lunch was nice, it put into
action their appreciation of us.
I really enjoyed this service learning project. I have learned more from this project than another project I have done prior for service learning. This also helped me learn more about how important that group participation is.
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Outc Analysis
Program Improvement Recommendations Based on Assessment
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken AY06/07
See last year's program recs for updates on those
recommendations.
Service learning provide excellent real-world experiences for
students. Caring for the Kenai is a high school competition
that has an 18 year history in the Kenai Peninsula School
District. Individual KPC students have volunteers with CFK
Some coordination has already taken place. More will
Continue to develop Service Learning project with Caring for the Kenai in the past for various projects (CIOS A259 Preparing
potentially all Faculty planning & coordinating with continue. This course isn't offered again until Spring of
1 (http//:www.caringforthekenai.com) for CIOS A260A Business
outomes
Electronic Documents, for example), but this was the first
CFK. 2008. The rest of the coordination will take place late fall
Communications. major class project. The CKF administrators, KPBSD
and early spring.
teachers, and students all felt that the KPC students were
able to provide a great service to the CFK participants by
providing encouraging comments on entries to 300 KPBSD
students.
The instructor was not particularly happy with how this
course went during the spring semester.
The instructor received mixed reviews on the textbook used,
from excellent to horrible. All students liked the Internet
resource links provided for each learning topic. That portion
will continue.
Quizzes did not function properly (as anticipated) in
CIOS A150A Presentations (PowerPoint) BlackBoard. Paper quizzes were offered to all students.
Although students seemed satisfied with the paper
Continue to include Internet resources for learning objects. alternative, the instructor wants to redo quizzes for
consistency and clarity.
2 Improve CIOS A150A quizzes and convert final project assignments list 1, 5, 6, & 8
to a cover page format for student submission adding fill-in blanks for Adding a blank for students to fill in slide numbers will make
slide number beside each item. it easier to find specific items in the students' independent
final projects. It will improve communication from instructor
Will plan to implement next time this course is offered
Add more lesson-by-lesson independent activities to student and vice versa. It was difficulty to find all of the
(likely Spring 2008). Some changes in the syllabus and
detailed objects in 30 slides. Some students felt that they
assignments have already been made -- to take effect
did not receive credit for every item they included. Having
next spring.
students identify which slides contain the assigned objects Faculty planning time
will improve communications to and from students and
Quizzes will be redesigned. Some changes to these
clarify grading items.
quizzes as they function in BlackBoard have already
been changed.
The bulk of student application of presentation topics was in
the comprehensive final project. Some students requested
more on-going independent practices.
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls 07-08 Program Recs
Program Improvement Recommendations Based on Assessment
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken AY06/07 Action Taken AY08
Have been placing calls to students, even the week
before classes, to have students come in to pick up the
syllabus, get initial instruction, etc. Not all phone contact
Apply more advising to casual students. This has
Plan more initial student contact activities to assist semi-independent information is complete or updated in Banner. Having Faculty , minimal supplies, and possibly
1 student in getting started with ocurses.
ALL
"invitation" cards in the bookstore by each textbook support staff time.
Plan to implement this in the fall of 2007. helped avoid excessive "drops" in some courses
(Keyboarding B & C, in particular).
geared to each class might help make quicker contacts.
..lso mailing an invitation (except again, records may not
be updated).
Portfolios are an excellent tool for students to use for job
interviews later. The portfolios can be evaluated for
Atempted to set up Task Stream, but it proved to be too
completeness and quality before a student graduates.
Faculty planning time. Some of this has cumbersome for the course I had chosen. We did
Develop a portfolio concept for CIOS students. Encourage all CIOS This could be incorporated into an internship. This might
been initiated at state-wide CIOS meetings discuss keeping "best work" samples for job interviews.
2 students to keep "best work" to use for a portfolio or for job interviews ALL be a difficult task, considering that 94% of CIOS credit
where information is developed by and
Will put on a CIOS "to do" or "to seriously consider"
The students kept a notebook of all their work, as in
later. hours are for nonCIOS students, and that students tend to
shared with all campuses. previous semesters. They are graded on organization
take several classes before officially enrolling in a
and appearance of their notebooks.
program. Students might need to "back track" to collect
some data.
