ANNUAL PROGRAM PLANNING WORKSHEET (APPW) · PDF file · 2018-01-03ANNUAL PROGRAM...

ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Program: Computer and Network Technology Planning Year: 2014-15 Last

Year CPPR Completed: 2010

Unit: Engineering and Technology Cluster: Workforce Development

Next Scheduled CPPR: 2014-15 (this year)

NARRATIVE: APPW

Use the following narrative outline and be brief and concise:

I. Program-Level Outcomes: List the outcomes established for your program.

Computer and Networking Technology Student Learning Outcomes

1. Apply fundamental principles of mathematics, physics and electronics to computer and networking

theory and problem solving

2. Develop broad based fundamental technical skill sets that will allow the technician to adapt to

many jobs and changing requirements of industry

3. Utilize theory and basic skill sets for operating, maintaining, and troubleshooting relevant

applications and specific technologies needed to support local industries.

4. Display traits of hard work, self-motivation, personal integrity, and positive attitude that will

contribute to the success of the project and the company.

II. Program Contributions to Institutional Goals, Institutional Objectives, and/or Institutional Learning

Outcomes: Identify how your program, within the past year, has helped the district achieve its

Institutional Goals and Objectives, and/or how it has helped students achieve specific ILOs, and provide

data or evidence that demonstrates the progress

In order to achieve the institutional Goal of increased student success in the classroom and through

employment the program was significantly revised. The program was streamlined to enable

students to complete their degree pattern with-in two years by reducing the overall number of units

to 35 from a previous of 45 units. The goal was to offer the most industry marketable courses and

remove or replace courses with limited marketability. Based on advisory committee feedback two

courses were removed and one replaced with a computer science course. Also 2 of the advanced

CISCO academy courses shifted from the degree pattern to a revised Network Specialist certificate

pattern.

III. Analysis of Measurements/Data: Provide a brief narrative analyzing the institutional, program and

site-specific measurements (data and evidence) that are most relevant to your current program status.

Program SLO data from course testing

Summary of Program SLO data from courses and surveys

All Program SLO’s showed over 80% success rating from a combination of course testing data, industry

survey and student surveys. When analyzing the course specific data one area of weakness is the online

courses show a low rating for Program SLO 4 which deals with developing social and ethical skills

required to be successful in industry. This is to be expected since there is not as much opportunity for

the students to interact in person.

IV. Program Outcomes Assessment and Improvements:

• Attach an assessment cycle calendar for your program.

4 YEAR ASSESSMENT CYCLE

Y1-F1 Y2-S1 Y3-F1 Y4-S1

CNET221 CNET254 CNET253 CNET121

CNET255 CNET218 CNET100

CNET260 CNET261 CNET262 CNET263

• Attach the most recent program-level Course or Program Assessment Summary (CPAS) or the Student

Services Student Learning Outcomes Assessment Report (SSSLOAR)

In general the program CPAS data indicates that the program outcomes are being met, there may be some

improvement in the area of helping students prepare for the workforce and how to approach interviewing and job

searching. Industry advisory comments also indicated some areas of weakness regarding network

security, basic network infrastructure services and troubleshooting skills.

• Summarize in one to two paragraphs program improvements that have been implemented since the

last APPW or CPPR.

During the last year the CNET program assessed many of its course Student Learning Outcomes. As

part of this in-depth analysis many improvements were made to the curriculum. In particular the

Computer labs have been upgraded to incorporate touch screen technology. Also, many of the

windows XP systems were retired and replaced with more modern equipment. Increased use of

Virtualization is being incorporated into the curriculum which now is aligned with Microsoft training

materials.

From assessment data using student feedback, local industry feedback and performance test results,

curriculum changes were made that have shown increased student understanding in-particular with

lab materials. Student independence has greatly increased with improved lab materials and

equipment which have taken hundreds of hours to revise and update.

• Identify and describe any budget requests that are related to student learning outcomes assessment

results or institutional/programmatic objectives.

Identified in the CPAS documents is the need for upgraded cabling performance testers, AC wireless

routers and monitoring equipment to meet the new standard. Small hand held computer devices to

teach connectivity concepts. Upgraded basic computers for the computer technician training course,

and a Smart Screen was suggested by the advisory committee.

