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102-350 LPI Level 1 102, Junior Level Linux Certification, Part 2 of 2

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102-350 exam Dumps Source : LPI Level 1 102, Junior Level Linux Certification, Part 2 of 2

Test Code : 102-350
Test Name : LPI Level 1 102, Junior Level Linux Certification, Part 2 of 2
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: 116 Real Questions

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Wall highway expects a year-over-year boost in revenue on higher revenues when Laredo Petroleum (LPI) reviews consequences for the quarter ended December 2018. whereas this greatly-accepted consensus outlook is critical in gauging the enterprise's income picture, a powerful aspect that might affect its near-time period stock expense is how the specific consequences examine to these estimates.

The inventory might flow better if these key numbers correct expectations in the upcoming income record, which is anticipated to be released on February 13. on the other hand, if they pass over, the inventory can also circulation lower.

whereas management's dialogue of business circumstances on the profits name will by and large check the sustainability of the immediate fee alternate and future salary expectations, or not it's worth having a handicapping insight into the odds of a favorable EPS surprise.

Zacks Consensus Estimate

This oil and natural fuel company is anticipated to post quarterly revenue of $0.20 per share in its upcoming report, which represents a year-over-year change of +5.3%.

Revenues are anticipated to be $242.59 million, up 0.9% from the yr-ago quarter.

Estimate Revisions fashion

The consensus EPS estimate for the quarter has been revised forty four.44% decrease over the ultimate 30 days to the latest degree. this is almost a reflection of how the overlaying analysts have jointly reassessed their preliminary estimates over this period.

traders should still keep in mind that an aggregate change may now not at all times reflect the direction of estimate revisions via each and every of the covering analysts.

cost, Consensus and EPS surprise

income Whisper

Estimate revisions ahead of an organization's salary release offer clues to the enterprise situations for the duration whose consequences are popping out. This perception is at the core of their proprietary shock prediction model -- the Zacks profits ESP (expected surprise Prediction).

The Zacks revenue ESP compares essentially the most correct Estimate to the Zacks Consensus Estimate for the quarter; essentially the most correct Estimate is a more contemporary edition of the Zacks Consensus EPS estimate. The concept here is that analysts revising their estimates right before an revenue unencumber have the newest information, which could potentially be greater accurate than what they and others contributing to the consensus had envisioned past.

accordingly, a good or terrible profits ESP analyzing theoretically suggests the likely deviation of the genuine salary from the consensus estimate. however, the mannequin's predictive vigor is large for high quality ESP readings most effective.

a positive revenue ESP is a powerful predictor of an earnings beat, above all when mixed with a Zacks Rank #1 (robust buy), 2 (buy) or 3 (grasp). Their research shows that shares with this combination produce a favorable surprise practically 70% of the time, and an effective Zacks Rank in fact increases the predictive energy of earnings ESP.

Please word that a negative salary ESP analyzing isn't indicative of an revenue omit. Their research suggests that it's difficult to foretell an earnings beat with any degree of confidence for stocks with bad earnings ESP readings and/or Zacks Rank of 4 (sell) or 5 (potent promote).

How Have the Numbers fashioned Up for Laredo Petroleum?

For Laredo Petroleum, probably the most accurate Estimate is the same because the Zacks Consensus Estimate, suggesting that there aren't any contemporary analyst views which fluctuate from what have been considered to derive the consensus estimate. This has resulted in an salary ESP of 0%.

Story continues

in spite of this, the inventory presently carries a Zacks Rank of #3.

So, this mixture makes it difficult to conclusively predict that Laredo Petroleum will beat the consensus EPS estimate.

Does income shock historical past cling Any Clue?

Analysts often accept as true with to what extent an organization has been in a position to fit consensus estimates during the past whereas calculating their estimates for its future profits. So, or not it's value taking a look on the surprise background for gauging its have an impact on on the upcoming quantity.

For the remaining pronounced quarter, it became anticipated that Laredo Petroleum would publish salary of $0.30 per share when it truly produced profits of $0.27, supplying a surprise of -10%.

