Program Review

Carteret Community College

Web Technologies

2008/2009 Table of Contents

Executive Summary………………………………………………………… 3

Section One: Program Profile ………………………………………… 5

Section Two: Program Content ……………………………………… 21

Section Three: Outcomes ……………………………………………… 26

Section Four: Need for Change ……………………………………… 31

Section Five: Future Issues ……………………………………………. 33

Appendices …………………………………………………………………… 35

1/9/2018 2 Executive Summary

Before the 2006/2007 year, the A.A. S. program was part of the Internet Technologies curriculum referred to as the Internet Technologies Web Page Development Track. Because much of the data collected for the program was combined with Information Systems before the 2006/2007 year, the data for this review concentrated on the years 2006/2007 to date.

Section One: Program Profile

The Web Technologies program is a two-year A.A.S. program with open enrollment. Graduates should qualify for career opportunities as designers, administrators, or developers in the areas of web applications, websites, web services, and related areas of distributed computing. The student population has an average age of 35 and is diverse in culture with an approximate 60:40 ratio of male to female students. Currently there are two full-time Web Technologies instructors, a program Co-coordinator, and one regularly utilized adjunct instructor.

Resources such as library materials, classroom and lab facilities are more than adequate.

Although there are 5 members of the Advisory Board, it is desired to increase the membership.

Section Two: The Program

Course work in this 71 hour program covers the terminology and use of computers, network devices, networks, servers, databases, applications, programming languages, as well as web applications, site development and design. Beginning Fall 2008, a variety of modalities were made available to fulfill our students’ needs. Of the courses taught, approximately 70.8% are offered online to meet student needs, 8.5% are offered using the Hybrid model with the remaining 21% offered as traditional seats classes.

Course prerequisites and sequencing have been evaluated and changed to aid in student success and course completion. The NC Community College System Office made extensive changes to this program in spring 2006. Prior to spring 2006, the program was called "Internet Technologies" and 75 courses changed names.

This is a technology based program which needs updated equipment and software to adequately prepare the students to work in a constantly changing and diverse field. The funding to include “cutting edge” technological advances is falling behind and needs to be addressed in the near future.

Section Three: Outcomes

For the two Administrative Outcomes and Program Outcomes defined for this review, a common fact regarding data was determined. Due to the fact that the amount of data

1/9/2018 3 collected regarding faculty was insufficient and due to the variety of the ways that student data is collected and stored within our college system, the data was difficult to collect and analyze. It has been determined that data should be collected for more than one semester to evaluate our faculty, and also, a system from within the program needs to be created in order to accurately determine who our active students are and who and how many actually graduate.

Only one of the Program Learning Level Outcomes defined for this review met its target benchmark. A few minor changes to course content will be made to improve the outcomes in the future.

Section Four: Need for Change

Analysis of Outcomes and SWOT information determined a need for change in some areas. These are:

 It is recommended that the Web Technologies program offer more in-depth programming languages.  Increase the student use of style sheets in website creations.  Since graphic animation is taught in the WEB 120 Internet Multimedia course, it should not be covered or evaluated in WEB 140.  There will be additional emphasis concerning the use of style sheets in the WEB140 courses.  Increase enrollment in the Web Technologies Program  Insure that the Program stays current on Industry Standards

Section Five: Future Issues

No major changes to the program of study are necessary. The Web Technologies program stays up-to-date with current market trends by enhancing course topics already presented.

It is determined that Faculty training is the most significant need. Due to the diverse set of skills needed to keep up with the trends and technology continuous training is needed. The Web Technologies program intends to stay atop of current web trends and upgrade faculty skill sets to match these trends.

There are no specific future equipment needs (except for the program’s constant need to update computer systems to keep up with software minimum requirements). The facilities and space are adequate for our course needs.

The program intends to promote Web Technologies courses for Dual-Enrollment more aggressively to all area high schools.

1/9/2018 4 Section One: Program Profile

A. Mission/Purpose

The Web Technologies program is a two-year A.A.S. program which seeks to educate and train our students using the latest methods, software and equipment, thus helping them improve their lives and to become leaders in Carteret County.

Program Goals

1. Program will stay current with industry standards. 2. Enhance and provide quality distance learning opportunities 3. Provide opportunities for faculty to stay current in their fields and in teaching methods 4. Strengthen partnerships with Carteret County’s public and private K-12 schools and universities to enhance education and services for students throughout the educational continuum 5. Promote community partnerships to leverage resources

These program goals are fully in support of the Carteret Community College Mission to “be a leader in improving the quality of life for all citizens of Carteret County and Eastern North Carolina by offering opportunities for lifelong learning through high quality teaching, training, support, and enrichment”.

B. The Faculty

Currently there are two full-time Web Technologies instructors, a program Co-coordinator, and one regularly utilized adjunct instructor. The following is a brief description of their credentials, accomplishments and professional development activities.

1/9/2018 5 Name: Tom Edwards

1/9/2018 6 Education Degree Year Institution Subject Area HS 1973 St Charles High School AA BS/BA 1977 US Naval Academy Oceanography

MS/MA 1986 Naval Postgraduate School Electronics Engineering PH.D/Ed.D Other

Professional Development A. Related Continuing Education - College or University courses taken (last three years). Term Course Number Credit hours Grade

B. Related Continuing Education - Certifications Contact Date Course Name Offered By Hours 1999 A+ certification CompTIA Network+ 2002 certification CompTIA Microsoft Certified 2004 Systems Admin Microsoft Corporation

B. Related Conferences Attended Contact Date Location Sponsoring Organization Hours

Scholarship Activity:

A. Related Publications Date Name of Publication / Title of Article Authors

B. Related Conference Presentations / Papers Date Conference Sponsor Title of Presentation Authors

1/9/2018 7 NC Computer Inst 2004 Ass'n Windows XP OS

Related College / Community Service Activity

Name of Committee Position Title of Presentation Authors

Related Teaching / Training (unpaid) Date Course Taught Agency or Institution Hours (including prep)

Honors / Awards Name of award / honor Date Received

1/9/2018 8 N a m e : D o n n a J o n e s

D e g r e e Y e a r I n s t i t u t i o n S u b j e c t A r e a H S 1 9 8 0 J a c k s o n v i l l e S r . H . S . C o l l e g e P r e p E l e c t r o n i c s E n g i n e e r i n g T e c h n o l o g y , P r e - A A 1 9 8 5 , 1 9 8 7 C o a s t a l C a r o l i n a C o m m . C o l l e g e E n g i n e e r i n g

I n d u s t r i a l & T e c h n o l o g y B S / B A 1 9 9 0 E a s t C a r o l i n a U n i v e r s i t y E d u c a t i o n I n d u s t r i a l & T e c h n o l o g y M S / M A 1 9 9 1 E a s t C a r o l i n a U n i v e r s i t y E d u c a t i o n P H . D / E d . D W e b s i t e D e v e l o p m e n t C e r t i f i c a t e ( 1 8 g r a d u a t e O t h e r 2 0 0 2 E a s t C a r o l i n a U n i v e r s i t y h o u r s )

P r o f e s s i o n a l D e v e l o p m e n t

A . R e l a t e d C o n t i n u i n g E d u c a t i o n - C o l l e g e o r U n i v e r s i t y c o u r s e s t a k e n ( l a s t t h r e e y e a r s ) . T e r m C o u r s e N u m b e r C r e d i t h o u r s G r a d e

B . R e l a t e d C o n t i n u i n g E d u c a t i o n - O t h e r S o u r c e s C o n t a c t D a t e C o u r s e N a m e O f f e r e d B y H o u r s 8 / 1 2 / 2 0 0 3 C o n v o c a t i o n w o r k s h o p s C C C 5 9 / 2 0 / 2 0 0 3 O u t c o m e s w o r k s h o p C C C 3 9 / 2 7 / 0 7 - 4 / 0 4 / 0 8 L e a d e r s h i p A c a d e m y C C C 7 0

10/24/07 - F a c u l t y P r o f e s s i o n a l D e v e l o p m e n t 10/25/07 w o r k s h o p s C C C 8

4/24/2004 A d o b e C r e a t i v e S u i t e S e m i n a r S k i l l P a t h S e m i n a r s 8

B . R e l a t e d C o f e r e n c e s A t t e n d e d 1/9/2018 C o n t a c t 9 D a t e L o c a t i o n S p o n s o r i n g O r g a n i z a t i o n H o u r s Scholarship Activity:

B. Related Conference Presentations / Papers Title of Date Conference Sponsor Presentation Authors

Title of Name of Committee Position Presentation Authors

CCC General Education Sub Committee Member

Web Technologies Program Review Faculty Committee Representative

Related Teaching / Training (unpaid) Agency or Date Course Taught Institution Hours (including prep)

Brad Nicolajsen (WEB Instructor)

Name: Brad Nicolajsen

1/9/2018 10 Education Degree Year Institution Subject Area HS 1988 Swansboro High School General AA BS/BA 1994 ECU History MS/MA 2002 ECU Educational Technology PH.D/Ed.D Other

Professional Development A. Related Continuing Education - College or University courses taken (last three years). Credit Term Course Number hours Grade

B. Related Continuing Education - Other Sources Contact Date Course Name Offered By Hours

B. Related Conferences Attended Contact Date Location Sponsoring Organization Hours Mar-07 NC Computer Instructors Assoc.