17 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t i t u t i o n a l P r o g r

a m P l a n n i n g a n d R e v i e w D o c u m e n t 2 0 1 4 - 2 0 1 5

V. Program Development/Forecasting for the Next Academic Year:

Create a short narrative describing the development forecasting elements, indicating how they support

efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals,

Institutional Objectives, and/or Institutional Learning Outcomes.

• New or modified action steps for achieving Institutional Goals and Objectives CNET 121 is being taught for the 1st time spring 2015 to increase student success. This is an introductory course in basic computer operation

• New or modified action steps for achieving Institutional Learning Outcomes

The Revised CNET Degree Pattern and 3 new/revised certificates are being offered to increase the graduation and certificate completion rate

• New or modified action steps for achieving program outcomes

Industry certifications are at the heart of the program outcomes and we currently Provide the opportunity to take an industry certification test aligned with every course in are CNET 100 course. We have currently the ability offer in-house testing for every certification the students need to be successful.

• Anticipated changes in curriculum and scheduling

Adding CNET 121 this spring should increase student success in all courses and increase FTES.

CNET262 and 263 should be scheduled back into the rotation to complete the Network Specialist

Certificate.

YEAR 1 COURSE ROTATION

FALL SEMESTER

9WK TERM1/Number of Sections 9WK TERM2/ Number of Sections CNET 221 Operating System Concepts 1

CNET 253 Microcomputer Fundamentals 1

CNET 255 Network Cabling Certification 1

CNET 260 Networking Fundamentals 1 CNET 261 Router Theory and Technology 1

SPRING SEMESTER

9WK TERM1/Number of Sections 9WK TERM2/Number of Sections CNET 254 Server Maintenance and Administration 1

CNET 218 Wireless Networking and Administration 1

CNET 100 Certification Test Preparation 1

CNET 121 Introduction to Operating Systems 1


YEAR 2 COURSE ROTATION

(not the only difference from year1 is the addition of cnet 262 an 263; however, this is dependent upon

Alan Ross scheduling them as they have not been taught in over 4 years)

FALL SEMESTER

9WK TERM1/Number of Sections 9WK TERM2/ Number of Sections CNET 221 Operating System Concepts 1

CNET 253 Microcomputer Fundamentals 1

CNET 255 Network Cabling Certification 1


SPRING SEMESTER

9WK TERM1/Number of Sections 9WK TERM2/Number of Sections CNET 254 Server Maintenance and Administration 1

CNET 218 Wireless Networking and Administration 1

CNET 100 Certification Test Preparation 1

CNET 121 Introduction to Operating Systems 1

CNET 262 Networking Fundamentals 1 CNET 263 Network Management and Design 1

• Levels or delivery of support services

With the addition of Daniel Cadwell as a support personnel the program is able to offer certification testing not only for CNET but for Automotive ASE testing, Engineering Autodesk and Architecture LEED testing; however, his position is not permanent so this valuable service is a semester by semester challenge to maintain . • Facilities changes

The sliding chalk board in lab 4401 causes dust to cover all the computer equipment. They should be overlaid with erasable ink boards to help preserve the life of the equipment. Also a smart screen which as suggested by the advisory committee.

• Staffing projections

We need a permanent test administrator position to manage certification testing otherwise the staffing

remains the same.

• Strategies for responding to the predicted budget and FTES target for the next academic year

Based on the proposed schedule CNET will be running at the absolute minimum number of sections that

can support the program without causing a downward spiral in student enrollment; however we added a

new course in basic computer operation this may help with FTES.



UNIT PLAN

Unit: Engineering and Technology Cluster: Workforce Development Planning Year: 2014

NARRATIVE: UNIT PLAN

The Unit Plan ties program planning and review to resource allocation. For this first segment of the Unit

Plan, write a narrative analysis of the fiscal assumptions and needs for your division/department for the

upcoming year (e.g. Continued categorical funding, support staff not funded, etc.).

For CNET the main resources needed are upgrades of lab equipment due to rapidly changing computer

technology both in hardware and software. In particular our basic maintenance computers need to be

upgraded to meet CompTIA certification requirements. Also our copper and fiber optic testing

equipment is outdated and needs to be replaced to teach to new certification testing requirements.

