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Program Review Report

Associate of Science in Information Technology

& Certificates in Information Technology

Educational Program at

Sitting Bull College

2015-2016

Prepared by: Les Siewert

Final Report Submitted: May 25th, 2016

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Table of Contents

Executive Summary .............................................................................................................................. 3

Program Description Summary ................................................................................................................... 3

Program Self-Evaluation Summary ............................................................................................................ 4

Program Planning Summary ......................................................................................................................... 4

Comprehensive Analysis .................................................................................................................... 6

Role of the Information Technology Education Program within SBC ............................................ 6

Program Outcomes for Associate of Science in Information Technology (SBC, p. 133):.................. 6

Associate of Science in Information Technology Degree Plan (SBC, p. 143) ......................................... 7

Certificate in Information Technology Degree (SBC, p. 142) ....................................................................... 8

Program Outcomes for Certificate in Information Technology A+ (SBC, p. 133): ............................. 8

Program Outcomes for Certificate in I.T. Maintenance / OS / Networking (SBC, p. 133): ............ 8

Certificate in Information Technology Degree Plans (SBC, p. 142) .......................................................... 9

Program Personnel .......................................................................................................................................... 9

Program Productivity ................................................................................................................................... 10

Program Graduates ....................................................................................................................................... 13

Program Revenue........................................................................................................................................... 14

Program Budget .............................................................................................................................................. 14

Advisory Committee ...................................................................................................................................... 17

Summary of Advisory Meetings ................................................................................................................ 17

Program Self-Evaluation ................................................................................................................... 18

Faculty ................................................................................................................................................................ 18

Student Relations ........................................................................................................................................... 18

Curriculum Content, Design, and Delivery ............................................................................................ 19

Institutional Support .................................................................................................................................... 21

Importance to the College and other Programs .................................................................................. 21

Obstacles and Opportunities ...................................................................................................................... 22

Program Planning ............................................................................................................................... 28

Trends ..................................................................................................................................................... 28

Appendix A ............................................................................................................................................ 30

Sitting Bull College Faculty Satisfaction Survey .................................................................................. 30

Faculty Background....................................................................................................................................... 31

Appendix B ............................................................................................................................................ 32

Program Review Participants .................................................................................................................... 32

Appendix C ............................................................................................................................................. 33

References ............................................................................................................................................. 33

Appendix D ............................................................................................................................................ 34

Completed Program Review Signature Page ........................................................................................ 34

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Figure 1 IT and SBC Student Enrollment 2011-2016 ...................................................................... 10

Figure 2 ASIT and SBC Persistence and Retention Rates 2011-2016 .............................................. 12

Figure 3 IT Total Income and Total Budget Expenditure 2011-2016 ............................................... 16

Figure 4 IT Budget Expenditure as Percent of IT Total Income ...................................................... 16

Table 1 IT and SBC Student Enrollment 2011-2016 ...................................................................... 10

Table 2 ASIT and SBC Persistence and Retention Rates 2011-2016 .............................................. 11

Table 3 IT Program Revenue 2011-2016 ...................................................................................... 14

Table 4 IT 5-yr Budget NACTEP & Title III Part A .......................................................................... 14

Table 5 IT 5-yr Budget NACTEP & General Fund Faculty Overload ................................................ 15

Table 6 IT Program Total Income and Expenditure 2011-2016 ..................................................... 15

Table 7 Expenditures for IT Classroom Equipment ...................................................................... 22

Table 8 SR Reservation IT Jobs and Openings ............................................................................. 29

Executive Summary

Program Description Summary The Information Technology educational program at Sitting Bull College is designed for students

interested in working with computer hardware, software, networks and devices in order to offer

technical support to employers and customers in many diverse settings. It also prepares students

for transfer into a four-year institution of higher learning. Graduates will have the skills,

knowledge, and ability needed for employment in entry-level computer technician positions with

an Associate of Science degree from SBC, or with Certificate(s) in Information Technology from

SBC.

Career opportunities include employment in a wide variety of business and government areas,

especially education, health care, financial services, public utilities, sales, and manufacturing.

Individual persons also own personal computers, home networks, and a wide variety of other

computerized devices that need support. In addition to acquiring technical skills to work with

computers, networks, and devices, students develop teamwork and communications skills to

work with employers, co-workers and end-users. Employment in the field of information

technology is expected to grow faster than average for all occupations throughout the next

decade due to population growth and increased economic activity centered on North Dakota’s

healthcare services, financial services, and oil and gas industry.

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Program Self-Evaluation Summary The Information Technology (IT) program has one full-time staff member, Les Siewert, who is

certified by the North Dakota Career and Technical Education Department to teach Information

Technology at the post-secondary education level; Mr. Siewert teaches eight or more

Information Technology classes annually. Four adjunct faculty members teach additional classes

in office technology, database use, website design and programming.

Courses are taught in the Science and Technology Center computer lab 105, with course content

delivered in a variety of modes to meet the students’ needs; face to face lecture, online, and

hands-on and simulation laboratory. The SBC library also supports students by providing a

variety of media resource for student usage. The library continues to expand its holdings, with a

large increase in digital resources; especially access to remote databases of articles and papers

from print publications that SBC could not afford otherwise.

Every two years (in advance of the biannual publication of the SBC Bulletin) the faculty

members and advisory committee have examined the IT course offerings in relation to similar

programs at other tribal and state colleges. Changes have been made in order to keep the

program up to date and competitive; some courses have been eliminated, others modified, and

new courses added. For examples, in the most recent revision for the SBC Bulletin 2014-2016,

an Access database class was dropped, while a second Programming class and a GIS/GPS class

have been added as options to the degree plan. The number of credits required has been

increased overall from 66 to 69. Recommended Course Sequences have been created, increasing

the likelihood that students will complete in five or six semesters without using up their

eligibility for Pell Grant funding.

Program Planning Summary Program planning is a part of the ongoing assessment process. Annual systematic analysis of

program outcomes allows for program adjustments in any needed area. This analysis of program

activities and outcomes plays a major role in program planning, with additional input coming

from the advisory committee to meet the needs of the students and the changing needs of the

industry. Program planning is essential to increase the effectiveness of instructors and to set

priorities for the department.

The largest current department need is to secure additional funding for purchasing networking

lab and workbench test equipment, which would assist the instructor with the two current

networking classes, and will be required if the SBC IT education program wants to offer more

advanced networking classes. Additional funding would also assist in purchasing cameras,

microphones and computer hardware and software to be used in developing departmental

resources such as DVD’s demonstrating core concepts, and for capturing lectures for on-line

streaming and downloadable training materials. Laboratory workbenches and storage cabinets

should be added to the classroom; although this might necessitate the removal of a number of

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computers that are currently used by non-IT students, it would bring numerous class activities

into reality, rather than using simulations.

Les Siewert, as IT program instructor and advisor, is the author of this program review report.

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Comprehensive Analysis

Role of the Information Technology Education Program within SBC From the Sitting Bull College 2014-2016 Bulletin: “We live in a computerized and networked

society, and supporting these computers and networks offers a wide job market with a variety of

locations and environments. Technology is driving businesses and governments today, especially

health care, financial services, public utilities, sales, and manufacturing. Individual customers

own personal computers and home networks, and a wide variety of other computerized devices.