1/9/2018 11 Name of Committee Position Title of Presentation Authors Leadership Academy Blackboard Training Registration Advisory Training Lay Advisory Board

Related Teaching / Training (unpaid) Date Course Taught Agency or Institution Hours (including prep) 02/20/09 Computer Security 10

Terence Smith (WEB Adjunct Instructor)

Name: Terence Smith

Education Degree Year Institution Subject Area HS

1/9/2018 12 AS-Electrical AA 1983 Tri-County Technical College Engineering

BS-Computer BS/BA 1995 NC Wesleyan College Information Systems Campbell University (6 graduate MBA-Computer MS/MA 1998 hours in computers) Information Systems PH.D/Ed.D 16 graduate hours in Other 2003-2004 University of Maryland Computers

Professional Development A. Related Continuing Education - College or University courses taken (last three years). Credit Term Course Number hours Grade

B. Related Continuing Education - Other Sources Contact Date Course Name Offered By Hours

B. Related Conferences Attended Sponsoring Contact Date Location Organization Hours

1/9/2018 13 Name of Committee Position Title of Presentation Authors

Related Teaching / Training (unpaid) Date Course Taught Agency or Institution Hours (including prep)

C. The Students Since the program’s inception in 2000, there have been 286 students and 34 graduates of the program. The following is a breakdown of the student demographic.

BREAKDOWN American Indian/Alaska Native = 1 female American Indian/Alaska Native = 3 males 1.3 percent

1/9/2018 14 Asian or Pacific Islander = 3 females Asian or Pacific Islander = 1 male 1.3 percent

Black, Non-Hispanic = 8 females Black, Non-Hispanic = 11 males 6.6 percent

Hispanic = 1 female Hispanic = 2 males 1.04 percent

Other/Unknown/Multiple = 2 females Other/Unknown/Multiple = 6 males 2.79 percent

White, Non-Hispanic = 92 females White, Non-Hispanic = 156 males 86.7 percent

107 females = 37 percent 179 males = 63 percent

*Average Age = 35.2 *This is based on all students' age at this time . . . not when they began. May need to find a better way to calculate this.

D. Resources

1. Support Personnel Curriculum Support is provided 20 hours per week, Monday through Thursday by Constance D. Lupus our staff assistant.

2. Classroom & Laboratory Facilities

a. Specialized networking lab with variety of operating systems b. Four classrooms containing 18 or more computers with networked printer and smart board c. Computer lab with 40 computers, 1 printer, 1 scanner d. Hardware lab with 10 training stations

1/9/2018 15 3. Library Collection

a. Databases

The library has the following databases: SIRS NC Live

NC Live and SIRS databases are available anywhere on campus. They are also accessible from home, using a password. The passwords are available through the library.

b. Instructional Audiovisual Materials

The library has a large collection of instructional audiovisual materials for faculty or staff use. These are located in the closed stacks

area behind the circulation desk. Faculty and staff are welcome to go into this area to find what they need. The materials are arranged by subject on the shelves. A list of these materials may also be viewed by subject in our library catalog. All instructional AV materials must be checked out on your library account.

There is one video relating to Web Technologies. It has been brought to the attention of library staff that the video collection should contain

up to date information regarding Web programming.

c. Library Collections

The library collection includes both reference and circulating materials. There is a large selection of books regarding software applications as well as programming languages. These materials are up to date with the majority of books not being older than a few years.

These materials are checked out mostly by students.

d. Library Website

Library services and resources can be accessed online through the library’s website at: www.carteret.edu/library.

e. Periodicals

1/9/2018 16 The library has subscriptions to various magazines, newspapers, and professional journals. The latest issues can be found in the reading area of the library. Back issues are also available for many titles. (See also Databases) The library has current subscriptions to:

a) Inside Photoshop b) PC World

4. Equipment and Supplies

Web Technologies students have access to or are exposed to the following equipment, supplies and/or resources:

a) Business Technologies Blackboard site b) Citrix server for software accessibility c) Microphones d) Net storage for student files e) Removable hard drives f) Smart boards in classrooms g) Standard Hand tools and equipment for Networking systems h) Student email i) Web cams

Students also have access to the following:

Adobe CS3 suite Alice 2.0 Office 2007 PHP MySQL Apache web server ASP NET Cold Fusion Internet Explorer browser Firefox browser

5. The Advisory Committee

Justin Vennard 417 Mason Town Rd, Lot #8 Newport, NC 28570 cell 252-646-3284 [email protected]

1/9/2018 17 Garrett Acree PO Box 508 Atlantic Beach, NC 28512 252-342-6053 [email protected]

Greg Wheat 167 E. Firetower Rd Beaufort, NC 28516 [email protected]

Terence Smith Carteret Community College Morehead City, NC 252-222-6173

Dean Reed Henry's Tackle/Big Rock Sports 173 Hankinson Drive Morehead City, NC 726-7357 [email protected]

6. Budget

For FY 2009, Web Technologies was granted $4,035 to be spent towards 'Other Costs' budget items. This number was reduced due to the reversion of funds back to the State, and a freeze placed on all accounts until further notice. As of the end of December 2008 about $1,500 had actually been spent.

E. General

1. Specific industries or businesses served by the program.

Graduates from the CCC Web Technologies Program are currently employed at:

a) Fleet Readiness Center East (formerly NADEP) at Cherry Point, NC b) Self employed c) NC Coast which is a media company located in Atlantic Beach, NC d) Food Lion- this student is pursuing a 4 year degree from East Carolina

1/9/2018 18 University. This will result in a B.S. in Industrial Technology with a concentration in Computer Information Technology.

2. Institutions to which your current students transfer.

Currently, our students cannot transfer their credits earned in the web

courses. Eng 111, Eng 114, CIS 110, Humanities elective and Social Science elective are transferrable. An effort will begin in the Spring of 2009 to renew and revise an articulation agreement with East Carolina University and/or at least one university.

3. Significant developments since the last evaluation.

This is our first evaluation so there hasn’t been any significant developments since the last evaluation. The following are some significant

development since the inception of the program in 1999:

a. Julia Hamilton, the first curriculum coordinator, stepped down in 2002. Shannon Cotnam replaced Julia Hamilton in 2002 and stepped down in 2007. Tom Edwards has been the curriculum coordinator since 2007.

b. XHTML has replaced HTML as the markup language of choice for web pages.

c. CSS has replaced HTML as the language used to create style elements for web pages.

d. The use of dynamic web pages driven by PHP, ASP and ColdFusion continue to grow.

e. Dreamweaver, the leading software company for web development tools, was purchased by Adobe.

F. Analysis

1/9/2018 19 1. Review of program goals and objectives:

The Business Technologies Division collectively discuss and write yearly goals and objectives and align them to the Institution Goals. For 2008-2009 the following is a list of our Objectives and includes which Institution Goal in which they are aligned.

Objective One: Ensure that Business Technologies students are prepared for technology use in the classroom. Institutional Goal #4: We will find more effective ways to advise students about courses, programs, and careers, including ways to better match students’ abilities with demands and expectations.

Objective Two: To better prepare students for real-life challenges through beneficial workshops. Institutional Goal #2: We will find more effective ways to connect with all of our students and increase their desire and ability to continue learning.

Objective Three: Establish positive relationships with business technologies students. Institutional Goal #2: We will find more effective ways to connect with all of our students and increase their desire and ability to continue learning.

Objective Four: Remain cutting-edge in technology. Institutional Goal #17: The College will enhance access and use of technology throughout the College.

Objective Five: To provide instruction of equal quality for online, hybrid, web enhanced and traditional courses. Institutional Goal #8: We will improve the quality of the learning that takes place, as measured by learning outcomes, and find ways for more students to reach the higher standards that are set.

Objective Six: To stay abreast of new and innovative technologies as they pertain to each Business Technologies programs of study. Institutional Goal #10: The College will explore new academic programs and projects suitable for our changing workforce.

The committee has reviewed the program goals and objectives and they support the CCC mission, are consistent with the expectations of the community served, the

1/9/2018 20 purpose of the program as stated in the catalog and match the Institutional Level Learning Outcomes at CCC.

In addition to working with the Division on these objectives, the Web Technologies program has the program goals as listed on page 2 of this Program Review.

2. Review of Student Demographics and needs:

Beginning 2004/2005 there has been a steady decrease in enrollment. The 3 year average in 04/05 was 66 students and as of 06/07 the 3 year average was 45.7 students. Fall 2007 began with 14 students, there were 15 in the spring and 7 during the summer session. Fall 2008 started again with 14 students and saw an increase to 19 for spring 2009. These numbers parallel the decrease in enrollment for the school in general.

