University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Leeward Community College
Program: Information & Computer Science

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The last comprehensive review for this program was on 2011, and can be viewed at: 2899
STEM Program

Program Description

The curriculum leading to an Associate in Science degree in Information and Computer Science is designed to prepare individuals for employment as technical assistants to professional and administrative personnel using computers. Students may choose one of five areas of specialty: Network Support Specialist, Database Support Specialist, Information Security Specialist, Mobile Developer Specialist and Software Developer Specialist. Skills in writing, speech, economics and mathematics complete the preparation for employment. The core program requirements are designed to facilitate transfer to the baccalaureate programs in Information and Computer Sciences at UH Manoa and UH Hilo for those students who wish to continue their education while working in the industry. Soon our students will be able to continue their education online at Capella university if they wish to do so.

The ICS Program has been articulated by Program Coordinating Council (2008) and has been reviewed in October of 2013 among all the community colleges of the UH system. Our core courses remain aligned with UH Manoa and UH Hilo requirements, as well as with ACM (Association for Computing Machinery).

ICS Program Mission Statement

To support the mission of Leeward Community College, the Information and Computer Science program is committed to providing an intellectually challenging curriculum that prepares graduates to understand the fundamental concepts in computee science and the practices, values and demands of the related professions.

ICS Program Outcomes

In addition to acquiring the competencies required for Associate in Science degrees, upon successful completion of this program graduates will be able to:

Based on selection of an area of specialty, the student will further be able to:

The AS in ICS also provides students with the opportunity to get certificates of completion. This is a list of the current certificates being offered.

Certificate of Achievement in ICS

The Certificate of Achievement in Information and Computer Science is designed to provide the student with entry-level skills or job upgrading for positions under direct supervision in computer support, cabling and basic networking, office application support, and database management. Student must earn a GPA of 2.0 or better for all courses required in this certificate.

ICS Certificate of Achievement Learning Outcomes

Upon completion of the certificate, the student will be able to:

  1. Demonstrate computing literacy.
  2. Solve problems, develop algorithms and write object-oriented computer programs in a programming language.
  3. Design and a relational database with proper documentation.
  4. Demonstrate proficiency in computer maintenance and networking.

Basic Logic and Programming 1

The Certificate of Competence in Basic Logic and Programming Level 1 provides students an overview of the fundamentals of computer programming. Students will learn the fundamentals of problem solving, algorithm development, implementation, and debugging/testing using an object-oriented programming language. They will also learn the fundamentals of the mathematics behind computer operations.

Basic Logic and Programming 2

The Certificate of Competence in Basic Logic and Programming Level 2 provides students with the second semester of computer programming and the mathematics of computers. Students will learn the fundamentals of data structures, searching and sorting algorithms, recursion, polymorphism, inheritance, and encapsulation using an object-oriented programming language. They will also learn the mathematical concepts behind computer operations, such as graphs, trees, Boolean algebra, finite-state machines, formal languages, program correctness, and solving recurrence relations.

Web Programming

The Certificate of Competence in Web Programming provides students with the two basic skills needed to design the "back-end" part of interactive web pages: computer programming and database design. Students will learn the basics of structured programming, object-oriented programming, and error control. They will also learn the basics of relational databases, normalization, and Structured Query Language. Finally, they will put these two skills together by creating database-driven web-based applications. This certificate has been designed to prepare students for entry-level employment as a Web Programmer.

Web Science

The Certificate of Competence in Web Science is intended to provide students with an Internet-based approach to the principles of designing, programming, and developing web database sites. Students will learn to integrate client-side web pages with server-side databases to design and develop real-world web-based applications.

Certificate of Completion -Help Desk

This program will enable students to pursue entry-level career opportunities as IT Help Desk Technicians. 

As organizations grow increasingly reliant on IT technologies in furthering and accomplishing their missions, so too does reliance on personnel equipped to support these technologies, software/hardware-wise, remotely or on-site.  Computer Support Specialists provide such support.  This occupational group includes technical support specialists and help-desk technicians. Responsibilities often overlap between the two.