Since Lab 4401 does not fall under the support of Cuesta’s IT staff, the maintenance of the lab falls solely

on the instructor this takes several hundred hours each year outside of the classroom or curriculum

preparation. Therefore, request a permanent district position for help with the testing centers in

particular.

EXCEL WORKSHEETS: UNIT PLAN

For the remainder of the Unit Plan, complete the following Excel Worksheets:

• Prior Year Unit Plan Worksheet — Prior Year Unit Funding Requests

• Personnel Unit Plan Worksheet — Personnel Funding Requests

• Supplies Unit Plan Worksheet — Supplies Funding Requests

• Equipment Unit Plan Worksheet – Equipment Funding Requests

• Facility Unit Plan Worksheet — Facility Funding Requests

• Technology Unit Plan Worksheet – Technology Funding Requests

• Top 10 Priorities Unit Plan Worksheet — Prioritized List of Top 10 Immediate Unit Needs



INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR)

Only to be completed by those programs scheduled for the year according to the institutional

comprehensive planning cycle for instructional programs (i.e., every four years for CTE programs and

five years for all other instructional programs), which is produced by the Office of Academic Affairs.

Program: CNET Planning Year: 2015 Last Year CPPR Completed: 2010

Unit: Engineering and Technology Cluster: Workforce Development

NARRATIVE: INSTRUCTIONAL CPPR

Please use the following narrative outline:

I. GENERAL INFORMATION AND PROGRAM OUTCOMES

A. General Description about the Program

The Computer and Network Technology Program is an outgrowth of the Electronics and Electrical

Technology program. There are 3 degree patterns that overlap in course offerings. They prep students

for a possible career in either Computer and Network Technology or Electronics or Electrical related

fields. Currently and in the foreseeable future numerous employment opportunities are available

statewide and locally for the student who obtains an AS Degree in either: Computer and Network

Technology or Electronics and Electrical Technologies. The overlapping curriculum have 4 areas of

emphasis to meet the needs of various local, state and national employers as well as create local

opportunities for small business startups and employee update training or retraining.

The goal of the Computer and Network Technology program is to meet the need for technically trained

employees in the maintenance and administration of information technology infrastructure, hardware

and software. The need has arisen due to the increase of computer and network technology for the

operation of businesses and industry of all sizes. The demand for highly trained computer and

networking technicians has increased both locally and statewide.

Computer and Network Technology is a two-year degree program that is designed to build a solid

foundation in electronics, computer and networking hardware, desktop and server operating systems

and diagnostic tools. The goal of the degree is to provide broad training that will prepare a student to

maintain all types of computer and network hardware and associated operating systems. Graduates of

the program will be qualified for jobs as Computer System Technicians, Network Technicians as well as

having broad skills to qualify for other entry-level technician positions.

The Computer and Network Technology degree is not designed to be a transfer program but to provide

students with industry applicable skills within a two-year period. However, most of the courses within

the program are CSU transferable and may eventually be linked with four-year information technology

and industrial technology programs that provide students with a path for continuing their degree

studies.

Industry Certification Preparation

CompTIA A+

Cisco Certified Network Associate (CCNA)

Electronic Technician Association Copper Cable Installer

FOA Fiber Optic Cable Installer

CWNA Certified Wireless Network Administrator

Microsoft Workstation Configuration

Microsoft Server Configuration

• Program Mission

Provide students with the high technology tools and learning environment to be able to succeed in the modern

workforce and economy

• History of the program Include significant changes/improvements since the last Program Review

The Computer Technology program has been part of the Electronics program that dates back to the late

70’s being headed by Ed English who retired in 1995, and Del Crystal who also retired in the early 90’s.

It was a transfer program into Cal Poly’s Engineering Technology program and served the local

electronics manufacturing industry. The original computer technology was based on a PDP11 mini

mainframe which was housed in room 4116. In the early 90’s Cal Poly closed down its 4 year

engineering technology schools to focus on pure engineering, this action along with mass production of

electronics products overseas had serious impact on the electronics and computer program

enrollments.