Computer specialists will require technical skills to work with computers, networks and devices;

and communications skills to work with employers, co-workers and end-users. The student will

develop a firm foundation in Information Technology to prepare for employment, or for seeking

a baccalaureate degree. The courses offered at SBC are standardized with the North Dakota

University System’s common course numbering system, so the student will also be well prepared

to transfer to a four-year institution of higher learning for more advanced degrees (SBC, p.

142).” The IT educational program most strongly supports SBC’s third Student Institutional

Outcome: “Students will develop work ethics and skills to function independently and

cooperatively within a diverse work environment (SBC, p. 11).”

Program Outcomes for Associate of Science in Information Technology (SBC, p. 133):

1. The student will demonstrate the applications of computer information systems and

fundamental computer concepts.

2. The student will manage and maintain a database, such as SQL or Microsoft Access.

3. The student will understand the following:

a) object-oriented programming concepts

b) how to flowchart and write pseudocode

c) how to plan the mainline logic for a complete program

4. The student will plan and implement a technical solution for networking in a small

business environment.

5. Student will create IP addressing plans for a small network, and implement a network

equipment upgrade.

6. The student will install internal and external options and devices.

7. The student will configure and enhance the hardware and software of a computer to

optimize computer performance.

8. The student will utilize tools, hardware components, and hardware/software interfacing to

troubleshoot personal computer problems.

9. The student will investigate issues and/or solve problems using current topics in

computing as well as application of industry trends.

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Associate of Science in Information Technology Degree Plan (SBC, p. 143)

General Education Requirements ENGL 110 Composition I......................................................................................... 3 cr.

ENGL 120 Composition II ....................................................................................... 3 cr.

COMM 110 Speech .................................................................................................... 3 cr.

MATH 102 Intermediate Algebra or higher ............................................................. 4 cr.

PSYC 100 First Year Learning Experience ............................................................ 3 cr.

SOC 100 Transitions-Graduation & Beyond ......................................................... 2 cr.

NAS 101 Lakota/Dakota Language I ..................................................................... 4 cr.

CSCI 101 Introduction to Computer Applications ................................................. 3 cr.

Humanities, Social & Behavioral Science ............................................. 3 cr.

Select any one (1) course from: Arts, English, History, Humanities,

Music, Native American Studies, Philosophy, Anthropology, Criminal

Justice, Economics, Geography, Human Services, Political Science,

Psychology, and Sociology

Health/Physical Education ..................................................................... 2 cr.

Any two (2) one-hour courses or any one (1) two-hour course

Laboratory Science ................................................................................ 4 cr.

Any one (1) four-hour laboratory science course

Total General Education Requirements .......................................................... 34 credits

IT Core Requirements

CIS 128 Microcomputer Hardware I.................................................................... 3 cr.

CIS 129 Microcomputer Hardware II .................................................................. 3 cr.

CIS 164 Networking Fundamentals I ................................................................... 4 cr.

CIS 165 Networking Fundamentals II ................................................................. 4 cr.

CIS 212 Operating Systems Client ...................................................................... 3 cr.

CIS 215 Implementing a Server Environment ..................................................... 3 cr.

CIS 297 Information Technology Internship ....................................................... 3 cr.

CSCI 122 Visual Basic ........................................................................................... 3 cr.

CSCI 133 Database Concepts I (SQL) ................................................................... 3 cr.

Information Technology Electives - (Select a Total of 6 Credit Hours)

CIS 181 Creating Web Pages ............................................................................... 3 cr.

CSCI 160 Computer Science I (Java) .................................................................... 4 cr.

ENS 211 Introduction to GIS/GPS ........................................................................ 3 cr.

Total Core IT Requirements ............................................................................... 35 credits

Total Degree Requirements ................................................................................ 69 Credits

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Certificate in Information Technology Degree (SBC, p. 142)

The program is also designed for students who are seeking certification alone. Two certificates

are offered; A+ from CompTIA and/or Maintenance / OS / Networking with CCENT from

Cisco, the entry level certificate for networking technicians. Sitting Bull College is a

Postsecondary Local Cisco Networking Academy, offering CCNA Discovery I: Networking for

Home and Small Business, and CCNA Discovery II: Working at a Small-to-Medium Business or

ISP.

Program Outcomes for Certificate in Information Technology A+ (SBC, p. 133):










Program Outcomes for Certificate in I.T. Maintenance / OS / Networking (SBC, p. 133):










6. The student will create IP addressing plans for a small network and implement a network

equipment upgrade.

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Certificate in Information Technology Degree Plans (SBC, p. 142)

A+ Certification (CompTIA)

CIS 164 Networking Fundamentals I .................................................................. 4 cr.

CIS 212 Operating System Client ........................................................................ 3 cr.




CIS 296 A+ Prep Exam Preparation .................................................................... 3 cr.

Total A+ Certificate Requirements ................................................................... 19 Credits

Maintenance/Os/Networking Emphasis

CIS 164 Networking Fundamentals I .................................................................. 4 cr.

CIS 165 Networking Fundamentals II ................................................................. 4 cr.

CIS 212 Operating System Client ........................................................................ 3 cr.




Total Maintenance/OS/Networking Certificate Requirements .............. 20 Credits

Students must follow SBC’s admissions requirements and may be required to complete a College

Writing Preparation and College Math Preparation course(s) before enrolling in certificate

courses.

Program Personnel IT Instructor and Program Advisor Les Siewert has a life-long interest in computers and robots.

He graduated in 1976 from South Dakota School of Mines and Technology with a B.S. in

Metallurgical Engineering. Siewert began his current position as IT Specialist for SBC in Fall

Semester 2009; through seminars and clinical practice offered by North Dakota Career and

Technical Education, he was certified in May 2010 as a Post-Secondary IT Instructor. Mr.

Siewert has spent a number of summers taking IT classes offered by NDCTE. These classes

enabled him to update the IT curriculum at SBC to offer: Cisco networking courses; IT

Essentials courses; GIS/GPS; Microsoft Operating Systems and Server; Java Programming;

Website Design; and Visual Basic Programming class. Mr. Siewert renewed his teaching

credential in 2015 and it is good for another four years from the date of this report.

Adjunct instructors for the IT program, and the classes they teach respectively; Therese Schmidt,

SBC Office Technology instructor teaches Introduction to Computer Applications; Lisa

McLaughlin, SBC Data Coordinator teaches SQL Database; Steve Gerriets, North Dakota State

Publishing teaches Website Design; Mafany Mongoh, Ag/Science instructor, teaches GIS/GPS;

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and Joshua Mattes, SBC Pre-engineering instructor teaches C++ Programming. Dr. Mattes

joined SBC in 2012, and the remaining adjuncts have many years of teaching experience at SBC.

Program Productivity The Associate of Science Information Technology program has a history of variable enrollment.