Certificates in Progress

We are now undergoing the approval process for five certificates of completion. They should be available by the Spring 2013 semester.


Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: ICS     Program CIP: 11.0101

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 45 199 137 Healthy
2 *New & Replacement Positions (County Prorated) 39 73 57
3 *Number of Majors 150.5 145.5 155.5
3a     Number of Majors Native Hawaiian 30 31 30
3b     Fall Full-Time 52% 50% 54%
3c     Fall Part-Time 48% 50% 46%
3d     Fall Part-Time who are Full-Time in System 1% 3% 1%
3e     Spring Full-Time 46% 44% 57%
3f     Spring Part-Time 54% 56% 43%
3g     Spring Part-Time who are Full-Time in System 1% 1% 1%
4 SSH Program Majors in Program Classes 654 648 879
5 SSH Non-Majors in Program Classes 2,567 2,124 1,962
6 SSH in All Program Classes 3,221 2,772 2,841
7 FTE Enrollment in Program Classes 107 92 95
8 Total Number of Classes Taught 60 52 64

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 18.2 17.8 14.8 Healthy
10 *Fill Rate 80.8% 84.3% 75.3%
11 FTE BOR Appointed Faculty 1 5 6
12 *Majors to FTE BOR Appointed Faculty 150.5 29.1 25.9
13 Majors to Analytic FTE Faculty 22.7 23.3 22.3
13a Analytic FTE Faculty 6.6 6.3 7.0
14 Overall Program Budget Allocation $532,599 $442,136 $430,305
14a General Funded Budget Allocation $532,599 $442,136 $430,305
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $0 $0
15 Cost per SSH $165 $160 $151
16 Number of Low-Enrolled (<10) Classes 7 8 15
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 71% 75% 79% Cautionary
18 Withdrawals (Grade = W) 50 45 50
19 *Persistence Fall to Spring 68.5% 75.5% 66.4%
19a Persistence Fall to Fall     47.5%
20 *Unduplicated Degrees/Certificates Awarded 38 54 15
20a Degrees Awarded 5 10 6
20b Certificates of Achievement Awarded 0 0 4
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 39 60 17
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 10 5 8
22a Transfers with credential from program 1 0 0
22b Transfers without credential from program 9 5 8

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 17 14 16  
24 Enrollments Distance Education Classes 339 269 300
25 Fill Rate 91% 96% 94%
26 Successful Completion (Equivalent C or Higher) 73% 77% 76%
27 Withdrawals (Grade = W) 14 11 13
28 Persistence (Fall to Spring Not Limited to Distance Education) 67% 66% 64%

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 79.17 Not Met  
30 2P1 Completion 50.00 41.67 Not Met
31 3P1 Student Retention or Transfer 74.25 72.09 Not Met
32 4P1 Student Placement 60.00 55.00 Not Met
33 5P1 Nontraditional Participation 17.00 25.74 Met
34 5P2 Nontraditional Completion 15.25 16.67 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     10  
36 Number of Degrees and Certificates Native Hawaiian     0
37 Number of Degrees and Certificates STEM     10
38 Number of Pell Recipients     39
39 Number of Transfers to UH 4-yr     8
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators

The ICS program remains Healthy in regards to its demand indicators.

On October 30th, NPR’s Bytemarks café presented the “Learn to Program” episode.  In this episode they emphasize that there are many available jobs that required programming skills in the islands.

Hawaii lacks certified technicians for the current and future workforce.  A study conducted by Linda Johnsrud in 2007--“The Second Decade Project”-- specified areas of Hawaii’s workforce that need immediate attention.  Based on the projected population increase in Hawaii from 2000 to 2020, Ewa was identified as having a 105% population increase, which is four times the state average.  Nearly half of the projected 28,266 job openings by 2012 will require education beyond high school and skills only provided by postsecondary education and training. (

Furthermore, according to employment projections for 2012–2022 by the United States Department of Labor Bureau of Labor Statistics (, job demand for computer specialists will continue to increase in the immediate future.  The numbers for most of these job openings are increasing at a rate greater than the average for all occupations.  For example, “Computer support specialists” openings are increasing at a rate of 1.7% annually over ten years, while the national average for all jobs is 1.08%.  By 2022, Computer Support Specialists will have grown 17.0% while, overall, openings will have increased about 10.8%

In the State of Hawaii, according to the HAWAII Workforce Infonet ( of the Hawaii Department of Labor, job demand for computer specialists will continue to increase in the immediate future.  Most of these jobs are increasing at rates similar to the national, which are better than the average for all occupations in Hawaii (1.2%).  For example, “Computer Support Specialist” openings are increasing at a rate of 1.6% annually.