The program was closed in 1995 and restarted in 1997 as a Robotics Technology Program to meet the

need of Strasbaugh a local semiconductor equipment manufacturer. Also, the computer aspect of the

program was re-instituted by the Business Department as the Computer Network Administration

program in 1998. Strasbaugh had promised significant support to develop the new robotics program

since it was having to go all the way to Iowa for its technician pool. Unfortunately foreign competition

and delayed engineering cycles diminished Strasbaugh’s large market share and the company went from

over 500 to approximately 50 employees in the matter of a few years.

Chris Akelian was hired in 1997 to spearhead the new robotics program, and Alan Ross was hired in

1998 to design the new Computer Network Administration program. Chris Akelian directed the

construction of two multipurpose labs and a 3 yr curriculum in which 16 of the original 30 lockstepped

students graduated and most obtained jobs in related fields. However, with the demise of Strasbaugh it

became clear that the 3 yr program could not be sustained, so the program had to be redesigned. At

the same time of Strasbaugh’s downfall, PG&E stepped up and indicated that it would help build a

program that could replace members of their aging technician workforce.

Also, during this timeframe the explosion of the internet and computer and network related jobs caused

the Computer Network Administration program under Alan Ross’s guidance to flourish . Multiple

sections of many of the courses were offered, and a Prometric Test center was created to serve the

entire community. It became apparent that the Business department could not provide the lab support

for the computer hardware aspect of the program.

Therefore, two degree patterns evolved from the original Robotics program: the Electromechanical

Technology degree with its Power and Instrumentation Certificate, and the Computer and Network

Technology degree programs. The Computer and Network Technology degree differed from the

Computer Network Administration department offered by the Business department in that it focused on

network infrastructure and hardware such as network cabling, fiber optics, Wireless communications,

Computer maintenance and Server Maintenance.

However, both Computer Network Administration and Computer Network Technology programs shared

common courses thus it became an efficient usage of resources. After the Dot com bubble in the early

2000’s the demand for Networking slowly started to diminish. Enrollments eventually dropped, and the

test center was unsustainable. The separate Computer Network Administration Network lab was also

unsustainable as they lost their lab technician. So it made logistical sense to combine resources into the

electronics lab space of 4501E.

The two programs stabilized after the dot com bust leveled out and were able to maintain class sizes by

either reducing the number of sections, canceling some Network Administration courses altogether, or

by converting some of the courses to distance education.

This sustained level of enrollment was seriously impacted when the new Banner system was brought on-

line since the Computer and Network Technology and Computer Network Administration courses could

no longer be cross-listed in the schedule. A second issue that had emerged was the confusion by the

counseling office between the two degree patterns, and therefore many students also did not

understand the two programs even after several information meetings. A third problem was based on

industry needs due to the evolving requirements of Network Administrators. Industry was no longer

hiring graduates from 2 year programs as the “Network Administrator”, in conjunction with this, the

Computer Network Administration department no longer offered the advanced Microsoft

Administration courses due to enrollment issues.

It became apparent that the Computer Network Administration program was no longer sustainable;

therefore, the common courses of the program should be rolled into the Computer and Network

Technology program. Moreover, the Computer and Network Technology program which fell under the

Electronics Dept should be split into its own department. Therefore, a new department with the

designator CNET (which was now visible in the schedule) rolled the two previous computer programs

into one emerged. Alan Ross also transferred to the new CNET program which is in the Engineering and

Technology Division.

Since the conversion to CNET the courses have seen significant enrollment increases. The merged

resources also have proven to be cost effective, and finally the students and industry understand that

the Computer and Network Technology degree pattern is the viable option for entry level technicians.

Include the broad history of the program and significant changes/improvements since the last program review

The broad history was summarized in the previous history section. The following changes and improvements

have taken place since the last program review:

1. Three Certificates were revised to Network Specialist, Computer Service Specialist and Network Infrastructure Specialist.

2. CNET 121 a new course for basic student indoctrination of computer functions and use. 3. FOA fiber optic Association certifications are now offered as once course CNET 255 4. Virtualization technology was introduced in CNET 221 and CNET 254 and the courses revised

with major revisions. 5. Increased industrial relations with Tektegrity, Digital West, Clever Ducks, Tech Express and

Transunion with students either being hired or internships created with all companies.

o List current and/or new faculty, including part-time faculty

Name Education Occupation/Specialization

Alan Ross PhD EE Full Time Instructor / Computer and Network

Technology

Chris Akelian MSEE Full Time Instructor / Computer and Network

Technology

Don Repucci BSIT Full time HS technology instructor-Part Time

Instructor / Computer and Network Technology

o Describe how the Program Review was conducted and who was involved

Collection of data through course review, student surveys and industry surveys. Student and Industry

feedback and Certification Test standards. All instructors submitted updated CPAS and contributed to

reviewing pertinent sections of the Program Review.

