: computer business : • information systems : (cbis...

• . ~~~~~~~~~~~~~~~~ • • • • • • • • • • • • • • • : COMPUTER BUSINESS : INFORMATION SYSTEMS • : (CBIS)

: PROGRAM REVIEW • • • • • • • • • • • • • • • • ~t~~~~~~~~~~~~~~~~ .....

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COMPUTER BUSINESS INFORMATION SYSTEMS (CBIS) PROGRAM REVIEW

2009- 2010

TABLE OF CONTENTS

PROGRAM REVIEW

Status Summary- Final Plan of Action ............................................................... 3 Program Review Self Study ............................................................................... 7

Review of Prerequisites, Co-requisites, and Advisories- Summary ..................... 14

Course Review Verification .............................................................................. 16

Plan of Action- Pre-Validation ........................................................................ 17

EXHIBITS

Student Data Summary ...................... : .. ........................................................ E1

Student Data Survey Instrument .................................................................... E2

Statistics ....................................................................................................... E3

Articulation Status of Courses- College .......................................................... E4

Articulation Status of Courses - High School ................................................... ES

Student Learning Outcomes ........................................................................... E6

APPENDICES

Approved Course Outlines ............................................................................... A1

Degree and Certificate Requirements ................................................................ A2

Advisory Committee ............................................ : ............................................ A3

VALIDATION

Executive Summary ......................................................................................... X

Plan of Action - Post Validation ........................................................................ X

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Status Summary -Final Plan of Action

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FINAL PLAN OF ACTION- POST-VALIDATION

DEPARTMENT Business PROGRAM Computer Business Information Systems

During the academic year, 2009-2010 we completed the program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self-study and the recommendations of the validation team. For each plan, indicate the action taken, the result of that action, and the current status of the plan, if it isn't complete .

PLAN ACTION

1.0 PROGRAM REVISION 1.0 PROGRAM REVISION 1.1 Revise CBIS program to reflect the 1.1. The CBIS instructors continually stay current

guidelines set forth by such agencies as the on employers' information technology needs National Science Foundation's Skill by collaborating with other community Standards for Information Technology colleges faculty, monitor california technology

1.2.1 Create a new program degree model standards, and meet with local business 1.2.2 Revise certificate programs employers. Courses are developed and

modified using the information gained from all of the above .

1.2.1. The CBIS two-year associate degree had two courses removed from the required units. The two courses were CS 173 Java Programming and CBIS 146 Applied Systems Analysis and Design. Both courses were removed because for many semesters the courses weren't offered or didn't go due to lack of enrollment.

Currently, a database certificate is being designed. Two of three courses were approved by AP & P for the degree. Another course in database web programming will be presented to AP&P along with the degree .

1.2.2 Two self-paced courses have been created for those students who prefer working on a Mac computer instead of a PC. These courses are CBIS 381 Introduction to the Mac OS and CBIS 382 Office Apps for the Mac. After some research, we found that locally there is no course offered in our community which teach the Mac system and application software. The CBIS faculty plan to submit paperwork so the MAC courses may be offered under distance learning. Additionally, a Certificate of Accomplishment will be submitted for the Mac courses .

Determine feasibility of creating an information technology certificate that includes courses from Computer Science, Networking, and Computer Business Information Systems .

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DEPARTMENT_=Bu=s=in_,_,e..,;:s.::<...s ___ PROGRAM Computer Business Information Systems

PLAN ACTION

2.0 COURSE QEVELOPMENT AND 2.0 COURSE DEVELOPMENT AND MODIFICATIONS MODIFICATIONS

2.1 DEVELOPMENT 2.1 DEVELOPMENT 2.1.1 Develop Internship/Independent 2.1.1 Both full-time CBIS faculty members

Studies to build on and apply participate in AHC's Cooperative Work knowledge gained from classes . Experience (CWE) program.

2.1.2 Develop new courses to meet the 2.1.2 One course covering online auctions was needs of the community created and offered for two years but with the

2.1.3 Develop components for all online availability of online and self-paced courses courses to help students stay on demand for fast-track courses in the track technology area has decreased.

2.1.4 Develop a component (descriptions 2.1.3 With the current course management of next semester's courses) to systems, CBIS instructors are communicating prepare students for follow-up and with students through emails, continuing courses announcements, discussion boards, etc. for

2.1.5 Develop Blackboard components for classroom and online students. all CBIS courses 2.1.4 At the end of the semester the students are

informed of the next courses the instructors would recommend they take after completing their current class.

2.1.5 All CBIS courses have a shell in Blackboard including the self-paced courses. Course materials for all classes are continually being updated to reflect changes in technology .

2.2 MODIFICATIONS 2.2.1 Review and modify CBIS course 2.2 MODIFICATIONS

outlines 2.2.1 Revised CBIS courses and submitted changes 2.2.2 Revise methodology for CBIS course to AP&P. As technology changes the CBIS

testing via the Internet courses and degrees are modified to be 2.2.3 Continue to request that CBIS 101 current .

be designated as GE course 2.2.2 Utilize Blackboard and the publishers' websites to access if student learning outcomes are being met .

2.2.3 CBIS 101 is a GE course

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DEPARTMENT_=Bu=s=in_,_,e=ss~ __ PROGRAM Computer Business Information Systems

PLAN ACTION

3.0 CBIS ADMINISTRATION 3.0 CBIS ADMINISTRATION 3.1 STAFFING 3.1 STAFFING 3.1.1 Maintain a list of current and future qualified 3.1.1 Ongoing

instructors

3.2 EQUIPMENT 3.2 EQUIPMENT 3.2.1 Review new software for operating systems and 3.2.1 Established a timeline for ordering

application programs that are used for CBIS textbook review copies, reviewing courses them, and distributing them to

3.2.2 Continue to request the reconfiguration of K10 associate faculty computer classroom on Santa Maria campus 3.2.2 Modifications were made to improve such that all seats face the front of the room . the layout of room K10, but we are

3.2.3 Recommend appropriate equipment currently recommending that the upgrades/replacements for labs and classrooms projector screen and the white in Santa Maria and Lompoc boards be placed on the same wall.

3.2.3 Working closely with the Computer Lab coordinator to ensure that classroom hardware and software upgrades and replacements are made in a timely manner. This includes the possibility of increasing the number of Mac computers and/or checking the availability of Mac classrooms on campus that may be scheduled for the CBIS Mac classes .

PLAN ACTION 4.0 MARKETING 4.0 MARKETING 4.1 Work with Public Relations to promote new and.for 4.1 Every semester we have updated the

revised courses cross reference page for the schedule 4.2 Work with Public Relations to inform local listing current software being taught.

businesses of degree and certificate programs Get assistance and approval from Public 4.3 Work with local high schools to promote CBIS Relations for program promotional

programs materials. 4.2 Created and presented a PowerPoint

presentation to the marketing committee clarifying our programs and answering questions about program needs. Attended multiple Chamber of Commerce subcommittee meetings to inform employers of our programs and survey information about their technology needs .

4.3 Attend local high school ROP meetings and high school job fairs .

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DEPARTMENT_=Bu=s=in..!.!:e=s!:!....s ___ PROGRAM Computer Business Information Systems

PLAN ACTION 5.0 COMMUNITY INVOLVEMENT 5.0 COMMUNITY INVOLVEMENT 5.1 Work with Economic Development Office to offer 5.1 We are always open for request from

CBIS courses at local business locations businesses but there is a requirement about the number of students that must enroll .

5.2 Work with Economic Development Office to 5.2 A few shorts courses were customize CBIS courses for special interest groups, developed/completed for Diablo such as government and business entities. Canyon. Many times our current courses

will fill their needs and employers may save cost by having their employees take the online, lab, or classroom offerings .

PLAN ACTION 6.0 PROFESSIONAL DEVELOPMENT 6.0 PROFESSIONAL DEVELOPMENT

6.1 FULL-TIME FACULTY 6.1 FULL-TIME FACULTY 6.1.1 Attend community college conferences 6.1.1 Attended community college faculty 6.1.2 Attend computer technology conferences conferences at Asilomar Conference 6.1.3 Continue to upgrade technology expertise Grounds in Pacific Grove; attended

State Senate conference. 6.1.2 Attended Tech Ed conferences;

attended different book publisher conferences.

6.1.3 Both full-time instructors are engaged in learning new software and hardware on a continual basis .

6.2 ASSOCIATE FACULTY 6.2 ASSOCIATE FACULTY 6.2.1 Establish an online forum CBIS Associate 6.2.1 There is no need for a formal online

Faculty to report concerns and discuss relevant forum since communication with issues with full-time faculty associate faculty is frequent.

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Program Self-Study Report • •

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PROGRAM REVIEW SELF STUDY

1. Desired Student Learning Outcomes for Program/Class:

State the desired program and class student learning outcomes and how achievement of each of those outcomes is measured .

Student learning outcomes were developed for the computer business information systems (CBIS) program and all its classes in 2007. These outcomes cover in detail the knowledge/cognitive, psychomotor, and attitudes/affective domains .

• Knowledge/cognitive: illustrate knowledge by understanding or applying the correct computer terms .

• Skills/psychomotor: Demonstrate the use of software applications to accomplish appropriate tasks .

• Attitudes/affective domains: Show the ability to follow written and oral instructions .

To assess the student learning outcomes for the program/class, the following methods will be used: • Knowledge/ cognitive: Assignments and tests will be used to assess student

knowledge. Faculty will agree on the questions that will be used for testing and projects that will be assigned .

• Skills/psychomotor: Assignments/projects will be based on a rubric that covers the main tasks that the student should perform. The rubrics are under development.

• Attitudes/affective domains: The ability to follow instructions will be one of the components to be evaluated in the rubric. The rubrics are presently under development.

The next two-year program review will include data from the implementation of the assessment methods currently under development. This program review will use data collected through indirect assessments (self reports by students, faculty assessment, and program statistics)

2. Desired Student Outcomes for Courses Not Included in a Major or Certificate

State the desired student learning outcomes and how achievement of each of those outcomes is measured .

The new self-paced MAC courses are not included in a major or certificate. Students enroll in these courses to learn how to use a MAC computer to perform everyday tasks and create/modify files using the Office 2008 application suite .

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Local availability of these courses was limited in the community while the number of MAC uses increases .

Student Learning outcomes by course are as follows:

CBI5381

a. Recall principles, functions and uses of an operating system . b. Create/modify/search/organize folders and files using the Macintosh

operating system (file management) . c. Modify system environment settings to correspond to the user needs. d. Show the ability to follow oral and written instructions .

CBI5382 a. Illustrate knowledge by using the correct computer terms . b. Design/create/modify word processing documents for business and school

needs . c. Design/create/modify spreadsheets for business and school needs . d. Design/create/modify presentations for business and school needs . e. Show the ability to follow oral and written instructions .

3. General Education

If you have courses in your discipline/program that are approved for meeting general education requirements, provide appropriate information.

We have two general education courses: CBIS 112 Introduction to Visual Basic Programming and CBIS 101 Computer Concepts and Applications .

CBIS 112 focuses on problem analysis and techniques for developing logical solutions to business problems. The students are required to analyze business problems, develop the logic for the solution of the problems involved, and create computer programs/projects that solve the problems. If the computer programs/projects are successful, it is generally judged that the student acquired an acceptable level of skill in the area. Students are required to develop a logical methodology in the solution of computer problems, develop techniques of testing and debugging computer programs, and analyze the accuracy of programs during designing, writing, testing, running and breaking. The students must also develop minimal documentation, plan and create their own interactive window applications which include familiar elements like menus, textboxes, and scrollbars and create object-oriented/event driven programs in which the user's actions is respect to an object causes an event to occur. Exams and programming assignments are used to validate this .

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CBIS 101 is a course designed to help students acquire and evaluate information technology skills. Students are required to use the basic terms applicable to information systems, learn to change the computer environment to the user's needs, navigate the system, and manage files and folders. They must also develop and format word processing documents that include text or pictures from files or the Internet, simple tables, and footnotes; develop and format spreadsheet documents which include formulas, functions, and graphing; develop database applications which include designing and building tables; entering data; and creating simple queries, forms, and reports; and develop professional looking presentations . Concept tests and hands-on exams are used to validate this .

4. Program - Desired Student Outcomes What do the data indicate about the desired student outcomes at the program level? Provide information using labor market data, advisory committee, employer, and student feedback. ' '

A. Labor Market Data - Santa Barbara County Labor market data was taken from the California Employee Development Department at www.labormarketinfo.edd.ca.gov/.1 The data indicates that by the year 2016 there will be a total of 2,279 new jobs annually in Santa Barbara and San Luis Obispo Counties and an estimated employment of 87,160 in the Computer Business Information System field. Santa Barbara County will have the most anticipated increase in jobs by 2016 with 1,469 new jobs annually and San Luis Obispo County will have 810 new jobs annually. Tables 1 and 2 below show a more detailed description of the types of jobs and the number of job openings by occupational title.

Table 1

1 Local Area Profile option

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By the year 2018 it is projected that the occupations with the largest growth in California in the field of Computer Business Information System will be office and administrative support occupations; information and record clerks; customer service representatives, office clerks general; office support supervisors; and executive secretaries. In California by the year 2018 there will be a need for an additional 133,470 employees in these occupations (Labor Market Information, . www.labormarketinfo.edd.ca.gov/). See Table 3 for a breakdown by occupation title .

Table 3 California Occupational Employment Projections

2008-2018

Occupation Annual Job Estimate Openings Employment

Office and Admin Support Occupations 78,030 2,882,100 Information and Record Clerks 22,310 567,400 Customer Service Representatives 9,800 202,200 Office Clerks, General 8,570 372,500 Office Support Supervisors 5,770 185,500 Executive Secretaries 5,140 220,200 Computer Support Specialists 2,520 64,100 Hotel, Motel, & Resort Desk Clerks 1,330 24,000

Total 133,470 4,518,000

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B. Advisory Committee Data

The Computer Business Advisory Committee meets once a year. During these meetings, members from our community give valuable input regarding the current curriculum and any improvements and/or changes they feel would add value to our program. Over the past two years the following suggestions and/or changes have been recommended .

Previous Advisory Group meeting recommendations and implementations:

1. Recommended

Create a means for employers and community to find the courses which use specific software .

Implementation

Developed and continue to update an application/course page in our course schedules that direct students and employers to the appropriate classes referencing specific applications and subjects .

2. Recommended

Continue to create courses for general community interest.

Implementation

Developed the Online Auction course to teach how to research product sales, develop effective marketing strategies, list items for sale online, and completing a sales transaction online .

Developed new self-paced MAC courses. Students enroll in these courses to learn how to use a MAC computer to perform everyday tasks and create/modify files using the Office 2008 application suite .

3. Recommended

Modify or create courses to train our students on new job skills and applications .

Implementation

Current courses will be updated to use the latest versions of the software, for example: Office 20107 applications, Dreamweaver CSS, and Visual Basic 2010 .

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CTE grants have been obtained to design and develop a Database Management Certificate .

Soft Skills exercises and material included in CBIS courses CBIS 301, CBIS 101 & CBIS 327

· Updates to Small Business Webmaster Certificate have been drafted and will be submitted for approval to include electives from other disciplines to complement the business aspect and keep up to date with the job requirement changes in the market.

4. Recommended

Student skills should include b?sics of project management.

Implementation

Changed CBIS 343 Applied Project Management to a self-paced course to allow students to complete the course. Previous offerings resulted in low enrollments and cancellation of the class .

We met with our Advisory Group on December 15, 2009. The following were the recommendations:

Entrepreneurship Program - Committee members were enthusiastic about the new entrepreneurship program. They were asked to email any ideas on skills that could be addressed in capstone projects as well as how to integrate local business expertise and contacts with students through the program .

Program Review - Most of the local businesses outsource web programming and website design resources. Some members stated that their company was nervous about hiring someone to maintain their website due to a concern about not being able to replace the employee when the employee left the company . Currently, the businesses do not feel comfortable about the availability of local talent to maintain the website as well as add new content and features .

Many committee members brought up a problem with the timeframe courses are offered. Many stated that the traditional semester schedule does not work when they need an employee to learn new skills. Some committee members suggested offering hybrid courses with different beginning times and dates than the semester long and eight week courses. Other members asked what other community colleges are doing in the course offerings of information systems and office technology. It was also important for the committee members that classes

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developed respond to the demographics of our area and student needs . Committee members also mentioned the importance of continuing offering selfpaced, evening and online classes for students that work and employees that might be interested in taking courses at the college .

Computer Basics Skills - Most employers agreed that there needs to be more focus on requiring knowledge of Office 2007 for hiring employees. Employees should also possess the basics skills on using a computer and terminology related to computer use: devices, programs, etc .

Cooperative Work Experience- Committee members were very receptive to offering opportunities for Cooperative Work Experience. One committee member shared his experience as a student in the program while at Hancock. Ms . Montanez also shared her experience as CWE student. All participants in the meeting agreed that the CWE program is a valuable asset for employers and students .

After the meeting, we received the following from committee members:

o Class(es) that provide knowledge to an area- How do I use the web to build my business?

o What is Twitter and how could I use it in my business? o What is a blog and how could I use it in my business? o I know about email but how could I use it in my business? o What is Facebook and how could I use it in my business? o What is MySpace/bebo/Friendster and how could I use it in my business? o How can I use the Internet to help my business? o More technology and tech devices than ever before are available, how can

I make them work for my business? o How can I use the iPhone to help my business grow? o Social networking, Smartphones, podcasting - 4:1 computing devices, not

like days of old where one device did one thing . o Talk to employers and develop their ability to have staff take online

courses during the day while at work-o City of SM needs advanced Word training/pivot tables/advanced Excel. o Basic web development classes so the business owner can see what is

needed to get to that level .

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Review of Prerequisites, Corequisites, and

Advisories - Summary

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COURSE Prefix/No

CBIS 101

CBIS 108

CBIS 112

CBIS 118

CBIS 141

CBIS 142

CBIS 301

CBIS 302

REVIEW OF PREREQUISITES, COREQUISITES, AND ADVISORIES Summary

CURRENTPCA LEVEL OF SCRUTINY RESULT Prerequisite, Institutional Research & Current PCA Corequisite, Planning Statistical Report, is appropriate;

Advisory, Content Review, UC/CSU New PCA established Limitation on enrollment Comparison, Student Survey

IRP Statistics, Content Review, A: CBIS 301, CBOT 100 UC/CSU Comparison, Student Appropriate

Survey IRP Statistics, Content Review,

A: CBIS 301 UC/CSU Comparison, Student Appropriate Survey

A: CBIS 301 or CBIS 101 IRP Statistics, Content Review, UC/CSU Comparison, Student Appropriate orCS 102 Survey

P: CBIS 327 IRP Statistics, Content Review, UC/CSU Comparison, Student Appropriate A: CBIS 102 Survey

A: CBIS 101 or CBIS 371 IRP Statistics, Content Review, UC/CSU Comparison, Student Appropriate

orCS 102 Survey

A: CBIS 101 or CBIS 372 IRP Statistics, Content Review, UC/CSU Comparison, Student Appropriate

or COM SC 102 Survey

A:CBOT 100 IRP Statistics, Content Review, Appropriate Student Survey

A: CBIS 301 IRP Statistics, Content Review, Appropriate Student Survey

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ACTION TO BE TAKEN

None, APP - Substantive or nonsubstantive

None

None

None

None

None

None

None

None

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COURSE Prefix/No

CBIS 321

CBIS 327

CBIS 330

CBIS 334

CBIS 337/ CBOT 337

CBIS 343

CBIS 371

CBIS 372


CURRENT PCA LEVEL OF SCRUTINY RESULT Prerequisite, Institutional Research & Current PCA Corequisite, Planning Statistical Report, is appropriate;


IRP Statistics, Content Review, A: CBIS 301 Student Survey Appropriate




A: CBIS 373 or Knowledge IRP Statistics, Content Review, Appro'priate of Windows Operating Student Survey System

A: Knowledge of Windows IRP Statistics, Content Review, Appropriate Operating System Student Survey

None Content Review, Student Survey Appropriate


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ACTION TO BE TAKEN

None, APP- Substantive or nonsubstantive

None

None

None

None

None

None

None

I None I

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COURSE Prefix/No

CBIS 373 I?


CURRENTPCA LEVEL OF SCRUTINY RESULT Prerequisite, Institutional Research &. Current PCA Coreq u isite, Planning Statistical Report, is appropriate;



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ACTION TO BETAKEN

None, APP - Substantive !

or nonsubstantive

None

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Course Review Verification

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COURSE REVIEW VERIFICATION Discipline: BUS/Computer Information Svstems Year: 2010

Program/Discipline

As part of the program evaluation process, the self-study team has reviewed the course outlines supporting the discipline/program curriculum. The review process has resulted

in the following recommendations:

1. The following course outlines are satisfactory as written and do not require modification (list all such courses): CBIS 330, 334, 336,318,381 & 382 .

2. The following courses require minor modification to reflect changes in software and technology, for instance, CBIS 101, 112, 141, 142, 321, & 327 need to reflect the transition to Office 2010, Visual Studio 2010, Dreamweaver CSS and Microsoft Expression Web 3. CBIS 301 course books change yearly to cover the latest in hardware and software used in business and personal computers. It is anticipated that such minor modifications will be completed by Spring 2011 .

3. The following courses require major modification: CBIS 371, 372 & 373. The selfstudy team anticipates submitting such modifications to the AP & P committee, Fall 2010 .

Course Review Team Members:

Signature Date

Signature Date

Signature Date

Signature Date

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Plan of Action -Pre-Validation

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PLAN OF ACTION- PRE-VALIDATION Six Year

DEPARTMENT: _ ___,B"-"u=s""-in,_,e=ss"--_PROGRAM: Computer Business Information Systems

List below as specifically as possible the actions which the department plans to take as a result of this program review. Be sure to address any problem areas which you have discovered in your analysis of the program. Number each element of your plans separately and for each, please include a target date. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives)

RECOMMENDATIONS TO IMPROVE DESIRED STUDENT OUTCOMES ANDIMPROVESTUDENTPERFORMANCE

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Develop and modify courses/programs to better assist students to accomplish learning outcomes.

Continue to develop strategies and timelines for assessment of learning outcomes. Modify program and course learning outcomes where needed after evaluating and analyzing data .

RECOMMENDATIONS TO ACCOMMODATE CHANGES IN STUDENT CHARACTERISTICS

Enrollment Changes

• Work with Public Affairs & Publications to promote new and/or revised courses and programs

• Work with Public Affairs & Publications to inform local businesses of degree and certificate programs

• Work with local high schools to promote CBIS programs

Demographic Changes

Add and/or replace Advisory Group members

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Theme/Objective/ Strategy Number AHC from Strategic Plan

\

Strategy Two Objective 2.2.2 Objective 2.2.3


Theme/Objective/ Strategy Number AHC from Strategic Plan


Strategy One Objective 1.1.2 Objective 1.2.1

TARGET DATE

Ongoing

Ongoing

TARGET DATE

Spring 2011 and ongoing

Ongoing

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RECOMMENDATIONS TO IMPROVE THE EDUCATIONAL ENVIRONMENT

Curricular Changes

Update the distance learning courses utilizing the Quality Matters Model.

Develop courses/programs needed to keep curriculum current with changes in technology

Co-Curricular Changes

Promote the Cooperative Work Experience program and Entrepreneur course(s) to enhance students experiences

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Neighboring College and University Plans

None at this time but instructors will continue to attend Community College Conferences to collaborate with others teaching in the information technology fields .

Related Community Plans

Utilize the CBIS Advisory Group to recommend changes in curriculum.

Continue to participate as an Advisory Group member at local high schools and to attend Advisory Grouj>_ meetings

RECOMMENDATIONS THAT REQUIRE ADDITIONAL RESOURCES

Facilities Continue to make labs available for students and modify the main CBIS classrooms (room K-llB and K-10) to improve the learning environment

Equipment

Recommend software and hardware updates to continue to meet cours and student needs

Staffing

Develop rationale for hiring part and full-time faculty and participate in faculty prioritization process

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Theme/Objective/ TARGET StrategyNumber DATE AHC from Strategic Plan

Strategy Two Fall2010 Objective 2.2.3 and ongoing

Strategy One Ongoing Objective 2.2.3

Strategy Two Fall2010 Objective 2.2.3 and ongoing

Strategy Four Ongoing Objective 4 .1.1

Theme/Objective/ TARGET Strategy Number AHC from Strategic DATE Plan

Strategy Three Fall 2010 Objective 3.4.2 and ongoing

Strategy Three Fall2010 Objective 3.3.1 and ongoing

Strategy Two As needed Objective 2.2.3

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • •

• • • • • • • • • • • • • • • • • • • EXHIBITS

•

• • • • • • • • • • • • • •• • •

• • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • 4t • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • . . -

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Student Data Summary Exhibit 1

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••••••••••••••

• • • • • • • • • • • • • • • • • •• • • • • • • • • • • • • • • • • • • • • • • • • • •

STUDENT DATA SUMMARY

Data analysis is a critical component of program review. The three categories below should be used as guidelines in developing a summary of the student data. See Exhibit E**for a copy of the student survey and the detailed results thereof .

A total of 185 students responded to the 2009 CBIS Survey .

The majority of the responses (71) were from students in the CBIS 101 Computer Concepts and Applications classes. The remainder was from students in CBIS 141 Spreadsheet Applications, CBIS 108 Networking and Administration, CBIS 301 Computer Fundamentals, CBIS 327 Building Business Web Sites, and CBIS lab courses .

We chose to separate the response percentages into five groups: CBIS 101, CBIS 301, CBIS 327, Lab .classes, and Distance Learning. The Distance Learning responses are from those students who are taking an online course with the full-time instructors. These students were requested to take the survey by clicking on a link from a Blackboard announcement. In the classroom courses, the instructors distributed paper copies of the survey. The Lab group consisted of students taking self-paced courses in the lab. The Total column combines all the student survey responses. Note: Some of our students are taking more than one CBIS class this semester. These students were asked to complete only one survey .

Students were asked what influenced them to enroll in the course, 35% of the students said they found the course in the schedule or catalog. Counselors advised 23% to take the course and 11% received a recommendation from someone they knew. Fifty-one percent (51%) said they needed to upgrade their skills, and 3% were repeating the course because of a previous failing grade. Note: the students were allowed to select all responses that pertained to their situation. There must have been some problem because the distance learning students' responses were not recorded .

State at least three positive factors about the discipline/program identified by the students. Include the number (or percentage) of students responding and any implications for planning .

1. Ninety-three percent (93%) of the students were moderately to highly satisfied with the quality of instruction within the program .

2. Ninety-three percent (93%) of the students believe their CBIS course(s) contribute towards their intellectual growth whereas eighty-six percent (86%) are satisfied with the content of the courses offered with 10% with no opinion .

3. Eighty-five percent (85%) of the students are satisfied with the content of courses offered in the CBIS program whereas ten percent (10%) had no opinion .

El-l

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

STUDENT DATA SUMMARY

State at least three negative factors about the discipline/program identified by students. Include the number for percentage{s) of students responding and any implications for planning .

1. We believe the thirty-percent of the students who had no opinion on the advice about the program from counselors decided on their own to take the course or because of a recommendation from an instructor or an acquaintance. Fifty-six percent of the students were moderately to highly satisfied with the advice about the program from counselors. A concern is that 18.8% of the Distance Learning students and 20.9% of the CBIS 301 students rated the advice about the program from counselors as not satisfactory .

We plan to attend a counselors' meeting to discuss our program and help the counselors understand which course meets or matches with the students' abilities, incoming knowledge, and/or their career goals .

2. The coordination of courses offered in the CBIS program and courses offered in other departments that may be required for the students major had only a 27% response for highly satisfied. Since the results of the survey, we have been trying to work with other departments, such as nursing, to find out which semesters, what modality, and at what time should we offer CBIS 101. Nursing requires their students to complete CBIS 101 before starting their major nursing courses .

3. One area that may appear to be a problem is the availability of appropriate resources in the library. I believe this result is misconstruing because our students are fortunate to have use of the CRC. In the CRC lab, we have multiple copies of our books for students to use while in the lab. This helps students that cannot afford to purchase books at the beginning of the semester or at all.

I believe this is shown with the results for the response on rating the physical facilities and the instructional equipment.

State any other information (use responsive numbers) that you obtained from student data (e.g. focus groups, questionnaires, or SGIDs) that may be of special interest to the self study team. What planning implications will result from this information?

There were a few written responses requesting more MAC courses. We plan to evaluate this recommendation plus discuss the possibility or need with our Advisory Group members

at our next meeting .

E1-2

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • •

Student Data Survey Instrument

{with response percentages) Exhibit 2

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••••••••••••••••

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Student Data Survey Instrument

{with response percentages) Exhibit 2

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••••••

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

PROGRAM REVIEW Student Survey

Please answer the following questions as they pertain to your experience in this course and all other courses in the Computer Business Information Systems (CBIS) Program at Allan Hancock College .

Please indicate how satisfied you are, in general, with the following aspects of the CBIS Program .

Please fill in the bubbles completely with a pen or pencil.

Like lhis: • Not like lhis: (7.;: (&") (LJ

I. Quality of instruction within the program

2. The way textbooks and other materials used in courses within the program help me learn

3. Advice about the program from counselors

4. The way this program meets your educational goals

5. Contribution towards your intellectual growth

6. Clarity of course goals and learning objectives

7. Feedback and assessment of progress towards learning objectives

8. The availability of courses offered in the program

9. The content of courses offered in the CBIS Program

I 0. The coordination of courses offered in the CBIS Program and courses offered in other departments that may be required for your major

11. The physical facilities and space (e.g., classrooms, labs)

12. Instructional equipment (e.g., computers, lab equipment)

13. Presentation of classes via the college's Blackboard course management system

14. Course assistance through tutorial services (e.g through the Tutorial Center, Math Lab, Writing Center)

15. Availability of appropriate resources in the libraries

Highly Satisfied

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

Moderately Satisfied

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

CD

Not at all Satisfied

CD

16. What influenced you to enroll in this CBIS course you're taking? (Select all that apply.)

GJ I found this course in the schedule or catalog CD My counselor advised me to take the course CD This course was recommended by someone I know

CD I need to upgrade my computer skills CD I am repeating the class because I did not pass it during a previous semester

No Opinion

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

17. What educational goal are you working on while attending Allan Hancock College? (Select all that apply.)

CD Preparing for a four-year college or university

CD An associate degree

CD A certificate

CD Career advancement

CD Personal improvement or other

18. How many hours outside of class do you spend on your CBIS course work each week?

CD Less than 2 hours per week

m 2- 3.9 hours per week

CD 4 - 5. 9 hours per week

CD 6-7.9 hours per week

CD 8 or more hours per week

19. CBIS classes are scheduled at a convenient time for me. How much do you agree or disagree with this statement?

CD Strongly agree m Agree CD Uncertain m Disagree CD Strongly Disagree

20. I was given accurate information about this subject prior to enrolling. How much do you agree or disagree with this statement?

CD Strongly agree m Agree

CD Uncertain CD Disagree CD Strongly Disagree

21. Select from the list below the times you would prefer CBIS course(s) be offered. (Select all that apply.)

CD Online (distance learning)

CD Morning (classroom)

m Afternoon (classroom) CD Evening (classroom)

CD Weekends (classroom)

22. Are there any other computer concepts, computer application or web software courses you would like AHC to offer in the future? If so, please list:

Thank you for taking the survey!