Hawaii Employment Projections for 2010-2020 by Hawaii State DLIR, Research & Statistics Office

Occupation Title


Average Annual Growth

Average Annual Replacement Openings


Actual & Projected



Total, all occupations





Computer Specialists





Computer and information scientists, research





Computer programmers





Computer software engineers, applications





Computer software engineers, systems software





Computer support specialists





Computer systems analysts





Database administrators





Network and computer systems administrators





Information Security Analysts, Web Developers, and Computer Network Architects





Computer specialists, All Other





** The number of openings are greater than zero, but less than ten.

Based on the above information, we believe that more students will enroll in our program.  However to make that happen it is important that we debunk some stereotypes that have been plaguing our program.  These stereotypes range from “computer science is for men” to “you need to know a lot of math to be a computer scientist” and “computer programming is hard,”  The ICS faculty has already began addressing these issues.  More in regards to this is included in the analysis of our weaknesses.

Since last year, the number of SSHs taken by program majors in program classes has increased 35.6%, which is partly the result of having more majors in the program.  With our online courses, we are better able to help our students with scheduling  issues.  Students from other institutions take advantage of this.  Last year, for example, 7 Honolulu CC students and 26 UH Manoa students were enrolled in Leeward ICS courses.  One UH Manoa student was pursuing a Master’s Degree in Computer Science.

The number of SSHs taken by non-majors in program classes has decreased by 7.6% while the number of classes have gone up by 23.1% and the FTE enrollment in the classes has increased by 3.3%.

The number of non-majors in classes continues to go down because ICS100 is no longer considered a diversification-other (DO) course.  However, we are now offering ICS170, Ethics in the Digital World, which is part of the core of our new program.  This course comes under  the diversification humanities (DH) category, and it is expected to attract more students.  As a matter of fact Prof. Ganne will be updating the Digital Media curriculum to include ICS170 as part of DMED majors required coursework.

The ICS curriculum was completely revised and implemented last year.  But we were still offering courses from the old curriculum for students who had begun the program under the old curriculum.  That is one of the main reasons for the large (23%) increase in the number of classes.  We were also able to hire a new full-time, tenure-track faculty member, Mr. Pete Gross, who is very knowledgeable in the field.

Last year we mentioned that or campus understood the need for computing skills in any well-rounded education by adding  ICS101 as part of the AS-NS degree and representing the “T” in STEM.  While other NS degrees at other campuses lack this component, Leeward’s was supposed to be well-rounded and complete.  However this requirement has been dropped.  As a result, students may know how to use a computer without being computing literate.

During our last PCC meeting in October 2013, all community colleges agreed to gather data to show that students who do not take courses like ICS100 or ICS101 are not really computing literate and therefore need to take a course to overcome this deficiency.  This project is backed up by the ACCJC accreditation standards, which includes a statement about kinds of skills needed by learners:

A capability to be a productive individual and life-long learner:  skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means

The colleges intend to define a new category of courses that will help students become computing literate. This will be done at the UHCC system level.  This is a new issue, updates to it will be in the next annual program report.

Goals and expectations from last year:  What happened?

Last year, our revised program was brand new, and it was well-received by the students, several of whom voluntarily switched to the new program.  The change,  has required a massive amount of course substitutions.  However with everyone’s willingness to help, the process has been successfully expedited.

The main incentive to switch to the new program is that it gives our students not just college credit, but also the option to get industry certified.  To better teach these courses, some of our faculty members have already obtained their industry certifications:  Petersen Gross and William Albritton have their Security+ certification, and Alex Ramos obtained his A+ certification.  Besides these certifications, Michael Bauer got Oracle certification, which covers Oracle databases and Java.  Industry certifications are required or are part of the desirable qualifications for many advertised jobs.