Student enrollment has generally been nearly equal by gender and almost fifty percent of the IT

graduates have been female; this gender equality is not consistent with industry trends as female

enrollment and employment in Information Technology has lagged elsewhere in North Dakota

and in the US. Refer to the table/graph depicting enrollment and graduates for the past five years

(SBC Shared Data, 2016):

Figure 1 IT and SBC Student Enrollment 2011-2016

Table 1 IT and SBC Student Enrollment 2011-2016

Sitting Bull College enrollment during the 2015-2016 fall and spring semester is down

significantly from the average of the prior four years, while the IT program enrollment remains

close to the its averages for both fall and spring semesters during those years. Future enrollment

02468

101214161820

FA2011

SP2012

FA2012

SP2013

FA2013

SP2014

FA2014

SP2015

FA2015

SP2016

IT Student Enrollment 2011-2016

IT StudentsEnrolled

IT Students % ofTotal SBC Enrollment

Semester Year

FA 11

SP 12

FA 12

SP 13

FA 13

SP 14

FA 14

SP 15

FA 15

SP 16

Student Total FA2011 -

SP2016

IT Students Enrolled

14 18 12 12 12 9 10 9 13 11 38

Total SBC Enrollment

315 333 278 254 260 306 304 278 270 245 905

IT % of Total SBC

Enrollment 4.4% 5.4% 4.3% 4.7% 4.6% 2.9% 3.3% 3.2% 4.8% 4.5% 4.2%

A.S.I.T. Graduates

0 4 3 2 2 2 0 0 1 1 15

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in the program may be dependent upon whether or not the NACTEP grant continues to be

funded, and whether a student can go on to a Bachelor’s degree in Information Technology at

SBC. The department goal continues to be an increase in enrollment to twenty ASIT students in

the next two years; this would be an increase of 67% more than the program currently averages.

Yellow highlighting in the above table indicates approximate values as calculated by Siewert.

During the five years 2011-2016, there have been a total of 15 graduates for the ASIT program;

of the 38 total students enrolled during this timeframe, the graduates represent 39.5 % of the

participants and it is likely that most of the students currently active will graduate at some point.

It is also possible that some former students will return and complete whatever courses they need

for graduation.

From a high of 14/18 students enrolled in FA11/SP12, which generated extra ISC and tuition

monies, to a low 10/9 students enrolled in FA14/SP15, the average student enrollment in the IT

program has been 12 for both fall and spring semesters. These student numbers show the IT

program enrollment ranging from a high of 5.4% of SBC total enrollment in SP12 to a low of

2.9% in SP14, so the current FA15/SP16 IT enrollment which represents 4.8%/4.5% of SBC

total enrollment, is slightly above the overall average of 4.2% for the five-year period 2011-

2016.

Student persistence and retention have long been a nationwide issue among colleges, and SBC is

no exception. Student persistence is defined as being enrolled during the fall semester and

returning for the spring semester at the same institution, while student retention is defined as

continuing from one year to the next; that is, measured from fall semester of one year to fall

semester of the next year. While the goal remains that of achieving a degree within a reasonable

length of time, many factors influence a student’s persistence and retention; whether the student

completes a degree program, drops out, or “stops out” may be influenced by both SBC and IT

program personnel, but is ultimately determined by each student. The following tables/graphs

show the retention and persistence rates for SBC overall and for the ASIT program (SBC Shared

Data, 2016):

Year 2011 2012 2013 2014 2015

ASIT Persistence Rate 61% 63% 58% 75% 70%

SBC Overall Persistence Rate 61% 56% 54% 62% 57%

ASIT Retention Rate 50% 50% 50% 67% 60%

SBC Overall Retention Rate 48% 41% 40% 40% 47% Table 2 ASIT and SBC Persistence and Retention Rates 2011-2016

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Figure 2 ASIT and SBC Persistence and Retention Rates 2011-2016

Persistence rates for the IT program and SBC are identical for 2011 at 61%; both rates drop

somewhat in 2013; both rise significantly in 2014, to a high of 75% for the IT program; and then

drop somewhat again in 2015 to 70% for the IT program and 57% for SBC overall. Retention

rates for the IT program are steady during 2011, 2012, and 2013 at 50%, rise to 67% for 2014

and then drop to 60% for 2015. The IT program rates are higher than those for SBC overall, by

as little as 2% in 2011 to as high as 27% in 2014; overall the average difference is 12% but

Instructor Siewert cannot discover any reasonable pattern for the differences. Some recent IT

program students have a history of drug and alcohol abuse; also, a few cases of lack of

acceptance regarding career planning and willful “failure to launch” are noted. However, the

same is doubtless true for the SBC student body as a whole. Instructor Siewert can think of

individual students and reflect on their problems, but has no solution to be applied to either the

IT program or SBC students as a whole.

0% 10% 20% 30% 40% 50% 60% 70% 80%

ASIT Retention Rate

SBC Overall Retention Rate

ASIT Persistance Rate

SBC Overall Persistance Rate

2015

2014

2013

2012

2011

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Program Graduates

Presently, no formal process is in place to track employment of Information Technology program

graduates. However, it is known that of 15 ASIT graduates of the last five years, at least two AS

graduates have been employed by the Standing Rock Sioux Tribe IT Department; one graduate

has been employed for several years by the Standing Rock Tax Department; one graduate is

currently employed by the Standing Rock Tribal Telecom; one by West River Telecom, and

another at the Prairie Knights casino. In addition, three graduates of the ASIT program are

working as IT staff for local schools, including SBC. Starting salaries in these positions have

been more than $40,000, but no comprehensive survey has been conducted. Other graduates have

worked for the local IHS Hospital and clinics, and have transferred to similar jobs on other

reservations. Another SBC IT student transferred her class credits and earned a Bachelor’s of

Applied Science at the University of Minnesota-Morris; she is Director of Computing Services

for a large school district, also in Minnesota. Finally, one female ASIT graduate who was in

charge of IT for a local casino was performing MIS duties which are typically done by graduates

of 4-year BS programs, and then took a similar job at Mobridge Hospital; she did this by taking

online courses from other colleges and should eventually step up even higher on the career

ladder. Currently she is working for the USDA in Oklahoma, and receiving a salary of more than

$80,000. These placements indicate employment is available where graduates are able to utilize

knowledge and skills learned at SBC, and also to advance themselves by further study.

Two graduates who had taken Certificates in IT in 2010 (in order to go through graduation

ceremonies as originally planned) both returned to complete their ASIT degrees. There have

been no other cases of students getting either of the Certificates in IT within the last five years.

Alternatively, graduates have used their Information Technology associate degree as an

educational foundation for pursuing other interests or learning opportunities. For example, two

graduates have earned degrees from the SBC Business program, while two others are pursuing

bachelor degrees in General Studies.

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Program Revenue Available data itemizing tuition and Indian Student Count (ISC) revenue for the IT education

program, academic years 2011 through 2016, is itemized below (SBC Shared Data, 2016):

Information Technology Program Revenue

Academic Year Fall ISC Spring ISC Tuition IT Total SBC Total

IT % of

SBC Total

2011-2012 $ 46,736 $ 61,135 $ 55,375 $ 163,246 $ 2,813,554 5.80%

2012-2013 35,431 33,413 38,750 107,594 2,258,116 4.76%

2013-2014 32,516 26,686 36,545 95,747 2,226,519 4.30%

2014-2015 35,005 30,716 30,600 96,321 2,614,189 3.68%

2015-2016 37,789 40,308 39,875 117,972 2,339,559 5.04%

Total 2011-2016 $ 187,477 $ 192,258 $ 201,145 $ 580,880 $11,251,937 4.74%

Average Revenue

2011-2016 $ 37,495 $ 38,452 $ 40,229 $ 116,176 $ 2,450,387 4.74%

Table 3 IT Program Revenue 2011-2016

Program Budget

The expenditures of the budget include the salary and fringe benefits of one instructor. The

program is financially supported through: the Title III Part A grant; the Native American Career

and Technical Education Program (NACTEP) grant; and the SBC General Fund Faculty

Overload. Currently, the NACTEP grant is set to expire in December 2016, and if it is not

extended, there may be a need for additional funding through the SBC General Fund. The

following tables show the amounts expended from NACTEP/Title III Part A and from the SBC

