EDLD808 Program Evaluation Final Project Final Paper - Online Education

Paul Gruhn, Ed.D Student – University of Bridgeport, Bridgeport, CT

Prepared by Paul Gruhn

EDLD 808 Program Evaluation and Human Resources

Final Project

Program Evaluation Final Project CSC230 Database for Web Applications

Spring 2016

MCC – CSC230 Database for Web Applications Program Evaluation

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Spring 2016 - EDLD808 Program Evaluation – Final Project Gruhn

Acknowledgements

To all the people who helped me ‘do my homework’ – Thank you.

Dr. Linda Paslov, for the class learning experience, final project assignment, and flexibility to

apply our coursework to our context and academic/professional goals.

My EDLD 808 fellow students, it has been a fun class.

Prof. Richard Gnall, for allowing me to use my actual CSC230 class for this project.

(Appendices A)

Tim Boto, for doing an honest, professional level evaluation of the CSC230 course design.

Mostly, to all the past CSC230 students who participated in providing honest feedback and

continue to challenge me to be the best teacher I can be.

Disclaimer

Paul Gruhn, the author of this document, is a doctoral student in the Educational Leadership

Doctoral program at the University of Bridgeport in Bridgeport, Connecticut. This paper is in partial

fulfillment of the EDLD808 Program Evaluation course he is took in the spring 2016 semester. Paul is

also an Adjunct Professor at Manchester Community College (MCC), Manchester, Connecticut. The

program being evaluated by Paul is a course he has taught for the past three years in his role as adjunct

professor at MCC. While the data, research, and evaluation are as accurate as possible; this paper is to

be viewed as a student work, and due to limited timeframe should be considered incomplete and is still

a work in progress. The University of Bridgeport or Manchester Community College does not endorse

this document.


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Table of Contents

ACKNOWLEDGEMENTS ................................................................................................................................... 2

DISCLAIMER........................................................................................................................................................ 2

TABLE OF CONTENTS ...................................................................................................................................... 3

DEFINITIONS ...................................................................................................................................................... 6

SUMMARY ............................................................................................................................................................ 7

PROGRAM DESCRIPTION ............................................................................................................................... 8

Academic Setting ............................................................................................................................................................. 8

Target Population............................................................................................................................................................. 8

NEEDS TO BE MET BY THE PROGRAM: CSC230 COURSE ..................................................................... 9

CS230 - Program Context .................................................................................................................................................. 9

CS230 - Program Goals ..................................................................................................................................................... 9

EVALUATION QUESTIONS ........................................................................................................................... 10

Student Outcomes ..........................................................................................................................................................10

Course Evaluation ...........................................................................................................................................................10

EVALUATION DESIGN ................................................................................................................................... 11

Overall Approach ............................................................................................................................................................11

Program Records .............................................................................................................................................................11

External Expert Evaluation ..............................................................................................................................................11

Quantitative: Survey to Past Students .............................................................................................................................12

Qualitative: A Case Study, Semi-Structure Interview with Past Student ..........................................................................12

Qualitative: Student responses to a quick email request. ................................................................................................12

Self-Report: Professor Narrative .....................................................................................................................................12


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EVALUATION FINDINGS ............................................................................................................................... 13

Program Records .............................................................................................................................................................13 CSC230 – Student Grades .................................................................................................................................................. 13 CSC230 – Spring 2015 Student Evaluations ....................................................................................................................... 14

External Expert Evaluator: Tim Boto ................................................................................................................................19 Tim’s Comments ................................................................................................................................................................ 19 Tim’s Suggestions .............................................................................................................................................................. 20

Quantitative: March 2016 - CSC230 Course Outcomes Survey Findings ...........................................................................21

Qualitative: March 2016 - CSC230 Course Outcomes Survey Findings .............................................................................26

Qualitative: A Case Study, Semi-Structured Interview with Past Student ........................................................................28

Qualitative: Student responses to a quick email request. ................................................................................................33 Response: Student A .......................................................................................................................................................... 33 Response: Student B .......................................................................................................................................................... 33 Response: Student C .......................................................................................................................................................... 33

Self-Report: Professor Narrative .....................................................................................................................................34

CONCLUSION AND IMPLICATIONS ........................................................................................................... 35

Conclusion .......................................................................................................................................................................35

Items to implement before next CSC 230 Course Offering, Spring 2017 ..........................................................................36

Open Questions for Continued Discussion ......................................................................................................................36

Future Research Plans .....................................................................................................................................................36

REFERENCES .................................................................................................................................................... 37

APPENDICES .................................................................................................................................................... 38

Appendices A: Consent to do CSC230 program evaluation email thread .........................................................................39

Appendices B: 1/26/2009 – MCC Web Technology Certificate Program Approval Form ..................................................40

Appendices C: CST258 Fundamentals of Internet Programming Course Syllabus .............................................................44

Appendices D: MCC – Web Technology Certificate Requirements ...................................................................................50

Appendices E: MCC – Computer Programming Technology A.S. Degree Requirements ...................................................51

Appendices F: MCC – Computer Programming Technology Certificate Requirements .....................................................52


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Appendices G: CSC230 Database Concepts with Web Application Course Syllabus .........................................................53

Appendices H: 3/30/2005 – MCC CSC230 Course Proposal Form .....................................................................................58

Appendices I: CSC230 Course Evaluation Form, created by Paul Gruhn ...........................................................................61

Appendices J: CSC230 - Spring 2015 – Student Evaluation Responses - Questions 1 -3 ....................................................62

Appendices K1: Online Course Screen Shot - “Getting Started” ......................................................................................64

Appendices K2: Online Course Screen Shot - “Announcements” ....................................................................................65

Appendices K3: Online Course Screen Shot - “Syllabus” .................................................................................................66

Appendices K4: Online Course Screen Shot - “Course Content” ......................................................................................67

Appendices K5: Online Course Screen Shot - “My Grades” .............................................................................................68

Appendices K6: Online Course Screen Shot - “MySQL Resources” ..................................................................................69

Appendices K7: Online Course Screen Shot - “MySQL Databases” ..................................................................................70

Appendices K8: Online Course Screen Shot - “UML Diagrams” .......................................................................................71

Appendices K9: Online Course Screen Shot - “Assignment Calendar” .............................................................................72

Appendices K10: Online Course Screen Shot - “Discussion Board” .................................................................................73

Appendices L: Email Sent for Survey to Past Students (Spring 2014, 2015, 2016) ............................................................74

Appendices M: Survey Sent to Past Students (Spring 2014, 2015, 2016) .........................................................................75

Appendices N: Email from a previous CSC230 student ....................................................................................................77


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Definitions

Blackboard – Refers to an online learning management system (LMS) provided by

www.blackboard.com, this is the LMS which Manchester Community College currently uses.

Creditability – Judgments of quality to determine the level of truth (Patton, 2002).

Internal Validity – To show the results achieved were due to the implemented program, and that other

factors did not impact the final outcomes (Posavac, 2015).

Mixed-Methods Research – Research which includes both statistical quantitative and thematic

qualitative data, as well as, incorporating both quantitative and qualitative methodologies in gathering

and analyzing the data (Teddlie & Tashakkori, 2009).

Outcomes – The realized results/outputs achieved because of the implementation of the program being

evaluated (Posavac, 2015).

Program Evaluation – “Is a collection of methods, skills, and sensitivities necessary to determine

whether a human service is needed and likely to be used, whether the service is sufficiently intensive to

meet the unmet needs identified, and whether the service is offered as planned, and whether the service

actually does help people in need at a reasonable cost without unacceptable side effects” (Posavac,

2015)

Qualitative data – The use of words, narrative, and story to measure results in research and

evaluation.

Quantitative data – The use of numbers to measure results in research and evaluation.

Structured Query Language (SQL) – Is the ANSI (American National Standards Institute) computer

language to communicate with a database, it is the standard for most relational database management

systems.

Triangulation – The use of multiple sources and methodologies to create coherent justification of the

presented research themes and results (Creswell, 2014).

http://www.blackboard.com/


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Summary

Welcome to CSC230, Database for Web Applications. This is a database computer-

programming course offered by Manchester Community College (MCC), in Manchester Connecticut;

training its students in database concepts and practical applications using MySQL, a common

relational database used for many of today’s web applications. This CSC230 course is one of five

classes offered to students wishing to earn their web development certification from MCC.

This evaluation found students take this course for several reasons. Some students seek

specifically earn their web certificate. Others continue on with their education to receive a two or four

degree. Many reported they need these database skills for job advancement, or desire to enter into a

web development career.

