Program Review Report

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Program Review Report

Elgin Community College

District #509

Elgin, IL 60123

August 2012

Contact:

Rose DiGerlando

Vice President for Teaching, Learning and Student Development

Phone: 847-214-7635

Fax: 847-622-3030

[email protected]

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INSTRUCTIONAL PROGRAMS – CAREER AND TECHNICAL EDUCATION

1106 COMPUTER and INFORMATION SCIENCES ……….. 1

11.0601 AAS Microcomputer Specialist 11.0801 BVS Web Technician 1110 INFORMATION TECHNOLOGY ... 15

11.1103 VS Digital Forensics 11.1103 AAS Digital Forensics 2203 PARALEGAL ... 19

22.0302 AAS Paralegal 22.0302 VS Paralegal 22.0302 BVS Nurse Legal Consultant 4301 CRIMINAL JUSTICE ... 29

43.0107 AAS Criminal Justice 43.0107 VS CRJ Law Enforcement Certificate 4301 PUBLIC SAFETY COMMUNICATIONS ... 40

43.0199 VS Public Safety Communications 43.0199 BVS Public Safety Communications 5135 MASSAGE THERAPY... 46

51.3501 VS Massage Therapy ACADEMIC DISCIPLINES – WRITTEN AND ORAL COMMUNICATIONS ENGLISH ... 54 JOURNALISM ... 64 LITERATURE ... 71 SPEECH ... 81 CROSS-DISCIPLINARY PROGRAMS GENERAL EDUCATION ... 89

STUDENT & ACADEMIC SUPPORT SERVICES ADVISING/COUNSELING ... 93

RESULTS FROM PRIOR REVIEWS ... 104

FIVE-YEAR PROGRAM REVIEW CYCLE ... 105

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CAREER AND TECHNICAL EDUCATION PROGRAMS REVIEWED IN ACADEMIC YEAR 2012: COMPUTER and INFORMATION SCIENCES

6-digit CIP

11.0601 11.0801

Career Cluster

Business, Management and Administration Information Technology

Career Pathway

Administrative and Information Support Network Systems

Program of Study

Data Entry/Microcomputer Applications, General

Web Page, Digital/Multimedia & Information Resources Design

Community College Program Title Degree Type

Associate of Applied Science in Microcomputer Specialist Basic Vocational Specialist in Web Technician

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Action Taken

Continued with minor improvements

INTRODUCTION TO COMPUTER AND INFORMATION SCIENCES PROGRAM

The college offers Computer and Information Sciences (CIS) students multiple options. Students who plan to major in Computer Science and transfer to a four year university or college can take five IAI classes towards an Associate of Science degree. Additionally,

articulation agreements allow specific courses to transfer to most universities in Illinois with the equivalent of native Computer Science majors taking 3 to 4 semesters of their major

coursework. Additional select courses are able to transfer to most universities in Illinois and complete their Bachelor's degree in two more years.

On the career side, the college offers a Microcomputer Specialist A.A.S. degree, which allows students to personalize their degree from an array of electives to best suit their skills, strengths and desired career. The BVS Web Technician certificate is designed for individuals interested in careers involving the technical side of using the Internet including creating Internet sites. Lastly,

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the college offers an Industry Certification Track in which students take three core classes and then those aimed at the industry certification. The A+ certification track will prepare students to pass the CompTIA A+ industry certification exam.

PROGRAM IMPROVEMENTS SINCE LAST REVIEW

• Added networking classes for those students who want to prepare for the Network + and Security + industry certification exams.

• Established partnership with Pearson Vue and became testing center for individuals who desire many of the CompTIA industry certifications.

• Continue to cycle 25 new computers through the two CIS classrooms to ensure students are using the latest computer equipment, such as inclusion of wide screen monitors so students can effectively perform multi-tasking.

• All instructors teaching classes that lead to a certification possess that certification themselves.

• Accepted a donation from CISCO Corporation which will enable us to teach more state-of-the-art networking and networking security classes.

CIS PROGRAM OUTCOMES Program Outcomes

Students completing AAS degree – Microcomputer Specialist will be able to:

1. Discuss hardware components, assemble a computer, test, troubleshoot, upgrade, repair, and perform preventative maintenance on a computer system.

2. Discuss features, install, configure, and troubleshoot a computer operating system on a client server network or stand-alone computer.

3. Install, secure, and troubleshoot a network using wired and wireless technology, configure the operating system, share and protect files over the network, install and configure software firewalls, and be able to detect and remediate malware.

4. Define the problem, develop the logic, write, and debug a computer program which includes basic input/output instructions, if conditions, calculations, loops and array processing.

5. Design, and create a fully functional interactive web site.

6. Use Microsoft Office products to create, format, and edit documents and slides, create spreadsheets which include formulas, functions, what if analyses, and charting

techniques, and create, modify, and query a relational database.

7. Perform basic digital editing of image, audio, and video files and they should have an idea of which media file formats are appropriate for various applications, such as printing a digital image vs. posting a digital image online.

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Students completing the BVS Web Technician certificate will be able to:

1. Create interactive websites using open source solutions and current open standard and best practice technologies.

2. Create server-side programs that generate custom web pages, interact with data files and SQL databases, generate custom graphics images, and do all the above in a secure manner.

3. Program client-side web pages that allow user interaction with the web page and interaction between the web page and the server (AJAX), using a well-designed user interface.

4. Create multimedia files (images, audio, and video) appropriate for best use on the Internet.

5. Create websites appropriate for mobile devices in addition to traditional desktop and notebook computers, and be able to create websites that can distinguish the type of device being used and deliver content appropriate to that device.

Additionally, in each course of the certificate, students create and maintain their own website implementing various facets of the program's goals.

Review of Current Curriculum & Outcomes

Continuing into next year, revisions will be made to update and enhance the Microcomputer Specialist degree. A systematic review of the curriculum has resulted in the desire to make the course changes charted below. Course withdrawals are due to lack of interest and/or

relevancy. Other changes are to refresh the content and align with full program goals. Small Networking, CIS 232, is outdated and will be withdrawn, but replaced with CIS 152, Network Fundamentals. CIS 230 and CIS 231 may be consolidated into one course. It is a logical combination and will also allow students to progress through the program in a more timely manner. Courses that have not been offered in several years will be reviewed to decide if they should also be withdrawn, or if they can be brought back to serve new needs, such as

networking and emerging technologies.

