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4.
Continuous Improvement
Criterion
The program uses a documented process incorporating relevant data to regularly assess its
program educational objectives and program outcomes, and to evaluate the extent to which they
are being met. The results of the evaluations are documented and used to effect continuous
improvement of the program through a documented plan.
1. Procedure for Periodically Assessing the Program Educational Objectives
The pProgram educational objectives ensure that theour CIS curriculum prepares our graduates
for a future in the field of information systems field. Prior to Before 2008, the Regis University
Nine Educational Objectives and the Jesuit themes drove the educational objectives. At Regis,
we embed these themes were driven by the Regis University Nine educational objectives and the
Jesuit themes. Jesuit themes are themes t within instruction and hat are embedded as part of our
interactions and instruction at Regis, but are not as written as activities.
Regis Universitys Nine Educational Objectives
iIn-depth knowledge of a discipline
Kknowledge of diverse cultures, perspectives, and belief systems
Kknowledge of Arts, Sciences, and Humanities
Aability to think critically
Aability to communicate effectively
Aability to use contemporary technology
Ccommitment to ethical and social responsibility
Ccommitment to leadership and service to others
Ccommitment to learning as a life-long endeavor
The pProgram educational objectives were accssessed for each CSP-offered program during on
a five year, cycle as part of the Academic Unit Review (AUR) cycle for each program offered
by CPS. The AUR, academic review process, which is part of the academic governance, is a
continuous improvement, and quality -assurance process. Through this process, where each
academic unit evaluates the program offerings and educational objectives and identifies areas of
opportunitiesy and improvement. We presentedThe resulting academic unit reviews were
presented to the different CPS councils in CPS and, then, presented to the Regis Academic
Planning and Policy Committee.
In fall 2008, Aafter the establishment of ing the School of Computer & Information Sciences as
part of CPS in fall of 2007 as part of CPS, SCIS began formulating the program educational
objectives for the different computing programs in the fall of 2008 (Ssee Section 3.1).
Constituent feedback formed Tthe basis for these program educational objectives. Constituents
included the following:
Comment [b1]: Replace the we with the

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peer reviews
was the feedback obtained from the information systems industry, professional
associations, alumni surveys,
previous AURs,
advisory boards
professional associations
information systems industry
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Different SCIS stakeholders drove advisory boards, and peer reviews.

As of fall of 2008, the current process for evaluating the program educational objectives. These
stakeholders include alumni is driven by the, faculty, and different SCIS stakeholders who
include the SCIS Industry Advisory Council, alumni, and faculty. .
We will evaluate Ddata collected from internal and external and internal sources every three
years to measure the achievement of program educational objectives. These sources include:
(alumni surveys,
faculty recommendations
end -of -course evaluations,
professional association curricular guidelines
SCIS Industry Advisory Council recommendations,
professional associations curricula guidelines, and faculty recommendations) will be evaluated

every three years to measure the achievement of the program educational objectives. If we deem
changes necessary to the program educational objectives is deemed needed, the chair and
program coordinator propose these the changes are then proposed by the chair and Program
Coordinator to CPS, SCIS, CPS and Regis University governance for approval. After obtaining
the approval from the different academic governance bodies from these bodies, we adopt the new
changes to the program educational objectives are adopted.
Figure 4.1-1 describes the Program Educational Objectives Assessment and Continuous
Improvement ProcessThe following diagram describes the program educational objectives
assessment and continuous improvement process for the CIS program.

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correct subjects name, title, or department/school
name. I rewrote this to avoid the passive verb.
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correct subjects name. I changed this to avoid the
passive verb.
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number here and in the caption beneath.
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Program Educational Objectives

Assessment and Continuous Improvement Process
BScCIS Program Educational

Objectives
Regis, CPS & SCIS

Academic Governance
Propose Changes to
Program Educational
Objectives as needed
Develop/Modify
BScCIS Program &
Course Outcomes
PEO
Evaluation
(every 3 years)
SCIS Constituents/
Stakeholders
(Alumni Employers,
Industry Advisory Council)
Assess & Evaluate
Collect Student
Course Data
End of Course
Evaluations,
Student Grades,
Course Rubrics,
etc.
Alumni Survey,
Industry, &
Faculty
Feedback
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External Sources:
Alumni,
Professional
associations
guidelines,
Industry, Faculty,
etc.
Figure 4.1-1. A diagram showing the program educational objectives assessment and continuous
improvement process.
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As previously mentioned, we issued the last Alumni Survey was issued in March, 2009. It and
encompassed graduates from academic years 2003 to 2009. The results of that survey are in
Section 2, Table 2.5-1, located in Section 2, contains survey results. Appendix E contains raw
data and The ssurvey questions and raw data can be viewed in Appendix E.