Over the remaining four quarters, the company has crushed consensus EPS estimates just once.

bottom line

An revenue beat or omit can also now not be the only foundation for a stock moving greater or decrease. Many shares become losing ground regardless of an salary beat due to different factors that disappoint buyers. similarly, unexpected catalysts support a couple of stocks gain despite an salary leave out.

That talked about, making a bet on stocks which are anticipated to beat profits expectations does increase the chances of success. here's why it's value checking a corporation's income ESP and Zacks Rank forward of its quarterly free up. make certain to make the most of their salary ESP Filter to find the optimum shares to purchase or promote before they've stated.

Laredo Petroleum does not seem a compelling income-beat candidate. youngsters, buyers should pay consideration to other factors too for betting on this stock or staying far from it ahead of its profits free up.

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power shares rose 2.6% on Wall highway today.

more widely, the Dow Jones Industrial general declined 0.1%, the Nasdaq stayed level and the S&P 500 turned into down 0.1%.

one of the crucial greatest gainers amongst energy stocks consist of:

  • Ep energy Corp (EPE): EPE stock is up 12.7%, marking the fourth consecutive day the inventory has improved.
  • Teekay Offshore partners L.P. (TOO): TOO inventory is up 12.3%, marking the third consecutive day the stock has improved.
  • Laredo Petroleum Holdings Inc (LPI): LPI inventory is up 12.0%, marking the third consecutive day the stock has extended.
  • Noble Corp (NE): NE inventory is up 9.5%, marking the third consecutive day the inventory has multiplied.
  • Stone power Corp (SGY): SGY inventory is up 8.7% nowadays and up 21.9% in the ultimate month.
  • Synergy elements Cp (SYRG): SYRG stock is up 8.5% nowadays and up 37.9% in the last month.
  • Cobalt international power (CIE): CIE stock is up 7.7%, marking the third consecutive day the stock has extended.
  • Whiting Petroleum Corp (WLL): WLL inventory is up 7.5%, marking the third consecutive day the stock has extended.
  • Pengrowth energy Corp (PGH): PGH stock is up 7.2% today and up 26.6% in the ultimate month.
  • Atwood Oceanics (ATW): ATW inventory is up 7.1%, marking the third consecutive day the stock has elevated.
  • one of the largest losers among power shares encompass:

  • Calumet strong point items (CLMT): CLMT stock is down 1.5% today.
  • Tesoro Logistics LP usual Unit (TLLP): TLLP stock is down 1.8% these days on 4 instances ordinary quantity.
  • natural aid partners LP (NRP): NRP stock is down 1.6% nowadays.
  • Atlas Pipeline companions L.P. (APL): APL inventory is down 1.5% today on 2 times regular extent.
  • Buckeye partners L.P. (BPL): BPL stock is down 1.four% nowadays.
  • Enbridge power management Llc (EEQ): EEQ inventory is down 1.1% these days.
  • Suburban Propane companions L.P. (SPH): SPH stock is down 0.9% these days.
  • Ypf Sociedad Anonima (YPF): YPF inventory is down 0.6% these days and down 21.5% in the ultimate month.
  • World fuel features Corp (INT): INT inventory is down 0.5% these days on three instances commonplace quantity.
  • Compagnie Generale De Gephysqu (CGG): CGG stock is down 0.4% today and down 32.three% within the ultimate month.
  • For more assistance on the superior stocks to buy at this time, check out the newest commentary on

    And for greater on the hot shares moving most on Wall street at this time, take a look at their archive of daily market movers through sector here.

    Editor’s be aware: Returns for the fastest-relocating shares listed here are according to share expenses 20 minutes earlier than publication of this story.

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    LPI Level 1 102, Junior Level Linux Certification, Part 2 of 2

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    Community efforts in Linux certification | real questions and Pass4sure dumps

    June 5, 2000Web posted at: 10:19 a.m. EDT (1419 GMT)

    (IDG) -- I should be studying. I should be in a classroom. I should be cramming for my exam. But I'm not. I'm sitting here at my computer dutifully writing this column, even though I know that at about this time next week, I'll be in Austin, Texas, taking the first of two Level 1 LPI Linux certification exams. I know I'm not going to do very well, but that's OK; I'm not obligated to humiliate myself by revealing my score. After taking both exams for Level 1, however, I should have a pretty good idea of what is considered an acceptable level of knowledge for a junior Linux system administrator.