B. Program Outcomes: List the learning outcomes established for your program


1. Apply fundamental principles of mathematics, physics and electronics to computer and networking

theory and problem solving

2. Develop broad based fundamental technical skill sets that will allow the technician to adapt to

many jobs and changing requirements of industry


3. Utilize theory and basic skill sets for operating, maintaining, and troubleshooting relevant

applications and specific technologies needed to support local industries.

4. Display traits of hard work, self-motivation, personal integrity, and positive attitude that will

contribute to the success of the project and the company.

II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR

INSTITUTIONAL LEARNING OUTCOMES

A. Identify how your program addresses or helps the district to achieve its Institutional Goals and

Objectives, and/or operational planning initiatives. Please refer back to the Planning Documents section

of this document.

1. Provide students with industry relevant training and workplace experiences 2. Meet the employment needs of local computer and networking industries and businesses 3. Provide pathways to 4 year institutions for students desiring advanced education opportunities 4. Provide opportunities for High school students to be exposed to technical career paths in the

areas of Computer and Network technology B. Identify how your program helps students achieve Institutional Learning Outcomes.

1. Increase enrollment in the Computer technology degree pattern through expanded counseling education and marketing materials

2. Solidify a working relationship with Tektegrity, Digital West, Clever Ducks, Transunion and Tech Express by identifying all key areas of training that be provided by our programs

3. Expand company involvement in our tech fair activities 4. Increase High school visitations by both industry and instructors 5. Increase the Computer and Network Technology advisory committee membership and

involvement



III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS

Program data is available on the SLOCCCD Institutional Research and Assessment website

A. Data Summary – Relevant Comments and Analysis

• Include enrollment, retention, success, FTES/FTEF, degree and certificate completion, Scorecard data,

and other pertinent information. o Response to specific Scorecard data

Enrollments show a significant drop in 2012-13 due to the scaling back of the sections offered in order

to increase efficiency

The fill rates in 2013-14 show a significant increase due to the decreased number of sections which

clearly shows the efficiency has improved.

FTES/FTEF has remained about consistant which is below the school average due to the limited number

of students that can safely work in the lab environments.

Student success is slightly below the school average, this is probably due to the low success rate of the

on-line Networking courses which only have about a 50% success rate.

The on-line courses show a significantly lower success rate. The curriculum is provided by the Cisco

Network Academy which is very demanding. The main problem appears to be the 9 week compressed

sections which is overwhelming to many of the students. If the two sections were offered over 18

weeks they probably would do much better. Also technical concepts are difficult to learn in an online

environment.

There were not too many certificates and no degrees awarded mainly due to several of the courses in

the degree pattern not being offered for several years then finally being discontinued. To address this

the degree patterns and certificates were all revised in Nov of 2013; however they are still awaiting

Chancellor office approval.

The number of continuing students is increasing which shows the program is making positive changes to

the curriculum.

Most of the students in the program appear to be students who are not decided about 4 year

aspirations.

o Response to site specific data

The data shows that the program has lost FTES due to fewer sections but has become more efficient

B. Offer interpretations of data, and identify areas for change to facilitate program quality and growth.

Since there is a mandate to limit the number of sections of CNET there is no room for growth. However,

since efficiency has increased it is more cost effective to offer the CNET course.

C. Describe program efforts to improve graduation rates, transfer rates and/or certificate completion.

The degree patterns and certificates were all revised in Nov of 2013; however they are still awaiting

Chancellor office approval.

IV. CURRICULUM REVIEW

A. List all courses that have been created, updated, modified, or eliminated (and approved by the

Curriculum Committee) since the last CPPR.