General Fund (SBC Shared Data, 2016):

Table 4 IT 5-yr Budget NACTEP & Title III Part A

Information Technology Five Year Budget

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

NA Career & Tech Ed Grant (NACTEP) / Title III Part A Grant

Salary

$ 36,200 $ 37,600 $ 39,000 $ 40,400 $ 41,800

Fringe Benefits 9,050 9,400 9,750 10,100 10,450

Supplies

1,975 3,744 645 7,802 400

Travel

445 445 445 445 445

Total $ 47,670 $ 51,219 $ 49,840 $ 58,747 $ 53,095

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Table 5 IT 5-yr Budget NACTEP & General Fund Faculty Overload

Academic

Year

IT Total

Budget

Expenditure

IT Total

Revenue

= ISC + Tuition

IT Total

Income

= Budget +

Revenue

IT Budget as

Percentage of

IT Total

Income

2011-2012 $ 57,265 $ 163,246 $ 220,511 26 %

2012-2013 $ 60,814 $ 107,594 $ 168,408 36 %

2013-2014 $ 58,400 $ 95,747 $ 154,147 38 %

2014-2015 $ 65,448 $ 96,321 $ 161,769 40 %

2015-2016 $ 60,530 $ 117,972 $ 178,502 34 %

Average

2011-2016 $ 60,491 $ 116,176 $ 176,667 34 %

Table 6 IT Program Total Income and Expenditure 2011-2016

Information Technology Five Year Budget

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

NACTEP & General Fund Faculty Overload

Salary

$ 6,600 $ 6,600 $ 6,600 $ 4,950 $ 6,600

Fringe Benefits 835 835 835 626 835

Travel, Adjunct $ 2,160 $ 2,160 $ 1,125 $ 1,125 $ 0

Total $ 9,595 $ 9,595 $ 8,560 $ 6,701 $ 7,435

Budget Total Expenditure $ 57,265 $ 60,814 $ 58,400 $ 65,448 $ 60,530

IT Program Total Income and Expenditure 2011-2016

16

The table above and graph below show the IT Program Income and Budget amounts, and

average, for 2011-2016; first as dollar amounts, secondly as percentage amount.

Figure 3 IT Total Income and Total Budget Expenditure 2011-2016

Figure 4 IT Budget Expenditure as Percent of IT Total Income

$-

$50,000

$100,000

$150,000

$200,000

$250,000

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Average2011-2016

IT Income and Budget2011-2016

IT TotalBudget Expenditure

IT TotalIncome

26

3638

40

34 34

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 AVERAGE 2011-2016

IT Budget as Percent of IT Total Income 2011-2016

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Advisory Committee An advisory committee comprising members of the area IT community and SBC personnel

supports the Information Technology program. The committee assists with suggestions designed

to improve specific content areas; industry standards, the updating of curriculum, purchase of

new instructional materials or equipment to modernize the classroom, and adopting safety

policies for faculty and students. The committee currently is comprised of the following

members:

Jonathan Anderson Tribal Business IC Director

Fred Fredericks IHS IT Specialist/ Site Manager

Adam Heiden IT Technician, Prairie Knights Casino

Lisa McLaughlin SBC Data Coordinator

Dave Mueller SBC IT Manager

Fred McLaughlin General Manager, Standing Rock Telecom

Carol Pourier Technology Coordinator, Standing Rock Schools

Matt Wood IT Technician, Rock Telecom

Summary of Advisory Meetings Meetings are held regularly at the end of each semester. The fall meeting is usually held in

December, following finals week, and usually is the IT advisory committee by itself although

joint meetings have been held with other programs. The spring meeting is generally a group

meeting with most of the other vocational programs. The spring meeting consists of each SBC

program providing a short description of their program and the program activities over the course

of the previous period and plans for the upcoming year. Advisory committee members can

provide recommendations and suggestions for programs; comments are generally positive. The

spring meeting ends with a vote to continue specific programs.

Every two years (in advance of the publication of the SBC Bulletin) the faculty members and

advisory committee have examined the IT course offerings in relation to similar programs at

other tribal and state colleges. Changes have been made in order to keep the program up to date

and competitive; some courses have been eliminated, others modified, and new courses added.

The committee also may suggest future classes and areas to consider for expansion; for example,

additional networking classes toward the Cisco CCNA or CCNP certifications, network security

practices, and virtualized and/or cloud environments for server operations. Roughly half of the

suggestions have been implemented in either new or existing classes, but others would require

additional courses and instructors. The number of credits required for the ASIT has been reduced

overall, increasing the likelihood that students will complete in five or six semesters without

using up their eligibility for Pell Grant funding.

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The possibility of a four-year program in IT has been discussed and the Master’s level faculty

salary and benefits were included in the 2015-2016 budget; however, at this time there have not

been any applicants. When faculty is hired to teach and administer the 4-year program, additional

surveys will be done to establish the program design and course needs. Current faculty and

advisory committee have looked at a various offerings at other tribal and state colleges, and the

present consensus is that a Bachelor of Applied Science in Information Technology might best

meet the needs of SBC students and their employers. Similar programs exist at Minot State

University and Dickinson State University, which both require that incoming students must have

completed the Associate of Science Degree, or Associate of Applied Science Degree, in

Information Technology.

Program Self-Evaluation

Faculty The Information Technology education program is comprised of one staff member, Les Siewert,

IT Instructor and Program Advisor. He teaches classes on hardware, software, networking,

programming and A+ Certification. Within the past 7 years he has taken CTE teaching methods

classes, and classes in IT areas during summer sessions, earning continuing education credits

through NDSU. In July of 2010 he was issued a Career & Technical Post-Secondary Credential

for instructing Information Technology classes; his credential was renewed in 2015.

Adjuncts, including four SBC faculty and staff, teach some additional classes for IT credits:

Therese Schmidt teaches Introduction to Computer Applications, Lisa McLaughlin teaches SQL

Database and Web Design, Joshua Mattes has taught C++ Programming, Mafany Mongoh

teaches GIS/GPS, and Steve Gerriets, employed by ND State Printing Office, has taught Web

Design. These instructors are outstanding in their fields and currently are sufficient in number to

handle the required IT core classes.

Student Relations The faculty of the Information Technology education program strives to maintain an open-door,

collaborative relationship with the program’s students. Class sizes in the past five years have

ranged from three to ten students: the IT lab can easily handle up to twelve. Because of the

nature of the courses, strong mentoring relationships are formed. Classes are offered in the

evenings, hybrid, and traditional face to face. Electronic projection is used in the classroom for

presentations, allowing slideshows, streaming and recorded media to be seen by students as a

group. Materials developed by textbook publishers are utilized as appropriate. Students can view

the screen contents from the instructor computer, which allows for demonstrations to be modeled

and copied step-by-step on the student computers. Students are provided surplus SBC computers;

as lab activities they repair, upgrade, and install various software applications including anything

available from the college’s Microsoft DreamSpark Premium subscription. For IT students, this

software includes non-expiring copies of all Windows client and server operating systems

currently available, Visual Basic Studio for programming, and Access and SQL server for

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database. The students are able to take the computers for use in homework activities and then to

keep the computers as their own. Students are provided with computer repair toolkits which they

may use in the classroom and take home as their own. Lab computers are replaced on 5-7 years

cycles but may be upgraded midway, and the latest Windows OS installed; currently Windows

10 Professional is on all lab machines.

All current SBC students, staff and faculty are included in the college’s software subscription for

Microsoft Office 365/2016 ProPlus, which includes Word, PowerPoint, Excel, Outlook, Access,

OneNote, and more. Students are able to install versions of Office on five personal devices,

including home desktop and laptop computers, tablets, and phones.

