Computer Programming, General CIP

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Program of Study

Computer Programming, General

CIP 11.0201

Final Report

June 30, 2010

POS Team

Keith E. Kelly, Faculty - CIT Developer Program, Project Lead

John Pahl, Faculty - Communications, Assessment

Michelle Poertner, Program Manager-Tutorial Services

Jeff Straw, Faculty - CIT Developer Program

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Program of Study - Computer Programming, General – CIP Code 11.0201

Introduction

This document presents the results of the Program of Study project completed by Northwestern Michigan College (NMC) for the Computer Programming, General program – CIP code 11.0201. This project is one of fifteen Program of Study projects completed as part of Michigan’s Department of Energy, Labor, and Economic Growth (DELEG), Community College Service Unit’s 2010 Program of Student grant. (See http://www.grcc.edu/programsofstudy.)

The purpose of this project is to define a sequence of instruction that represents a “Program of Study” in computer programming. In the resource guide for the project, the following specific outcomes are specified.

1. “Alignment of technical and academic competencies and assessments for career and technical programs high school to community college.”

2. “Identification of the prerequisite knowledge, skills and/or courses, and assessments required to be successful upon entering a college occupational program.”

An additional component of a Program of Study, not explicitly addressed in the outcomes above, is the identification and verification of external certifications and assessments. This outcome is supported in the project’s resource guide by “Appendix A - Rationale for development of Programs of Study” and by “Step 7 – External certifications earned at the program completion.”

The certification outcome is a primary focus this Program of Study project due to the importance of industry certification in the Information Technology professions and the need for external program validation, and because of the limited secondary programs feeding into the program.

1.0 Summary

This project proposes a revised Program of Study for NMC’s Computer Information Technology (CIT) Developer Program. The project team investigated the current program’s intake process, including prerequisite academic and technical competencies required to be successful. The team also researched industry certification, analyzing the gap between certification objectives and program outcomes. As a result, a model Program of Study for Computer Programming, General program – CIP code 11.0201 is presented. This program identifies prerequisite knowledge and courses, along with a sequence of programming, data, and web courses that prepares students for multiple industry certifications provided by Microsoft.

The analysis of secondary to post-secondary curriculum was minimal due to the absence of local secondary programs directly supporting CIP code 11.0201.

2.0 Background

In defining a Program of Study for computer programming, it is important to first recognize the many job titles associated with this profession. Common titles include programmer, software engineer, and

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developer. Additional titles are listed in Appendix B – NWCET – Taxonomy of Educational Attainment and Progression.

The job outlook for this profession is very good. According to the U.S. Bureau of Labor Statistics, the computer systems and design industry is expected to grow 45.3% between 2008 and 2018 and is identified as one of the top ten growth industries. More specifically, the same study lists the “computer software engineers, applications” occupation as being both a “largest growth” and a “fastest growth” occupation with 175 thousand new jobs, representing a 34% increase. (See Appendix A – Employment Projections 2008 – 2018.)

The field of computer application development is currently divided between Java and Microsoft .NET languages. Java is seen as a more “open source” platform while Microsoft’s .NET is viewed as more proprietary. The curriculum identified by this study is based on the Microsoft .NET platform. While accurate statistics on these two environments are difficult to locate, it is assumed that Java has a larger market share than .NET, both globally and locally. Given this and frequent negative opinions of

Microsoft, the reader is likely to question the selection of the .NET platform as the standard for this Program of Study. Indeed, there were lengthy discussions during multiple NMC advisory committee meetings.

Justification for the adoption of Microsoft’s .NET platform is based on the value of developing depth of understanding. While many course outcomes focus on details of .NET programming, ultimately it is the student’s ability to develop software solutions using standard patterns and architecture that is most important. This program outcome is best achieved via the .NET platform due to its integration across application tiers, the extensive documentation and resources, and the ability to provide Microsoft development tools to the student at no cost. It is our belief that standardizing on .NET technologies does not preclude a student from Java development. Good programmers are good architects. Syntax and class library details are of less importance.

3.0 Program of Study - Goal

A major goal of this study is to review the program outcomes for the NMC’s CIT Developer program, looking specifically the inclusion of industry certifications. Student completion of industry-recognized certification is a one of the “Indicators of Performance and Accountability” defined by the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The identification of external certifications is also requested in Step 7 of the resource guide for this project.

While certification is a focus of the infrastructure and networking IT curriculum at NMC, it is not currently included in the NMC’s Developer program. The exclusion of industry credentialing is based on the depth of knowledge required to successfully complete the lowest Microsoft Developer examinations referred to as “Technical Specialist” certification. In reviewing exams, such as the 70-536 -Microsoft .NET Application Foundation core exam, Faculty felt student success was unlikely based on the current program structure. The concern was validated during the project when the one of the developer faculty, Keith Kelly, completed the 70-536 exam.

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The difficulty in building student competency to a sufficient level for certification in a two-year community college program was confirmed by Microsoft during this study. According to Jeff Johnson, Academic Area Lead, Microsoft Learning IT Academy North America, there are many schools, both secondary and post-secondary, teaching the Microsoft IT pathways. These include Support Technician, Systems Administrator, and Server Administrator. However, on the developer side, finding community college programs supporting Database Administration or Web/Windows Developer pathways is much more difficult.

The comprehensive instruction required of programmers is also confirmed by the NWCET’s Information Technology Skill Cluster Titles and Taxonomy of Educational Attainment and Progress table shown in Appendix B. This table shows other clusters having entry-level occupational titles available with high school or one-year certificates. The programming cluster requires a minimum of a two-year certificate or degree.

Industry certification is becoming more of a core component than an add-on to occupational programs. Not long ago industry certification and college degree programs provided parallel paths into the IT industry. Now, employers highly value candidates with both certification and a degree. Additionally, the certification of students supplies another “check” in the program’s Plan-Do-Check-Adjust quality

improvement cycle. Finally, certification provides external program validation required by administration and lawmakers.

Thus, developing students into programmers with the skills necessary to become certified is challenging, yet required. Microsoft certification is most appropriate with broad industry recognition and outcomes that do map directly to the curriculum. The level of skill required to pass Microsoft’s Technology Specialist (MCTS) certification and the ability to develop students to that level remain open questions. We have shared our concerns about this perceived gap with Microsoft and continue to have discussions with Microsoft Learning on the suitability of the MCTS exams and certifications. But we are committed to provide industry certification, and Microsoft certification is the best choice.