Created:

CNET121 Introduction to Computer Operations

Major Modification:

CNET 221, CNET 253, CNET 254, CNET 255

Deleted:

CNET 256 (it was combined into CNET 255 as one 4 unit course)

B. Provide evidence that the curriculum (including course delivery modalities) has been carefully

reviewed during the past five years for currency in teaching practices, compliance with current policies,

standards, regulations and advisory committee input. Include evidence that the following entries on the

course outline of record (CurricUNET format) are appropriate and complete:

• Course description

CNET 221, CNET 253, CNET 254, CNET 255 course description were updated to match actual course

content.

• Student learning outcomes

CNET218, CNET 221, CNET 253, CNET 254, CNET 255, CNET 260, CNET261 Student learning outcomes

were created or updated to reflect the measurable essence of student success in the courses.

• Pre-requisites/co-requisites

None were modified

• Topics and scope

CNET 221, CNET 253, CNET 254, CNET 255 Topics and scope were updated to reflect the changes in

technology and certification requirements.

• Course objectives

CNET 221, CNET 253, CNET 254, CNET 255 Course objectives were updated to reflect the changes in

technology and certification requirements.

• Alignment of topics and scopes

CNET 221, CNET 253, CNET 254, CNET 255 Alignment of topics and scopes

were updated to match in curricunent.

• Textbooks

CNET 221, CNET 253, CNET 254, CNET 255 showed revised textbooks required for certification training

• CSU/IGETC transfer and AA GE information

N/A

• Degree and Certificate information

The Revised Degrees and Certificates were all accurately described in the new Catalog and through

brochures.

Include a calendar of a five-year cycle during which all aspects of the course outline of record and

program curriculum, including the list above, will be reviewed for currency, quality, and appropriate

CurricUNET format. 21 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t i t

u t i o n a l P r o g r a m P l a n n i n g a n d R e v i e w D o c u m e n t 2 0 1 4 - 2 0 1 5

V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS

A. Attach Course or Program Assessment Summary (CPAS) form for each course in the program. Faculty

may summarize data results rather than providing raw data or exact figures.

See attachments

B. Include a mapping document that indicates how course-level SLOs connect to program-level SLOs.

Reference: Student Learning Outcomes and Assessments.

This is included in the CPAS

C. Highlight improvement efforts that have resulted from SLO assessment.

The program degree and certificate patterns were revised to increase student success and provide more

relevant alignment to industry needs.

All courses that were aligned to certifications were significantly upgraded by reflecting the most recent

industry certification test requirements. The course SLO’s, Objectives and Topics and Scope all match

the latest requirements for industry certification.

Lab equipment was updated as required to support the latest certification software including

virtualization, cloud and other high technology requirements.

D. Recommend changes and updates to program funding based on assessment of SLOs • For funding

requests complete the applicable Unit Plan Funding Request Worksheet

See the Unit Plan Worksheet.

• For faculty hiring needs, attach Section H – Faculty Prioritization Process

N/A

VI. PROGRAM DEVELOPMENT/FORECASTING

Create a short narrative describing the development forecasting elements, indicating how they support

efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals,

Institutional Objectives, and/or Institutional Learning Outcomes.

New or modified action steps for achieving Institutional Goals and Objectives

CNET 121 is being added in spring to increase student success

New or modified action steps for achieving Institutional Learning Outcomes

The Revised CNET Degree Pattern and 3 new/revised certificates are being offered to increase the graduation and certificate completion rate

New or modified action steps for achieving program outcomes

Industry certifications are at the heart of the program outcomes and we currently Provide the opportunity to take an industry certification test aligned with every course in are CNET 100 course. However, not all students can afford to take the exam.

Currently am working with Paula Hodge who is the deputy director for the ICT community college support organization and is attempting to help fund student certification testing in our program.

Anticipated changes in curriculum and scheduling

The two year rotation maximizes student enrollment.

Levels or delivery of support services

Currently there is no IT support for Lab 4401 which has over 80 computers (including 16 physical servers and approximately 70 virtual machines) including its own independent network infrastructure of routers and over 30 switches. Also the lab has three separate domains including lab controls and Pearson Vue and Prometric testing centers. This said it takes hundreds of hours to maintain while attempting to deliver curriculum. It would be nice to fund a permanent district lab technician to help with labs maintenance and the testing centers in particular.

