The Computer Science Department houses multiple degree and certificate programs, serving both career and transfer students. For our career students, we offer multiple degree and certificate options in our Information and Communications Technology program, including networking, programming, system administration and computer support pathways. For our transfer students, we offer an A.S. in Computer Animation and Game Development, an A.S. in Computer Science (fully articulated with CSU, Chico), an A.S in Computer Information Systems (fully articulated with CSU, Chico), and an A.S. for Transfer in Computer Science (aligned with Transfer Model Curriculum).
Computer Animation and Game Development (CAGD) blends courses from Art, Computer Science, Multimedia Studies, and Radio-Television-Film to create a cutting edge multidisciplinary program. Students in CAGD learn to use art and technology to create interactive multimedia experiences such as video games and digital animations. The program prepares students for transfer to the CAGD program at California State University, Chico and provides a foundation for similar majors at other four-year colleges and universities. The Cisco Networking Administration Certificate prepares students for industry standard certification exams and entry-level positions as computer networking professionals. The core curriculum covers networking fundamentals, WAN technologies, basic security and wireless concepts, routing and switching fundamentals, and configuring simple networks. The A.S. Degree in Computer Programming prepares students for entry-level positions as computer programmers and web developers. The core curriculum covers the software development life-cycle, algorithms, fundamental data structures, database design, and the design, implementation, and testing of computer programs and dynamic websites. The A.S. Degree and Certificate in Computer System Administration prepares students for industry standard certification exams and entry-level positions as computer support technicians and computer system administrators. The core curriculum covers Microsoft server installation, configuration, troubleshooting, and maintenance. The Associate of Science in Computer Science for Transfer is intended for students who plan to complete a bachelor's degree in Computer Science at a CSU campus. Students completing this degree are guaranteed admission to the CSU system, but not to a particular campus or major. Students transferring to a CSU campus that does accept this degree will be required to complete no more than 60 units after transfer to earn a bachelor's degree. This degree may not be the best option for students intending to transfer to a particular CSU campus or to a university or college that is not part of the CSU system. In all cases, students should consult with a counselor for more information on university admission and transfer requirements. Students taking the required courses for this transfer major must also take the prerequisites for these courses. The combination of the required Computer Science courses and their prerequisites provide an excellent preparation for students majoring in Computer Science at the four-year university level. The A.S. Degrees in Computer Science and Computer Information Systems are articulated with CSU, Chico and are meant to be the first two years of course work for students wanting to transfer to CSU, Chico to complete at least their Bachelor's Degree.
Courses & SLOs Assessed:
CSCI-49 SLO1-. Define terminology, concepts, and functions of end-user Information Technology (IT) systems.
Programs & PLOs Assessed:
Identify, describe, install, and maintain the fundamental hardware and software components of a modern computer system.
Our Findings were that students were great at identifying and describing hardware and selecting the correct options for hardware upgrade paths, but fundamental electricity concepts were not answered as well.
Some strategies we identified were to provide more information and time on those fundamentals, and less on hardware since hardware upgrades are becoming less important to the Certification.
|
ACADEMIC_YEAR |
PERIOD |
Retention Rate |
Success Rate |
|
2015 |
SP |
91% |
70% |
|
2015 |
FA |
90% |
72% |
|
2016 |
SU |
100% |
89% |
|
2016 |
FA |
90% |
69% |
|
2016 |
SP |
87% |
68% |
|
2017 |
SU |
100% |
93% |
|
2017 |
SP |
89% |
68% |
|
2017 |
FA |
88% |
70% |
|
2018 |
SU |
100% |
100% |
|
2018 |
FA |
88% |
74% |
|
2018 |
SP |
87% |
70% |
|
2019 |
SP |
88% |
76% |
|
2019 |
FA |
84% |
59% |
We believe that sustained growth should follow given the demands of the field and the increase in faculty. Growth can also be sustained through increased partnership with CSU, Chico in our Animation and Game Development Program. Our newest faculty has a background in Game Design, and this will greatly help this program. The college (and our department) support students in their progress toward their educational goals by collaborating with industry, external agencies, and other institutions of higher education to ensure that programs are relevant and meeting current needs and the Computer Science program is consistent with said goals. We continue to do this even with remote learning. We are also connecting with local and regional industries to supply needed workers in this demanding field.