    Linux certification is an idea that has been around for a long time and is now coming to fruition. There are two primary entities working to provide Linux professionals with credentials. The first is SAIR; the second is LPI, the Linux Professional Institute. If you are not familiar with Linux certification, I recommend Eileen Cohen's excellent analysis, which appeared in LinuxWorld earlier this year. The URL is given below in the Resources section of this article.

    The goals of the two primary groups are very similar. The primary difference is that SAIR is a for-profit corporation offering both testing and training, while LPI is a nonprofit organization focusing exclusively on testing. Wave Technologies, which recently purchased SAIR, is in fact a major provider of IT training.

    Both LPI and SAIR seek to advance Linux in the enterprise. Each has impeccable credentials of its own. Some of the brightest lights in the open source world serve on SAIR's advisory board. LPI is simply a part of the Linux community doing something that needs to be done.

    Evan Leibovitch, who has been involved with Unix and Linux for a long time, and who has written about Linux for the past five years, is one of the founders of the LPI. Evan asked recently if I would like to take the first-level LPI exam, currently in beta. I hesitated a day before accepting the offer, for no reason other than fear of failing.

    At first I hoped that I would be able to take the test online, but the exams are only given in controlled environments, so that people don't make it an open book test or have proxies take the exam for them. But VUE (Virtual University Enterprises), which administers the certification exams for LPI, has three locations in the Austin area, so finding a nearby testing center was not a problem. I'm booked for 10:30 a.m. on May 31. Think good thoughts for me.

    Community efforts

    I'm always amazed and a little in awe of what the people in the Linux community take it upon themselves to do. LPI is no exception. Now about 1,000 strong, and less than two years old, it is finishing beta testing on its Level 1 certification program as I type. You should be able to earn your LPI Level 1 certification as early as this summer. Work is already underway on the Level 2 exams, and a third level, for senior administrators, will follow.

    Evan has been involved with Unix for many years, and with Linux since 1995. As a journalist, he has written about both, and he currently writes a weekly column on Linux for ZDNet. He told me that he can still remember when he first got hooked by Linux. It was at the November 1995 Unix Expo in New York, following Novell's announcement that it was selling its Unix interests to SCO. Evan said, "I spent most of the rest of the day at the booths of Caldera and Red Hat, which had very tiny booths at that show. And basically that was the start of my getting hooked."

    The current LPI organization is blended from two separate mailing lists and a third Linux community certification project, Digital Metrics. Evan was not satisfied with simply writing about Linux and became an active member of the community. He helped to found CLUE, the Canadian Linux Users Exchange, and it was from CLUE's general mailing list that the first roots of the LPI appeared.

    Evan said that someone on the list asked what Linux needed to make it into the mainstream. The answer that came up most often was certification, and soon the topic warranted a list of its own. Among the early participants on the list was Dr. Tobin Maginnis, founder and president of SAIR.

    In 1998, Dan York wrote an article about certification in the Linux Gazette, and it generated enough interest that a mailing list formed around it as well. Not long afterwards, one of Linux's roving ambassadors, Jon "maddog" Hall, introduced Evan and Dan. The result was a merger of the lists and the formation of LPI.

    LPI has made great strides since its formation a year and a half ago. For one thing, members have rethought how LPI would handle the problem of testing for distribution-specific knowledge. Originally, LPI planned to offer two tests, one general and one distribution specific. Candidates would have all had to take the common exam, and then pick the distribution for which they wanted to be tested in part two.

    But as LPI members looked more closely at the feedback received from the community about the types of things that a junior, intermediate, and advanced Linux admin should know, they discovered that the places where the distributions were different -- primarily their installation and selection of GUI -- weren't areas that needed to be tested that deeply.

    Instead, the people at LPI have designed one section of the second exam to deal with differences between dpkg and RPM package management. Evan said, "It was not reasonable to have an exam that would cover basic admin tasks that didn't deal with package management." But he added that if you know only dpkg and not RPM, or vice versa, you will be able to pass.

