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TUTORIAL: USING IS MAPPING FOR CURRICULUM IMPROVEMENT AND ACCREDITATION

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Jeremy, now a senior IS major, wants a breakdown of the marketable skills he has gained. ... Which of the six core areas do I cover? ... – PowerPoint PPT presentation

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Title: TUTORIAL: USING IS MAPPING FOR CURRICULUM IMPROVEMENT AND ACCREDITATION


1
TUTORIALUSING IS MAPPING FOR CURRICULUM
IMPROVEMENT AND ACCREDITATION
  • John H. Reynolds
  • George Nezlek
  • School of CIS, Grand Valley State University
  • Allendale, MI 49401 USA

Jeffrey P. Landry Herbert E. Longenecker,
Jr. University of South Alabama School of
CIS Mobile, AL 36688
2
Introduction
  • This second of a two-part tutorial will
    demonstrate the usefulness of the mapping process
    demonstrated in the first tutorial. A set of
    aggregate and detailed reports will be used to
    demonstrate how curriculum assessment and
    improvements can be modeled, and how
    accreditation self-studies can be facilitated.
    The software is accessible from
    (http//www.iseducation.org).

3
Overview
  • The tutorial will consist of
  • Demonstrated scenarios for analyzing curriculum
    assessment, improvement, and accreditation
    self-study
  • Demonstrations of ad hoc scenarios suggested by
    you
  • An opportunity for you analyze the assessment,
    improvement, and self-study of your curriculum

4
Assessment Scenario 1
  • Task
  • An instructor is interested in knowing how
    students performed on the IS exit exam in areas
    taught in her course.
  • Example 1a
  • Pamela Smith, instructor at USouthAl, is
    interested in knowing whether the IS exit exam is
    testing students on material she teaches in ISC
    434 Advanced Databases

5
Assessment Scenario 1 (cont.)
  • Example 1b
  • Bart Longenecker of USouthAl observes that some
    students (i.e. in senior project) lack adequate
    data modeling skills. He wonders how the
    students have been performing on the IS exit exam
    on data modeling questions. I wonder how they
    performed on the database LUs taught in our CIS
    324 (database) course?

6
Assessment Scenario 2
  • Task
  • A student asks, What marketable skills can I
    expect to have when I graduate?
  • Example
  • Jeremy Taylor, first semester freshman declaring
    a CIS major at USouthAl, wonders how marketable
    he will be in four more years.

7
Assessment Scenario 3
  • Task
  • A student asks, what marketable skills do I have
    now that I am about to graduate?
  • Example
  • Jeremy, now a senior IS major, wants a breakdown
    of the marketable skills he has gained.

8
Assessment Scenario 4
  • Task
  • A dean wants to compare student test performance
    to students taking the exam nationally.
  • Example 4a
  • Who is our top performing student? asks Roy
    Daigle, after the last group of IS majors at
    USouthAl have completed the Spring 2004 IS exit
    exam. What was his score? How did he rank
    nationally?

9
Assessment Scenario 4 (cont.)
  • Example 4b
  • How did our students, in general, perform on the
    exam, compared to all schools and other
    non-business school IS programs? We had both
    graduate and undergraduate students taking the
    exam.--Daigle

10
Assessment Scenario 5
  • Task
  • Assessing outcomes for IS majors.
  • Example
  • A colleague at another school, upon running into
    Roy Daigle at ISECON, asks, Im looking for a
    list of outcomes for IS majors. What do you
    suggest?

11
Accreditation Scenario 1
  • Task
  • An IS department chair responds to an
    accreditation teams request for a report of
    semester hour coverage (SHC) in each of six areas
    of IS core knowledge
  • Example
  • Although Roy has approximated SHC in past
    accreditation self-studies, he suggests to the
    team that a CCER report he uses will provide a
    richer evaluation of coverage, emphasizing the
    breadth and depth of coverage across six IS core
    areas.

12
Accreditation Scenario 2
  • Task
  • A department chair wants to report on student
    performance in each of six IS core areas for an
    accreditation self-study.
  • Example
  • Roy wants an aggregate report of IS student
    performance on the Spring 04 IS exit exam,
    broken down by IS core areas for accreditation.

13
Accreditation Scenario 3
  • Task
  • A department chair wants to determine where an IS
    core area is taught in his curriculum.
  • Example
  • Roy wants to know how many and which IS courses
    at USouthAl teach objectives in the analysis and
    design core area, so that he can demonstrate to
    an accreditation team that these skills are
    developed throughout the four-year program.

14
Accreditation Scenario 4
  • Task
  • A department chair wants to describe how an IS
    core area is taught throughout his curriculum.
  • Example
  • Roy Daigle wants documented evidence, for the CIS
    advisory board, of how modern programming
    language skills are taught in the IS curriculum.
    He wants the board to get a sense of the variety
    and intensity of coverage in programming.

15
Accreditation Scenario 5
  • Task
  • An instructor wants to know how her course
    contributes to accreditation standards.
  • Example
  • Pam Smith wants to know how her ISC 434 course
    contributes to accreditation standards. Which
    of the six core areas do I cover? I hope I am
    covering the data management area with breadth
    and depth? And some modern programming, too.

16
Improvement Scenario 1
  • Task
  • An instructor, responding to IS exit exam results
    that show inadequate student performance in areas
    taught in her course, wants to make a short list
    of possible course improvements.
  • Example
  • Pam wants to review exam results for USouthAl
    students in advanced database concepts covered by
    her ISC 434 course. She wants to focus attention
    on her local course objectives that teach
    learning units with poor scores and target areas
    for improvement.

17
Improvement Scenario 2
  • Task
  • A dean/dept. chair/curriculum committee asks what
    if How will (adding/removing/replacing) a
    course in our curriculum affect the
    (breadth/depth/content) of (learning unit/IS core
    area) coverage?
  • Example
  • A department chair, responding to the increasing
    need for networking and security skills in
    industry, wants to add greater breadth and depth
    of coverage in networks and security in his IS
    program.

18
Ad hoc scenarios
  • Task
  • Does someone have an interesting assessment,
    improvement, or accreditation self-study task?
  • Example
  • that we can use to create an example?

19
Analyze your curriculum
  • Now, run various reports for your own curriculum.
  • Select and deselect mapped courses.
  • Run various reports to answer questions about
  • assessment
  • improvement
  • accreditation
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