COMPUTER and INFORMATION SCIENCES: SUMMARY OF CURRICULUM CHANGES

Course Title Notes

Proposed course withdrawals

CIS 124 INTRODUCTION TO C++ FOR PROGRAMMERS Outdated

CIS 144 INTRODUCTION TO WINDOWS Outdated

CIS 231 COMPUTER TROUBLESHOOTING Combine with 230 - Computer Hardware

CIS 232 SMALL NETWORKING AND SECURITY Replaced with new course, CIS-152 Network _Fundamentals CIS 238 DESKTOP APPLICATIONS AND SUPPORT outdated

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Source: Computer and Information Sciences Department

The curriculum and award requirements have been reviewed by the advisory committee. In line with their recommendations courses have been given very general titles, such as CIS 221 – Operating Systems, which enables the use of the most current operating system rather than listing the course specifically as Windows XP, needing new course approvals to update. As new versions of software are released, the course content is updated accordingly.

General Education Outcomes

Program courses for this degree link most closely with critical thinking and scientific literacy followed by quantitative literacy and information/technology literacy. The program’s advisory group members stress the need for students to develop excellent writing and communication skills, which they say are somewhat lacking with graduates. Department courses currently do not have any minimum competency requirements in English or reading, so there may be discussion regarding how to emphasize these skills within the courses where appropriate.

NEED

According to the US Bureau of Labor Statistics, programming positions are predicted to increase by 22-28% through 2020. Additionally, the networking field has come back over the past few years and is one of the fastest growing in the nation. The BLS states the number of jobs in Network Administration alone will “grow 28 percent from 2010 to 2020, faster than the average for all occupations”.

According to the Illinois Department of Employment Security, (2010-2018), Microcomputer support specialists will increase by 6.59% with an annual growth rate of .65%. Network Analysts will increase by 3.77% with an annual growth rate of 3.84%.

Market trends in both areas (Microcomputer Specialist and Network Security), will at the worst, remain constant. According to CNNMoney, Network Security Jobs rank 8th_{of the top 50}

occupations. (http://money.cnn.com/magazines/moneymag/bestjobs/2009/snapshots/8.html).

Minor changes

CIS 210 DATABASE PROGRAMMING Remove CIS-110 as pre-requisite

CIS 230 COMPUTER HARDWARE Revise course outline and outcomes to _{incorporate relevant topics from CIS-231} CIS 240 COMPUTER SUPPORT AND A+ REVIEW Revise course outline and outcomes

CIS 247 INTERNET PROGRAMMING Edit pre-requisite to "C" or better

CIS 248 PROGRAMMING WITH PHP Edit pre-requisite to "C" or better

CIS 257 SERVING THE INTERNET/MICROSOFT Edit pre-requisite to "C" or better

New course proposal

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The needs for PC technicians and help desk employees should remain fairly constant.

COMPUTER and INFORMATION SCIENCES: DEGREES AND CERTIFICATES AWARDED

Degree CIP Code Degree FY07 FY08 FY09 FY10 FY11 TOTAL

110601 - Data Entry/Microcomputer Applications, General AAS - Microcomputer Specialist 0 1 7 8 9 25 110801 - Web Page, Digital/Multimedia and Information Resources Design BVS - Web Technician 0 0 0 7 3 10 Total 0 1 7 15 12 35

Source: ECC Office of Institutional Research

There continues to be need for CIS across the college’s curriculum. Department courses are required in Energy Management, Management, Marketing, Entrepreneurship, Paralegal, and Truck Driving as part of their degree or certificate, and are electives in Fire Science and Safety, Accounting and Heating and Air.

COMPUTER and INFORMATION SCIENCES:

SEAT COUNT ENROLLMENT FOR PROGRAMMING COURSES

FY07 FY08 FY09 FY10 FY11 TOTAL % Chg Total CIS 951 1,074 1,186 1,490 1,525 6,226 60% CIS-105 13 40 34 38 27 152 108% CIS-121 53 66 61 78 105 363 98% CIS-123 5 10 11 10 9 45 80% CIS-127 7 13 16 22 25 83 257% CIS-207 19 11 2 32 -82% CIS-210 11 25 22 58 100% CIS-223 1 13 19 18 21 72 2000%

Source: ECC Office of Institutional Research Enrollment

Enrollments in the programming classes (CIS 105, 121, 123, 127, 207, 210 and 223) have

increased anywhere from 80% to 2,000% over the past five years. This growth was anticipated given the rise in the number of IT positions, the department’s ability to teach new and

emerging languages, and the reputation of the programming program itself. The programming transfer option continues to be one of the best in the state. Enrollments have increased in this area, and Computer Science I, II and III (in italics below) can be offered (and run) each semester instead of alternate semesters. Growth has been even stronger in the higher-level

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semester, instead of being offered only every other term. Programming enrollment is expected to remain steady.

By contrast, the networking courses continue to struggle (CIS 256, 257, 232) with losses up to 100% (see above). This is partially due to some of the courses being discontinued (232 Small Networking) but replaced with CIS 252 Network Fundamentals and 253 Security Fundamentals. These courses began in fall 2011, but only one section of 252 has managed to run (note, data period for this review only runs to FY11, so these new enrollments are not included in this report). Networking courses have declined because a degree is no longer offered, so students go elsewhere. Five years ago, three of the full-time networking instructors retired, leaving three full-time programming instructors. The job market was down during that period and the

13 40 ₃₄ 38 ₂₇ 53 66 61 78 105 5 10 11 10 9 7 13 19 11 16 11 22 25 25 ₂ 22 1 13 19 18 21 50 100 150

FY07 FY08 FY09 FY10 FY11

Seat Count Enrollment:

Programming Courses

CIS-105 CIS-121 CIS-123 CIS-127

CIS-207 CIS-210 CIS-223

12 17 19 38 63 53 46 ₄₀ 45 16 18 ₁₃ ₁₃ 15 33 33 24 16 22 9 11 0 20 40 60 80

FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11

Seat Count Enrollment:

Networking Courses

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positions were not replaced. Course offerings were scaled back and the networking degree was withdrawn. The department predicts a significant drop in students taking networking courses due to the lack of a specific degree in that area. There is a replacement position in the works and Networking classes will be a major part of the load.

CIS 110, Introduction to Computers, generates the highest number of credit hours, as expected. Over the past five years, enrollment increased 37% and 689 seats were filled in FY11. This growth can be attributed in part to the increasing demand for computer skills in all occupations. As well, the course is a prerequisite for nine others within the department and two outside of the department (in Criminal Justice and Marketing); and is part of the curriculum for 16 other degrees or certificates at the college.

Much of this growth includes the expansion of internet sections offered. Since 2007, the credit hours generated in this modality has increased nearly 350%, from 213 credits in FY07 to 953 hours in FY11. Over half of these hours are from the introductory course (CIS-110), which generated 516 hours in FY11. Eight other courses are now offered online.

502 ₅₁₆ 583 670 689 400 450 500 550 600 650 700 750

Seat Count Enrollment: CIS-110

213 427 359 729 953 0 500 1000 1500

Total CIS Credit Hours

in Internet Sections

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Retention

Overall, the department maintains a consistent retention rate in the mid to upper eighties. In fact, unlike other departments, there is little difference based on instructional modality.