The statistics gathered on student demographics, courses, and instructors show only that individual semesters and courses have their own dynamics and results seemingly unrelated to on-line vs. seat or time of year or instructor. It is unproductive to even try to use and compare statistics when your samples are so small.

3. Faculty needs

In order to keep up technological trends and software updates, it has been determined that the Faculty need more Professional Development opportunities. These may include specialized hands-on training or possibly “back-to-industry” training (if available in the area). Most of the hands-on training requires travel to larger cities such as Charlotte, Raleigh, or even out of state such as Atlanta. Unfortunately, budget constraints limit the amount of proper Professional Development opportunities our faculty can acquire.

4. Advisory Committee needs

1/9/2018 21 It is desired to increase the number of Advisory Committee members, however, there is limited availability of people in this county/area qualified to meet the needs and standards of such committee.

5. Student Graduates

Data was collected between Fall 2005 and Summer 2008 for the 31 Web Technology specific courses taught. These courses were CIS172, ITN110, ITN120, ITN140, ITn150, ITN160, ITN170, ITN180, ITN210, ITN220, ITn240, ITN 250, ITN280, SEC110, WEB110, WEB111, WEB115, WEB120, WEB140, WEB210, and WEB211. This did not include Dual- Enrollment courses. The average withdrawal rate of these 31 courses is only 21.70 % .

According to Retention Rate data, for the year 2006-07 there were 26 students listed as enrolled in the program for the Fall 2006 semester. Of these, 5 graduated during the 2006- 07 academic year, 7 were returning students, 2 changed programs, and 12 were non- completers. There was a 53.8% current retention rate which is defined as the number of students who returned to a curriculum program in fall 2007 divided by fall 2006 enrollment.

According to Retention Rate data, for the year 2007-08 there were 14 students listed as enrolled in the program for the Fall 2007 semester. Of these, there were zero graduates during the 2007-08 academic year, 8 were returning students, 2 changed programs, and 4 were non-completers. There was a 71.4% current retention rate which is defined as the number of students who returned to a curriculum program in fall 2008 divided by fall 2007 enrollment.

Section Two: Program Content

A. Definition of Program

The Web Technologies curriculum prepares graduates for careers in the information technology arena using computers and distributed computing to disseminate and collect information via the web.

Course work in this program covers the terminology and use of computers, network devices, networks, servers, databases, applications, programming languages, as well as web applications, site development and design. Studies will provide opportunity for students to learn related industry standards.

1/9/2018 22 Graduates should qualify for career opportunities as designers, administrators, or developers in the areas of web applications, websites, web services, and related areas of distributed computing.

The program has an open door policy to all students. Many courses contain prerequisites or co-requisites of prior Web Technologies courses. Students must pass a Keyboarding and Computer Literacy placement test in order to take CIS110-Introduction to Computers, which is required as a prerequisite to other coursework.

B. Curriculum or Coursework

FALL SEMESTER CREDIT THEORY LAB WORK EXP ACA 115 Success & Study Skills 1 0 2 0 CIS 110 INTRO TO COMPUTERS 3 2 2 0 ENG 111 Expository Writing 3 3 0 0 MAT 140 Survey of Mathematics 3 3 0 0 MAT 140A Survey of Mathematics Lab 1 0 2 0 (OR) MAT 161 College Algebra (3) (3) (0) (0) MAT 161A College Algebra Lab (1) (0) (2) (0) SEC 110 SECURITY CONCEPTS 3 3 0 0 WEB 110 INTERNET/WEB FUND 3 2 2 0 Total 17 13 8 0

SPRING SEMESTER BUS 110 INTRO TO BUSINESS 3 3 0 0 CIS 115 INTRO TO PROG & LOGIC 3 2 3 0 DBA 110 DATABASE CONCEPTS 3 2 3 0 NET 110 NETWORKING CONCEPTS 3 2 2 0

1/9/2018 23 NOS 110 OPERATING SYS CONCEPTS 3 2 3 0 WEB 140 WEB DEVELOPMENT TOOLS 3 2 2 0 Total 18 13 13 0

SUMMER SEMESTER WEB 111 Intro to Web Graphics 3 2 2 0 WEB 210 WEB DESIGN 3 2 2 0 Humanities/Fine Arts Elective 3 3 0 0 Total 9 7 4 0

FALL SEMESTER ENG 114 Prof Research & Reporting 3 3 0 0 WEB 115 WEB MARKUP & SCRIPTING 3 2 2 0 WEB 120 INTRO INTERNET MULTI 3 2 2 0 WEB 250 DBASE DRIVEN WEBSITES 3 2 2 0 Total 12 9 6 0

SPRING SEMESTER CTS 288 Prof Practice in IT 3 2 2 0 WEB 230 IMPLEMENTING WEB SERV 3 2 2 0 WEB 289 Internet Tech. Project 3 1 4 0 Social/Beh. Science Elective 3 3 0 0 Major Elective _____ 3 2 2 0 Total 15 10 10 0

TOTAL CURRICULUM HOURS: 71

NOTE: Courses in “bold” print and “ALL CAPS” are required “core” courses and cannot be substituted by other courses.

*ELECTIVES MAJOR ELECTIVES (Select One) WEB 180 Active Server Pages 3 2 2 0 WEB 182 PHP Programming 3 2 2 0 WEB 185 Cold Fusion Programming 3 2 2 0

SOCIAL/BEHAVIORAL SCIENCE ELECTIVE (Select One) ECO 251 Prin of Microeconomics 3 3 0 0 ECO 252 Prin of Macroeconomics 3 3 0 0 PSY 150 General Psychology 3 3 0 0

HUMANITIES/FINE ARTS ELECTIVE (Select One) ART 111Art Appreciation 3 3 0 0 ENG 131 Introduction to Literature 3 3 0 0

1/9/2018 24 Distance Learning Courses Available

On the current 2008/2009 Web Technologies checksheet, 17 (or 70.8%) out of 24 courses are offered fully online. Only CIS115, NET110, WEB250 and NOS110 are traditional seated classes with a small online component, and DBA110and WEB182 are both Hybrid (majority of the instruction is online). The final course, WEB289 is largely independent study.

Broken down by contact hours instead of courses, this translates into 50 out of 71 hours, or 70.4% of fully online instruction is possible. An additional 8.5% (6 credit hours) is offered using the Hybrid model with the remaining 21% (15 credit hours) being traditional seats classes

C. External Accreditation (Non-applicable)

D. Innovations and diversity applied in curriculum The WEB program underwent a statewide Curriculum Improvement Project 2004-2005 with approved changes implemented for Spring 2006. This CIP was done in cooperation with all IT programs across the state. The CIP project team worked in conjunction with consultants from the National Skills Standards Board to establish outcomes and develop courses that would address those outcomes. No major program changes have taken place since that time.

E. Testing and remedial coursework Currently there are no selective criteria for program admission. Students take the placement tests during the admissions process (reading, math, algebra, keyboarding, and computer literacy) and they may begin the program immediately. There are courses that require pre-requisites of adequate proficiency in all of those areas prior to taking those courses. For example, CIS 110 (which is one of the first core classes for the program) cannot be taken until a student shows proficiency of ENG 095, MAT 060, OST 080, and CIS 070. Students who do not place out of these courses must complete them before enrolling in that course. Struggling students have access to the Academic Support lab and Academic Computer lab for extra help with coursework.

F. Evaluate Instructional Modalities

Prior to Fall 2008, all WEB courses were taught online with no other educational modalities offered. This was due to the fact that there was a limited number of students. Also, the majority of students requested that classes be offered online to accommodate their work schedules.

Beginning Fall 2008, a variety of modalities were made available to fulfill our students’ needs. This included an instructor (Brad Nicolajsen) offering a course as either a hybrid or online (student’s choice) but only counting as one class for the faculty load. This was done if the course did not have the minimum enrollment. This offered flexibility for our students by letting them come to class for one-on-one instructor assistance if needed, but also it did not penalize students that did not want to or could not come to campus.

1/9/2018 25 G. Funding for curricular changes or offerings

Currently Adobe Creative Suite 3 (CS3) is being run strictly from the Citrix Server. this suite includes Dreamweaver, Photoshop, Illustrator, and Flash applications. Courses that use this software include WEB111, WEB120, and WEB 140. There have been no funds to purchase enough licenses to install the software locally. This software is needed for the High School courses taught at Cape Lookout High School, in our academic computer lab for student access, and in at least one classroom per semester plus licenses for each instructor station. There have been some technical issues with codecs and scripts not running because the software is not totally compatible with the Citrix Server.

Adobe Creative Suite 4 (CS4) is now on the market and there are no funds to update to this newer version of the software. The computers at Cape Lookout High School are approximately 6-7 years old and do not have the memory or processor capability of locally running any of the CS3 or CS4 software. There is only 1 classroom in the CCC Wayne West building that have computers capable of running the software. Also note that the academic computer lab is not capable of running the software either. There is also an issue with the current network bandwidth not being sufficient at CLHS to efficiently support running this software via the Internet.