Therefore, the specific goal of the project is to not only inventory entry requirements to the program, but to also propose a Program of Study that will lead to Microsoft certification. The following Microsoft certification exams are targeted. (See Appendix G for detailed outcomes included in each exam.)

1. Exam 70-432: Microsoft SQL Server 2008, Implementation and Maintenance

2. Exam 70-505: Microsoft .NET Framework 3.5, Windows Forms Application Development 3. Exam 70-562: Microsoft .NET Framework 3.5, ASP.NET Application Development

4.0 Program of Study – Proposed Curriculum

The current Program of Study for NMC CIT Developer Program is described in the NMC model schedule document and 2008 PSSA Planning Document located in Appendix C – Current Program. Section 2 of the PSSA Planning Document contains the following program goal for the CIT Developer Program:

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The goal of NMC’s CIT Developer program is to provide qualified entry-level IT programmers. Students entering with basic communication, math and IT skills will be able to complete a two year program of study and exit with required knowledge, skills and abilities. NMC’s CIT Developer program also provides a solid foundation for transfer students planning to pursue bachelor’s degrees in programming at four-year universities.

As a result of this project, the goal statement is modified below to include industry certification as validation and to shift emphasis from four-year transfer.

The goal of NMC’s CIT Developer program is to provide qualified entry level IT programmers. Students entering with basic communication, math and IT skills will be able to complete a two- year program of study and exit with required knowledge, skills and abilities as defined by industry certification. NMC’s CIT Developer program recognizes the importance of continuing education and provides options for students planning to pursue bachelor’s degrees in

programming at four-year universities.

Borrowing a term from the development community, the program is being “refactored” as a result of this study. Although the importance of communications, math, and IT skills were stated, no “hard” prerequisites were in place. The revised program presented in the next section requires prerequisite courses prior to entering the program. The revision also includes additional programming courses to deliver core content required for certification. Finally, due to credit constraints, some related

coursework is removed with the content being integrated into other courses. Additional detail on the proposed modifications is available in section 7.0 of this report.

In support of the certification effort, NMC will become a Microsoft IT Academy. The IT Academy agreement is being added to NMC Microsoft Campus Agreement and provides curriculum mapped to certification, discounts on certifications, and marketing materials targeted at both students and employers. Additional detail on the program as well as a case study is provided in Appendix E.

The current CIT Developer program guide is shown on page 1 of Appendix C. Although this format is an NMC standard, the document has limited functionality. It does provide the ideal four-semester

sequence. However, few students represent the ideal. Many are required to enroll in developmental courses, many are part-time, and many take more than four semesters to complete.

Providing a two-year/four-semester model is critical documentation in a program of study, but the student advising function is better served by a model showing course dependencies (prerequisites). A program view based on dependency supports multiple entry points and enables both students and advisors to create individualized schedules. The proposed Program of Study schedule document is provided on page 8. The document includes both revised content and a revised format from that provided in the standard NMC model schedule document. More importantly a new course dependency document is provided on page 9. These documents represent the “Program of Study” deliverable required by this project.

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The Program of Study documents identify specific content tracks included Programming, Web, and Data. These tracks map content to the three certifications identified earlier in this report. Students completing a track will be prepared to complete the associated certification.

This revised Program of Study supports the competencies identified by the following standards. Refer to Appendix F for specified outcomes.

 Summary of Critical Work Functions, Northwest Center for Emerging Technologies

 Segment Document, Curriculum Standards Project, Michigan Center for Career and Technical Education

This Program of Study curriculum is proposed. The revised program contains new courses, content modification, and course name changes. These changes will be submitted to NMC’s Curriculum Committee as part of the next phase of the project. Once approved, these POS documents will be distributed to counselors and advisors.

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5.0 Program Analysis – Academic Standards

Program Requirements - General Education

This portion of the report focuses on what conditions are apparent after a review of the past three years of incoming students who enrolled under recent and current admission policies and those current program requirements subject to change according to the proposed Program of Study. This section also includes conclusions drawn from an analysis of these conditions, as the basis for actions that need to be taken to move the current state toward a future state that better aligns incoming students’ readiness for the program’s curriculum.

The topics covered in this section are recent and current state, future state, and actions necessary to achieve the future state, regarding the general education requirements of the Program of Study.

Recent and Current State: Program Requirements - General Education

NMC’s Computer Programming existing curriculum spells out requirements for achieving the AAS degree in Programming, including basic courses (or equivalent scores) in mathematics and English. Both the General and

Developer programs stipulate the same General Education Requirements in mathematics and very similar requirements in Communications:

Communications ENG 111 and either BUS 231 or ENG 112 (General) ENG 111 and ENG 112 or ENG 220 (Developer)

Mathematics Mathematics placement in MTH 141 or higher or completion of MTH 111 However, a problem lies in the fact that the Computer Programming requirements do not impose specific course prerequisites. As a result, many students have put off the General Education courses they need for this program,

especially if they must take non-transferable developmental courses in mathematics or communications (English) before enrolling in the college-level English or mathematics courses listed above. This has resulted in some students who are not ready for the quantitative reasoning, analytical, and communication demands of the introductory CIT courses in the curriculum, most particularly in CIT 110, 140, and 212. Consequently, they tend to have difficulty with these and other CIT courses, contributing to the attrition rate, earning grades that won’t transfer, and slowing down the pace of instruction.

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Unsatisfactory grades earned and withdrawals in key program courses: Spring 2007 through Fall 2009 Total grades < 2.0 and

Withdrawals Count* _% CIT 110 142 269 53% CIT 140 39 85 46% CIT 212 68 219 31% Combined 249 573 43%

*Count includes those enrolled who earned grades or withdrew, but not those who took incompletes or audited the course.

Problems resulting from students postponing required general education courses and in particular developmental courses were addressed in Fall 2008 when NMC stiffened its policies for enrollment in general education and program courses as part of the college’s AQIP actions. The new policy regarding admission and enrollment in classes toward a program of study required all students to complete the ACT COMPASS test to determine placement in English, reading, and mathematics courses. Under this policy, students are required to take any developmental education coursework indicated as needed by their COMPASS scores, starting in their first semester at NMC. If students are enrolling for less than full-time status, they must start their mathematics sequence, in the course indicated by their scores, in their first semester.

This recent policy should help address the retention/attrition ratio and incidence of deficient grades for all programs, including the Computer Programming Program of Study.

However, in its first year the policy was not consistently enforced by advisors and counselors; many exceptions were made, allowing students to enroll in the courses students requested to start their programs, and therefore the attrition/deficient grade problem persisted across the years analyzed for this report. (Data for student performance after Fall 2009, when more rigorous adherence to the policy began, was not available for this study.)