Assessment coordinator will disucss with faculty the
to be at the Direct or authentic assessements show actual student
concepts of direct assessments that are already being A new direct assessment data gathering cover sheet
Select direct or authentic assessments for one or two program outcomes or beginning of learning better than impression surveys and grada data.
Faculty and assessment coordinator time conducted in courses that could better reflect student was developed (adapted from CBPP) for gathering
3 emphasis areas to incorporate into assessment plan, review, and report the AY 06 Accreditors consider direct or authentic assessements to
(me & me) learning of program outcomes. Faculty will choose one direct assessment data. This cover sheet can be used
process. assessement be real evidence rather than information program data
or two outcomes and appropriate direct assessements to summarize major projects/exams.
cycle gathering.
to be written into the AY06 assessement plan.
faculty & assessment coordinator time (me
All CCGs were reviewed by the UAA CIOS departments
Continue to review CCGs for possible need for updating specific course & me) along with emails, phone, and other Continual process. See "course comments-
4 outcomes. Coordinate with other UAA campuses for changes and impact.
ALL This is a rapidly changing discipline. Change is essential.
modes of communication with other UAA recommendations" for list of possible CCG changes
for possible changes. Approximately 2/3 of the course
CCGs were updated.
CIOS faculty.
Continue to recognize the community need for CIOS courses (personal KPC is committed to meeting community needs, both
5 goals, computer literacy, home and/or home business uses)
ALL
personal and industry
none Continue open access to KPC courses Continue open access to KPC courses
Service learning provides authentic experiences and
assessment of and for students as well as providing a
service for the community. SL is likely to become an
accreditation requirement. Be proactive for its immediate Conitnue communications with SL resources at KPC to Conducted a great service learning project in CIOS
Faculty time in developing and incorporating
6 Incorporate specific (instructor planned) service learning into more courses chosen later learning benefits as well as for future distinction. SL
SL into specific courses.
further develop SL concepts into courses -- ongoing A260A Business Communications that may work into an
students have tended to like the instructor-set-up projects project… annual event.
more than choosing their own. This has pros & cons, but
is worth considering each time SL is incorporated into a
class.
Provide a less stressful environment for the "senior
Happier citizen" students to explore computer concepts, apply This is strictly a "wish list" item.
Start a "Seniors" computer club (AKA "old geezers club") Seniors, smiles, skills, network with other frustrated students…. and I have the passion.
7 [personal note: my grandmother gave up internet banking and email at age cookies, emails to receive compassionate and patient assistance with their Passion! (and time) Still have the passion; still don't have the time.
89. She has a new laptop and still plays cards and looks at pictures] & from homework and computer issues.
grandchildren I'm still looking for the time.
Share the passion ~~ bridge the digital divide
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls 06-07 Program Recs
Program Improvement Recommendations Based on Assessment
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken AY05 Action Taken AY06 & 07
Assessment process is too massive to evaluate all Assessment process will continue with a narrower
Focused on DTP, Digital Imaging, & Web development.
Continue the assessment cycle and evaluation process in AY06, but focus courses every semester, and all program outcomes every Faculty and assessment coordinator time range due to the sheer massiveness of attempting to
1 ALL Also conducted students surveys in two keyboarding
on one or two outcomes or courses per semester or assessment cycle. year. Focus on one or two program outccomes each (me & me) assess all courses with all tools and all program
classes.
cycle. outcomes every cycle.
to be at the Direct or authentic assessements show actual student Assessment coordinator will disucss with faculty the Serveral direct assessements were conducted and
Select direct or authentic assessments for one or two program outcomes or beginning of learning better than impression surveys and grada data. concepts of irect assessments that are already being samples of activities are included in assessment data at
Faculty and assessment coordinator time
2 emphasis areas to incorporate into assessment plan, review, and report the AY 06 Accreditors consider direct or authentic assessements to conducted in courses that could better reflect student http://chinook.kpc.alaska.edu/~ifdgs. If this link doesn't
(me & me)
process. assessement be real evidence rather than information program data learning of program outcomes. Faculty will choose one work, contact Debbie Sonberg @
cycle gathering. or two outcomes and appropriate direct assessements ifdgs@uaa.alaska.edu.
to be written into the AY06 assessement plan.