An important goal for our computer science faculty last year was to better market our program.  Kathleen Cabral had proposed to create student success videos to help promote our program but that never happened.  We began the process but somehow it fell through the cracks.  However, this year the Media Center and Leanne Riseley have proposed that we do something similar.  We will begin producing recordings of ICS faculty, who will introduce themselves and talk about the courses they offer.  These videos will be publicly posted on YouTube.  We plan to make these videos part of other marketing efforts.

Another goal was to promote our program by inviting guest speakers to talk about computer security.  Pete Gross made this possible.  In September of 2013, Inez Miyamoto from the FBI came to Leeward to talk with our students about security threats as well as the FBI’s need for more security professionals to keep the public safe.  We will continue to plan talks like this to retain and recruit more students.

We had planned to visit high schools to promote our program, but so far we have not been able to do this. However, we have increased ICS faculty participation in the New Student Orientation (NSO).

To help promote our program, the former Math and Sciences division chair purchased four sets of programmable Lego Mindstorms.  We have been successfully using them in recruiting events.  These Lego applications will also be used in the ICS110- Introduction to Programming class as part of the curriculum.

ICS Program Strengths

Our strengths are our faculty members and their desire become better at their jobs.  As members of the computer science faculty, we are aware that technology moves at a very fast pace.  That is why our faculty constantly requires training to be up to date with the latest in technology.  In the past year, four out of the six ICS faculty members got training and were funded by sources external to Leeward Community College.  To keep their skills up to date:

Vince Lee, Petersen Gross and Mike Bauer attended MPICT (Mid Pacific Information and Communication Technologies) workshop in Coastal community college.  Expenses for this workshop were covered by a grant from MPICT and a grant from the City College of San Francisco.  Training received in these workshops varied and addressed many different parts of our curriculum.

Blanca Polo attended the NCWIT summit (National Center for Women in Information Technology). Expenses for this summit were provided by the NCWIT Community College Alliance.  Leeward CC is now part of this alliance as evidenced by our website.  Training received at NCWIT should help us recruit and retain more women in computer science.  Blanca is now a member of the NCWIT Community College Academic Alliance.

Mike Bauer attended Oracle database and Java training for two consecutive years.  He partially funded his own travel expenses.  He was partially funded by a Leeward CC travel grant and by the Math and Sciences Travel Committee.  Mike attends the SIGCSE conference (Special Interest Group in Computer Science Education) on a yearly basis, many times covering his own expenses.

ICS Program Weaknesses

After careful review of the ICS program we have identified two main weaknesses in our program;


Efficiency Indicators

Our average class size has gone down 3 percentage points in the last yearbecause we had a few under-enrolled courses. We had to accommodate a few students who were about to graduate following the new program curriculum.  If we had not done run the small classes, they would have had to wait at the very least one extra semester to finish their education.

To prevent under-enrolled courses, we surveyed students asking them which classes they needed to take the following semester to graduate.  We followed the results of this survey, but we had no significant differences in course enrollment.  Therefore, we did not implement a survey again.

Our new approach will be to offer the final two courses of our most popular specialization together in one semester.  For Spring 2014, we are planning to offer 8-week intensive courses for ICS172/ICS283 (Network Design and Administration/Advanced Network Routing and Administration) and ICS281/ICS282 (Ethical Hacking/Computer Forensics).  Students who need the last two specialization courses to graduate can take them in a single sequence during the same semester.

Effectiveness Indicators

The ICS faculty have found that the Maka’ala lists are a great way to keep track of how students do during the first weeks of school.  We consider Maka’ala a great tool for student retention.

We have created five new Certificates of Competence for students who do not want to get an AS degree but need to bring their skills up to date to better their opportunities at work.  We expected that these certificates would be effective in Fall 2013, but they will be effective in Spring 2014.