Curriculum Content, Design, and Delivery The students’ achievement of the learning outcomes of the Information Technology education

program are collected and reviewed throughout the academic year. These findings assist in

recommending any changes to the curriculum content, design and delivery; for example, more

hands-on lab work and less lecture. Addition input is garnered from assessment committee

members when these findings are presented annually to the committee. Other collaborative

opportunities are provided as Siewert consults with other faculty members to ensure that quality

instructional delivery is occurring. Appendix A contains the results of the Faculty Satisfaction

Survey that was completed in March 2016.

Since the 2010-2011 school year, Siewert has based and updated the SBC ASIT program’s

curriculum content and design on recommendations from a business/industry/college committee,

the Association for Computing Machinery’s Committee for Computing Education in Community

Colleges (ACM CCECC) which has been in existence since 1975. The ACM CCECC’s most

recent guidance was issued in October, 2014 and is titled “Information Technology Competency

Model of Core Learning Outcomes and Assessment for Associate-Degree Curriculum

(CCECC, 2014). The learning outcomes in this guidance represent core competencies that an IT

student should be expected to demonstrate. These outcomes do not specify a complete program,

but are foundations that individual programs can build upon. They are useful in mapping

program and course outcomes to industry certifications, and for course and program assessments.

For example, what follows is the list of ACM’s Core IT Learning Outcomes (CCECC, 2014, pp.

12-13):

An ability to demonstrate core IT competency in:

Client computing

and user support

Database and

information

management

Digital media

and immersive

technology

Networking and

convergence

Programming

and application

development

Servers, storage,

and

virtualization

An ability to function effectively as a member of a team to accomplish common

goals;

An ability to read and interpret technical information, as well as listen effectively to,

communicate orally with, and write clearly for a wide range of audiences;

An ability to engage in continuous learning as well as research and assess new ideas

and information to provide the capabilities for lifelong learning;

An ability to exhibit professional, legal, and ethical behavior; and

An ability to demonstrate business awareness and workplace effectiveness.

For each of these twelve learning outcomes there are specific sub-outcomes, so that in total there are

fifty outcomes. Each learning outcome has an associated 3-tiered assessment rubric which provides

further clarity and a meaningful evaluation of the outcome. Appendix C contains web links to all of

the rubrics provided by the guidelines: take note of their three levels of performance; Emerging,

Developed, and Highly Developed (CCECC, 2014, pp. 14-24). In order to standardize with other

SBC programs, instructor Siewert has expanded his own rubrics by adding two levels;

Underdeveloped and Non-emergent, and the necessary criteria for the learning outcome.

Recently, during their 2015 Professional Development Conference, the North Dakota Department of

Career and Technical Education introduced Content Standards for a number of programs, among

them Information Technology Education (ND CTE IT, 2016, pp. 8-46). These standards contain

learning outcomes in 5 broad areas: information technology; network systems; information support

and services; programming and software development; web and digital communications; and career

ready practices. The NDCTE’s content standards are most notable for the Career Ready Practices,

which were developed to be applicable to many programs of study (ND CTE IT, 2016, pp. 47-49):

Act as a responsible and

contributing citizen and

employee

Apply appropriate academic and

technical skills

Attend to personal health and

financial well-being

Communicate clearly,

effectively, and with reason

Consider the environmental,

social, and economic impacts of

decisions

Demonstrate creativity and

innovation

Employ valid and reliable

research strategies

Utilize critical thinking to make

sense of problems and persevere

in solving them

Model integrity, ethical

leadership, and effective

management

Plan education and career path

aligned to personal goals

Use technology to enhance

productivity

Work productively in teams

while using cultural/global

competence

Rubrics are provided as well, for each of the standards and related criteria. The full document is

available from the ND CTE website (ND CTE IT, 2016) and is the best available tool for

assessment of so-called Soft Skills.

21

Weekly, in each IT class, one or more of the many learning outcomes should be met. However,

on a practical basis, most of the outcomes won’t be formally evaluated for Assessment purposes;

there just isn’t enough time. Instead, instructor Siewert (and adjuncts) will attempt to first

harmonize the technical standards from ACM and from CTE, and then choose program outcomes

overall, and also course outcomes for each class. Determination of program outcomes, and the

related assessments will be done in time for inclusion in the 2016-2018 SBC Bulletin. Course

outcomes will be completed in time for the Fall2016 Assessment meeting regarding the IT

program.

Incorporating Native American culture into information technology classes has always been a

challenge, and has been met mostly using student research reports, and by making students aware

to the employment possibilities with tribal entities. For the future, an additional emphasis will be

to bring in local employees to speak regarding how they see Native American cultural values

being applied in their work areas, and more field trips to various employers.

Institutional Support The main campus located at Fort Yates is the best example of Sitting Bull College’s institutional

support for the IT education program. All of the core courses for the Information Technology

education program are delivered in the Science and Technology Center. The adjacent building

houses the Student Center, Writing Lab, SBC Library, and support staff so these student

resources are readily available. The library provides a number of online resources with the

library personnel providing assistance as needed.

Academic assistance in the form of tutoring is available to students individually and group

settings. Tutoring funding is currently available to students who meet TRIO program

requirements. Those students who don’t fall within these parameters can obtain assistance with

faculty members. Faculty has extended their office hours to accommodate these student needs.

Timely feedback is given on assignments, some class time is spent reviewing corrected work,

and allowing students to redo assignments are some examples of strategies that have been

implemented to assist the students. The institution continues to explore other opportunities to

meet the student tutoring needs for courses within the degree core requirements and classes

within the general education requirements.

IT students can and have participated in Student Government, American Indian Business

Leaders, SBC’s Culture Club or the annual American Indian Higher Education Consortium

competitions; however, no SkillsUSA Chapter has ever existed in SBC. This is an opportunity

that should be developed for students, as it offers scholarships, competitions, and opportunities

for field trips.

Importance to the College and other Programs The Information Technology education program helps to fill important computer support roles

within the community. IT graduates of the past five years are employed doing IT jobs on

22

Standing Rock Reservation: at Sitting Bull College, in schools, in Indian Health Service clinics

and hospital, in two casinos, in tribal government, at SR Telecom and West River Telecom, and

at private businesses. Others are working on the reservation in non-IT areas such as office

management. Other students have taken jobs off the reservation, in IHS hospitals, USDA offices,

and school districts.

Internships provide the student opportunities to gain supervised, practical experience working in

an Information Technology profession. The majority of the internships are a non-paid position

with no cost to the provider. However, most internship positions currently are limited to the Fort

Yates area, which can be problematic for students who live at a distance. Also, students who are

working full or part-time jobs have had trouble getting enough release time, or adjusting their

schedules, to achieve the required 135 contact hours in their internship positions. The IT

internship is a core class and is supervised by the IT instructor and advisor, Les Siewert.