Computer skills are an interest and strength for many students; therefore, there is an increased enrollment in online sections and students are staying enrolled and not dropping out at a higher rate than face-to-face sections. One barrier to successful completion of an online course is familiarity and comfort with computers and the virtual environment. Students drawn to CIS courses are typically quite savvy and are less likely to have similar difficulties.

COMPUTER and INFORMATION SCIENCES: COURSE RETENTION BY MODALITY

Modality FY07 FY08 FY09 FY10 FY11 TOTAL Face-to-Face 87% 86% 88% 87% 85% 87%

Telecourse 81% 88% 84%

Internet 85% 86% 85% 86% 88% 86% Source: ECC Office of Institutional Research

Topically, courses with lower retention rates are almost always entry-level programming classes. Students enroll in these classes not knowing what to expect. Programming is difficult and requires students to develop logic skills. They are not given answers; they must use the skills taught to them and combine them into a solution. They can use reference materials, but there is not one, single solution that can easily be looked-up. Many students realize this is not something they like or want to pursue.

COMPUTER and INFORMATION SCIENCES: COURSE RETENTION FOR PROGRAMMING COURSES

FY07 FY08 FY09 FY10 FY11 TOTAL CIS-105 _65% _82% _85% _86% _59% _77% CIS-121 _70% _72% _75% _73% _78% _74% CIS-123 100% 100% 92% 67% 80% 86% CIS-127 _67% _93% _88% _95% _85% _87% CIS-207 67% 83% 100% 74% CIS-210 92% % 86% 69% 80% CIS-223 _100% _100% _85% _76% _81% _84%

Introduction to Computers, on the other hand, is a more general class and maintains higher enrollment and retention. This is more of a survey type of class that exposes students to hardware, web design, programming and Microsoft Office. After taking this class, they can determine if there’s an area that they would like to pursue further.

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COMPUTER and INFORMATION SCIENCES: CIS-110 COURSE RETENTION

FY07 FY08 FY09 FY10 FY11 TOTAL Total 88% 88% 88% 89% 86% 88% Face –to-Face 88% 87% 89% 87% 85% 87%

Telecourse 83% 93% 86%

Internet 85% 91% 86% 93% 89% 90% Source: ECC Office of Institutional Research

COST EFFECTIVENESS

Currently, the department operates with 12 part-time instructors and three full-time faculty (decreasing to two after May 2012). A replacement full-time faculty will focus on Networking and Digital Forensics, a new program developed in collaboration with Criminal Justice.

The department works to gain other resource efficiencies. One means is to build instead of purchase fully assembled computers for the two labs. This saves approximately $150 to $200 per machine. Faculty utilize D2L (Desire 2 Learn, the college’s distance learning platform) to enhance their courses, and “go green” by putting all materials online, saving printing and copying costs.

An idea that has been explored is the use of virtual machines instead of actual equipment. However, in talking with other schools who have tried this, we learned that students do not feel well prepared when they enter the job market, and the colleges have gone back to hands-on practice in a real lab.

QUALITY

According to Advisory Committee reports and follow-up surveys, those graduating with an A.A.S. Microcomputer Specialist degree rate very highly in the job skills area; however, they say constantly that improvement must be made in report writing and communication skills,

referenced earlier in this report.

Most CIS faculty use D2L with their classes, not only do they use to administer assignments and quizzes, but also as a communication bulletin board to inform students of content for upcoming classes. Lecture notes and grades are also stored there so students have easy access for

review. Most lectures involve hands-on practice and “break-out” sessions are offered for students who need additional help. Faculty present material using many different methods to help all types of learners.

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Student Success Improvements

Based on departmental conversations around improvement opportunities, two changes were made to the structure of CIS 110 – Introduction to Computers. Exams and quizzes no longer have to be taken in the college’s testing center; rather, all exams are delivered online. Students are given a time limit in which to take the exam. Exams have been re-written so students can reference the Internet for answers, though the expectation is they study course material before taking the exam and the remainder of the time would be used search for answers that may not be in their textbook. Students not only learn additional material, but they use the information literacy and location skills that they have learned in class.

The second change deals with assignment due dates. Previously, an assignment was due each week. Now, a series of assignments is due at one time. This allows the faster learners to complete more quickly while still giving other students adequate time to complete each assignment. This change was made because many students are already competent in some areas and prefer to work at a faster pace. Course outcomes (grades) do not seem to be very different, but students’ overall satisfaction with the course (based on course evaluations) appears to be higher.

A hybrid section of this course is planned for Spring 2013. Department faculty generally do not prefer Internet-based courses as much as face-to-face, but recognize the need for such

instruction as an option for students.

Another improvement has been to offer this course in fewer weeks than the standard 16. Several 8 and 12 week sections will be offered in fall 2012. It is expected that this option will be attractive to those more advanced students, and will allow them to progress more quickly. Student retention is discussed at monthly departmental meetings, which has resulted in more creative class scheduling to better meet student needs, such as Internet sections, evening classes and Saturday morning classes.

Satisfaction

Based on the report from Institutional Research, only 4 CIS students returned the graduate follow-up survey. Though a small number, 100% of respondents claim they are very satisfied with the content of the courses within the program. 100% claim they are very satisfied that they are well prepared for future education endeavors. 75% were very satisfied that they were well prepared for job preparation and 25% were satisfied. Results were not as positive

regarding career advising and job preparation, but the sample size is small, and the job market is extremely poor. Still, there may be an opportunity to partner more closely with Career Services.

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Advisory Committee

The CIS advisory committee is composed of district 509 IT leaders. It meets annually to discuss current and future needs and trends. This year, the group confirmed the current track being pursued. By November 2012, we hope to add at least four new members to the committee to provide additional expertise in PC support and network security.

Student Success Rates

Overall grade success has hovered in the low seventies with a general slight increase from 2010 to 2011. There is a wide range by course, with some reaching the high eighties and low nineties in a five-year average. Based on the types of students and types of course content, these differences are generally not surprising. Many courses also have relatively low enrollment year to year, so fluctuations will also be noted.