    If I'm not totally humiliated by the exam, I'll take the second part as well and provide as many details about it as I'm allowed. I can't report on any specific questions, of course, but I'll cover topics, toughness, and the test environment.

    Looking ahead

    Looking towards the future, LPI plans to have the second level of testing, for the intermediate Linux system administrator, available in less than a year. No timetable has been set for the third-level test, which will be released sometime after the second. Evan also told me that LPI is working closely with the Linux Standard Base (LSB), so that when LSB finalizes its specification, it becomes the foundation for the LPI testing.

    Will SAIR and LPI ever merge? I don't believe it would be a bad thing if they did, but I personally don't see how it can happen. A founding principle of LPI was the separation of training and testing, and SAIR is owned by a training firm. So in certification, just like so many other aspects of Linux and the open source community, they are blessed with choice.

    My take on all of this is that folks like Evan and Dan and all the others who have contributed time, money, ideas, or effort to LPI are doing all the rest of the Linux community a very great service. The enterprise is eager not only for Linux itself, but for qualified professionals to administer it. The certification of a pool of Linux professionals can only help to speed its deployment.


    Linux struggles to get beuond the WebJune 2, 2000Troubleshooting the Linux wayMay 17, 2000Two Linux standards groups combine into oneMay 10, 2000Security firm warns of Red Hat Piranha 'back door'April 27, 2000Linux livin' large on mainframeApril 5, 2000


    High demand for initial vendor-neutral Linux certification tests(Linuxworld)Simply useful: Spare, powerful desktops for Linux(Linuxworld)New tools on horizon boost Linux appeal(Computerworld New Zealand)Troubleshooting the Linux way(Linuxworld)Embedded Linux basics(Linuxworld)Two Linux standards groups combine into one(Computerworld)Open source smugglers(Computerworld)How the Linux community is trying to avoid Unix's mistakes(The Industry Standard)


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    Linux Certification Passport author outlines exam strategy | real questions and Pass4sure dumps

    What type/level of IT professional is Mike Myers' Linux+ Certification Passport aimed toward?The Linux+ exam is targeted at junior-level IT professionals with six to 12 months of experience with Linux. This experience is crucial, as many companies look for it before they look at certification in the hiring process. Mike Meyers' Linux+ Certification Passport is aimed at Linux professionals with experience who just want a refresher focused on the Linux+ certification objectives as published by the Computing Technology Industry Association (CompTIA).

    CompTIA built its objectives - and questions, based on input from their Subject Matter Experts (SMEs), Linux administrators who have formed an understanding of the skills expected of a junior level Linux administrator.

    Imagine I am one of your book's potential readers. What should draw me to Linux+ Certification Passport rather than online certification exam preparation services such as, or online certification exam preparation services focus solely on the questions. There are so many questions in CompTIA's exam pool that it's no longer possible to rely on memorized questions and answers in preparing for the exam. With the Linux+ Certification Passport, I've given the reader insight into the kinds of questions to expect, and the skills needed, for the exam. This specific information will help the reader pass the Linux+ exam, at least until the objectives undergo major revisions.

    CompTIA, Red Hat, and the Linux Professional Institute (LPI) have done an excellent job battling the perception that Linux certifications can be passed with "braindumps." LPI's exams include "fill in the blank" questions, which can't just be guessed. Red Hat's exams include "hands on" scenarios which test the candidate's fundamental Linux skills under some rigorous time constraints. From the feedback I've seen, my RHCE Red Hat Certified Engineer Linux Study Guide have helped a number of candidates practice those skills essential for RHCEs, as described in the public Red Hat exam prep guide.

    So perceptions of the test itself have been changing; how would you say this has changed the certification arena in the past several years?As demand has grown for Linux professionals, the demand for certified professionals has grown correspondingly - after some initial skepticism.

    I think the skepticism was based on perceptions from the Linux world with regard to Microsoft certifications. The training wasn't an issue - it's the certification that held the stigma.

    While the skeptics continue to complain, certification is gaining credibility as a measure of competence for Linux professionals.