This program evaluation was done as a final project for the EDLD 808 Program Evaluation

course taken by this document’s author, Paul Gruhn. This evaluation serves two purposes; first, as a

learning exercise on how to perform program evaluations. Second, to actually perform an evaluation of

an online course taught by myself, with hopes of coming up with a plan to improve it.

This evaluation used a mixed-methods approach. Using multiple data-types, data-sources, and

data-gathering methodologies, the final results serve to build a strong, credible case for the

evaluation’s findings.

As with any program, there is always room for improvement and fine-tuning. This evaluation

clearly lays out a suggested path for such for future research and program enhancements.

The research in this document supports that both the CSC230 course, as well as, the MCC web

certificate program, meet their intended outcomes. Program participants have learned new database-

programming skills, created database driven websites, earned the MCC web certificate, MCC

associates degree, advanced in their current jobs, as well as, started new careers in the web

development field.


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Program Description

Academic Setting

Manchester Community College, located in Manchester, Connecticut, was founded in 1963 and

serves over 15,000 students a year. MCC offers associate degrees in over 40 disciplines, in both arts

and sciences, as well as various certificate programs. The evaluated program, “CSC230 Database for

Web Applications” (CSC230) course, in this document is one of the required three credit courses in the

web certificate program offered by MCC. More information about MCC can be found on their

website, http://catalog.mcc.commnet.edu/index.php?catoid=6 .

Target Population

The target population for both the web certificate and CSC230 course are people desiring to

obtain the needed web development skills in order to increase their technical skill set for self and

career advancement in their current job, or to enter into a new career in the web technology field.

Positions for web developers are expected to increase by about 38 percent through 2016

because of the increasing necessity for the internet and internet applications … Web designers

typically have a background in computer languages in addition to an understanding of

computers, computer programming and computer development … Web developers need

current knowledge of advancement in their field, a need served by continued education … Web

Developers can work in just about any industry from Insurance and finance to Government and

Non-profit Organizations. 92 % of the IT profession work for non-IT companies. Careers

include programmer, Webmaster, host administrator, software architect and roles leading to

more complex, high-level design areas. (Taken and revised from; MCC Web Technology

Certificate Program Approval Form - 1/26/2009 (Appendix B).

http://catalog.mcc.commnet.edu/index.php?catoid=6


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Needs to Be Met by the Program: CSC230 Course

CS230 - Program Context

The online course CSC230 – Database Concepts with Web Applications, is a component of the

larger academic offerings provided by Manchester Community College (MCC) listed in the figure

below.

The web certificate program, along with the Computer Programming Technology degree, and

certificate were created with the motivation to prepare and educate students to fulfill the growing need

for trained web developers for today’s job force. This preparation can result in participant’s upgrading

their current job skills for possible advancement, new job placement, or to continue their education at a

four year college or university.

CS230 - Program Goals

As stated above, this course is a prerequisite for the above listed MCC academic offerings. It is

within this context the CSC230 course is a critical component. Specifically, as stated in the course

syllabus (Appendix G) and course proposal form (Appendix H), the course objectives are preparing the

student in the specific technical skills of database management and programming

This course provides a complete overview of the core database concepts needed for the design,

creation, and manipulation of relational data. A study of Structured Query Language (SQL) will be

combined with a demonstration of database concepts including elements of conceptual, logical, and

physical design, normalization and de-normalization. Database concepts will be put into practice

with the design and development of a database project using MySQL, a database software tool

(Course Syllabus: Appendix G).

CSC230 is a required course for the following program offerings at MCC:

Prerequisite for CST258 Internet Programming course. (Appendix C)

Web Certificate Approval Form (Appendix B), Requirements Form (Appendix D)

Computer Programming Technology A.S. Degree (See Appendix E)

Computer Programming Technology Certificate (See Appendix F)


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Evaluation Questions

This program evaluation focused specifically on the CSC230 Database Concepts for Web

Applications course, sought to focus on two primary areas:

First, this evaluation focuses on student outcomes as they relate to the specific course

objectives, as well as, the overall MCC intuitional goals as set out in the CSC230 course

syllabus (Appendix G), web certificate (Appendix B), and computer programming technology

programs (Appendix E & F).

Second, this evaluation focuses on the qualities of the course design and implementation. The

course structure and content was reviewed as to insure online teaching quality and student

academic success as it relates to the goals of the MCC web certificate program.

Student Outcomes

1. Did CSC230 adequately prepare students to take the CST 258 Internet Programming course?

2. Did students earn the MCC offered Web Certificate?

3. Did students earn the MCC offered Computer Programming Technology A.S. degree?

4. Did students earn the MCC offered Computer Programming Technology certificate?

5. Did students skill growth in using SQL related database software?

6. Did students advance in their current job settings?

7. Did students acquire a new job because of the CSC230 course?

Course Evaluation

1. Is the online mode of education effective for the CSC230 course?

2. Is the current course design effective in presenting the information that facilitates student

learning and success?

3. What are the strengths of the current CSC230 online course?

4. What are the weaknesses of the current CSC230 online course?

5. What are the attitudes and responses to this 3 credit, 15 week, delivered in an accelerated 8-

week time frame?


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Evaluation Design

Overall Approach

In order to ensure evaluation and overall research credibility, as well as, internal validity, a

mixed methods approach was seen as the best methodological choice for this evaluation. As shown in

the figure above, triangulation was achieved by the implementation of multiple methodologies,

multiple data types, and multiple program participant groups evaluated.

Program Records

The first leg of this evaluation was the use of various program records consisting of; student

evaluations, student grades, emails from the students, and academic graduation records.

External Expert Evaluation

The second leg of this evaluation was the use of an external subject matter expert. Tim Boto

(name used with permission) is the Assistant Director of Educational Technology & Distance Learning

at MCC. Tim assists the MCC faculty in the design and creation of the online courses at the school.

He currently supports the Blackboard software and provides technical support for the staff and students

of the Blackboard implementation at MCC. Tim served as an outside expert for this evaluation with

years of experience and high creditability to this evaluation. His review, evaluation, and feedback of

the CSC230 course, was seen as an invaluable component to this report.

A Mixed-Methods Methodology was implemented for this evaluation

Program Records

External Expert Evaluation

Quantitative: Survey to Past Students

Qualitative: A Case Study, Semi-Structure Interview with Past Student

Qualitative: Student responses to a single outcome question

Self-Report: Professor Narrative

Evaluation

Design

Methodology

Components

Three different participant groups surveyed to provide multiple data source records

Students from the Spring 2014 semester



Multi

Group

Evaluation

A Mixed-Methods Data Types were used for this evaluation

Quantitative

Qualitative:

Narrative

Self-report

Evaluation

Design

Data Types

Components


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Quantitative: Survey to Past Students

The third leg of this evaluation is a quantitative survey sent to 77 past CSC230 students, of

which 12 percent did respond. This survey was also used to solicit potential focus group members.

Due to limited time and response, a focus group session was not held.

Qualitative: A Case Study, Semi-Structure Interview with Past Student

In lieu of a planned focus group session, a past student provided an insightful, qualitative semi-

structured interview provided a case study narrative of her experiences and journey in both CS230 and

the web certificate program.

Qualitative: Student responses to a quick email request.

A question was asked in an email sent by the professor to students who had already taken

CSC230, and were taking CST258 at the time. “Are you graduating, and what are your plans?” Their

responses provide insight to the overall program as well.


As already stated, I am both the evaluator and the professor of the CSC230 course. Self-report

narratives can offer threat to internal validity to any study. However, at the same time, a self-report

can provide a lot of rich, detailed information, since the professor is the closest to the course details,

providing a history across all three semesters being evaluated. Also, the professor has the most to gain

by an honest evaluation. An honest evaluation and implementation of findings will help to ensure the

growth of the course, its future role in the web certificate program, as well as continued employment

for the professor. As non-tenure, adjunct faculty, future employment is not a guarantee.


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Evaluation Findings

Program Records

CSC230 – Student Grades

The course records listed in the table below, show the number of students who were enrolled in

each of the past three semesters, their final course grades, and any withdrawals.