• • CBIS Program Review Survey Results F09

: 1. Quality of instruction within the program

CBIS 101 • • • • • • •

5 - Highly Satisfied

4

3 - Moderately Satisfied

2

1- Not at all Satisfied

0- No Opinion

# %

35 49.3%

19 26.8%

14 19.7%

3 4.2%

0 0.0%

0 0.0%

By Course

CBIS 301 CBIS 327 Lab

# % # % # %

10 41.7% 5 45.5% 21 67.7%

8 33.3% 3 27.3% 6 19.4%

2 8.3% 3 27.3% 3 9.7%

4 16.7% 0 0.0% 1 3.2%'

0 0.0% 0 0.0% 0 0.0%

0 0.0% 0 0.0% 0 0.0%

Dist Learning Total

# % # %

21 43.8% 92 50%

18 37.5% 54 29% 4 8.3% 26 14%

3 6.3% 11 6% 2' 4.2% 2 1% o· o~o% 0 0%

• 2. The way textbooks and other materials used in courses within the program help me learn

• CBIS 101 CBIS 301 CBIS 327 lab ' .. · Dist Learning 1

: •• Total. <:·~· # % # .% # % # '% # % ·: . # ·. .%

• 5 - Highly Satisfied .4 • 3 - Moderately Satisfied

• 2.'

1 - Not at all Satisfied

• o~ Nb Opinion

•

17 23.9% 2 . 2.8%

1 0

1.4%

0.0%

• 3. Advice about the program from counselors

4

13

3

2

0 z·.

16.7% 1 9.1% :

54.2% 4 36.4%

.12.5% 4 36.4% :8.3% 0 0.0% 0.0% 2 18.2%

.8.3% .. ·o .. 0;0%

19

5 3

2

0

' <2

9.7% '6;5% 0.0%

21 ' 15

5 .·5

2

43.8%

'31.3% 10.4%

.10;4%

4.2%

75 41% ,;.:·

···58 ?::3:1% ,32 17%

·:·:11 ··<!'6% 5 3%

·· ·:.6·:5%· i~\f:;1Q{b: :;tom%. stLi~~r~~ff:~~j}2~%

• i-·-~:BJS~9~· ): .,-:i~IS}~:~:·, . .. :~~BI$:1~~~-':;·\. Jf·ua_~ .. :~{~~:~l~q~t~~~~-1~~~-• 5- Highly Satisfied 12 16.9% 5 20.8% 1 9.1% 17 54.8% 9 18.8% 44 24%

e 4 . . .. . ··. . . · · n; :i?.s% ... 4 .• .i€).7% ··. ><,·2 :18~2% ... ·••· ·:~t,:2?i;.~~ ~·::.:~~r·:~·'~i~1l%. i·;~r?T.~ilF~~% • 3- Moderately Satisfied 11 15.5% 5 20.8% 1 9.1% 2 6.5% 4 8.3% 23 12%

e 2 ... ·. . ,. .•. .· 7 ~-9.% .·. · 4.)fl%·· .. : ., . a.: o_:o% :·i ~::~.;:·'[j,\·::~;;~~§~: .. :.·~:!~3;8 :_<i~~ • 1- Not at all Satisfied 4 5.6% 1 4.2% 0 0.0% 0 0.0% 3 6.3% 8 4%

o .;No:opif1ro~ ..•. .:. ,. · -~· · ·· · . · ·:?1 .. :29~6% .,.;, ~s.x:2o:~ro ·. · 7-~~63~;6% ·- · ~·;:~l>~1t;ij%~ ·;[f~s\~+~7~~~ ~r~~H.S.s~fl~~~fi~ • • 4. The

• • • -Highly Satisfied

• • • • • • • • • • •

13 18.3% 3; · Lt2o/c,

1. 1.4%

4

• AHC Institutional Research & Planning •

. 1.

1 11/5/2010

• • • CBIS Program Review Survey Results F09

By Course

• 5. Contribution towards your intellectual growth

CBIS 101 CBIS 301 • • • • • • •

# % # % 5 - Highly Satisfied 30 42.3% 5 20.8% 4 25 35.2% 10 41.7% 3 - Moderately Satisfied 12 16.9% 5 20.8% 2 2 2.8% 4 16.7% 1 - Not at all Satisfied 1 1.4% 0 0.0% 0- No Opinion 1 1.4% 0 0.0%

• 6. Clarity of course goals and learning objectives

• CBIS 101 CBIS 301 # % # %

• 5 - Highly Satisfied 28 39.4% 8 33.3% • 4 : .29 40.8% 4 16.7% • 3 - Moderately Satisfied 9 -12.7% 8 33.3% .2


• 0 ~ No Opinion

3 4.2% 2 . 8.3%.

1 1.4% 2 8.3% 1 1.4% ·o 0.0% •

CBIS 327

# %

3 27.3%

5 45.5% 1 9.1%

1 9.1% 0· 0.0%

1 9.1%

CBIS 327 ·

# .... ·%

1 9.1%

6 54.5%

lab Dist learning Total

# % # % # % 19 61.3% 21 43.8%, 78 42% 9 29.0% .17 35.4% 66 36% 2 6.5% 8 16.7% 28 15% 0 0.0% 1 2.1% 8 4% 0 0.0% 1 2.1% 2 1% 1 3.2% 0 0;0% 3 2%

lab · : · · :Oist Learning Total. •. ·

. # ·. ·~· ·• ·# % ·.·.· _#' .%

22 71.0% 24 50.0%

.· s .· 2s_;_s% .. . ... 14 29;2% 83 45% 61 .. 33%

3 27.3% 1 3.2% ' 6 12.5% 27 15% o ·.o.o% :}o '~\.Q~~ · · ' ' 3 ·. -~:~% · · · · ;8 . •.· >:4% 1 9.1% 0 0.0% 1 2.1% 5 3% a · o;o%· · .. · . .:o:·<b -' ~oio% ~\~:,:~.:·o-· -~.o:0% ·.,,~::~i </:.;1%

• 7. Feedback and assessment of progress towards learning objectives

• ~srs1~~ .· .·. ~SIS 30~ :'I·· .. ~srs ~~~·-~ .. .• #. ~?~~£~f'f t::~t,~·te~r~~g : · ~~rota~~\·· • 5- Highly Satisfied 22 31.0% 4 16.7% 1 9.1% 16 51.6% 20 41.7% 63 34% • 4 · _ .• ~· ~-;;:,:g~:.;tB.fs%· · . -:lo · 4L7% ··· · .·'.·>t.: s:{§~:: · ?±i :':l.S..~s~ ·;y_;;~·.-:11 21:~ ··· . .6s .. · .• :35%

• 3- Moderately Satisfied 19 26.8% 6 25.0% 2 18.2% 4 12.9% 8 16.7% 39 21%

• i · ,.<; ~~;~r:-~·.:iJ..~Ji~.~~ •·· .:Cf# )~:tro : · :~·,o;o :.~Lc#i~: :_ ~::~~:?Jq· }ie!1W .~::J~~t~~;/ H~-~~~ ::.~cdo~:~~:;:::;~% • ~ ~~:~~·t6J~~~~~atisfied '(·· ~;::::~.;:~T,f~~:·i~ '::•: .. <:b • . : :b~~~ .... ~-r.ri··.~~~~~ ;:iii~i~~~ ~!h;~~-~;~~;~~:;){j~~ • • ~S~·~Th~e~av~a~il=a=b~ili~~~o~f~c=o=u~rs=e=s~o~ff=e~re~d~i~n~t~he~p~ro~g~ra~m~--,---~~~~~~~~~~~~~~~~~~~~ e .. :~s.rsj~~ <. : ,~8:'~-.3~~ · ... : ~~~~,':·~:~~:;]:~ ir;~;;~~I~0: __ ,i4 t-~~~~i ~.;. ·~----------~~~~~~~~~~~~~~~~~~~~~==~ •

5- Highly Satisfied 23 32.4% 4 16.7% 1 9.1% 17 54.8% 13 27.1% 58 31%

4 .. ·· .· ;_ 21.2g~-~~% :'i~t •so:o% · -·~~~-·:;3§::~~- ,_}~~8_;-}Z,S.\~% :'::~Y~?·::~4s1~%; ·~s~f:i~t4f:~;~;~:~~ • 17 23.9% 2 8.3% 1 9.1% 4 12.9% 6 12.5% 30 16%

• . . .~_;,,:i~\i·f:Jl2:~~ .. ) . · ;_s.:~% . · . : 02 _·;~sg~ ::~·:-~~xQ ~j?.Mlf~ ·trwf.~2 · ··-:;:~~j% >n/:j._":;·<~% • l~ Nxo~ at. all S~~isfied 1 1.4% 1 4.2% 0 0.0% 1 3.2% 1 2.1% 4 2% • o .:ONobpinlon · 7 9.9% 3 12.5% . 3: 27~3% · }1 .. . :3':2% ~'_>;·~:4 ott3% -18 :to%

• • • • • • • • AHC Institutional Research & Planning • 2 11/5/2010


By Course

.9. The content of courses offered in the CBIS program • CBIS 101 CBIS 301 CBIS 327 Lab Dist Learning Total

• # % # % # % # % # % # %

• 5 - Highly Satisfied 29 40.8% 5 20.8% 1 9.1% 19 61.3% 18 37.5% 72 39%

• 4 25 35.2% 11 45.8% 4 36.4% 8 25.8% 21 43.8% 69 37% 3 - Moderately Satisfied 6 8.5% 4 16.7% 2 18.2% 2 6.5% 3 6.3% 17 9% • 2 2 2.8% 1 4.2% 1 9.1% 0 0.0% 2 4.2% 6 3%

• 1 - Not at all Satisfied 0 0.0% 1 4.2% 0 0.0% 0 0.0% 1 2.1% 2 1% 8 0 - No Opinion 9 12.7% 2 8.3% 3 27.3% 2 6.5% 3 6.3% 19 10%

•8 10. The coordination of courses offered in the CBIS program and courses offered in other departments that may be

required for your major

• CBIS 101 .CBIS 301 _CBIS 327 . _ Lab · Dist Learning . . . Total • # % # ·- :% # -_% '.· .::## .. <-%'', ·-# '% .·· # --.· -.%·:_

8 5- Highly Satisfied

4 . ~ • •• ••

3 - Moderately Satisfied .2. 8 1 - Not at all Satisfied

• o ~No Opinion

8 5- Highly Satisfied .4 . • 3 - Moderately Satisfied

2

8 1 - Not at all Satisfied

8 0- No Opinion.

• • 12. Instructional

• • 5 - Highly Satisfied

• 8 1- Nota~ all Satisfied

• - No Opinion

• • • • • • •

18 25.4% 6 25.0% 1 9.1% 12 38.7% 13 27.1% 50 27%

21 38.0% 5 · 20;8% '-··s :_-4_5;5%1

, ·Ij,:o>-~i~% _ 19 ~:9~6% <'/!'p6 :; 36%. 9 12.7% 7 29.2% 2 18.2% 3 9.7% 6 12.5% 27 15%

S ·:·o ·_:~9:~9~ ~:'~?}-;:o .:::XQ-.Q~ · .. ,:/: 2: _4.[:2%, ': -/-:;}J _> · 4% 3 4.i% 2 ' 8.3% -

0 0.0% 0 0.0% 0 0.0% 1 . 3.2% 1 2.1% 2 1%

14 19.7% -4 16.7%. ·-3 _iz:'3% .- .::'~ .'s :xfi.% .. .7 .1.(6% .,33 _ :01~%

40 56.3% 10 41.7% 4 36.4% 18 58.1% 14 29.2% 86 46%

. '· n 3'i_;o% . ('\5 ?2b3~rc; :; :/<.~i/~ '}27:I_~% ~; <~~~~~--\~Q1{i~ -:. :\1)15- :::H.3% ~ ~ 2;~4LU429% 4 5.6% 8 33.3% 1 9.1% 3 9.7% 3 6.3% 19 10%

3 4~~~% 1 4::?% ••. ----·_) )~(~~ ;-1 ;~~~~%:,~.··:-~··3::i~·:6:~%_: :{-)~9-',:f&~ 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 2.1% 1 1%

2 - _2• ·.--8·_-_o/o.. ·o · '·o· ·o~·(V.- ··- T-1··. -,~:9-~~-&- ':·:~~:':o· ~::ro·-"-'o'."%'·'- ~ ---·~--:·1· -2- ::#s· ':~cil -:.<-:-~1--5: ;:;:(~':\8"%_., /C .;: .. • 70 -r· •. ,, · . o},l:/,0. __ ,F-o.o,c .. •: .• •.;,_ ,·,.; --~ •.• ~'iJ·/0:;· •. '_":·· .. :.::·,,,~• •....

0 0.0% 1 ·. 1.4%

0 0.0% 0. 0.0%

1 -~o

. _';)~'§~5: . . 1 1%

' .. :9.::·-·_s%

8 AHC Institutional Research & Planning 3 11/5/2010

•


By Course

• 13. Presentation of classes via the college's Blackboard course management system • • • • • • • •


4


2


0 - No Opinion

CBIS 101

# %

28 39.4%

24 33.8%

10 14.1%

1 1.4%

1 1.4%

7 9.9%

CBIS 301

# %

9 37.5%

10 41.7%

2 8.3%

3 12.5%

·0 0.0%

0 0.0%

CBIS 327 lab

# % # %

2 18.2% 14 45.2%

6 54.5% 5 16.1%

3 27.3% 5 16.1%

0 0.0% 0 0.0%

0 0.0% 0 0.0%

0 0.0% 7 22.6%

Dist learning

# %

20 41.7%1 15 31.3%

5 10.4%

4 8.3%

3 6.3%

1 2.1%

• 14. Course assistance through tutorial services (e.g through the Tutorial Center, Math Lab, Writing Center)

• • • • • • •


4 ..


2 '


0- No Opinion

CBIS 101

# %

28 39.4%

13 18.3%

5 7.0%

4 5.6%

0 0.0%

21 29.6%

CBIS 301

# ;%

7 29.2%

9. 3iS%

2 8.3%

3 1i:s9'o 0 0.0%

' :,3 12:5%

CB1~327 Lab_ .. , Dist Learning

.# . % # "'%' ..

# %

3 27.3% 17 54.8% 13 27.1% -~~-\'2 1s:~% .3 . ·. ·.9.)%. 13 27.1% .. •-! .,

..

2 18.2% 3 9.7% 2 4.2% .- ·: '•)). .0:0%

. ,. '0 .·:tu:>%

:

3 6.3%

0 0.0% 0 0.0% 1 2.1% ..

..·i5.'8o/o . _C~ ;,'~ :4 ·'36.4%. -g .16 33;3%

Total

# % 73 39%

60 32% 25 14%

8 4%

4 2% 15 8%

Total

# '' ......

· .. % 68 37%

40 22% -14 8% 10 5%

1 1%

52 28%

• 15. Availability of appropriate resources in the libraries

: . . ~BlSlO~ ... i~IS}~~:;, ·;~~~,I~e,. i·~,;~~ti'% 1;~tt~·~~~;; <"#'m;~~,1 • 5- Highly Satisfied 21 29.6% 5 20.8% 3 27.3% 15 48.4% 11 22.9% 55 30%

e 4., .. ·. .. .. i6 -22:5% · --~-·-:z,·2~;?~ -~·~$.:~(~-3~,:.;~;~%1Yi. :-,~:~-:J9.::t~ .. /~;i4_-;2.9jt~ :·· .''Y~·}. ·~z~% • 3 ~ Moder~:,ely Satisfi~d 3 4.2% 5 20.8% 1 9.1% 3 9.7% 3 6.3% 15 8%

2 .. _ .,_ ··· .. ··_ ;. <:_;i:_.A;7~· .}I-:.:-~:;~,$.7~lt.:.p:2:{t>}~%:·:\··,::q-· :~o.~tf% ·.: :}~::·'?):fc,'_'-~· ~5 -:-,~~% • 1·- Not at all S~ti~fied 1 1.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 1% • oJN() Opiriion . ... .• : ' 27'-'':J'a:o% :\· .. • ;_G_, .. 25?o% :--~:~ti~G~(qs~lS% ·_;;:;;i_/~)fi-2(6% "~;t'/ig 'i:3~f6%: ~:< :55 •<~;35%

• • 16. What influenced you ta. ~n_r~_lli~-~~-is _C~IS course. y~u·,r~~~a,_k~".g-~ (S:I~~-al~,t~~~.a~~~~~). . ·.· ., _ -. .•. -., ... •l ~·-· · ~,~ls:_x~~~c_-~ :·nv~.~~--~~~~; :~~~fWlj~~~~ ~~~j~f~,~?~~;:~_ -~-jli ~~~~:~~~::-. ·t.~~?f-~j:1~V(E ·~I found this course in the N/A 21 29.6% 7 29.2% 6 54.5% 15 48.4% 49 36% • schedule or catalog

•IMytounselor a(jvi$ed~ineto > ';·~-~-i~,Jfo 5 :2(it8~'::?~·~;;'ri'' :a~&~.· .. _· ... :_;6"-_:_;_-.t_:~._:·_:_l~_:.'_%_.,_.·· .• ::-. . •• ~N/A -'\.· . ··•.·.· ~-.. ·.·.·._3 __ 1 __ :_.:':_.:~··.'_3 ___ ·%_._ •.. ~. I take the course . . ·'' .,, . ;· ;t·.,:·. ·.,· . . . • . · . .

• This course was .I recommended by someone

11 know ... ·.·· ..... • !need. to upgrade my .·. · .I computer skills . · • ·,

6 8.5%

_; .f

',·.- .

29. 4b~~%

l1 am repeating the class

•,because I did not pass it 4 5.6% e1during a previous semester

• *Percentage is of classroom & lab students only

• • • AHC Institutional Research & Planning

•

3 12.5%

1 4.2%

1 9.1% 5 16.1% N/A 15 11%

0 0.0% 1 3.2% N/A 6 0%

4 11/5/2010


By Course

: 17. What educational goal(s) are you working on while attending Allan Hancock College?

CBIS 101 CBIS 301 CBIS 327 Lab • • • • • • •

Preparing for a four-year college or university An associate degree

A certificate

Career advancement

Personal improvement or other

# % #

39 54.9%

31 43.7%

8 11.3%

12 16.9%

21 29.6%

% # %

10 41.7% 0 0.0%

8 33.3% 2 18.2%

2 8.3%· 0 0.0%

4 16.7% 4 36.4%

5 20.8% 6 54.5%

• 18. How many hours do you spend on your CBIS course work each week?

• • • • • • •

Less than 2 hours per week

2 - 3;9 hours per week

4- 5.9 hours per week

6- 7.9.hours per week

8 or more hours per week

CBIS 101

# %

11 15.5%

18 25.4%

24 33.8%

8 11.3%'

7 9.9%

CBIS301

# %-

10 41.7%

5 20~8% -..

4 16.7% - 4 16.7%

1 4.2%

• 19. CBIS classes are scheduled at a convenient time for me.

CBIS 327

#, :%

1 9.1%

3 27.3%

1 9.1% ' ' .~ <18.2%

4 36.4%

# %

3 9.7%

12 38.7%

11 35.5%

9 29.0%

12 38.7%

Lab

# ,%

9 29.0%

3 .9.7%

8 25.8%

3 ·. 9.7%

3 9.7%

Dist Learning

# %

18 37.5%1 25 52.1%

11 22.9%1 15 31.3%

19 39.6%1

Dist Learning

# %

0 0.0%

7 14.6%

16 33.3%

12 25.0%

13 27.1%

: . ·~BIS !:~~ ': , C~Bl~ 3.?~ • . ··. ~815)2~ •···> . . i ~~:?:~ .. ~~t le0mtg0

• Strongly agree 25 35.2% 7 29.2% 4 36.4% 14 45.2% N/ A

e Agn~e __ 36 -so:·t~· :;';(.i2<?0;Q% ~-'- :-~~f .4s;s%. .. · _9 :2.9.,9% · N/A

• ~~~~~e- •·: . . . •· ' .. · { : ; •. :·-z·:;- ·~)~~~t; :~·J~;:; .. &t;.~ ,:-:~~E\~~,~s,.0:~i~~,,. ~.:: .~\~_:Si~~~ < : ;:,.:.:NjA_ -. -• Str~'n;ivdi~-a~r~e· 1 1.4% 0 0.0% 0 0.0% 0 0.0% N/A

• *Percentage is of classroom & lab students only

CBI$101 ..

# %

12 16.9%

29 40.8%

23 32.4%

36 50.7%

9 12.7%

• AHC Institutional Research & Planning •

·:CBIS. 301 .# % '.

5 20.8%

15 62.5%

8 33.3%

5 20.8%

3 12.5%

. CBIS,32i. · · .. '#: ·:,: ~%'<:

5

5 45.5%

.2 18.2%

3 27.3%

·g 81.8%

5 45.5%

#

12 38.7%

13 41.9%

13 41.9%

12.38.7%

8 25.8%

12 25.0% •c. · :4 . (3%

0 0.0%

Dist Learf!ing

# % 35 72.9%

12 25.0%

7 14.6%

15 31.3%

7 14.6%

Total

# %

70 38%

78 42%

32 17%

44 24%

63 34%

Total

# %

31 17%

36 .. 19%

53 29%

29 16%

28 15%

• ···. y[ote~l '/~Y.z~ . # ; ' :. \Ji*._';'i

50 36%

62 '-45% 16 12%

1 . '::J99 1 7%

41 22% . ~ -~ .;,. : ·".:t

16'}~~~.~% 4 2%

Total •.. # . '' . ;_;~;;-::,:, 69 37%.

71 38%

54 29%

77 .. 42% 32 17%

11/5/2010


By Course

.22. Are there any other computer concepts, computer application or web software courses you would like AHC to offer

.in the future? If so, please list:

.CBIS 101: · eanyisgood

• More Accountant Statements Making Free Microsoft software!

• show you how to download into my ipod and get free music • How to copy a VHS to a DVD home movies • Web design courses/computer video editing

more Web design tlasses; more programming classes • SCADA programming- basic/advanced .

>' .'.'•":

• SQL, JAVA, Web developing-some·maybe offered already; server, active directory GIIS, GPS

•• CBIS· 30i: .:'" .::::L~j;;Jj~\~£)~~?;~:1r:{~~gj€J•Jf:rt:~;:~r;K:i{~;hl.~~;:,;i;~~:,;j:;:;;,;~·j-:~~·:;;i~L-~?.~;:::·):'':'C:.: .

A just Microsoft Office class • Windows 7, creating Web pages

. ·, •' .. ·.;. ·· ..... -:·, .·,. ~ . ·:.

• anything re_lat~d :o POISX systems/ cloud management . . , . , . Howto do mv1tat1ons and how to burn C@sand DVDs · .. ·.· . ·. . . · ·

• Instructor Montanez is ag~e~t teach~r ~ith 'each student. She. has so m~ch p~tience, understanding, and compassion! • • e Mitchell £$t., . · _}\uto .·· · .·. · ... ··· ... <··. • · > · < · ·· · < : ··, ., .· ·· No, but I wasn't OK that I took a CBIS 327 class for DW3 when there was DW4 application used but no DW4 book. e .. · . ·· ·. ·~; ·:·· . '!?~:\:~{f{'":''~~i~;;yt '·,;·;~~~~!'~i?~{p·~ffii.J~~~~;~;[!J:'·.)~?_·~·::;:t·'>7 Y:"::;··•;:,?'):'v~:~:y{;· .. ,S ..... ~ .. ~;:~V].(:~~f1J!ti;

• Photos hop. CS4 tlasse~ ,inJP.WR.<?S7-~;~I:~p,· ;JjgptJ.<?9T:~r:'~: b~t~.~~.~~~~~~~~·;_xl:JH!~~~g9~J u~~::~~e .f~gth~t. t;~~Je~,q~<>H?.t~~BJ.S) e 327 is tor version) in-5te~a'oiJ~ ':Al~<?~-:~Wrt1J>o~!tii~:ha~Jite~:m~~;i'~r::\t¥i:~}~_ri!'3.'~~~~~·.~~~·,~b,,ll~·s ver5i9~ ~?7?t~;r-~ • photoshop

e A class tha't could hel • More of the after effects . is so much t~:l~arn.f'hatyou c~mnot'get everything

semester.

e 1 wouldJik.eJ~.ge_t ~· nqf1_s~~"4•.ti9mJ?~t:~r.f.t~s~:itnj,ti~;fH1~r!::iJ:~~t~~:~~\~:~jt®t<_: · .•~j~~1~~~~P~~~~~; . • Please have more courses in Mac. I don't know if many people know about this Mac class so they can't give their opinion .

• ·¥ore advaf"!~eq_M~~i6pic~'_ll.i_~~~Y~tgm~~~f~gp~·~~~!rt¥J&~!Mb"e:\WqrJ~1iJst~9n~·e·p~~ ~';apj:ili_e:a:;r.o Mji~l· ::i:·:':;: .. :ii·~~X4m.t~Ji.{\ • ~~~~e 12R It k.eeps getting cancelled .. I can't finish my program. , . • • • •. . ,.

MAC

: ·~t~~:::il_e9· .. ~!~sse.s.~'ri(~~~m~:aaJ~:C.~~,~:~~~iN11:~I~~~1.r~~~~~§r~;D;;&.X:; • How· to· address· a'nd''nx:vfrus~~'ta~d.jljl~8fcqifl}puJ~ft~~q~S!,ffgfu~.DOni~·;;t:~. ':.::.5·. . . • Internet and all the com~.~ter class that AHC have because they ~re very_~mportan in our current life.

photo shop program ' ... . .· •,

.,· '··

• • • • • • • AHC Institutional Research & Planning 6 11/5/2010

•

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

CBIS Program Review Survey Results F09

By Mode ofTeaching

1. Quality of instruction within the program

Classroom Lab Dist Learning

# % # % # % 5- Highly Satisfied so 70.4% 21 67.7% 21 43.8% 4 30 42.3% 6 19.4% 18 37.5% 3 - Moderately Satisfied 19 26.8% 3 9.7% 4 8.3% 2 7 9.9% 1 3.2% 3 6.3%1 1 - Not at all Satisfied 0 0.0% 0 0.0% 2 4.2~1 0- No Opinion 0 0.0% 0 0.0% 0 0.0%

Total

# % 92 50%

54 29%

26 14%

11 6%

2 1%

0 0%

2. The way textbooks and other materials used in courses within the program help me


4


2


0- N~ OP.inion.. :

. Classroom. ··• · . . Lab · · : . Dist Learning . . # · ... ·<j%·~;. • ·•n " .:·. {%: .· · .. • .# %

35 49.3% 19 61.3% 21 43.8%

38. 5~.~~~ 5. >16.1% 15 31.3% 24 33.8% 3 9.7% 5 10.4%

. .-' 4 •s;6~ 2 . 6~~.%. 5 10.4% ..

3 4.2% 0 0.0% 2 4.2% · ·~. 2:-·:~::Ls% . 2 ... ··.· 6.5% ·o o~o%

3. Advice about the program from counselors

Total

# .. %

75 41%

58 .31%

32 17%

11 6%

5 3%

4 2%

5- Highly Satisfied 18 25.4% 17 54.8% 9 18.8% 44 24%

4 ·; , · ·· · .. • ~~w}5~2:~i~i.'ffi. < .. Ki%~:~.% · . ~;~;//8 • 16;~~- · ·~37-?J:~g% 3- Moderately Satisfied 17 23.9% 2 6.5% 4 8.3% 23 12%

2: .. :. ... · ., ,,~ .• ,:~· .· E!i.::¥~~~~ :.::' ::·1·:~~~~~%. <:::·6 ·:12•:s·%. ·:;:;~·:·~:a::::;~g~ 1- Not at all Satisfied 5 7.0% 0 0.0% 3 6.3% 8 4%

o -.No oprri'lo~f.· y::.:\f~· · ·.:.: ... · :);:~:#~~j~'(f~s% • .· ,··.A:::(~~£9% ~ /::.·:,18 . 31::~% <<:_:;';::s~.;;~0i'@Q.%

AHC Institutional Research & Planning 1 11/5/2010

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


By Mode of Teaching

5. Contribution towards your intellectual growth

Classroom lab

# % # %

5 - Highly Satisfied 38 53.5% 19 61.3%

4 40 56.3% 9 29.0%

3 - Moderately Satisfied 18 25.4% 2 6.5%

'2 7 9.9% 0 0.0%

1 - Not at all Satisfied 1 1.4% 0 0.0%

0 - No Opinion 2 2.8% 1 3.2%

6. Clarity of course goals and learning objectives

,Classroom Lab


4


2. . .. ': :·;:_ 1 - Not at all Satisfied h'2~~No~o~Yiit6~···:::~_:·;·~-,. , •....

# .··· ·% 37 52.1%

•. ; •39 : 54~9%

20 28.2%

. ~; :) ·. }?;9% 4 5.6%

; . :,:10i:':f::£{i:'4% .

# %

22 71.0%

8 25.8%

1 3.2%

0 0.0%

0 0.0%

0 0.0%

Dist Learning Total

# % # %

21 43.8% 78 42%

17 35.4% 66 36%

8 16.7% 28 15%

1 2.1% 8 4%

1 2.1% 2 1%

0 0.0% 3 2%

Dist Learning Total

# .% .·. # % 24 50.0% 83 45%

14 29.2%. 61 33%

6 12.5% 27 15%

.3 _6.~% . . 8 .4%

1 2.1% 5 3%

0 .o.o%· .: .:'-1 1% .

7. Feedback and assessment of progress towards learning objectives


4


-2 . . ..


27 38.0%

.. : ·~41· : ~i::t% . 27 38.0%

:/;~_~_:;~;~% 2 2.8%

8. The availability of courses offered in the

AHC Institutional Research & Planning 2

Lab . Dist ~~an1ing .:.· .•. TC?.lal ,.· . '.# . :· . ;l,~ ::;· :\:i:ft .)\.;_:'·% ...

11 4

0 0

20 41.7% 63 34% . ·13 -2?.i%' .:· •65 .•... · .35%

8 16.7% 39 21%

A · .8~~-%: .J·_io> · .:?% 2 4.2% 4 2% 1. :;;:2~j% ;:,)~:1>·~~(:;;·;. ~-~~~%

11/5/2010

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


By Mode of Teaching

9. The content of courses offered in the CBIS program

Classroom lab Dist learning Total

# % # % # % # %

5 - Highly Satisfied 35 49.3% 19 61.3% 18 37.5% 72 39%

4 40 56.3% 8 25.8% 21 43.8% 69 37%

3 - Moderately Satisfied 12 16.9% 2 6.5% 3 6.3% 17 9%

2 4 5.6% 0 0.0% 2 4.2% 6 3%

1 - Not at all Satisfied 1 1.4% 0 0.0% 1 2.1% 2 1%

0 - No Opinion 14 19.7% 2 6.5% 3 6.3% 19 10%

10. The coordination of courses offered in the CBIS program and courses offered in other

departments that may be required for your major

Classroom · lab . ~ .. <oist learning . # % . n :_, -%.. .. # .•. . >ro~ .

·:::Total ·' -~:.. h'


3 - Moderately Satisfied 2"·;.: .

1 - Not at all Satisfied o"~:-N·ti'O:i>Trii<m·~-:·:::~:=·\··;·

..

25 35.2%

. 37 52:1%

18 25.4%

5 1.o% 0 0.0%

2i 29.6%

12 38.7% :1,0 3~~3%.

3 9.7% o :§o% 1 3.2%

. 5 i6~i%.