    And individual tests? How have they changed? What's next in certification?While CompTIA has done an excellent job keeping their exams up to date, I hope they include a few "fill in the blank" questions in their next major revision.

    Canonical has a new entry into the Linux certification realm, the Ubuntu Certified Professional (UCP) exam. Officially, it's an LPI exam, which builds on the LPIC Level 1 certification. I would not be surprised to see Canonical come out with an Ubuntu Certified Engineer exam. It would probably include hands-on questions, in the same mold as the Red Hat Certified Engineer exam. I've also written a book on the UCP exam, Ubuntu Certified Professional Study Guide, which should be on the shelves in a couple of months (August 2008).

    As for other Linux certification exams, I haven't taken the SUSE exams developed by Novell, so I cannot comment on those.

    I am disappointed that the SAIR exams have lost mindshare in the Linux community. They were created by some excellent Linux developers, but were never kept up to date, certainly not to the extent that the Linux+ exam was. As far as I know, other offerings, such as the online Linux exams from Brainbench, have not gained any significant mindshare among Linux professionals.

    When did you take the Linux Certification exam? Did your memories of the exam inform how you wrote the book?I've taken the Linux+ certification exam three times. The first two times were in support of other projects - including one of my first books, Linux+ Exam Cram. Each time, I've done my best to make sure that any questions I create are different from those questions I've seen on the exam. However, taking the exam helped me create questions of the same degree of difficulty.

    CompTIA, with the help of its SMEs, has done an excellent job keeping the Linux+ exam up to date. While the current objectives were created in 2004, the questions I saw when I took the exam in 2007 reflected information on the latest Linux distributions.

    Which distributions do you focus on most heavily in the book, and why? Which do you see as being most valuable to a business?In 2004, CompTIA explicitly focused on four distributions when it developed the Linux+ exam: Red Hat, SUSE, Mandrake, and Turbolinux. All of these distributions have evolved; so I used the Fedora 7, openSUSE 10, Mandriva 2007, and Turbolinux Celica releases to prepare Linux+ Certification Passport. Do you have any recommended study tips to go along with the book?Does Linux require a different approach to learning than do proprietary software certifications?

    Mike Myers' Linux+ Certification Passport is dedicated to the Linux+ exam.

    If you want to learn Linux, get a real Linux system. It's OK to install Linux on a Virtual Machine; in fact, the management of virtual machines is a skill in high demand. Yes, getting CompTIA Linux+ -certified can help get you past the people who screen your résumé. If you actually practice the skills discussed in Linux+ Certification Passport, you're more likely to get through those interview questions and get the job you want.

    University of Hawaii Community Colleges | real questions and Pass4sure dumps


    Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

    Review Year: College: Program:

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

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

    ICS Program Mission Statement

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

    ICS Program Outcomes

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

  • Demonstrate computing literacy.
  • Describe the functions and interrelationships of the building blocks of an operating system.
  • Solve problems, develop algorithms, and write object-oriented computer programs in at least two programming languages.
  • Apply the mathematics used in computing science to solve computing problems.
  • Effectively communicate in written and oral form, a system solution its documentation, and its implementation.
  • Use project management tools to manage information systems development projects.
  • Work effectively as part of a group/team.
  • Demonstrate proficiency in computer maintenance and networking.
  • Based on selection of an area of specialty, the student will further be able to:

  • Database Support Specialist:  Write object-oriented computer programs for online access and manipulation of databases.
  • Mobile Developer Specialist:  Design, develop and implement applications and policies for mobile devices.
  • Software Developer Specialist:  Develop a foundation in computer science to succeed in upper-division courses.
  • Network Support Specialist:  Apply computer networking principles to build and troubleshoot networks.
  • Information Security Specialist:  Apply the tools and techniques of information security to secure physical and digital information.
  • The AS in ICS also provides students with the opportunity to get certificates of completion. This is a list of the current certificates being offered.