H. Analysis

Course prerequisites and sequencing have been evaluated and changed to aid in student success and course completion. The effect of changing technology is that courses become outdated and must be phased out. The courses change quite often before the student can finish the program. Therefore, course substitutions must be done to replace courses that no longer exist. This makes it very confusing for the student to know which course to take and often take courses they don’t need. Adding to this confusion, the NC Community College System Office made extensive changes to this program in spring 2006. Prior to spring 2006, the program was called "Internet Technologies" and 75 courses changed names (see attached crosswalk). Also the numerous changes result in low enrollment in courses causing them to be cancelled and the students drop out or go to other community colleges in Craven or Coastal Community College.

Another factor affecting Web Technologies, is that the number of Huskins courses being offered through the high schools have been cut in half. Prior to fall 2005, 325 Huskins students were enrolled in CIS/WEB courses. From fall 2005 through fall 2008, only 158 Huskins students were enrolled in these classes.

1/9/2018 26 Prior to fall 2005, eight Huskins students went on to enroll in Internet Technologies. After fall 2005, only one Huskins student has enrolled in Web Technologies.

Likewise, Computer Information Technology has been affected. Eight Huskins students enrolled in Information systems prior to fall 2005. Only two Huskins students have enrolled in Computer Information Technology.

The two programs are similar and a student may enter into CIS but then change his major to Web Tech.

Currently we still offer Huskin’s courses at Cape Lookout High School only, which works well for them because they do not have high school business instructors teaching similar courses. Also, this works well for Cape Lookout High School because the 2 major courses taught (1-Introduction to Web Graphics and 2- Internet Multimedia) are offered as completer courses for the high school graduation tracks.

Another reason the demand for computer courses at the high schools dropped are: a) it was perceived that our instructors were in direct competition with the high school business instructors. Also the last 3 or 4 years there was a high turnover of Huskin’s instructors so our courses were not marketed as well as when one instructor stayed at a high school for multiple years. We need to improve communication with the high schools to increase enrollment in these classes.

This is a technology based program which needs updated equipment and software to adequately prepare the students to work in a constantly changing and diverse field. The funding to include “cutting edge” technological advances is falling behind and needs to be addressed in the near future.

Anecdotally it appears that programming courses are a difficulty for some students. We lose some students due to the fact that the Web Tech curriculum is a computer programming intensive program of study.

1/9/2018 27 Job opportunities in Carteret County are competitive due to lack of Web Design and Web Development positions. A lot of student success comes from their ability to obtain freelance contracts. The current program focuses on teaching Web Design and Development skills and there is not a lot of focus on teaching how to develop relationships with clients and manage a student’s own business.

Section Three: Outcomes

A. Process of Identifying Outcomes

The instructors within the Web Technologies program, the Curriculum Area Coordinator, and the Business Technologies Division Director all take part in developing proposed outcomes. These are determined by considering input from Advisory Board meetings as well as course syllabi. Advisory committee members include program graduates as well as community members which represent Web Technology based employers.

B. Administrative Outcomes and Results of Measures

What is being measured:

Web Technology instructors are effective in teaching program courses. (Program courses are defined as: CIS, DBA NET, NOS, SEC, WEB)

How it is being measured (What assessment is used to measure progress of the outcomes):

This will be assessed by the student Course Evaluation question "Is this instructor effective in teaching this course?"

What constitutes success of the outcomes (benchmarks)

The target benchmark is that each instructor will have an overall mean score of 4.00 on their course evaluations.

When it is being measured:

At the end of Fall semester

Results of assessments:

1/9/2018 28 Student evaluations revealed for the 2007/2008 school year, 7 of 8 instructors met the overall mean score of 4.00 on their course evaluations.

Use of results:

In the 2007/2008 evaluation, the instructor that did not meet the mean score was based on a class population of 5 students, 2 scoring a 5.0, and 2 scoring a 4.0. There was one student who gave a score of 1.0. There is not enough population for this class to determine a true score, nor were there any additional classes that were evaluated for this instructor. Therefore, additional data for the 2008/2009 year will be collected for a comparison for each instructor’s classes.

Students entering Web Technologies Program will successfully complete the program.

This will be assessed by retention rate data.

The target benchmark is that 80% of students who have completed at least 15 hours of their program of study will complete the program.

Beginning of Spring semester each year at 10% point

Due to the variety of the ways that student data is collected and stored within our college system, the data was difficult to collect and analyze. There were numerous inconsistencies within the data for the same query but from different sources.

Use of results:

It has been determined that a system from within the program needs to be created in order to accurately determine who our active students are (retention) and who and how many actually graduate.

1/9/2018 29 C. Program Level Learning Outcomes

Students will learn to design and develop complex web sites.

This will be assessed by the final exam/project in WEB140. This exam consists of hands- on skills in the following areas: Web Page creation, use of Cascading Style Sheets, use of Javascript, use of web hosting, use of animation, use of Rich Media components.

The target benchmark is that students receive 85% in all areas.

At the end of the semester course taught.

Results from the WEB140 final exam project indicated that animation in Dreamweaver, web hosting, and use of layers were all below our standard.

Use of results:

It has been determined that in the future animation will be taught using Flash instead. Layering is very important, so we need to stress this more in future classes.

Students will learn to implement and maintain complex web sites, and integrate them with a database.

This will be assessed by Project/exam in WEB250. This exam evaluates skills in the following areas: 1) demonstrate the ability to write server code using PHP to deliver dynamic web pages 2)demonstrate the basic use of SQL using MySQL 3) demonstrate

1/9/2018 30 the ability to deliver data from a database to the web 4)demonstrate the ability to design basic content management systems

The target benchmark is that students receive 85% in all areas.

At the end of the semester course taught.

1.Demonstrate the ability to write server code using PHP: Average Score 93.75

2.Demonstrate the basic use of SQL using MySQL:Average Score 95

3.Demonstrate the ability to deliver data from a database to the web: Average Score 89.33

4. Demonstrate the ability to design basic content management system: Average Score 95

Use of results: Determined a need to analyze project complexity and relative student performance to determine future project assignments, textbooks, support materials, and teaching approach.

D. Program Level Outcomes

Web Technology students which are actively seeking employment will be employed in a web technologies related position within one year of graduation.

Graduate Survey

Will be establishing benchmark this year

August of each year

1/9/2018 31 Results of assessments:

Zero percent of the surveys (all of which were mailed) have not been returned to the college. Phone calls will be made in order to follow up this information.

Use of results:

It has been determined that a system from within the program needs to be created in order to keep up-to-date with the whereabouts of our graduates. A closer program/student relationship needs to be built.

75% of employers who work with any program graduates will state that they are satisfied with student job performance.

Employer Surveys

Average rating of student will be "Good" or above on Employer Survey

August of each year

It was difficult to locate current information of graduates and determine their employers. However, the employers of 4 students were contacted and were presented the Employer Survey questions via telephone. Of the 4 contacted 3 of the students scored at the “Good” and “Excellent” levels, while the remaining student scored between “Fair and “Good”. It should be noted that the “Fair” scores were for responses regarding a) appearance/attitude, b) dependability, c) problem solving/critical thinking skills, and d) being self-directed.

Use of results:

It has been determined that a system from within the program needs to be created in order to build a stronger program/ employer relationship.

1/9/2018 32 E. Follow-up of students served

Feedback is provided from program completers through use of a graduate survey created for the Web Technologies program.

F. Analysis (Use of results to improve program)

Results from the WEB140 final exam project indicated that animation in Dreamweaver, web hosting, and use of layers were all below our standard. This will be resolved in the future by teaching animation using Flash instead. Layering is very important, so we need to stress this more in future classes.

Results from the WEB250 final exam project indicated success in all areas.

1.Demonstrate the ability to write server code using PHP: Average Score 93.75 2.Demonstrate the basic use of SQL using MySQL:Average Score 95 3.Demonstrate the ability to deliver data from a database to the web: Average Score 89.33 4. Demonstrate the ability to design basic content management system: Average Score 95 Recommendations for the future include the need to analyze project complexity and relative student performance to determine future project assignments, textbooks, support materials, and teaching approach.

Section Four: Need for Change

A. SWOT Analysis

The following information is based on the compiled notes of the SWOT Analysis which was done at a meeting on September 29, 2008 held at the CCC campus. The complete set of notes is located in the Appendix.

Those in attendance were: Justin Vennard (past student/ graduate) Greg Wheat (past and present student) Terence Smith (Web Tech faculty) Dean Reed (programmer for Henry’s Tackle/ potential employer) Joseph Croom (facilitator) Jennifer Eyl (observer)

1. One of the program strengths recognized was the fact that the Web Technologies program is teaching more programming skills (PHP, ASP, etc.) than before and we are steering away from relying solely on applications. This was also listed as an opportunity in that if we provide good foundations in (programming) languages now, it helps make it easy for students to continue with new programs. A general weakness mentioned was that some of our instruction is “not in depth like it should be”.