Enhancing a Culture of Inclusiveness: Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan. The Computer Science program is working closely with MESA (Math Engineering Science Achievement) and the STEM pathways at Butte College and local high schools to develop connections and achievements of target populations identified in the current District Student Equity Plan including outreach, intern opportunities and transfer successes into computer science pathways.
The Computer Science program was subject to a complete program review in 2015-2016 as its own program. Previous results were aggregated with Computer Science and Drafting Technology and are difficult to disaggregate and stand out except the following items from previous program review:
1) Replacement full time faculty to replace retiring full time faculty.
Both faculty have been replaced and the department has hired an additional full time faculty
2) Continued work to develop pathways with local high schools and programs such as ROP, and recruit and retain under-represented students in our programs.
The department continues to reach out to local High Schools to support and encourage all students to pursue schooling in Computer Science. While ROP no longer exists there are many programs for us to connect to.
3) Maintain our laboratory software and hardware so that students can be trained to industry standards, to maximize their employment potential.
This is something the department is currently trying to do but is limited by Campus IT resources.
4) Constantly maintain and update our curriculum to ensure we are aligned with industry standards and adequately prepare our students for professional certification.
The CSCI program has created a new degree in Cyber Security to handle industry demands and has revamped many other CSCI course (Web Design, Game Design, Programming Project) to align with industry standards. We have also added a new pathway in the Computer Information Systems degree.
Strategy 1 - Computer Science Facilities
Augment and configure additional laboratory space necessary to resolve impacted program and lack of resource space in which to teach sections that would make with added lab space. The addition of one lab space environment would also centralize the locations of programs such as ENGR and DFT to maximize effectiveness and would synergize all instructional delivery.
CSCI program growth is limited by facility circumstances and require one additional dedicated laboratory area be added to meet growth. In addtion, centralize location of Engineering program lecture and laboratory spaces to every extent possible to synergize all instructional delivery with ENGR and DFT programs. Currently, ENGR has NO dedicated facility and shares space with Physical Sciences, Mathematics and Drafting Technology. One more properly equipped laboratory space is necessary.
Strategy 2 - Update Instructional Equipment and Computing Resources
Replace all equipment and instrumentation to current technology standards of practice of a contemporary computer science, drafting technology, sustainable technologies, engineering for transfer and engineering technology based completion strands.
Contemporary computer science and engineering programs demand the very most in equipment and computing performance including desktops, networking, interconnects and distribution and storage in server-based environments. Current equipment and computing resources DO NOT meet minimum requirements for effective programming. Replace all equipment and instrumentation to current technology standards of practice of a contemporary computer science, drafting technology, sustainable technologies, engineering for transfer and engineering technology based completion strands.
Strategy 3 - Professional Development
Faculty and staff professional development including events, workshops, training, externships and trade shows.
STEM programs mandate a continued pursuit of professional development that extends beyond local resources. Professional development keeps faculty and staff at the leading edge of development of relevant instructional programming, courses, certificates and degrees.
Strategy 4 - Create a collaborative lecture/lab space.
Creation of a collaborative learning environment lecture/lab space to increase successful student outcomes, especially in underrepresented and underserved populations.
Traditional teaching techniques have been shown to be less effective than a more collaborative type teaching techniques. Research has shown that the effectives is even worse in underrepresented and underserved populations. We propose a strategy in which we change our teaching style to a more collaborative style and to also add equipment (desks, chairs, whiteboards, etc) to help facilitate this change in teaching style.
Facilities are one of the limiting factor for the CSCI program. The schedule of CSCI classes is primary on the Main campus and the Chico Center campus however the use of facilities by the DFT and ENGR programs makes scheduling a fundamentally difficult issue term over term. In addition, the limitation of scheduling to avoid current Mathematics Department and the collective Physical Sciences Department makes the limitation of computer-based laboratory space one of the most critical issue to solve for the Department.
With the continued development of technology-based programming to CSCI, TOPS codes matched to offerings allowing the potential funding sources including: Perkins funding for CTE program improvement and development and Strong Work Force funding for Integrated Computer Technology (ICT) STEM-based pathway development with regional K-12 districts and high schools.