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

    ICS Certificate of Achievement Learning Outcomes

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

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

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

    Basic Logic and Programming 2

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

    Web Programming

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

    Web Science

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

    Certificate of Completion -Help Desk

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

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

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

  • Database support
  • Information security
  • Mobile developer
  • Network support
  • Software developer
  • Overall Program Health: Healthy

    Majors Included: ICS     Program CIP: 11.0101

    Demand Indicators Program Year Demand Health Call 10-11 11-12 12-13 1 New & Replacement Positions (State) 45 199 137 Healthy 2 *New & Replacement Positions (County Prorated) 39 73 57 3 *Number of Majors 150.5 145.5 155.5 3a     Number of Majors Native Hawaiian 30 31 30 3b     Fall Full-Time 52% 50% 54% 3c     Fall Part-Time 48% 50% 46% 3d     Fall Part-Time who are Full-Time in System 1% 3% 1% 3e     Spring Full-Time 46% 44% 57% 3f     Spring Part-Time 54% 56% 43% 3g     Spring Part-Time who are Full-Time in System 1% 1% 1% 4 SSH Program Majors in Program Classes 654 648 879 5 SSH Non-Majors in Program Classes 2,567 2,124 1,962 6 SSH in All Program Classes 3,221 2,772 2,841 7 FTE Enrollment in Program Classes 107 92 95 8 Total Number of Classes Taught 60 52 64 Efficiency Indicators Program Year Efficiency Health Call 10-11 11-12 12-13 9 Average Class Size 18.2 17.8 14.8 Healthy 10 *Fill Rate 80.8% 84.3% 75.3% 11 FTE BOR Appointed Faculty 1 5 6 12 *Majors to FTE BOR Appointed Faculty 150.5 29.1 25.9 13 Majors to Analytic FTE Faculty 22.7 23.3 22.3 13a Analytic FTE Faculty 6.6 6.3 7.0 14 Overall Program Budget Allocation $532,599 $442,136 $430,305 14a General Funded Budget Allocation $532,599 $442,136 $430,305 14b Special/Federal Budget Allocation $0 $0 $0 14c Tuition and Fees $0 $0 $0 15 Cost per SSH $165 $160 $151 16 Number of Low-Enrolled (<10) Classes 7 8 15 *Data element used in health call calculation Last Updated: January 27, 2014 Effectiveness Indicators Program Year Effectiveness Health Call 10-11 11-12 12-13 17 Successful Completion (Equivalent C or Higher) 71% 75% 79% Cautionary 18 Withdrawals (Grade = W) 50 45 50 19 *Persistence Fall to Spring 68.5% 75.5% 66.4% 19a Persistence Fall to Fall     47.5% 20 *Unduplicated Degrees/Certificates Awarded 38 54 15 20a Degrees Awarded 5 10 6 20b Certificates of Achievement Awarded 0 0 4 20c Advanced Professional Certificates Awarded 0 0 0 20d Other Certificates Awarded 39 60 17 21 External Licensing Exams Passed   Not Reported Not Reported 22 Transfers to UH 4-yr 10 5 8 22a Transfers with credential from program 1 0 0 22b Transfers without credential from program 9 5 8 Distance Education:Completely On-line Classes Program Year   10-11 11-12 12-13 23 Number of Distance Education Classes Taught 17 14 16   24 Enrollments Distance Education Classes 339 269 300 25 Fill Rate 91% 96% 94% 26 Successful Completion (Equivalent C or Higher) 73% 77% 76% 27 Withdrawals (Grade = W) 14 11 13 28 Persistence (Fall to Spring Not Limited to Distance Education) 67% 66% 64% Perkins IV Core Indicators2011-2012 Goal Actual Met   29 1P1 Technical Skills Attainment 90.00 79.17 Not Met   30 2P1 Completion 50.00 41.67 Not Met 31 3P1 Student Retention or Transfer 74.25 72.09 Not Met 32 4P1 Student Placement 60.00 55.00 Not Met 33 5P1 Nontraditional Participation 17.00 25.74 Met 34 5P2 Nontraditional Completion 15.25 16.67 Met Performance Funding Program Year   10-11 11-12 12-13 35 Number of Degrees and Certificates     10   36 Number of Degrees and Certificates Native Hawaiian     0 37 Number of Degrees and Certificates STEM     10 38 Number of Pell Recipients     39 39 Number of Transfers to UH 4-yr     8 *Data element used in health call calculation Last Updated: January 27, 2014