The analysis of recent student performance, along with anecdotal evidence from CIT instructors, suggests that there has been a gap between the students’ readiness and the demands of some of the core courses in the Program of Study. To address this gap, further changes, in addition to the new policies adapted under AQIP, need to be made.

Current State: Required Textbooks in Core Courses

To identify what sort of other gaps may have contributed to the high percentage of students not completing the courses or completing them with less than a 2.0 grade, we first looked at the textbooks used in the core program courses. Are they too demanding for entry-level students, or even, perhaps, for those in the second year of the program?

Five textbooks were analyzed for reading level using three standard grade-level measuring methods. The texts ranged from reading level of Grade 6 through Grade 12, though only one came in at this highest grade level. By these results, the textbooks would not seem to be posing an undue reading challenge. However, the interim reports on this topic (See Appendix D) noted that while the textbooks were written in accessible prose, with generally short sentences and very limited use of multi-syllable words, they do present new terminology very frequently and, more significantly, the concepts being set forth in even easily read statements are abstract and challenging. This is inherent in the subject matter, though, so the texts appear to be as accessible as this material is likely to get. The same texts were examined for the level of mathematics needed for comprehending the material and doing the exercises. While there is very little

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direct use of mathematics beyond arithmetic and very basic algebra, with scarcely any algebraic expressions or equations, much of the material requires quantitative reasoning and the sort of analysis typically required in

mathematics. So the gap does not appear to be in students’ inability to apply the binomial theorem or solve quadratic equations, but quite possibly is in inductive and deductive reasoning and analyzing problems that involve math-like logic. (See Appendix D reporting on the math level of the texts.)

Because reasoning and analytical skills similar to those practiced in math courses are important in understanding the texts and the course assignments, we examined data comparing success in two basic algebra courses (one

developmental, the other the first college-level algebra course). The following charts summarize the results of that comparison:

Overall Crosstabs with CIT 110 and MTH 23 & MTH 111 CIT110 Grades / MTH23 Grades Cross tabulation

MTH 23 Grades Total W, I, FA 0.0 – 1.5 2.0-4.0 CIT110 Grades W, I, FA 13 72.2% 4 30.8% 15 23.8% 32 34.0% 0.0-1.5 4 22.2% 8 61.5% 19 30.2% 31 33.0% 2.0-4.0 1 5.6% 1 7.7% 29 46.0% 31 33.0% Total 18 100.0% 13 100.0% 63 100.0% 94 100.0%

CIT110 Grades / MTH111 Grades Cross Tabulation

MTH 111 Grades Total W, I, FA 0.0 – 1.5 2.0-4.0 CIT110 Grades W, I, FA 6 50.0% 5 38.5% 17 27.0% 28 31.8% 0.0-1.5 3 25.0% 4 30.8% 11 17.5% 18 20.5% 2.0-4.0 3 25.0% 4 30.8% 35 55.6% 42 47.7% Total 12 100.0% 13 100.0% 63 100.0% 88 100.0%

The total number of students in this comparison is quite small, and that in itself supports the observation that many students begin their core courses in the CIT Program before taking the mathematics General Education requirements of the program (if they ever do even take the math, perhaps deciding on another program or simply dropping out). But despite the small numbers who have taken both CIT 110 and either of the algebra courses, the comparison shows a strong correlation between doing well (or poorly) in one and doing likewise in the other—CIT 110 and either of the math courses. (See Appendix D, “Math Concepts and Tools.”)

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These results, along with the high percentage of those who don’t fare well in CIT 110, 140 and 212, have directed us toward a targeted Future State and the Action Items needed to bring that about.

Future State: New Course-specific Prerequisites

The most desired future state for the program is to have a higher success rate for students taking the core Information Technology courses. The future state should also include greater retention of students in these courses, as well as less repetition and re-teaching of concepts and operations because of students not being ready for the material or work load.

One approach to this future state is at the policy level, specifically modifying the program’s policies so that program requirements in some instances become course prerequisites.

Thus the Developer Programs would retain the General Education requirements in mathematics and Communications, but in the future state CIT 140 (to be renumbered as CIT 195) would require Compass/ACT scores indicating placement into MTH 121 or completion of MTH 111.

Furthermore, since difficulty with reading undoubtedly contributes to comprehending the abstractions and complex applications in CIT courses, even if the textbooks are written at the pre-college level, Compass/ACT scores indicating placement into ENG 111 or completion of ENG 111 should be prerequisites for CIT 140 (to become CIT 195), and CIT 212 (to become CIT 170). When Compass scores indicate difficulty with reading and writing (51-71 Reading and 31-69 Writing) ENG 108, Reading and Learning Strategies, should be taken before or concurrently with ENG 111.

Action Items

Because programs may not unilaterally stipulate new course prerequisites, CIT instructors in collaboration with instructors in mathematics and English, as well as with academic counselors and the Business Discipline Chair, will need to carry out the following tasks:

1. Present essentially the same data gathered for this report, possibly supplemented by more recent results, to CIT instructors not involved in this Program of Study, to the faculty within the Business Disciplines, and most

crucially the Curriculum Committee. The Curriculum Committee must approve new course prerequisites, and requires data of this sort to support the proposed prerequisites.

2. Change catalog and course schedule documents and website information to reflect the new prerequisites once approved.

3. Communicate with academic counselors and faculty academic advisors the new prerequisites in a timely manner, so that proper placement and course selection will occur.

4. Confer with mathematics and English instructors about how their courses will now be directly supporting the program’s core courses.

5. Project probable impacts on enrollments in CIT core courses, for planning semester schedules and faculty load. 6. Communicate with local secondary schools and adult educational organizations of the changes.

7. Monitor both enrollment patterns and success/retention rates of the core courses to assess the effects of the new prerequisites.

On paper, this phase of the Future State may appear rather simple: Stipulating in the program’s description that the core courses mentioned above be given prerequisites that are now only program requirements. In reality, though, this

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should be a major step toward improving students’ readiness for the program and their success in it. It is also going to require an integrated effort on the part of instructors in the program and all instructors and advising/counseling staff beyond the program who will be directly or indirectly contributing to the improved Future State.

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6.0 Program Analysis – Technical Standards

This section presents the current occupational and technical skills required to enter the Developer program as documented in the PSSA Planning Document of 2008 (See Appendix C). Based on the experience with the existing requirements and proposed curriculum enhancements, a set of revised standards and assessments is proposed.