UAA/UA statewide CIOS faculty and UAA advisory
board met several times last year to update CCGs and
faculty & assessment coordinator time (me redesign the program. Serveral CCGs have already
Continue to review CCGs for possible need for updating specific course & me) along with emails, phone, and other Continual process. See "course comments- been processes and are available to view at
3 ALL This is a rapidly changing discipline. Change is essential.
outcomes. Coordinate with other UAA campuses for changes and impact. modes of communication with other UAA recommendations" for list of possible CCG changes http:// curric.uaa.alaska.edu/courses.
CIOS faculty. Other CCGs are in the final review process and are
expected to be submitted to UAB in the fall of 2007
along with the new program recommendations.
Six alumni surveys were mailed and only one returned
This tool should be conducted approximately every three (my daughter's). She secured a good job with benefits
Conduct the second graduate survey for this program (first gathered in years. AY05 was the target year -- the survey was Student services department will assist with within a month of graduating (without my help) and
4 ALL Mailed summer of 05 for 06 data collection
2002) created, but not mailed until the summer of 05. Data will this mailing notified me of this by email when I was on a cruise.
be reported in AY06. Needless to say, I was quite proud of her. I expect
better return rates when I send out the next batch of
Continues…
An extimated 6 percent of all CIOS credit hours at KRC
are for CIOS degree-seeking students, another 12
Continue to recognize the community need for CIOS courses (personal KPC is committed to meeting community needs, both percent are business degree-seeking students, 30
5 ALL none Continue open access to KPC courses
goals, computer literacy, home and/or home business uses) personal and industry percent are other degree-seeking students, and the
remainer are undeclared (or community interest)
students. The CIOS program serves approximately 94
percent non-CIOS students.
Service learning provides authentic experiences and
SL has continued to develop in several CIOS courses.
assessment of and for students as well as providing a
Faculty time in developing and incorporating Contacted SL resources at KPC to further develop SL Desktop Publishing and Digital imaging have each
6 Incorporate specific service learning into more courses chosen later service for the community. SL is likely to become an
SL into specific courses. concepts into courses -- ongoing project… incorporated service learning in two separate
accreditation requirement. Be proactive for its immediate
semesters.
learning benefits as well as for future distinction.
Provide a less stressful environment for the "senior
Happier citizen" students to explore computer concepts, apply
Start a "Seniors" computer club (AKA "old geezers club") Seniors, smiles, skills, network with other frustrated students…. and This is strictly a "wish list" item. I still have the passion, but haven't figured out the "time"
7 [personal note: my grandmother gave up internet banking and email at age cookies, emails to receive compassionate and patient assistance with their Passion! (and time) I have the passion. part yet. If one of them spearheaded it… I would
89. She has a new laptop and still plays cards and looks at pictures] & from homework and computer issues. I'm still looking for the time. support the group and it would more likely happen.