Measure Spring 2014 Spring 2015 Spring 2016

Enrolled 24 25 28

Withdrawals 3 (13%) 5 (20%) 4 (14%)

A- or better 18 (75%) 17 (68%) 14 (50%)

B- to B+ 2 (8%) 1 (4%) 7 (25%)

C- to C+ 1(4%) 0 1 (4%)

D- to D+ 0 0 0

F 0 2 (8%) 2 (8%)

Took CST258 TBD TBD TBD

Earned Web Certificate TBD TBD TBD

Earned Associates Degree TBD TBD TBD


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CSC230 – Spring 2015 Student Evaluations

Each semester, Professor Gruhn has his students complete a course evaluation (Appendix I).

The complete detailed results can be viewed in (Appendix J).

The word cloud shown below is taken from all the text of the 2016 spring semester evaluation.

This word cloud highlights key themes for students.


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Students like the learning materials

The textbook, that the entire book was covered and was easy to follow

Layout of Murach’s book, one page of reading than on the opposite page a shorten outline

version.

The online videos, I loved the tutorial videos that the Professor made; I’m a visual learning

so the videos helped me immensely.

The various online tools & supporting technologies

The option to Skype with the professor

Course requirements were stated clearly in the syllabus.

Students like the Professor

Professor was timely in providing feedback and returning assignments, was very helpful

Teaching Style

Professor Gruhn was a great professor. He was constantly updating us, making videos, and

just making sure he stayed connected with his students.

Professor’s availability & flexibility (really, thank you)

Students like the course content

Working with SQL commands/skills, learning about databases and the back-end

Liked that it was difficult (liked to an extent).

The information learned and how thorough the course was.

The Content (it’s seriously cool to have learned another facet of the Structured Query

Language, walking into this class I had experience with MS SQL Server 2010 and Access

2013, so being able to use MySQL workbench and NPP (which I have used before) is

beneficial, even if I prefer MS SQL Server )

Students like the course structure & design

The technology used in the course supported the goals of the course.

Instructional technology allowed me to achieve my goals.

The interaction

I loved getting the chance to learn by trial and error. The hands on approach really helped

and I could work at my own pace.

The final project was structured but left open ended, which gave me some creativity on

what type of database to create

It was straight and to the point.

Structure of the course

Question 1: What did you like about the class?


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Students dislike the learning materials

Some book confusion

I disliked the database administration portion of Murach’s book. Unlike the

previous chapters we’re everything was written clearly, the last couple of chapters

were very confusing.

Uploaded files not being correct

The textbook was sometimes not very helpful.

Sometimes the exercises were not clear enough.

The videos were unhelpful; they were very hard to view and read.

Students like the course structure & design

How to present the work. Screenshots are very tedious

The lack of ability to interact

The discussion boards are hard to interact on without direction; this is not specific

to only this class.

Taking screenshots and putting them in word documents (screenshots were fine,

but it was a pain to copy/paste them).

Students dislike the limited amount of time

The last week of class was crammed and was not a full week.

Too much to do at the end. Was expecting the last week to be a full week.

Class is very fast paced because lot of learning materials got covered in small

amount of time.

I disliked the 8 week accelerated time frame for this class. Even though 1st

semester HTML/CSS course was extremely hard I was able to get through with a

lot of hard work and not feel rushed. I thought this semester even though the work

was extremely hard I felt super rushed and wished we had more time to take certain

chapters a bit more slowly.

Question 2: What did you dislike about the class?


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Learning materials suggestions

Resolution on videos, it was hard to read the code being written sometimes

The videos were hard to read. Perhaps a different resolution?

To be honest, choose a different textbook (if it’s in your power, that is).

Course structure & design suggestions

The syllabus encouraged discussions on the class discussion board, but I find

it hard to interact without a reason.

Finding more ways to encourage the discussions would benefit the class

participation aspect.

More interaction within groups of students and professor.

At the beginning of the course, make sure the homework sheets align with the

book.

Course length suggestions

My only suggestion would be to lengthen from 8 weeks to maybe a 10 week

course. That way we can explore this book at a slower pace because there’s

just way too much info to be absorbed. And for those of us with no or very

little database experience, the extra 2 weeks can make a world of difference.

The class can be extended for few more weeks to enhance the learning

experience.

No suggestions

I honestly don’t have anything that I truly disliked about this course. Unlike

my previous course in Database Design, this went more in depth. So where in

a previous course I had learned about giving, say, Aliases to rows, I was used

to doing it using MS SQL, not MySQL. But seriously, I didn’t dislike

anything

This is one of the best books I have had for a class and the videos are

awesome. Great job

Question 3: What suggestions can you offer to improve this class?


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Time

Interesting and Quite challenging

Difficult

Busy

Essential (for me to have taken. I really learned a lot!)

Thought-provoking

Unexpected

Interesting

Challenging

Spectacular

Question 6: Describe this class in one word.

This class was pretty difficult but very rewarding.

If you apply yourself in this course you will truly gain A LOT of knowledge about

databases

Tough but fair

I would describe this class as interesting and quite challenging. I’ve taken a few web

course, and this was little challenging. This is a class where reading and keep up with

the textbook and lectures really make the most difference.

This class was fun (most of the time) and very difficult, but enlightening and important.

Very hard working and fast paced.

This class is who is looking to dive into SQL and enhance their own websites, or just to

learn how to work with databases.

This class was an eye opener to another facet of what my job will be like in the future

(going to be a DBA, hopefully).

I learned a lot, obviously will have to practice way more to really get it to stick

This class was insanely hard!!!

Question 5: Describe this class in one sentence.


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External Expert Evaluator: Tim Boto

Tim Boto, Assistant Director for Educational Technology & Distance Learning at MCC,

supports the entire MCC faculty in the setup and execution of the Blackboard online courses and other

educational technologies at MCC. Tim was brought into this program evaluation to provide his expert

assessment of the overall CSC230 course setup and design.

On Monday, April 4th

, Tim spent one hour with me walking through the online course, asking

me questions and providing feedback and ideas for improvement. The list below is taken from the

notes of the meeting and is a high level summary of the key evaluation points he raised, along with his

final suggestions for improvements to the course.

Tim’s Comments

“I am not seeing anything that is wrong, it is good overall.”

“Overall this course looks nice.”

(Appendix K1)“You use the ‘Getting Started” section to your own version, not just the canned

version presented by the school.”

(Appendix K2) “You use announcements a lot” [this is good]

o “You use embedded video.”

o “Your use embedded links”

(Appendix K3) “Syllabus looks good, and provides the actual links to needed files for the

course, and is high up on the syllabus.”

(Appendix K4) Course Content

o “Has a roadmap in the front”

o “You have videos in each module”

o Laid out well, and consistent.

o (Appendix K5) My Grades Section, he liked how they were organized.

o (Appendix K6) “MySQL Resources” screen shot.

o (Appendix K7) “MySQL Databases” screen shot.

o (Appendix K8) “UML Diagrams” screen shot.

o (Appendix K9) “Assignment Calendar” screen shot.

o (Appendix K10) “Discussion Board” screen shot.


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Tim’s Suggestions

Switch from Content Folders, to Learning Modules

Consider incorporating additional tools provided by Blackboard

o Tests & Quizzes

o Rubrics

Might fit well with Final Project

Not used a lot by my peers

o Journals

If this was a full semester course, and not an 8 week accelerated course, suggest using

‘Availability Setting” for modules.

When asked, “On a scale of 1 to 5 stars, what would you give this course?”

Tim replied, “4 ½ stars, based on my suggestions listed above.”


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Quantitative: March 2016 - CSC230 Course Outcomes Survey Findings

An email request (See Appendix J) request to complete a simple survey (see Appendix E) was

sent to the 77 students who were enrolled in CSC230 course during the spring semester of 2014, 2015,

and 2016. The goal of this survey was to collect quantitative data points, and qualitative open-ended

supporting comments about their outcomes and experiences regarding taking the CSC230 course.

Sixteen students, 12 percent, responded to this request. The survey results are listed below.

Q2 - When did you take the CSC 230 Database Concepts with Web Applications course?

Answer % Count

Spring 2014 44% 7

Spring 2015 38% 6

Spring 2016 19% 3

Total 100% 16

Q1 - After taking CSC 230 Database Concepts with Web Applications did you take CST 258

Internet Programming?

Answer % Count

Yes 56% 9

No 44% 7

Total 100% 16


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Q3 - Did you earn your "Web Certificate" from MCC?

Answer % Count

Yes 31% 5

No 0%

Still in process 31% 5

Not a goal 38% 6

Total 100% 16

Q4 - Did you earn your Associates degree from MCC after taking this course?