Current State: Program Requirements – Technical Standards

Faculty reviewed the occupational and technical skills required for entry into NMC’s Developer Program. The PSSA Planning Document of 2008 states that “Students entering with basic communication, math and IT skills will be able to complete a two-year program of study and exit with required knowledge, skills and abilities.” Specific IT skills are not explicitly identified by the document but are understood by the faculty and communicated to the students. These included:

1. Basic computing concepts 2. File and folder management 3. Word processing

4. Spreadsheets

5. Presentation applications

Currently, these skills are not directly assessed. Requirements are shared with new students with the expectation that they self-indentify if deficient. The following instruction is available to students requiring additional introductory skills.

1. CIT122a – Computer and Internet Basics I 2. CIT100 - Computers in Business – An Intro

3. Brief non-credit workshops in basic computer skills and online course preparation

It is common for students to lack foundational computer skills. While many students assume they have significant computer expertise, this opinion is based on daily use of applications such as browsing, e-mail, and word processing. When asked to perform more technical operations such as manipulating files and folders, many fail. These skills are crucial to program success.

Knowledge of spreadsheet applications, specifically Microsoft Excel, was also identified as a requirement in the PSSA Planning Document. The understanding of data types and structure is a critical prerequisite to learning database applications. The Introduction to Spreadsheets course was included in the existing program and provided this content, although it was not formally identified as a prerequisite to the first database course.

Future State: Program Requirements – Technical Standards

Based on the experience with the existing program and student self-identification, a more structured assessment of technical skills is proposed.

The following list summarizes what incoming computer-programming students should be able to do:  Start up and shut down a computer safely and properly

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 Enter data with a keyboard; use keyboard navigation controls and modifiers; cut, copy, and paste with keyboard and clipboard

 Manipulate cursors using mouse as pointing device; differentiate between and understand common pointers; locate, point, select, cut, copy, paste, replace, drag / drop, alternate-click, and double-click

 Navigate and manipulate the file system structure (drives, folders, files, and shortcuts); operate a file system browser utility to search, sort, and filter; navigate and modify the drive / folder hierarchy; create, copy, move, delete, and rename files and folders

 Install and remove application software; configure basic operating system parameters  Transfer data between storage devices

 Understand and explain common technical terms, concepts, file formats, and operating systems

 Launch and exit applications; interact with applications via menus, icons, ribbons, context menus, scroll bars, tool tips, access keys, and dialog boxes; minimize, maximize, and resize windows

 Use operating system utilities such as calculators, simple text editors, command prompt windows, multimedia players, volume control, and simple graphics programs

 Use common desktop applications such as word processors, spreadsheets, web browsers, and presentation applications; select appropriate applications for specific tasks; create new documents, edit current documents, save documents, print documents; enter data; navigate within a document; search and replace; undo; navigate between simultaneously open applications and/or documents; launch multiple copies of applications; apply formatting / style; select and enter formulas; verify proper operation; employ utility tools such as spelling and grammar checkers

 Use common Internet applications for messaging and search; compose, send, read, reply, and forward messages; manage attachments; open and download files from web servers

Basic computer skills of incoming students will be assessed via one of the following: 1. CIT122a – Computer & Internet Basics I

2. CIT122a Competency Testing

3. CIT100 - Computers in Business – An Intro

Most of the required computer knowledge and skills listed above are contained in the one-credit CIT122a course. Prior to entering the program, students will complete this course or the related competency test available through NMC’s testing center. Alternatively, students may complete the CIT100 course. This three-credit course not only meets the basic computing requirement, but also provides the basic spreadsheet content specified below.

Basic knowledge of spreadsheet software will be assessed via one of the following: 1. CIT130 – Introduction to Spreadsheets

2. CIT128 – Microsoft Excel I

3. CIT100 – Computers in Business – An Intro 4. Exam 77-602: Using Microsoft Office Excel 2007

Note that in the existing program, the CIT130 course (currently numbered CIT210) is included as a secondary technical outcome. Due to program credit limits and the need for additional primary programming content, this course is

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removed. Knowledge of spreadsheets is now shown as a program prerequisite. Students must successfully complete one of the spreadsheet courses listed above or pass the certification exam.

Additionally, the introductory programming course, CIT110 – Programming Logic and Design, is identified as a

prerequisite in the revised program. As seen in the prior Student Performance section of this report, the success rate of this course has been low. Although earlier this statistic is linked to math competency, it is also a function of the

aggressive pace required to prepare the student for the first C# programming course. In addition to the math prerequisite, the program revision addresses limited success by also reducing the pace and rigor of this introductory course. The revised content will provide additional exposure to basic data and program structures without the level of analysis and synthesis required by many of the current student solutions. Existing problem-solving and solution- development activities will be integrated into the subsequent CIT190 – JavaScript Programming, a new course. With the addition of the JavaScript course, the students’ exposure to basic programming concepts prior to the first C#

programming course is doubled.

The new CIT190 JavaScript Programming course will continue to build on the problem-solving activities included in both in the CIT110 programming course and the co-requisite MTH111 course. Students should enter the first C# programming course with a solid understanding of basic programming structures and solution development experiences. This will not only address the retention and completion issues of the current introductory programming course but also enable additional focus on C# and .NET in the CIT195 course. The CIT Advisory Committee strongly supported the addition of this course due to the continued evolution of web-based applications and their dependency on JavaScript.

Gap Analysis – Secondary programs to CIT Developer

Larger area high schools were contacted in an effort to identify computer programming course being offered. Traverse City Area Public Schools’ SCI-MA-TECH program and Manistee High School provide computer programming course work. Additional follow up with these area high schools will be completed as this project continues with the expectation that the CIT110 introductory programming competency can be waived. Additional dual enrollment options with area high schools will also be investigated.

Traverse Bay Area Intermediate School District does provide an approved CTE program via their Career-Tech Center (CTC). The center’s focus recently changed from Computer Programming/Programmer (11.0201) to Digital/Multimedia and Information Resources Design (11.0801). Although these programs differ as far as primary focus, many of the basic outcomes are aligned.

During this project, NMC and CTC instructors met to review the existing articulation agreements. Historically, NMC has provided articulated credit for both the Programming Logic and Design and XHTML Programming. Due to the CTC’s focus on web development, there is a strong correlation between CTC curriculum and the XHTML Programming course. The curriculum standards along with the textbooks were reviewed and the articulation agreement for the XHTML Programming course was renewed.