COMPUTER and INFORMATION SCIENCES: SUCCESS RATES (A-C) BY COURSE

FY07 FY08 FY09 FY10 FY11 TOTAL CIS Total 75% 72% 71% 69% 72% 72% CIS-098 88% 87% 86% 63% 68% 78% CIS-105 45% 60% 58% 53% 43% 53% CIS-110 76% 73% 69% 66% 71% 71% CIS-112 88% 79% 95% 82% 82% 84% CIS-114 83% 74% 70% 74% CIS-121 41% 46% 49% 52% 56% 50% CIS-123 80% 90% 92% 67% 80% 82% CIS-127 44% 79% 69% 77% 65% 69% CIS-142 53% 68% 53% 85% 66% CIS-143 71% 71% 64% 79% 87% 75% CIS-147 93% 58% 53% 46% 83% 63% CIS-148 33% 57% 56% 78% 61% CIS-149 64% 54% 58% CIS-170 71% 82% 80% 79% CIS-207 54% 75% 58% CIS-210 75% 68% 62% 67% CIS-215 63% 100% 61% 73% 74% CIS-221 97% 72% 75% 82% 74% 78% CIS-222 90% 100% 100% 76% 91% CIS-223 69% 50% 52% 58% 56% CIS-226 100% 80% 87% CIS-229 89% 80% CIS-230 80% 91% 80% 85% 86% 85% CIS-231 100% 100% 93% 100% 98% CIS-232 92% 78% 81% 85% 84% CIS-233 90% 100% 95% CIS-234 100% 82% 56% CIS-235 86% 71% 80% 81% CIS-236 79% 94% 93% 84% 85% 88% CIS-240 94% 94% CIS-246 85% 63% 50% 75%

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CIS-248 81% 67% 65% 78% 73% CIS-256 76% 95% 100% 69% 81% 84%

CIS-257 67% 82% 74%

CIS-260 92% 75% 100% 100% 100% 92%

CIS-262 88% 78%

As discussed earlier, the department’s internet offerings did not seem to have the typical decreased retention rate. When examining student success rates in this alternative format, it is noticed there is a slight gap in success compared to the classroom sections, though not an alarming one. The department will monitor student retention and success in online courses and implement best practices to improve the rates.

COMPUTER and INFORMATION SCIENCES: SUCCESS RATES (A- C) BY MODALITY

Modality FY07 FY08 FY09 FY10 FY11 TOTAL Total CIS Face-to-Face 76% 73% 74% 71% 72% 73%

Internet 67% 67% 60% 64% 72% 67% CIS-147 Face-to-Face 93% 93% Internet 58% 57% 46% 83% 61% CIS-148 Face-to-Face 100% 100% Internet 33% 57% 56% 77% 61% CIS-149 Internet 64% 54% 58% CIS-110 Face-to-Face 77% 73% 72% 67% 71% 72% Internet 67% 72% 62% 67% 71% 68% CIS-112 Face-to-Face 88% 79% 95% 88% 95% 88% Internet 83% 70% 76% CIS-210 Face-to-Face 75% 50% 67% Internet 60% 65% 64% CIS-215 Face-to-Face 100% 100% Internet 63% 61% 73% 68% CIS-246 Face-to-Face 85% 50% 78% Internet 71% 50% 67% CIS-248 Face-to-Face 81% 67% 77% Internet 60% 78% 70%

Student success rates were generally low in telecourse sections, though that format was seldom utilized. The division has committed to no longer utilizing that modality; rather, it will enhance internet offerings for student flexibility.

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Source: ECC Office of Institutional Research PLANNED IMPROVEMENTS

Next Five Years

• Finalize improvements to Microcomputer Specialist curriculum, changing the name to “Computer and Information Sciences”.

• Begin development of a Network Security degree program, pending the ability to hire a full-time faculty replacement.

• Ensure the continuation of a successful programming transfer degree by replacing the full-time faculty retirement from May 2012.

• Review industry certification tracks.

• Add additional members to the CIS advisory committee to provide expertise in PC support and network security.

• Explore means to increase the writing and communication skills of program graduates.

PERKINS

How does this program meet the minimum criteria of a Program of Study, as mandated by the Federal Carl D. Perkins Career & Technical Education Improvement Act of 2006 (Perkins IV)?

a) Does the program incorporate & align secondary and postsecondary education elements?

The college does not have a Program of Study document for CIS with area high schools but CTE administration is prepared to bring together departments, secondary school personnel and expand advisory groups regionally to accomplish this. A priority has been set to first focus on manufacturing.

b) Does the program include academic & CTE content in a coordinated, non- duplicative progression of courses?

Yes.

COMPUTER and INFORMATION SCIENCES: SUCCESS RATES (A – C) FOR TELECOURSES

FY07 FY08 FY09 FY10 FY11 TOTAL

Total CIS 59% 54% 57% CIS-147 47% 47% CIS-110 62% 40% 55% CIS-112 43% 43% CIS-210 70% 70% CIS-248 80% 80%

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c) Does the program offer the opportunity for secondary students to acquire postsecondary credits (dual credit)?

Yes, there are dual-credit/tech-prep partnerships with area high schools and students may earn dual credit for four CIS courses (see below). Additionally, students can receive articulated credit in one course, CIS-147 Internet Publishing (see appendix A-1).

Computer and Information Sciences Dual Credit Offerings

Introduction to Computers CIS 110 Fall 3

Introduction in Programming CIS 105 Fall 4

Computer Operating Systems/Microsoft CIS 221 Spring 3

Computer Hardware CIS 230 Spring 3

Required: Algebra II in high school-or concurrent enrollment

Source: www.elgin.edu/techprep

d) Does the program lead to an industry-recognized credential or certificate at the postsecondary level, an Associate’s degree or Baccalaureate degree?

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CAREER AND TECHNICAL EDUCATION PROGRAMS REVIEWED IN ACADEMIC YEAR 2012: INFORMATION TECHNOLOGY 6-digit CIP 11.1003 Career Cluster Information Technology Career Pathway

Programming and Software Development

Computer and Information Systems Security

Associate of Applied Science in Digital Forensics 03

Action Taken

INTRODUCTION TO DIGITAL FORENSICS PROGRAM

Courses in the Digital Forensics were first offered in spring of 2009. The vocational certificate is for those in business or law enforcement who want hands-on experience with forensic

technologies. The full program was developed under a National Science Foundation grant. The Associate of Applied Science degree will further develop a student’s skills and will lead in to continued study in a four year program. The college developed the curriculum in partnership with the University of Tulsa, the Department of Defense and local law enforcement.

This is the program’s first review.

DIGITAL FORENSICS PROGRAM OUTCOMES

Upon completion of the program, students will be able to:

1. Retrieve, recover, preserve and document devices and digital evidence utilizing industry accepted standards.

2. Discuss and apply the rules of evidence, court procedures, and the legal and ethical issues related to the acquisition, preservation and analysis of digital evidence.

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3. Describe the roles of local and regional law enforcement, national law enforcement agencies, and business and computer scientists in collaborating to conduct an effective computer forensics investigation.

4. Identify and describe computer hardware components and the evidence created by a device’s operating system.

5. Retrieve, recover, analyze and evaluate digital evidence from devices, digital media and computer applications, by utilizing industry standard computer forensic software and hardware.