Obstacles and Opportunities Every program could use more money to purchase program resources. The need for such funding

increases yearly as the types and uses of computer educational technology continue to grow, and

the IT program in particular needs to stay current with test equipment and repair technology. The

information previously presented in the Revenue and Budget sections (Figures 3 and 4) clearly

show that on average, 66% of the IT Program Total Income is going into the SBC General Fund;

this represents almost 100% of the tuition and ISC revenue from the students in the IT program.

Additionally, all students at SBC pay the $100 per semester Technology Fee. Given these facts,

it is reasonable to expect some additional expenditures to add to, and upgrade the classroom

equipment required for instruction.

In particular, the SBC sites at McLaughlin and Mobridge have lagged behind the Fort Yates

campus in terms of classroom equipment. The computer labs used to instruct the CSCI 101

Introduction to Computer Applications classes need to be equipped with permanently mounted

reflective screens and projectors on wall and ceiling; additionally, the Mobridge lab needs room-

darkening blinds or curtains installed. Three to five classrooms, including the IVN rooms in both

locations, should be similarly equipped to bring those sites to parity with the Fort Yates

classrooms throughout the campus.

The Science and Technology Center on the Fort Yates campus, which houses the Information

Technology program in Lab 105, was first occupied in 2006. The lab/classroom contains 20

computer stations for students, each with keyboard and mouse trays, and adjustable office chairs.

The lab computers were last updated in 2015; half of the machines are touchscreen with

Windows 10. A bright new overhead projector and reflective screen allow the instructor to

present materially electronically from an attached computer or DVD/VHS player. The classroom

and furnishings are attractive and well-maintained by custodial staff. The following table

summarizes some of these improvements, the year they were made, and the funding source: Table 7 Expenditures for IT Classroom Equipment

Year Expenditure Equipment Funding Source

23

2012-2013 $ 10,070.00 Lab Computers Title III

2012-2013 $ 1982.85 Apple Mini Server, iPad Mini NACTEP

2013-2014 $ 4,453.91 Lab Computers, touch-screen Title III

2014-2015 $ 4,530.00 Lab Projector and computer ND CTE

2015-2016 $ 216.00 Lab Printer NACTEP

2015-2016 $ 11,000.00 Lab Computers, Instructor Laptop ND CTE

However, the IT experimental computers must share counter space with the lab computers in one

section of the classroom. Five 5-by-3-foot folding tables are set up temporarily in the aisles when

needed for student workbenches. Tools are stored in the adjacent Instructor’s office; limited

storage is available under the printer counter, in a corner on a rolling cart, and in an adjacent

server room. External storage buildings have been erected for use by SBC programs that lack

needed storage space, and the IT program has cold storage outside in a small building across the

parking lot.

Currently, while IT classes are being held in the IT Lab, other SBC students are allowed to use

the open computers without much disruption. However, if the number of computer stations were

reduced it would free up counter space and floor area for permanent IT equipment like racks

containing servers, switches, routers, and patch panels, as well as workbenches and storage. A

department need is to secure additional funding for purchasing the full version of Cisco’s

networking lab equipment bundle, which is currently about $ 5000. This would assist the

instructor with the two current networking classes, and is definitely required if the SBC IT

education program wants to offer more advanced networking classes. Laboratory workbenches

and storage cabinets, at least, must be added to the classroom; this might necessitate the removal

of a number of computers that are currently used by non-IT students. Some funding might be

available from NACTEP and Title III for such items.

Additional funding might also assist in purchasing cameras, microphones and computer

hardware and software to be used in developing departmental resources such as DVD’s

demonstrating core concepts, and for capturing lectures for on-line streaming and downloadable

training materials. There is currently the expectation that IT students, supervised by instructor

Siewert, will be the ones responsible to produce video for highlighting all of the SBC programs,

so that the college can promote and inform using online sites such as YouTube, Vimeo, etc. The

Library has purchased some higher-end camera equipment and all of SBC may use it, according

to the Library Director, Mark Holman.

Certainly, an additional obstacle is retaining students. Historically, Native American students

typically stop-out at least once during obtaining their educational degree. Many students have a

number of “stop-outs.” Efforts are ongoing to overcome this challenge and retain the students

with minimal stop-outs or drop-outs. To address this institutional trend, SBC has formulated a

retention management plan, and although the initial grant funding has been lost, the activities

continue with Student Summit and other student support activities.

The IT program has developed a number of suggested course sequences through the Information

Technology Program, designed to take either four or five semesters, for example:

25

Suggested Sequence For Student Progression Through The Associate Of Science In Information Technology Program

A suggested sequence through the Information Technology Program, incorporating all prerequisites, is shown below. This sequence allows the student to complete the program in four semesters.

Fall Term 1 PSYC 100 First Year Learning Experience .......................................................................................................... 3 credit hours ENG 110 Composition I ............................................................................................................................................. 3 credit hours _____ ____ Health/ Physical Education ................................................................................................................. 2 credit hours MATH 102 Intermediate Algebra or higher ......................................................................................................... 4 credit hours CIS 212 Operating Systems Client ...................................................................................................................... 3 credit hours CSCI 101 Introduction to Computer Applications ......................................................................................... 3 credit hours

Total Credits ................................................................................... 18 credit hours

Spring Term 2 COMM 110 Speech ........................................................................................................................................................... 3 credit hours ENG 120 Composition II ........................................................................................................................................... 3 credit hours _____ ____ Humanities Or Social & Behavioral Science .................................................................................. 3 credit hours CIS 128 Microcomputer Hardware I ................................................................................................................. 3 credit hours CIS 215 Implementing a Server Environment .............................................................................................. 3 credit hours CSCI 133 Database Concepts I ................................................................................................................................ 3 credit hours


Fall Term 3 CIS 129 Microcomputer Hardware II ............................................................................................................... 3 credit hours CIS 164 Networking Fundamentals I ................................................................................................................ 4 credit hours CSCI 122 Visual Basic ................................................................................................................................................. 3 credit hours _____ ____ Information Technology Elective ...................................................................................................... 3 credit hours NAS 101 Lakota/Dakota Language I ................................................................................................................... 4 credit hours


Spring Term 4 CIS 165 Networking Fundamentals II .............................................................................................................. 4 credit hours CIS 297 Information Technology Internship ................................................................................................. 3 credit hours CSCI 160 Computer Science I (Java) .................................................................................................................... 4 credit hours _____ ____ Laboratory Science .................................................................................................................................. 4 credit hours SOC 100 Transitions-Graduation & Beyond .................................................................................................... 2 credit hours

Total Credits .................................................................................. 17 credit hours

Total Degree Requirements ....................................................................................................... 69 credits

26


A suggested sequence through the Information Technology Program, incorporating all prerequisites, is shown below. This sequence allows the student to complete the program in five semesters.