Our new curriculum prepares students to obtain industry certifications.  The following are the certifications for which we train our students:



Course Offerings

ICS 171

Security+ Certification

Fall and Spring Semester

ICS 172

CCNA Certification

Spring Semester 8week

ICS 184

Network+ Certification

Fall and Spring Semester

ICS 281

Certified Ethical Hacker Certification

Spring Semester 8week

ICS 282

Forensics Certification

Spring Semester 8week

ICS 283

CCNP Certification

Spring Semester 8week

Industry certifications have become very important to employers.  Employers want students with degrees and certifications.    Here are some brief descriptions of the certifications:


Companies such as Dell, HP, Ricoh, Sharp and Xerox recommend or require CompTIA Network+ for their networking technicians.  It is a technical prerequisite option for IT technicians seeking to join the Apple Consultants Network.  It is also recognized by the U.S. Department of Defense



The CompTIA A+ certification is the starting point for a career in IT.  The exams cover maintenance of PCs, mobile devices, laptops, operating systems and printers.  It is required for Dell, Intel and Lenovo service techs.  It is also recognized by the U.S. Dept. of Defense.  It is vendor-neutral and held by over 900,000 professionals



CompTIA Security+ is an international, vendor-neutral certification that demonstrates competency in network security, compliance and operational security, threats and vulnerabilities, application, data and host security, access control and identity management as well as cryptography.  It benefits those in jobs such as security architect, security engineer, security consultant/specialist, information assurance technician, security administrator, systems administrator, and network administrator.



Certified Ethical Hacker (CEH) is a computer certification that indicates proficiency in network security, especially in thwarting malicious hacker attacks through preemptive countermeasures. The CEH credential is vendor-neutral certification for information technology workers who wish to specialize in "legally" hacking the malicious hackers, using the same knowledge and tools that malicious hackers use.


In regards to the last two certifications, we now count on Cisco equipment made available through a Perkins grant written by Mr Pete Gross.  Our students have the opportunity to train with equipment very similar to the equipment used in the industry. These two certifications are Cisco-based and are the only two that are vendor-dependent.  Thanks to Mr Gross efforts, we are also part of the Linux Professional Institute. (


Cisco Certified Network Associate (CCNA) Routing and Switching is a certification program for entry-level network engineers that builds on foundational networking knowledge and increases the value of your employer's network.  CCNA Routing and Switching is for Network Specialists, Network Administrators, and Network Support Engineers with 1-3 years of experience.  A CCNA for Routing and Switching certifies the ability to install, configure, operate, and troubleshoot medium-size routed and switched networks.



Cisco Certified Network Professional (CCNP) certifies the ability to plan, implement, verify and troubleshoot local and wide-area enterprise networks and work collaboratively with specialists on advanced security, voice, wireless and video solutions.  The CCNP certification is appropriate for those with at least one year of networking experience who are ready to advance their skills and work independently on complex network solutions.  Those who achieve CCNP status have demonstrated the skills required in enterprise roles such as network technician, support engineer, systems engineer or network engineer.


Perkins Core Indicators

The ICS program did not meet any of the Perkins core indicators. This is quite discouraging because last year we met two out of the four

Completion, Retention and Transfer

We are happy to report that besides Amy our counselor, we now count on an ICS retention specialist. Her name is Kristin Mullen.  Kristen will be working with our peer mentor to try to attract and retain more students.  Kristen and the peer mentor will create and maintain a Facebook page.  They will also help us maintain a website with current information about the ICS faculty and ICS events. Our goal is to make our program more visible and attractive.

In regards to transfer, we have our AS-ICS with software developer specialization, which transfers to the UH Manoa BA in ICS.  This Fall the AS-NS with specialization in ICS shall be approved and will allow students to transfer to the UH Manoa BS in ICS.  The articulation with Capella University is almost done and students should be able to transfer there as well.

Technical Skills Attainment and Completion

Last year we were awarded a grant for the department to buy Macbooks and a charging cart to complete the planned modification one of our classrooms to become our Problem-Based Learning classroom.  This classroom allows students to reposition the furniture as well as the hardware to work in teams and to mimic the appearance of a real-world workplace.  We expect to increase our technical skills attainment as well as completion rates with the use of new pedagogies within our mobile learning space.  This room will be particularly useful for classes that require students to move around during the class period.