6. Identify and assess information security risks faced by an organization.

7. Use information technology security tools and practices to plan for, detect, respond to and recover from incidences that require network forensic activity.

8. Research and discuss various career opportunities in the information technology/digital forensics field.

The program is still very new and has not yet been fully implemented. As of spring 2012, no modifications to the courses are anticipated. Learning outcomes and course sequencing are sufficient as written.

NEED

The vocational certificate is for individuals who work in a technical field such as computer security, private investigations, police or business who want to increase their skills in the digital forensics field. Smaller police departments and local agencies will have less budgetary

resources to staff such professionals full-time, though current officers and other personnel may pursue additional training and serve when the need for such expertise arises.

Jobs available at the AAS level include: Private detectives and investigators, police detectives and evidence technicians, and small business sector technicians. The outlook is that jobs will grow 21% faster than average over the next 5 years. Graduates can also progress to a four-year program and be on track for employment in areas such as forensic science technicians, forensic scientist and crime scene investigators.

Enrollment and Retention

The digital forensics courses are a new component of the CIS department. The first course, CIS-170, has had near-capacity enrollment in each day and evening section offered since spring 2009 and has averaged a nearly 90% retention rate for these three academic years. The more advanced courses have yet to be offered.

COST-EFFECTIVENESS

Precise cost data for this program is not easily separated from the CIS or CRJ department budgets. Faculty cost (salary, benefits) is a primary expenditure, followed by equipment and

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other laboratory configuration needs. There currently is not a dedicated full-time faculty for the program, though a search will be underway to fill this and the networking need. A grant from the National Science Foundation in the amount of $150,000 has supplemented the cost of training staff and buying some equipment for the program.

QUALITY

The digital forensics program is too new to have graduate and employment data for its students.

The program is currently articulated to bachelor’s programs at University of Tulsa and

Champlain College. The program is housed departmentally with CIS, but has significant overlap with criminal justice.

Once fully staffed and operational, the key strength of the program will be its uniqueness to the area of northern Illinois. Staffing is the key opportunity.

Advisory Committee

The digital forensics advisory committee is comprised of chiefs of police from all precincts in the immediate geographical area as well as IT security professionals. The plan is to meet annually to discuss the progress of the program.

At the suggestion of the advisory committee, the college offered a First Responders’ program for local law enforcement to kick-off the program. It was well received and has since been turned over to the Criminal Justice department.

PLANNED IMPROVEMENTS Next Five Years

• Hire staff with education, experience and/or expertise to teach the program • Implement the remaining program courses

• Develop and implement strategic marketing plan for the program to increase enrollment

• Pursue cooperative relationships with Kane County Sheriff’s Department and other local law enforcement agencies

PERKINS

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high schools but CTE administration is prepared to bring together departments,

secondary school personnel and expand advisory groups regionally to accomplish this. A priority has been set to first focus on manufacturing.

Yes.

Not at this time.

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CAREER AND TECHNICAL EDUCATION PROGRAMS REVIEWED IN ACADEMIC YEAR 2012: PARALEGAL

6-digit CIP

22.0302

Career Cluster

Law, Public Safety, Corrections and Security

Career Pathway

Legal Services

Legal Assistant/Paralegal

Associate of Applied Science in Paralegal Basic Vocational Specialist in Paralegal

Basic Vocational Specialist in Nurse-Legal Consultant

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Action Taken

INTRODUCTION TO PARALEGAL DEPARTMENT

Paralegal education at ECC provides a broad-based education in all major areas of law, so that students are not required to commit to an area of specialization before they have an

opportunity to explore the job market. All study options emphasize hands-on, practical applications. Facilities include Westlaw online legal research and a well-stocked law library. Classes are taught by judges, attorneys, and experienced paralegals. The program is approved by the American Bar Association.

Goals from the prior review were focused on emerging computer technology and access to research databases and legal software. The purchase of additional software was explored, but proved too expensive. However, in an effort to expand students’ knowledge of legal software and its uses, the program has again offered PAR 136 Law Office Practice. This course includes significant coverage of law office technology.

Since FY07, new courses have been introduced and co-curricular programs and activities have been expanded. The department has also developed the ECC Paralegal Alumni Association.

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This group meets once a semester to discuss the market and emerging needs for continuing legal education credits (CLE).

The Spartan Law Review is a student run journal that publishes articles written by students on topics relevant to the legal community. Currently, the Spartan Law Review has approximately 25 student members. Publishing a law review that promotes ECC students in the community at large not only adds to the prestige of the ECC Paralegal Department, but to the college as a whole, as no other community college in the nation has a law review!

Program Outcomes

Graduates of the ECC paralegal program will:

1. List the requirements of the Rules of Professional Conduct and the regulatory authority of the Illinois Attorney Registration and Disciplinary Commission;

2. Recognize prohibitions on the unauthorized practice of law and recent interpretations of those prohibitions;

3. Discuss the paralegal profession, how legal assistants are trained, and how legal assistants may become active in professional organizations and obtain continuing education;

4. Analyze how the legal profession is evolving and issues surrounding legal professionals in various settings;

5. Identify the differences between criminal law and civil law and the sources of law. 6. Use print and online legal research resources and properly cite those resources. 7. Describe the structures of the state and federal court systems, the process of trial and

appeal, and how a case is proven;

8. Produce written memoranda based on legal research using traditional print material and on-line research systems;

9. Demonstrate oral and written communications skills in class presentations and written work;

10. Produce written work requiring use of word processing, data base, and spreadsheet applications.

11. Produce written work demonstrating problem-solving skills, ability to meet deadlines, and understanding of the need for attention to detail.

12. Create a portfolio of course work, including at least one memorandum based on legal research, various pleadings, and one project evidencing competence in a transactional area of law, such as real estate, estate planning, business entities, or taxation.

Each graduate takes a capstone objective test, submits a portfolio and completes a self-assessment survey relating to workplace readiness. The content of the portfolio and the questions on the exam and survey are specifically tied to the program’s stated goals. Additionally, the program currently maintains articulation agreements with four bachelor

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degree programs.

The general certificate option is designed especially for students who hold a bachelor's degree. It allows students to create a specialty by choosing electives that meet their interests. The paralegal option is ideal for those currently employed in nursing who wish to enhance their marketability in health care, nurses seeking additional working credentials quickly, or nurses changing careers.

A full curriculum mapping exercise will be completed in 2012 when the needed course changes have been finalized with the Curriculum Committee. Only minimal changes to this current list of program outcomes and goals are anticipated, and the modifications will reflect the new breadth of the program’s offerings.