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The Industry Advisory Council meets four times eacha year. Section 2 contains specific
information about the CouncilPlease refer to Section 2 for specific information on the Industry
Advisory Council.
2. Procedure for Periodically Assessing the CIS Program Outcomes

The BScCIS program outcomes ensure that our curriculum prepares our graduates for a future in
the field of information systems field. Prior to the fall of 2008, we assessed the BScCIS program
outcomes were assessed for each CPS-offered program onduring a five year, cycle as part of
the Academic Unit Review (AUR) cycle for each program offered by CPS. The AUR, academic
review process, which is part of the academic governance, is a continuous improvement, and
quality -assurance process. Through the process, where each academic unit evaluatesd the
program offerings and program outcomes and . The review identifiesd areas of opportunitiesy
and improvements. We presented Tthe resulting academic unit reviews are presented to the
different CPS councils and, then, in CPS and then presented to the Regis Academic Planning and
Policy Committee. This process continues for the BScCIS program today; however, we have
since added additional assessments driven by ourthe need to comply with ABETs assessment
standards.


correct subjects name. I rewrote this to avoid the
passive verb.
In the fall of 2008, we adopted the ABET Information Systemss program outcomes as CIS
program outcomes as the CIS program outcomes, and createding a new program outcome
assessment strategy. Assessment results and evaluated course data The drive the current annual
process for evaluating the program outcomes is driven by assessment results and evaluation of
the course data. We collected this data from the following sources: from
course rubrics,
student grades
faculty feedback
end -of -term student evaluations,
student grades, and faculty feedback. After the department faculty members reviews the
assessment results, if changes to the program outcomes are deemed neededcessary, the IS
department chair and CIS program coordinator propose these changes the changes are then
proposed by the IS department chair and CIS Program Coordinator to the CPS, SCIS, CPS, and
Regis University governance bodies for approval. After obtaining the approval from these
different academic governance bodies, we adopted the new changes to the program outcomes are
adopted.
Figure 4.2-1 The following diagram describes the BScCIS pProgram oOutcomes aAssessment
and cContinuous iImprovement pProcess. Please see Appendix F forcontains details about the
overall BScCIS assessment and continuous improvement process that included both program
educational objectives and program outcomes.
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passive verb.
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BScCIS Program and Course Outcomes

Assessment and Continuous Improvement Process
BScCIS Program
Educational
Objectives
Develop/Modify
BScCIS
Program Outcomes
Develop/Modify
BScCIS
Course Outcomes
Collect Student &

Course Data
End of Course
Evaluations,
Student Grades,
Course Rubrics,
etc.
Regis, CPS & SCIS

Academic Governance
Curriculum & Process

changes at least
once a year.
Propose Changes
to Courses and/or
Program outcomes
& Processes as
needed
External Sources:
Alumni,
Professional
Associations,
guidelines,
Industry, Faculty,
etc.
CIS Program
Coordinator
Assess/
Evaluate
Program &
Course
Outcomes

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Alumni Survey,
Industry, &
Faculty
Feedback
Figure 4.2-1. A diagram showing the BScCIS program and course outcomes assessment and
continuous improvement process.
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Collecting CIS Data Collection

With a few exceptions, Tthe IS department collects assessment data from every required course
infor the B.S. degree in Computer Information Systems. The exceptions are degree plan except
for courses from the School of Management (BA 300, AC 325) and Math courses from another
(Math?) department (MT 270, MT 320). Data collection efforts The focus of the data collection
efforts is on junior and senior level classes.
The rationale for this strategy is that these upper-level courses represent the portions of the
curriculum through which where students are concentrating on developing their technical skills
and knowledge. The uUpper level courses are also where we have ensured students meet that
ABET program outcomes are being met.

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Comment [b11]: "collection" takes a verb and
turns it into a noun using "tion" (called a
nominalization). It's considered bad form in technical
writing.
Comment [b12]: We are describing both
collection and assessment. Shouldn't we address this
in the heading?
Comment [b13]: Which department? The Math
department?
We designed Tthe College of Professional Studies, a part (of which SCIS is a part), is designed
for accelerated learning in a working-adult-friendly format friendly to working adults. We
haveoffer six, eight-week (6) terms every academic year. These include:year:

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spring 8 -week 1 (spring 8W1),

spring 8 -week 2 (spring 8W2),
summer 8 -week 1 (summer 8W1),
summer 8 -week 2 (summer 8W1),
fall 8 -week 1 (fall 8W1), and
fall 8 -week 2 (fall 8W2).
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An eight-w (8) week term is equivalent to a sixteen (16) -week semester in traditional
universities. However, There are ttwo CIS ccourses (CIS 418, CIS 455) that run every five
weeks in the classroom delivery format. every 5 weeks which is the exception. We chose to offer
Ththesem courses were chosen f or in the the standard CPS 5 five-week CPS format because the
course content and assignments are not as time intensive. Table 4.2-1 describes the CIS Data
Collecting Schedule by course and term. We report Ddata collection for these 5five -week terms
courses in included in the tablein in either terms the 8 -week 1 or 8 -week 2 terms in the table
below.
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Every 16 weeks, Tthe IS department collects data onfor eachvery required upper level course;
consequently, every sixteen (16) weeks so that there are three data collection cycles per year.
We measure Aall of the CIS program outcomes are measured in the curriculum. Please refer to
Section 5 Curriculum contains details about how CIS maps these program outcomesfor the
mapping between program outcomes, CIS courses, and collected student assessments.
We began collecting data in the summer of 2009 and used . Tthese summer weeks were ato pilot
to test ourthe data collection processes. Substantive data collection began in the fall of 2009 and
and continues for each subsequentvery eight-8 week term.
The following table illustrates the data collection plan by CIS program outcome, course and
term.
Summer
8W1,
2009
Summer
8W2,
2009
CS 208
CS 432
CIS 425
CS 208
CS 432
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passive verb.
Comment [b16]: 1. This sentence seems out of
place somehow. Im not sure how it fits into this
paragraph.
Replace the we with the correct subjects name. I
rewrote this to avoid the passive verb.
Table 4.2-1 Data Collectiong Schedule

IS
Program
Outcome
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Fall
8W1,
2009
Fall
8W2,
2009
Spring
8W1,
2010
Spring
8W2,
2010
CS 208
CS 208
CS 208
CS 436
CS 361
CS 450
CIS 493
CIS 448
CS 208
CS 434
CIS 493
CIS 425
CIS 445
CIS 455
CS 208
CS 362
CIS 448
CIS 445
CS 208
CIS 493
CIS 425
CIS 445
CIS 448
CIS 455
CS 208
CS 436
CIS 448
CIS 455
CS 361
CS 450
CIS 493
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CIS 425
CS 432
CIS 425
CS 432
CS 208
CS 432
CIS 425
CS 208
CS 432
CS 208
CS 432
CIS 425
CS 432
CIS 425
CIS 448
CS 434
CIS 493
CIS 425
CIS 445
CS 362
CIS 448
CIS 493
CIS 425
CIS 445
CIS 448
CS 436
CIS 425
CIS 448
CS 361
CIS 493
CIS 418
CIS 448
CS 208
CIS 493
CIS 418
CIS 448
CIS 455
CIS 460
CS 208
CIS 493
CIS 418
CIS 448
CS 208
CIS 418
CIS 448
CIS 493
CIS 418
CIS 425
CIS 445
CIS 448
CIS 455
CS 208
CS 436
CIS 418
CIS 455
CIS 418
CIS 448
CIS 455
CIS 460
CS 450
CIS 493
CIS 425
CIS 448
CS 208
CIS 493
CIS 418
CS 208
CIS 448
CS 208
CS 434
CIS 493
CIS 418
CIS 425
CIS 445
CIS 455
CS 208
CIS 493
CIS 418
CIS 455
CIS 448
CS 208
CIS 493
CIS 448
CS 434
CIS 493
CS 208
CIS 425
CIS 445
CS 362
CIS 418
CIS 455
CIS 493
CIS 448
CS 208
CIS 493
CIS 448
CIS 460
CIS 493
CIS 448
CIS 425
CIS 445
CIS 455
CIS 448
CIS 455
CIS 460
CS 208
CIS 448
CIS 425
CIS 445
CIS 448
CS 436
CIS 425
CIS 445
CIS 448
CIS 455
CIS 418
CIS 455
CIS 493
CIS 448
CIS 493
CIS 448
CIS 460
CS 450
CIS 493
CIS 448
CIS 455
CIS 460
Data collected from each upper level course, in the form of student assignment scores, becomes
Tthe primary mechanism for assessing program outcomes is data collected in each upper level
course. We then map The pprogram outcomes were mapped to the course outcomes. and student
assignments are collected that assess both the program outcomes and course outcomesStudent
assignments include the . The student assignments canfollowing:
exams
be term projects, quizzes,
exams, research papers, and term projects
presentations.
research papers
We collect and assess

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Datadata is collected infrom each course based on the CIS program outcomes assessed in the
course. At the beginning of the course, we provide faculty and students with Aa rubric is
provided to both the faculty and students at the beginning of the course to for assessing the
assignment(s). Please refer to Appendix C forcontains examples of course rubrics.
At the beginning of each term, the CIS Pprogram Ccoordinator will notifyies a the faculty
member that we will assess that theirone of his or her courses course is being assessed forfrom
the term. The nNotification includes furnishing the rubric and data collection instructions.
instructions for data collection. The course faculty member then will completes a rubric for each
student on each assessment.
At the end of the term, the course ffaculty member will uploads the rubrics, student assessments,
and grade book to a secure SharePoint portal site. We collect Ddata is collected in twofor cycles,
one for twoeach eight- 8 week terms. Once the first data collection cycle ends, the second cycle
begins. and then the analysis phase begins. These data collection cycles continuously repeat.
Each course is analyzed by the CIS Program Coordinator to evaluate student performance related
to program outcomes. We also review course improvements that need to be made based on
technology changes and current industry trends. In addition, we review our current processes for
improvements. The following semester, the curriculum and/or process changes are implemented.
Cycle 2 data collection would begin immediately following Cycle 1 data collection and continue
in this manner.
The following diagram Figure 4.2-2 illustrates the flow cycle offor the data collection/, analysis/,
and improvement cycle.