·#·. ·.:·%

13 27.1% 50 27% . '\"

..:19 39,6%. · .. ' !)6 ·.· 36% 6

·: .·.·2

1 2.1%

27 ·::.7 ..:·,_.-

15% :.•.n •

. :-4%

2 1%

33 <±s%

11. The physicalfacilities and space (e.g., classrooms, labs)

5- Highly Satisfied 54 76.1% 18 58.1% 14 29.2% 86 46%

4·-:~,~~~~~t .. :~lQei~?:t:)·.. ; ·:30 ·42.3% ... · .. · ... ·. 9 ..2:9.J>~ . ;':J~j;s -~~:C~% • ~: ·.· ;,;~;s4 .::.:::'~-$~ 3- Moderately Satisfied 13 18.3% 3 9.7% 3 6.3% 19 10%

~J_.~:~~~;~~JI07~~11i~~~:~}~~;;}~~~~ ~--_:;~: ~ -~~<}~_·" -~!_:8~~~~- ~ "; ·.· 1 ·:;~~~~%~:·. . ::3 >~~)~% .· .. ·:~:!:d:):\;~::5% 1 - Not at all Satisfied 0 0.0% 0 0.0% 1 2.1% 1 1% 9;·~-~~ID~~~;;;~~~tj,~t· .. : ': :·. :, j·:t-3 •::.:4:2.% · .... ...o · ·~oZo%: ~x.;::bl2 ;;2~J>% ·:::>::..,15.~~\:{{~%

12. Instructional equipment (e.g., computers, lab equipment)

5 - Highly Satisfied 64 90.1% 18 37.5% 102 55%

#.::i:~-}l{iJJm~~~1~~~-~{.~- :;;·:iT·;:f~:~~\/~~;-~~~~ ->~--~~~~;-~f7.~ I;~~~$~~~~~~-:~~:-~~~~: f~~f:_fl~§~~~§~ 3 - Moderately Satisfied 13 18.3% 3 9.7% 4 8.3% 20 11% 2}'~~~-1f~~·~g~;;~~~1C'~~'!~~~·?~I~ ~ .- .• ·· · .. · )'. 2 · r~·:·a%· ·· ·· .. 1' ::;23~~% :::>·:;2 ,·::~¥2%. .. . . ::s;~:~i:::{~% 1 - Not at all Satisfied 1 1.4% 0 0 0.0% 1 1% . > '· ;\-:·.'"~ ~ ~:"':·:-:" ... ·· o - t:JoJ)plriiQI"! .1. · .~1.4% . . ·o ·~s 16/l%<- ' :.9 ·, : ''5%


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


By Mode of Teaching

13. Presentation of classes via the college's Blackboard course management system

Classroom Lab Dist ·Learning Total

# % # % # % # % 5 -Highly Satisfied 39 54.9% 14 45.2% 20 41.7% 73 39% 4 40 56.3% 5 16.1% 15 31.3% 60 32% 3 - Moderately Satisfied 15 21.1% 5 16.1% 5 10.4% 25 14% 2 4 5.6% 0 0.0% 4 8.3% 8 4% 1 - Not at all Satisfied 1 1.4% 0 0.0% 3 6.3% 4 2% 0 - No Opinion 7 9.9% 7 22.6% 1 2.1% 15 8%

14. Course assistance through tutorial services (e.g through the Tutorial Center, Math Lab,

Writing Center)

Classroom Lab .. Dist Learni~g Tqtal . ; ..

•# % # '% ~·.· '# ...

.•c·% '# .• % 5 - Highly Satisfied 38 53.5% 17 54.8% 13 27.1% 68 37% 4

.. \, 24 33.8% 3 . 9.7% 13 '" ... _

40 2i% .. 27.1% 3 - Moderately Satisfied 9 12.7% 3 9.7% 2 4.2% 14 8% 2'·

.. .. . 9.9% 0 .'o.b% 3 :63% s% 7 10 '- . ~ \ ... .. .. ,. . . ..

1 - Not.at all Satisfied 0 0.0% 0 0.0% 1 2.1% 1 1% .·. -.,_._. -•. ::' "4'· . ~- .,.

0 -No· OprhiOn ··.28 39.4% 8 25.8% ..16 33.3% ~·s2• 28%

15. Avanability of appropriate resources in the libraries

5 - Highly Satisfied ···-· . .. .

~ ........ :._ ... · i.'.~ ;' : • . - .

3- Moderately Satisfied

2 .... ..


o :-~N9o~i'rii~ll : · ·

16. What influenced

29 40.8% 15 48.4% 11 22.9% 55 30%

;)4 ,:33:8% . ·~:··· 6. '1.~~4.% .. \.:):i4'',~2~--~~ •···· .•. -~ ··24% 9 12.7% 3 9.7% 3 6.3% 15 8%

· 4 S.6%. ::o '0.0%. -~l ; 2.1% '5 3.% 1 1.4%

::.aQ · 5~.9% ·

10

'49 . .. ,,_ .

5 7.0%

0 0.0% 0 0.0%

7 ·.· 22.:~%. : •. ;:~9;,:39~§$'

5 16.1% N/A

21 67.7.% N/A.

1 3.2% N/A

1 1%

'~5: .. · 3.~%

15

io

6 0%

*Percentage is of classroom & lab students only


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


By Mode of Teaching

17. What educational goal(s) are you working on while attending Allan Hancock College?

Classroom Lab Dist Learning

# % # % # % Preparing for a four-year

49 69.0% college or university

3 9.7% 18 37.5%

An associate degree 41 57.7% 12 38.7% 25 52.1%

A certificate 10 14.1% 11 35.5% 11 22.9%

Career advancement 20 28.2% 9 29.0% 15 31.3% Personal improvement or other

32 45.1% 12 38.7% 19 39.6%

18. How many hours do you spend on your CBIS course work each week?

Classroom Lab Dist Learning '•

# % # % # %

Less than 2 hours per week 22 31.0% 9 29.0% 0 0.0%

2,- 3~9 hours per week 26 36.6% ·3 9~7%. 7 14.6% '. ,.

4- 5.9 hours per week 29 40.8% 8 25.8% 16 33.3% 6 ~ 7,9 hours per week ; 14 19.7% 3 . 9.7:%· . 12 25.()% 8 or more hours per week 12 16.9% 3 9.7% 13 27.1%

19. CBIS classes are scheduled at a convenient time for me .

Strongly agree ·.·

Agree

Neutral Disagree···

CI~:Z·~room . ,. .• . ·tab -·• .·, ·. · . Dist 4earning .' # · .. ,, '% ':) '<# ·-~:% . ' #. '%

36 50.7% 14 45.2% N/A ' · 53 74.6% '9 · • 29:0% .•.. _· / .t:J/A >

13 18.3% 3 9.7% N/A . ·; '1' .•i.4% .. · 0 >jQ!O% . . . ·.NI A· ' .

Strongly disagree i 1.4% 0 0.0% N/A

*Percentage is of classroom & lab students only

20. I was given accurate information about this subject prior to enrolling •

Strongly agree 19 26.8% 13 41.9% 14 29.2%

Agr~~ '46. 64.8% . .

7 -~2;6% ·, .. is 3:7:5% .• ..

Neutral 24 33.8% 5 16.1% 12 25.0% .Disagree 11 15.5% 1 .·;3;'2% 4 . ·s.3% Strongly disagree 4 5.6% 0 0.0% 0 0.0%


....

Total

# %

70 38%

78 42%

32 17%

44 24%

63 34%

Total

# % 31 11%

36 19%

53 29%

.29 16%

28 15%

Total .

#'' %* 50 36%

62 45%

16 12%

.. 1 ·.1%

1 7%

46 25%

71 38%

41 22%

16 9%

4 2%

11/5/2010

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


By Mode of Teaching

21. Select from the list below the times you would prefer CBIS course(s) be offered .

Classroom Lab Dist Learning Total

# % # % # % # Online (distance learning) 22 31.0% 12 38.7% 35 72.9% 69 Morning (classroom) 46 64.8% 13 41.9% 12 25.0% 71 Afternoon (classroom) 34 47.9% 13 41.9% 7 14.6% 54 Evening (classroom) 50 70.4% 12 38.7% 15 31.3% 77 Weekends (classroom) 17 23.9% 8 25.8% 7 14.6% 32

22. Are there any other computer concepts, computer application or web software courses you would like AHC to offer in the future? If so, please list:

-· -show you how to download into my ipod and get free music How to copy~. vi-is: to a oyo home fl1ovi~s · : ~·- · · Web design courses/computer video editing more\jJ~b desigr{dasses; fn()re:prograiilmingclasses ~SCADA programming - basic/advanced SQ.L, J~VA, \Neb developing- some may~~ offered.al~.aady; S~!'Yer,.active directory GIIS, GPS

-.~hy'l~_g9<>.ci .:~.-~ ._,,. , . ___ _ A just Microsoft Office class Wind9ws 1:,;cre<Ji!ng w~ifpages · -,· ... .. , anything related to POISXsystems/ cloud management

tao Vi iO:'cio: lilvi~atioil.~: and_ bqw·tcfb~f:r1£P~- ~~9tPMl?s_.;;~~;:::::~·:< ~:- . :·. . '· ... · _. __ Instructor Montanez is a great teacher with each student. She has so much patience,

% 37%

38%

29%

42%

17%

;fv1·i~~!l.e.!J>~-~t.S:.·'i\~_~oapP,_~is<aresii.@~1iffs•.'-~i::,:M.'~~~r$JJ~5~r?4~fil~·::~ti1'f2ifi2~}.~~~:):s?\:-:::.·--;:~• No, but I wasn't OK that I took a CBIS 327 class for DW3 when there was DW4 application

iR~~iQj~QP!~.:~~~:~~e~lhJ~.rtiP9.c:::~J~§~J'is~(!g~tri-~n~H1f.tij8i~W~~~)~S~9!]1Th't2!it!.JlE~~!h~:,:: ph

More of the after effects class to be repeated 2 or 3 times, there is so much to learn that i! \Yo-~ld: H~~ :to: get a no~er~d-it'c~J:nplf(e.ff~SS,!r.\t.h~;y4~.Y1~>":' '. . '.~·.:·_ •. ··· . Please have more courses in Mac. I don't know if many people know about this Mac class ~~9rf~ay_~·f}c:~a MAC: topiti _(Hk,e·~sv~em.· ~~f~HP, utWffW<?~~;Jn~tW.ork!ng: eoncepts ~.applied S 128. It keeps getting cancelled. I can't finish my program. ·

MAC :M6re Cietailed:da~seson Excelanct.Acc~ss; Primavera .How to address and fix viruses, and minor computer lssue~from home . Internet and all the computer class that AHC have because they are very important in our ,photo shop ·program -


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • •

• • •

• • • • • • • • • • • • STATISTICS

• • • • • • • • Exhibit 3 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Student Outcomes

Program Topcodes

[ CBIS I 051400, 070200 I

1 00% """'""'=""""'"" 90% i7-~~:; 80% +o:-..al ... lllll!il

70% ~~;t:¥.~ 60%

50%

40%

30%

20%

10% ~£~..§;

0% .J.:-C=~;.=

Retention and Success Rates

~~-(;lb. ~-(;)f:l ~~-(;:,'0 ~ro-<:>1 ~1-<:>'0 ~<o-o~ '2-c:J 'l,.(j 'j_C::S '2-c:J 'j_c::l '2-c:J

Academic Year

AHC Institutional Research & Planning

---Retention %

- AHC retention %

··-'·· .. ·Success%

- AHC success %

6 Year I 6 Year I Linear Trend Aver<!Se % Change Slope

!!j~~1s3ss~,·~ I :;...;.,;;.:.~~~.~ .. :?'·7-3s3o .... . l··::OQ .J .~~ ,, . ~-,-~;.~ n. -,.:-:_: J .. )~.: -

920 -11% -25 81% 0% 0

.~~"'on{';'JI !t'?e.-1~~~lt r"5!';<'·t-~ 0·. ·1~··· · \~O(.RJI_,. ··· -1,··,-~.f~ _70"'--::":.; .. .,··: -~-~:.-; ':.':-!:· / .·,,.

644 - -18% -33

· >~752!~-~~~::· l·~"li·~!:=.~~,l!~"~'1·o0 ~- ·,. 70·-\, :: :~···~~V7U-;ft-~.~; t.'fi·.·_• ... ____ ;,.

* Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.

Retained is count of students enrolled after drop date who did not receive a "W" or incomplete.

Success is number of students with a grade of "C" or better or "CR".

CBlS

••••••••••••••••••••••••••••••••••••••••••••


Program Topcode Course I CBIS I 070200 I CBIS 101 I

Academic Year JSummer to Spring) Item 2003-04 I 2004-051 2005-061 2006-07 I 2007-081 2008-09

Enrollment . 343 338 . 352 351 353 414 A He Duplicat~~eru-ws:. (:'}74s1·~~~~~~ss~s33'ot'~6!o~s~~s7s1·~rrt:rs~fsoos·:

Retained 282 286 275 286 289 331 Retention % 82% 85% 78% 81% 82% 80% AH_· c retentfofl'.o~~; 'r'':M%·,:~:~· '1!tt31.0 ·.: l'! ~6%~t?Jt>tr~a1"~-:~~:'atbi.~-tft-'~~ 89o/of :'~' 7o.~:~:.:.~ .,..,..,_ ~. " ..... · .. ·,~. } . ... ., . . . .. ~.-· .\.•WJ"'"¥· .10 !~·;."t}:.,. .. ... zo ·~ ~~~.~M.::.. --.~ ·~

Passed C or better 210 239 219 206 196 230 Success % 61% 71% 62% 59% 56% 56% AHC suce~sst%~ -}J!;73%'~'VB:~~12%"~f~J8l\1~f:.S':~;zr1o/i~tt;:;;:~tr1%~;1,L'it-f"rt%1'f~:

Program Topcode Course

I CBIS I 070200 I CBIS 108 I

Item Enrollment AHC Dupi!Ca"fe!enrt)fl~

Retained

Program

Academic Year (Summer to Spring) 2003-04 1 2004-05 1 2005-06 1 2oo6-o1 1 2001-o8 1 2ooa-o9

20 19 14 16 .,:o~;-" ··-t;·~ ... ~~-79BI)~f!f3 ~Er-o:·-~·"''*'67 ·.~-~*'"- . -· ~-·· :";;.;7'~61· i't'·;lli! ~~ .. < •-" 5 30· .. ~ .. 5 58':');.' . 81'8~;,·.r::<69800!li.·

14 70%

Topcode Course

6

11 58% N/A

7 50%

13 81%

1 69%


6 Year 6 Year Linear Trend Average %Change Slope

359 21% 11 '~68533~~: ·,:r:f'~%·.·:· I -76CV< <-

:~( 862

7~;.,,cl;i,,~~:f-;1~~: -·~. o~· ., ·:"~ .. 70• .\ :~- .. ~·~-:· "/0,·.: ~-~- ~·

217 10%

~?(;:,;~~5~J: L~~~~ > ;: 1-:t •c:

-1 0 0

6 Year 6 Year Aver~EU <yll_Cha~e

:·ce···a15_73._3·:-:ril ?:i?;J~.~ i:;.t .:.· . f .... ·--.'~~~/0:,·"::'

16 N/A 90% N/A

~- (IMII)(. ~~.-,jj jJi~.or_~'$'!rt ~~'r'l'l!i

Linear Trend Sl~e N/A

T·c"_~":.JSQ ·>!:':

N/A N/A

CBIS

••••••••••••••••••••••••••••••••••••••••••••


Academic Year (Summer to Spring) Item 2003-04 1 2004-05 I 2005-06 I 2006-07 I 2007-08 1 2ooa-o9

Enrollment 45 37 34 25 29 17 AHC Duplicate·EnroiiSZ' '''if"i'' ·z~1:l· ·snr"'· ... --- ····· ~, .. J:II .. s ·sa··-~~·· · ,,.,,..,,. · · · · · ,;., 461 .,_ '·· 8 ';~·_;,; 65330rt,'::.;6 0 -"~'. · 818····~-r;.;; 69800 .

Retained 28 25 21 18 17 12 Retention % 62% 68% 62% 72% 59% 71% AHC rete·ntiorf%t;: · ~~fa8%'?.i~at%t:?.t:::~:~e~~o/«fl!~m1.~~~89%:{~~~;

Passed C or better 16 16 17 7 14 6 Success % 36% 43% 50% 28% 48% 35% AHC success %' · :~1-3o/o~~:!12%~'::l~:1i\!?171%~~;f.~:~kt1 %'~~~1~:71% ~:\Y;:::;71 %'·::;

Program Topcode Course I CBIS I 070200 I -CBIS141._!

Academic Year (Summer to Sprin~) Item 2003-04 I 2004-05 I 2oos-o6 I 2006-07 I 2007-08 I 2008-09

Enrollment 67 91 51 78 37 44 AHC. Duplicate:EnfOff$'1 '!f!ttt :~~rs: 9~<'~~~ ···o~:a: ·•· .. s•;l;a"f ,.-4~~',.." .. ·-~, .l> ~6.. .,..,,, 8 "l .:-~.1:" .633 .t;- ,505 ' .,,. 818., •,;~. 69800':'

61 70 46 58 27 35 I 91% 77% 90% 74% 73% 80% -

~. -~ ~-- -·

50 30 50 20 28 I 55% 59% 64% 54% 64%


6 Year - 6 Year Average %Change

31 -62% ·~'!68533'' <'·:·~;.s% ....

20 -57% 65% 13%

'::>87%· :.: ;,;-;:;;: 1o/o ·

13 -63%

40% I -1% -~~:.!_.72'0/ :·· '· ... '"'·_'>01 :·./• 70 : :· -!~ 70

6 Year 6 Year Average %Change

61 -34% >~'T6s53:F~ . '''-i:}.:.S% . : ';

I_ 8;~0 - I -43% -12%

I 38 -43% 62% -12%

:ItT%~~ -2 .!!.:7-: t-.swr£:~-

Linear Trend Slo_E_e

-5 -760

-3 0 0

-2 0 0

Linear Trend Slope

-7 ···:..760

-7 0 o.

-5 0

:\;';_,, : o· .

CBIS

••••••••••••••••••••••••••••••••••••••••••••



Item Enrollment AHC Duplicate Enrolls.

Retained Retention "'o AHC retention %

Passed C or better Success% AHC SUCCeSS %

Academic Year (Summer to SprinQ) 2oo3-o4l 2oo4-os-1 2oo5-o6 1 2oo6-o1 I 2oo1-o8 I 2oo8-o9

43 27 30 40 26 25 .746t2;<·:·::!@·asf9.;'7~?~·ss33o ... : · · .• ssos1F7>;·:-·s781ij·., :t:.~·s9aoo·:•

36 21 22 29 16 17 84% 78% 73% 73% 62% 68%

· aa%·~~·=·7-';":~87%:~H·:;;~t~·a6% .. :•.~ 87:%:~'-:{.f}l87%''~;w·~'r:;:a9%} ·

29 17 16 22 12 13 . 67% 63% 53% 55% 46% 52% · 73%·.:~-F~)[f72o/o'f:::Jj:?/;\'.71% ·_7.1% ·:~:::·':'<~'7.1%'; ' ~k''!-71%·; ··

Program Topcode Course I CBIS I 070200 I CBIS 189 I

Academic Year (Summer to Spring) Item 2003-04 I 2004-05 I 2005-06 I 2006-07 I 2001-oa I 2008-09

Enrollment 8 7 1 AHcouplicate·:enroils·• ... 7'····"~B8~~··· ····f··· ·ssr~~twn···~"Nr" ·······"· ,_., 46.1 :.. 8 · .. 9.,.· .• li:O> . 3'30:;,;~~;~:. 0 8 ... : ... ~ :8 8;:.'1:~·);'.:':69800:.·~:

Retained 7 5 Retention% 88% 71% N/A N/A 100% N/A • · · · ·' "• ·'·"lf'"·~•li' ···'' ... .,,,., :.r.,,. o~~~ti v;~~··,·:~ · o·c'S.I:v~M~ '·Ao1~''' AHC:fetenuOI1-~ ,:;:-·-~:- ::·:;S870~.9.'f?~~~:o:.,;;oo_%1"··'~·,:...,.;87Yo:~,;,~~foC7o;;;:.,;,-eT:·;:8~701':!:i-

Passed C or better Success% 88%


71% N/A N/A 1

100%

4

N/A

-6%

24 -53% -3 73% -19% 0

'':'87% i, ~% 0

18 -55% -3 56% -23% 0

-~-72%.:" ···:~3% 0


5 -100% N/A '16853$:.::: . ~.0:::~%~.~ -760

4 -100% N/A 86% N/A N/A

~87~::~~<··--:~ :'.·'···o

4 N/A N/A '0':

CBIS

•••••••••••••••••••••••••••••••••••••••••••• Program Topcode Course

[ CBIS I 070200 I CBIS 301 I Academic Year (Summer to Spring)

Item 2003-04 I 2004-05 I 2005-06 I 2006-07 I 2001~08 I 2008-09 Enrollment 98 100 104 121 101 106 AHC Duplicate Enrolis · 1 4s12'Er-Y,.eas79·~-r~~f~533o~.i:~.· asosa ·: .· · .:a7lha : · . ·• sgaoo ·

Retained 73 87 85 98 81 87 Retention% 87% 82% 81% 82% AHC retention·% n·:':81%'?ft-::~f:.~8s%m'.::t/l 87% 89%'

Passed C or better 64 67 61 67 62

ASHucCcess ?o ··oi . . ' ~~I:;· ;7635; ;~1~-~l'i,76.27:.Jt)(.~.,;_ :91.;~·~''':':,y:;:·,,7.551; '·''·'· , ;•:.76.11: success ro : .. 10 •.... , .. _,. IO·•':IIIlilt:F.;;:t . 1o-> ... _ .•. , 10 • • . .to

Program T opcode Course [ CBIS I 070200 I CBIS 302 --~


52 49%

·'71%'

5


105 8% 68533 -6%

85 19% 81% 10%

I .','·87% .. i1%

62 -19% 59% -25%

•::·72% ~3%


24 -100% '~reas33·=;;- ;·~~:~%': .,

20 -100% 83% N/A

:t.~1:~~1)f ::::~:;-~~% ·'.;~:

15 -100% 62% N/A

~~ . ·~ ··~. ···'):;"' ".!'~.2!W,~.! "'fl'?lroN~<'l'-.0::

Linear Trend Slope

2 .. 760

2 0 0

-2 0 0

Linear Trend Slope N/A

··~· .:..760.

CBIS

••••••••••••••••••••••••••••••••••••••••••• Program Topcode Course


Item Academic Year (Summer to Spring)

2003-041 2004-05 I 2005-06 I 2006-071 2007-08 I 2008-09 Enrollment 29 47 32 19 16 12 AHC Duplicate Enrolls ··· 7461·2:o'F~:C'e·a57g-H;:·?:'es330;~~·\::?sso58. ·-·f.~'·'' 67818 .; '69800

Retained 21 40 24 12 14 8 Retention % 72% 85% 75% 63% 88% 67% AHC retention % '~;:as%~eJ;!~67%tX;!'£)_:;.18G%;~;gJig~i87%~~~~87%·::!<::>;· 89%": ··

Passed C or better 14 27 19 8 6 4

!~~c:~~-c;ss%·'·· .. '; :' ·1.:•:::~~~~1~72-~o~~~~;.~;~~~~t~<i¥1~·:·;~~-J;~~·t:·~-~~::-. , . .- ,_ . L"':~\t~--~"'""· 1-.;~~;f!~i;!:'::'l ..... ~7C .. flt\J~lf~ . .,.,. __ ·y•·.-. - :. · ,_;., ... ,

Program T opcode Course


77% 72% 54% 50%

AHC Institutional Research & Planning '6


26 -59% 68533 . . : -6%

L_____'_ __ . --

20 -62% 75% -8%

:87% 1%>'

13 -71% 46% -31%

·<'72%::.:-> ~:.: ,:.3% '

Linear Trend Slope

-5 -760

-4 0 0

-4 0 0

6 Year Linear Trend Average I % Change I Slope 6 Year

:·~~68~83~1-~~~~~; ... J/f.: ~~~~-· ' 43 -100%

N/A N/A N/A

31 -100% N/A 63% N/A N/A

Wt2~ ~~~1t; t?~~.:i;',~.Q : ·' ••'·

CBIS


r cs1s 1 o7o2oo 1 cs1s 324 1

Academic Year (Summer to 5_pring) Item 2003-04 1 2004-05 I 2005-06 I 2006-07 J 2007-08 1 2008-09

35 46 21 25 Enrollment AHc·otm~icate Enrolls , ·ua12(~Efsst-g~.;s5-33·o~~'-~;' Fesosa ·\ •7'~·"67818 >2J2?s9soo· :

Retained 32 43 18 18 Retention % 93% 86% 72% N/A N/A AHC retention'%- _ .: ~87~8S0A~~~:~;t';S7W'\li1~~87~_:\!l~~s9%·'?-

Passed C or better 29 34 12 6 Success% 74% 57% 24% N/A N/A AHC 1stiebes§% · · · Ji"'2o''~071~~Y.:f.:j'!!~11- 0'o:~;:r}~~;1%'",m~"71%~~"'-. "'#>"'.if .10~~$1. :70~~~15 ...... -wr . IC;-.:-.,,t:~~~f;Cf~ ~.•.···-- .... . ..• r.

Program T opcode Course [ CBIS I 070200 I CBIS 325 I



32 -100% N/A . 68533 -•. -6%' '· .• --~ .;760 -

28 -100% N/A N/A N/A

~-o-·

20 N/A N/A _-·o

9 N/A I N/A 82% N/A N/A

. " .•. , ": • ~1 . .-.· -~., .• ',;,:)o" •·• ,. '

f.J%8'7.-%'\'l':;•: l~-~r;l~· ~rr"l!c:;.~o·;: · :,.

6 N/A N/A 55% N/A N/A

~;,.;.o,.~''"" ~~~ -~F- 0- .... ~ ..• ~~(!~~-, 4G-7V"f~~ t~~~-ID~; r+!f.> .. ~~ . --:~ ·.·.- ''

CBIS


I CBIS I 070200 I . CBJS 327 I

Academic Year (Summer to Spring) Item 2003-04 I 2004-05 j 2005-06J 2006-07 I 2007-08 j 2008-09

Enrollment 42 36 AHc. oupllcate·Enroirs '::·ttJ·s~·2i~~lf85'f9'B-g~~sosa':m7:~a7a1a.i?J~~Msoo·,

Retained 32 32 Retention % N/A N/A N/A N/A 76% 89% AHC ·retentlori"%~~;5>fc ::\ 88°/citfm~S:7.~86~87o/ci;!~~(~1t::a7%',~J~89%y}:'

N/A N/A N/A

Program T opcode Course I CBJS I 051400 ,- -CBfS337--~


N/A 12

29%

8

22 61%

6 Year 6 Year Linear Trend Average %Cha~e

39 N/A JP6as3a:·:- -6%'

32 N/A 83% N/A

r::J_~87%'li~, 1%'. .

~

Sl~e N/A ..;760'

N/A N/A ·0<

17 N/A N/A 45% N/A N/A

-

;z:::P-~72%}-:~": : 1'•3%· ... , 0.: ·" ..

6 Year I 6 Year I Linear Trend Average % Change Slope

. 15

81% ~-r~ui~/8~ ~.o't 7Q'.Jtr:; .• --

13

400% 2 21% 0

-)~~1·%~:1{~!· ~:·;~i;i~~bo·t\1~;_ ·>;~

533% 2

CBIS


I CBJS I 070200 I CBJS 343 I Academic Year (Summer to Spring)

Item I 2003-041 2004-05 I 2005-06 I 2006-07 I 2007-08 I 2008-09

!~~~~~eP~~ate ·En reins··, I· '-'7 4612'ii!~~:sa!rt~t¥f.1H6533d;~~;;:~·as~sa· ~~::··a:r~91s·~\ · .. ; s9~2oo Retained 4 12 8 Retention % N/A N/A N/A 67"/o 63"/o 67% ARC retentiori'o/o:::.!~;j-'::t{~ ·\,2:as%t~f'S7%~"ffii.>P.f!.::·gao~:~.iii!-f37%t;~:~ii~S7%~:'~:'l:~:,;~-S9% ·~ '#'-•.. ' .•. . :1 ... - ... --....r.. .. .'lll~., ... · ::O:i~~:. . ~- ~~ . ·'·'····

Passed C or better 4 9 6 Success % N/A N/A N/A 67% 47% 50% AHC ...... , ·':'117-.H.~·J~ ~:;-t<so~~i':'~2· ~Ji~~!,tlli~.-;r,;s:1oi~~-;1·%·~~:!':r';:~1 P'}-':~} . success.70 ~-·.>'t!:i' ,.,<:. ·""~PW!!d/;r::.,u· .. :nr.!~~-, •. ?O<lb.~-' ·70,~"'::.'!J:·I.. _,.·M"ii':'G'r ,o,_ ..

Program Topcode Course I CBJS I 070200 I CBJS 359 I

Academic Year (Summer to Spring) Item 2003-04 I 2004-05 I 2005-06 I 2006-07 I 2007-08 I 2008-09

Enrollment AHC.D'Opilcate'fi:~

Retained Retention%

55 ~46:1~-

50 91%

40 73%


86 .· . ... i,. •

92%

70 81%

52 "

, -

85%

40 77%

46 72 60 ij5(r5tf_.~7< .. ~--~./i~~98tro'!::t

83% 85%

9

49 82%

6 Year 6 Year AveraQe % ChanQe

12 N/A 68533 .•. ·. -8%_

8 N/A 65% N/A

/;;,'~87%';,0., .1%:

6 N/A 55% N/A

.-~~:72%~~~, :A~ .::3%';<: ·

6 Year 6 Year Average I % Change

'i,;,~-6~: 1'~1~-;"*'~.9~~-;; ·.: ··~'io85..,3.,., ,'!,,.,43JO :·

54

47 0%

~26~~1itt~~,..;~.';i.: .. 70;o+':'··~ ,'!o·;~~"!~.ltJ .. , . .. ,·:

Linear Trend Slope

N/A -760

N/A N/A

0

N/A N/A :Q

Linear Trend Slope

-1 .::766·

-2 0

·o ." ·. ·····

-1

CBIS



Academic Year (Summer to Spring-) Item 2003-04 I 2004-05 I 2005-06 I 2006-07 I 2007-08 I 2008-os

Enrollment 115 95 116 125 125 82 AHc ·Duplicate Enrous: <: 74a1··~~A\f38s~'5!3QJ.!t1650s8 :.-r;r:•/'6181 ~~9800· .

Retained 84 68 89 113 111 71

~~~~:t~~t~n %<<:&~-~tsz~:~~~~:~~~~~~~:;~~tlifi~:r::~ .. -~;1~~3)

35% 43%

Program T opcode Course I --C-815 I 070201fC CBIS 372 I

42

41%


53%

75 90%

58 46%

10

41 50%

6 Year 6 Year Linear Trend Average "'o Change Slope

110 -29% -2 :''.68533' .···_-·•:..a%·.·. ~760

89 -15% 3 81% 19% 0

:::'{87o/o<-·':: :;.;: 1%<', ~ · • o ·

51 -27% 0 46% 3% 0

r·~t.;;72%·~··: •\~1;;:3%~."'~~ o · ··


66 -26% m·:!S~ ; : .. -~ · ..•. ~~j~~~~~%~~~- ;

54 -22% 81% 6%

-:~a7~~t~ ')l~~: 1% ·

30 -16%

Linear Trend • Slope

-1 :-760.

1 0 Q.

45% 13% 0 f!~2· 'oF:!!!:>"' ~····.;o, ._.,,~·i;: ·,.;: •• ,-._. '0'' '.!JJ't~T~ .1'03)'~ ,..;_;.-.~~~~ ~-;;),~-~-,,.· _;.~:-.J:·~_:·~:··.. . · . .:

CBIS


~-- CBIS I ot020or= CBIS 373 I

Item 2008-09 Enrollment AHC Dt.lplleate Ehrolfs.

Retained 165 134 123 152 122 123 Retention % 78% 75% 75% 82% 87% 79% AHc:·- t'ilti' ri-%''.;1;;-~~-;.. ':t~ as%~~r£;s~ao: · 's~o1<Jifj;:~~t!~s7!fi-'11a;1<Wl'::'f3'~%~~ . . ~ e 0 - ""·:;-t:;:,,, '···· . !!i.~~-l~~o. -'--~- •. ( rq:~a.~-~ '''"'~~~:;. - 0"····

Passed C or better 100 89 70 98 77 76 Success % 47% 50% 43% 53% 55% 49% AHcsu~i!li$ .%~~J~~~ 'l:J:'t3%~'*Ai~1~. .-. 1~~~J9({:??t~~':t1%r~



172 -27% ~(6as3'3;G .'-'.~6%'.

137 -25% 79% 2%

·"'-"?:87%;::;::- ~~::\1% .. '

Linear Trend Slope

-11 ·.-'460-~.·

-6 0

: .- ·o·::' ~: · ..

85 -24% -4 49% 4% 0

~~~-~~: "'~~l<-;·.,0/-,' - ,, -.. -. 0: .. -.:_ ;·.·• ,._~., ,.(Q~~:.r;. ~'i.;> ~·%~70''·:. . •. .: :·· .~~'.·

CBIS

•••••••••••••••••••••••••••••••••••••••••••


Program Topcode I CBIS I 051400, 070200 I

Degrees and Certificates

1 000 LL''""Lk"">m·. u•mr= = tml?iiQI-._Qfi...._._-'<''":~._._ ... ~,..,j 2.5

900 r~··~~ - ~~-,~~ ··1 aoo~\:rm .. :2:~1i!ll~~~;.~ilii·~~·~··.,~~ · )~.fti'vF 2

700

600 1.5 0 500 :I: < 400 1

300 . 200 0.5

100 !~'~··;· ~:. . . ' '"" -...... ~'fll 0 ,.!.,_};/'"\.; ~ ~· ' ;:;.~ ...... _'-:.t: :_~· '~ ..... 0

2003-04 2004-05 2005-06 2006-07 2007-08

Academic Year


5 Year 15 Year %I Linear Trend Averc!ge Change Slope

0 l N/A l 0 ·'··:··7am: ~s~ '('~,:····ta 1 I ' N/A l 0

:: ... ?254'@ ~-~\ 'f·: ... 7 .·

E <a ... Cl 0 ... a..