Since 2007 the department has added a number of new classes. Evidence, Elder Law, Copyright and Trademarks and Anti-Trust have run as Special Topics courses (PAR-237). Litigation II/Mock Trial began in 2010 and has been very successful. It was recently was renamed to “Trial

Advocacy” and the prerequisite of PAR-201 Litigation I was removed. No other curricular changes are needed at this time. Bankruptcy and Debtor-Creditor Relationships (PAR-211) and Environmental Law (PAR 215) were also introduced in 2010.

The content of the program’s courses relate most directly to the college’s goals for reading and critical thinking, followed up by writing and information literacy. There is interest in developing an immigration law course and this is an opportunity for the program to tie its curriculum to the college’s goal of diversity and global awareness.

NEED

There is a strong need for trained paralegals, a trend not expected to decline. Busy law offices can become more efficient and profitable by employing personnel skilled at this level. The current state of the economy and real estate industry also lend fuel to this need.

Unfortunately, during the economic downturn beginning in 2008, many attorneys and new law school graduates lost or were unable to find full attorney positions and began to fill traditional paralegal positions in the market. It is anticipated that as the general employment outlook improves, the J.D. professionals will move back into their traditional roles, leaving more

positions open for the paralegals. According to the Illinois Department of Employment security, positions for paralegals is expected to grow nearly 25% through 2018, more than double the rate for attorneys.

Completers

The number of degrees/certificates has grown over the last five years driven by those earning the 24 credits basic vocational specialist. Attention will be given to ensure those pursuing the

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degree are provided the resources they need to complete and graduate, as the degree numbers have fallen during the past three years. Generally, the program expects steady enrollment and completion, supported by the growing reputation of the program. The Nurse-Legal Consultant certificate has only been earned by one student in the past five years. The program will re-evaluate the need for this certificate.

PARALEGAL:

DEGREES/CERTIFICATES AWARDED

Degree CIP Code Degree FY07 FY08 FY09 FY10 FY11 TOTAL 220302 - Legal

Assistant/Paralegal AAS - Paralegal 15 15 21 15 13 79

BVS - Paralegal 13 17 18 23 26 97

BVS - Nurse-Legal

Consultant 0 1 0 0 0 1

Total 28 33 39 38 39 177

Source: ECC Office of Institutional Research Enrollment

As expected with the enrollment growth at the college, the program has seen an increase over the past five years despite a slight dip in 2008. The most notable increase is in the introductory course, which is 30% higher, a good indicator for the program, though it is not expected to continue at this rate over the next five years. Where there is demand, additional sections will be offered to accommodate students during the day and evening time periods, as well as providing additional flexibility with online sections. In particular, the number of students enrolled has grown 28%, from 695 in 2007 to 892 in 2011. The two business courses have also enjoyed healthy enrollment growth, though they are not strictly program courses but also serve general education requirements for transfer students.

PARALEGAL:

SEAT COUNT ENROLLMENT BY COURSE

Course FY07 FY08 FY09 FY10 FY11 TOTAL % Chg Total 695 651 719 844 892 3,801 28% PAR-101 79 70 82 113 103 447 30% PAR-103 56 38 51 51 57 253 2% PAR-108 25 22 14 20 26 107 4% PAR-111 54 69 72 195 PAR-136 27 17 26 70 -100% PAR-201 43 39 46 39 54 221 26% PAR-203 18 19 13 14 21 85 17% PAR-204 45 34 48 44 67 238 49% PAR-205 17 28 20 28 25 118 47%

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PAR-207 35 14 14 11 20 94 -43% PAR-209 9 11 12 12 13 57 44% PAR-211 14 14 PAR-215 8 22 30 PAR-221 25 16 11 9 26 87 4% PAR-223 38 42 40 37 37 194 -3% PAR-231 17 17 PAR-235 12 24 11 8 21 76 75% PAR-237 29 41 36 58 20 184 -31% BUS-112 176 163 179 193 183 894 4% BUS-113 61 73 88 104 94 420 54%

Source: ECC Office of Institutional Research COST-EFFECTIVENESS

The recent retirement of a long-standing tenured faculty member has decreased the overall expenses of the department. There is opportunity to generate more tuition revenue by offering more sections during the day, though these are difficult to staff with experienced judges,

attorneys and paralegals who may still be working in their primary profession. To this end, the program will gather data and investigate the creation of more online and hybrid courses as a way to expand the offerings. Additional budget funding will be required to expand the Mock Trial team and the Spartan Law Review. Avenues for additional funding to support these activities will be explored. Thus far, funds have been allocated from other areas of the division to support tournament expenses. As well, the President’s office has supported the program by absorbing some of these costs.

QUALITY

The program is approved by the American Bar Association which is an optional accreditation. The next re-approval application is due fall 2012, with a site visit to be scheduled sometime thereafter.

The program provides hands-on experience, taught by practicing attorneys who are involved in the local bar association, and thus are excellent resources for student employment after graduation. The certificate options work well for adults who already hold a bachelor’s degree looking to enhance their skills or enter a new profession.

Retention

In the legal field, grades are vitally important to potential employers. It is generally believed that the program has a majority of adult students who perform at a higher level with focus, drive and motivation. Conversely, such students often have families and full-time jobs and retention can be greatly influenced by external factors. Though the program only has one full-time faculty member, the adjuncts are truly committed to student success and make

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meetings.

The department maintains a consistent and moderately high retention rate overall, though there is some variation by course and based on instructional method. Face-to-face courses have the highest overall retention, with 88% for the past five years; internet courses and telecourses are only slightly lower, with a five year average of 85%. The division has made the decision to discontinue telecourse offerings as of 2011.

PARALEGAL:

OVERALL RETENTION RATES BY MODALITY

Modality FY07 FY08 FY09 FY10 FY11 TOTAL Face-to-Face 90% 87% 87% 87% 89% 88% Telecourse 75% 90% 87% 88% 85% Internet 83% 85% 85% 89% 83% 85%

Retention in the program’s required courses is displayed below (note, students may choose BUS-112 or BUS-113). Retention remains high in these core sections, though variation is found by methodology in BUS-113 Business Law. Interestingly, the internet sections have the highest overall retention. While non-paralegal students also take this class, it may be worth

benchmarking against this course to improve internet retention across the department.