Answer % Count

Yes 19% 3

No 0%

Still in process 44% 7

Not a goal 38% 6

Total 100% 16


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Q8 - Did you attend another college or university after taking the CSC230 course?

Answer % Count

No 94% 15

Yes - What school and program? 6% 1

Total 100% 16

Yes - What school and program?

Central Connecticut State University

Q14 - Did your experience and training in CSC230 help you to get a job in a related career?

Answer % Count

No 75% 12

Yes - Describe 25% 4

Total 100% 16


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Yes - Describe

I am currently database programmer

Working with MySQL help me by getting familiar working with database, have to use Sybase database

at one point

I finished the Certificate Program in Summer 2014 I got a job as web assistant in October 2014

Use database/web programming concepts weekly for programming custom Visual Basic application

and data mining at work

Q9 - Did your experience and training in CSC230 Database Concepts with Web Applications

help you to get job advancement, at an existing job?

Answer % Count

Yes - Describe 6% 1

Probably not 13% 2

No 44% 7

NA - It wasn't a goal 38% 6

Total 100% 16

Yes - Describe

From the course I gained the knowledge in database programming concepts that allow me to better

query large amounts of data from my work servers as well as create custom applications that I can

teach my team member to use


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Q10 - Were you able to use your CSC230 Database training for any personal or other database

projects?

Answer % Count

Yes - Describe 38% 6

No 63% 10

Total 100% 16

Yes - Describe

Planning on using this to help with a personal business project

Working on a database at work, but I'm not involved in programming it. At least I understand how the

parts all come together.

Frequently use SQL and databases in some of my programs.

Created a trouble ticket applications that allows me to keep track of clients and computers I do

computer repairs for

I am a Geek Squad manager and we work with clients who have databases


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Qualitative: March 2016 - CSC230 Course Outcomes Survey Findings

These are the responses to open-ended questions asked in this same survey.

Q11 – Describe any impacts your training in CSC230 either helped (or not) your life after taking

this course.

I took this course as part of my Associate's Degree program and hope to use that degree and the

information learned from this course and others to break into the software development field.

I have a life-long love of learning so there was a positive impact from taking this course, or any other

course for that matter.

Having just finished the course, I am not sure about the long term impacts. I do see the potential for

this course to assist me in my future goals.

I enjoyed the classes I rook with you, Professor Gruhn. I earned my degree in Programming, but

haven't found a job programming.

I ended up going in a completely different direction in regard to career, but I'm glad I have these skills

should a new opportunity arise that I wish to pursue.

Gained a better understanding of database creation and organization.

I learned new concepts

Great professor and course learned everything I needed to know about SQL!

Part of my current job deals with an SQL database. I'm sure that taking this course and getting the

MCC Certificate helped me get the job

This course was excellent in teaching programming concepts with databases. It allows me to easily

pick up other programming languages and start writing it them faster.

The class was designed perfectly to help me understand the basics in creating databases and I found

that applying that knowledge to my business has helped with assisting clients more effectively.


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Q15 - Please provide any other comments you would like to share, on your experience in the CSC

230 Database Concepts in Web Applications.

It was a very good class, well above average for online for-credit courses I've taken thus far.

It was a great educational experience and I look forward to the next session.

This was a very practical course. I have a strong understanding of databases.

I found out recently that I qualify for the Web Certificate, so I plan on applying for that even though I

received my degree in 2014.

Enjoyed the course, was challenged, and learned a lot while Prof Gruhn made the course enjoyable.

Thanks for the great experience!

I thought it was a great course and the Professor and Class made it a good experience. I learned a lot

of things that help me in my current job.

I think this was an excellent course. I was particularly fond of all the web development courses at

MCC, and the professor that taught this course made the learning process not stressful, engaging, and

easy to work with the material. The only thing I wish that the web certification program offered was an

associate’s degree rather than a certificate. seeing that more and more applications/services are

migrating to the, I feel as those this program could be expanded in to a full blown degree program

I have had great experiences not only with python and MySQL but overall the experience I had with

Professor Gruhn was very fruitful and his way of teaching actually got me to like programming!


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Qualitative: A Case Study, Semi-Structured Interview with Past Student

The initial plan was to hold a focus group session, from solicitations through the survey sent in

March 2016 of past students. Due to limited response and tight deadlines to schedule the focus

meeting, this turned into a single semi-structure interview with a student from the spring 2016 CSC230

class. One student unable to attend the focus group did send me an email of his story that is worth

reading, and is very similar to the semi-structured interview in this section (Appendix N). Diane has

allowed us to use her name, story, and feedback in this CSC230 program evaluation.

On Saturday, April 9, 2016, I was able to meet with Diane we spoke for about 40 minutes, the

session was recorded, and written notes were taken. I choice to include the entire transcript of the

interview in the report, because it typifies many of the stories I have heard from other students in my

CSC230 & CST258 classes.

One threat to this approach is the person asking the questions and recording the notes is also the

professor of the course, the risk of positive bias towards the evaluation is possible. Also, Diane the

subject of this case study had a positive experience in this course and program and this comes with a

bias as well. Often time’s people who have negative experiences in a program are unwilling to share

in an interview. Finally, Diane was a student in a class being taught by Professor Gruhn at the time of

the interview. It is possible the student, Diane, might lean towards providing positive responses to

please the professor. It is important to recognize the possibilities of these risks, even though the

motives of both Professor Gruhn and student Diane are to be objective and honest. Here is Diane’s

story.

Key: Bold Interviewer Question

Italic Interviewee Response

What were your expectations in signing up for the CSC230 course? Why did you sign up for it

and what did you hope to get out of the class?

My goal is to get the web development & design certification here at MCC, and this course is a part of

the curriculum. So, I went into this course, not knowing anything at all zero knowledge of MySQL. So,

in the fall I took Web Dev 1 and Web Dev 2, and I rolled into your course.

I started taking general education courses in 2012 towards a degree, any degree. It didn’t really

matter to me; I was doing one course a semester. Then I had a need in my current position I work at

UConn. In my department there is a job opportunity within the next probably year, for a publicity and

marketing manager. I am currently an executive assistant, and our publicity manager has been

mentoring me with the hopes I roll into it. So, when I heard about the certificate at MCC I was really

excited because it is helpful in my current position. So, I kind of side tracked from just Gen Ed classes

to an actual certification. So, when I am done with this in May I will go back to my courses towards

and general studies associates’ degree.

The certificate is for job growth and also fulfills electives towards the associate’s degree?


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Yes.

What was your knowledge of database going into this class?

Zero, no knowledge at all.

Did CSC230 along with your other classes prepare you for CST258?

Absolutely

In which ways?

Basically just writing and learning the language. Understanding why something works, understanding

the logic behind the language. As I said, before I knew nothing about web development or technology

or database language, Not only did CSC230 help me in CST258 so, did Web Dev 1 and Web Dev 2.

Leaning HTML, JavaScript, CSS, all of that is kind of coming together in this 258 class along with

MySQL.

Have you been able to use any of you learned knowledge from CSC230 in your job?

No, not for my current position, but, what it does help with understanding the language behind the

Adobe products we use to do the web development. You don’t need to know the behind the scenes with

Adobe products … understanding behind the scenes. I can know understand the language behind a

view source. I have a little knowledge of database because of working with the researchers in my

department, who work with large data sets, but had no hands on experience.

What do you know now?

I know how to pull the information, I see there is a way to pull the information. I see all the big data

sets they work with and I see the reports they compile, and I don’t know the in between. So now I know

the language on how to pull what you need to create the beautiful posters or white paper or whatever

end product the report requires. So, it kind of put that together for me. I knew that databases had

fields and columns, but I didn’t know how to manipulate it to get that final report, and now I have a

better understanding of that.

How can you envision using this knowledge gained from CSC230 in the future?

Basically to support my researchers, if there is anything I can do to help them accomplish their goal, I

will be able to help them do that. For the great good of the department just to help the staff all around.


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Tell me about your experience with CSC230.

I took it as an online course, I was very happy with the way the course was. I have taken other online

courses in the past that, I guess I didn’t enjoy them. They weren’t as organized, I stumble a long a little

bit. The one thing I really enjoyed was the videos and the tutorials. Particularly with an online course

I kind of miss that lecture when you take a classroom course. I really enjoy the lecture part of it. I felt

like I got that with the videos. It was just extremely well, how do I say it? Laid out, organized, you

covered all the questions that you stumble into as you go along with in an online course, and the

answer was always there. That was very helpful.

What can you do now that you couldn’t do before you took CSC230?