··;::·.5~1~:~~~.~~~~~f~t-ltr'• ·.·.~~1 . . ·"··'·3°3~;:1 ;·,;~.'i...tj,~!.,~l ;;~;:..·:::., ~ . .. . . · u::;;\ ... ~ ........ -. to ;~···;~,· , . , .~

---•--- AHC AA

---il--- AHC AS

AHC Cert <18 Units

---•-- AHC Cert 18 units+

-AA

-As Certificates <18 Units

--+- Certificates 18 units+

CBIS

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Summary by Location and Distance Learning

Program T opcode I CBIS I 051400, 070200 I

13.7 12.2 11.9 ;q ;;-;_:/· "a;~~ ... .;. \ .. ':{;~,;~:~.'\ "!li~;.: ; ~~~: · ~? ~ ... ~· ~~N-··6~./ ; . ~ , I

AHC Institutional Research & Planning CBIS

••••••••••••••••••••••••••••••••••••••••••••

i.. . -;~_,{' -~~~- . :~~·· ~ ~ - • •# .


6 Year I 6 Year I Linear Trend Averaqe % Chal}ge Slope

1;0111,;4, . . il·. _ -.1J2~ ~0

;Yc"o. • • ~'I . ' : .-,;5t: . : . ,~: j -22 418 -21%

·~'408'~;~~ :c,·~·''''2(j}.c.;;o-t.:_,,., .,;~;;.,;,'-6·";':.:. ftf;":~-~ .... · .,:J·:~ -~·:··.·:·~·: ... ~~~·~:~· ·.'((?:~;. . ·:tr'·:: :·

100 N/A N/A

-33% 0 ::f:j4~~t{; f:]}ff;f?Q~~·~-~?~.

N/A N/A

CBIS

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Enrollment Patterns

Program Topcode I CBIS I 051400, 070200 I

Academic Year (Summer to Spring) I

Item 2003-04 I 2004-05 I 2005-06 I 2006-07 I 2007-08 I 2008-09 !

Enrollment 1204 1241 1099 1157 1058 1069 Sections 75 74 68 74 76 55 Average class size 16 17 16 16 14 19 AHC avg ·Ctass~slze~,.;~· .. ,,,~· --o.,~~f, . ~ ~··~··'f''!i' rt• ~~~-,v~: ·.:<. ·~3··=.. .'!edT.·: . ~~?'!:~;.;~:;· o·.:,·'· i~:'f;: (J',,;':,~i~':":{ ' .... ' .. 4ft.,,,_:

"0

700.0 r-:---,--

.600.0

500.0

"' o o I.·· "t'e.r.! .3 40 . . .. :...~ .. "0 c ., 300.0 I :.::·7;;;~~ (/) w ti:

200.o I .. , .• ,-;:"!''~"tt~ :;;. .. ot:..'"'·' I···'·"~ 100.0 : ~~ . ;+;;

0.0 '"' <'>Xi"

\). r'Jc::J

'\-c:::,C:::.

b 1){<::5

'\-c:::,c::!

!0 fd<:S

rf'<::s

Enrollment Rates

(\ roc:::.

rf'<:S (\~'0

rf'c:::,

Academic Year

·---

AHC lnstituional Research & Planning

rtPO:J rf'<:S

8.0

7.0

6.0

5.0

4.0

3.0

2.0

1.0

0.0

-FTES

II. . .. WSCHIFTEF w 1- - AHC WSCHIFTEF II. --FTEF

6 Year 6 Year % Linear Trend AveraQe Change Slope

1138 -11% -33 70 -27% -3 16 21% 0

;· · ·22··:.'- :I;,fs{;:-:zc~v. 0

* Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.

CBIS

•r••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Enrollment Patterns

Program T opcode Course I CBIS I 070200 I CBIS 101 I

Academic Year (Summer to Spring) Item 2003-04 1 2004-05 I 2005-06 I 2006-07 I 2007-08 1 2008-09

Enrollment 343 338 352 351 353 414 Sections 14 13 14 14 14 14 Average class size 25 26 25 25 25 30 AHC· avg Class size''.{ -~~;::t.::23~~~U$!!fl!r~:.".:'20';h"'~~f~~ 2o:~'~J~;PW2~J!!f':i'':~ 24' ·.'!',· .. -., -·~ ., '~:7-i:.. ~ ... ""'.,.... . ~-]. ,;'$Ji":t···"· ~ -:..";·)',,.;.r~···' ·!J'.;..~. J!M.!Ioo\,, .

Program Topcode Course I CBIS ro70200 I CBIS 108 ~


AHC Instituional Research & Planning

0 N/A

2

6 Year 6 Year Avera~e Change

359 21% 14 0% 26 21%

·: :. 22:':1··;,' :' ~· >7%

% Linear Trend

.·

Slope 11 0 1 0

35.7 0.0 7.0 . 3 ..

6 Year 16 Year %I Linear Trend Average Cha11_9_e Slope

12 I

17

I I

I

I

I I

CBIS

•••••••••••••••••••••••••••••••••••••••••••• I CBIS I 070200 I CBIS 112 I

Academic Year (Summer to Spring) Item I 2003-041-2004-05 I 2005-06 I 2006-07 1· 2007-681 2008-09

Enrollment 45 37 34 25 29 17 Sections 2 2 2 1 1 1 Average class size 23 19 17 25 29 17 AH. c· ... cJ.···· .· . ··•;a.;~,., ,>;r.r;t;2· 2·'"':IJ'~'2.•,:.,.:2· '3'',."'''''·.~f:· .. ·.2· ioF'~~l:·20· ,,;.w>:-~-r·:2·0·:· 21· ..• ,,; .. ·. av · ass stze~~: :;~~··· . · ·-: .. -.~~:~,::::· <: 1

•• :.~:·.~:.:~,·-.~... ·~·~~~;;~ ~.:-•• '~:t~·~:.-~~-~:.~· .:-- · :··,:.~ ..



AHC Instituional Research & Planning 3

6 Year AveraQe

31 2 22

': 21 ' .

6 Year AveraQe

61 2 26

.:/.21->~:

6 Year % Linear Trend Change Slope

-62% -5 -50% 0 -24% 0 -5% 0

-23.6 -0.1 ' -6.0

3

6 Year %1 Linear Trend Change Slope

-34% -7 0% 0

-34% -3 '' "-5%' <'>:".·:0

CBIS



Academic Year (Summer to Spring) Item 2003-04 I 2004-05 I 2005-06 I 2006-071 2001-o8 1 2008-09

Enrollment 43 27 30 40 26 25 Sections 2 1 2 2 1 1 Average class size 22 27 15 20 26 25 AHC avg Class size . _ ·· :: .. ;tif-·~~~1?'1-~~1::·::.~"-:21' :~~~~t2~:~;H&;!-"2d'~i~~; ·~_:; . 21 .. : ;: :

WSCH FTEFf·:·~' ·. .· ' WSCH/FTEF

Program T opcode Course r- - cs1s 1 0102oo c=--c8f51s9 -]


6 Year Average

32 2

22 2f··:~-:

6 Year Change

-42% -50% 16% -5%

-42% .. -21%

-,27% 4%

%

6 Year 16 Year % Aven'!ge Change

3 -100% 1 -100% 2 N/A

',-i~!21~iF :' .·. :..:s%· •·

Linear Trend Slope

-2 0 1 0

-12.4 0.0

-21.7 3

Linear Trend SI<2Qe

-2 -1

N/A : .. ., ·:~\<,·.·o·:'.c~'' ...

CBIS



Program T opcode Course I CBIS ~-070200~.- CBIS 302 ~

AHC lnstituional Research & Planning 5

6 Year. 16 Year % Aver'!9_e _l_ Change

105 8% 5 25%

21 -13% ztt.~f: 7'::;;-s%

6 Year 16 Year % Average Change

8 -100% 1 -100%

17 N/A .;;vr•·2.· 1 ~ ~t .. SO-'".'·N: •. ;-'. >~·v::,~:... -~:· ~P?,~,~ 10·· -~<

Linear Trend Slope

2 0 -1 0

Linear Trend Sl~e

-5 0

N/A ' 0.· ·:

CBIS



Item Academic Year (Summer to Spring)

2003-041 2004-05 I 2005-06 I 2006-071 2007-08 I 2008-09 Enrollment 29 47 32 19 16 12 Sections 2 2 2 1 1 1 Average class size 15 24 16 19 16 12 AHe avg cla$s~slie':~ ~- -~'" ···"• '''~#.~c;~····2o·""'"·''··"~· ·21:,t.<<-"2 _. _ .. r.-1:·::.s7·~;:·· .. ··'· ·- .. . . ~ :t_d~ .tr;~t~).·'""-'::~·!:· . ·,·;-.~p:.~

• ·~ '!'"' ......... , • ~ Wlli'·. ' . "·· • " ., .. . ... ~- ... ~.. . .• ' -·.

Program Topcode Course 'I CBIS I 070200 I CBIS 323 I


6 Year Aver<ige

26 2

17 ;1.:;-::~21"

110.7 0.4

287.3 ~::.:i:·388

6 Year. Ofc .. o I Linear T. rend Change_ SIQPe

-59% -5 -50% 0 -17% -1

'':;,;,5% "?;'; ·. ·~·: 0.

32 -100% -12 1 -100% 0

24 N/A N/A ~~2'1~t~¥;· ·~J1:·~s%-~ft~ ~~~~:~~ro .· Y · ·

CBIS



Academic Year (Summer to Spring) Item I 2003-04 I 2604-Q[L2Q05-06 I 2006-07 I 2007-08 I 2008-09

Enrollment 35 46 21 25 0 0 Sections 2 2 1 1 0 0

18 23 21 25 N/A N/A '·2·2· · ·.(.,~~,·~~;2·~~z·o·:•;><._:~.·. · · ·2· o:·~":.'i!'~J·z1· ·i-'l~ -.- · .. · . .r:!ol·~·~·:···· .. v~~~~~~r~ .-...·;,_ .> .. ~\ ·:,r.:;.~:P~: ~ti$:~-

Program Topcode Course I I CBIS 325 I


6 Year Averaqe

21 1

22 .. 21 :c '

6 Year Average

2 0

11 I )·21.'~'\

6 Year % Linear Trend Change Slope -100% -9 -100% 0

N/A N/A 1:· ·' •5%':',' 0

6 Year % Linear Trend ' Change Slope

N/A -1 I

N/A 0 N/A N/A

I

j'~:0:5%"?'1f' 0 I

CBIS


I - CBIS I 070200 I CBIS 327 I Academic Year (Summer to Sprina)

Item 2003-04 I 2004-05 T 2005-06 I 2006-07 I 2007-08 I 2008-09 I

Enrollment 0 0 0 0 42 36 Sections 0 0 0 0 2 2 Average class size N/A N/A N/A. N/A 21 18 AHC avg Class size:~<;:· :~z,~:,2t~~~!~~?-~:'2t·::£.I~~-r;::20~~:2o1ii ¢~;; 21···.

Program Topcode Course I -- CBIS I 051400[ -CBIS 337 -]


6 Year Average

13 1

20 :;;\~;ijzf:':;/.

6 Year Average

18 2

10

6 Year Change

N/A N/A N/A

' ' -5%

6 Year Cha~e 313% 200% 38%

% Linear Trend . Slope I

9 0

N/A ···: .. · ·'•0 .

%1 Linear Trend Slot:J_e

3 0 0

I I

I

1

;'~2~1'?!~~}1 ... :,'.' -5%' •.. . .. ~:.:.o:_ < :

CBIS



Academic Year (Summer to Sp_rin_g}_ Item I 2003-04 j__J004-05 I 2005-06] 2006-07 I 2007-08 J 2008-09

Enrollment 0 0 0 6 19 12 Sections 0 0 0 3 6 3 Average class size N/A N/A N/A 2 3 4 AH·. C· av'· .·;..:.·a·s·s·s··IZ·e:""·' , __ 22. ·' '"~ V!-i);~·W3~~~~>-:!t-,21· ;::ccd\.o'·-~-:·.;;.,l't ... ·:-'2-1'~:;),.,.

, -VI ···. ~~· : . · :::_~~.~~- ']i.;7~~: .. 1f· . >.:··: ·:~.(Y~~LU,··~.:... .~.: ~ , :"':[ . •.'::~·:

Program Topcode Course r cs1s 1 o1o2oo 1 cs1s 359 1


6 Year 6 Year Average Change

6 N/A ~

2 N/A 3 N/A

"-''-::~-21~ .. ; . ;•· . .~· I:~/: -s%

··,,._._4%

6 Year 16 Year Averaoe

62 4

14 !lll~·aty·,. .. .,_, .. 5°'- .· · .. ~~" ~ ~r:~r:-~ -,a·.~:·

% Linear Trend Slope

4 1

N/A 0

. .. {::~~

CBIS


I CBIS I 070200 I CBIS 371 I Academic Year (Summer to Spring)

Item 2003-04 I 2004-os I 2oos-o6 I 2006-07 I 2007-08 I 2008-09 Enrollment 115 95 116 125 125 82 Sections '12 10 10 12 12 6 Average class size 10 10 12 10 10 14 AHC avg"clasifslzes~; F·: · · ~--, ·· -~1JSj;;-v~t1~~ ()>r"" ~-·""" · 4~'~r:>c· ,~ :: - ·22~"r:J!!•·:J1~?23: .. ";·;\ ~fu:::~_,2, "·:-' .. _£,._~:2 ~~:~ ~~~'20··"' ,,.,;:::.r~;s 21 ·


I CBJS I 070200 I CBIS 372 I


6 Year Average

110 10 11

' .' 21_ ___

183.4 0.0 .

3178.4 388

6 Year Average

66 10

6 Year % Change

-29% -50% 43% :..5% ·'

6 Year % Change

-26% -50%

Linear Trend Slope

-2 -1 1 0

Linear Trend .Slope

-1 -1

1 I 48% I 1 '.-;.: ·;·.: '. ·-~-~-· ,_., ··-·, ... i . ' ... ,_ . . . . ..... ~ -:,-.~t•''2''''··~'"-· ''''>)· · .. • 5a'. -7<-l, "-1•-L. -····Q . ,;5!,.· : .I , .•(G,' •-'_·. ,.;"''- 1'0 :_~ .. ,,,. • -~~"'-'r.~-.' -~.:.

CBIS



Item 2003-04 2008-09 6 Year 16 Year %1 Linear Trend

Average Change Slope Enrollment 212 155 172 -27% -11

12 6 10 -50% -1 18 26 46% 1

·.;;,·;·»:z2•·-,·:m~"~'2a~~--,";:;·--~tr ... ~''"#'::- '~2~ft··~ ~, ·· ·· ~?.'~;n·,""·; ·-~-~-[A.~" -. ·.fi)' -,.".~~~:: . ·~.-~.;~~/ : :,_"' "t, 'll .. 1.; .1 -·~ ·~ .f ::t:·~· :·0+.\;:'; •. :.,;5% '.;} • --~-:<: :1 0'

AHC Instituional Research & Planning 11 CBIS

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Credit Student Characteristics

1 ~ ·; Air AHq ~rfjait~~~ifq

6 Year Linear Trend

2% -25% 14% -11% -7%.

-6% _:<.-63 1% 34

' N/A ; <:A3 ~'

·.:,25.%:; .~:f-~5.'~';' 10% 83

. :., ... 11/(U''•'' ·'"''~'37' "·

.. ~.~-~· .· 7U'. < >:~· . ·;·,·.· -28% -140

0:\~16%;'/: :~~Jfi 100% 0 -2% -17

A~C Institutional Research & Planning CBIS

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Credit Student Characteristics

Program Topcodes I. CBIS I 051400, 070200 I

20 5% 26 6% 24 6% 21 5% 11 146 34% 149 33% 152 38% 154 38% 160 191 45% 194 43% 168 42% 165 41% 155 51 12% 45 10% 41 10% 49 12% 35


3% 23 6% 43% 147 36% 41% 181 44% 9% 36 9%

247 61% 159 39%

1 0%

6 Year Linear % Trend

Chanqe Slope 5% -2 15% -1 1% 1 -5% -5

-29% -3

-11% -7 7% -2 N/A 0

1-19%1--=7.. -7 ... l I 2% .. I -2

17%:·: ; ··.:;1 7% 0

·>'.'-"1%''':{ Y':<.._t:·:.,·.--15% -5

;;,_::.;31%.~ :.f)=-;;3 ·:. i -5% -9

CBIS

••••••••••••••••••••••••••••••••••••••••••••

Program Review Trend Data: Student Learning Outcomes

Program Topcode r- Computer Business Info Systems I 070200 I

Academic Year Program SLOs Completed

Academic Year (Summer to SprinQl Program SLOs 2003-04 I 2004-05 T 2005-06 I 2006-o?. T 2001 -o8 I 2008-09

1.1 Understand the fundamentals of /

business, and how they relate to 0 0 0 0 0 0 information systems needs of a business.

1.2 Use effective written and oral communication to support business 0 0 0 0 0 0

information systems needs. 1.3 Develop technical skills to analyze and solve problems both independently and in teams, using a variety of problem-solving 0 0 0 0 0 0 approaches and selecting the appropriate software. 1.4 Analyze/design/develop/ deploy/maintain and manage business 0 0 0 0 0 0 applications.


%Change Target from baseline

0 N/A

0 N/A

0 N/A

0 N/A

Enter "X" if yes.

At or above target?

CBIS

•••••••••••••••••••••••••••••••••••••••••••• 2.1 Illustrate knowledge by understanding and applying the correct computer terms I 0 0 0 0 and technology.

0 0 I I 0 I N/A

2.2 Use templates or design/create/modify documents, spreadsheets, databases, and I presentations for business and personal 0 0 0 0 0 0 I I 0 I N/A use.

2.3 Create/modify/search/organize folders I and files. 0 0 0 0 0 0 I I 0 I N/A 2.4 Customize a computer by modifying the application and operating system software I settings.

0 0 0 0 0 0 I I 0 I N/A

3.1 Illustrate knowledge by understanding and applying the correct lhtemet and web I 0 0 0 0 Q 0 I I 0 I N/A terms and technology.

3.2 Use a variety of sources for reference materials (i.e. online help, vendor's I 0 0 0 0 0 0 I I 0 I N/A websites, online discussion groups, etc.)

3.3 Plan/design/develop marketing I 0 0 0 0 0 0 I I 0 I N/A strategies for a small business website.

3.4 Develop a project plan defining a I 0 0 0 0 0 0 I I 0 I N/A calendar, tasks and needed resources.

3.5 Plan/design/create/modify/manage I 0 0 0 0 0 0 I I 0 I N/A website folders and files on a web server.

4.1 Use a variety of sources for reference materials (i.e. online help, vendors'

I 0 0 0 0 0 0 I I 0 I N/A websites, online discussion groups, tutorials.)

4.2 Illustrate knowledge by understanding I 0 0 0 0 0 0 I I 0 I N/A or applying the correct computer terms.

AHC Institutional Research & Planning 2 CBIS

••••••••••••••••••••••••••••••••••••••••••••

4.3 Use templates or design/create/modify documents, spreadsheets, databases, and presentations for business, personal and I 0 0 0 0 0 0 I I 0 I N/A school needs.

4.4 Recall/demonstrate appropriate I 0 0 0 0 processes to use in application programs. 0 0 I I 0 I N/A

5.1 Illustrate knowledge by understanding and applying the correct computer terms I 0 0 0 0 0 0 I I 0 I N/A and technology. 5.2 Design/create/modify documents, spreadsheets, databases, and

I 0 presentations for business and personal 0 0 0 0 0 I I 0 I N/A use. 5.3 Use effective written and oral communication to support business information systems needs.

I 0 0 0 0 0 0 I I 0 I N/A

5.4 Modify/manage website files and I 0 0 0 0 0 0 I I 0 I N/A folders.

6.1 Illustrate knowledge by understanding and applying the correct computer terms I 0 ·0 0 0 0 0 I I 0 I N/A and technology. 6.2 Design/create/modify documents, spreadsheets, and databases for business I 0 0 0 0 0 0 I I 0 I N/A and personal use. 6.3 Develop a project plan defining a

I 0 0 0 0 0 0 I I 0 I N/A calendar, tasks and needed resources. 6.4 Develop interactive applications .for

I 0 0 0 0 0 0 I I 0 I N/A business and personal needs. 6.5 Use effective written and oral communication to support business I 0 0 0 0 0 0 I I 0 I N/A information systems needs. 7.1 Illustrate knowledge by understanding and applying the correct Internet and web I 0 0 0 0 0 0 I I 0 I N/A terms and technology.

AHC Institutional Research & Planning 3 CBIS

••••••••••••••••••••••••••••••••••••••••••••

7.2 Use a variety of sources for reference materials (i.e. online help, vendor's websites, online discussion groups, etc.)

7.3 Plan/design/create/modify/manage website folders and files on a web server.

1.1-1.4 General 2.1-2.4 Computer Business Office Software 3.1-3.5 Information Architecture 4.1-4.4 Information Technology Fundamentals 5.1-5.4 Office Software Support 6.1-6.5 Office Systems Analysis 7.1-7.3 Small Business Web Master


0 0 0

0 0 0

0 0 _0 0 N/A

0 0 0 0 N/A

4 CBIS

• • • ••••••••••••••••••••••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • • • • • •

Articulation Status of Courses - College

Exhibit 4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •••••••••••••••••••••••

•

•••••••••••••••••••••••••••••••••••••••••••• CBIS 101 Computer Concepts and Applications (3)

CATALOG DESCRIPTION

09/14/09

A general education course focusing on computer concepts, terminology, uses, and the computer's effect on society. Introduces typical software applications such as word processing, spreadsheets, databases, presentation software, and Internet browsers. ·

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona Pending Requested 1/2009

Cal Poly San Luis Obispo esc 110 [CIS 101, Introduction to Micro Com~uting] Computes & Qrnp.rta-~!Catb1s: 'Nirrl.Ms

CSU Bakersfield MIS 200A Software Productivity Tools CSU Channel Islands CIS 110 or Computer Information Systems or

COMP 101 Computer Literacy CSU Chico BSIS 105 Introduction to Computers in Business (3) CSU Dominguez Hills Pending Requested 1/2009 ·

[OS 270, Info S,...;t... .. s 8r. Technology Fundamentals] CSU East Bay CIS 1270 PC Fundamentals

Or Or cs 1020 Introductions to Computers

CSU Fresno IS52&IS52L Compute" Concepts and Comp.Jter Concepts lib or or csa 5 Computf:r & ~icaticns

CSU Fullerton CPSC 103 Introduction to Personal Computer Applications CSU Long Beach IS 233 Introduction to Com_tiuter System & Apglications CSU Los Angeles CIS 100 Business Computer Systems CSU Monterey Bay CST 101 Technology Tools Lecture CSU Northridge COMP 100 Computers: Their Impact and Use CSU Sacramento - - - - - - - -- - - Articulation request not accepted because the course not a

required major preparation course. [CSC 5, Personal i Com puti ngj_

CSU San Bernardino INFO 101 Introduction to Information Technology ( 4) CSU San Marcos - - - - -- -- -- No E_g_uivalent Course CSU Stanislaus Pending Requested 1/2009

[CIS 2000, Intro to Computer Info Systems] Humboldt State CIS 110 Introduction to Computers San Diego State IDS 180 Princigles of Information Systems San Francisco State - - - - - - - - - - No Equivalent Course San Jose State BUS 91L Com_Quter Tools for Business I

E4-1

•••••••••••••••••••••••••••••••••••••••••••• CBIS 101 Computer Concepts and Applications (3) 09/14/09

CATALOG DESCRIPTION A general education course focusing on computer concepts, terminology, uses, and the computer's effect on society. Introduces typical software applications such as word processing, spreadsheets, databases, presentation software, and Internet browsers.

AHC Special Notes Articulation Institution Prefix Title Sonoma State Pending Requested 1/2009

[CS 101, Intra to Computers and Computing] UC Transferable Yes UC Berkeley -- - --- - --- - No Equivalent Course UC Davis ENG CS 15 or ENG Introduction to Computers

CSlSAT UC Irvine - - - - - - - - - - No Equivalent Course UC Los Angeles - - - - -- - - - - No Equivalent Course UC Merced Pending Requested 1/2009

[CSE 5, lntro to Computer Applications] UC Riverside cs 8 Introduction to Computing UC San Diego Pending Requested 1/2009

. [CSC 3, Fluency in Information Technology] UC Santa Barbara - - -- - - - -- - No Equivalent Course UC Santa Cruz Pending Requested 1/2009

[CMPS 2, Computer Literacy] CAN CAN CSCI 2 CSU GE IGETC

E4-2

•••••••••••••••••••••••••••••••••••••••••••• CBIS 108 Networking and Administration (3)

12/04/08

CATALOG DESCRIPTION Assists students preparing to work as network administrators or server managers emphasizing installation and maintenance of a Windows NT Server on a LAN. Also provides preparation for the Windows NT certification exam.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona - - - - - - - - - - - - - - - - - - No Equivalent Course Cal Poly_ San Luis Obispo -- - - - - - - - -- - - - - - - - No Equivalent Course CSU Bakersfield - - - - - - -- - - - - - - - - - - No Equivalent Course CSU Channel Islands - - - - - -- - - - ---- -- -- - No Equivalent Course CSU Chico - -- - - - - - - -- - - - -- - - No Equivalent Course CSU Dominguez Hills - - - - - - - -- - - -- --- - - No Equivalent Course CSU East Bay - - - - - - - - - - - - - - - - - - No Equivalent Course CSU Fresno - - - -- - - - - - - - - - - - - - No Equivalent Course csu Fullerton -- - - - - - - - - - - - -- - - - No Equivalent Course CSU Long Beach -- - - - - - - - - - -- - - - - - No Equivalent Course CSU Los Anqeles - - - - - - - -- -- -- - - - - - No Equivalent Course CSU Monterey Bav CSU Northridge - - - -- - - - - - - - - - - - - - No Equivalent Course CSU Sacramento - - - - - - - - - - - - -- - - - - . No Equivalent Course CSU San Bernardino - - - - - - - - -- - - - - - - - - No Equivalent Course CSU San Marcos - - - - - - - - - - - - - - - - - - No Equivalent Course CSU Stanislaus - - - - - - - - - - - - - - - - - Upper· Division Equivalent

lCIS 4100, System Administration] Humboldt State - --- - - - -- -- - -- - -- - No Equivalent Course San Diego State - - - - -- -- - - - - - - -- - - No Equivalent Course San Francisco State - - - - - -- - -- - - - -- - - - No Equivalent Course San Jose State - - - - - - - -- - - - -- - - - - No Equivalent Course Sonoma State - - - -- - - - -- - - - - - - - - No Equivalent Course

E4-3

•••••••••••••••••••••••••••••••••••••••••••• CBIS 112 Introduction to Programming (3)

12/04/08

CATALOG DESCRIPTION

An introduction to Visual Basic, an object-oriented/event and procedure-driven programming language for the Windows environment. Provides skills necessary for the creation of professional-looking applications, development of macros in Excel, and use of procedures and modules in Access.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona Pending Requested 1/2009

[CIS 234, Object-Oriented Programming w 1 Java] Cal Poly San Luis Obispo CSCI 54 Introduction to Applications Programming with Visual Basic

+ MMAC 112 CSU Bakersfield CMPS 211 Internet Programming and Web Desiqn CSU Channel Islands ·- ---- -- - - - -- No Equivalent Course CSU Chico CSCI 110 Introduction to Application Programming CSU Dominguez Hills Pending Requested 1/2009

[Business Programming I) CSU East Bay - - - - - -- - - - - - Upper Division Equivalent

[ CS 3340 Intro tn Qbjej:-Qienta:i Prtqamming & Design] CSU Fresno Pending Requested 1/2009

[IS 51, PrO_g_ramming Fundamentals] CSU Fullerton -- - - - - - - - - - - No Equivalent Course CSU Long_ Beach - - - - - - - - - - - - No Equivalent Course CSU Los Ang_eles CIS 284 Introduction to Application Programming in Visual Basic.Net CSU Monterey Bay - - - - - - -- - -- - - No Equivalent Course CSU Northridge Pending Requested 1/2009

[COMP 105 BAS, Computer Programming in Basic] CSU Sacramento - - - - - - - - - - - -- No Equivalent Course CSU San Bernardino CSCI 125 or Programming in BASIC or Business Systems I

INFO 282 CSU San Marcos - - - - - - - - - - - - - No Equivalent Course CSU Stanislaus Pending Requested 1/2009

jCIS 2020, Visual Basic Programming] Humboldt State Pending Requested 1/2009

[CIS 130, Introduction to Programming] San Dieg_o State - - - - - - - -- - - - - - No l;g_uivalent Course San Francisco State - - - - - - - - - - - - - - No Equivalent Course San Jose State Pending Requested 1/2009

[BUS 92, Introduction to Business Programming]

E4-4

•••••••••••••••••••••••••••••••••••••••••••• CBIS 112 Introduction to Programming (3)

CATALOG DESCRIPTION

12/04/08

An introduction to Visual Basic, an object-oriented/event and procedure-driven programming language for the Windows environment. Provides skills necessary for the creation of professional-looking applications, development of macros in Excel, and use of procedures and modules in Access.

AHC Special Notes Articulation Institution Prefix Title Sonoma State -- - -- - -- - - - - - No Eguivalent Course UC Transferable - -- --- - - -- - - - No Equivalent Course UC Berkeley - - - - - - - - - - - - - - No Equivalent Course

Or COM SC 152 UC Davis ENG SC 10 Basic Concepts UC Irvine -.------------- No Equivalent Course UC Los Angeles - - - - - - - - - - - - - - No Equivalent Course UC Merced --- - - - - - - - - - - - No Equivalent Course UC Riverside - - - - - - - - - - - - - - No Equivalent Course UC San Diego - - --- -- - - - -- - - No Eguivalent Course UC Santa Barbara -- - - - - - - - - - - - - No Equivalent Course UC Santa Cruz -- - - - - - - - - - - - - No Equivalent Course CAN CSU GE IGETC

E4-5

~ •••••••••••••••••••••••••••••••••••••••••••• CBIS 141 Spreadsheet Applications (3)

12/04/08

CATALOG DESCRIPTION Provides the student with techniques for solving business problems and developing business decision-making processes using a software spreadsheet package.