1/9/2018 33 2. Another opportunity suggested was to increase visibility. This could be accomplished by having a student-driven site to showcase what students have learned. This would provide students with an opportunity to gain experience as well as showcase their abilities to possible future employers.

3. Because Carteret County is a remote area, it makes it hard to get jobs regardless of the education. This field is competitive anywhere and students will need to be aware of how competitive the job market is in this area due to the small number of job opportunities. “Students should be aware that they may need to travel to another area to get work in the field.”

4. Although technology is ever changing, the Web Technologies Program uses software programs that are relevant for “what is out there today”.

5. Currently the Web Technologies Program offers courses emphasizing the use of “style sheets”. This was listed as a strength, however, it was suggested that we make sure we are upgrading style sheets for today’s societal needs.

B. Recommendations and strategies for change based on SWOT Analysis

1. After analyzing the SWOT notes, it is recommended that the Web Technologies program offer more in-depth programming languages. One strategy within the Web Technologies program is to concentrate on one language (PHP) in the programming class and to teach this one language in depth. This will be followed by students taking the WEB250 (Database) course which will incorporate multiple skills such as HTML and PHP.

2. The second recommendation based upon the SWOT analysis is to increase the student use of style sheets in website creations. This concern has also been noted in the WEB 140 PLLO assessment and will be addressed below.

3. One strategy implemented in the WEB 140 course was to upgrade from Dreamweaver version 8 to CS3 in order to keep up with the technology. This upgrade also resulted in the change of the course textbook. This new textbook places more emphasis on CSS styles and also concentrates on XHTML.

C. Strategies for change based on assessments

1. Based on the first round of results from the assessment of WEB 140 and the PLLO #1 (Students will learn to design and develop complex web sites) it has been determined that since graphic animation is taught in the WEB 120 Internet Multimedia course, it should not be covered or evaluated in WEB 140.

1/9/2018 34 2. Another recommendation/strategy based on the first round of results from the assessment of WEB 140 and the PLLO #1 (Students will learn to design and develop complex web sites) it has been determined that there will be additional emphasis concerning the use of style sheets in the WEB140 courses.

D. Additional Strategies for change

 Increase enrollment in the Web Technologies Program  Ensure that the Program stays current on Industry Standards

Section Five: Future Issues

A. Anticipated future curricular changes and needs

No major changes to the program of study are necessary. However, to keep up with trends, there is a need to add WEB220 –Advanced Multimedia with the possibility of making it an additional major elective in the program of study. This will be presented to the CCC Curriculum Review Committee at their March 2009 meeting for approval with the hopes of offering the course beginning in the Spring 2010 semester.

B. Market trends within the program area

The Web Technologies program stays up-to-date with current market trends by enhancing course topics already presented. Future market trends are leaning towards a) web applications for mobile devices, b) “shopping cart software”, and c) database driven websites.

These trends will be addressed in the following classes: a) web applications for mobile devices- WEB 115 b) “shopping cart software”- WEB 230 c) database driven websites- WEB182, WEB 220, WEB250

C. Equipment, space, and faculty needs for future growth or continuation

There are no specific future equipment needs (except for the program’s constant need to update computer systems to keep up with software minimum requirements). The facilities and space are adequate for our course needs.

It is determined that Faculty training is the most significant need. Due to the diverse set of skills needed to keep up with the trends and technology continuous training is needed. Faculty need to be “cross-trained” as well as learn how to integrate the various phases of Website Design and Development. Possible training activities would include “Return to

1/9/2018 35 Industry” as well as industry specific training including computer programming and application use.

D. Future plan

The Web Technologies program intends to stay atop of current web trends and upgrade faculty skill sets to match these trends.

After having discussed Dual-Enrollment possibilities with East Carteret High School and West Carteret High School counselors, the Web Technologies program will plan to move forward with offering courses such as Intro to Programming (CIS115), Visual Basic Programming (CSC 139), and possibly Hardware/Software Support (CTS120) at a time convenient to students from these schools. The program intends to promote Web Technologies courses for Dual-Enrollment more aggressively to all area high schools.

On March 6, 2008, a faculty representative from the Web Technologies Program presented information to the entire student population at Broad Creek Middle School. This presentation was well received by both students and staff of the middle school. The Web Technologies program intends to continue this promotion of our courses to area middle schools in the future. This is intended to provide a continuous awareness of our program to students as they continue their studies into high school and eventually college.

E. Review resources

The Budget needed for the program is the biggest drawback. Faculty need continual training but can not get it due to lack of budget available to attend workshops and seminars offered.

1/9/2018 36 Appendices

A. Web Technologies Program SWOT

B. Administrative Outcomes for 2008/2009

C. Program Level Learning Outcomes for 2008/2009

D. Program Outcomes for 2008/2009

E. Web Technology Course Enrollment, Success and Withdrawal Rates

F. WEB TECHNOLOGIES STATISTICS (2002 - PRESENT)

G. Overall Instructor Effectiveness Results from Student Surveys

H. Graduate Survey Form

I. Employer Survey Form

J: Retention Rates by Program, 2006-07

K: Retention Rates by Program, 2007-08

L: Grading Rubrics

1/9/2018 37 Appendix A: Web Technologies Program SWOT

In attendance: Justin Vennard (past student/ graduate) Greg Wheat (past and present student) Terence Smith (Web Tech faculty) Dean Reed (programmer for Henry’s Tackle/ potential employer) Joseph Croom (facilitator) Jennifer Eyl (observer)

These notes are a compilation of notes submitted by Jennifer Eyl, Joseph Croom (facilitator), and Terence Smith. There may be redundancy, but the goal was capture the three perspectives. Compiled by Don Staub (15 November 2008).

Strengths:  Dreamweaver is already taught code based, as suggested it should be  Now teaching much more programming (PHP, ASP, ect.) than before; steering away from too much Microsoft as a crutch  Software programs are relevant for “what is out there today”  Being able to find and recognize error codes is taught (i.e. write your own code and be able to de-bug it)  This could also be an opportunity  Flexibility of on-line courses. Much better now than before, especially with Blackboard.  Online v/s Seated o Learn at their own pace o Scheduling for seated classes is a drawback o Online discussion boards allowing students to chat is great  Basics of style sheets

Weaknesses:  Previous program to 2005 not sufficient  Limited course offerings is frustrating  Teaches some basic skills for the workforce, but not enough  Most businesses want experience, but you aren’t able to get experience  Instruction is not in depth like it should be  Need more troubleshooting classes/experience

Opportunities:  Offer more certification classes in specific programs like MSCE Microsoft Certified Engineer, Cisco Engineer, Prometric and others  More emphasis on trouble-shooting/de-bugging skills  Could focus more on style sheets, more in depth

1/9/2018 38  Providing good foundations in languages now helps make it easy for students to continue w/ new programs  How to start on-line stores, as a data-base driven web site to expand brick/mortar; how to set up on-line credit card transactions. Teach about E-commerce.  Idea to increase visibility/marketing: Have a student-driven site to showcase what students have learned  Weekend courses  Emphasize possible opportunity for students who complete this program; help students learn what possibilities are out there.  Tap into high schools to get feel for and encourage interest in this program area  Transitions to different products (i.e. programming), focusing more on the client/server side  Teaching more style sheets – upgrading style sheets for today’s societal needs  Business aspects of web technologies is greatly needed  Evolution of businesses towards E-Commerce is not available at CCC o Need more e-commerce training  Develop more student driven sites for experience  Develop a list of students from the program and their present or past employers  Work on 2+2 programs with 4 year colleges/universities  Assist students with searching for more across country job opportunities in web technologies  Dual enrollment/concurrent courses what is available for them, get their interest up early  Offering of classes to students about to graduate, instead of allowing them to go to other colleges to get those last few classes.  More evening classes v/s day classes to help those trying to work and families.  Need more certification classes  Offer programming through text based editors (if we are doing that now then continue)- spend less time teaching development tools(i.e. Dreamweaver etc)  Focus on 1 language and teach it well-fundamental understanding of a single language can translate to other languages  Focus effort on teaching e-commerce including a more complete picture of SSL, Certificates, Shopping Carts, and all the components necessary to convert a "Bricks and Mortar" business to a '"Click to Order" business.  Offer more complex and higher learning classes online and/or at night  Prepare students for a non Microsoft World. High probability that students leaving the field will be working with UNIX and LINUX machines and servers.  Develop a means of 'showcasing' students work. Actual examples of what they can produce.

Threats:  Remote area makes it hard to get jobs regardless of education  This field is competitive anywhere  Suggestion to students/grads is to take anything you can get just to get foot in the door

1/9/2018 39  E-commerce is way too broad to be truly taught in a reasonable time frame  In general with web tech and CIS, students are prepared for entry level only  Economy and job market in general making it difficult for students/grads to find jobs  So quick to cancel classes causes students to leave CCC altogether  Jobs are not available in the field in this area.  Extremely difficult to get your foot in the door  Market of this are doesn’t warrant the program/no jobs are available  Technology is changing so rapidly  Much discussion about the limited number of jobs in the area. Students should be aware that they may need to travel to another area to get work in the field.