grandchildren
Share the passion ~~ bridge the digital divide
Also see course-specific comments and
recommendations in this report
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls 04-05 Program Recs
Program Outcomes Assessment Discussion
Program Computer Information & Office Systems
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
(sub CIS 105) (sub CIS 110) (sub CIS 110) (sub BA 231)
CIOS A101A CIOS A101B CIOS A101C CIOS A102 CIOS A108 CIOS A113 CIOS A115 CIOS A116 CIOS A118 CIOS A120A CIOS A125A CIOS A130A CIOS A135A CIOS A140A CIOS A146 CIOS A150A CIOS A151A CIOS A152A CIOS A153B CIOS A154B CIOS 156 CIOS A160 CIOS A161A CIOS A164 CIOS A165 CIOS A201A CIOS A207 CIOS A208 CIOS A220A CIOS A230A CIOS A235A CIOS A240A CIOS A246 CIOS A259 CIOS A260A CIOS A262A CIOS A264A CIOS A282 CNT A165 Average
Fall 07 Grade Data
Spring 08 Grade Data
Fall Count A 4 0 F
Spring Count A- 4 0 F+
Average grade B 3 1 D-
Total Count C- 2 2 C
Communicate ideas in various #DIV/0! ##### C+ 2 2 C+
venues including written and oral, #DIV/0! ##### D 1 3 B-
using a variety of media #DIV/0! ##### D- 1 3 B
D+ 1 3 B+
Function on a team #DIV/0! ##### F 0 4 A-
#DIV/0! ##### F+ 0 4 A
Apply critical thinking skills to make NG
effective decisions and solve
#DIV/0! #####
business problems creatively
#DIV/0! #####
Exhibit professional ethics #DIV/0! #####
#DIV/0! #####
#DIV/0! #####
Obtain, organize, analyze, evaluate,
and manage information #DIV/0! #####
#DIV/0! #####
Demonstrate technical skills that #####
#DIV/0!
allow effective use of office
#DIV/0! #####
automation hardware and software
#DIV/0! #####
Identify and compare opportunities
for continuous professional #DIV/0! #####
development #DIV/0! #####
Demonstrate ability to apply
knowledge of office systems in at
least two of the following areas: #####
Office Technology, Bookkeeping,
Medical Office Support, Desktop #DIV/0!
Publishing & Graphics, Web #DIV/0! #####
Foundations #DIV/0! #####
Courses related to outcome
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Course Grade Data
Filing
Start Qz Qz 1 Qz 2 Qz 3 Qz 4 Qz 5 Qz 6 Qz 7A Qz 7B Final Part AFinal Part BFinal Part C Total
Exam Exam Exam Exam Exam Exam Exam Exam Exam Exam Exam Exam
Pts
Pts Possible 100Pts Possible 100Pts Possible 100Pts Possible 100Pts Possible 100Pts Possible 100Pts Possible 100 Pts Possible 60 Pts Possible 40 Pts Possible 80 Pts Possible 80 Pts Possible 40 Possible 1,000
Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0% Weight 0%
96 96 93 88 90 85 96.25 60 40 90% 65 40 92.120 A
70.5 89 92 81 95 90 90 60 40 80% 64.44 34.67 87.060 B
22 97 73 79 100 75 100 60 23.33 81.25% 50 30.67 77.500 C
100 81 72 72 68 100 86 56 40 52.5% 72 18 80.700 B