AHC Special Articulation Institution Prefix Title Notes

Cal Poly Pomona - - - - -- - - - --- - - No Equivalent Course Cal Poly San Luis Obispo - - - - - - -- - - - - - - No Equivalent Course CSU Bakersfield - --- - - - - - - - - - - No Equivalent Course CSU Channel Islands - - - -- - - - - -- - - - No Equivalent Course CSU Chico Pending Requested 1/2009

[BSIS 102,Spreadsheets and Graphics] CSU Dominquez Hills - - -- - -- - - - - - - - No Equivalent Course CSU East Bay - - - - - - - - - - - - - - No Equivalent Course CSU Fresno - - - - - - - -- - - - - - No Equivalent Course CSU Fullerton -- - - -- - - - - - - - - No Equivalent Course CSU Long Beach - - - - - - - - - - - - - - No Equivalent Course CSU Los Angeles - -- - - - - - - - - - - - No Equivalent Course CSU Monterey Bay Pending Requested 1/2009 ·

[BUS 299, Asmt: Excell Spreadsheets] CSU Northridge - - - - - - - - - - - - - - No Equivalent Course CSU Sacramento - ------- ---- - - Articulation request not accepted because the course not a

required major preparation course. - [CSC 6B, Spreadsheets or MIS 2, Microcomputer Applications -

Spreadsheets] + CBIS 142 CSU San Bernardino Pending Requested 1/2009

[CSCI 134, Using Spreadsheets and Database Software] CSU San Marcos - - - - - - - - - - - --- No Equivalent Course CSU Stanislaus - - - - - - - - -- - - - - No Equivalent Course Humboldt State Pending Requested 12/2008

[CI/CS 172, Spreadsheets Il San Diego State - - - - - - - - - - - - - - No Equivalent Course

·· San Francisco State - - - - - - -- - - -- -- No Equivalent Course San Jose State - - - - - - - - - - - - - - No Equivalent Course Sonoma State - - - - - - - - - - - - - - No Equivalent Course UC Transferable No

E4-6

····~······································· CBIS 142 Database Applications (3)

12/04/08

CATALOG DESCRIPTION Provides the student with an introduction to the use of spreadsheets using a microcomputer. This is a "hands-on", self-paced course with flexible hours.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona - - - - - - - - - - - - - No Equivalent Course Cal Poly San Luis Obispo -- -- - - - ---- - - No Equivalent Course CSU Bakersfield - - - - - - - - - - - - - No Equivalent Course CSU Channel Islands - - - - - - - -- - - - - No Equivalent Course CSU Chico Pending Requested 1/2009

[BSIS 103, Databases CSU Dominguez Hills - - - - - - - - - - - -- No Equivalent Course CSU EastBay - - --- - - -- - - - - No Equivalent Course CSU Fresno - - - - - - - - - - - - - No Eguivalent Course CSU Ful.lerton Pending Requested 12/2008

[ISDS 167, Practical Approach to Database Systems] CSU Long Beach - - - - - - - - - - - - - No Equivalent Course CSU Los Angeles - - - - - -- - - - - - - No Equivalent Course CSU Monterey Bay CSU Northridge -- - - - - - - - - - - - No Equivalent Course CSU Sacramento - - - - - - - - - -- - - Articulation request not accepted because the course not a

required major preparation course. [CSC 6C, Microcomputer Applications- Database]

+CBIS 141 CSU San Bernardino Pending Requested 1/2009 [CSCI 134167, Practical Approach to Database Systems]

CSU San Marcos - - - - - - - - - - - - - No Equivalent Course CSU Stanislaus - - --- - --- - - -- No Equivalent Course Humboldt State Pending Requested 12/2008

[CIS/CS 173, Micro Databases I] San Diego State -- - - - - -- - --- - No Equivalent Course San Francisco State - - - - - - - - - - - - - No Equivalent Course San Jose State - - - - - - - - - - - - - No Equivalent Course Sonoma State - -- - - - - - - - - - - No Equivalent Course

E4-7

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Articulation Status of Courses - High School

Exhibit 5

• • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • •

• • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

High School Name

Arroyo Grande High

Cabrillo High School

Cabrillo High School

Delta High School

Delta High School

Lompoc High School

Lompoc High School

Lompoc High

School

Lompoc High School

Nipomo High School

Nipomo High School

SUMMARY OF ARTICULATION AGREEMENTS Allan Hancock College - CBIS program and Local High Schools

High School Equivalent to Allan Students must take Course Title Hancock College course one of the following

Keyboarding 2 Computer Business Office BUS 160, CBIS 101, 108, Technology 100 & 360 141, 142, 371, 372, 373,

CBOT 131, 333, 334, 337, 361

ROP Office Computer Business Office Tech BUS 160, CBIS 101, 108, Technology 312 & 360 141, 142, 371, 372, 373,

CBOT 131, 333, 334, 337, 361

ROP Computer Business Office Tech BUS 160, CBIS 101, 108, Communication 131 & 132 141, 142, 371, 372, 373, Technology CBOT 131, 333, 334,

337, 361

Keyboarding 1 Computer Business Office BUS 160, CBIS 101, 108, A&B Technology 100 & 360 141, 142, 371, 372, 373,

CBOT 131, 333, 334, 337, 361

Word Computer Business Office BUS 160, CBIS 101, 108, Processing Technology 131 141, 142, 371, 372,373,

CBOT 131, 333, 334, 337, 361

Career Computer Business Office BUS 160, CBIS 101, 108, Exploration Technology 360,359,361 & 141, 142, 371, 372, 373, Through CBIS 371 CBOT 131, 333, 334, Technology 337, 361

Keyboarding 1 Computer Business Office BUS 160, CBIS 101, 108, A Technology 100 & 360 141, 142,.371, 372, 373,

CBOT 131, 333, 334, 337, 361

ROP Computer Business Office BUS 160, CBIS 101, 108, Communication Technology 131 & 132 141, 142, CBOT 333, Technology 334, 337

ROP Office Computer Business Office BUS 160, CBIS 101, 108, Technology Technology 312 (A&B) or 141, 142, 371, 372, 373,

360(A&B) CBOT 131, 333, 334, 337

Web Page Computer Business CBIS 324 Design Information System 323

Keyboarding 2 Computer Business Office BUS 160, CBIS 101, 108, Technology 100 & 360 141, 142, 371, 372, 373,

CBOT 131, 333, 334, 337, 361

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

High School Name

Nipomo High School

Pioneer Valley High School

Righetti High School



Santa Maria High School

Santa Maria High School

SUMMARY OF ARTICULATION AGREEMENTS Allan Hancock College - CBIS program and Local High Schools

High School Equivalent to Allan Students must take Course Title Hancock College course one of the following

ROP Word Computer Business Office BUS 160, CBIS 101, 108, Processing Technology 131v & 132 141, 142, CBOT 131,

333, 334, 337

Computer Computer Business Office BUS 160, CBIS 101, 108, Applications A Technology 100 &. 360 141, 142, 371, 372, 373,

&B CBOT 131, 333, 334, 337

Computer Computer Business Office BUS 160, CBIS 101, 108, Applications A Technology 100 & 101 141, 142, CBOT 131, &B 333, 334, 337

ROP Computer Business Office BUS 160, CBIS 101, 108, Communication Technology 131 & 132 141, 142, CBOT 131, Technology A ' 333, 334, 337 &B

ROP Office Computer Business Office BUS 160 CBIS 101, 108, Technology A Technology 312 (A&B) & 360 141, 142, 371,3723373 &B (A&B) CBOT 131, 333, 3 4,

337, 361 -

Computer Computer Business Office BUS 160, CBIS 101, 108, Applications 1 Technology 100 & 360 141, 142, CBOT 131,

333,334,337

ROP Computer Business Office BUS 160, CBIS 101, 108, Communication Technology 131 & 132 141, 142, CBOT 333, Technology 334,337

Santa Maria High ROP Office Computer Business Office BUS 160, CBIS 101, 108, School Technology Technology 312 (A&B) or 141, 142, 371, 372, 373,

360(A&B) CBOT 131, 333, 334, 337

Santa Ynez ROP Computer Computer Business Office BUS 160, CBIS 101, 108, Union High Software Technology 131 & 132 141, 142, CBOT 131, School Applications 333,334,337

Santa Ynez ROP Computer Computer Business Office BUS 160, CBIS 101, 108, Union High Software Technology 360 141, 142, 371, 372, 373, School Applications CBOT 131, 333, 334, 337

St. Joseph High Intro to Computer Business Office BUS 160, CBIS 101, 108, School Keyboarding Technology 360 141, 142, 371, 372, 373,

CBOT 131, 333, 334, 337, 361

• • • •••••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• •• • • • •• •• • ••

Student Learning Outcomes

Exhibit 6

• • • • • • • • • • • • ., • • • • • • • • • • • • • • • • • • • • •• •• • • • • • • • • • • • • • • • • • ••••••• • •

• • • • • • • • • • • • • • • • • • • • • • • . . , .

• • • • • • • • • • • • • • • • • • • •

Sample Rubrics

from CBIS 301, 321, 101, and 142

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Practical Final- Windows Vista- CBIS 301 Ms. Montanez- 50 points

Name:---------------- Grade _____ _

Instructions Read the instructions below carefully. You can ask questions about the procedure but not the answer. You need to

create your own solution without h~lp from the instructor or classmates, based on what has been worked on in class.

You can use your Windows Vista book to help you in the process. After you have completed both scenarios, call your

instructor to check your work on the computer. Use the rubric\:see if you hove completed all the steps .

Scenario 1-40 points

Case:

You would like to learn more about making your passwords secure.

Complete the following steps:

Part 1- Create folder

1. Create a folder in your desktop. You will call it: Windows Articles

Part 2- Create WordPad document

1. Open Wordpad.

2. Type the following

a. Your name <Press Enter>

b. Windows Vista Hands On Ms. Montanez

c. <Press Enter twice>

3. Save the file on the computer desktop inside the Windows Articles

folder. Call it: Article Feedback.

4. Leave WordPad open.

Part 3 -Search for files online

1. Go to the Microsoft website: www.microsoft.com .

2. Click on the 11Security & Updates" button on the navigation bar

3. Click on the link: 11For Home Users"

4. Go to the section: 11Protect Yourself'. Click on "Tools and How Tos"

5. Click on the link: "How to Prevent Fraud". Click on the 11Password

Checker. Save this page in the Windows Articles folder .

Rubrics Scenario 1- How the

exercise will be graded. Student

should have:

1. Created folder in the location

specified. (2.5 pts)

2. Create a file with WordPad

(5 pts)

3 . Add heading information to

WordPad document. (2.5 pts)

4; Save a file in a specified location

in your computer (2.5 pts)

5. Access the website specified

(2.5 pts)

6 . Perform web search using links

that match scenario (2.5 pts)

7 . Save a webpage (2.5 pts)

8 . Follow instructions as specified

(10 pts)

9 . Folder in desktop contained the

correct files: WordPad

document and two webpages

(10 pts)

6. Type one of your passwords in the Password Checker. Which WpS the result? Write it here: ______ _

7. Read the article. Click on the link 11Create strong passwords" from the Password Checker article .

8. Save this webpage to your Windows Articles Folder. Read the 11Create strong passwords" article .

9. Go back to Word Pad .

Part 4- Save changes to a file

1. Click under the second line of text to position your insertion point there.

2. Answer the following questions (type only the answers, each question answered on a separate paragraph):

a. Why is it important to have a strong password?

b. What are the six steps to build a password that you can remember?

c. What common pitfalls should you avoid when creating a password? List them .

3. Save the WordPad document.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • • • •

Scenario 2- 10 points

Answer the questions below based on the file path given. Write the

answers in the space provided. Use the rubric to see if you have

completed all the steps. ~

C:\Program Files\lnternet Explorer\iexplorer.exe

Questions:

1. Where is the iexplorer.exe file located?

Rubrics Scenario 2-How the

exercise will be graded. Student

should have:

1. Answered all questions using

the file path given AND

2. Questions answered are

correct .

Each question is worth 5 points

2. Write down the steps to follow to get to this file in your computer, assuming that you are initially in your hard

drive (C:\)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • • • •

CBIS 321 - Rubrics Expression Web - Illustrated - Introductory - Unit B

Tradewinds

Project Description:

Create a website within Expression Web with folders and files

Instructions:

For the purpose of grading the project you are required to perform the following tasks:

1

2

3

4

5

Website Creation: 1. Cre(lte an empty site and call it ''tradewinds"

Webpage creation: 1. Create a webpage using CSS Layouts- Header, nav, 2 columns and footer option . 2. Reset CSS defaults according to instructions. 3. Type text "welcome to tradewinds" in the page created . 4. Save page as default.htm inside the tradewinds website 5. Save sheet.as inside the tradewinds website

Using change page properties through File/Properties: 1. Modify text on webpage title from "welcome to tradewinds" to "Tradewinds Cafe and

Emporium". 2. add a page description . 3. Add page keywords .

Importing content through File/Import to the tradewinds folder: 6 pages to be imported:

• twcontact.html • twmenu.html • twmusic.html • twreservations.html • twspecials.html • twstore.html

File management through the Folder List:

1. Delete twspecials.html (1 pt) 2. Rename all other webpages: (5 pts)

• twcontact.html - to contact.html • twmenu.html -to menu.html • twmusic.html -to music.html • twreservations.html -to reservations.html • twstore.html- to store.html

3. Create a new folder called assets (5 pts)

Project Summary • 1 website folder called tradewinds

5

20

15

10

11

• Create default.hml with CSS format and assign title, page description and keywords. Text "welcome to tradewinds" typed on page.

• 5 additional webpages: default.html, contact.html, menu.html, music.html, reservations.html and store.html • 1 subfolder within the website: assets

Total Points 68

Updated on: 11/6/2010 1 c:\users\instructor\appdata\local\microsoft\windows\temporary internet fi ·

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Office 2007- myitlab:grader- Instructions GO! Introductory: Word Ch. 5

Invitation


In this Mastering Word project, you will create and format a letter. You wtll insert text from two Word documents to build the letter and modify paragraph spacing .

Instructions:

For the purpose of grading the project you are required to perform the following tasks:

1

2

3

4

5

6

Start Word. Download and open the file named SH_Invitation.docx.

At the insertion point, use the Insert Text from File command to insert the text from the downloaded file named wOSH_Letterhead. With the insertion point in the second blank paragraph below the letterhead (Hint: press CTRL+END to be sure), insert the current date in the July 17, 20o9 format and set the date to update automatically .

Press ENTER to insert a new blank paragraph below the date. Enter the following recipient information:

Ms. Caroline Westbrook Artists' Workshop Agency 249 Fifth Avenue #2700 New York, NY 10001

Select the first three lines of text in the recipient information. Change the line spacing to 1.0, and add 0 pt spacing after each paragraph. For the last line (New York, NY 10001), ensure the line spacing is set to 1.15, and 12 pt spacing after this paragraph. At the end of the last address line, press ENTER .

At the insertion point, type Dear Ms. Westbrook: and then press ENTER. At the insertion point, use the Insert Text from File command to insert the text from the downloaded file named wOSH_Invitation .

At the end of the document (Hint: press CTRL +END to be sure), type Sincerely, press ENTER and then type: John Diamond Vice President, Creative Development

Select the Sincerely, paragraph. Add 30 pt spacing before and 18 pt spacing after this paragraph. Select the John Diamond and Vice President, Creative Development paragraphs. Set the spacing before and after these paragraphs to 0 pt.

4

21

17

18

9

6

Updated on: 4/6/2009 W_CH05_GOINT_EOCM_Instructions[1)

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • &

• • • •

Office 2007- myitlab:grader- Instructions GO! Introductory: Word Ch. 5

l _ ... - ·- '•, . '.'.· '•' ', '. .. ,·_. ,., Points Step ._:::·. ; · · · Instructions Possible

In the paragraph beginning Thank you, note the grammar-check error in the second sentence. 7 Correct the grammar error representatives was to representatives were. In the same 12

sentence, change the spell-check error qualtyto quality .

At the end of the paragraph beginning Thank you for the introduction, bold the text Music 8 School Records. In the paragraph beginning Upon your approval, bold the text Music School 8

Records .

9 Select the entire document. Change the font to Cambria. 5

10 Save the document. Close the document and then exit Word. Submit the document as

0 directed .

' ' Total Points 100

Updated on: 416/2009 . 2 W_CH05_GOINT_EOCM_Instructions[1]

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • • • •

Office 2007- myitlab:grader- Instructions GO! Introductory: Excel Ch. 9

Warranties


In this project you wtYI create a workbook that summarizes both the sales of vehicle warranties and the commissions paid on the warranties that were sold. You will also create a column chart that displays the warranty sales data .

Instructions:

For the purpose of grading the project you are required to perform the following tasks: ... ;... ;

; . :'·'·.,··.·· .. · · ,instri..cilo.,"$ · ... : .. ) .•::·' ,· ~;.;· ~ :· :~\~~~ :\?~~oints·;-1;·•· .. ·:~ ~tf~i) . ~; ···'·· . ".).

. ........... . .. . . ·· ... :.-' .. • ·.t" c" ': . . .· ·'' ','' :; :~.~;. : ..· · Po5si61e ·, · ·

1 Start Excel. Open the downloaded Excel file named 9H_ Warranties.xlsx 2

·,

Enter Finance Department in cell A1 and Warranty Sales in cell A2. Enter 36 Month in 2 7 cell 83; 48 Month in C3; 60 Month in cell 03; Total Warranty Sales in cell E3 .

In cells A4:07, enter the following data (without formatting): Compacts 18500 15200 19658

3 Sedans 32400 25678 37630 16 SUVs 23653 38340 31890 True~ 22287 18600 21324

4 Format cells B3:E3 as bold and centered, and set the text to wrap. 6

5 Merge and Center cells A1:E1. Merge and Center cells A2:E2. Format the merged cells (A1:A2) 10

as Cambria and 16 pt .

6 Enter a function in cell E4 that sums the values in 84:04. Fill the function down to E7. 4

7 Enter a function in cell 88 that sums the values in 84:87. Fill the function across to EB. 10

8 Enter Total in cell AS and format the cell as bold. Format cells 84:E8 with the Accounting 7

Style and zero decimal places .

9 Enter Commission Rate in cell A10 and 2% in cell 010. Enter Commission on 3

Warranties in cell All .

10 Enter a formula in cell 011 that multiplies the Total Warranty Sales (in EB) by the Commission 6 Rate (in 010). Format the result with the Accounting Style and zero decimal places .

11 Center the data on the page horizontally. 4

Updated on: 4/6/2009 1 E_CH09_GOINT_EOCM_Instructions[1]

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Office 2007 - myitlab:grader- Instructions GO' Introductory: Excel Ch. 9

Step Instructions Points Possible

Select cells A3:D7. Insert a 2-D Clustered Column chart based on the selected data. Move the 12 chart to a new worksheet named Warranty Sales Chart. Insert a chart title as Warranty 14

Sales above the chart .

13 Click the Switch Row/Column button to display the warranty periods as the categories. Format

7 the chart with the Chart Style 26 and ensure that the Chart Layout is Layout 1.

14 Delete Sheet2 and Sheet3 from the workbook. 4

Ensure that the worksheets are correctly named and placed in the following order in the

15 workbook: Warranty Sales Chart, Sheetl. 0

Save and close the workbook and then exit Excel. Submit the workbook as directed .

' Total Points 100'

Updated on: 4/6/2009 2 E_ CH09_ GO INT _EOCM_Instructions(1]

• • • • • • • • • • • • •

Office 2007- myitlab:grader- Instructions Go Introductory: Access Ch. 12

Recruiting Events


In the following Mastering Access project, you w1ll assist Serge Jucof Vice President of Human Resourcesf in creating a database to track recruiting events that are scheduled to attrad new employees to careers at the medical center.

Instructions:

For the purpose of grading of the project you are required to perform the following tasks:

• --:-,.......,,.,... •. :-:-. ;{~·'!:";'::-_ -:-::.s_;-: :--~::::t~_·;~~f~>~·:''--J.-~. '':.· .•. -::-; : __ ' ~:_ \:;-::'':',-::c:::c_:-:-._-:,:::~;.,.-;;:: .• s·_ •• ,._-::-__ : _:-.. _::c:._.,...~_ ••• :-_~~,_. _:c:..:.T"=~, ... :;-7I.~n·7.>~T.:'•,_ •. :~4~.~-cti:·.'::'·_~·o·~--nf'7.<s;::-:-:. -,,-~, •• ,-:._ -:_~,~::-. -: ... -. -;;,._-:.r7·;.:c= .. :-c .• ,::::::fri~·~·~~:o~·;.:;c;::".·;-;:-;:::,T>4'-;-;r~,b£~'.·:-:::,>~;;:;-].,-; .. .::-:-.•. ~·,-.::::-~-""':. -.. ~ .. :-. ~$-r, .-:. P::--:-1-ts--,-. • 5teP -(;·X < ~':<'.',,<:•.,; : ... :< ' ·.· _: ' , . : _. ·. . ~~~: , ·. ·.: ; , . :.:.~;{~i•.::_i~J~~~3~~~~{~{~~!?i~t~t:~X.?:;: .. ::~1 t;O:S~ble

' ' • 1 Start Access. Open the downloaded file named lH_Recruiting_Events. Open the Navigation Pane and change the view to

Tables and Related Views. 6

·~~--------------------------------------------------~---• • • • • • 2

- Add the following records to the Event List form (Hint: you can type directly fnto the Event List form or use the New Event single record form available on the Link bar):

JD Title Start Time End Time Description Location 1 Medical Secretary 6/1/09 Sa 6/1/09 8p Administration Austin Corporate Center 2 Cardiac Laboratory 6/2/09 Sa 6/2/09 8p Labs and Research UT Medical School at Houston 3 Clinical Labs 6/2/09 Sa 6/2/09 8p Labs and Research UT Medical School at Houston 4 Environmental Services 6/3/09 Sa 6/4/09 8p Administration Austin Community Center

20

·--~---------------------------------------------------4----• • 3 Close the Events List form. In the Navigation Pane, rename the Events table as lH Recruiting Events. 10

·--~~----~~~~--~~~~~~~~~~~---~~--~~~--+----Create a new table using the Contacts Table Template. Delete the following fields from thetable: Company, E-mail • Address, Business Phone, Home Phone, Fax Number, Country/Region, Web Page, Notes, and Attachments. Change the

• Data Type of the ID field to Text. Change the name of the ZIP/Postal Code field to ZIP. Enter the following records in the table:

• • • 4 ID Last Name First Name

R-01 Miller Jason R-02 Garrett Ginny R-03 Yeman Daniel R-04

Job Tltle Mobile Phone Administration Recruiter (512) 555-0195 Labs and Research Recruiter (512) 555-0223 Medical Media Recruiter (512) 555-0155

Address Oty State/Province ZIP 1 Medical Way #401 Austin n< 78718 1 Medical Way #401 Austin n< 78718 1 Medical Way #401 Austin n< 78718

n<

40

•---r------------------------------------------------------~---Zeja Jonathan Nursing Recruiter (512) 555-0122 1 Medical Way #401 Austin 78718

• • • • 5

• •

Save the table as 1H Recruiters. Close the table. Use the Simple Query Wizard to create a query based on the 1H Recruiting Events table. Add the Title, Location, and Description fields to the Selected Fields list (in that order) and then 24 click Next. Save the query as lH Recruiting Events Query and then click Finish. Close the query .

·--~============================================~--• • • •

Updated on: 4/6/2009 A_CH12_GOINT_EOCM_Instructions[1]

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Step

6

Office 2007 - myitlab:grader- Instructions

'· InstruCtions ·. .. ,

Close the database and then exit Access. Submit the database as directed.

Updated on: 4/6/2009 2

Go Introductory: Access Ch. 12

'' ., ... ,. .•

. .. , :'Poin~· ··-:;., '' ''

', ·.·~ ., ., ..

Pos5ible

0

Total Points 100

A_CH12_GOINT_EOCM_Instructions[1]

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., ., • • •

Office 2007- myitlab:grader- Instructions GO! Introductory: PPT Ch. 15

Fresh


In this projeCC you will create a presentation that describes steps taken by the Skyline Bakery and Cafe to ensure that their food is fresh. You will add slides to the presentation, including those from a different presentation, and insert and format graphics .

Instructions:

For the ourpose of grading of the project vou are required to _perform the following tasks:

2

3

4

5

6

7

8

9

10

Start PowerPoint. Download and open the file named 15H_Fresh.pptx.

On Slide 1, enter Keeping it Fresh! as the title text and Skyline Bakery and Cafe as the subtitle text .

After the first slide, insert the two slides from the downloaded file p15H_ Text. (Hint: use the Reuse Slides task pane) .

On the newly added Slide 3, in the left placeholder, increase the list level of the Patisserie chef, Executive chef, and Line chefbulfet points (Hint: indent to make them second-level bullets). In the right placeholder, increase the list level of the Federally regulated bullet point .

After Slide 3, add a new Title and Content slide to the presentation. On Slide 4, enter Our Commitment as the title text .

In the bulleted list placeholder, type the following bullet points:

• Fresh food, unforgettable taste, served in a clean and cozy setting • Quality ingredients picked by our discerning staff of chefs • Cooked to perfection at all times

Switch Slides 2 and 4 so that Slide 2 (Skyline Bakery and Cafe) becomes the last slide, and Slide 4 (Our Commitment) becomes the second slide in the presentation .

On Slide 2, in the second bullet point, right-click the word picked. From the shortcut menu, point to Synonyms and then click selected.

On Slide 4, insert the downloaded p15H_ Vegetab/es.jpg picture file. Move the picture to the lowerleft corner of the slide (it will cover the apples). The picture should be aligned with the left edge and the bottom edge of the slide .

On Slide 4, insert the downloaded p15H_ Vegetables.jpg picture file a second time. Move the picture to the lower-right corner of the slide. The picture should be aligned with the right edge and the bottom edge of the slide .

4

12

10

8

8

9

8

5

10

10

Updated on: 4/4/2009 P _CH15_GOINT_EOCM_Instructions

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • . • • • • • •

Office 2007- myitlab:grader- Instructions GO! Introductory: PPT Ch. 15

Step Instructions · ,., .Points •· .. ·· Possible

On Slide 4, insert the downloaded plSH_ Tomato.jpg picture file. Move the picture straight down so

11 that it overlaps the two vegetable pictures. Make sure that its bottom edge aligns with the bottom 16

edge of the slide and the top-centered sizing handle is aligned with the 0-inch mark on the horizontal ruler. Change the picture style of the tomato picture to Simple Frame, Black .

12 Save the presentation. Close the presentation and then exit PowerPoint. Submit the presentation as ·o directed .

Total Points 100

Updated on: 4/4/2009 2 P _CH15_GOINT_EOCM_Instructions

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Microsoft Office 2007 Access Chapter 5 Capstone Case with Rubrics

Performance Exceeds Meets

Elements Expectations Expectations

Create PivotTable

using Logical

Table created utilizing Table created with

exceptional layout and logical structure.

Structure ~nd Filter design.

t~f~~t~,t~~~~~l~~· ~-Table contains af:'<; ;-:·. Table contains at least Table contains one

'4~~~£Zii:)~~~~ two or more logical logical calculation.

i;~~~~-~t~~-~i~~~L~¥~~'0 calculations. -·:.-. · . .-';~~~~-':.:~:;~~-,~-~- ~-~~~~{~~- ~t:<<:·1~~r;:;~~; -Table Formatted /- •- Table formatted Table shows some

A~f~~-ti~~~f Y >·A-i~;· --- attractively with font formatting changes. • <~ .• .._¥ ..

changes and

background colors .

· Chart is based off the Chart is not based off

PivotTable and the PivotTable, but

default chart type is default chart type is

not used. used .

-: All chart elements Some chart elements

formatted attractively. formatted.

Axis titles and legend Axis title or legend

added and formatted added and formatted

attractively. attractively .

Below Expectations

''',

Table not created or

created with faulty

logical structure .

Table contains no \

calculations or no

logical calculations.

Table shows no

formatting changes .

Chart not created or

default chart type

used .

No chart elements

formatted .

No legend or axis

titles added.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • • •

Microsoft Office 2007 Access Chapter 08 Capstone Case with Rubrics

·.Performance'

Elements·

Exceeds··· : . .· ..

Expectations

· · ···· · Meets·· . Exp~~tatioris

•. . " .

, Excel Fiie imported Excel file imported Excel file imported

but not appended or

imported and

appended but data is

not displayed

attractively .

.. . . ·.···· '. ·... . -···

a~d·~~p~nded int~ and appended. All

.i.A.·-.·~~~~1\;;;·':>·':~~C . .. ,;~~;:~ data is formatted 7. ·; ···;.·

(:/'"C·::I;r.,c;<,~>~"::;:c. .. • · · ' attractively.

HTML file generated HTML file generated

in an attractive but data needs to be

: manner. formatted .

· • All records merged All records merged

into new Excel into new Excel

·. workbook. Data workbook. Data not

formatted attractively. formatted attractively .

XML file generated. XML file generated.

Both data and schema Only data or schema

are exported . imported.

Hyperlink field Hyperlink field

created. Hyperlink created. Hyperlink

leads to logical Web leads to logical Web

· · .. pages. More than the pages. The requested

requested two links two links were

. '· were created. created .

Data not imported .

HTML file not

generated .

Records not merged .

XML file not

generated .

Hyperlink field not

created .

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Attachment field

created

Attachment field

created. Pictures

represent individual

records. More than

the two requested

pictures were

attached .

Attachment field Attachment field not

created. Pictures created .

represent individual

records. The two

requested pictures

were attached.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • .. • • •

CBIS 101 Portfolio

Rubrics and Support Documents

•••••••••••••••••••••••••••••••••••••••••••• CBIS 101-Portfolio Rubric Scoring Sheet

Your Portfolio is worth 10/o of your grade. The maximum grade· is 100 points. Below is a table to help you understand how your Portfolio will be graded.

Category Exceptional Effective Acceptable Unsatisfactory Organization All sections clearly and All sections clearly All sections identified; Sections are not identified; (10 points creatively identified; identified; layout is easy layout is sometimes layout is difficult to navigate maximum) layout is easy to navigate to navigate confusinq to navigate

Completeness All sections completed All sections completed All sections complete Sections not complete (20 points with outstanding depth and analyzed in depth maximum) of analysis PowerPoint Outstanding use of Good use of Office Use of Office Minimal use of Office

Presentation Office application application programs; application programs; application programs;

and requested programs; superior and PowerPoint presentation predictable PowerPoint PowerPoint presentation does

work creative PowerPoint keeps reader's attention presentation not cover the requested

(35 points presentation information

maximum) Content Samples show student Samples show student Samples show some Samples show little progress

(15 points progress and knowledge progress and some student progress and and too many errors with use I

maximum) of Office application knowledge of Office some knowledge of of Office application

programs application programs Office application programs programs

Personal Excellent evaluation of Accurate consideration Somewhat superficial Lackluster interest in own

Reflection personal strengths and of personal strengths consideration of work

(20 points weaknesses and weaknesses personal strengths and

maximum) weaknesses J

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

CBIS 101- PORTFOLIO REQUIREMENTS

Your portfolio consists of printed copies of your files from your assignments, a separate PowerPoint presentation, and a 2-page written personal paper .

You should separate the six sections of your printouts with title pages. I recommend you use PowerPoint to create the Title Pages. These will be full page printed slides in portrait orientation. See 4"' Sample Title Pages for the Portfolio of the Portfolio documents for a sample. Feel free to use an appropriate template of your choice but be careful about using full colored slide templates when printing full pages, you don't want to use all your or our ink .

Your Portfolio should contain: • Portfolio Title Page

• Table of Contents Title Page

• Title Page for each set of application samples. Create' a Title Page for each colored bullet item below:

..._ Word Project documents from Chapters 5 through 8 listed on your assignment instructions that you uploaded to Blackboard .

~ Excel Project files (both regular printouts and cell-formula printouts) from Chapters 9 through 11 that you uploaded to Blackboard. See 5 "' Instruction on how to print Excel and PowerPoint files for your Portfolio of the Portfolio documents .