A review of the CTC JavaScript text did highlight a gap in the level of mastery required for introductory programming. CTC students are introduced to topics via brief descriptions and guided activities. While this approach does introduce students to the tools and structures of programming, there is concern that it does not reach the depth of the existing Programming Logic and Design course, where student solutions require much higher mastery, including application,

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analysis, and synthesis. The agreement for the Programming Logic and Design course was renewed, but this further supports the proposed revision of this course along with the addition of the new JavaScript course.

7.0 Program Revisions/Required Action

The following section describes specific changes required to implement the proposed Program of Study at NMC. Programming

CIT110 – Programming Logic and Design

Action: Content/rigor reduced, moved to prerequisite

Rationale: The existing course introduces the student to the concepts of programming and requires significant analysis and problem solving. Many students enter with some prior knowledge of

programming, but most struggle with the problem-solving and solution-development aspects of the course. Persistence will be improved by focusing this course on the introduction of programming concepts. Solution development will be introduced but existing emphasis will be shifted to the new subsequent JavaScript course. Students with prior programming experience will have this course waived.

CIT190 – JavaScript Programming Action: New course

Rationale: Many computer applications are provided via the internet. Providing rich applications requires that code run on the client. JavaScript is the code used for client programming. The CIT Advisory Committee strongly supported JavaScript as required knowledge and the need for this course.

CIT195 – .NET Application Programming Action: Course number change

Rationale: The existing course number, CIT140, does not fit well into the sequence. The CIT195 number indicates an extension of CIT190 concepts.

CIT250 – .NET Framework Action: New course

Rationale: This course is added to the program to elevate the student’s knowledge and use of the .NET Framework. This understanding is a critical component in developing more advanced solutions and is a prime objective of much of the industry certification examinations.

CIT255 – Programming Patterns and Practices Action: Course name change

Rationale: The existing name, .NET Object-Oriented Programming, is too restrictive. This course focuses not only on object-oriented programming but also presents standard patterns used in software solutions.

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Web

CIT180 – XHTML Programming Action: Course number change

Rationale: The existing course number, CIT217, does not fit the sequence. A 100 level is more appropriate for this first semester course.

CIT185 – XML Programming Action: Course number change

Rationale: The existing course number, CIT220 does not fit well into the sequence. The CIT185 number indicates an extension of CIT180 concepts.

CIT218 – Web Applications using ASP.NET Action: None

CIT219 – Web Solutions using ASP.NET Action: New course

Rationale: This course is added to increase the student’s experience developing web solutions. This additional content is required in support of industry certification.

Data

CIT130 – Introduction to Spreadsheets

Action: Name change, moved to a prerequisite

Rationale: The current program includes CIT210 – Electronic Spreadsheets. This course is an introduction to spreadsheet applications using Microsoft Excel. Including the term “Electronic” no long makes sense and the content does not reflect a 200-level course. A proposal to change the name to CIT130 – Introduction to Spreadsheets will be submitted.

Understanding of tables and data is crucial as a student is introduced to databases. Students may also meet this requirement by completing the CIT128 – Microsoft Excel 1 course, by completing CIT100 – Computers in Business course, or by passing a Microsoft Excel certification test (Exam 77-602).

CIT170 – Introduction to Database Management Action: Course number change

Rationale: The existing course number, CIT212, does not fit the sequence. A 100 level is more appropriate for this first semester course.

CIT248 – SQL Server Databases Action: None

CIT270 – SQL Server Database Design Action: New Course

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Rationale: This course continues topics presented in the CIT248 and focuses more on the design of databases. The use of development tools such as Object-Relational Mapping is included.

CIT280 – System Analysis and Design Action: None.

Other IT

CIT122a – Computer & Internet Basics I (1 credit) Action: Added as a prerequisite

Rationale: Although most students consider themselves computer literate, many lack basic technical computer skills such as file and folder management. The addition of this prerequisite and the

associated competency test will ensure that incoming students have the necessary computer skills to be successful. As an alternative, students may also complete the three-credit CIT100 – Computers in Business course.

BUS101 – Introduction to Business Action: None.

CIT213 – Networking Technologies Action: Added

Rationale: Developers must have a basic understanding of the IT infrastructure that solutions are deployed to. This course, along with CIT215, provides this base and is more appropriate content than the CIT155 course listed in the original program.

CIT215 – Windows Server Action: Added

Rationale: Developers must have a basic understanding of the IT infrastructure that solutions are deployed to. This course along with CIT213 provides this base and is more appropriate content than the CIT155 course listed in the original program.

CIT233 – Project Management Action: None.

CIT290 – CIT Internship Action: None.

General Education

ECO201 – Principles of Macroeconomics Action: None

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ENG99 – College Reading/Writing

Action: None – All incoming students are required to complete the Compass placement test. If the student places into development English, enrollment in the developmental course during the first semester is mandated.

ENG111 – English Composition Action: None

ENG220 – Technical Writing Action: None

MTH23 – Beginning Algebra

Action: None – All incoming students are required to complete the Compass placement test. If the student places into development math, enrollment in the developmental course during the first semester is mandated.

MTH111 – Intermediate Algebra Action: Added as a prerequisite

Rationale: See Academic Standards section. Specified as a prerequisite/co-requisite for new CIT190 JavaScript course.

PHL105/PHL202 – Critical Thinking Action: None

PHY105 – Physics

Action: None -The current program specifies any science with a lab. The revised program shows Physics as recommended.

8.0 Next Steps - Phase 2 Implementation

This document represents the conclusion of Phase 1 – Planning. The next phase of the project is implementation of the revised program developed in Phase 1. The following is a list of major tasks to be completed in Phase 2.

 Microsoft IT Academy created at NMC

 Instructors certified as Microsoft Certified Trainers  Testing center created at NMC

 Course revisions and additions submitted for approval  Implement “hard” course prerequisites

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Appendix A

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For release 10:00 a.m. (EST) Thursday, December 10, 2009

USDL-09-1503

Technical information: (202) 691-5700 • [email protected] • www.bls.gov/emp

Media contact:

(202) 691-5902 • [email protected]

NOTE: This release was reissued on Friday, December 11, 2009, to correct the

website address in the footnote in tables 6-10. This correction did not affect any data

or analysis in the release.

E

MPLOYMENT

P

ROJECTIONS

–

2008-18

Total employment is projected to increase by 15.3 million, or 10.1 percent, during the 2008-18 period,

the U.S. Bureau of Labor Statistics reported today. The projections show an aging and more racially and

ethnically diverse labor force, and employment growth in service-providing industries. More than half of

the new jobs will be in professional and related occupations and service occupations. In addition,

occu-pations where a postsecondary degree or award is usually required are expected to account for one-third

of total job openings during the projection period. Job openings from replacement needs—those which

occur when workers who retire or otherwise leave their occupations need to be replaced—are projected

to be more than double the number of openings due to economic growth.