That’s a tough one. I can help my researchers create a final product for them, and I can visualize the

outcome, organize and prepare what it could look like in that end product.

What was the biggest surprise in a positive way with this class for you personally?

For me personally the class was the collaboration with other students. I found this class in particular

extremely helpful. There was a lot of communication between students, a lot of offering to help when

somebody gets stuck. That was almost critical in keeping up and keeping pace with the schedule a

pretty intensive schedule.

Why do you think that collaboration happened?

That is a good question. I not know. I don’t know any of these people. I don’t know their age group.

They almost sounded like a more mature group. A lot of the courses I have taken in the Gen Ed studies

are with kids just out of high school. So, they seemed to be more knowledgeable and more mature

group. And I think in that age level you are probably more willing to help.

Speak to the 15 weeks of content in the 8 week time frame of the class.

It felt like that. The first or second week you said students should be putting in maybe 12 hours a week

if you want to be successful. I have to tell you, I put into close to 20 hours every week. Maybe because

I am a slower learner, I don’t know. It was more hours then what I was prepared for. So it felt very

intensive. But it was doable. We did it. And as the course ran on it was less hours it did work its way

down to 12 or 15 hours a week. With no knowledge of the software and what to do with it, it takes time

to learn it and play with it. I am a hands-on learner. I can read the textbook. I can read the 500 pages.

I need to spend time playing with it.


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You said the 8 weeks was doable, would it have been a better experience if it was longer, and how

long would you suggest? 16? 12? Looking back at it now should it have been a full semester

class?

It is doable; it was more preparing my mind going into it. Okay this is how I have to budget my time

this week. I can figure out how to get 12 hours out of my week, trying to get 20 hours was harder. That

might not have been the case with every student; some students might have done it in 10 hours. But, no

I would change the 8 weeks. Once I found my groove the third or fourth weekend. And I wouldn’t

change it because getting my web certification; you do in one year. I started in September or August

of last year and I am done in May. I would not have wanted to extend that at all. My goal was to get

the certification as quickly as possible.

You talked about this class being doable. Did the actual structure of the class help that?

The structure of the class helped to make the 8 weeks doable. My past experience there was far less

communication, far less guidance, far less discussion between students. So yeah, that 230 class, yeah,

everything just seemed to work well.

So the time frame of knowing I will earn the web certificate is important to you?

Yes.

What impact did the web certificate courses have towards the type of associates degree you want

to earn at MCC?

Yes, as a matter of fact, I went to talk to my advisor this past Monday. I only have 12 credits left after

this certification before I can get my associate’s degree. So we did talk about switching it to

something more technical. It really doesn’t matter to me at this level. I am planning on rolling into

UConn for a four year degree. I feel I have a little more time to make that decision when I get to

UConn and will focus my classes more. My advisor is leaning towards not doing the technical degree;

rather take the Gen Ed courses that are the best course of action for me.

What would you suggest to make this course better to help achieve the expected or unexpected

outcomes of the class?

That’s a tough one, I have very little critical to say about the course. As I said it was one of the best

online classes I have taken.

I didn’t mention the textbook before, but that was a fantastic textbook. The way that it was laid out.,

learning in little pieces. I loved that. I really don’t have anything critical to say about the course.

Maybe the only thing is to tell the students early on to plan their time sooner, and this might be a

twenty hour week course, if I had the mindset earlier one to prepare for it early on.


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How intimidating was the book when you first got it?

Scary, I brought I home when I first got it, my daughter open it up before I got home. I told her to

open it up. And she goes, “Oh, No way! No, way!” - Because it is so thick. Honestly, it was the best

textbook I have ever used. And again the fact that you had the videos and you went page by page, by

page. And maybe you stumbled across a problem I would have had on my own, and you answered that

for us. It was really helpful to go page, by page with the video through the book. It was a fantastic way

to learn.

Is there anything you would suggest to the web certificate program overall? You are graduating

in a month and a half. What do you think about your overall web certificate program

experience?

I was really leery of taking all of this online. Like I said, I do enjoy classroom experience and the

actual lecture. And I found that the teachers who created this certification program and the online

program were exemplary. It was an experience far better than I ever anticipated. I kind of went in to

it kicking and screaming, oh god I wish I could do a classroom class. Really the amount of time it

saved me online, going back and forth to campus, and what I learned from it. It is far beyond my

expectations. I don’t know if I have any suggestions, I think it was done very well. I am keeping

current and pace in this current 258 class. The first couple of weeks downloading software, it always

takes time. I think I found my groove and I am caught up.

I have one last question. First of all thank you very much for participating in this interview. Is

there anything I didn’t ask you that was missed that you would like to share about the course, or

web certificate program overall?

I was really pleasantly surprised about the experience wasn’t really expecting it going in to it. How

much I would enjoy it. I enjoy going to school. I am a lifelong learner. I will continue to go to school.

It was an experience I didn’t expect, a pleasant experience. It was really hard work. It was great I

thoroughly enjoyed it.


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Qualitative: Student responses to a quick email request.

In order to ascertain how many current students were near reaching their final goals of

graduating from MCC with a web certificate or a degree. In the spring 2016 CST 258 course, of which

students in this course took CSC230 on April 24 I sent an announcement via Blackboard to the class of

14 students asking the following;

“If you are graduating MCC with either a Web Certificate or an Associate’s degree (or both)

please email me and let me know, and with what. Thanks. prof.gruhn”

Response: Student A

“I am going for a web tech certificate. I may however take a little break, not sure though and probably

not but a break feels nice to think about, as I only have the project management after this to do.”

Response: Student B

“I'll be graduating this semester with an associate’s degree in Computer Programming Technology

(god willing).”

Response: Student C

“Thanks for your email. I have finished all my course work for my Programming Certificate and I am

only one course (Project Management) away from the Web Certificate. I have to talk to advising to

make sure I can graduate in August with both certificates. If I can I will take Project Management this

summer.

I am undecided about what I am planning in the future. I want to continue teaching for now, but I may

eventually want to pursue a career in web development or programming. If you have any advice on

next steps for either self-study or job paths, I would appreciate it. I really love programming and have

learned so much at MCC.”


34



I could easily talk for hours about online education, especially in context of learning web

technologies and certificate programs like offered by MCC and ACC. Like many teachers, I was

hesitant about teaching online. While at ACC, I actually turned down an opportunity to teach online for

a couple of semesters. Turning them down for pretty much for the typical reasons most professors not

wanting to teach online cite; lack of classroom community, lack of student interaction, lack of students

listening to my brilliant lectures, and more. But once I figured out that today’s students live in this

‘instant-on’ technology world, I learned, developed, and exploited the right tools to realize this new

dynamic teaching/learning paradigm. It is not better or worse, it is just different, all my arguments

faded away. Yes, I still enjoy teaching on-ground. Yet, at the same time I enjoy online education as

well.

The focus of this program evaluation was on the CSC230 course, which I have now taught for

three spring semesters 2014, 2015, and 2016. Also, I believe MCC is planning for me to teach the

same schedule in the spring of 2017. When handed this course, I was given a blank sheet of paper for

me to design my own program. I did have the 2009 course proposal document (Appendix H). But,

that is it; no syllabus, no textbook, no course outline, and no context of understanding what the MCC

web certificate program. The first semester, I brought over instructional tools I created at ACC from

the web development, and PHP/MySQL courses I taught there. This was a good start, but after the

first semester I saw a huge need for a stronger textbook and unified approach to the CSC230 &

CST258 courses. That is why I sought out and introduced the Murach textbooks to both courses. They

have proven to work well. I have always said, “As an instructor, it takes at least three semesters to get

a course down.” I have just completed my third semester, second using the Murach textbooks. I am

very much looking forward to implementing the various recommendations discovered during this

program evaluation exercise to the two courses in the spring of 2017. This raises the course level of

scholarship and skill training to the next measure.

As an educator, I continue to struggle with the balance of wanting students to be successful,

students liking the class, liking me as a teacher, and applying academic rigor to my courses. Computer

technology courses, like Python program, MySQL, PHP are different then learning other courses

offered like U.S. History, Psychology, or the Math and Sciences. The courses offered in this technical

arena are much more skill based, over that of theory and memorization of facts. Also, in the computer

industry it is okay to google for the correct answer, it is not viewed upon as cheating. Nevertheless, it

is important to provide a stronger academic rigor to my course instruction. The percentage of college

professors who use or adhere to rubrics appears to be low. You are either a rubrics person or not. I

would like to implement rubrics to my weekly assignments in both CSC230 & CST258. I believe this

will help me in my grading of student work, let students know what is expected, and increase the

overall quality of instruction and rigor to the classes.