.-, Access Project files from Chapters 12 through 14 that you uploaded to Blackboard. Each project has many printouts .

"*- PowerPoint Project files from Chapters 15 through 17 that you uploaded to Blackboard . See 5 ""Instruction on how to print Excel and PowerPoint files for your Portfolio of the Portfolio documents .

4.- PowerPoint Presentation describing the CBIS 101 course See 2 "' Instructions for Additional PowerPoint Presentation to be included in your Portfolio of the Portfolio documents .

.._ Two-page, double-spaced Personal Reflection document. See below .

Personal Reflection Paper:

You are to write a Personal Reflection Paper in essay format. This essay should be It to 2 pages; double-spaced; Georgia font; 1" margins. Place a title at the top of your document labeled, Your Name CBIS 101 Reflection Paper (as usual replace Your Name with your first and last names). Your paper should demonstrate critical thinking about the information covered in this course; your knowledge/skill level coming into the course and your knowledge/skill level after completing the course. You may use specific examples of how you have applied the skills learned in this course or how you plan to apply them in the future .

Your essay should also discuss any .future plans you have to continue learning about technology. For instance, will you be taking any future classes covering computer applications or programs?

Also, add any recommendations you feel will help improve the course .

• • • • • • •

CBIS 101 ,... Addition to Portfolio Building a Presentation describing the CBIS 101 class

Purpose: To demonstrate familiarity with building a presentation using Slide, Sorter and Outline views, inserting screen images of files created with other applications, inserting SmartArt/ClipArt, animating SmartArt/ClipArt, printing a presentation in multiple ways .

e Problem: You work as my student assistant. The Dean has asked us to create a PowerPoint e presentation to describe what is covered in the CBIS 101 course. This presentation should • be creative and exciting and Will be used to explain what is covered in the course and to • encourage enrollment. You will be adding screen images of Windows, Internet, Word,

• Excel, Access and PowerPoint. 111 SAVE OFI'EN 111

e Instructions: Perform the following tasks: • 1. Create a new Presentation. Save the presentation using the filename,

CBIS 101 Presentation-Your Name. • 2. Create the Title Slide with the course title as the primary title with your name and current • semester as the secondary header. On the Title Page, add some notes about your presentation: • 3. On the second slide insert a SrruirtArt such as a Segmented Process list to show the order of

applications learned in this course. e 4. In your presentation, there should be two or more slides describing each software covered in this e course: Windows, Internet, Word, Excel, Access and PowerPoint. One approach would be to • describe/list the types of documents you create using the applications. Another approach is to

describe/list the type of functions the applications can perform. You may use bulleted lists or e consider using SmartArt objects for this. e 5. Add a slide describing the computer lab hours and location. (You may get a copy of the lab hours from the lab or use what is listed on the orientation document from the beginning of the course.)

• 6. On some of the slides list information through level2. (In other words, use a bulleted list with a e sub-bulleted list.) e 7. Use at least three different slide layouts throughout the presentation. On at least two slides, change the slide layout to Two Content (or Comparison). Insert text on one side and an

• appropriate clipart or picture file. Animate this object using an animation scheme you like. e 8. Apply a design template to your presentation that you feel is appropriate. • 9. Animate the slide titles to an animation scheme you like. Have the Titles appear on the slide

• before displaying other slide content-the animation for the title should be listed first for that slide's animation.

e 10. Create and paste samples of screen images of the different applications on the slides. For example, • you may choose to display a screen image similar to page 155, Figure 7.12 when listing the

concepts/processes you learned about using Word. Recommendation: Open some of the more • complex files you created through the semester into the appropriate application. Capture the • screen and paste the screen image onto the placeholder of the slide. If you want to show how • your work looks printed then perform a Print Preview then capture the screen image and crop

• out all but the printed representation. For those running Windows 7, use the Snipping Tool to define/copy the area of the screen you want then just paste that image to the slide in your e presentation.

• i1f 17 11. Your last slide should summarize the course and your slides. · ~ 12. Check the spelling of the text in your presentation and review for semantic errors.

• ~ 13. Feel free to add additional clipart or other objects or to apply animation to other slides. e 14. Print your Presentation four ways: · • a) Print the presentation as Handouts--3 slides per page. This handout fonnat places three

small slide images to the left side of the page and lines for notes on the right side of each • slide. • b) Print the Title slide as Note Pages where it will display the slide and your notes .

• •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

c) Print the presentation in Outline view . d) Select Slide 1; set Slide Sorter view; set zoom to 80% - Copy and Paste the screen image to a

Word document then print that document. 15. Organize the printouts and add them to your portfolio . 16. Save your presentation and upload a copy of your presentation to Blackboard .

Note: Plan your presentation before starting. Draw each slide on a piece of paper and decide what you want place on each slide. Review the above list to confirm that your slide presentation fulfills all the requirements .

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

CBIS 101 -Online

Questions about Your Course Portfolio

• What is the Course Portfolio? Your course portfolio is a collection of sample work you have completed throughout the semester plus a Power Point presentation and a Personal Reflection document. For each chapter assignment, there have been one or two projects that have been followed by a flower 0. Printouts from these projects should be included with your Portfolio. The list of chapter projects is written on the Portfolio Requirements document.

• When is the last day I may submit the porifolio? You may submit your portfolio up the last class meeting, the scheduled Final Exam meeting .

• Do we need to place the portfolio printouts in afolder? Yes, please submit your portfolio in a report cover with a soft plastic see-through front and a solid flexible back cover. It should have 2-hole or 3-hole punch so your pages are secure in the folder. Assemble pages in the EXACT order that you created them in your projects and place the projects in the order listed in the Portfolio Requirements document. Color printing is NOT required but it is more attractive .

• Portfolio Title Pages Title pages are required to separate your application printouts. The title pages should be created using Power Point. You should have a Portfolio title page with a· title, your name, and the current semester. You should also have a title page for each application with the projects listed •

/ CBIS 1.01 Portfolio

Your Name

Instructor: Peggy Warrick

Spring2010

I Table of Contents

• WordSamples o WD-sE "WD-EC "~1>-7G "WD~G

• ExcelS~les

" Xlr9f " XL-1oF o n...11E

• Access Samples o PowerPoint Samples o AC-12£ o PP-tsf o AC-t3F " PP-t6F " AC-LIF o PP-t7E

• MyCBIS 101 Course PowerPoint Presentation

• Pezsonal Refloction

i---------·----·--------1 Word Samples

• WD-sE- Contract • WD-6G- Fair Use • WD--']G- Students Day • WD-8G-

" Extension Service o Extension Sen-ice webpage

"NameTags

• • • • • • • • • " . • • • • • • • • • & • ., • • • • • • • & • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ~ . • • • • • • • •

• • • • • • • • • • • • • • •

APPENDICES

• • • • • • • • • • • • • • •

• • ••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • •

• • • • • • • • • • • • • &

• • • • • • • • • • • • • • • • • • • • • • • • • " • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Approved Course Outlines •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••••••••••••

• • • • • • • • • • • • • • • s 5

• • • • • • • • • • • • • • • • • • • • • • ., • • • •

DEPARTMENT:

PREFIX & NO.:

ALLAN HANCOCK COLLEGE COURSE OUTLINE

Business

CBIS 101

CATALOG/SCHEDULE TITLE: Computer Concepts & Apps

UNITS: 3

WEEKLY LECTURE HOURS: 3

WEEKLY LAB HOURS: None

TOTAL NUMBER OF WEEKS: 16

GRADING OPTION: Letter Grade or Pass/No Pass Option

PREREQUISITE(S): None

COREQUISITE(S): None

ADVISORY(IES): CBOT 100, CBIS 301

Date Prepared:-::-::--::-=-Date Reviewed: Fall2001 Date Reviewed: Fall2002 Date Reviewed: Spring 2009

PCA Established: Spring 1995

LIMITATION ON ENROLLMENT: (Students may be prohibited (rom enrolling based on health and safe tv issues, or the course is intercollegiate competition or honors, or includes public performances . State the reason {or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included ifthe course has a prerequisite. Entrance skills must come from the instructional objectives ofthe prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION The focus ofthis course is to provide the computer skills that all college students need . Provides hands-on experience using software applications such as Internet browsers, word processing, spreadsheets, databases, and presentation software .

SCHEDULE DESCRIPTION The focus of this course is to provide the computer skills that all college students need. Provides hands-on experience using software applications such as Internet browsers, word processing, spreadsheets, databases, and presentation software. Learn Microsoft Office 2007 .

COURSE GOALS: To encourage and enable students to: I. understand and appreciate the uses and impact ofthe computer in society .

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

2. understand and appreciate the user/software/hardware interface . 3. understand logical processes of computer problem solving . 4. use computer software in a business office environment.

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: l. compare and evaluate the components and associated devices of computer systems . 2. distinguish between the basic terms and acronyms applicable to computer systems . 3. navigate and manage files and folders on a computer . 4. describe the types of computer networks and perform searches via the Internet. 5. recite a brief history ofthe development of computers and their uses . 6. discuss the impact of current and emerging technology on society . 7. develop typical application output via word processing, spreadsheet, database and

presentation software .

OUTLINE OF COURSE CONTENT AND SCOPE Ondicate all major topics to be covered and approximate number of weeks [or each. based on 16 weeks)

1. Computer Components and Terminology 2. Operating Systems 3. Data Communications/Internet 4~ Computer History 5. Societal Issues 6. Word Processing/Graphics 7. Spreadsheet Application 8. Database Application 9. Presentation Application

APPROPRIATE READINGS (Other than Textbook)

WEEKS 2 1 I 1 1 3

2.5 2.5 2

Online and printed articles on information systems, hardware and software reviews, and website knowledge databases .

Utilize the application and online help available from the software .

OUTSIDE ASSIGNMENTS Two hours of outside work is required {or every one lecture hour. For courses 16 hours or less, the outside assignments may be completed independently by the student dun'ng or after the time scheduled [or the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o(a specific writing assignment .

1. Read course text(s) 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online 5. Portfolio

Sample assignments: a. Plan and build a worksheet that shows the profits of a car wash during the last three

months. Be sure you include the number of cars washed, the cost of supplies ($0.50 per car), the cost of labor/facilities ( 40%), and the cost of the car wash ($7.50) .

b. Plan and create a PowerPoint presentation that describes the Microsoft Office

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ~ " • • • •

applications features covered in the course. Additional elements the presentation should contain are screen images, bulleted list(s), numbered list(s), graphics, animation, and slide transitions .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o(instruments used for purposes of evaluation and at least one specific example o(an essay question requiring the student to think independently and write) .

I. Assignments dealing with business situations utilizing the appropriate office application software

2. Quizzes and/or midterm examination(s) 3. Final examination 4. Portfolio

Sample test questions: Explain the difference between boot, load and install.

The feature in Excel can generate a series of values into adjacent cells based on the values of other cells .

Common fields can be defined as fields that contain the same: a) Data in more than one table b) Primary key c) Foreign key d) Aggregate functions

Note: Students are given hands-on tests where they use one or more office applications to develop a solution to a defined problem or a situation .

TEXTS AND SUPPLIES Adopted Text: Title: Go! With Microsoft Office 2007 Introductory

Author: Gaskin

Other Materials:

Revis-ed 1/09

Publisher: Prentice Hall ISBN Number: 9780137018666 Copyright Date: 2009

AH C student ID USB or flash drive Printing paper

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • fl;

• • • •

DEPARTMENT:

PREFIX & NO.:


Business

CBIS 108

CATALOG/SCHEDULE TITLE: Networking and Administration

UNITS: 3







ADVISORY(IES): CBIS 30 I

Date Prepared: Spring 1989 Date Reviewed: Fall2001 Date Reviewed: Fall2002 Date Reviewed: Spring 2009


LIMITATION ON ENROLLMENT: (Students mqy be prohibited from enrolling based on health and safety issues. or the course is intercollegiate competition. or honors. or includes public performances. State the reason {or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included i[the course has a prerequisite. Entrance skills must come from the instructional objectives o{the prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Prepares students to work as network administrators or server managers emphasizing installation and maintenance of a-Windows networking environment. Also provides preparation for the Windows certification exam .

SCHEDULE DESCRIPTION Prepares students to work as network administrators or server managers emphasizing installation and maintenance of a Windows networking environment. Also provides preparation for the Windows certification exam .

COURSE GOALS: To encourage and enable students to: I. understand current and future Windows Operating System . 2. appreciate systems that fulfill specific user requirements.

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3. learn techniques for designing, installing, and maintaining Windows in a network system .

4. understand the fundamentals of various Windows utilities and the necessary basic commands in order to maintain the network environment.

INSTRUCTIONAL OBJECTIVES: At the end ofthe course, the student will demonstrate the ability to: 1. evaluate their own computer needs in respect to system software and hardware in

regards to the Windows operating system . 2. utilize Windows and/or the network operating system to effectively manage their files,

users, environment, and hardware . 3. employ Windows software utilities to troubleshoot system problems . 4. design and implement a basic network, including creating and maintaining user groups,

accounts, and directory structures and establishing server management policies. 5 .. manage security, access rights, and permissions .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all maior topics to be covered and approximate number o(weeks (or each, based on 16 weeks)

Introduction to Windows as a client operating system Installing Windows using different methods Using the system utilities across the network Managing disks in client/server environment Common file systems and managing permissions User accounts, groups, and profile management Windows security features and network policy Understanding Windows network components and architecture Remote access Using productivity and media tools Performance tuning, establishing baselines, recognizing bottlenecks Application support Disaster recovery and troubleshooting Enterprise computing

APPROPRIATE READINGS (Other than Textbook) Windows Reference Manuals and Websites .

WEEKS 1 1 1

1.5 1

1.5 1

1.5 1 1 1

1.5 1 1

Reference books on hardware, Windows, and Networking located in the CRC and library . Current articles related to system software, hardware and networking .

OUTSIDE ASSIGNMENTS Two hours of outside work is required [or every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently by the student during or a{ter the time scheduled (or the class. (Samples of outside assignments must be reflected in this portion o( the outline.) Give types of assignments and one example o[a specific writing assignment .

1. Read course text 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online

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Sample assignments: Cases studies: Cases will be found at the end of each chapter. They are very important and are similar to the type of questions on the certification exam. Case studies will be used in online threaded discussions for both individual and group efforts .

Simulation labs: Simulation labs are presented on the instructional CD and simulates a hands-on experience with a computer with Windows. Completing ofthe SimLabs multiple times will provide an improved learning experience. There are demonstrations followed by self-participation evaluations. Verification of completed work will be forwarded to the instructor.

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o(instruments used {or purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write) .

1. Computer assignments 2. Written assignments 3. Class participation or threaded discussions 4. Quizzes and exams

Sample essay question: Describe why different user accounts for a single installation of Windows may each have different privileges. Include three levels of users in your explanation .

TEXTS AND SUPPLIES Adopted Text: Title: Networking, 70-620 MCTS Guide to Microsoft Windows

Vista packaged with MCTS LabSim

Other Materials:

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Author: Byron Wright and Leon Plesniarski Publisher: Course Technology Incorporated ISBN 13: 978-1-4188-3726-6 Copyright date: 2008

AHC student ID USB or flash drive Printing paper

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 112

CATALOG/SCHEDULE TITLE: Intro to Visual Basic Program

UNITS: 3

WEEKLYLECTUREHOURS: 3






ADVISORY(IES): CBIS 301 or CBIS 101 orCS 102

Date Prepared: Date Reviewed:--=Fc-::all:-:-19=9-::-8-Date Reviewed: Fall2002 Date Reviewed: Spring 2009


LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues, or the course is intercollegiate competition, or honors, or includes public performances . State the reason for limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included 1[fhe course has a prerequisite. Entrance skills must come from the instructional objectives ofthe prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION An introduction to Visual Basic Net programming language for the Windows environment. Learn to create forms, add controls, and develop code for Windows, Mobile, Web, and database application programs .

SCHEDULE DESCRIPTION An introduction to Visual Basic Net programming language for the Windows environment. Learn to create forms, add controls, and develop code for Windows, Mobile, Web, and database application programs .

COURSE-GOALS: To encourage and enable students to: 1. understand the logical processes of problem solving . 2. understand the application of programming language to the solution of non-scientific

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problems .

INSTRUCTIONAL OBJECTIVES: . At the end of the course, the student will demonstrate the ability to: 1. develop a logical methodology in the solution of computer problems . 2. develop techniques of testing and debugging computer programs. 3. analyze the accuracy of programs during designing, writing, testing, running, and

breaking . 4. develop minimal documentation. 5. plan and create interactive window applications which include familiar elements like

menus, text boxes, and scro II bars . 6. create object-oriented/event-driven programs in which the user's actions in respect to

an object causes an event to occur ..

OUTLINE OF COURSE CONTENT AND SCOPE {Indicate all major topics to be covered and approximate number of weeks for each. based on 16 weeks)

Review Windows Concepts and Introduction to Visual Basic Project Structuring and Visual Basic's Programming Tools Representing Data Using Constants and Variables Performing Calculations and Manipulating Data

WEEKS 1

Using the Selection Structure Statements Using Sub Procedures and Programmer-defined Functions Using the Repetition Structure Statements Sequential Access Data Files Versus Random Access Using Data Control for Databases

APPROPRIATE READINGS (Other than Textbook) • Mastering Microsoft Visual Basic In-Depth, Interactive Training for Experienced

Developers (CD) • Mastering Series, Microsoft World Wide Web site at

http :I /www .micro so ft.com/mastering/ • Zak. Programming with Microsoft Visual Basic, Course Technology • Schneider. An Introduction to Programming Using Visual Basic, Prentice Hall,

current edition

1 2 2 2 2 2 2 2

• Burrows/Langford. Programming Business Applications with Microsoft Visual Basic, McGraw-Hill, current edition

OUTSIDE ASSIGNMENTS Two hours o(outside work is required (or every one lecture hour. For courses 16 hours or less, the outside assignments may be completed independently by the student during or afier the time scheduled [or the class. (Samples of outside assignments must be reflected in this portion o( the outline.) Give types of assignments and one example o(a specific writing assignment .

I. Read course text 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online 5. Portfolio

Sample assignments:

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CHAPTER 6 - Loop Structure

Create a folder named CBIS_l 12_CH_6_FIRSTNAME_LASTNAME where you replace FIRSTNAME with your first name and LASTNAME with your last name. Use this folder to copy your Word documents and the four Chapter 6 Visual Basic program folders. (The guided program and 3 case projects.) Once you have completed your assignment, double check to confirm a copy of the documents and the program folders are in the folder listed above. Upload your zipped folder to the Assignment 6- Chapter 6 area of Blackboard .

Read the Chapter 6, pages 383-462 Complete the Guided Program Development, pages 438-461

CASE PROGRAMMING ASSIGNMENTS- Each project consists of a folder with · subfolders and files .

Case 6-1 Average Temperature in Paradise, pages 4 70-4 71 In addition to the program folder, you should submit an Event Planning Document for the program .

Case 6-3 Football Fever Scoreboard, pages 474-475 In addition to the program folder, you should submit an Event Planning Document for the program .

Case 6-6 Pay Calculator, page 478 In addition to the program folder, you should submit a Use Case Definition and an Event Planning Document for this program .

TAKE CHAPTER 6 QUIZ • Logon to Blackboard • Click the "Chapter Quizzes" section button • Click the VB Net 2008 -Chapter 6 link • Click "OK" to start the quiz

EVALUATION Describe the methods by which students and instructors wiil know how the objectives listed above have been met (Give types o(instruments used(or purposes o[evaluation and at least one specific example o(an essay question requiring the student to think independently and write) .

I. Program design documents . 2. Program applications 3. Quizzes and/or midterm examination 4. Final examination 5. Portfolio

Sample exam questions: Write the statements to declare variables named dblHoursWorked, dblHourlyRate, dblGrossPay, and dblNetPay having a data type of Double. Retrieve hours worked from

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the textbox named txtHoursWorked and hourly pay from the textbox named txtHourlyRate. Write the statements to multiply the hours worked by the hourly rate to calculate the gross pay. Calculate the net pay by multiplying the gross pay by 0.80. Finally, convert the net pay to a string and store the result in the label named Ib!Output.

What is an event handler? In your answer, describe the purpose ofthe Handles clause and the purpose ofthe Sub keyword .

TEXTS AND SUPPLIES Adopted Text: Title: Visual Basic 2008 for Windows, Mobile, Web, Office, and

Database Applications: Comprehensive Author: Corinne Hoisington, Gary B. Shelly Publisher: Course Technology ISBN 13: 978-1-4239-2716-7 Copyright date: 2009

Other Materials: AHC student ID USB or flash drive Printing paper

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 141

CATALOG/SCHEDULE TITLE: Microsoft Excel-Comprehensive

UNITS: 3





PREREQUISITECS): None

COREQUISITECS): None

ADVISORY(IES): CBIS 101 or CBIS 371 orCS 102

Date Prepared:-=-::-:-::-~Date Reviewed: Fall1996 Date Reviewed: Fall2002 Date Reviewed: Spring 2009


LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues, or the course is intercollegiate competition. or honors. or includes public performances . State the reason (or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included i[the course has a prerequisite. Entrance skills must come from the instructional objectives o(the prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Manage and analyze information using spreadsheets for more informed decisions. Some skills covered are applying formatting, creating calculations, using functions, creating Pivot Tables and Pivot Charts, developing macros, sharing data, and writing VBA code .

SCHEDULE DESCRIPTION Manage and analyze information using spreadsheets for more informed decisions. Some skills covered are applying formatting, creating calculations, using functions, creating Pivot Tables and Pivot Charts, developing macros, sharing data, and writing VBA code . Learn MS Excel2007 .

COURSE GOALS: To encourage and enable students to: I. understand the power of the computer as a business problem-solving tool.

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2. learn the available spreadsheet features to improve the profitability of the firm . 3. understand the value of using spreadsheets as an aid in business decision-making .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: I. set up manual spreadsheets for preliminary computer analysis . 2. define how information should be displayed on a spreadsheet. 3. develop spreadsheets which utilize relative and absolute address references, graphing,

advanced function calls, add-in tools, macros and VBA code. 4. verify spreadsheet results in terms of business decision-making processes .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number of weeks for each, based on 16 weeks)

Introduction/Review of Spreadsheets and Basic Terms The Basics ofthe Print, Worksheet, Range, Copy, Move and File Handling Absolute Versus Relative Addressing Formatting Spreadsheets Using Functions Creating and Printing Charts Data Management, Table Management, Data Analysis Automating Workbooks What-If Analysis Collaboration and Workbook Distribution Templates, Styles, Web Usage Macros and VBA


WEEKS 1 2 1 1

1.5 1 2 1

1.5 1 1 2


Utilize the application and online help and training available from the software manufacturer .

OUTSIDE ASSIGNMENTS Two hours of outside work is required (or every one lecture hour. For courses 16 hours or less, the outside assignments may be completed independently by the student during or after the time scheduled (or the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o[a specific writing assignment .

1. Read course text 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online 5. Portfolio

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o[instruments used for purposes of evaluation and at least one specific example o(an essay question requiring the student to think independently and write).

1. Computer assignments 2. Chapter quizzes and/or midterm examination(s)

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3. Final examination 4. Portfolio

Sample exam question: Describe three different situations where you may use Data Extraction with a spreadsheet .

TEXTS AND SUPPLIES Adopted Text: Title: Exploring Microsoft Office Excel2007, Comprehensive, 2/e

Author: Grauer, Mulbery & Scheeren ISBN-13: 9780135032275 Copyright Date: 2009 Publisher: Prentice Hall


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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 142

CATALOG/SCHEDULE TITLE: Microsoft Access-Comprehensive

UNITS: 3







ADVISORYQES): CBIS 101 or CBIS 372 orCS 102

Date Prepared: Date Reviewed: --::F:-cal::-:1 2:-::-0-::-:01,.----Date Reviewed: Fall2002 Date Reviewed: Spring 2009

PCA Established: Fall 2001

LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues, or the course is intercollegiate competition, or honors, or includes public performances . State the reason [or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included ifthe course has a prerequisite. Entrance skills must come from the instructional objectives o(the prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Learn techniques to solve business problems and develop business decision-making processes using a database program. Some skills covered are developing and maintaining tables, relationships, queries, forms, reports, macros, and code modules. Learn Microsoft Access 2007 .

SCHEDULE DESCRIPTION Learn techniques to solve business problems and develop business decision-making processes using a database program. Some skills covered are developing and maintaining tables, relationships, queries, forms, reports, macros, and code modules. Learn Microsoft Access 2007 .

COURSE GOALS: To encourage and enable students to:

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I. understand the power of the computer as a business problem-solving tool. 2. learn the available database features to improve the profitability of business. 3. understand the value ofusing databases as an aid in business decision-making .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: I. analyze business systems for database processing . 2. develop the database structures to satisfy the system . 3. translate business problem analysis into algorithms. 4. develop the programs needed to satisfy the system specifications . 5. test and debug the system programs .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number of weeks {or each, based on 16 weeks)

Introduction to Relational Databases Designing/Creating Tables Setting Field Properties Creating Relationships Creating Select Queries Designing/Creating Reports Designing/Creating Forms Data Mining with PivotTables and PivotCharts Data Protection Advanced Queries Protecting Data and Analyzing Database Performance Design/Develop Switchboards Customize Databases using VBA


WEEKS 1.5 1 1 1 1

1.5 1.5 1 1 1

1.5 1 2


Utilize the application and online help available from the software manufacturer.

OUTSIDE ASSIGNMENTS Two hours of outside work is required [or every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently bv the student during or after the time scheduled for the class. (Samples of outside assignments must be reflected in this portion of the outline.} Give tvpes of assignments and one example o(a specific writing assignment .

I. Read course text 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online 5. Portfolio

Sample assignment: Advanced query exercise: You work as an associate database manager at Northwind Traders. This is a small international gourmet foods wholesaler. Your responsibilities include maintaining the firm's database and ensuring the dependability ofthe data. You

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need to update the database by increasing the price of all of the beverage and dairy products by 10%. You need to make a table of discontinued products. You will need to create a listing of summarized profits by salesperson and category. When you have completed the work, you will compact and repair then make a backup of the database .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o(instruments used (or purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write).

I. computer and written assignments 2. chapter quizzes and/or midterm examination(s) 3. final examination 4. portfolio

Sample written exam questions: Describes what happens with a parameter query that has the following criteria: Like "*" & [Type a three letter manufacturing code, example ABC]

TEXTS AND SUPPLIES Adopted Text: Title: Exploring Microsoft Office Access 2007, Comprehensive

Author: Grauer & Lockley

Other Materials:

Revised 1/09

ISBN-13: 9780132252126 Copyright Date: 2008 Publisher: Prentice Hall


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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 301

CATALOG/SCHEDULE TITLE: Computer Fundamentals 1

UNITS: 3







ADVISORY(IES): CBOT 100

Date Prepared: Fall1999 Date Reviewed: Fall 2001 Date Reviewed: Fall 2002 Date Reviewed: Spring 2009


LIMITATION ON ENROLLMENT: (Students may be prohibited {rom enrolling based on health and safety issues. or the course is intercollegiate competition, or honors, or includes public performances . State the reason [or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included i[the course has a prerequisite. Entrance skills must come from the instructional objectives ofthe prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION A basic course for computer novices to learn how to operate a computer and use common software such as the Windows operating system and an Internet browser. Also covers the use of common hardware devices such as a mouse, keyboard and printer. Learn Windows operating system .

SCHEDULE DESCRIPTION A basic course for computer novices to learn how to operate a computer and use common software such as the Windows operating system and an Internet browser. Also covers the use of common hardware devices such as a mouse, keyboard and printer. Learn Windows operating system .


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1. learn the basic skills necessary to use the windows operating system . 2. build a solid foundation of computer knowledge for succeeding in college courses. 3. understand real-world examples and procedures .

INSTRUCTIONAL OBJECTIVES: At the end ofthe course, the student will demonstrate the ability to: 1. perform basic computer operations using input/output devices such as a mouse,

keyboard, monitor, and printer. 2. distinguish between various computer storage devices . 3. perform basic and advanced file and folder management using Windows Explorer. 4. customize a standard computer using Windows control panel. 5. perform basic communication and search procedures on the Internet.

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number of weeks for each, based on 16 weeks)

Introduction to Computers Internet Communication and Research Application Software Components of the System Unit Input Devices Output Devices Storage Devices Operating Systems and Utility Programs Communications and Networks Computer Ethics and Privacy Introduction to Windows Windows Applications File Management System Customization System Maintenance


WEEKS 1 1

1 2 1 1


OUTSIDE ASSIGNMENTS Two hours of outside work is required for every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently by the student during or a(ter the time scheduled for the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types o(assignments and one example o[a specific writing assignment.

I. Read course text(s) 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online

Sample assignments: I . Using a web browser, research on potential computer systems that will match the

needs of a business user. 2. Design a folder structure to organize files for your schoolwork following the written

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specifications. Create a parent folder and at least two more levels, with at least two folders in each level under the parent.

3. Using a browser, submit feedback on your group assignment to the Discussion Board in Blackboard .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o[instruments used [or purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write) .

1. End of chapter exercises. 2. Research assignments to be accomplished via Internet searching . 3. Group projects and presentations on course subjects . 4. Quizzes and/or midterm examination. 5. Final examination .

Sample test questions: I. On the Internet, your computer is a(n) __ that can access data, information, and

·services on a variety of servers . 2. Components inside the system unit include: -=--------------3. Any ·event or action that could cause a loss of or damage to computer hardware,

software, data, information; or processing capability is called a ----a. cybercrime b. computer crime c. computer security risk d. payload

TEXTS AND SUPPLIES Adopted Text:

Other Materials:

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Cashman. Discovering Computers, Course Technology© 2009 ISBN: 9781423911975 Johnson. Windows Vista Illustrated Series, Introductory, Course Technology© 2007 ISBN: 9781423905448

USB drive AHC student ID card Printing paper Headphones

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 302

CATALOG/SCHEDULE TITLE: Computer Fundamentals 2

UNITS: 3







ADVISORY(IES): CBIS 301

Date Prepared: ___ _

g::: =:~::::~: ======== PCA Established: ___ _

LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues. or the course is intercollegiate competition, or honors. or includes public performances . State the reason for limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included if the course has a prerequisite. Entrance skills must come from the instructional objectives ofthe prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Continuing development of computer competency using the Windows operating system and common applications software. Introduces multimedia features of the Windows operating system and popular office applications. Intended for non-transfer students .

SCHEDULE DESCRIPTION Continuing development of computer competency using the Windows operating system and common applications software. Introduces multimedia features of the Windows operating system and popular office applications. Intended for non-transfer students. Learn Windows Vista and Office .

COURSE GOALS: To encourage and enable students to: 1. learn the skills necessary to use basic-level office applications and intermediate-level

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operating system features . 2. build a foundation of computer knowledge for succeeding in upper-level computer

courses. 3. understand real world applications and computer procedures .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: 1. describe and use common office applications . 2. describe and use basic graphics software, such as Paint. 3. describe and use Windows sound recording and editing features . 4. describe and use desktop video and animation. 5. describe the procedures for expanding and upgrading a personal computer.

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number o[weeks {or each. based on 16 weeks)

Advanced operating system features Common office applications Graphics software Sound recording and editing Desktop video and animation Expanding and upgrading a PC


WEEKS 2 6 2 2 2 2

Online and printed articles on information systems, hardware and software reviews, user manuals, and website knowledge databases

OUTSIDE ASSIGNMENTS Two hours of outside work is required (or every one lecture hour. For courses I 6 hours or less. the outside assignments may be completed independently by the student during or a(ter the time scheduled for the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o(a specific writing assignment .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o[instruments used (or purposes of evaluation and at least one specific example o(an essay question requiring the student to think independently and write) .