The question was brought up for possible investigation: “Are students starting the program, then dropping out?”

1/9/2018 40 Blank page Appendix B: Administrative Outcomes for 2008/2009

Name of Program Web Technologies Number of program faculty & staff participating in the development of the outcomes: F/T 4 Faculty 1 P/T Faculty 0 Staff

Outcome Outcome Target/ Results Use of Results Person Indicator/Assessment Benchmark Responsible Method 1) Web Technology Course Evaluation Each Data was collected The instructor that did not Tom Edwards instructors are effective in question "Is this instructor from Fall 2007 to meet the mean score was teaching program courses. instructor effective in will have an Summer 2008. based on a class population Program courses are teaching this course?" overall 7 of 8 instructors of 5 students, 2 scoring a defined as: CIS, DBA mean score met the criteria. 5.0, and 2 scoring a 4.0. NET, NOS, SEC, WEB of 4.00 on There was one student who their course gave a score of 1.0. There evaluations. is not enough population for this class to determine a true score, nor were there any additional classes that were evaluated for this instructor. Therefore, additional data for the 2008/2009 year will be collected for a comparison for each instructor’s classes.

Proposed date of At the end of Fall assessment semester Does this assessment require survey data? Yes

1/9/2018 42 Name of Program Web Technologies

Number of program faculty & staff participating in the development of the outcomes: F/T 4 Faculty 1 P/T Faculty 0 Staff

Outcome Outcome Target/ Results Use of Results Person Indicator/Assessment Benchmark Responsible Method

2) Students entering Web Retention rate data. 80% of Tom Edwards Technologies Program will students who successfully complete the have program. completed at least 15 hours of their program of study

Beginning of Spring Proposed date of semester each year at assessment 10% point Does this assessment require survey data? NO

1/9/2018 43 Appendix C: Program Level Learning Outcomes for 2008/2009

1) Students will learn to Final exam/project in 85% in all Brad Nicolajsen design and develop WEB140. This exam areas. complex web sites. consists of hands-on skills in the following areas: Web Page creation, use of Cascading Style Sheets, use of Javascript, use of web hosting, use of animation, use of Rich Media components.

Proposed date of If YES, please assessment Dec-08 Does this assessment use a rubric? Yes attach

1/9/2018 44 Name of Program Web Technologies

Number of program faculty & staff participating in the development of the outcomes: F/T 4 Faculty P/T Faculty 0 Staff

2) Students will learn to Project/exam in WEB250. 85% in all Terence Smith implement and maintain This exam evaluates skills areas. complex web sites, and in the following areas: 1) integrate them with a demonstrate the ability to database. write server code using PHP to deliver dynamic web pages 2)demonstrate the basic use of SQL using MySQL 3) demonstrate the ability to deliver data from a database to the web 4)demonstrate the ability to design basic content management systems

Proposed date of assessment Dec-08 Does this assessment use a rubric? Yes

1/9/2018 45 PLLO for 2007/2008 Name of Program: Web Technology What number of the program participated in outcomes development? _3_F/T Faculty ___0__ P/T Faculty __0__Staff

Outcome Outcome Indicator/ Target/ Results Use of Results Person Responsible Assessment Method Benchmark (include proposed date of assessment) Students will learn to Final exam/project in 85% in all areas. Animation in Teach WEB140 instructor design and develop WEB140 Dreamweaver, web animation complex web sites. hosting, and use of layers using Flash were all below our instead. standard. Layering is very important, so we need to stress this more in future classes. Students will learn to Project/exam in 85% in all areas. Fall of 2008 WEB250 instructor implement and maintain WEB250. complex web sites, and integrate them with a database.

1/9/2018 46 Results of PLLOs for WEB250

Name of Program Web Technologies

Number of program faculty & staff participating in the development of the outcomes: F/T P/T 4 Faculty 1 Faculty 0 Staff

Outcome Outcome Target/ Results Use of Results Person Indicator/Assessment Method Benchmark Responsible 2) Students will learn to Project/exam in WEB250. 85% in all 1.Demonstrate the ability to Analyze project Terence Smith implement and maintain This exam evaluates skills in areas. write server code using PHP: complexity and complex web sites, and the following areas: 1) Average Score 93.75 relative student integrate them with a demonstrate the ability to 2.Demonstrate the basic use performance to database. write server code using PHP of SQL using determine future to deliver dynamic web pages MySQL:Average Score 95 project assignments, 2)demonstrate the basic use 3.Demonstrate the ability to textbooks, support of SQL using MySQL 3) deliver data from a database materials, and demonstrate the ability to to the web: Average Score teaching approach. deliver data from a database 89.33 to the web 4)demonstrate 4. Demonstrate the ability to the ability to design basic design basic content content management management system: systems Average Score 95

Proposed date of If YES, please assessment Dec-12, 2008 Does this assessment use a rubric? Yes attach

1/9/2018 47 Appendix D: Program Outcomes for 2008/2009

Outcome Outcome Target/ Results Use of Results Person Responsible Indicator/Assessment Benchmark Method

1) Web Technology Graduate Survey Will be Tom Edwards students which are actively establishing seeking employment will benchmark be employed in a web this year technologies related position within one year of graduation.

Proposed date of assessment August of each year Does this assessment use a rubric? NO If YES, please attach

Name of Program Web Technologies

1/9/2018 48 Number of program faculty & staff participating in the development of the outcomes: F/T 4 Faculty 1 P/T Faculty 0 Staff

2) 75% of employers who Employer Surveys Average Tom Edwards work with any program rating of graduates will state that student will they are satisfied with be "Good" student job performance. or above on Employer Survey

Proposed date of If YES, please assessment August of each year Does this assessment use a rubric? NO attach

1/9/2018 49 Appendix E:

Web Technology Course Enrollment, Success and Withdrawal Rates TOTAL SEC ENROL A B C D F WD WD* I GPA % withd % succ fall t005 CIS 172 IN3 19 7 2 0 0 3 2 4 1 2.83 31.6% 47.4% spr 2006 CIS 172 H02 8 3 1 0 1 0 0 2 1 3.20 25.0% 50.0% spr 2006 CIS 172 IN1 11 3 1 0 1 1 0 4 1 2.67 36.4% 36.4% sum 2006 CIS 172 I1S 10 6 0 0 1 2 0 1 0 2.78 10.0% 60.0% fall t005 ITN 110 IN1 7 4 0 1 0 0 0 2 0 3.60 28.6% 71.4% fall t005 ITN 120 IN1 7 3 0 2 1 0 0 1 0 2.83 14.3% 71.4% fall t005 ITN 140 IN2 5 2 0 1 0 0 0 2 0 3.33 40.0% 60.0% fall 2006 ITN 150 IS1 3 1 1 0 0 0 0 0 1 3.50 0.0% 66.7% sum 2006 ITN 150 I1S 7 5 1 0 0 0 0 1 0 3.83 14.3% 85.7% fall t005 ITN 160 IN1 13 4 1 2 0 2 1 3 0 2.56 30.8% 53.8% fall t005 ITN 170 IN1 12 5 4 0 0 0 0 2 1 3.56 16.7% 75.0% fall t005 ITN 180 PI1 9 6 1 0 0 0 1 1 0 3.86 22.2% 77.8% spr 2006 ITN 210 IN1 6 5 0 0 0 0 0 1 0 4.00 16.7% 83.3% spr 2006 ITN 220 IN1 5 3 1 0 0 0 1 0 0 3.75 20.0% 80.0% fall t005 ITN 240 IN1 13 5 0 1 0 0 5 1 1 3.67 46.2% 46.2% SEC TOTAL A B C D F WD WD* I GPA % withd % succ

1/9/2018 50 ENROL spr 2006 ITN 250 IN1 11 9 1 0 0 1 0 0 0 3.55 0.0% 90.9% spr 2006 ITN 280 IN1 11 3 0 1 2 2 1 2 0 2.00 27.3% 36.4% fall 2006 SEC 110 IN1 18 7 0 3 0 1 1 6 0 3.09 38.9% 55.6% fall 2006 WEB 110 IN2 17 8 0 0 1 3 1 4 0 2.75 29.4% 47.1% fall 2007 WEB 110 IN1 16 6 5 0 0 3 0 2 0 2.79 12.5% 68.8% spr 2007 WEB 110 IN1 17 5 3 2 1 4 0 2 0 2.27 11.8% 58.8% fall 2006 WEB 111 IN1 10 5 2 0 0 1 1 0 1 3.25 10.0% 70.0% spr 2008 WEB 111 IN01 26 2 2 3 0 4 8 7 0 1.82 57.7% 26.9% fall 2007 WEB 115 IN1 9 3 0 1 1 1 0 3 0 2.50 33.3% 44.4% spr 2007 WEB 115 IN1 12 7 2 0 1 1 0 1 0 3.18 8.3% 75.0% fall 2006 WEB 120 IN1 10 3 2 0 0 3 1 0 1 2.25 10.0% 50.0% fall 2007 WEB 120 IN1 8 6 0 1 0 0 0 1 0 3.71 12.5% 87.5% fall 2006 WEB 140 IN1 12 6 0 0 0 2 1 2 1 3.00 25.0% 50.0% spr 2008 WEB 140 IN01 12 7 0 1 0 0 1 2 1 3.75 25.0% 66.7% sum 2008 WEB 210 H1NS 11 8 0 0 0 0 0 2 1 4.00 18.2% 72.7% spr 2007 WEB 211 IN1 9 5 2 0 0 2 0 0 0 2.89 0.0% 77.8%