Students like the structure and format I use in my online offerings. I have been influenced in

my course design by the Quality Matters approach, which we use at Quinnipiac University, another

school I also teach online graduate degree level courses. Students like the videos, of which I will be

updating for spring 2017. In general, as an online instructor, I believe I am on the right track with this

CSC230 course. The key is to not settling, always refining, and always to be willing to adjust mid-

stream as the dynamics of a given class might change.

The stories I have heard over the past three years from students are mostly stories of success.

Students have improved their job situation, received jobs, graduated with web certificates, college

degrees, and moved on to further their education. While the MCC web certificate program can and

should always be refining improving itself to meet the ever changing needs of its population, I believe

we are on the right path.


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Conclusion and Implications

Conclusion

While the CSC230 Database for Web Applications course, is fast paced, filled with demanding

and difficult content, and presented in an online environment, where students need to manage their

time and be self-motivated; most students like the course and were successful. They have, or will

graduate shortly with either a web certificate or associate’s degree from MCC.

While most students (62% of those who responded to the survey) are seeking a degree or

certificate for MCC; 38% of students who responded to the survey are not seeking a web certificate or

degree. They wanted to learn database skills. This was a surprise to me. In each of the three CSC230

classes I have taught, there have always been two or three stories from students who were directly

benefiting from their CSC230 course work at their current jobs while taking the class. I would like to

get actual graduation rate numbers from the MCC reporting office.

15 to 25% of enrolled students either fail or withdraw from the course. In emailing with a

couple of students, the limited amount of time available is a key constraint for them. My personal

observation is a few of them do not have the academic skills to handle such a demanding course. The

failure and dropout has increased over the past three semesters in part, due to an increase in applying

stronger academic rigor to the course. When I see a student who might fail, I have encouraged them to

withdraw from the course. I am also getting tougher on my grading.

Students might be more successful if the CSC230 & CST258 courses were taught in 15 weeks,

instead of 8 weeks. One student suggested 10 weeks. But, it is important to students that the web

certificate is able to be completed in one year. Is there a way to offer CSC230 & CST258 in an

extended time format? Can we lengthen an accelerated course? I personally liked the idea of ten

weeks.

I also teach the Python course at MCC. When I find students who have an aptitude for this

technology I have encouraged them to take CSC230 & CST258. Several have taken these courses, and

are now seeking a web certificate, or at bare minimum are happy with the increased technology skill

set. The Python class has been a gateway course into the web certificate program for some.

As a teacher of two of the courses in the web certificate program, I have never met with the

entire staff or program leaders. I feel like I am teaching in a vacuum, and would like to see some

better community of staff, maybe organized meetings to meet the other instructors, to discuss course

content and continuity across courses in the program. I question if my expectations of students skills

as they enter my course are the same as those who are preparing these students, i.e. Web 1 and Web 2

courses? What materials are being used and skills being taught

There is a need to engage the MCC Learning Center, to provide tutors trained in MySQL and

PHP. Perhaps to engage past students who proved to be strong in the CSC230 & CST258 courses as

tutors for the future?

Most directly for me personally, I am mostly doing the right things the right way. This past

semester showed me that I do need to update my videos to improve the quality to high-definition. Also

the videos need to be in alignment with the new edition of the textbook and to be sure all assignment

sheets are in-line with the same. Other improvements I plan on making for the spring 2017 semester

are listed below.


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Items to implement before next CSC 230 Course Offering, Spring 2017

I would like to have one of my Quinnipiac University Online Instructional Designers, who are

all trained in “Quality Matters” online course design standards review both my CSC230 &

CST258 courses. I wanted to include this in this evaluation. But due to time limitations I could

not.

Update all the CSC230 videos

o Use current textbook

o Use improved software to improve video quality to High Definition

o Add tags to the videos, so students can easily jump to certain sections

Review and update all homework assignment sheets to insure they are current and accurate.

Change Blackboard structure from ‘folder based’ to ‘module based.’

Devise a better methodology to communicate to the students, the amount of effort and time

they will need to complete the course.

Develop assignment rubrics to improve the quality and consistency of grading.

Open Questions for Continued Discussion

Some students do not like the accelerated eight-week format, yet completing the Web

Certificate program in one year is important to students. One student suggested a 10 week

option, which could be considered.

We need to adhere better to this perquisite requirement. Students from both MCC and

Asnuntuck Community College (ACC) who have entered CST258 Internet Programming,

without CSC230 have struggled with the CST258 requirements. The problem especially arose

with ACC students coming to MCC to meet their CST258 requirement at MCC.

How can we assure continuity of skill sets across all courses in the web certificate program?

As well as, better communication of the various faculty and program leaders? As a teacher in

this program, I feel alone.

Should rolling start dates for the certificate program be considered? This would require offering

the courses two times a year instead of one.

Can we standardize on online course design for all the courses in the web certificate program?

Students respected the Murach book. We could have a discussion on standardizing textbooks.

Future Research Plans

Work with MCC reporting team, to compare course/certificate attendees to actual graduation

rates. Did the actuals meet the goals set out in January 2009 (Appendix B)

Due to time constraints, the two semi-structured interviews were not transcribed. This will be

done in the future, and then coded for themes. The findings will then be added to a future

revision of this evaluation.

Expand an evaluation to include the entire MCC Web Certificate program, not just this one

course. Did the Web Certificate meet its goals as set forth in 2009? What are the web

Certificate program goals for the next 1, 3, 5 years? Is the current program in alignment with

current web technologies in play today?

Include more of the MCC Web Certificate stakeholders in future research and evaluations.

Can/should the web technologies play a stronger role in the MCC A.S. terminal degree?

Can I use the MCC Web Certificate program for my thesis? What question(s) need answers?


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References

Creswell, J. W. (2014). Research Design (4th ed.). Thousand Oaks, California: SAGE Publications,

Inc.

Patton, M. Q. (2002). Qualitative Research & Evaluation Methods: SAGE.

Posavac, E. (2015). Program evaluation: Methods and case studies: Routledge.

Teddlie, C., & Tashakkori, A. (2009). Foundations of Mixed Methods Research. Los Angeles, CA:

SAGE Publications, Inc.


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Appendices


39


Appendices A: Consent to do CSC230 program evaluation email thread

Gruhn, Paul E Sent: Monday, February 15, 2016 12:46 PM To: Gnall, Richard P

Thank you for the consent. It is my plan to give you a copy of my final project, for the very reasons I know you are interested in.

- Paul

From: Gnall, Richard P

Sent: Sunday, February 14, 2016 9:18 PM To: Gruhn, Paul E

Subject: RE: Question

Paul -

These are all great and innocuous questions. I think that if you inform them that you are conducting a survey and assure them that tabulated results will be anonymous you should go ahead. I (and MCC) would be

interested in the results. - Richard From: Gruhn, Paul E

Sent: Wednesday, February 10, 2016 6:04 PM

To: Gnall, Richard P Subject: Question

Richard,

I am taking a course called "Program Evaluation" for my doctoral studies. My final project is to do a program

evaluation on some program using the format and methodologies I am learning in the course.

I am thinking about using my CSC230 Web Database class as the program I evaluate.

Student long term outcomes are a key measurement. I would like to email my past students of CSC230 Spring 2015, & Spring 2014) and ask them a couple of simple questions related to their long term outcomes. Their

identities will be hidden from all documents. See the questions, below I would like to ask. I still need to refine

them (and the wording).

Is this something I need your, or other people's approval to do? Please advise.

Thanks, Paul

Basically, I want to ask...

1) After taking CSC230 did you take CST258, and how did CSC230 prepare you for CST258

2) Did you earn a Web Certificate from MCC, because of taking CSC230? 3) Did you earn an Associate’s Degree form MCC because of taking CSC230?

4) Were you able to transfer your CSC230 credits to another college towards earning another degree? If so,

which College? Which degree program? 5) Did your experience and training in CSC230 help you to get a job in a related career?

6) Did your experience and training in CSC230 help you to get job advancement, at an existing job? 7) Were you able to use your CSC230 training for any personal or other database projects?

8) Are there any other ways your training in CSC230 either helped (or not) your life after taking CSC230?


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Appendices B: 1/26/2009 – MCC Web Technology Certificate Program Approval Form

Part A – Program Description

College: Manchester Community College

Program Title: Web Technology Certificate, (existing degree is Computer Technology, A.S.)