1. Written and computer-generated assignments dealing with hardware and software . 2. Research assignments to be accomplished via Internet searching . 3. Projects and presentations on course subjects. 4. Quizzes and/or midterm examination . 5. Final examination .

TEXTS AND SUPPLIES Adopted Text: Steve Johnson, Microsoft Windows Vista, Illustrated Complete, 1st

Edition, Course Technology

Revised 1 /09

ISBN-I 0: 1423905458 © 2008

David Beskeen et al, Microsoft Office 2007: Illustrated Introductory, Windows Vista Edition, 1st Edition, Course

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Technology, ISBN-10: 1423905148 © 2008


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Date BOT Approved: ___ _ Date Reviewed: ___ _

pg~t~~:~:~s~=~ --------

Date DL Conversion Approved ___ _

DEPARTMENT:

PREFIX & NO.:


Business

CBJS 318

CATALOG/SCHEDULE TITLE: Programming for the Web

UNITS: 3


WEEKLY LAB HOURS: 0


TOTAL NUMBER OF CONTACT HOURS: 48 - 54

GRADING OPTION:

PREREQUISITE(S):

COREQUISITE(S):

ADVISORY(IES):

Letter Grade or Pass/No Pass Option

CBIS 327 Building Business Websites

None

cs 102

LIMITATION ON ENROLLMENT: (Students may be prohibited (rom enrolling based on health and safety issues, or the course is intercollegiate competition. or honors. or includes public performances . State the reason (or limiting the enrollment.) None

ENTRANCE SKILLS (Must be included i[the course has a prerequisite. Entrance skills must come from the instructional objectives o{the prerequisite course.) The student must have the ability to: 1. define terms related to the Internet, website development and software used . 2. understand how computer hardware, software and communications software interrelate on a computer network. 3. create/modify/locate/organize folders and files in the computer system and on a web server. 4.utilize web development software and operating system utilities to solve website problems .

CATALOG DESCRIPTION

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An intra to programming and scripting for the development of Web-based business solutions. Emphasizes program concepts to develop Web pages that include client-side and server-side scripting. Students taking this course should have a basic knowledge of programmmg .

SCHEDULE DESCRIPTION An intra to programming and scripting for the development of Web-based business solutions. Emphasizes program concepts to develop Web pages that include client-side and server-side scripting. Students taking this course should have a basic knowledge of programmmg .

COURSE GOALS: To encourage and enable students to: 1. use current software to create and maintain a Web site . 2. develop skills necessary to enhance and connect pages on a Web site. 3. understand the application of client-side programming on a Web site . 4. understand the applications of server-side programming on a Web site .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: 1. develop basic interactive/dynamic Web sites using up-to-date software . 2. incorporate Internet and Web technology into existing and new information systems . 3. analyze the accuracy of the programs during design, development, and implementation. 4. develop appropriate documentation . 5. identify when client-side and/or server-side scripting should be used .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number of weeks {or each, based on 16 weeks)

Internet Recap Review website management software Client-side versus Server-side scripting Introduction to XHTML Cascading Style Sheets (CSS) and Styles Basics of J avaScript Dynamic Documents Client Side Scripting Server Side Scripting Web 2.0 Features Setting Up with Open Source


WEEKS 1.0 1.5 1.5 1.0 2.0 2.0 1.5 2.0 1.5 1.0 1.0

1. Carey. New Perspectives on Creating Web Pages with HTML, XHTML, and XML, 3rd Edition. South-Western, Cengage Learning, 2009 .

2. Deitel, P. J. and H. M. Deitel. Internet & World Wide Web How to Program, Fourth Edition. Upper Saddle River, New Jersey: Pearson Education, Inc., 2008.

3. Felke-Morris, Terry. Web Development & Design Foundations with XHTML, Fourth Edition. Addison-Wesley, 2008 .

Revised 8/1 0

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

4. Lecky-Thompson, Guy W. Just Enough Web Programming with XHTML, PHP, and MySQL, 1st Edition. Course Technology, Cengage Learning, 2008 .

OUTSIDE ASSIGNMENTS Two hours of outside work is required (or every one lecture hour. For courses /6 hours or less, the outside assignments mqy be completed independently by the student during or a(ier the time scheduled (or the class. (Samples of outside assignments must be reflected in this portion o[ the outline.) Give types of assignments and one example o(a specific writing assignment. .

1 . Read course text 2. Complete end of chapter exercises 3. Research course topics online 4. Take quizzes online

Sample assignments: Write, test, and debug (if necessary) JavaScript scripts for the following problems. When required to write functions, you must include a script to test the function with at least two different data sets. In all cases, for testing, you must write an XHTML file that references the JavaScript file .

1. Output : The first 20 Fibonacci numbers, which are defined as in the following sequence 1, 1, 2, 3,... Where each number is the sequence after the second is the sum of the two previous numbers. You must use the document.write to produce the output. 2. Input: Three numbers, using prompt to get each . Output: The largest of the three input numbers . Hint: Use the predefined function Math.max

TAKE CHAPTER4 QUIZ • Logon to Blackboard • Click the "Chapter Quizzes" section button • Click the Chapter 4 link • Click "OK" to start the quiz

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o(instruments used (or purposes of evaluation and at least one specific example o{an essqy question requiring the student to think independently and write) .

1. Graded assignments- end of chapter exercises and research assignments 2. Quizzes and/or midterm examination 3. Final examination

Sample exam questions: 1. If you know the id of an XHTML element, how can you get the DOM address of that element in JavaScript?

2. What is a callback function in an Ajax application?

TEXTS AND SUPPLIES Adopted Text: Programming the World Wide Web 2009, Fifth Edition

Revised 8/10

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Author: Sebesta, Robert W . Publisher: Addison-Wesley ISBN 13: 978-0-13-607663-6 Copyright: 201 0

Other Materials: Printing Paper USB drive

Revised 8/10

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • c • • • •

1. learn the comprehensive skills necessary to use Internet business applications . 2. build a solid foundation oflnternet knowledge that will assist them in upper level

computer applications courses . 3. understand real-world examples and procedures as preparation for entry into the

business world . 4. use computer software to create and update a website .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: 1. describe basic and advanced Internet tools and resources . 2. use meta-search engines . 3. configure e-mail clients . 4. configure and use mailing lists, newsgroups, and chat sessions. 5. perform the search and registration process for an Internet domain name . 6. perform changes to a website using application software . 7. download and open compressed files .

OUTLINE OF COURSE CONTENT AND SCOPE Ondicate all major topics to be covered and apProximate number o(weeks (or each, based on 16 weeks)

Introduction to the Internet Browsing the Web Searching the Web Communication Tools Online Advanced Internet Tools Internet Security Business Website Analysis Creating Webpages with HTML Website Planning Website Design Website Development & Troubleshooting Website Publishing


WEEKS 1 1 1 1 1 1 1 1 2 2 3 1

Online and printed articles on history and development of the Internet, digital business, and Hypertext Markup Language (HTML), reviews of browser and e-mail clients, online user manuals, Internet and business magazines, and website knowledge bases

OUTSIDE ASSIGNMENTS Two hours of outside work is required {or every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently by the student during or after the time scheduled (or the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o[a specific writing assignment .

1. Read course text(s) 2. Complete end of chapter exercises 3. Research course topics online 4. Develop website projects 5. Take online quizzes 6. Portfolio

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Sample assignments: 1. Conduct a survey on email usage and preferences. Record the results on word

processing software and forward file with findings to instructor using Blackboard . 2. Using Microsoft Internet Explorer, create a hierarchy of bookmark folders for the

storage of website development resources and videos. 3. Using a template, create a web search page .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types of instruments used (or purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write) .

1. Concepts and skills reviews 2. Research assignments 3. Quizzes and/or midterm examination 4. Discussion boards on Internet/web development topics 5. Website development projects 6. Portfolio

Sample exam question: How do you assess a web page's content credibility?


Other Materials:

Revised 1/09

(1) Shelly, Discovering The Internet: Complete, Course Technology, Copyright 2008 Edition 2, ISBN: 9781418859909

(2) Riley, Microsoft Expression Web-Illustrated Introductory, Course Technology, Copyright 2008, Edition 1, ISBN: 9781423905493


• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

DEPARTMENT:

PREFIX & NO.:


Business

CBIS 327

CATALOG/SCHEDULE TITLE: Building Business Web Sites

UNITS: 3







ADVISORYOES): CBIS 301 or equivalent /

Date Prepared: Fall2006 Date Reviewed: Spring 2009 Date Reviewed: ___ _


LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues, or the course is intercollegiate competition, or honors. or includes public performances. State the reason {or limiting the enrollment.) None

ENTRANCE SKILLS (Must be included i(the course has a prerequisite. Entrance skills must come from the instructional objectives ofthe prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Comprehensive course on business website development covering web site design, accessibility, usability and troubleshooting. Presents skills necessary to create professional-looking business web sites using images, tables, tags, cascading style sheets, forms, libraries, behaviors, and timelines. Includes skills on uploading and maintaining pages on an Internet server site. Learn Adobe Dreamweaver .

SCHEDULE DESCRIPTION Comprehensive course on business website development covering web site design, accessibility, usability and troubleshooting. Presents skills necessary to create professional-looking business web sites. Learn Adobe Dreamweaver .


Revised 1/09

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I. use currently available software to create, update and maintain a business web site . 2. develop skills necessary to enhance and connect pages on a business web site. 3. develop skills necessary to create a website that is available to different audiences

accessing the website through the use of different technologies . 4. develop skills necessary to troubleshoot an existing website and its features .

INSTRUCTIONAL OBJECTIVES: At the end ofthe course, the student will demonstrate the ability to: I. create basic business web sites with accessibility and usability in mind . 2. use and create templates . 3. create links to web sites and e-mail addresses . 4. use background images. 5. create and format tables . 6. use cascading style sheets for website format and structure . 7. create libraries . 8. modify layers using the layer palette. 9. create and modify timelines . I 0. check browser compatibility . II. check for website accessibility .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number o( weeks [or each, based on 16 weeks)

Dreamweaver Basics WEEKS

I Planning and Designing a Successful Web Site Organizing Page Content and Layout Creating Web Pages Enhancing Documents Connecting Web Pages Working with Images Creating Tables Adding Shared Site Elements Creating Animations Adding Rich Media to a Website Working with Forms and Libraries Working with Rollovers and Behaviors Working with Layers and Layer Behaviors Working with Timelines Testing Sites in Target Browsers

APPROPRIATE READINGS (Other than Textbook) Balanced Website Design: Optimizing Aesthetics, Usability and Purpose. Dave Lawrence, Soheyla Tavakol. ISBN: I846285I86 Springer© 2005

Bulletproof Web Design: Improving Flexibility and Protecting Against Worst-Case Scenarios with XHTML and CSS. Dan Cederholm. ISBN: 032I346939 New Riders Press© 2006

Revised 1/09

I I 1 1 1 1 I 1 1 1 1 I 1 1 I

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Web Style Guide, 3rd edition: Basic Design Principles for Creating Web Sites, Patrick Lynch. ISBN 0300137370 Yale University Press© 2009

OUTSIDE ASSIGNMENTS Two hours of outside work is required (or every one lecture hour. For courses 16 hours or less, the outside assignments may be completed independentlv by the student during or a(ter the time scheduled [or the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types o[assignments and one example o[a specific writing assignment .

1. Read course text(s) 2. Complete end of chapter exercises 3. Research course topics online 4. Online quizzes 5. Final project

Samples of some ofthe program/project assignments: 1. Analyze a website to determine target audience and design features that enhance

website experience. Create a document on such analysis. 2. Design a hierarchical diagram on the categories of information on the website . 3. Create a new homepage layout based on the comparison of two competitor sites and

using the best features of both in terms of navigation, usability and content display . 4. Through HTML, troubleshoot problems with behaviors and-provide written report on

how the issue was resolved .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give tvpes o(instruments used for purposes of evaluation and at least one specific example o(an essay question requin"ng the student to think independently and write) .

1. End of chapter exercises 2. Chapter/tutorial tests 3. Final project and final project documentation (includes reflection) 4. Group activities performed in the class room


Other Materials:

Revised 1/09

Title: Adobe Dreamweaver CS3: Comprehensive Concepts and Techniques Author: Cashman Publisher: Course Technology ISBN Number: 142391242x Copyright Date: 2009

Macromedia Dreamweaver software USB flash drive Printing paper Student ID card

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 330

CATALOG/SCHEDULE TITLE: Database Management Concepts

UNITS: 3





PREREQUISITECS): None


ADVISORY(IES): CBIS 101

ga~~e :;~Fe~:~:----oate Reviewed:---

PCA Established: ----

LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues. or the course is intercollegiate competition. or honors. or includes public performances. State the reason (or limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included i[the course has a prerequisite. Entrance skills must come from the instructional objectives o[the prerequisite course.) The student must have the ability to: None

CATALOG DESCRIPTION This course provides a comprehensive foundation in practical database design and implementation covering a range of database types in a variety of formats. Data modeling, implementation with SQL (Structured Query Language), database performance, database security, and connectivity with the Web are covered. Students taking this course should be competent in the use of office applications and the operating system .

SCHEDULE DESCRIPTION This course provides a comprehensive foundation in practical database design and implementation covering a range of database types in a variety of formats. Data modeling, implementation with SQL, database performance, database security, and connectivity with the Web are covered .

COURSE GOALS:

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To encourage and enable students to: 1. understand the use of databases in our society . 2. understand how database management systems control a business' information. 3. learn the modeling concepts to improve the design and implementation of a database

system . 4. understand the value of using databases as an aid in business decision-making .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: 1. define database terminology and concepts . 2. develop and use Entity-Relationship (ER) modeling concepts. 3. identify concurrency and user access requirements . 4. use normalization to design and develop database tables . 5. write SQL statements to build and manipulate a database .

OUTLINE OF COURSE CONTENT AND SCOPE Ondicate all major topics to be covered and approximate number o(weeks (or each based on 16 weeks)

Database Concepts Design Concepts

Relational Database Model Entity Relationship Modeling Normalization ofTables

Design and Implementation Introduction to SQL Advanced SQL

Advanced Database Concepts Transaction Management and Concurrency Control Performance and Tuning and Query Optimization Distributed Database Mgt Systems and Business Intelligence

Database Connectivity and Web Technologies Database Administration and Security


WEEKS 2

1 2 1

2 2

1 1 1

1.5 1.5

Database Systems: Design, Implementation, and Management, 9th Edition; Coronel, Carlos; Morris, Steven; Rob, Peter; South-Western Cengage Learning; ©2010; ISBN-13: 978-0-538-46968-5

Database Concepts, 4/e; Kroenke & Auer; ©2010; Prentice Hall; ISBN-13: 9780136086536

Database Design and Development: A Visual Approach, 1/e; Frost, Day & VanSlyke; ©2006; Prentice Hall; ISBN-13: 9780130351227

Database Processing, 11/e; Kroenke & Auer; ©2010; Prentice Hall; ISBN-13: 9780132302678

Revised 1/09

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Database Design and Implementation; Sciore, Edward;© 2009; John Wiley & Sons; ISBN-13: 978-0-471-75716-0

Database Design, Application Development, and Administration, 3rd Edition; Mannino, Michael; McGraw-Hill Higher Education;© 2007; ISBN-13: 978-0-07-294220-0

OUTSIDE ASSIGNMENTS Two hours of outside work is required (or every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently by the student during or a(ter the time scheduled (or the class. (Samples of outside assignments must be reflected in this portion o( the outline.) Give types of assignments and one example o{a specific writing assignment. 1. Chapter assignments: reading, writing, and programming in SQL 2. Case studies 3. Group project(s) 4. Comprehensive project

Samples:

Written Question:

Keys in tables a. Define the term "unique key" and give an example . b. Define the term "nonunique key" and give an example . c. Give an example of a relation with a unique composite key . d. Explain the difference between a primary key and a candidate key. e. Describe four uses of a primary key . f. What is a surrogate key, and under what circumstances would you use one? g. How do surrogate keys obtain their values? h. Why are the values of surrogate keys normally hidden from users on forms, queries, and reports? i. Explain the term "foreign key" and give an example .

SQL Code Question:

Code an SQL statement to create a view named CourseFeeOwedView that shows CourseNumber, Course, CourseDate, CustomerNumber, CustomerLastName, CustomerFirstName, Phone, Fee, AmountPaid, and the calculated column (FeeAmountPaid) renamed as AmountOwed .

For Access: Create and save the following Access query as viewCourseFeeOwed .

SELECT

FROM

Revised 1/09

CO.CourseNumber, Course, CourseDate, CU. CustomerNumber, CustomerLastName, CustomerFirstName, Phone, Fee, AmountPaid, (Fee- AmountPaid) AS AmountOwed (COURSE AS CO INNER JOIN ENROLLMENT AS E

ON CO.CourseNumber = E.CourseNumber) INNER JOIN CUSTOMER AS CU

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

ON E.CustomerNumber = CU.CustomerNumber;

For SQL Server and MySQL:

CREATE VIEW CourseFeeOwedView AS SELECT CO.CourseNumber, Course, CourseDate,

CU.CustomerNumber, CustomerLastName, CustomerFirstName, Phone, Fee, AmountPaid, (Fee- AmountPaid) AS AmountOwed

FROM COURSE AS CO JOIN ENROLLMENT AS E ON CO.CourseNumber = E.CourseNumber

JOIN CUSTOMER AS CU ON E.CustomerNumber = CU.CustomerNumber;

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have beim met. (Give types o(instruments used for purposes of evaluation and at least one specific example o(an essay question requiring the student to think independently and write) .

1. Chapter assignments 2. Case studies 3. Group project(s) 4. Chapter exams 5. Final exam or Comprehensive project


Other Materials:

Revised 1/09

Database Systems: Design, Implementation, and Management, 9th Edition; Coronel, Carlos; Morris, Steven; Rob, Peter; South-Western Cengage Learning; ©2010; ISBN-13: 978-0-538-46968-5

or

Database Concepts, 4/e; Kroenke & Auer; ©2010; Prentice Hall; ISBN-13: 9780136086536

USB drive ARC Student ID card Printer paper

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COURSE GOALS: To encourage and enable students to: 1. design secure applications . 2. use currently available software to create, update and maintain database applications

security models . 3. develop skills necessary to troubleshoot an existing database application. 4. test applications for security issues .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: 1. describe the foundations of database security . 2. check database system for security vulnerabilities . 3. implement solutions to vulnerabilities found. 4. test security enhancements for reliability in the event of an attack.

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number of weeks for each. based on /6 weeks)

Security Architecture WEEKS

1 Operating System Security Fundamentals Administration ofUsers Profiles, Password Policies, Privileges, and Roles Database Application Security Models Virtual Private Databases Database Auditing Models Application Data Auditing Auditing Database Activities Security and Auditing Project Cases


1 2 2 2 1 1 2 2 2

Cryptography in the Database: The Last Line ofDefense. Kevin Kenan ISBN-10: 0-321-32073-5, Published by Addison-Wesley Professional,© 2006

Implementing Database Security and Auditing: Includes Examples for Oracle, SQL Server, DB2 UDB, and Sybase. Ron Ben Natan, ISBN-10: 1555583342, Published by Digital Press, © 2005

OUTSIDE ASSIGNMENTS Two hours o(outside work is required (or every one lecture hour. For courses 16 hours or less, the outside assignments may be completed independently by the student during or after the time scheduled for the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o(a specific writing assignment. 1. Chapter assignments: read chapter, develop solutions to end of chapter exercises 2. Group activities 3. Final project and documentation

Examples of some of the program/project assignments: 1. Analyze a database to determine vulnerability points. Create document on such analysis .

Revised 8/1 0

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2. Evaluate software vulnerabilities on the current platform supported by the database server. Suggest strategies to reinforce security . 3. Troubleshoot problems with access and provide written report on how the issue was resolved .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types o[instruments used for purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write) .

1. Chapter assignments 2. Chapter/tutorial tests 3. Final project and final project documentation including reflection 4. Group activities performed in and outside the classroom


Other Materials:

Revised 8/10

Database Security and Auditing: Protecting Data Integrity and Accessibility, 1st Edition, Hassan Afyouni, ISBN-10: 0619215593, ©2006

USB Flash Drive 20 lb. Printer Paper Student ID card

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DEPARTMENT: BUSINESS

PREFIX & NO.: CBOT 337 (CBIS 337)

CATALOG TITLE: Presentation Design-PowerPoint

SCHEDULE TITLE: Pres. Design-PowerPoint

UNITS: 3


WEEKLY LAB HOURS:

TOTAL NUMBER OF WEEKS: (if other than 16)

GRADING OPTION: Credit/No Credit Option

ADVISORIES: CBIS 373 or knowledge of Windows

CATALOG DESCRIPTION

Date Prepared: Fall 2000 Date Reviewed: Fall 2001 Date Reviewed: Spring 2002


An introduction to computer-based business presentations and their development using PowerPoint.

SCHEDULE DESCRIPTION An introduction to computer-based business presentations and their development using PowerPoint.

COURSE GOALS To encourage and enable students to: I. be able to communicate effectively with computer-based presentations . 2. understand the appropriate type of presentation media to be used for different types ofbusiness

presentations 3. understand and use design templates, animation, and slide shows with computer-based presentation

software .

INSTRUCTIONAL OBJECTIVES At the end of the course, the student will demonstrate the ability to: I. identify different types of media for a business presentation such as models, handouts, posters, flip

charts, transparencies, 35mm slides, or computer-based shows . 2. present business material in a group and individual presentation using two types of media. 3. create slide presentations using computer-based presentation software . 4. animate slide transitions, bullets, and clip art objects using computer-based presentation software . 5. add sound to a slide show using computer-based presentation software. 6. create and edit graphics using computer-based presentation software .

COURSE OUTLINE I. Introduction to Presentation and Design 2. Selecting different types of presentation media 3. Developing content and considering the environment 4. Computer-based presentations

Creating and editing presentations Creating and animating objects (clip art, charts, etc.)

C:IUserslrkewish\DesktoplmyHancock\Course Outline- CBOT337.doc

WEEKS 1 2 1

3 4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Creating objects using the scanner Adding sound to the slide show

5. Presenting in groups with class feedback 6. Presenting individually with class feedback

APPROPRIATE READINGS (other than textbook) I. Smart Computing Magazine 2. Internet sites on presentations such as Microsoft 3. Internet sites with clip art such as Microsoft

ASSIGNMENTS

1 I 1 2

I. Research a topic dealing with office technology and create a business presentation using computerbased software. The presentation should include clip art, animation, and handouts. Present this topic in class and receive and discuss feedback from students on your presentation.

2. Complete assigned exercises at the end of each chapter from the assigned computer-based presentation text.

EVALUATION 1. Explain in an essay the three different types of media available for business presentations and the

advantages and disadvantages of each. 2. Tests will be given 3. Oral and written presentations will be graded by the instructor and feedback from students will be

used .

TEXTS AND SUPPLIES Adopted Text: One text on business presentations possibly: How to Create High Impact Business

Presentations and on text on the computer-based presentation software (exact text still being reviewed)

Other Materials: Floppy diskettes and paper

DISTANCE LEARNING COURSE STATUS

Date Approved for Distance Learning March 28. 2002 Initiator: Margaret Warrick

I Method of instruction to be used (primary modality): Internet

2. Instructor-student Contact

Adjustments to assignments Students will be required to use Power Point to complete most assignments.

4. Adjustments to evaluation: The students will be taking Blackboard quizzes and on-campus exams .

5. Accessible to students with disabilities: Review of books and software that will enable access .

6. On-line services· Students will be referred to AHC student services. ·

C:\Users\rkewish\Desktop\myHancock\Course Outline- CBOT337.doc

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PREFIX & NO.: CBIS 337 (CBOT 337)

CATALOG TITLE: Presentation Design-PowerPoint

SCHEDULE TITLE: Pres. Design-PowerPoint

UNITS: 3


WEEKLY LAB HOURS:



ADVISORIES: CBIS 373 or knowledge of Windows

CATALOG DESCRIPTION

Date Prepared: Fall 2001 Date Reviewed: Spring 2002 Date Reviewed: ___ _


An introduction to computer-based business presentations and their development using PowerPoint.

SCHEDULE DESCRIPTION An introduction to computer-based business presentations and their development using PowerPoint.

COURSE GOALS To encourage and enable students to: 1. be able to communicate effectively with computer-based presentations . 2. understand the appropriate type of presentation media to be used for different types ofbusiness

presentations 3. understand and use design templates, animation, and slide shows with computer-based presentation

software .

INSTRUCTIONAL OBJECTIVES At the end of the course, the student will demonstrate the ability to: 1. identify different types of media for a business presentation such as models, handouts, posters, flip

charts, transparencies, 35mm slides, or computer-based shows . 2. present business material in a group and individual presentation using two types of media. 3. create slide presentations using computer-based presentation software . 4. animate slide transitions, bullets, and clip art objects using computer-based presentation software 5. add sound to a slide show using computer-based presentation software. 6. create and edit graphics using computer-based presentation software .

COURSE OUTLINE 1. Introduction to Presentation and Design 2. Selecting different types of presentation media 3. Developing content and considering the environment 4. Computer-based presentations

Creating and editing presentations Creating and animating objects (clip art, charts, etc.)

C\Users\rkewish\Desktop\myHancock\Course Outline- CBIS337.doc

WEEKS 1 2 1

3 4

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Creating objects using the scanner Adding sound to the slide show

5. Presenting in groups with class feedback 6. Presenting individually with class feedback

APPROPRIATE READINGS (other than textbook) I. Smart Computing Magazine 2. Internet sites on presentations such as Microsoft 3. Internet sites with clip art such as Microsoft

ASSIGNMENTS

1 1 1 2

I. Research a topic dealing with office technology and create a business presentation using computerbased software. The presentation should include clip art, animation, and handouts. Present this topic in class and receive and discuss feedback from students on your presentation.

2. Complete assigned exercises at the end of each chapter from the assigned computer-based presentation text .

EVALUATION I. Explain in an essay the three different types of media available for business presentations and the

advantages and disadvantages of each. 2. Tests will be given 3. Oral and written presentations will be graded by the instructor and feedback from students will be

used .

TEXTS AND SUPPLIES Adopted Text: One text on business presentations possibly: How to Create High Impact Business

Presentations and on text on the computer-based presentation software (exact text still being reviewed)

Other Materials: Floppy diskettes and paper

ACADEMIC POLICY AND PLANNNG COMMITTEE DISTANCE LEARNING COURSE STATUS

Date Approved for Distance Learning March 28, 2002 Initiator: Margaret Warrick

Method of instruction to be used (primary modality): Internet


3 Adjustments to assignments Students will be required to use Power Point to complete most assignments .

4. Adjustments to evaluation: The students will be taking Blackboard quizzes and on-campus exams .

5. Accessible to students with disabilities: Review of books and software that will enable access .

6. On-line services: Students will be referred to AHC student services .

C:\Userslrkewish\Desktop\myHancock\Course Outline- CB IS337.doc

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PREFIX & NO.: CBIS 343


CATALOG TITLE: Applied Project Management I

SCHEDULE TITLE: Applied Project Mgt I

UNITS: I.5


WEEKLY LAB HOURS:



PREREQUISITES: None

ADVISORY(IES): Knowledge of current Windows operating system .

CATALOG DESCRIPTION

Date Prepared: Fall 2001 Date Reviewed: Fall 2006 Date Reviewed:

PCA Established: ___ _

An introduction to managing comprehensive projects using a commercial project management software package. Provides skills necessary for planning and creating professional-looking schedules, communicating project information, and using the critical path .

SCHEDULE DESCRIPTION Learn to use Microsoft Project 2003 software to plan and create professional schedules, to share project information, to assign resources/costs, and to track project progress. This is a hands-on, self-paced course with flexible hours .

COURSE GOALS To encourage and enable students to: I. use currently available software to plan and create professional-looking project schedules. 2. develop skills necessary to enhance the value of a project schedule as a communication tool.

INSTRUCTIONAL OBJECTIVES At the end of the course, the student will demonstrate the ability to: I. compare Gantt chart and network diagram views 2. use project timescale and calendar 3. enter and edit recurring tasks and milestones 4. apply a work breakdown structure 5. crash the critical path by using task durations, relationships, and lag time .

COURSE OUTLINE

I. Introduction to Microsoft Project Basics 2. Working with Tasks 3. Scheduling Tasks 4. Managing Resources 5. Working with Task Views

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6. Finalizing the Task Plan 7. Filtering, Grouping, and Sorting

APPROPRIATE READINGS (Other than Textbook}

1 1.5

I. A Guide to the Project Management Body of Knowledge (PMBOK Guide), Project Management Institute, Inc.

2. David Cleland, Gary Rafe, Jeffrey Mosher. Annotated Bibliography of Project and Team Management.

3. C. Williams Ibbs, Young-Hoon Kwak. The Benefits of Project Management. 4. Frank Toney, Ray Powers. Best Practices of Project Management Groups In Large Functional

Organizations . 5. John R. Schuyler. Decision Analysis in Projects. 6. Quentin W. Fleming, Joel M. Koppelman. Earned Value Project Management. 2°ded .

OUTSIDE ASSIGNMENTS Examples of some of the program/project assignments: l. Update the recurring tasks and milestones for a contractor's residential construction project 2. Using outline features, develop the construction project by creating summary tasks and task

dependencies . 3. Format the Gantt Chart and Network Diagram to better communicate the construction baseline to

contractors

EVALUATION 1. Graded programs ofthe above assignments 2. Chapter/Tutorial tests and a final examination

TEXTS AND SUPPLIES Adopted Text: Microsoft Office Project 2003, Course Technology, New Perspectives Series

Other Materials: Flash or USB Drive (256 M or higher) 20 lb. printer paper

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DEPARTMENT:

PREFIX & NO.:

CATALOG TITLE:

UNITS:


BUSINESS

CBIS 371

Introduction to Spreadsheet Applications

WEEKLY LECTURE HOURS: .5

WEEKLY LAB HOURS: 1.5

TOTAL NUMBER OF WEEKS: (ifotherthan 16)

GRADING OPTION: Credit/No Credit Only

PREREQUISITE:

CATALOG DESCRIPTION

Date Prepared:---::-::-:-:--:-Date Reviewed: Fall1998 Date Reviewed: Fall2002


Provides the student with an introduction to the use of spreadsheets using a microcomputer. This is a "hands-on", self-paced course with flexible hours .

COURSE GOALS: To encourage and enable students to 1. understand the concept of an electronic worksheet. 2. become familiar with the features of an electronic worksheet . 3. Jearn to set up and analyze worksheets using microcomputer spreadsheet software .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to 1. evaluate and construct a worksheet using spreadsheet software . 2. demonstrate the use of spreadsheet commands and functions . 3. write, in the proper logical sequence, the commands necessary to list graphs and spreadsheets on

the printer . 4. write macro commands . 5. read and evaluate information contained in the spreadsheet software manual. 6. locate resources related to LOTUS using the on-line search capability of the LRC .

COURSE OUTLINE

1. How To Start and Quit the Software 2. What is a Worksheet 3. Labels and Editing 4. Values, Formulas, and Operators 5. Menus and Files 6. Spreadsheet Commands 7. · . Creating Graphs 8. Printing Worksheets and Graphs 9. Using Macros

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APPROPRIATE READINGS (Other than Textbook) 1. Software Manual. 2. Journal articles related to the software program (A typical outside reading will be to locate and

read an article concerning spreadsheet users groups and then write a brief synopsis of the article.)

ASSIGNMENTS The course is structured so the student will complete assignments using self-paced self-instruction media. This media will progressively lead the student through various computer based assignments . At various times during the course, the student will be required to obtain information from the Lotus 1-2-3 Manual. The student will also be required to write a synopsis of an article pertaining to spreadsheets .

A typical assignment will be: Analyze and evaluate the data contained in a worksheet and then pictorially represent selected data in graph form on the printer.

EVALUATION 1. Students will be required to complete all assigned exercises with an acceptable level of accuracy . 2. Students will also be evaluated by written and performance tests. The tests will assess whether the

instructional objectives mentioned above have been attained .