Fall Term 1 PSYC 100 First Year Learning Experience .......................................................................................................... 3 credit hours ENG 110 Composition I ............................................................................................................................................. 3 credit hours MATH 102 Intermediate Algebra or higher ......................................................................................................... 4 credit hours CSCI 101 Introduction to Computer Applications ......................................................................................... 3 credit hours


Spring Term 2 ENG 120 Composition II ........................................................................................................................................... 3 credit hours _____ ____ Humanities Or Social & Behavioral Science .................................................................................. 3 credit hours _____ ____ Health/ Physical Education ................................................................................................................. 2 credit hours CIS 128 Microcomputer Hardware I ................................................................................................................. 3 credit hours CSCI 133 Database Concepts I ................................................................................................................................ 3 credit hours


Fall Term 3 COMM 110 Speech ........................................................................................................................................................... 3 credit hours CIS 129 Microcomputer Hardware II ............................................................................................................... 3 credit hours CIS 164 Networking Fundamentals I ................................................................................................................ 4 credit hours CIS 212 Operating Systems Client ...................................................................................................................... 3 credit hours CSCI 122 Visual Basic ................................................................................................................................................. 3 credit hours

Total Credits .................................................................................. 16 credit hours

Spring Term 4 NAS 101 Lakota/Dakota Language I ................................................................................................................... 4 credit hours CIS 165 Networking Fundamentals II .............................................................................................................. 4 credit hours CIS 215 Implementing a Server Environment .............................................................................................. 3 credit hours CSCI 160 Computer Science I (Java) .................................................................................................................... 4 credit hours


Fall Term 5 SOC 100 Transitions-Graduation & Beyond .................................................................................................... 2 credit hours _____ ____ Laboratory Science .................................................................................................................................. 4 credit hours _____ ____ Information Technology Elective ...................................................................................................... 3 credit hours CIS 297 Information Technology Internship ................................................................................................. 3 credit hours


Total Degree Requirements............................................................................................69 credits

27


A suggested sequence through the Information Technology Program, incorporating all prerequisites, is shown below. This sequence allows the student to complete the program in five semesters, beginning in Spring.

Spring Term 1 PSYC 100 First Year Learning Experience .......................................................................................................... 3 credit hours ENG 110 Composition I ............................................................................................................................................. 3 credit hours CIS 128 Microcomputer Hardware I ................................................................................................................. 3 credit hours CSCI 101 Introduction to Computer Applications ......................................................................................... 3 credit hours


Fall Term 2 ENG 120 Composition II ........................................................................................................................................... 3 credit hours CIS 129 Microcomputer Hardware II ............................................................................................................... 3 credit hours CIS 164 Networking Fundamentals I ................................................................................................................ 4 credit hours CIS 212 Operating Systems Client ...................................................................................................................... 3 credit hours CSCI 122 Visual Basic ................................................................................................................................................. 3 credit hours


Spring Term 3 MATH 102 Intermediate Algebra or higher ......................................................................................................... 4 credit hours CSCI 133 Database Concepts I ................................................................................................................................ 3 credit hours CIS 165 Networking Fundamentals II .............................................................................................................. 4 credit hours CIS 215 Implementing a Server Environment .............................................................................................. 3 credit hours


Fall Term 4 NAS 101 Lakota/Dakota Language I ................................................................................................................... 4 credit hours _____ ____ Laboratory Science .................................................................................................................................. 4 credit hours ______ ____ Information Technology Elective ...................................................................................................... 3 credit hours ____ ____ Information Technology Elective ...................................................................................................... 3 credit hours


Spring Term 5 COMM 110 Speech ........................................................................................................................................................... 3 credit hours SOC 100 Transitions-Graduation & Beyond .................................................................................................... 2 credit hours _____ ____ Health/ Physical Education ................................................................................................................. 2 credit hours _____ ____ Humanities Or Social & Behavioral Science .................................................................................. 3 credit hours CSCI 160 Computer Science I (Java) .................................................................................................................... 4 credit hours CIS 297 Information Technology Internship ................................................................................................. 3 credit hours


Total Degree Requirements............................................................................................69 credits

28

Program Planning

Every two years (in advance of the publication of the SBC Bulletin) the faculty members and

advisory committee have examined the IT course offerings in relation to similar programs at

other tribal and North Dakota state vocational colleges. Changes have been made in order to

keep the program up to date and competitive; some courses have been eliminated, others

modified, and new courses added. The number of credits required has been reduced overall,

increasing the likelihood that students will complete in five or six semesters without using up

their eligibility for Pell Grant funding.

It’s apparent that there are numerous IT employment opportunities available in the region served

by Sitting Bull College, and across the state of North Dakota there are likely to be even more

openings in the near future. The challenge is making certain that interested students will consider

SBC for their higher education choice. For the past eleven years, SBC has been able to offer

financial assistance for student needs through the NACTEP program in addition to the usual Pell

grant and other scholarships. The NACTEP grant expires in December 2016 and it’s currently

unknown whether it will be available in future years.

Trends

According to Job Service North Dakota and the IT Council of North Dakota, nearly 100 IT job

openings can be found daily, and more than 2,700 new and replacement IT positions will be

available before 2022 (Job Service North Dakota, 2016). North Dakota’s IT industry has an

average wage of $60,750; that is 36% higher than the state average, and the job growth rate has

been double the national average over the last ten years (ITCND, 2016, p. 5). Lead by IT

workers in professional, scientific, and technical services, the total job growth rate in the IT

subsector has been 19% during the period 2004-2012 compared to the national IT job growth

rate of 7% during the same time. North Dakota is projecting a 45% increase in IT occupations;

by 2022 it is estimated that more than 2,700 new and replacement IT positions will be needed.

Growth in the industry will create the need for nearly 1,550 employees to fill new positions, and

the remaining positions represent replacement IT employees (ITCND, 2016, p. 13).

With the recent growth of the industry, workforce supply is an ongoing challenge. In an effort to

address the issue, industry, government and education stakeholders are collaborating to inform

students about the IT career opportunities and the potential education pathways to secure these

positions. North Dakota currently offers an IT career awareness program, internship

opportunities, and a loan forgiveness program (ITCND, 2016, p. 17).

In Sioux County, ND at present, there are no IT positions advertised online; however, the data

from Region 7 (centered around Bismarck, including Sioux county) for March 2016 show 107

openings in the Computer and Mathematical job cluster and only 37 active resumes searching in

that area (Job Service North Dakota, 2016). In Corson and Walworth counties in South Dakota

there are presently two openings advertised; an IT position at a hospital and an Installer/Repair

29

Technician for a telephone/ Internet Service provider (SDDOL, 2016). Tribal entities’ job

openings as of February, 2016 are summarized:

Table 8 SR Reservation IT Jobs and Openings

Entity Total Positions by Title IT Job Openings

Grand River Casino 1 IT Director, 1 IT Technician 1 IT Director

Prairie Knights Casino 1 IT Director, 2 IT Technician 1 IT Technician

Sitting Bull College 1 IT Director, 1 IT Technician None

IHS Hospital and Clinics 1 IT Director, 1 IT Technician None

Standing Rock Schools, Ft.Yates 1 IT Director, 3 IT Technician 1 IT Technician

Standing Rock Sioux Tribe 1 IT Director, 4 IT Technician None

Standing Rock Telecom 1 IT Director, 2 IT Technician None

Earlier in 2015, SRST Tribal Chairman Dave Archambault, Jr. and the SRST Tribal Council

were compelled to cut the budget for some programs entirely, and to sharply decrease the budget

for others. While this fiscal discipline was clearly necessary and probably overdue, it has had the

effect of shrinking the number of those employed, directly or indirectly, by the Standing Rock

Sioux Tribe. Whether the empty positions will be eliminated entirely, or restored for

employment in the future is unknown at this point. Similarly, during 2016 the oil and coal

industries in the Dakotas and Wyoming are undergoing their own contraction: many drilling rigs

have shut down or left the region entirely, and their employees have left as well.

So, the future is as unpredictable as ever in the short term, but Instructor Siewert remains

optimistic that IT graduates from SBC will continue to find suitable employment in their chosen

field, if they are willing to be patient and/or willing to move if necessary.