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Comment [b22]: should this instead say "The

faculty member then completes a rubric assessing
each student" ?
passive verb.
Comment [b24]: Is we the program

coordinator, the faculty, the chair?
Comment [b25]: Be sure to insert the correct

figure number both here and in the caption beneath
the figure.
Cycle 1
First Semester
Data collection on
upper level courses
Cycle 1
Cycle 1
Third Semester
Second Semester
Implement changes
Data analysis
Figure 4.2-2. A diagram showing the cycle for data collection, analysis, and improvement.

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Analyzing CIS Data

Data analysis begins immediately after collecting data. First, the CIS program coordinator
analyzes courses for student performance related to program outcomes. Next, we review courses
for improvement based on changes in technology and current industry trends. Finally, we review
our current processes for improvement. We implement the changes during each subsequent
semester.
For the time period of fFor fall 2009 and spring 2010, we theanalyzed data analysisand
implemented and changes implementation was done once at the end of the spring semester. To
ensure continuous improvement, we performed this process only once This was because we
needed to collect enough data to do an adfor adequate data analysis for continuous improvement.
In the future, we will do so in biannual cycles as previously described.do at least two data
analysis and change implementation cycles per year.
In aAdditionally, we assess program outcomes are assessed based on feedback from the
following constituents:
faculty
alumni survey our Industry Advisory Council, e
current studentsmployer constituents,
employer constituents current students,
Industry Advisory Council faculty, and the alumni survey.
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Comment [b26]: Is we the program

coordinator, the faculty, the chair?
passive verb.
Question. Dont the changes need to go through an
proposal process first and be approved by various
levels of academic governance? If so, we should
probably reiterate that. Something like:
You may find the process for implementing
necessary changes detailed earlier in this section
under the title Procedure for Periodically Assessing
the CIS Program Outcomes. Once approved,
subject implements the changes during the following
semester.
passive verb.
appropriate subjects name/title
passive verb.
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3. Copies of Actual Documentations Used in Collecting Data Collection and Assessmenting

Process
For each upper level course in the CIS and CS curriculum, Tthere is a Course Assessment Plan
for each upper level course in the CIS and CS curriculum. Please refer to Appendix G contains
for a sample Course Assessment Plan.

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4. Documentations Used for Collecting Data CollectionData and Assessmenting Processes

Please refer to the following Aappendices for documentation documents on ddata collection
collection, assessment processes, and results:
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Appendix B: BScCIS Degree Audit

Appendix C: Example CIS Program Rubrics
Appendix D: Example Faculty and Course Evaluation
Appendix E: SCIS Alumni Survey & Results - June 2009
Appendix F: BScCIS Continuous Improvement Plan
Appendix G: Example Course Assessment Plan
Appendix H: Example Rubric Scores Data Summaries
Appendix I: Example CIS Program Data Analysis Results of Program Outcomes
APPENDIX B:
BScCIS Degree Audit
APPENDIX C:
Example CIS Program Rubrics
APPENDIX D:
Example Faculty and Course Evaluation

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APPENDIX E:
APPENDIX F:
APPENDIX G:
SCIS Alumni Survey & Results - June 2009

BScCIS Continuous Improvement Plan
Example Course Assessment Plan
APPENDIX H:
Example Rubric Scores Data Summaries
APPENDIX I: Example CIS Program Data Analysis Results of Program