Student Placement

As mentioned at the beginning of this report, the evidence suggests that there is job availability for our graduates.  However it is important to note that the US Economy still continues to be down.  We expect that with the certification options and the improved curriculum retention, completion and placement will improve.

Part III. Action Plan

Supporting Leeward Community College’s Mission

Mission: At Leeward Community College, we work together to nurture and inspire all students.  We help them attain their goals through high-quality liberal arts and career and technical education.  We foster students to become responsible global citizens locally, nationally, and internationally.  We advance the educational goals of all students with a special commitment to Native Hawaiians

ICS Mission Statement

To support the mission of Leeward Community College, the Information and Computer Science program is committed to providing an intellectually challenging curriculum that prepares graduates to understand the fundamental concepts in computer science and the practices, values and demands of the related professions.

Action Plan

Distance Education

DE classes support the steady expansion of the ICS program as we  reach more and more students.  The number of classes has remained close to the average of 15.6 classes per semester.  The Fill Rates are high—averaging 94% over the last 3 years.

In an effort to attract and retain more students as well as to help those who cannot physically attend school due to scheduling issues, we are trying to offer both face-to-face and online versions of most of our courses.  Our faculty take full advantage of the services offered by the Educational Media Center and cable TV broadcasting to better serve our students.

The ICS program  offers the following cable TV courses:

•       ICS141     re-taping in progress  (Bauer)

•       ICS241     currently being offered (Bauer)

•       ICS111     currently being offered (Polo)

•       ICS211     currently being offered (Albritton)

•       ICS184    re- taping in progress (Polo)

•       ICS185   deleted from the curriculum

•       ICS186   deleted from the curriculum

•       ICS187   deleted from the curriculum

The successful completion rate in these classes averages a solid 75%, persistence 66%, and the withdrawal rate a low 4%.

Our faculty is still recording new material.  This is the first semester that our new ICS171 (Introduction to Computer Security) is being broadcast, featuring Mr. Vince Lee.  As this report is being written, ICS184, taught by Blanca Polo, is being revamped and recorded to match our new program curriculum.

In the near future we plan to record and broadcast ICS 283 (CCNA), featuring Mr. Petersen Gross, and  ICS 212 (Program Structure), featuring Dr. Blanca Polo.  We are also contemplating the possibility of recording ICS 270, featuring Mr. Mike Bauer, and ICS 113, featuring Mr. Petersen Gross.


Beyond Pure Distance Education

We are currently pursuing offering more hybrid classes to reduce the time that students need to be on campus and therefore making taking ICS classes more convenient.  Most of the ICS hybrid offerings flip the classroom, which has students study material at home; then when they come to campus, they ask questions and engage in activities that promote learning.  For example, Alex Ramos is offering a hybrid version of ICS125, the course that trains students to become A+ certified.  This course in particular is hard to offer online because it involves a large amount of hands-on activities.  However, due to student demand, he is now offering a hybrid version of this course, where students learn the theory on their own and meet at Leeward to practice.

We are also offering classes in dual format.  This is currently being tested by Blanca Polo.  Classes are offered in the classroom and are recorded for students whot cannot attend class so that they can view the lecture at their convenience.  This allows students to pick the delivery format that best suits them.  Some of them attend class in person, others attend class online, still others just watch the recorded lecture at their convenience.

Implementing the dual format course only requires the use of the Blackboard Collaborative software provided by the media center.  This system is proving to be a success even among students that come to class but want to watch the lecture again.  This delivery method is well-suited for computer science courses that change more rapidly than most other courses because of the rapid technological changes, such as mobile device programming which features operating systems that are updated two or three times per year.

Reaching Out to High Schools

We are currently working with Leilehua HS to bring a group of high school students to take our ICS101 class in Fall 2014.  Preparations for this project are underway, and we hope to keep some of them as ICS majors.  Their cooperation shows that high schools see the potential of computer science education for their students.  Leilehua students are part of a high school program entitled iReady.  Students and their chaperones are visiting Leeward Community College in November 2013.