Example: The student will be required to demonstrate the skill necessary to set up a worksheet and then construct and print a graph which represents the data contained in the worksheet. This graph will then be submitted for grading .

TEXTS AND SUPPLIES Adopted Text: Cashman, Shelly. Excel2002 Complete Concepts and Techniques. Course Technology

Other Materials: Two floppy diskettes Computer paper


Date Approved for Distance Learning 9/12/02 Initiator Howard Amborn

I. Method of instruction to be used (primary modality): Internet


Per Semester

3. Adjustments to assignments: None

4. Adjustments to evaluation: None

5. Accessible to students with disabilities: Yes

6. On-line services: Flyers, schedules, orientations, individual contact, and Blackboard listings .

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DEPARTMENT:

PREFIX & NO.:

CATALOG TITLE:

UNITS:


BUSINESS

CBIS 372

Introduction to Database Applications


WEEKLY LAB HOURS: 1.5



PREREQUISITE: NONE

CATALOG DESCRIPTION

Date Prepared:-=---Date Reviewed: Fall1998 Date Reviewed: Fall 2002


Provides the student with an introduction to the use of electronic database management using a · microcomputer database program. This is a "hands-on", self-paced course with flexible hours .

COURSE GOALS: To encourage and enable students to 1. learn to use the personal computer to manage data . 2. understand the concept of a relational database. 3. learn to use the features in the database program to manage data in a microcomputer .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to 1. evaluate and create a database. 2. analyze and retrieve data in various formats from data stored in a database . 3. write reports using information derived from a database . 4. write programs in a command language using a logical sequence of commands. 5. read and evaluate information contained in the database manual . 6. locate resources related to microcomputer databases using the on-line search capability ofthe LRC .

COURSE OUTLINE

1. Introduction to Database Management 2. Creating a New Database 3. Changing the Structure ofthe Database 4. Using a Database 5. Adding Data to a Database 6. Commands to Add, Delete, Modify, and Change the Data in a Database 7. Changing the Order of the Data 8. Locating Records in the Database Using Various Search Techniques 9. Arithmetic Operations on the Data 10. Generating Reports from the Database 11. Writing Programs in Database Language

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WEEKS .5 .5 .5 .5 .5 .5 .5 1.5 1 I 1

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APPROPRIATE READINGS (Other than Textbook) I . Database Manual. 2. Journal articles related to Database (A typical outside reading will be to locate and read an article

concerning database users groups and then write a brief synopsis of the article.)

ASSIGNMENTS Sample Assignments: I. The course is structured so the student will complete assignments using self-paced self-instruction

media. This media will progressively lead the student through various computer based assignments. At various times during the course, the student will be required to obtain information from the database manual. The student will also be required to write a synopsis of an article pertaining to database.

2. Enter in the proper order those steps necessary to: A. select the proper disk drive B. open the employee database C. index the database on LAST name D. determine and print a list ofthose employees who were hired after 1980 .

EVALUATION I. Students will be required to complete all assigned exercises with an acceptable level of accuracy. 2. Students will also be evaluated by written and performance tests. The tests will assess whether the

instructional objectives mentioned above have been attained .

Example: The student will be required to demonstrate the skill necessary to create a database, add data to the database, index the database on a specified key, and print the database on the printer using a logical sequence of database commands. The printer output will then be submitted for grading .

TEXTS AND SUPPLIES Adopted Text: Cashman, Shelly. Access 2002 Complete Concepts and Techniques. Course Technology

Other Materials: Two floppy diskettes Computer paper


Date Approved for Distance Learning 9/12/02 Initiator Howard Amborn

I. Method of instruction to be used (primary modality): Internet




5. Accessible to students with disabilities· Yes

6. On-line services: Flyers, schedules, orientations, individual contact, and Blackboard listings.

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DEPARTMENT:

PREFIX & NO.:

CATALOG TITLE:

UNITS:


BUSINESS

CBIS 373

Introduction to Windows


WEEKLY LAB HOURS: I .5



PREREQUISITE: NONE

CATALOG DESCRIPTION

Date Prepared:.-=-::--Date Reviewed: Fall2003 Date Reviewed: Fall 2002


Provides the· students with an introduction to the use of Windows, the most widely used graphical user interface for the IBM PC (compatibles), or Apple Macintosh. This is a "hands on", self-paced course with flexible hours .

COURSE GOALS: To encourage and enable students to I. become familiar with the functions and components of a microcomputer . 2. become familiar with the basic concepts and skills necessary to use a graphical user interface program. 3. understand and appreciate the value of using an integrated graphical user interface .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to I. describe the function and purpose of a graphical user interface program. 2. demonstrate how to use the mouse to select menus, commands, and icons . 3. demonstrate how to use application windows and icons . 4. customize the program manager by adding program icons and group windows. 5. demonstrate the write text editor . 6. demonstrate the paintbrush graphical tool. 7. demonstrate how to mange and control printing from windows applications .

COURSE OUTLINE

I. Introduction 2. Controlling Windows 3. Managing Windows Program 4. File Management 5. Document Creation Using Write 6. Using the Paintbrush Program 7. Transferring Data 8. Managing Printing 9. Customizing Windows

WEEKS .5 .5 .5 I 2 1.5 .5 .5 I

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APPROPRIATE READINGS (Other than Textbook) I. Software Manual. 2. Journal articles related to the software program. (A typical outside reading will be to locate and

read an article concerning windows users groups and then write a brief synopsis of the article.)

ASSIGNMENTS Sample Assignment: Using Write, type several paragraphs of original text, proofread the text, save it, and finally, print a copy on the printer.

EVALUATION 1. Students will be required to complete all assigned exercises with an acceptable level of

accuracy. 2. Students will also be evaluated by written and performance tests. The tests will assess whether

the instructional objectives mentioned above have been attained .

TEXTS AND SUPPLIES Adopted Text: Shelly, Cahsman, Forsythe. Windows XP: Complete Concepts and Techniques. 2002

Other Materials: Two floppy diskettes, Computer Paper

Date Approved for Distance Learning 9112/02


Initiator HJJward Amborn

Method of instruction to be used (primary modality): Internet




5. Accessible to students with disabilities: Yes

6. On-line services: Flyers, schedules, orientations, individual contact, and Blackboard listings .

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 381

CATALOG/SCHEDULE TITLE: Introduction to Mac OS

UNITS:

WEEKLY LECTURE HOURS: None

WEEKLY LAB HOURS: 3

TOTAL NUMBER OF WEEKS: I6

GRADING OPTION: Letter Grade or PassiNo Pass Option



ADVISORY(IES): CBOT I 00

Date Prepared: Spring 2009 Date Reviewed: Spring 2009 Date Reviewed:--=--:-----


LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and safety issues, or the course is intercollegiate competition, or honors, or includes public performances . State the reason [or limiting the enrollment.) None

ENTRANCE SKILLS (Must be included i(the course has a prerequisite. Entrance skills must come (rom the instructional objectives ofthe prerequisite course) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION Provides the students with an introduction to the current Macintosh operating system. This is a hands-on, self-paced course with flexible hours .

SCHEDULE DESCRIPTION An introduction to the Macintosh operating system. This is a hands-on, self-paced course with flexible hours. Learn Mac OS X Leopard .

COURSE GOALS: To encourage and enable students to: I. become familiar with the functions and components of an operating system . 2. become familiar with the basic concepts and skills necessary to manage a computer

system. 3. understand and appreciate the value of using the appropriate tools to maintain and

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • • •

manipulate the computer .

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: I. describe the functions and purposes ofthe operating system . 2. use menus, commands, and icons . 3. customize the dock by setting the program icons' display options . 4. create, delete, modify and organize files and folders. 5. use operating system's applications . 6. manage and control printing .

OUTLINE OF COURSE CONTENT AND SCOPE Ondicate all major topics to be covered and approximate number of weeks (or each. based on 16 weeks)

I. Introduction 2. Getting Started with Mac 3. Customizing your Mac 4. Using the Dock 5. Organizing and Managing Files an9 Folders 6. Managing Disks 7. Using Safari 8. Using iWorks 9. Going Further with Your Mac

APPROPRIATE READINGS (Other than Textbook) Software manual and operating system's self-help features . Online articles and videos related to the software program .

WEEKS 1.0 2.0 1.5 1.0 3.0 2.0 1.0 2.5 2.0

Switching to the Mac: The Missing Manual (Illustrated), Leopard Edition by David Pogue (Paperback, 2008) .

OUTSIDE ASSIGNMENTS Two hours of outside work is required for every one lecture hour. For courses 16 hours or less. the outside assignments may be completed independently by the student during or a[ter the time scheduled for the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o(a specific writing assignment.

Lab course, no outside assignments .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types ofinstruments used for purposes o(evaluation and at least one specific example o(an essay question requiring the student to think independently and write) .

1. Students will be required to complete all assigned exercises with an acceptable level of accuracy. 2. Students will be evaluated by written and performance tests. The tests will assess whether the instructional objectives mentioned above have been attained . Example of essay question: In regards to installing Mac OS X Leopard: o What preparations should you make before installing Leopard? o What should you do after installing Leopard but before running any program?

TEXTS AND SUPPLIES Adopted Text: Book Title: Mac OS X Leopard: The Missing Manual (Illustrated)

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ililiL_ .. •

Author: David Pogue Paperback: 912 pages Publisher: Pogue Press Date: December 15, 2007 Language: English ISBN-1 0: 059652952X ISBN-13: 978-0596529529

Book Title: Easy Mac Computer Basics (Paperback) Author: Lisa Lee Paperback: 272 pages Publisher: Que; 1 edition Date: August 25, 2008 Language: English ISBN-1 0: 0789738082 lSBN-13: 978-0789738080

Other Materials: Student ID card USB drive Printer paper

Revised 1/09

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DEPARTMENT:

PREFIX & NO.:


Business

CBIS 382

CATALOG/SCHEDULE TITLE: Office Apps for the Mac

UNITS: 2

WEEKLY LECTURE HOURS: None

WEEKLY LAB HOURS: 6





ADVISORY(IES): CBIS 381- Introduction to Mac OS

Date Prepared: Spring 2009 Date Reviewed: Spring 2009

Date Reviewed : -::--:----=-o--o--PCA Established: Spring 2009

LIMITATION ON ENROLLMENT: (Students may be prohibited from enrolling based on health and sate tv issues. or the course is intercollegiate competition, or honors, or includes public performances . State the reason for limiting the enrollment.)

None

ENTRANCE SKILLS (Must be included ifthe course has a prerequisite. Entrance skills must come from the instructional objectives o(the prerequisite course.) The student must have the ability to: None (no prerequisite for this course)

CATALOG DESCRIPTION An introduction to Microsoft Office applications using a Mac computer. This is a handson, self-paced course with flexible hours .

SCHEDULE DESCRIPTION An introduction to Microsoft 2008 Office applications using a Mac computer. This is a hands-on, self-paced course with flexible hours. Learn Word, Excel and PowerPoint 2008 .

COURSE GOALS: To encourage and enable students to: I. become .familiar with up-to-date computer technology and software . 2. become familiar with office application software and how it is integrated in a graphical

user interface program. 3. understand and manage office and personal files .

Revised 1/09

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., • •

INSTRUCTIONAL OBJECTIVES: At the end of the course, the student will demonstrate the ability to: I. create and maintain various types of office documents . 2. save, retrieve, and print documents. 3. perform editing tasks such as inserting, deleting, moving, and copying . 4. determine and use the appropriate application to complete a task . 5. use application programs to share data .

OUTLINE OF COURSE CONTENT AND SCOPE (Indicate all major topics to be covered and approximate number o(weeks for each. based on 16 weeks)

1. Introduce the Mac environment WEEKS

1 2. Introduce office application software 3. Manage files and set program options 4. Create, save, and print documents, spreadsheets, and presentations 5. Using shared office tools 6. Manage document, spreadsheet, and presentation layout 7. Add and manipulate art objects 8. Work with templates 9. Integrate Office applications

APPROPRIATE READINGS (Other than Textbook) I. Specific word processing software manual. 2. Related technical books . 3. Related articles .

1 1 2 3 3 2 2 1

OUTSIDE ASSIGNMENTS Two hours o(outside work is required (or every one lecture hour. For courses 16 hours orless. the outside assignments may be completed independently by the student during or atier the time scheduled {or the class. (Samples of outside assignments must be reflected in this portion of the outline.) Give types of assignments and one example o{a specific writing assignment .

Lab course, no outside assignments .

EVALUATION Describe the methods by which students and instructors will know how the objectives listed above have been met. (Give types ofinstruments used for purposes of evaluation and at least one specific example o[an essay question requiring the student to think independently and write) . I. Students will be required to complete all assigned exercises with an acceptable level of accuracy . 2. Students will be evaluated by written and hands-on performance tests. Example: The students will be required to demonstrate the skills needed to create, format, revise, and print a document.


Revised 1/09

Book Title: Microsoft Office 2008 for Macintosh: Visual QuickStart Guide Author: Steve Schwartz Paperback: 544 pages Publisher: Peachpit Press; I edition Date: March 24, 2008 Language: English

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

ISBN-I 0: 032153400X ISBN-13: 978-0321534002

Other Materials: I . Student ID card 2. USB drive 3. Printer paper

Revised 1/09

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Degree and Certificate Requirements

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• .,

COMPUTER BUSINESS INFORMATION SYSTEMS (A.S. & Certificate of Achievement) If you enjoy using technology and helping others then a career in information technology may be for you. The Computer and Business Information Systems (CBIS) program is a comprehensive degree where you will learn business concepts along with needed technical skills to help support a company's information systems' needs. Other CBIS program options allow you to specialize in applications, web development, and software support. Discover the possibilities of a career in information technology. This is a Tech Prep program (see "Programs of Study" for information about Tech Prep). The graduate of the AS or Certificate Program in Computer Business Information Systems will: • . Understand the fundamentals of business, and how they relate to information

systems needs of a business. • Use effective written and oral communication to support business information

systems needs . • Develop technical skills to analyze and solve problems both independently and in

teams, using a variety of problem-solving approaches and selecting the appropriate software.

• Analyze/design/develop/deploy/maintain and manage business applications .

A major of 27 units is required for the associate in science degree and certificate .

Required core courses (27 units)

COURSES UNITS ACCT 130 Financial Accounting BUS 101 Introduction to Business CBIS 101 Computer Concepts and Applications CBIS 108 Networking and Administration CBIS 112 Introduction to Programming CBIS 141 Spreadsheet Applications CBIS 142 Database Applications CBIS 321 Internet Business Applications EL/ COM SC 105 PC Preventive Maintenance and Upgrading

Recommended electives:

3 3 3 3 3 3 3 3 3

CBIS 359/399 Institutes/Topics in Computer Business Information Systems .5-3 BUS 102 Marketing 3 BUS 104 Business Organization and Management 3 BUS 106 Small Business Management 3 EL/COM SC 310 Introduction to Network Platforms, NOSs, Security, and Maintenance 4

1

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

COMPUTER BUSINESS INFORMATION SYSTEMS- COMPUTER BUSINESS OFFICE SOFTWARE (Certificate of Accomplishment) This certificate is the foundation for students to learn the basics of computer system software and general office applications through a series of hands on coursework. The skills developed throughout the different courses will improve students' productivity . The graduate of the Certificate Program in Computer Business Office Software will: • Illustrate knowledge by understanding and applying the correct computer terms and

technology . • Use templates or design/create/modify documents, spreadsheets, databases, and

presentations for business and personal use . • Create/modify/search/organize folders and files . • Customize a computer by modifying the application and operating system software

settings .

Five units constitute the certificate .

COURSES UNITS CBOT 360 Essentials of Word Processing CBIS 373 Introduction to Windows CBOT 361 Introduction to Presentation Design CBIS 371 Introduction to Spreadsheet Applications CBIS 372 Introduction to Database Applications

2

1 1 1 1 1

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

COMPUTER BUSINESS INFORMATION SYSTEMS- INFORMATION ARCHITECTURE (Certificate of Accomplishment) This certificate provides comprehensive training for students who will plan, develop and manage business websites. The graduate of the Certificate Program in Information Architecture will: • Illustrate knowledge by understanding and applying the correct Internet and web

terms and technology . • Use a variety of sources for reference materials (i.e. online help, vendor's websites,

online discussion groups, etc.) • Plan/design/develop marketing strategies for a small business website . • Develop a project plan defining a calendar, tasks and needed resources. • Plan/design/create/modify/manage website folders and files on a web server .

Seventeen units constitute the certificate .

COURSES Required core courses (7 units) CBIS 321 Internet Business Applications CBIS 327 Building Business Web Sites BUS 380 Marketing Strategies

Plus a minimum of 10 units selected from the following: BUS 111 Internet Marketing COM SC 102 Introduction to Computing with HTML MMAC 114 Dynamic Internet Design CBIS 315 Programming for the Web 1 CBIS 343 Applied Project Management 1 BUS 359 Introduction to Fireworks BUS 377 Managing Service Quality BUS 366 Promoting Small Business CBIS 372 Introduction to Database Applications

3

UNITS

3 3 .5

3 3 3

1.5 1.5 .5 .5 .5 1

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ., " • •

COMPUTER BUSINESS INFORMATION SYSTEMS- OFFICE SYSTEMS ANALYSIS (Certificate of Accomplishment) This certificate specializes in office applications. Students learn to manage projects from the design phase through implementation. The coursework also includes fundamentals of program management and computer programming. The graduate of the Certificate Program in Office Systems Analysis will: • Illustrate knowledge by understanding and applying the correct computer terms and

technology . • Design/create/modify documents, spreadsheets, and databases for business and

personal use . • Develop a project plan defining a calendar, tasks and needed resources. • Develop interactive applications for business_ and personal needs . • Use effective written and oral communication to support business information

systems needs .

Thirteen and one-half units constitute the certificate .

COURSES CBIS 101 Computer Concepts and Applications CBIS 112 Introduction to Programming CBIS 141 Spreadsheet Applications CBIS 142 Database Applications CBIS 343 Applied Project Management

4

UNITS 3 3 3 3

1.5

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"

COMPUTER BUSINESS INFORMATION SYSTEMS- OFFICE SOFTWARE SUPPORT (Certificate of Accomplishment) This certificate covers office applications and web fundamentals. Students completing this certificate will be able to provide support in the office applications and basic web maintenance. The graduate of the Certificate Program in Office Software Support will: • Illustrate knowledge by understanding and applying the correct computer terms and

technology . • Design/create/modify documents, spreadsheets, databases, and presentations for

business and personal use . • Use effective written and oral communication to support business information

systems needs. • Modify/manage website files and folders .

Fifteen units constitute the certificate .

COURSES UNITS CBIS 101 Computer Concepts and Applications

or CBOT 132 Advanced Word Processing CBIS 141 Spreadsheet Applications CBIS 142 Database Applications CBIS 321 Internet Business Applications CBIS/ CBOT 337 Presentation Design

5

3 3 3 3 3 3

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • " " • • •

COMPUTER BUSINESS INFORMATION SYSTEMS- INFORMATION TECHNOLOGY FUNDAMENTALS (Certificate of Accomplishment) This certificate provides the basic computer skills that every student needs. The focus will be on understanding and using computer applications such as word processing, spreadsheets, database, and presentation. The graduate of the Certificate Program in Information Technology Fundamentals will: • Use a variety of sources for reference materials (i.e. online help, vendors' websites,

online discussion groups, tutorials.) • Illustrate knowledge by understanding or applying the correct computer terms . • Use templates or design/create/modify documents, spreadsheets, databases, and

presentations for business, personal and school needs . • Recall/demonstrate appropriate processes to use in application programs .

Nine units constitute the certificate .

COURSES- UNITS CBIS 301 Computer Fundamentals 1 CBIS 321 Internet Business Applications CBIS 302 Computer Fundamentals 2

or CBIS 101 Computer Concepts and Applications

6

3 3 3 3

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • & ., ., •

COMPUTER BUSINESS INFORMATION SYSTEMS- SMALL BUSINESS WEB MASTER {Certificate of Accomplishment) This certificate provides basic training for students who will plan, develop and manage business websites. The graduate of the Certificate Program in Small Business Web Master will: • Illustrate knowledge by understanding and applying the correct Internet and web

terms and technology . • Use a variety of sources for reference materials (i.e. online help, vendor's websites,

online discussion groups, etc.) • Plan/design/create/modify/manage website folders and files on a web server .

Ten units constitute the certificate .

COURSES Required core courses (6 units) CBIS 321 Internet Business Applications CBIS 327 Building Business Web Sites

Plus a minimum of 4 units selected from the following: BUS 111 Internet Marketing COM SC 102 Introduction to Computing with HTML MMAC 114 Dynamic Internet Design CBIS 315 Programming for the Web CBIS 359 Introduction to Fireworks CBIS 372 Introduction to Database Applications BUS 380 Marketing Strategies BUS 377 Managing Service Quality BUS 366 Promoting Small Business

7

UNITS

3 3

3 3 3

1.5 .5 1

.5

.5

.5

• • • • • • •

• • • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• •• ~ .,. •• • •

•

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Advisory Committee

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CBIS ADVISORY GROUP MEMBERS

Contact Information Ms. Frances Talmadge Halsell Builders 3130 Skyway Drive, Suite 601 Santa Maria, CA 93455 @halsellbuilders.com

{805) 928-8948 Halsell Builders http://www .halsellbuilders.com/index.html Construction

Ms. Diane Lawrence VP Human Resources Coast Hills P.O. Box 200 Lompoc, CA 93438-0200 [email protected] (805) 733-7627 Coast Hills http://www .coasthills.coop/

Ms. Kelly Romain Administrative Manager Wiser Property Management and Sales 119 E Walnut Ave Lompoc, CA 93438 [email protected] (805) 736-1293 Wiser Property Management and Sales http:/ /www.wiserrentals.com/ Property Management

Ms. Donna Martinez SLRSC WR Program Cost Analyst L-3 Communications P.O. Box 5293 Vandenberg AFB, CA 93437 [email protected] (805) 608-1208 X 1017 L-3 Communications http: I jwww .I-3com .com/businesssegments/businesssegments.aspx?id=3 Intelligence, Surveillance, etc

Mr. Alan Munch Personnel Manager The Okonite Company 2900 Skyway Drive Santa Maria, CA 93455 munch @okonite.com (805) 922-6682 X 209 The Okonite Company http:/ /okonite.com/ Manufacturing

Mr. Alex Ek Helical Products P.O. Box 1069 Santa Maria, CA 93456 AEK@HEU -CAL. COM (805) 928-3851 Helical Products http://www .heli-cal.com/cm/Home.html Machinery Equipment

Mrs. Eleanor Snowden Career Services Technician Allan Hancock Community College 800 S. College Dr N. Annex Santa Maria, CA 93454 [email protected] (805) 922-6966 X 3546 Allan Hancock Community College http://www .hahcockcollege .edu

Mr. Ken Schnell Controller City of Santa Maria 400 Sword Ct Santa Maria, CA 93454 schnell .family@gte. net {805) 928-5168 City of Santa Maria . http:/ /www.ci.santa-maria.ca.us/home.shtml City of Santa Maria

Mrs. Karen Draper Business Instructor Santa Maria High School 901 S. Broadway Santa Maria, CA 93454 [email protected] (805) 925-2567 X 3233 Santa Maria High School http://www .smjuhsd.k12.ca .usjsanta_maria/ Education

Ms. Sandra Dickerson CEO Your People Professionals 910 E. Stowell Rd., Suite 106 Santa Maria, CA 93454 [email protected] (805) 928-5725 xllO Your People Professionals www.ypp.com Staff Services

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1. MAJOR FINDINGS

EXECUTIVE SUMMARY <Validation Team Report)

Strengths of the program/discipline:

• Delayed start of CBIS 301 provides opportunity for students who registered in CBIS 101. but would benefit from the curriculum of CBIS 301(an advisory to CBIS 101) to make a schedule change from CBIS 101 to CBIS 301 without losing a full semester and also allows students to maintain their unit enrollment .

• Program is responsible and responsive to needs and suggestions of the community. in particular the Computer Business Advisory Group

• Program faculty serve on advisory committees for various high school programs

• Program faculty and staff work well together as a team to serve the needs of their students and local industry

• Program faculty work to keep up with changes in technology and updates curriculum to reflect these changes

• Staff are proactive and responsive

Concerns regarding the program/discipline:

• Consider expanding outreach to Santa Ynez Valley • There are not enough MACs available for MAC classes • You have Web-programming courses but aren't offering them

2. RECOMMENDATIONS

• Review and update the Web Programming course's COR. and then begin offering this course on a semi-regular basis. Determine student interest for a minicertificate consisting of multiple short-term Mac based courses .

• Determine the student interest for a short-term course that focuses on using smartphones and tablets. Determine feasibility of creating an Information Technology certificate that includes courses from computer science. networking. and CBIS. Develop social networking fast-track style course

• Increase availability of MACs in lab

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VALIDATION TEAM SIGNATURE PAGE

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Plan of Action -Post-Validation

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During the academic year, 2009-2010 we completed the program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self-study and the recommendations of the validation team. For each plan, indicate the action taken, the result of that action, and the current status of the plan, if it isn't complete.

PLAN ACTION

1.0 PROGRAM REVISION 1.0 PROGRAM REVISION 1.1 Revise CBIS program to reflect the 1.1. The CBIS instructors continually stay current

guidelines set forth by such agencies as the on employers' information technology needs National Science Foundation's Skill by collaborating with other community Standards for Information Technology colleges faculty, monitor California technology

1.2.1 Create a new program degree model standards, and meet with local business 1.2.2 Revise certificate programs employers. Courses are developed and

modified using the information gained from all of the above.

1.2.1. The CBIS two-year associate degree had two courses removed from the required units. The two courses were CS 173 Java Programming and CBIS 146 Applied Systems Analysis and Design. Both courses were removed because for many semesters the courses weren't offered or didn't go due to lack of enrollment.

Currently, a database certificate is being designed. Two of three courses were approved by AP & P for the degree. Another course in database web programming will be presented to AP&P along with the degree.

1.2.2 Two self-paced courses have been created for those students who prefer working on a Mac computer instead of a PC. These courses are CBIS 381 Introduction to the Mac OS and CBIS 382 Office Apps for the Mac. After some research, we found that locally there is no course offered in our community which teach the Mac system and application software. The CBIS faculty plan to submit paperwork so the MAC courses may be offered under distance learning. Additionally, a Certificate of Accomplishment will be submitted for the Mac courses.

Determine feasibility of creating an information technology certificate that includes courses from Computer Science, Networking, and Computer Business Information Systems.

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PLAN ACTION

2.0 COURSE DEVELOPMENT AND 2.0 COURSE DEVELOPMENT AND MODIFICATIONS MODIFICATIONS

2.1 DEVELOPMENT 2.1 DEVELOPMENT 2.1.1 Develop Internship/Independent 2.1.1 Both full-time CBIS faculty members

Studies to build on and apply participate in AHC's Cooperative Work knowledge gained from classes. Experience (CWE) program.

2.1.2 Develop new courses to meet the 2.1.2 One course covering online auctions was needs of the community created and offered for two years but with the

2.1.3 Develop components for all online availability of online and self-paced courses courses to help students stay on demand for fast-track courses in the track technology area has decreased.

2.1.4 Develop a component (descriptions 2.1.3 With the current course management of next semester's courses) to systems, CBIS instructors are communicating prepare students for follow-up and with students through emails, continuing courses announcements, discussion boards, etc. for

2.1.5 Develop Blackboard components for classroom and online students. all CBIS courses 2.1.4 At the end of the semester the students are

informed of the next courses the instructors would recommend they take after completing their current class.

2.1.5 All CBIS courses have a shell in Blackboard including the self-paced courses. Course materials for all classes are continually being updated to reflect changes in technology.

2.2 MODIFICATIONS 2.2.1 Review and modify CBIS course 2.2 MODIFICATIONS

outlines 2.2.1 Revised CBIS courses and submitted changes 2.2.2 Revise methodology for CBIS course to AP&P. As technology changes the CBIS

testing via the Internet courses and degrees are modified to be 2.2.3 Continue to request that CBIS 101 current.

be designated as GE course 2.2.2 Utilize Blackboard and the publishers' websites to access if student learning outcomes are being met.

2.2.3 CBIS 101 is a GE course

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PLAN ACTION

3.0 CBIS ADMINISTRATION 3.0 CBIS ADMINISTRATION 3.1 STAFFING 3.1 STAFFING 3.1.1 Maintain a list of current and future qualified 3.1.1 Ongoing

instructors

3.2 EQUIPMENT 3.2 EQUIPMENT 3.2.1 Review new software for operating systems and 3.2.1 Established a timeline for ordering

application programs that are used for CBIS textbook review copies, reviewing courses them, and distributing them to

3.2.2 Continue to request the reconfiguration of K10 associate faculty computer classroom on Santa Maria campus 3.2.2 Modifications were made to improve such that all seats face the front of the room. the layout of room K10, but we are

3.2.3 Recommend appropriate equipment currently recommending that the upgrades/replacements for labs and classrooms projector screen and the white in Santa Maria and Lompoc boards be placed on the same wall.

3.2.3 Working closely with the Computer Lab coordinator to ensure that classroom hardware and software upgrades and replacements are made in a timely manner. This includes the possibility of increasing the number of Mac computers and/or checking the availability of Mac classrooms on campus that may be scheduled for the CBIS Mac classes.

PLAN ACTION 4.0 MARKETING 4.0 MARKETING 4.1 Work with Public Relations to promote new and/or 4.1 Every semester we have updated the

re,vised courses cross reference page for the schedule 4.2 Work with Public Relations to inform local listing current software being taught.

businesses of degree and certificate programs Get assistance and approval from Public 4.3 Work with local high schools to promote CBIS Relations for program promotional

programs materials. 4.2 Created and presented a PowerPoint

presentation to the marketing committee clarifying our programs and answering questions about program needs. Attended multiple Chamber of Commerce subcommittee meetings to inform employers of our programs and survey information about their technology needs.

4.3 Attend local high school ROP meetings and high school job fairs.

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PLAN ACTION 5.0 COMMUNITY INVOLVEMENT 5.0 COMMUNITY INVOLVEMENT 5.1 Work with Economic Development Office to offer 5.1 We are always open for request from

CBIS courses at local business locations businesses but there is a requirement about the number of students that must enroll.

5.2 Work with Economic Development Office to 5.2 A few shorts courses were customize CBIS courses for special interest groups, developed/completed for Diablo such as government and business entities. Canyon. Many times our current courses

will fill their needs and employers may save cost by having their employees take the online, lab, or classroom offerings.

PLAN ACTION 6.0 PROFESSIONAL DEVELOPMENT 6.0 PROFESSIONAL DEVELOPMENT

6.1 FULL-TIME FACUL1Y 6.1 FULL-TIME FACUL1Y 6.1.1 Attend community college conferences 6.1.1 Attended community college faculty 6.1.2 Attend computer technology conferences conferences at Asilomar Conference 6.1.3 Continue to upgrade technology expertise Grounds in Pacific Grove; attended

State Senate conference. 6.1.2 Attended Tech Ed conferences;

attended different book publisher conferences.

6.1.3 Both full-time instructors are engaged in learning new software and hardware on a continual basis.

6.2 ASSOCIATE FACUL1Y 6.2 ASSOCIATE FACUL1Y 6.2.1 Establish an online forum CBIS Associate 6.2.1 There is no need for a formal online

Faculty to report concerns and discuss relevant forum since communication with issues with full-time faculty associate faculty is frequent.

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Plan Prepared By

PLAN OF ACTION- Post-Validation

Review and Approval

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Date: -------------------------------------------------- -----

--------------------------------------------Date: ___ _

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Reviewed:

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*Signature of Department Chair indicates approval by dep~ment of Plan of Action.

Reviewed:

Dean of Academic Affairs

------~~~8k:~,.----------Date: iz~!?_ Vice President, Academic Affairs

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