1/9/2018 51 Appendix F:

WEB TECHNOLOGIES STATISTICS (2002 - PRESENT) (Named Internet Technologies Prior to Spring 2006)

# OF STUDENTS TERM ENROLLED FTE ETHNIC BREAKDOWN 2002FA 56 35.63 American Indian/Alaska Native = 1 female 2003SP 50 19.71 American Indian/Alaska Native = 3 males 2003SU 19 4.04 1.3 percent

2003FA 46 16.53 Asian or Pacific Islander = 3 females 2004SP 43 14.94 Asian or Pacific Islander = 1 male 2004SU 25 4.98 1.3 percent

2004FA 49 17.56 Black, Non-Hispanic = 8 females 2005SP 38 13.7 Black, Non-Hispanic = 11 males 2005SU 13 2.97 6.6 percent

2005FA 31 11.47 Hispanic = 1 female 2006SP 32 10.5 Hispanic = 2 males 2006SU 13 3 1.04 percent

2006FA 27 10.16 Other/Unknown/Multiple = 2 females 2007SP 23 7.07 Other/Unknown/Multiple = 6 males 2007SU 3 0.78 2.79 percent

2007FA 14 5.37 White, Non-Hispanic = 92 females

1/9/2018 52 2008SP 15 5.74 White, Non-Hispanic = 156 males 2008SU 7 1.32 86.7 percent

2008FA 14 5.813 107 females = 37 percent 2009SP 19 6.3 179 males = 63 percent

*Average Age = 35.2 *This is based on all students' age at this time . . . not when they began. May need to find a better way to calculate this.

Other Curricula that use Web Technologies courses: Computer Information Technology and Office Systems Technology.

1/9/2018 53 G. Overall Instructor Effectiveness Results from Student Surveys

Mary Walton

CIS110IN5, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 3 50% Agree 1 17% Neutral 1 17% Disagree 1 17% Strongly Disagree 0 0% Mean 4.00

CIS110IN05, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 3 75% Agree 1 25% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.75

Tom Edwards

CIS110IN6, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 1 33% Agree 1 33% Neutral 1 33% Disagree 0 0% Strongly Disagree 0 0%

1/9/2018 54 Mean 4.00

CIS110IN7, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 0 n/a Agree 0 n/a Neutral 0 n/a Disagree 0 n/a Strongly Disagree 0 n/a Mean n/a

CIS115HY01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 0 0% Agree 1 100% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.00

NOS110HY01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent

1/9/2018 55 Strongly Agree 1 100% Agree 0 0% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 5.00

CIS110H2NS, Su08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 67% Agree 1 33% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.67

CIS110HY1S, Su08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 1 50% Agree 0 0% Neutral 1 50% Disagree 0 0% Strongly Disagree 0 0% Mean 4.00

Brad Nicolajsen

1/9/2018 56 SEC110IN1, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 4 67% Agree 1 17% Neutral 1 17% Disagree 0 0% Strongly Disagree 0 0% Mean 4.50

CTS287IN01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 67% Agree 1 33% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.67

WEB140IN01, Sp08 Choice Count Percent Strongly Agree 5 83% Agree 1 17% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.83

CIS110IN3S, Su08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 3 100% Agree 0 0% Neutral 0 0% Disagree 0 0%

1/9/2018 57 Strongly Disagree 0 0% Mean 5.00

WEB210H1NS, Su08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 4 80% Agree 1 20% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.80

Glenda Chagaris

DBA112IN1, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 100% Agree 0 0% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 5.00

CIS165HY01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 40% Agree 1 20% Neutral 2 40% Disagree 0 0%

1/9/2018 58 Strongly Disagree 0 0% Mean 4.00

CTS130IN01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 4 100% Agree 0 0% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 5.00

CTS130IN1S, Su08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 1 50% Agree 1 50% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.50

Donna Dunnehoo-Jones

WEB111IN01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 40% Agree 2 40% Neutral 0 0% Disagree 0 0% Strongly Disagree 1 20% Mean 3.80

1/9/2018 59 Terence Smith

DBA110IN01, Sp08 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 3 75% Agree 1 25% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 4.75 Alecia Moore

Shannon Cotnam

WEB110IN1, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 5 63%

1/9/2018 60 Agree 2 25% Neutral 1 13% Disagree 0 0% Strongly Disagree 0 0% Mean 4.50

WEB115IN1, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 2 100% Agree 0 0% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 5.00

WEB120IN1, F07 23. Overall, the instructor is effective in teaching this course. Choice Count Percent Strongly Agree 1 100% Agree 0 0% Neutral 0 0% Disagree 0 0% Strongly Disagree 0 0% Mean 5.00

Appendix H: Graduate Survey

Carteret Community College Web Technologies Program 3505 Arendell Street Morehead City, NC 28557-2984 GRADUATE SURVEY

(PLEASE PRINT CLEARLY)

1/9/2018 61 NAME: ______ADDRESS:______CITY: ______STATE:______ZIP: ______TELEPHONE: ______E-MAIL: ______

1. Are you currently employed in the field relating to your degree? ______yes ______no 2. If you are not employed in your field, please indicate the reason below and return this form, completed only to this point- in the envelope provided. ______

3. If you are employed in the field, please indicate your employment status (all that apply)

______Full-time ______Part-time ______Freelancing/Self-employed

CURRENT EMPLOYER: ______EMPLOYER ADDRESS: ______CITY: ______STATE:______ZIP: ______TELEPHONE: ______WEBSITE: ______MY CURRENT JOB TITLE IS: ______

1/9/2018 62 START DATE OF CURRENT EMPLOYMENT: ______

PLEASE CHECK ALL TECHNICAL SKILLS USED IN YOUR CURRENT POSITION: Web Hosting Web Page Maintenance Web Design Computer Security PC Repair Networking

PLEASE CHECK ALL THAT YOU ARE USING IN YOUR POSITION CURRENTLY: Web page editor: Dreamweaver ______MS Expression ______Other (please specify) ______Web graphics software: Fireworks _____ Photoshop ____ PaintshopPro ____ Other (please specify) ______Web programming: PHP _____ ASP_____ AJAX _____ Cold Fusion _____ Other (please specify) ______Database Tools: Access _____ MySQL ______Oracle _____ Other (please specify) ______Operating Systems: Windows ______Unix/Linux ______Mac ______Other (please specify) ______

HOW DID YOU SECURE THIS EMPLOYMENT? I had the position while enrolled in the Staffing agency assisted in getting the program position School placement assisted Networking with others in the field

Answered classified ad or online ad I was promoted after receiving my degree

1/9/2018 63 Internship/ Co-op resulted in this Other (please specify) position

PLEASE INDICATE YOUR ANNUAL SALARY RANGE: $15,000 - $19,000 $35,000 - $39,000 $20,000 - $24,000 $40,000 - $49,000 $25,000 - $29,000 $50,000 - $59,000 $30,000 - $34,000 $60,000 PLUS

PLEASE INDICATE WHAT ADDITIONAL BENEFITS ARE OFFERED BY YOUR EMPLOYER: Medical Insurance Paid Continuing Education Dental Insurance Overtime Pay Vision Care Membership dues for professional Life Insurance Paidassociations parking/public transportation Paid Vacation Privateallowance Office Retirement Plan Cubicle Office Bonus Pay Other (please specify)

PLEASE RATE THE EFFECTIVENESS OF YOUR EDUCATIONAL EXPERIENCE WITHIN THE CCC WEB TECHNOLOGIES PROGRAM: Excellent Good Average Fair Poor Not Applicable

1/9/2018 64 Quality of Web Technology classes (generally)

Quality of instructors (generally) Preparation for a Web Technology related career

Placement assistance Variety of courses offered Quality of on-campus library Quality of computer training Quality of academic advising assistance Flexibility of classes and/or program Overall quality of your personal educational experience at CCC

Please list professional certifications you currently hold: ______Please list any required certifications for your position: ______Please list any additional employer sponsored training you have received: ______Reflecting on your experience at CCC, which program courses did you find most helpful? ______Which classes do you believe should be eliminated from the program? ______

1/9/2018 65 Why? ______Which classes need to be improved? ______How? ______Any suggestions you may have for additional courses and/or activities that could be offered? ______

PLEASE RETURN THIS SURVEY IN THE RETURN ENVELOPE PROVIDED; THANK YOU FOR PARTICIPATING IN THIS SURVEY. YOUR FUTURE SUCCESS IS IMPORTANT TO THE PROGRAM—PLEASE KEEP IN TOUCH!