The projected growth for the 2008-18 period is larger than the increase of 10.4 million over the

1998-2008 period, or 7.4 percent. The relatively slow growth rate for the earlier 10-year period was affected

by the recession which began in December 2007, and the projected growth rate is higher than would

otherwise be expected because the 2008 starting point is a recession year.

This news release focuses on four areas for which BLS develops projections—labor force, industry

employment, occupational employment, and education and training.

Labor Force

The civilian labor force is projected to grow by 12.6 million between 2008 and 2018, to 166.9 million

persons. Slower population growth and a decreasing overall labor force participation rate are expected

to contribute to a slowdown in labor force growth. The projected 8.2-percent increase for the 2008-18

period is less than the 12.1-percent growth that occurred between 1998 and 2008. (See table 1.)

As the members of the large baby boom generation grow older and continue their trend of increased

labor force participation, the number of persons age 55 years and older in the labor force is expected to

increase by 12.0 million, or 43.0 percent, during the 2008-18 period. Persons in the 55 years and older

age group are projected to make up nearly one-quarter of the labor force in 2018. Young people (age

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- 2 - .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 1998 2008 2018 projected

Chart 1. Percent distribution of the civilian labor force by age, 1998, 2008 and projected 2018

16‐24

25‐54

55 and older

16-24) are expected to account for 12.7 percent of the labor force in 2018, and persons in the prime-

age working group (age 25 to 54) to account for 63.5 percent of the 2018 labor force. (See chart 1.)

The labor force in 2018 will be more diverse. As a result of higher population growth among

minor-ities—due to higher birth rates and increased immigration, along with higher labor force participation

rates by Hispanics and Asians—the share of the labor force held by minorities is projected to increase

significantly. Whites will remain the largest race group in the labor force in 2018 (79.4 percent) de-

spite growing by just 5.5 percent between 2008 and 2018. The number of Asians in the labor force is

projected to increase by 29.8 percent and the number of blacks by 14.1 percent. In 2018, Asians are

projected to comprise 5.6 percent of the labor force and blacks to make up 12.1 percent.

Hispanics (who can be of any race) will join the labor force in greater numbers than non-Hispanics. The

number of Hispanics in the labor force is projected to grow by 7.3 million or 33.1 percent. Their share of

the labor force will expand from 14.3 percent in 2008 to 17.6 percent in 2018. In contrast, the number of

persons in the labor force not of Hispanic origin is expected to grow by 4.0 percent, and their share of

the labor force to decline to 82.4 percent. (See chart 2.)

Industry Employment

Projected employment growth is concentrated in the service-providing sector, continuing a long-term

shift from the goods-producing sector of the economy. From 2008 to 2018, service-providing industries

are projected to add 14.6 million jobs, or 96 percent of the increase in total employment. The 2 industry

sectors expected to have the largest employment growth are professional and business services (4.2

mil-lion) and health care and social assistance (4.0 milmil-lion). Goods-producing employment, as a whole, is

expected to show virtually no growth. While employment in the construction industry is projected to

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- 3 - .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 1998 2008 2018 projected

Chart 2. Percent distribution of the civilian labor force by ethnicity, 1998, 2008, and projected 2018

Hispanic non-Hispanic

increase by 1.3 million, declines in manufacturing (-1.2 million) and mining (-104,000) will

nearly off-set this growth. By 2018, the goods-producing sector is expected to account for 12.9 percent of total

jobs, down from 17.3 percent in 1998 and 14.2 percent in 2008. (See table 2 and chart 3.)

Three of the 10 detailed industries projected to have the most employment growth are in professional

and business services: management, scientific, and technical consulting; computer systems design; and

employment services. Altogether, these 3 industries are expected to add 2.1 million jobs. Four of the top

10 gainers are in health care and social assistance industries. Employment in offices of physicians, home

health care, services for the elderly and persons with disabilities, and nursing care facilities is expected

to grow by 2.0 million. (See table 3.)

Of the 10 detailed industries with the largest projected employment declines, 4 are in the manufacturing

sector and 2 each are within retail trade and information. The largest decline among the detailed

indus-tries is expected to be in department stores, with a loss of 159,000 jobs, followed by manufacturers of

semiconductors (-146,000) and motor vehicle parts (-101,000). (See table 4.)

Occupational Employment

Two major occupational groups—professional and related occupations and service occupations—are

projected to provide more than half of the total employment growth during the 2008-18 period.

Pro-duction occupations are projected to decline. The 30 detailed occupations with the largest gains in

em-ployment are expected to account for nearly half of all new jobs, and 17 of these occupations are

pro-fesssional and related occupations and service occupations. The detailed occupation projected to add the

most jobs is registered nurses (582,000), followed by home health aides (461,000) and customer service

representatives (400,000). All but 3 of the top 30 fastest-growing detailed occupations are found within

professional and related occupations and service occupations. Seventeen of these rapidly growing

occupations are related to healthcare or medical research. (See tables 5, 6, and 7 and chart 4.)

(27)

- 4 - ‐1,206 ‐104 95 118 386 557 805 809 910 1,142 1,337 1,591 3,997 4,190 Manuf acturing Mining Federal government Inf ormation Transportation and utilities Financial activities Educational services Other services Retail and wholesale trade Leisure and hospitality Construction State and local government Healthcare and social assistance Prof essional and business services

Chart 3. Employment growth by major industry, 2008-18

Of the 30 detailed occupations projected to have the largest employment declines, 12 are production

occupations and 11 are office and administrative support occupations. (See table 8.)

Education and Training

Occupations that usually require a postsecondary degree or award are expected to account for nearly half

of all new jobs from 2008 to 2018 and one-third of total job openings. Among the education and training

categories, the fastest growth will occur in occupations requiring an associate degree. (See table 9.)

Short- and moderate-term on-the-job training are the most significant sources of postsecondary

edu-cation or training for 17 of the 30 detailed occupations projected to have the largest employment

growth. However, in terms of percent growth, 14 of the 30 fastest growing detailed occupations have

a bachelor

′

s degree or higher as the most significant source of postsecondary education or training.

(See tables 6 and 7.)

Of the 30 detailed occupations projected to have the largest employment declines, 17 are classified as

having short-term on-the-job training as the most significant source of education and training, and 10

are in the moderate-term on-the-job training category. (See table 8.)