PARALEGAL:

RETENTION IN PROGRAM REQUIREMENT COURSES BY MODALITY

% N % N % N % N % N % N BUS-112 F2F 92% 171 90% 162 95% 111 91% 168 92% 181 92% 793 BUS-113 F2F 76% 16 88% 15 68% 13 72% 13 76% 57 Tele 75% 40 90% 55 89% 41 86% 6 85% 142 Int 97% 73 89% 77 93% 150 PAR-101 F2F 90% 77 84% 66 83% 57 92% 83 84% 97 86% 380 PAR-103 F2F 90% 52 86% 36 86% 30 89% 50 86% 57 88% 225 PAR-201 F2F 89% 41 77% 36 81% 22 81% 39 100% 54 86% 192 PAR-204 Int 88% 44 83% 33 86% 42 90% 18 86% 64 86% 201

A few courses fall below an average of 80%. Taxation (PAR 209) averages 73% and Business Organizations (PAR 223) averages 79% in the internet section. These two courses do not have PAR 101 as a pre-requisite which may contribute slightly, as well as the complex and advanced material. Additionally, returning students often take Taxation as their first course before PAR

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101, though the program director would advise any student against this. In particular, this course cannot simply be given the PAR 101 prerequisite, as it is cross-listed with the accounting department.

A few courses also are above average in the low nineties for retention at a five year average: Legal Environment of Business, Criminal Law Procedure; Trial Advocacy (mock trial course), the internet section of Environmental Law, and the internship course.

Student Success

Overall, the program maintains success rates at 76% in all courses for a five year average. As with retention, differences are seen by modality, with the internet method slightly lower and telecourses lower still. Since some of the program’s courses are only offered as an internet section, success may improve as both instructors and students become more familiar and comfortable with Desire to Learn (D2L).

PARALEGAL:

OVERALL SUCCESS RATES (A – C) BY MODALITY

FY07 FY08 FY09 FY10 FY11 TOTAL % N % N % N % N % N % N BUS courses F2F _Tele _55%78% 162 ₂₉ 81% _61% 159 ₃₇ 79% _74% 92 ₃₄ _71%79% 160 ₅ 76% 163 _63%78% 736 ₁₀₅ Int 69% 52 55% 48 62% 100 Total 73% 191 76% 196 77% 126 76% 217 70% 211 74% 941 PAR courses F2F _Tele 82% 329 78% 272 76% _63% 162 ₅ 77% _78% 274 ₇ 80% 370 79% 1,407 _71% ₁₂ Int 73% 70 77% 86 75% 90 76% 114 68% 160 73% 520 Total 80% 399 77% 358 75% 257 77% 395 76% 530 77% 1,939 Total Program courses F2F 80% 491 79% 431 77% 254 78% 434 79% 533 79% 2,143 Tele 55% 29 61% 37 72% 39 75% 12 64% 117 Int 73% 70 77% 86 75% 90 74% 166 65% 208 71% 620 Total 78% 590 77% 554 76% 383 77% 612 74% 741 76% 2,880

Grade success in the program’s required courses with the exception of PAR 101 exceed the department average. It may be expected that the introductory course has a slightly lower success rate as new students are exploring the career path. This also is a course open to dual-credit high school students.

PARALEGAL:

REQUIRED COURSE SUCCESS RATES (A – C) BY MODALITY

% N % N % N % N % N % N

BUS-112 F2F 78% 146 80% 144 79% 92 80% 147 77% 151 79% 680

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Tele 55% 29 61% 37 74% 34 71% 5 63% 105 Int 69% 52 55% 48 62% 100 PAR-101 F2F 72% 62 72% 57 74% 51 72% 65 72% 83 72% 318 PAR-103 F2F 79% 46 76% 32 83% 29 88% 49 85% 56 82% 212 PAR-201 F2F 89% 41 72% 34 70% 19 81% 39 94% 51 83% 184 PAR-204 Int 76% 38 75% 30 80% 39 85% 17 80% 59 79% 183

Source: ECC Office of Institutional Research Satisfaction

Within the paralegal program, the overwhelming vast majority of students surveyed were satisfied with the paralegal education they received at ECC; over 90% of the 64 respondents were satisfied or very satisfied on the program questions. These satisfaction rates were higher than the students’ satisfaction with the college as a whole. However, one area of improvement would be to offer more information on post-graduation employment as more students

expressed dissatisfaction on these questions. In addition to creating the ECC Paralegal Alumni Association to further this goal, the department hopes to create a paralegal jobs website sometime in the near future to assist students in locating employment.

The ECC Paralegal Advisory Committee meets once a semester. It is comprised of alumni, faculty, private and public practitioners, law librarians, paralegal association members, judges, and citizens. The Committee discusses such areas as the market, course offerings, changes in the law, and other general information pertaining to paralegals. At the suggestion of this committee, the program added a course in Intellectual Property due to increasing demands in this area of law.

Strength of Program: Mock Trial Team

ECC’s Mock Trial team continues to be a great source of pride for the college. Since 2009, the team has competed at more than eleven tournaments and invitationals, including those hosted by University of Illinois, The Ohio State University, Harvard University, and Yale University. Often, the ECC team is the only two-year school in the competition. Numerous awards have been won by ECC students for outstanding attorney and outstanding witness. The team has made appearances at the National Championship Tournament, and one student earned the National Best Attorney award at this competition. In fall 2011, ECC hosted the 1st_Annual

Golden Gavel Invitational Tournament, with 14 teams from six states throughout the Midwest. The team has received wide media coverage locally and nationally including:

• Chicago television, CBS and NBC news

• The Chicago Tribune, Daily Herald and Kane County Chronicle • Recipient of the 2010 Elgin Image Award

• CNN’s iReport (11/11/2009) and the Huffington Post (11/10/2009) blogs

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Magazine (May 2010)

• Recognition from Congressman Bill Foster, the Illinois House of Representatives House Resolution 755, and a congratulatory letter from President Barack Obama

PLANNED IMPROVEMENTS Next Year

• Add PAR 136 to the schedule more regularly to help educate students on computer/software applications and electronic filing found in law offices

• Improve ECC’s ability to inform alumni of job openings in a formalized manner through the ECC Paralegal Alumni Association

• Add more day courses

• Increase faculty as well as student familiarity and comfort with D2L

• Publish two more issues of the Spartan Law Review and secure funding to promote the law review and ECC’s Paralegal Department by placing courtesy bound copies at the Kane County Bar Association and the DuPage Bar Association

• Organize writing seminars during fall and spring semester for aspiring writers and editors to increase their writing skills.

• Organize another movie screening on relevant legal topics.

Next Five Years

• Increase enrollment

• Advance to the National Championship Mock Trial Tournament

• Regularly publish student written articles in the Kane County Bar Association’s journal, Bar Briefs

• Develop an online jobs board for ECC paralegal graduates and potential employers • Utilize aggregated results from the program’s exit exam and graduate portfolio for

ongoing assessment and quality improvement.

PERKINS

Yes, the paralegal program has a Program of Study document with area high school districts (see Appendix A-2 and http://elgin.edu/students.aspx?id=15726).

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Yes.

Yes, there are dual credit (see below) and articulated credit (see Appendix A-1) opportunities for students in paralegal/business law.