Outcomes
5. Results of CIS Program Assessments Used to Identify Program Improvements and
Modifications
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pt
To offer a better To understanding the the current organized structure for the Computer
Information Systems programstate of the Computer Information Systems program, the following
describes a brief requires one to know some of the backgroundhistory of of the College of
Professional Studies (CPS) and the School of Computer & Information Sciences.
Prior to August, 2007, the College of Professional Studies CPS was a school, and not a college.
At that time, . Regis University used the following was structured as followse:
Regis College. This college served a (traditional college with an 18 - 22 year -old student
body. It offered, on-campus classes during the day.
day-time, on-campus classes), Rueckert-Hartman School for Health Professions. This
school offered (nursing, physical therapy, and health care administration),.
and tThe School for Professional Studies. This school offered an (accelerated program,
for adult students).
At that time, In August of 2007, the university reorganized into three colleges: Regis College, the
Rueckert-Hartman College for Health Professions and the College for Professional Studies
(CPS) with an Academic Dean for each college. Prior to August, 2007, CPS had a vertical
academic structure:, with undergraduate programs, graduate programs, graduate, and teacher
education programs. CPS was reorganized into four schools within the college: School of
Management (business), School of Computer & Information Sciences (computing), School of
Humanities (liberal arts), and the School for Education and Counseling (teacher education and
counseling). Each school has a Dean with one academic dean presiding over CPS as a whole.
This allowed SCIS to combine the undergraduate and graduate computing programs and place
strategic emphasis on the needs of our school. Within SCIS, we have four B.S. programs: B.S. in
Computer Information Systems, B.S. in Computer Science, B.S. in Computer Networking, and
B.S. in Business Technology Management. In addition, we have five Masters of Science
programs: M.S. in Database Technologies, M.S. in Information Assurance, M.S. in Information
Technology Management, M.S. in Software Engineering, M.S. in Software Engineering and
Database Technologies, and a M.S. in Systems Engineering. Please refer to our website for
additional information on our programs: http://www.regis.edu/regis.asp?sctn=cpcis&p1=ap
Reorganizing the University
In August of 2007, the university reorganized into three colleges, each with its own academic
dean. These included:

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Regis College
Rueckert-Hartman College for Health Professions
College for Professional Studies (CPS)

Comment [b31]: At this point, wasn't the
broader institution a university and not a college?
Using "college" here may prove confusing. If it is a
college, which college is superior in the hierarchy to
CPS?
CPS reorganized into four schools, each with its own dean. These schools included:
School of Management (business)

School of Computer & Information Sciences (computing)
School of Humanities (liberal arts)
School for Education and Counseling (teacher education and counseling)
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Reorganizing allowed SCIS to combine graduate and undergraduate computing programs and
placed strategic emphasis on the schools needs.

Within SCIS, we offer four B.S. programs, including:
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B.S. in Computer Information Systems

B.S. in Computer Science
B.S. in Computer Networking
B.S. in Business Technology Management

We also offer five Masters of Science programs, including:
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M.S. in Database Technologies

M.S. in Information Assurance
M.S. in Information Technology Management
M.S. in Software Engineering
M.S. in Software Engineering and Database Technologies
M.S. in Systems Engineering
More information is available about these

http://www.regis.edu/regis.asp?sctn=cpcis&p1=ap
programs

at
the
following
Website:
Positioning the School to Seek ABET Accreditation
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In early 2008, SCIS began positioning ourselvesitself to seek ABET accreditation for three of
our undergraduate programs. The IS department chair and CIS Pprogram Ccoordinator evaluated
the changes necessary to bring our curriculum into alignment with ABETs information systems
program standardsABET Information Systems program standards.. In January 2009, Tthe school
made the following requisite following describes the changes to to the B.S. in Computer
Information Systems program that went live in January, 2009.:
Aadded a two new courses: CIS 457 Business Process Reengineering and CIS 463 ECommerce Technology Management. These courses are part of to the business
environment. the business environment.
Rrequired students to take two business courses from the School of Management: BA
300 Business Systems in a Sustainable Society and AC 325 Accounting Principles and
Management Concepts. These courses are part of the business environment.
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Aadded an additional Mmath course to the Foundation Courses: MT 320 Introduction to

Discrete Mathematics
Rremoved all CIS specializations and added a 12 -hour minor from either business or
computing areas. This streamlined the CIS degree and removed complicated degree
plans.
Ccreated a unique CIS prefix for CIS courses, to separateing them courses from the
Computer Science program (uses CS prefix).
Please refer to Appendix K contains the of this self study for the B.S. in Computer Information
Systems degree plan.

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Although There there have been course and process improvements, we have made within the
courses but nono major degree plan changes since the January, 2009.
Since its inception in the early 1980s, we based the The Computer Information System degree
has always been based onon curricular guidelines and recommendations provided by the the
following organizations:
Association for Computing Machinery (ACM), the

Institute of Electrical and Electronics Engineers (IEEE) Computer Society, and
the Association for Information Systems (AIS) since its inception in the early 1980s.
Today, the Computer Information Systems degree maps directly to the IS 2002 Model
Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. This is
a collaborative effort by ACM, AIS, and AITP. Please refer to Section 5.B contains of this self
study for the mapping and additional other relevant information.
We assess Sstudents are assessed on their mastery ofof all the outcomes by grading through the
following:
research papers
class participation
grading of midterm and/or final exams, senior capstone project comprehensive
programming assignments,
midterm and/or final exams
individual and team term projects
comprehensive programming assignments, research papers, and the senior capstone
project.
Class participation is also assessed in every course. In 2006, the IS department started assessing
the outcomes for of the senior capstone project. For this project, Tthe department used a set of
rubrics to assess knowledge, communication, and critical thinking skills in the project. In 2009,
the department implemented the above data collection/analysis/improvement cycle detailed in
Figure 4.2-2.

passive verb.
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passive verb.