Total job openings during the 2008-18 period are projected to be 50.9 million, and 19.6 million of these

jobs are expected to be in the short-term on-the-job training category. Sixteen of the 30 detailed

occupa-tions with the most job openings will have short-term on-the-job training as the most significant source

of education and training. (See tables 9 and 10.)

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- 5 - ‐349 ‐9 391 440 980 1,019 1,664 1,842 4,069 5,227 Production

Farming, fishing, and forestry

Transportation and material moving

Installation, maintenance, and repair

Sales and related

Construction and extraction

Management, business, and financial

Office and administrative support

Service

Professional and related

Chart 4. Employment growth by major occupational group, 2008-18

A Note on Labor Shortages in the Context of Long-Term Economic Projections

Users of these data should not assume that the difference between the projected increase in the labor

force and the projected increase in employment implies a labor shortage or surplus. Employment and

labor force measures differ in concept. Employment is a count of jobs, and persons who hold more than

one job would be counted for each job. Labor force is a count of individuals, and a person is counted

only once regardless of how many jobs he or she holds. In addition, the BLS projections assume a labor

market in equilibrium, that is, one where labor supply meets labor demand except for some degree of

frictional unemployment. For a discussion of the basic projection methodology, see "Employment

pro-jections, 2008-18," Kristina Bartsch, November 2009

Monthly Labor Review

.

More Information

The 10-year projections of industry and occupational employment, labor force, and economic growth

are widely used in career guidance, in education and training program planning, and in studying

long-range employment trends. The projections, which are updated every 2 years, provide information to

individuals who are making decisions regarding education and training, entering the job market, or

changing careers.

More detailed information on the 2008-18 projections appears in five articles in the November 2009

issue of the

Monthly Labor Review

, published by the Bureau of Labor Statistics, U.S. Department of

Labor. The

Monthly Labor Review

is available online at www.bls.gov/opub/mlr/mlrhome.htm.

The 2010-11 editions of the

Occupational Outlook Handbook

and the

Career Guide to Industries

will

feature the 2008-18 projections in assessing job prospects, work activities, wages, education and training

(29)

- 6 -

requirements, and more for numerous occupations and industries. The updated

Handbook

and

Career

Guide

will be available online on December 17, 2009, at www.bls.gov/oco and www.bls.gov/oco/cg/,

respectively. A graphic presentation of the highlights of the projections appears in the Winter 2009-10

issue of the

Occupational Outlook Quarterly,

available online on December 10, 2009, at

www.bls.gov/ooq.

Tables with detailed, comprehensive statistics used in preparing the projections are available online at

www.bls.gov/emp/tables.htm and projections methodology can be accessed at

www.bls.gov/emp/ep_projections_methods.htm.

Print versions of the

Occupational Outlook Handbook

and

Occupational Outlook Quarterly

are sold by

the U.S. Government Printing Office, Washington, DC 20401. To order, visit

www.bls.gov/emp/ep_current_publications.htm.

Information from this release will be made available to sensory impaired individuals upon request.

Voice phone: (202) 691-5200; Federal Relay Services: (800) 877-8339.

(30)

Table 1. Civilian labor force by age, sex, race, and Hispanic origin, 1998, 2008, and projected 2018

(In thousands)

Total, 16 years and older ………… 137,673 154,287 166,911 16,614 12,624 12.1 8.2 100.0 100.0 100.0 1.1 0.8 Age, years: 16 to 24 ……… 21,894 22,032 21,131 138 -901 .6 -4.1 15.9 14.3 12.7 .1 -.4 25 to 54 ……… 98,718 104,396 105,944 5,678 1,548 5.8 1.5 71.7 67.7 63.5 .6 .1 55 and older ……… 17,061 27,857 39,836 10,796 11,979 63.3 43.0 12.4 18.1 23.9 5.0 3.6 Sex: Men ……… 73,959 82,520 88,682 8,561 6,162 11.6 7.5 53.7 53.5 53.1 1.1 .7 Women ……… 63,714 71,767 78,229 8,053 6,462 12.6 9.0 46.3 46.5 46.9 1.2 .9 Race: White ……… 115,415 125,635 132,490 10,220 6,855 8.9 5.5 83.8 81.4 79.4 .9 .5 Black ……… 15,982 17,740 20,244 1,758 2,504 11.0 14.1 11.6 11.5 12.1 1.0 1.3 Asian ……… 6,278 7,202 9,345 924 2,143 14.7 29.8 4.6 4.7 5.6 1.4 2.6 All other groups 1 ……… – 3,710 4,832 – 1,122 – 30.2 – 2.4 2.9 – 2.7 Ethnicity:

Hispanic origin ……… 14,317 22,024 29,304 7,707 7,280 53.8 33.1 10.4 14.3 17.6 4.4 2.9 Other than Hispanic origin …… 123,356 132,263 137,607 8,907 5,344 7.2 4.0 89.6 85.7 82.4 .7 .4 White non-Hispanic……… 101,767 105,210 106,834 3,443 1,624 3.4 1.5 73.9 68.2 64.0 .3 .2 2008-2018 1998-2008 2008-2018 2008 2018 1

The “all other groups" category includes (1) those classified as being of multiple racial origin and (2) the race categories of (2a) American Indian and Alaska Native and (2b) Native Hawaiian and Other Pacific Islanders.

NOTE: Dash indicates no data collected for category. Details may not sum to totals because of rounding. Age, sex, race, and ethnicity

Level Change Percent change Percent distribution Average annual rate of change 1998 2008 2018 1998- 1998 2008 2008-2018 1998-2008

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(In thousands)

1998 2008 2018 1998-2008 2008-2018 1998 2008 2018 1998-2008 2008-2018

Total 1……… 140,564 150,932 166,206 10,368 15,274 100.0 100.0 100.0 0.7 1.0

Nonagriculture wage and salary 2_……… _126,625 _137,815 _152,443 _11,190 _14,629 _90.1 _91.3 _91.7 _.9 _1.0

Goods-producing, excluding agriculture……… 24,274 21,363 21,390 -2,911 27 17.3 14.2 12.9 -1.3 .0

Mining……… 565 717 613 152 -104 .4 .5 .4 2.4 -1.6 Construction……… 6,149 7,215 8,552 1,066 1,337 4.4 4.8 5.1 1.6 1.7 Manufacturing……… 17,560 13,431 12,225 -4,128 -1,206 12.5 8.9 7.4 -2.6 -.9 Service-providing ……… 102,351 116,452 131,053 14,101 14,601 72.8 77.2 78.8 1.3 1.2 Utilities……… 613 560 500 -54 -59 .4 .4 .3 -.9 -1.1 Wholesale trade……… 5,795 5,964 6,220 169 256 4.1 4.0 3.7 .3 .4 Retail trade……… 14,610 15,356 16,010 747 654 10.4 10.2 9.6 .5 .4