100 85 81 80 75 - - - - - - - 42.1% I
84.35
3.3738
PPT CIOS A150A
Points
150
Possible::
Item Weight: 40%
Category
40.00%
Weight:
Average
113.47
Score:
High Score: 150
Low Score: 57
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls Misc
Subj Crse Sect Enr Tot Grd-A Grd-B Grd-C Grd-D Grd-F Grd-I Audit Grd-W Other GPA Adj Enrollment credits cr hrs CIOS CIOS cr hr BUS BUS cr hrs other KPC other cr hrs all "non" non cr hrs
Spring 2007
CIOS A101A I10 26 11 3 3 0 5 1 1 2 0 2.7 2.6 19 1 19 1 1 1 1 3 3 14 14
CIOS A101B I10 12 1 1 4 1 4 0 0 1 0 1.5 2.4 7 1 7 0 0 0 2 2 5 5
CIOS A101C I10 3 0 0 0 0 1 0 0 2 0 - 1.5 0 1 0 0 0 0 0 0 0
CIOS A102 I10 4 0 0 0 0 0 0 0 0 4 - - 2 1 2 0 0 0 1 1 1 1
CIOS A113 I30 8 5 0 0 0 1 0 0 2 0 3.3 3.3 5 1 5 0 0 0 1 1 4 4
CIOS A120A I30 5 3 2 0 0 0 0 0 0 0 3.6 3.8 5 1 5 0 0 0 0 5 5
CIOS A135A I3O 19 16 1 0 0 1 0 1 0 0 3.7 3.4 17 1 17 0 0 1 1 6 6 10 10
CIOS A150A I10 9 5 0 0 0 1 3 0 0 0 3.3 3.3 6 1 6 0 0 1 1 1 1 4 4
CIOS A151A I10 6 3 1 0 0 1 1 0 0 0 3.0 3.0 4 2 8 0 0 0 2 4 2 4
CIOS A153B I10 10 2 2 2 1 0 0 2 1 0 2.7 2.7 7 3 21 0 0 0 3 9 4 12
CIOS A154B I10 4 1 2 1 0 0 0 0 0 0 3.0 2.8 4 1 4 0 0 0 0 10 10
CIOS A208 I10 5 1 0 1 0 2 0 0 1 0 1.5 1.5 2 3 6 0 0 0 0 2 6
CIOS A220A I30 3 1 1 0 0 0 0 1 0 0 3.5 3.6 2 2 4 0 0 0 0 2 4
CIOS A235A I30 14 8 3 1 0 0 1 0 1 0 3.6 3.6 12 2 24 1 2 4 8 5 10 2 4
CIS A110 I10 13 6 3 2 0 0 1 0 1 0 3.4 3.2 11 3 33 0 0 3 9 5 15 3 9
Fall 2006
CIOS A101A I10 25 10 1 3 0 5 0 1 5 0 2.6 15 1 15 0 0 0 4 4 11 11
CIOS A101B I10 3 2 0 1 0 0 0 0 0 0 3.3 3 1 3 0 0 1 1 1 1 1 1
CIOS A101C I10 2 0 1 0 0 0 0 1 0 0 3.0 1 1 1 0 0 1 1 0 0 0
CIOS A102 I10 1 0 0 0 0 0 0 0 0 1 - 1 1 1 1 1 0 0 0 0
CIOS A115 I10 8 4 0 1 0 1 0 1 1 0 3.0 4 1 4 1 1 0 1 1 2 2
CIOS A120A I30 9 9 0 0 0 0 0 0 0 0 4.0 9 1 9 2 2 0 1 1 6 6
CIOS A125A I10 6 6 0 0 0 0 0 0 0 0 4.0 6 1 6 3 3 0 1 1 2 2
CIOS A130A I30 7 6 0 0 0 0 0 1 0 0 4.0 6 1 6 1 1 0 0 5 5
CIOS A135A I31 8 3 2 0 0 1 0 0 2 0 3.0 5 1 5 0 0 2 2 3 3
CIOS A152A I20 19 4 4 2 1 3 0 2 3 0 2.4 11 3 33 0 0 0 0 3 9 8 24
CIOS A153B I10 13 2 4 1 0 4 0 1 1 0 2.0 8 3 24 0 0 0 4 12 4 12
CIOS A154B I30 10 5 2 0 0 3 0 0 0 0 2.6 7 1 7 1 1 0 0 3 3 3 3
CIOS A161A I10 3 1 1 0 0 1 0 0 0 0 2.3 1 1 1 1 1 0 0 0 0
CIOS A164 I10 5 2 1 0 0 0 1 0 1 0 3.7 3 1 3 0 0 0 0 3 3
CIOS A220A I30 8 7 0 1 0 0 0 0 0 0 3.8 8 2 16 2 4 0 0 6 12
CIOS A259 I10 1 0 0 1 0 0 0 0 0 0 2.0 1 1 1 1 1 0 0 0 0
CIOS A282 I70 1 0 0 0 0 0 1 0 0 0 3.0 1 3 3 1 3 0 0 0 0
CIS A110 I10 19 6 7 1 0 1 1 0 3 0 3.1 15 3 45 0 0 6 18 8 24 1 3
208 344 16 21 18 40 57 110 123 179
100.00% 6.10% 11.63% 31.98% 52.03%
summary 6% CIOS
12% BUS
18% CIOS & BUS
32% other KPC degree
52% non program
94% non CIOS
Submitted 6-20-08 4b6ff1e3-6db8-4a45-8cdd-55057cd51982.xls CIOS summary AY07