PCC Meetings

Program Campus Council meetings for articulation improve the chances for students to succeed because they can transfer work from one campus to another.  We hosted a meeting in 2011, and we attended another PCC meeting in October 2013 at Kapi’olani Community College.  All community colleges are now working together to further articulation, which may include the change of program alphas to facilitate course identification and transfer.

The ICS Department and its Partnerships

The ICS Program is now associated with the following local and national organizations.  Associating with others is a great way to make our program more visible to the world.  As of this semester, the ICS program is associated with the following national organizations.


UH Cybersecurity Education Group

The ICS program is also part of the University of Hawaii System Cybersecurity Education Group (our representatives:  Vince Lee and Blanca Polo).  This group meets at UH Manoa at least once every semester, and it includes not just the community colleges but also the four-year institutions.

The UH Cybersecurity Education Group has several goals, all of which may help boost enrollment and employment of our students enrolled in the networking and security specialization.

We expect that demand for our program as well as completion rates will increase as a direct result of the marketing and ICS faculty efforts but we definitely need help on this area.


Part IV. Resource Implications

Resource Implications

Research suggests that the use of App Inventor for CS0 courses (the equivalent to ICS110 according to the ACM) helps recruit and retain students in computer science. This is why in the Spring of 2014, Blanca Polo will be teaching ICS110 using this tool. However in order to make the process more realistic it would be necessary to provide students with Android tablets to test their code. This is the same as providing students with computers to use during the class but in this case they would be using tablets to install and test their coursework. Other campuses, such as Kapiolani Community College, already have this kind of resources in place and are offering this course. We do not want to be behind and we will be looking for ways to obtain this kind of equipment. and

The National Center for Women in Information Technology’s research shows that when women teach introductory courses in the computer science curriculum, it is more likely that women will continue their education in this field. This is another reason why Blanca Polo will continue teaching ICS110. The acquisition of mobile equipment will be a plus for this.

It is worth mentioning that in regards to resources, the ICS faculty is pleased with the hiring of Mr Pete Gross. His input and hard work have been extremely valuable for the ICS program.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Effectively communicate in written and oral form, a system solution its documentation, and its implementation.


Describe the functions and interrelationships of the building blocks of an operating system.


Apply the mathematics used in computing science to solve computing problems.


Use project management tools to manage information systems development projects.


Work effectively as part of a group/team


Solve problems, develop algorithms, and write object-oriented computer programs in at least two programming languages.


Design a relational database with proper documentation.


Demonstrate proficiency in computer maintenance and networking.

A) Evidence of Industry Validation

Not available

B) Expected Level Achievement

Our students are expected to perform at at or beyond average level. Many of our courses prepare students for industry certifications, thus validating student knowledge externally.

Within our campus we expect at least 70% of the students performing at a leve of 70% or better. That parameter helps us determine if the couse was succesful or not.

C) Courses Assessed

ICS Courses Assessed and Currently in TK20

Not all the courses assessed are already in TK20, However for purposes of this report, ONLY the courses that are already in TK20 are being presented.



D) Assessment Strategy/Instrument

Since we are still in the mapping process, we have only mapped the overall assessment from a course into the program outcomes.

For next year we expect to have a full and complete assessment, instruments and mappings in this report.

E) Results of Program Assessment

Since I am still not able to accurately define the results of program assessment, I requested information in regards to our student successful completion rates.

Success Rate
Summer 2012 90.0%
Fall 2012 79.8%
Spring 2013 77.6%

Courses that did not make the cut of 70% or more students succesfully completing the course are:


Sections in the 2012-2013 year without 70% success rate
ICS100 4 out of 16 sections
ICS101 2 out of 6 sections
ICS251 only section, above 60% success
ICS281 only section, above 65% success
ICS211 only section, above 60% success

From the aforementioned courses ICS 111, ICS 211 and ICS 251 were assessed and they are in the process of mending those areas where students struggle the most. We should have better results next year.

F) Other Comments

No content.

G) Next Steps

We are in the process of mapping specific learning outcomes from particular courses into the program learning outcomes.

we are also int he process of mapping course outcomes into certificate outcomes.