Transportation and warehousing……… 4,168 4,505 4,950 337 445 3.0 3.0 3.0 .8 .9

Information……… 3,218 2,997 3,115 -222 118 2.3 2.0 1.9 -.7 .4

Financial activities……… 7,462 8,146 8,703 683 557 5.3 5.4 5.2 .9 .7

Professional and business services……… 15,147 17,778 21,968 2,632 4,190 10.8 11.8 13.2 1.6 2.1

Educational services……… 2,233 3,037 3,842 804 805 1.6 2.0 2.3 3.1 2.4

Health care and social assistance……… 12,214 15,819 19,816 3,605 3,997 8.7 10.5 11.9 2.6 2.3

Leisure and hospitality……… 11,232 13,459 14,601 2,227 1,142 8.0 8.9 8.8 1.8 .8

Other services……… 5,750 6,333 7,142 583 809 4.1 4.2 4.3 1.0 1.2

Federal government……… 2,772 2,764 2,859 -8 95 2.0 1.8 1.7 .0 .3

State and local government……… 17,137 19,735 21,327 2,598 1,591 12.2 13.1 12.8 1.4 .8

Agriculture, forestry, fishing, and hunting 3………… 2,528 2,098 2,020 -430 -78 1.8 1.4 1.2 -1.8 -.4

Agriculture wage and salary……… 1,373 1,210 1,206 -163 -3 1.0 .8 .7 -1.3 .0

Agriculture self-employed and unpaid family

workers……… 1,155 889 814 -267 -75 .8 .6 .5 -2.6 -.9

Nonagriculture self-employed and unpaid family

workers……… 9,342 9,313 9,943 -30 631 6.6 6.2 6.0 .0 .7

Secondary wage and salary jobs in agriculture

and private household industries 4……… 172 182 192 9 10 .1 .1 .1 .5 .5

Secondary jobs as a self-employed or unpaid

family worker 5……… 1,897 1,524 1,607 -372 83 1.3 1.0 1.0 -2.2 .5

5 Wage and salary workers who hold a secondary job as a self-employed or unpaid family worker.

1 Employment data for wage and salary workers are from the BLS Current Employment Statistics survey, which counts jobs, whereas self-employed, unpaid family workers, and agriculture, forestry, fishing, and hunting are from the Current Population Survey (household survey), which counts workers.

2 Includes wage and salary data from the Current Employment Statistics survey, except private households, which is from the Current Population Survey. Logging workers are excluded.

3 Includes agriculture, forestry, fishing, and hunting data from the Current Population Survey, except logging, which is from the Current Employment Statistics survey. Government wage and salary workers are excluded.

4 Workers who hold a secondary wage and salary job in agricultural production, forestry, fishing, and private household industries. Table 2. Employment by major industry sector, 1998, 2008, and projected 2018

Industry sector

Employment Change Percent distribution Average annual rate of

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(In thousands)

2008 2018 Number Percent Management, scientific, and technical consulting services………Professional and business services……… 1,009 1,844 835 82.8 Offices of physicians………Health care and social assistance……… 2,266 3,038 772 34.1 Computer systems design and related services……… Professional and business services……… 1,450 2,107 656 45.3 Other general merchandise stores………Retail trade……… 1,490 2,097 607 40.7 Employment services………Professional and business services……… 3,144 3,744 600 19.1 Local government, excluding education and hospitals………Government……… 5,819 6,306 487 8.4 Home health care services……… Health care and social assistance……… 958 1,399 441 46.1 Services for the elderly and persons with disabilities……… Health care and social assistance……… 585 1,016 431 73.8 Nursing care facilities………Health care and social assistance……… 1,614 2,007 394 24.4 Full-service restaurants………Accommodation and food services……… 4,598 4,942 343 7.5 1 Data are from the National Employment Matrix.

(In thousands)

2008 2018 Number Percent Department stores………Retail trade……… 1,557 1,398 -159 -10.2 Semiconductor and other electronic component manufacturing………Manufacturing……… 432 287 -146 -33.7 Motor vehicle parts manufacturing………Manufacturing……… 544 443 -101 -18.6 Postal service………Government……… 748 650 -98 -13.0 Printing and related support activities………Manufacturing……… 594 499 -95 -16.0 Cut and sew apparel manufacturing……… Manufacturing……… 155 67 -89 -57.0 Newspaper publishers……… Information……… 326 245 -81 -24.8 Support activities for mining………Mining……… 328 252 -76 -23.2 Gasoline stations……… Retail trade……… 843 769 -75 -8.9 Wired telecommunications carriers………Information……… 666 593 -73 -11.0

1 Data are from the National Employment Matrix.

Table 3. The 10 industries with the largest wage and salary employment growth, 2008-18 1

Industry Sector Employment Change

Table 4. The 10 industries with the largest wage and salary employment declines, 2008-18 1

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(In thousands)

2008 2018 2008 2018 Percent Number Total, all occupations ……… 166,206150,932 100.0 100.0 10.1 15,274 Management, business, and financial occupations 1………… 15,747 17,411 10.4 10.5 10.6 1,664 Professional and related occupations 2 ……… 31,054 36,280 20.6 21.8 16.8 5,227 Service occupations 3 ……… 29,576 33,645 19.6 20.2 13.8 4,069 Sales and related occupations …………..……… 15,903 16,883 10.5 10.2 6.2 980 Office and administrative support occupations ……… 24,101 25,943 16.0 15.6 7.6 1,842 Farming, fishing, and forestry occupations ……… 1,035 1,026 .7 .6 -.9 -9 Construction and extraction occupations ……….…… 7,810 8,829 5.2 5.3 13.0 1,019 Installation, maintenance, and repair occupations ……… 5,798 6,238 3.8 3.8 7.6 440 Production occupations ……….……… 10,083 9,734 6.7 5.9 -3.5 -349 Transportation and material moving occupations ……… 9,826 10,217 6.5 6.1 4.0 391

2

Major occupational groups 15-0000 through 29-0000 in the 2000 Standard Occupational Classification (SOC). 3

Major occupational groups 31-0000 through 39-0000 in the 2000 Standard Occupational Classification (SOC). Table 5. Employment by major occupational group, 2008 and projected 2018

Occupational group Employment Percent distribution Change

1

Computer Programming, General CIP

Program of Study