30

Appendix A

Sitting Bull College Faculty Satisfaction Survey

Results of Surveying one full-time Information Technology

Faculty/Advisor and five IT Adjunct Faculty, March, 2016.

Two adjuncts declined to participate.

The numbers shown are votes for each answer choice: n=4

Stro

ngl

y A

gree

Agr

ee

Neu

tral

Dis

agre

e

Stro

ngl

y D

isag

ree

No

t A

pp

licab

le

1. All faculty have the opportunity to participate in curriculum

development and revision for this program 3 1

2. All faculty have the opportunity to participate in program

planning 1 2 1

3. Faculty in this program are concerned about student success 3 1

4. The variety of faculty expertise is sufficient to provide

effective instruction within this program 2 2

5. Faculty in this program are given the opportunity to

participate in the program review process 2 2

6. The program review process is effective in evaluating the

strengths and weaknesses of this program 2 1 1

7. Information gathered during program review is integrated into

the program’s planning process 2 1 1

8. Communication among faculty in the program is frequent,

interactive, and effective 4

9. I am satisfied with the quality of educational planning in this

program 2 1 1

10. The required textbook(s) are selected by all faculty

teaching a particular course in this program 2 2

11. The program’s courses conform in content, textbooks, and

instruction methods to current disciplinary standards 4

12. Adjunct faculty communicate with program full-time

faculty regarding grading policies 2 2

13. Faculty in this program both assess and base grades and

course credit on student achievement of learning outcomes 2 2

14. The faculty in this program are sufficient in number to

provide effective instruction within the discipline 2 2

15. Faculty in this program stay current in their area of

expertise 1 2 1

16. The faculty in this program are actively involved in staff

development activities 1 1 2

17. The availability of classroom supplies is sufficient to

maintain the effectiveness of the program’s courses 2 2

31

Results of Surveying one full-time Information Technology

Faculty/Advisor and five IT Adjunct Faculty, March, 2016.

Two adjuncts declined to participate.

The numbers shown are votes for each answer choice: n=4

Stro

ngl

y A

gree

Agr

ee

Neu

tral

Dis

agre

e

Stro

ngl

y D

isag

ree

No

t A

pp

licab

le

18. Class schedules for this program conform to student’s

demand and educational need 2 2 1

19. Faculty in this program distinguish between personal and

professionally accepted views in the discipline 3 1

20. Faculty in this program are committed to high standards of

teaching 4

21. Adequate facilities and equipment are available to maintain

the effectiveness of this program’s courses 1 2 1

22. Library services and collections are adequate to maintain

the effectiveness of this program’s courses 1 2 1

23. Tutoring and writing center facilities are adequate to

maintain the effectiveness of this program’s courses 1 2 1

24. Clerical support is available and adequate to maintain the

effectiveness of this program’s courses 1 2 1

25. I have been provided a copy of the SBC Policies and

Procedures and the SBC Faculty Handbook 2 2

Faculty Background

26. At SBC, are you: Full-time Faculty Part-time Faculty Adjunct Faculty

2 2

27. How many years have you taught at least one course in this program?

Less than 1 1-3 years 4-6 years more than 6 years

4

28. How many different courses per semester are you teaching in this program?

1 course 2 courses 3 courses 4 courses

2 1 1

29. How many credits do you teach in this program (per semester)?

5 or less 6-12 credits 12-15 credit 15 or more credits

2 1 1

30. Please provide any additional comments:

Computer lab should be renovated to accommodate work benches and allow for more

room to work on computers

Faculty / Advisor Siewert concurs with the above comment and includes new equipment

such as racks, switches, routers and servers in the renovation request

My peripheral involvement in the program causes me to be rather uninformed with

regards to the matters addressed by this survey

32

Appendix B

Program Review Participants

Information Technology Education Program, 2016

Participant Name and Title Date

Steve Gerriets: Adjunct Instructor for Web Design March 2016

Dr. Joshua Mattes, Ph.D.: Adjunct Instructor for C++ Programming March 2016

Lisa McLaughlin: Adjunct Instructor for SQL Database January-April 2016

Therese Schmidt: Adjunct Instructor for Access Database and

Introduction to Computer Applications March 2016

Dr. Deborah His Horse Is Thunder, Ph.D. : External Reviewer

Les Siewert: IT Specialist (Instructor, and Program Advisor) May 6, 2016

Date of Submission

May 25, 2016

33

Appendix C

References

ACM CCECC. (2014). Curricular Guidance. Retrieved from Association for Computing Machinery

Committee for Computing Education in Community Colleges: http://ccecc.acm.org/guidance

Bureau of Labor Statistics. (2013, Feb). Recent college graduates in the U.S. labor force: data from the

Current Population Survey . Retrieved from Bureau of Labor Statistics, United States Department

of Labor: http://www.bls.gov/opub/mlr/2013/02/art1full.pdf

CAPSPACE. (2011, Jan 1). Strategic Opportunities for Computing Education: Report of Findings. Retrieved

from Digitally Enhancing America's Community Colleges:

http://www.capspace.org/committee/CommitteeFileUploads/FinalSummitReport.01.28.2011.p

df

CAPSPACE. (2013, Jan 1). Strategic Opportunities for Computing Education: Strategic Planning Materials.

Retrieved from Digitally Enhancing America’s Community Colleges:

http://www.capspace.org/committee/CommitteeFileUploads/StrategicPlanningMaterials.pdf

CCECC. (2014, 6 2). ASIT Curricular Guidance Poster. Retrieved from ACM CCECC Presentations:

http://ccecc.acm.org/files/presentations/ITiCSEposter2June201420140902T073804.pdf

CCECC. (2014, 10 14). Competency Model of Core Learning Outcomes_Assessment ASIT. Retrieved from

Committee for Computing Education in Community Colleges:

http://ccecc.acm.org/files/publications/ACMITCompetencyModel14October201420150114T180

322.pdf

ITCND. (2016). 2015 State of North Dakota's IT Industry. Retrieved from Information Technology Council

of North Dakota: http://cl-itcnd-website-test.sycorr.net/wp-content/uploads/2016/02/ITCND-

Guide-2015-Final.pdf

Job Service North Dakota. (2016, Mar). Quarterly Review 3rd Quarter 2015. Retrieved from Job Service

North Dakota Workforce Intelligence:

https://www.ndworkforceintelligence.com/gsipub/index.asp?docid=525

SBC. (n.d.). SBC Bulletin 2014-2016. Retrieved 2016, from Sitting Bull College:

https://sittingbullcollege.files.wordpress.com/2015/05/bulletin1416.pdf

SBC Shared Data. (2016). Enrollment by Degree. Retrieved from SBCI.EDU internal Shared:Data.

SBC Shared Data. (2016). Income By Degree. Retrieved from SBCI.EDU internal SHARED:DATA:.

SDDOL. (2016, Apr). Occupational Employment Projections 2010-2020. Retrieved from South Dakota

Dept of Labor and Regulation Labor Market Center:

http://dlr.sd.gov/lmic/occupation_projections.aspx

US DOL. (2016). Computer Support Specialists. Retrieved from SD Dept. of Labor Occupational Outlook

Handbook, 2016-2017 Ed.: http://www.bls.gov/ooh/computer-and-information-

technology/computer-support-specialists.htm

34

Appendix D

Completed Program Review Signature Page

program review report sitting bull college...postsecondary local cisco networking academy, offering...

Documents