Appendix I: Employer Survey Form

Carteret Community College Web Technologies Program 3505 Arendell Street Morehead City, NC 28557-2984 EMPLOYER EVALUATION

1/9/2018 66 This survey is designed to help program faculty determine their program’s strengths and those areas that need improvement. All data will be kept confidential and will be used for program evaluation purposes only. We request this survey be completed by the graduate's immediate supervisor. BACKGROUND INFORMATION Name of Graduate (Optional): ______Length of employment at time of survey: ______years and ______months Place of employment: ______Job Title of graduate: ______Name and title of evaluator completing this form: ______Please mark the response that best describes your observations: Excellent Good Fair Poor Not 100% 90% 80% 70% Applicable or Not Required 1. The ability to demonstrate Web Design skills in the following areas: A. Use server side languages such as PHP, etc. B. Use client side languages such as JavaScript C. Follows standard visual design principles D. Integrate multimedia into Web designs E. Designs web sites with current web standards such as XHTML and CSS

2. Written and oral communication skills 3. Ability to function as a team member 4. Professionalism (appearance/attitude) 5. Dependability 6. Adaptation to change

Excellent Good Fair Poor Not 100% 90% 80% 70% Applicable or Not Required 7. Problem solving/critical thinking skills 8. Contributes to a positive environment in the department 9. Is self-directed and responsible for his/her actions 10. Accepts supervision and works effectively

1/9/2018 67 with supervisory personnel 11. The OVERALL quality of this graduate.

ADDITIONAL COMMENTS What qualities or skills did you expect of the graduate upon employment that he/she did not possess? ______

Please provide comments and suggestions that would help this program to better prepare future graduates. ______

What are strengths of the graduate(s) of this program? ______

Please list any additional technical skills the graduate is using in his/her job such as PC maintenance, Networking, Computer Security, Networking Security, etc. ______

Would you rehire this graduate? ______yes ______no

Why/ Why not? ______

Thank you for your assistance.

Appendix J: Retention Rates by Program, 2006-07

fall non- new curr. Program 06* graduates returners comp. ret.rate prgm. ret.rate

1/9/2018 68 Aquaculture 10 1 4 5 50.0% 1 60.0% ADN 36 10 14 12 66.7% 2 72.2% Assoc. in Arts 330 32 103 195 40.9% 28 49.4% Assoc. in Science 95 4 21 70 26.3% 10 36.8% Assoc. in Fine Arts 19 0 6 13 31.6% 1 36.8% BLET 12 7 0 5 58.3% 1 66.7% Business Admin. 89 8 35 46 48.3% 6 55.1% Cosmetology 32 12 8 12 62.5% 2 68.8% Criminal Justice 32 1 9 22 31.3% 3 40.6% Culinary 33 10 12 11 66.7% 0 66.7% Early Childhood 84 12 22 50 40.5% 5 46.4% EMS 18 5 3 10 44.4% 1 50.0% Esthetics 10 7 0 3 70.0% 1 80.0% General Occup. Tech. 205 3 68 134 34.6% 36 52.2% Horticulture 14 3 5 6 57.1% 1 64.3% Hotel & Rest. Mgmt 17 0 11 6 64.7% 0 64.7% Information Syst. 36 3 12 21 41.7% 0 41.7% Internet Technology 26 5 7 14 46.2% 2 53.8% Interior Design 22 2 15 5 77.3% 0 77.3% Marine Propulsion 9 5 2 2 77.8% 0 77.8% Medical Asst. 14 7 1 6 57.1% 3 78.6% Office Systems 31 5 14 12 61.3% 1 64.5% Paralegal 44 11 17 16 63.6% 1 65.9% Photography 44 15 13 16 63.6% 0 63.6% Practical Nursing 27 9 1 17 37.0% 6 59.3% Radiography 37 18 18 1 97.3% 0 97.3% Respiratory 26 7 13 6 76.9% 1 80.8% Sonography 6 0 4 2 66.7% 0 66.7% Therapeutic Massage 15 11 0 4 73.3% 0 73.3% 1373 213 438 722 47.4% 112 55.6%

*fall 06 number of students enrolled in program in the fall 2006 semester graduates number of graduates during academic year 2006-07 returners number of students returning to program in fall 2007 non-comp. number of students neither graduating nor returning to the program in the fall of 2007 ret. rate graduates and returners divided by fall 2006 enrollment new prgm. number of students enrolled in fall 2006 and subsequently enrolled in a different program in fall 2007 number of students who returned to a curriculum program in fall curr. ret.rate 2007 divided by fall 2006 enrollment Appendix K: Retention Rates by Program, 2007-08

fall non- new curr. Program 07* graduates returners comp. ret.rate prgm. ret.rate

Aquaculture 19 1 9 9 52.6% 2 63.2% ADN 40 7 15 18 55.0% 4 65.0% Assoc. in Arts 311 34 114 163 47.6% 25 55.6%

1/9/2018 69 Assoc. in Science 71 3 30 38 46.5% 8 57.7% Assoc. in Fine Arts 17 1 11 5 70.6% 1 76.5% BLET 17 13 1 3 82.4% 1 88.2% Business Admin. 92 7 33 52 43.5% 8 52.2% Cosmetology 34 13 8 13 61.8% 1 64.7% Criminal Justice 25 2 11 12 52.0% 1 56.0% Computer Inform. Tech. 34 1 15 18 47.1% 6 64.7% Culinary 46 9 19 18 60.9% 4 69.6% Early Childhood 69 6 22 41 40.6% 5 47.8% EMS 15 1 7 7 53.3% 2 66.7% Esthetics 8 6 0 2 75.0% 0 75.0% General Occup. Tech. 223 8 49 166 25.6% 52 48.9% Horticulture 11 6 0 5 54.5% 0 54.5% Hotel & Rest. Mgmt 18 4 8 6 66.7% 2 77.8% Interior Design 26 10 8 8 69.2% 1 73.1% Marine Propulsion 13 3 6 4 69.2% 1 76.9% Medical Asst. 17 5 3 9 47.1% 2 58.8% Office Systems 25 4 10 11 56.0% 2 64.0% Paralegal 33 8 10 15 54.5% 1 57.6% Photography 45 16 8 21 53.3% 0 53.3% Practical Nursing 29 13 3 13 55.2% 4 69.0% Radiography 38 18 18 2 94.7% 0 94.7% Respiratory 30 12 10 8 73.3% 1 76.7% Sonography 4 3 0 1 75.0% 0 75.0% Therapeutic Massage 16 6 0 10 37.5% 2 50.0% Web Technologies 14 0 8 6 57.1% 2 71.4% 1340 220 436 684 49.0% 138 59.3% *fall 07 number of students enrolled in program in the fall 2007 semester graduates number of graduates during academic year 2007-08 returners number of students returning to program in fall 2008 non-comp. number of students neither graduating nor returning to the program in the fall of 2008 ret. rate graduates and returners divided by fall 2007 enrollment new prgm. number of students enrolled in fall 2007 and subsequently enrolled in a different program in fall 2008 number of students who returned to a curriculum program in fall curr. ret.rate 2008 divided by fall 2007 enrollment

Appendix L: Grading Rubrics

WEB 140 Web Development Tools Skills Exam Comprehensive

Blackboard UserID: ______Score: _____ Course Section/Semester: ____Spring 2009______

1/9/2018 70 Points Point Value Scored Web Site (75 points) 4 web pages 20 Template 5 External Style Sheet 5 Embedded Style Sheet 5 Inline Style Sheet 5 Correct Links 5 Rollover Image 5 Form 10 Promotion information 10 Web Site Organization 10 Media Object 5 Sub Total 85

Theory Multiple Choice Test: 25 Points 25

TOTAL 110

1/9/2018 71 Web 250 Project Rubric

Demonstrated Server Programming Skills Percentage of Score 50.00% Student Variables Globals Arrays Conditional Statements Functions Class Methods Loops Area Score Mills 100 100 50 100 50 100 100 100 87.5 Graham 100 100 75 100 75 100 100 100 93.75 McClure 100 100 100 100 100 100 100 100 100 Average Score 93.75

Basic Database 10.00% Student Queries Table Creation Area Score Mills 100 70 85 Graham 100 100 100 McClure 100 100 100 Average Score 95

Database Web 30.00% Student DB driven pages Area Score Mills 85 85 Graham 90 90 McClure 93 93 Average Score 89.33333333

Basic Content 10.00% Student DB Forms Area Score Mills 85 85 Graham 100 100 McClure 100 100 Average Score 95

Student Final Score Mills 86.25 Graham 93.875 McClure 97.9

1/9/2018 72