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passive verb.
Comment [b35]: Be sure to insertthe proper

figure number.
Analyzing Data Analysis
At the end of the spring semester 2010, the IS department analyzed all data collected data from
fall semester 2009 and spring semester 2010 semesters was analyzed. The IS department
analyzed the data collected from students in two waystwo ways.: The first level of analysis
1. computed and graphed averagedd the rubric category scores for all CIS classes and
graphed the results. The graphs used in the analysis are presented in Appendix I presents
the graphs used in the analysis..
2. The second level analyzed results using used an outcome data analysis model. We
mapped raw student rubric scores to course and CIS program outcomes. which is
described in Section 3 Program Outcomes describes the process. . This model used raw
student rubrics scores that were mapped to course and CIS program outcomes. The
results are also presented in Appendix I presents the results..
Evidence of Program Improvement
The current CIS degree has remained stable since January, 2009. There have been course and
process improvements within the courses but no major degree plan changes. Table 4.5-2 presents
evidence of program and process improvements for he following table describes the changes in
CIS the courses and processes in the CIS program from January 2009 to May 2010.
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passive verb.
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Table 4.5-2:
Evidence of Program and Process Improvement

from January 2009 to May 2010
Industry Advisory Council

Opportunity for Improvement:
Add the Industry Advisory Council An advisory board to SCIS was added called the
Industry Advisory Council.
Thise council provides feedback and direction withfor the Sschools
vision, mission, and program educational objectives.
Comment [b37]: This seems like an odd spot for

this section. How does this section fit in? Would it
go better somewhere else?
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The Ccouncil meets 4four times a year.
Timeframe:
Council formedAdded induring fall 2009; met . Tthree meetings have convenedtimes
thus far.
Outcome Data Analysis Model:

Implement a new data analysis process

As a result of analyzsings the results showed of the outcome data model ,
it became apparent that the model produced more meaningful results onfor the
CS programming courses than the upper division CIS courses. This was is
was because students in the programming courses submitted more a number
of assignmentss (rubric scoress) as per course as inputs to the model. As a
result, thTherey supplied were more data points per CIS program outcome.
Most CIS courses have only term projects and research papers, and we

No bullets or numbering
submitted as model inputs only the rubric scores from final project grade
and/or research paper grades rubric scores were submitted to the model as
input.
In the next analysis cycle, we will submit rubric scores forom rubric
categories (instead ofrather than a final score). soThis will result in that we
have a finer granularity ofor model results.
Reviewing CIS Program Coordinator is reviewing tthe data analysis process in depth for
better reporting of results.
The CIS program coordinator is performing this review, and we may
produce Aann additional model may be produced for the next cycle.

No bullets or numbering
Timeframe:
Implementing during fall semester 2010new data analysis process in fall semester 2010.
SCIS Curriculum Repository Portal

Create the SCIS Curriculum Repository Portal site on the protected INSite SharePoint
site
SCIS needed a common repository for course materials used into
facilitatinge the courses. The goal of the repository is to improve reliability
between faculty members teaching the same course, with faculty members
receiving read access to all items in the portal. Portal Thimaterials include:s
includes

0.5"
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syllabi,
faculty guides,
exam solutionsexercise solutions, and
exercise solutions exam solutions.
A SCIS Curriculum Repository Portal site was created on our protected

INSite SharePoint site.
We had our Regis IT Services department
implemented the portal structure, and the each Pprogram Ccoordinator
maintainss the site.
All faculty are allocated read access to all items in the portal. A goal of this site
is to improve reliability between faculty members teaching the same course.
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numbering
Timeframe:
Createdompleted at the end of in by the end of the summer semester 2009.
Standardized Course Syllabus and Faculty Guide

Provide To provide consistency and standardization among graduate and undergraduate

and graduate programs,
SCIS adopted a standard syllabus and faculty guide formats for all school
Formatted: Font: 11 pt, Bold, Underline

0.5"
coursescourses in the School. Whether delivered online or in the classroom,

tA common he new syllabus format ensures was also a method to standardize
course content regardless of the course delivery format - classroom delivery
and online.
All course sSyllabi are available on the Regis wWebsite. All fFaculty
guides are available on the SCIS Curriculum Repository.
To provide a single source of a course syllabus, aAll online courses link to
in thetheir course syllabusi through from the the Regis wWebsite, providing a
single source. This eliminated multiple versions and data integrity issues with
coursefor syllabi.
Timeframe:
Completed at the end of the summer semester 2009.
Affiliate Faculty Mentoring Process

Faculty Selection and Preparation Process
All CIS Courses:
AddR rubrics were added to every CIS course induring the summer of 2009.
Change the course rubrics to remove wordiness in the assessment scale
Add rubrics to online courses as part of the online course.