Paralegal/Business Law Dual Credit Offerings

Legal Environment of Business BUS 112 Fall 3

Introduction to Computers CIS 110 Fall 3

Introduction to Legal Technology PAR 101 Spring 3

American Government, National POS 150 Spring 3

Required: College level reading and writing, minimum of 80 on COMPASS reading score, Compass E-write score - minimum 6

Source: www.elgin.edu/techprep

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CAREER AND TECHNICAL EDUCATION PROGRAMS REVIEWED IN ACADEMIC YEAR 2012: CRIMINAL JUSTICE

6-digit CIP

43.0107

Career Cluster

Law, Public Safety, and Security

Career Pathway

Law Enforcement Services

Criminal Justice/Police Science

Associate of Applied Science in Criminal Justice

Vocational Specialist in CRJ Law Enforcement Certificate

03 20

Action Taken

INTRODUCTION TO CRIMINAL JUSTICE PROGRAM AT ECC

Criminal justice professionals not only have to be skilled communicators, but they must also be cognizant of constitutional rights and be familiar with criminal law and procedure, all of which demand advanced study and higher education. ECC meets the challenge of preparing college educated men and women for careers in criminal justice.

Increasing complexities of our society and its laws are influencing more criminal justice agencies to consider candidates for employment that possess a college education. The degree in criminal justice features opportunities to learn essential knowledge for preparedness to work in

policing, but does not cover the professional courses that lead to police certification. There are also opportunities for police officers and other practitioners to receive credit for their

experiences in this program. Course work includes the philosophies of community policing, professional integrity and ethics, personal fitness, broad-based criminal justice education and writing across the curriculum.

The certificate in criminal justice law enforcement is designed for individuals who may want a basic knowledge or better understanding of the criminal justice field, or are interested in

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careers in the criminal justice field such as law enforcement, corrections, probation or private security.

• A full-time tenure track faculty member/program coordinator has been hired and coordinates the Criminal Justice (CRJ) and Public Safety Communications (PSC) programs.

• Three on-line course have been developed and are offered every term; CRJ 101, CRJ 110, and CRJ 231. Additionally, many faculty members have enhanced their courses with D2L technology.

• We have increased our course offering to include our core courses during both day and evening schedules. In some cases, the increase in offerings has not been supported by enrollment causing course cancellations. Additionally, we have added Friday and Saturday courses, which have experienced mixed success.

• The Homeland Security course has not been developed however, a new course,

Introduction to Forensic Science has been developed and approved and is being offered during the fall term successfully. We have also started offering two courses that already existed in the program but not utilized, Probation and Parole and Criminal Justice Report writing. These courses have also experienced good enrollment.

• The department has sponsored several advisory meetings and continues to solicit input from the industry leaders in the region.

• The department has experienced significant growth in enrollment and credit hours generated over the past five-year period.

• With growth in enrollment, we have also increased the number of faculty members in the program.

• Many faculty members have been trained in the use of D2L and are using it to enhance their courses.

• Faculty developed an on-line course for CRJ 231 Juvenile Justice, which experiences consistent enrollment (led to increase).

• Development of the Introduction to Forensic Science course CRJ 165.

CRIMINAL JUSTICE PROGRAM OUTCOMES Program Outcomes

Upon successful completion of all Criminal Justice degree requirements, graduates will be able to demonstrate an understanding and knowledge of:

1) The language, terms, and concepts of criminal justice and police administration. 2) Each component of the criminal justice system, and be able to define and describe

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3) The causes of crime in our society.

4) Law enforcement practices and the causes of stress within the profession. 5) The differences in the juvenile and adult justice systems.

6) The roots of early common law and how it relates to statutory law. 7) The fundamentals of criminal investigations, and the laws of evidence. 8) Communicating effectively through oral and written formats.

9) The local, state and federal courts systems, and identify courtroom procedures. 10) Providing examples of major ethical issues confronting the criminal justice system and

its personnel.

11) The relationship between the community and the police, and the necessity for proactive vs. reactive strategy in the community.

12) The significance of the U.S. Constitution and the Bill of Rights, specifically, the Fourth, Fifth, Sixth, Eighth, and the Fourteenth Amendments as they apply to development of criminal laws.

As a result of the CRJ department’s analysis of current curriculum and outcomes, they have determined that they will be:

• Withdrawing two courses – Use of Force I and II

• Changing pre-requisites on three courses (C or better in prior course)

• Revising course outcomes for 20 of the remaining 25 courses (after withdrawals) • Adding three courses as required courses to ensure students are exposed to the

program’s core content

• Combining two courses into one of the new required courses

• Developing one new course in the CRJ curriculum to replace a required course from the Humanities department.

When mapping their program outcomes to each course, it was observed that while many of the program outcomes are introduced and practiced over the variety of courses, there is very little demonstration of mastery. Some level of proficiency may be achieved by students dedicated to a Criminal Justice career, however many students enter the program exploring career paths and do not apply themselves to a level of proficiency or mastery.

When mapping the general education outcomes to each course, the department determined faculty require reading and writing activities in all courses and work to develop those general education skills. They noted that none of their courses really address scientific literacy or mathematics. In several courses, issues of U.S. diversity in law enforcement and throughout the criminal justice system are discussed. Information literacy is also practiced and developed in the

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program through research projects and use of technology. Critical thinking skills are also discussed and practiced in a majority of the courses through discussion, case studies, and problem solving. However, they did share that there are opportunities to expand and improve:

• Global awareness - could be added as a segment in a course, such as Introduction to Terrorism or Global Issues in Law Enforcement

• Writing – plan to require courses that emphasize writing, and plan to provide more examples and modeling of good writing in the classroom

NEED

Generally, enrollments have grown each year across the program, surpassing ECC’s average increase in enrollment. The strongest enrollments continue to be in the intro- level courses. There has been an increase in enrollment in not only these courses, but the transfer courses taken as electives in other programs (see highlighted courses below). Considering the nature of a community college, this suggests the pattern is a result of student exploration into various types of careers. This is expected, and the department continues to plan for this by offering more sections of these courses.

Source: ECC Office of Institutional Research CRIMINAL JUSTICE:

SEAT COUNT ENROLLMENT BY COURSE

Course FY07 FY08 FY09 FY10 FY11 TOTAL % Chg Total 641 675 764 1,008 1,192 4,280 86.0% CRJ-101 162 192 218 274 347 1,193 114.2% CRJ-110 41 86 85 112 122 446 197.6% CRJ-111 67 57 58 45 73 300 9.0% CRJ-120 23 23 -- 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 100,000 0 200 400 600 800 1,000 1,200 1,400 2007 2008 2009 2010 2011 EC C E nr ol lm en ts (se at c ou nts ) CR J E nr ol lment s (s ea t c ou nts ) Fiscal Year

Total CRJ Enrollments

CRJ ECC