    Demand Indicators

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

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

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

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

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

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

    Occupation Title


    Average Annual Growth

    Average Annual Replacement Openings


    Actual & Projected



    Total, all occupations





    Computer Specialists





    Computer and information scientists, research





    Computer programmers





    Computer software engineers, applications





    Computer software engineers, systems software





    Computer support specialists





    Computer systems analysts





    Database administrators





    Network and computer systems administrators





    Information Security Analysts, Web Developers, and Computer Network Architects





    Computer specialists, All Other





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

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

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

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

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

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

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

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

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

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

    Goals and expectations from last year:  What happened?

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

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

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

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

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

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

    ICS Program Strengths

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

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

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

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

    ICS Program Weaknesses

    After careful review of the ICS program they have identified two main weaknesses in their program;

  • The ICS program needs more aggressive and better marketing to attract new students,
  • ICS faculty need to figure out how to retain and graduate or transfer more students.
  • Efficiency Indicators

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

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

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

    Effectiveness Indicators

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

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

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



    Course Offerings

    ICS 171

    Security+ Certification

    Fall and Spring Semester

    ICS 172

    CCNA Certification

    Spring Semester 8week

    ICS 184

    Network+ Certification

    Fall and Spring Semester

    ICS 281

    Certified Ethical Hacker Certification

    Spring Semester 8week

    ICS 282

    Forensics Certification

    Spring Semester 8week

    ICS 283

    CCNP Certification

    Spring Semester 8week

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


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


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


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


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

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


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


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

    Perkins Core Indicators

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

  • technical skills attainment  79.17% / 90%
  • completion  41.67% / 50%
  • student retention/transfer   72.09% / 74%
  • student placement  55% / 60%
  • Completion, Retention and Transfer

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

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

    Technical Skills Attainment and Completion

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

    Student Placement

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

    Supporting Leeward Community College’s Mission

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

    ICS Mission Statement

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

    Action Plan

    Distance Education

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

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

    The ICS program  offers the following cable TV courses:

    •       ICS141     re-taping in progress  (Bauer)

    •       ICS241     currently being offered (Bauer)

    •       ICS111     currently being offered (Polo)

    •       ICS211     currently being offered (Albritton)

    •       ICS184    re- taping in progress (Polo)

    •       ICS185   deleted from the curriculum

    •       ICS186   deleted from the curriculum

    •       ICS187   deleted from the curriculum

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

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

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


    Beyond Pure Distance Education

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

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

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

    Reaching Out to High Schools

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

    PCC Meetings

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

    The ICS Department and its Partnerships

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

    UH Cybersecurity Education Group

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

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

  • Articulating industry/DoD needs with the education/experience of graduates specializing in cyber security and/or information assurance;
  • Discussing the future of Centers of Academic Excellence (CAE) across the UH;
  • Mapping UH curriculum student learning objectives against industry requirements and conducting gap analyses.
  • We expect that demand for their program as well as completion rates will increase as a direct result of the marketing and ICS faculty efforts but they definitely need help on this area.

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

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

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

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

    Assessedthis year? Program Student Learning Outcomes



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



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



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



    Use project management tools to manage information systems development projects.



    Work effectively as part of a group/team



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



    Design a relational database with proper documentation.



    Demonstrate proficiency in computer maintenance and networking. A) Evidence of Industry Validation

    Not available

    B) Expected Level Achievement

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

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

    C) Courses Assessed ICS Courses Assessed and Currently in TK20

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

    ICS101 ICS113 ICS151 ICS172 ICS211 ICS212 ICS240 ICS251 ICS283 D) Assessment Strategy/Instrument

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

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

    E) Results of Program Assessment

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


    Success Rate

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

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


    Sections in the 2012-2013 year without 70% success rate

    ICS100 4 out of 16 sections ICS101 2 out of 6 sections ICS251 only section, above 60% success ICS281 only section, above 65% success ICS211 only section, above 60% success

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

    F) Other Comments

    No content.

    G) Next Steps

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

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

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