Facilities changes

The sliding chalk board in lab 4401 cause dust to cover all the computer equipment. They should be overlaid with erasable ink boards to help preserve the life of the equipment

Staffing projections

To properly maintain the CNET program the current level of staffing should be maintained

The need for a Pearson Vue and Prometric testing center administrator as a district funded technician position (note this is now serving the entire Engineering and Technology division with ASE testing etc.)

Strategies for responding to the predicted budget and FTES target for the next academic year Based on the proposed schedule CNET will be running at the absolute minimum

number of sections that can support the program without causing a downward spiral

in student enrollment.

VII.END NOTES (If Applicable)

N/A

If applicable, you may attach additional documents or information, such as assessment forms, awards,

letters, samples, lists of students working in the field, etc. 22 | S a n L u i s O b i s p o C o u n t y C o m m

u n i t y C o l l e g e D i s t r i c t I n s t i t u t i o n a l P r o g r a m P l a n n i n g a n d R e v i e w D o c u m e n

t 2 0 1 4 - 2 0 1 5

CAREER TECHNICAL EDUCATION (CTE) TWO-YEAR PROGRAM REVIEW

Program: Planning Year:

Unit: Cluster: Last Year of CPPR/Voc. Ed Review:

INSTRUCTIONS: CTE programs will complete and submit the below Two-year Program Review as part of

a regular two-year program review cycle (Ed Code 78016). In addition, CTE programs will complete and

submit an APPW on an annual basis and an Instructional Comprehensive Program Planning and Review

(CPPR) every four years according to the institutional comprehensive planning cycle for instructional

programs.

California Ed Code 78016

A. Every vocational or occupational training program offered by a community college district shall be

reviewed every two years by the governing board of the district to ensure that each program, as

demonstrated by the California Occupational Information System, including the State-Local Cooperative

Labor Market Information Program established in Section 10533 of the Unemployment Insurance Code,

or if this program is not available in the labor market area, other available sources of labor market

information, does all of the following:

1) Meets a documented labor market demand.

2) Does not represent unnecessary duplication of other manpower training programs in the area.

3) Is of demonstrated effectiveness as measured by the employment and completion success of its

students.

B. Any program that does not meet the requirements of subdivision (A) and the standards promulgated

by the governing board shall be terminated within one year.

C. The review process required by this section shall include the review and comments by the local

Private Industry Council established pursuant to Division 8 (commencing with Section 15000) of the

Unemployment Insurance Code, which review and comments shall occur prior to any decision by the

appropriate governing body.

D. This section shall apply to each program commenced subsequent to July 28, 1983.

E. A written summary of the findings of each review shall be made available to the public.



NARRATIVE: Review your CTE program according to the following three prompts with analysis of data

provided by the State. If assistance is needed to retrieve data, please contact the Dean of Workforce and

Economic Development.

Provide a written summary for each prompt. If yes, explain why and/or how. If no, explain why.

I. Meets a documented labor market demand.

California Labor Market Information at http://www.labormarketinfo.edd.ca.gov/ indicates:

http://www.labormarketinfo.edd.ca.gov/

Demand will continue to grow for Computer Support Specialists who are knowledgeable about the latest

technologies and able to apply them to the needs of the organization. The rapid pace of improved

technology will accelerate the demand for Computer Support Specialists. As computers and software

become more complex, these Specialists will be needed to provide technical assistance to customers

and other users. New mobile technologies, such as the wireless Internet, will continue to create a

demand for these workers to familiarize and educate computer users. Consulting opportunities for these

workers should also continue to grow as businesses increasingly need help managing, upgrading, and

customizing more complex computer systems.

II. Does not represent unnecessary duplication of other manpower training programs in the area.

Cuesta college has the only Computer and Network Technology program on the central coast

III. Is of demonstrated effectiveness as measured by the employment and completion success of its

students.

The course completion rates are high over 80%; however the program completions are low at this point.

Two reasons are that students do not need a degree or certificate to get hired. Second, the old degree

pattern had courses that were no longer being offered. The revised degree pattern and certificates

should significantly help increase completion rates.

ANNUAL PROGRAM PLANNING WORKSHEET (APPW) · PDF file · 2018-01-03ANNUAL PROGRAM...

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