The IS department created a new rubric format intended to that will be
easier for faculty and students to use. The formatThis should eliminate
confusion with faculty and students and increase inter-facilitatorfaculty
grading reliability. We will be piloting the rubrics before we adopting them.
Add course rubrics to online courses as part of the online course.
Timeframe:
New rubrics should be complete by the end of the summer semester 2010.
Completed adding We have added rubrics to CIS 457, CIS 460, CIS 463,
Completing adding and rubric for CIS 425 asduring of summer 2010.
Completing new rubrics by the end of summer semester 2010
Completing updating of The remaining CIS courses will be updated induring fall 2010.

0.5"
Comment [b38]: We use "faculty member"
throughout the document. But, every so often the
word "facilitator" pops up. We should use only a
specific descriptor for a specific subject. I suggest
we use "inter-faculty" grading... here.
Comment [b39]: We say "when" something was

completed throughout the section except for here.
When was this completed?
Course: CIS 418 Ethics for the Information Technology Professional

Update online course content to cover ethical dilemmas and decision makingto include
for multimedia -rich information sources for ethical dilemmas and ethical decision
making (i.e. uYouTube, iTunes University, etc.)

Formatted: Font:
Update online content to be more interactive.

This is a scheduled major revision for the course to enhances course
content and student retention. Distance Learning is revising the course.

0.5"
Timeframe:
Implementing during October 2010 The course is currently in a major revision with
Distance Learning. The new revision should go live in October, 2010.
Course: CIS 425 Systems Analysis & Design

Add UML use cases
Remove outdated analysis tools

Faculty members (currently currently working in the IS field) feedback
indicated thate we needed to update the customer -requirements -gathering
tools. This included removing to add UML Use Cases in the course. This was
done and some outdated aanalysis tools, such as such as event diagrams were
removed. We changed Tthe online course course was changed using ourthe
Mminor Ccourse Rrevision process.

0.5"
Timeframe:
Implementing The course changes go live induring the summer 8 -week -2 term, 2010.
Course: CIS 445 Database Management

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Modify the course to use the Oracle database rather than MySQL
We base The ggraduate database courses are based oon the Oracle
database. Students use the Academic Research Network to access Oracle on
SCIS servers.
It was determined to We changed the CIS 445 database from MySQL to
Oracle for several reasons:
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(1) Industry does not use MySQL is not used in industry.

(2) Students were responsible for locally installing and supporting had to
install MySQL. locally and had to support the database themselves.
By moving to and internally supporting The CIS 445 course moved to tthe
Oracle database, we improved the student internally supported by SCIS. This
allows for a better student experience. We now offer, a 24-hourx, 7sevendays-a-week support, environment that and would better prepares students
who choose to continuingcontinue on to theto an graduate M.S. inprogram in
Database Technologies program.
Move the Oracle DBMS from Windows to the Linux operating system, housed within
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the Academic Research Network

As proven by the decrease in system downtime in 2009, the move
provided students with greater stability. Uptime currently runs about 99%.
The Oracle DBMS was moved from a Windows operating system to a

Linux operating system within the Academic Research Network in January
2009. The Linux environment provides greater stability as proven by the
decrease in system downtime in 2009. System uptime is currently about 99%.
Because most companies use Oracle in a UNIX environment, Tthise move
also provides provided students with a real-world database experience as most
companies use Oracle in a UNIX environment.
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Timeframe:
Modified The CIS 445 the course was modified to for use of Oracle DBMS induring the
fall of 2009.
Implemented use of Oracle on Linux in January 2009
Implemented the Oracle environment The course went live in the new environment in
January, 2010.
Went live using Oracle on Linux in January, 2009.
Course: CIS 455 Management Information Systems

Change The term-long final project in CIS 455 needed to be changed to better fit the
CIS program outcomes.
Faculty members teaching the course recommended tThis changewas
recommended by faculty teaching the course.

0.5"
Timeframe:
The final project was mModified to better fit CIS program outcomes in theduring fall 8 week -2 term, 2009.
Course: CIS 460 Decision Support Systems

Updated The CIS 460 course content

had not been updated in 3 years. IS faculty members determined that that
the course content, not updated for three years, needed to be updateding as far
asfor technology and real-world experience. Distance Education completed
the major revisions.
Timeframe:
Implemented Completed a major revision with our Distance Education department.