Proposed Implementation Date: Fall 2009

Characteristics and Objectives:

There is virtually no job that remains untouched by the modern technology of the Internet and the

World Wide Web. This proposed Web Technology certificate program will technically prepare

students to handle the continued advancements of the World Wide Web and acquire the critical skills

needed to conceive, build and maintain sophisticated web sites. Students will be provided with a

comprehensive look at the administration of web content and its complexities. This certificate

program will also offer those in the current high-tech industry the opportunity to upgrade their skills

in the web area for possible advancement or new job placement.

Graduates of this program will apply important programming techniques for web application

development and understand the connection between web document design, web programming,

document delivery and processing technologies through their ability to:

Utilize the core technologies of XHTML and CSS for web publishing. Write code effectively and build easily navigable sites, Demonstrate competency in programming languages commonly used in developing

and servicing Internet web sites, both client-side and server-side. Develop applications capable of functioning over a distributed network. Demonstrate proficiency in developing complex web sites incorporating database

driven technologies. Analyze, present, produce and manage content.

Curriculum: See attached degree information.

Course Credits

CST*150 Web Design & Development I 3

CST*250 Web Design & Development II 3

CSC*230 Database Concepts with Web Applications 3

CST*258 Internet Programming 4

Total 13


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Description of career-ladder opportunities:

Positions for web developers are expected to increase by about 38 percent through 2016 because of

the increasing necessity for the internet and internet applications. A demand for increases in

technology, for faster, more efficient programming and design systems and increased reliance on the

internet will help facilitate this growth. According to the Salary.com, www.salary.com, the average

median salary for web developers during 2008 was $60,000 - $65,000; however, that number is

expected to grow and senior positions earn more.

Education Requirements for Web Developers

Web designers typically have a background in computer languages in addition to an understanding of

computers, computer programming and computer development. Internships provide further

opportunities for training and experience, and are especially important for students who have only a

certificate or associate's degree and are also useful for career advancement. Web developers need

current knowledge of advancement in their field, a need served by continued education.

Web Developers can work in just about any industry from Insurance and finance to Government and

Non-profit Organizations. Careers include programmer, webmaster, host administrator, software

architect and roles leading to more complex, high-level design areas.

Estimated Enrollments (per year): 5-10 (2009) and continue to double each academic year.

Estimated Completions (per year): 5–10 (2010)

Part B - Program Justification

1. Relationship to mission, role and scope:

The proposed Web Technology certificate program will complement current Manchester Community

College programs in computer science and technology. Web technologists have much in common

with computer systems analysts, computer technologists, web designers, and workers in other

computer and multimedia fields. All of the courses proposed in this program already exist here at the

college.

In my review of local and state-wide community colleges seven of our community colleges were

offering a web-based certificate program in the areas of graphics design, multimedia and/or

development which compliments this proposal.

2. Description of efforts to establish cooperative program arrangements: Our relationship with local

business and industry continues to grow through our contacts with the Advisory Board and the

college. Over the past six months local small companies and non-profit agencies have requested help

from current students enrolled in our CST*150 Web Development & Design course to improve their


42


web presence. Six students have volunteered to work with these companies and design websites for

hands-on experience.

3. Evidence of need in college service region: This certificate program proposal is the result of

ongoing requests from current students and industry who desire updated web development skills.

The Center for Business & Technology Division here at MCC has prided itself on the quality of courses

it has been able to offer its students over the years. Many of these courses are driven by industry

needs and trends, much like this proposed program. A continuation of the support for a web-driven

certificate as the one proposed, is also outlined by the World Organization of Webmasters (WOW)

market analysis collected from its annual Web professional survey along with survey results provided

to WOW from the Information Technology Association (ITAA). Some interesting results include:

Despite the downturn in the economy and the demise of many dot-com's, the future looks bright for Web professionals. Thanks in part to growing demand for e-commerce, the scenes behind the millions of electronic transactions everyday are the individuals and teams of Designers, Developers, Administrators, Marketers and Managers that make up and manage web sites.

The vast majority (80%) of all Information Technology (IT) workers including Web professionals work for small companies.

92% of the IT professionals work for non IT companies. It's less expensive to spend the money for training an existing employee than to hire a new

one. Companies can keep their talented employees on the job with minimal interruptions. Every retained employee gives and edge over potential competitors.

A recent search at the Monster job site retrieved over 10 jobs posted in the past 30 days just in

the Hartford area. Most of the students being served are already in the area of computer

technology and sciences looking to enhance their web skills or internet knowledge.

Resources Required for Implementation:

Faculty (full-time/ part-time): All courses are currently being offered and taught at MCC. There may be a need to create

an adjunct position to support industry-relevant programming skills to keep this certificate current.

Staff support: The support of our Lab Assistant here in CBT and the MCC Information Technology department to

continually support and maintain computers and installation of new software.

Library: Update database listings to support this program.

Equipment: We can use current technology in classrooms to run core classes. Purchase Adobe® Creative Suite® 4 student

editions at $399 per unit for a 20 person licensure. Purchase of 2-3 Mac laptops for testing and demonstration for cross-

platform development at $2000.00 per unit.


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Computer Technology, A.S. Degree (Web Certificate courses are in bold)

Gen Ed ENG* 101: Composition 3

Gen Ed MAT*1185: Trigonometric Functions 3

CST*201 Introduction to MIS 3

CSC*125 Prog. Logic & Design with C++ 3

Gen Ed PSY*247: Organizational Behavior or any Mode 6 3

Subtotal 15

CSC*215 Obj-Oriented Programming Using C++ 4

Gen Ed MAT*186: Precalculas 4

CST*131 Network Theory & App. 4

Gen Ed COM*173: Effective Speaking 3

CST*205 Project Management 4

Subtotal 19

ENG*202 Technical Writing 3

CST*141 Computer Hardware Maintenance 4

MAT*165 Elementary Statistics with Computer Applications 4

Gen Ed Any Physics 4

Subtotal 15

CSC*230 Database Concepts with Web Apps 3

Elective Technical Elective – Choose 2 (see list) 6-8

Gen Ed Mode 1 3

CST*123 Computer Operating Systems 4

Subtotal 16-18

Total Credits Required 65-67

Technical Electives List—

Programming Interest:

CSC*205 Visual Basic .Net I 3

CSC*206 Visual Basic .Net II 3

CSC*226 Obj. Oriented Prog. w/Java 3

CST*258 Internet Programming 4

Operating Systems Interest:

CST*237 Operating Systems: Windows Workstation 4

CST*238 Operating Systems: Windows Server 4

Web Interest:

CST*150 Web Design & Development I 3

CST*250 Web Design & Development II 3

Networking Interest:

CST*132 Networking Infrastructure 3

CST*277 Network Security Implementation 4


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Appendices C: CST258 Fundamentals of Internet Programming Course Syllabus

CST258 Syllabus Page 1


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Appendices D: MCC – Web Technology Certificate Requirements

Source: MCC Academic Catalog, 3/23/2016


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Appendices E: MCC – Computer Programming Technology A.S. Degree Requirements



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Appendices F: MCC – Computer Programming Technology Certificate Requirements



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Appendices G: CSC230 Database Concepts with Web Application Course Syllabus

CSC230 Syllabus Page 1


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Appendices G: CSC230 Syllabus Page 2


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Appendices H: 3/30/2005 – MCC CSC230 Course Proposal Form


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Appendices I: CSC230 Course Evaluation Form, created by Paul Gruhn

Professor Gruhn has used this course evaluation form for over twenty years. It is in each class

he teaches as an additional evaluation form alongside of the standard course evaluations the various

academic institutions require students to complete.

CSC230 Course Evaluation: Spring 20##

I. What did you like about this class?

II. What did you dislike about this class?

III. What suggestions can you offer to improve this class?

IV. Describe this class in one sentence.

V. Describe this class in one word.


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Appendices J: CSC230 - Spring 2015 – Student Evaluation Responses - Questions 1 -3

What did you like about this class?

Working with sql

Having videos to watch for the chapters (2x)

The textbook (2x)

Course requirements were stated clearly in the syllabus.

The Professor was timely in providing feedback and returning assignments.

The technology used in the course supported the goals of the course.

Instructional technology allowed me to achieve my goals.

Professor was very helpful.

I liked that it was difficult (liked to an extent).

Learning the different SQL commands/skills.

The skyping option.

The interaction

I liked learning about databases and the back-end

I loved getting the chance to learn by trial and error. The hands on approach really helped and I

could work at my own pace.

The final project was structured but left open ended, which gave me some creativity on what

type of database to create

The learning materials were helpful - the book, online tools, but most of all the videos.

Teaching Style

Professor’s flexibility (really, thank you)

The Content (it’s seriously cool to have learned another facet of the Structured Query

Language, walking into this class I had experience with MS SQL Server 2010 and Access

2013, so being able to use MySQL workbench and NPP (which I have used before) is

beneficial, even if I prefer MS SQL Server )

The information learned and how thorough the course was.

That the entire book was covered and was easy to follow

It was straight and to the point.

I found the class very interesting as a subject even though I am not really sure I want to further

using it. Though for some of the things I want to do I can see this as functional

I loved the tutorial videos that the Professor made; I’m a visual learning so the videos helped

me immensely.

Also liked the layout of Murach’s book, one page of reading than on the opposite page a

shorten outline version.

Also Professor Gruhn was a great professor. He was constantly updating us, making videos,

and just making sure he stayed connected with his students.

Structure of the course

Professor’s availability


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What did you dislike about this class?

Some book confusion

Uploaded files not being correct

Class is very fast paced because lot of learning materials got covered in small amount of time.

The lack of ability to interact.

The textbook was sometimes not very helpful.

Sometimes the exercises were not clear enough.

Taking screenshots and putting them in word documents (screenshots were fine, but it was a

pain to copy/paste them).

The videos were unhelpful; they were very hard to view and read.

The last week of class was crammed and was not a full week.

Too much to do at the end. Was expecting the last week to be a full week.

The discussion boards are hard to interact on without direction- Not specific to only this class.

How to present the work. Screenshots are very tedious

Some things were entertaining but still not something I am interested in

I disliked the 8 week accelerated time frame for this class. Even though 1st semester

HTML/CSS course was extremely hard I was able to get through with a lot of hard work and

not feel rushed. I thought this semester even though the work was extremely hard I felt super

rushed and wished we had more time to take certain chapters a bit more slowly.

I disliked the database administration portion of Murach’s book. Unlike the previous chapters

we’re everything was written clearly, the last couple of chapters were very confusing.

What suggestions can you offer to improve this class?

Resolution on videos, it was hard to read the code being written sometimes

The class can be extended for few more weeks to enhance the learning experience.

More interaction within groups of students and professor.

To be honest, choose a different textbook (if it’s in your power, that is).

At the beginning of the course, make sure the homework sheets align with the book.

The videos were hard to read. Perhaps a different resolution?

The syllabus encouraged discussions on the class discussion board, but I find it hard to interact

without a reason. Finding more ways to encourage the discussions would benefit the class

participation aspect.

I honestly don’t have anything that I truly disliked about this course. Unlike my previous

course in Database Design, this went more in depth. So where in a previous course I had

learned about giving, say, Aliases to rows, I was used to doing it using MS SQL, not MySQL.

But seriously, I didn’t dislike anything

This is one of the best books I have had for a class and the videos are awesome. Great job

My only suggestion would be to lengthen from 8 weeks to maybe a 10 week course. That way

we can explore this book at a slower pace because there’s just way too much info to be

absorbed. And for those of us with no or very little database experience, the extra 2 weeks can

make a world of difference.


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Appendices K1: Online Course Screen Shot - “Getting Started”


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Appendices K2: Online Course Screen Shot - “Announcements”


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Appendices K3: Online Course Screen Shot - “Syllabus”


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Appendices K4: Online Course Screen Shot - “Course Content”


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Appendices K5: Online Course Screen Shot - “My Grades”


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Appendices K6: Online Course Screen Shot - “MySQL Resources”


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Appendices K7: Online Course Screen Shot - “MySQL Databases”


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Appendices K8: Online Course Screen Shot - “UML Diagrams”


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Appendices K9: Online Course Screen Shot - “Assignment Calendar”


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Appendices K10: Online Course Screen Shot - “Discussion Board”


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Appendices L: Email Sent for Survey to Past Students (Spring 2014, 2015, 2016)

On Wednesday, March 2, 2016 the following email was sent to 77 past students of the CSC230

Database Concepts with Web Applications Spring 2014, 2015, and 2016 semesters course to solicit

their participation in the survey listed in Appendix E.

Hi there, I know it's been a year or two since many of you have heard from me. Do you remember all the fun you had learning MySQL in the CSC230 Database Concepts course? I need your help. As many of you might remember I am working on a Doctorate degree. This semester I am taking a course called "EDLD 808 Program Evaluation" ... I am using the CSC230 course which I teach as my final project. Basically, I am doing a complete evaluation of the course based on the principles I am learning in this course. You can help me by completing a very simple survey form I have created. The main focus of the survey is how did the CSC230 course help you in your future activities. Your identities will NOT be known to me or anyone else, and your answers will not be traceable back to you. Please click this link below, and complete the survey. https://yalesurvey.qualtrics.com/SE/?SID=SV_diYIFJs5CaUFC7z Your participation is really appreciated. * Also, I am thinking about holding a focus group session at MCC on a Saturday morning, I will provide coffee, donuts, fruit, and juice. The goal of this session is to talk about how the course helped you (or not) with your goals. If you are willing in participating in this focus group, please reply to this email to me and let me know "Yes, happy to be a part." * Again, thank you all for your help. I do hope you are all doing well in what ever endeavors you are taking. You can email me back just to say "Hi" even if you don't want to be a part of the focus group. Thanks in Advance, Prof. Paul Gruhn

https://yalesurvey.qualtrics.com/SE/?SID=SV_diYIFJs5CaUFC7z


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Appendices M: Survey Sent to Past Students (Spring 2014, 2015, 2016)

CSC230 - Outcomes Survey - March 2016

Q1) After taking CSC 230 Database Concepts with Web Applications did you take CST 258

Fundamentals of Internet Programming?

Yes

No

Q2) When did you take the CSC 230 Database Concepts with Web Applications course?

Spring 2014

Spring 2015

Spring 2016

Q3) Did you earn your "Web Certificate" from MCC?

Yes

No

Still in process

Not a goal

Q4) Did you earn your Associates degree from MCC after taking this course?

Yes

No

Still in process

Not a goal

Q8) Did you attend another college or university after taking the CSC230 course?

No

Yes - What school and program?

Q14) Did your experience and training in CSC230 help you to get a job in a related career?

No

Yes - Describe

Q9) Did your experience and training in CSC230 Database Concepts with Web Applications help

you to get job advancement, at an existing job?

Yes – Describe

Probably not

No

NA - It wasn't a goal


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Q10) Were you able to use your CSC230 Database training for any personal or other database

projects?

Yes – Describe

No

Q11) Describe any impacts your training in CSC230 either helped (or not) your life after taking

this course.

Q15) Please provide any other comments you would like to share, on your experience in the CSC

230 Database Concepts course.

Created using: http://www.qualtrics.com/

http://www.qualtrics.com/


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Appendices N: Email from a previous CSC230 student

Hello Professor Gruhn,

Don’t know if you remember me. I took both CSC 230 and 258 in the spring of 2014. After that I

took Project Management and completed the MCC Certificate Program in the summer of 2014. I was

able to get a job in October 2014 as a web assistant. It was the first paying job I had since I stopped

working in 1998 to be a stay at home mom. I volunteered in non-profit activities (creating and

managing websites) when not working. Now I work for a NYC based art company in a small satellite

office that is about 15 minutes from my home. I know that completing the MCC Certificate Program

helped me get the job.

I completed the survey and would be interested in the focus group if I were available. Do you have an

idea of which Saturday it would be?

I have been at my current job for more than a year and like what I am doing. I manage an ecommerce

website, work with a database (Counterpoint SQL), manage a blog in WordPress, prepare and send out

email blasts with mail chimp and do a host of other things. I got a great evaluation from my boss after

just 3 months. However, the company is not great about compensation so I may be looking at other

options where there is more potential for growth. If you hear of any opportunities or have suggestions,

I would welcome them.

Good luck with your Doctorate endeavors. I really appreciated the CSC230 course and enjoyed the

challenges it gave me. I have no doubt that working on the certificate program helped me get back in

the workforce. It was the first job I applied for (I know I was really lucky!).

Thanks for all you did to make the course interesting and challenging. Let me know what you decide

to do about the focus group.

Best regards,


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EDLD808 Program Evaluation Final Project Final Paper - Online Education

Education

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