0.5"
Newly updated course went live during summer 8 -week -1 term, 2010.
Course: CS 208 Computer science Fundamentals
Revise the courseThe data analysis identified a need to

o add flash animations with audio, r
o refine the PowerPoints media, and
o provide additional instructions for the
IEEE floating point representation,
C++, and
Assembly programming areas.
Timeframe:
Formatted
Formatted
The course was pPlaced on the major revision cycle with a a delivery date of December
20, 2009
Implemented during to be used in the 2010 spring 8 -week -1 term 2010.
Course: CS 432 Modern Software Engineering
Rename CS 432 from Object-oriented Analysis and Design to CS 432 Modern Software
Engineering
By renaming the course, we bring the Computer Science curriculum into alignment with
ABET standards.
Update examples
Update assignments
Update exams
In order to bring the Computer Science curriculum in alignment with

ABET standards, the CS 432 Object-Oriented Analysis and Design was
renamed to CS 432 Modern Software Engineering.
Content uBy updating examples, assignments, and exams, we pdated to

align the course with software engineering concepts and . Content update to
bbetter reflect software engineering., examples updated, assignments updated,
new exams
Timeframe:
Course rRenamed induring spring 8 -week -1 term, 2009
UUpdatesd examples, assignments, and exams during spring 8-week-1 term 2010
complete spring 8 week 1 term, 2010
Course: CS 434/CS 436 Object-Oriented Programming Using Java/C++

Comment [b40]: The original used future tense.

I adjusted it for past tense. Is this already live? If not,
it probably needs to read implementing during (new
timeframe)
Revise course to a minor extent
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keep with next, Don't keep lines together
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numbering, Don't keep with next, Don't keep
lines together, Tab stops: Not at 0.5"
Updated content
Minor This minor Course Rrevision and update to better aligned s the course
with IEEE/ACM Joint Task Force Ooutcomes, Content update.
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Before: 0 pt, No bullets or numbering, Don't
keep with next, Don't keep lines together
Timeframe:
Completed both course revisions by spring 8 -week -1 term, 2010
We document All course and process changes are documented in several ways: .
CCourse changes. We documented these changes are documented in the Course

Assessment Plan. If a new course is added to the curriculum, a proposal is written and
presented to the SCIS Academic Council and CPS Academic Council for approval.
Program-level changes. We documented are dthese changesocumented in a proposal and
presented and then presented to the proposal to SCIS Academic Council, CPS Academic
Council, and APPC for approval.
A mMajor program changes. We presented these changes will also be presented tto the
Regis Board of Trustees for approval.

passive verb.
passive verb.
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passive verb.
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Comment [b44]: When you say major, do you
mean it as in major/minor or as in significant? If
significant, we should probably use that term. If
major/minor, we should probably say Changes in
program majors are presented to)
passive verb.
Formatted: Font: 12 pt, Italic
Comment [b46]: Rather than rewriting the
process again, perhaps it would be better to refer the
reader to "2. Procedure for Periodically Assessing
the CIS Program Outcomes" from earlier in the
section?
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4.

iIn-depth knowledge of a discipline

Kknowledge of diverse cultures, perspectives, and belief systems

Kknowledge of Arts, Sciences, and Humanities

Aability to think critically

Aability to communicate effectively

Aability to use contemporary technology

Ccommitment to ethical and social responsibility

Ccommitment to leadership and service to others

Ccommitment to learning as a life-long endeavor

Comment [b1]: Replace the we with the

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Different SCIS stakeholders drove advisory boards, and peer reviews.

professional associations curricula guidelines, and faculty recommendations) will be evaluated

Comment [b2]: Replace the we with the

Comment [b5]: Replace the we with the

Formatted: Keep with next

Program Educational Objectives

BScCIS Program Educational

Regis, CPS & SCIS

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2. Procedure for Periodically Assessing the CIS Program Outcomes

Comment [b8]: Replace the we with the

Comment [b9]: Replace the we with the

Comment [b10]: Replace the we with the

Formatted: Keep with next

BScCIS Program and Course Outcomes

Collect Student &

Regis, CPS & SCIS

Curriculum & Process

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Collecting CIS Data Collection

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Comment [b14]: Replace the we with the

spring 8 -week 1 (spring 8W1),

Table 4.2-1 Data Collectiong Schedule

Formatted: Font: Not Italic, No underline,

We collect and assess

Comment [b18]: Replace the we with the

Comment [b19]: Replace the we with the

Comment [b20]: Replace the we with the

Comment [b22]: should this instead say "The

Comment [b24]: Is we the program

Comment [b25]: Be sure to insert the correct

Formatted: Font: 12 pt, Not Bold, Italic, Font

Analyzing CIS Data

Formatted: Font: Bold

Comment [b26]: Is we the program

3. Copies of Actual Documentations Used in Collecting Data Collection and Assessmenting

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4. Documentations Used for Collecting Data CollectionData and Assessmenting Processes

Appendix B: BScCIS Degree Audit

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SCIS Alumni Survey & Results - June 2009

Example Rubric Scores Data Summaries

APPENDIX I: Example CIS Program Data Analysis Results of Program

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