Running Head: PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 1

Computer Science Pathways at Gavilan College

Project Definition

Rob Campbell

California State University Monterey Bay

IST 522- Instructional Design

Professor: Karen Wisdom

PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 2

Introduction

This instructional unit is designed to inform and reinforce learning about the Computer

Science Pathways at Gavilan College. Students will learn what a pathway is, why a pathway

matters, and what pathways are available in Computer Sciences. They will develop clarity about

which classes to take based on the specific pathway and program emphasis they have selected.

Needs Assessment

Navigating ones way through college can be challenging. A student may find themselves

asking many questions about where they are headed in their education and career, which courses

to take, placement test scores, prerequisites, and other intricacies of a successful--or sometimes

unsuccessful-- college experience.

A student who is unclear on what courses to take to fulfill educational goals can waste

time and money on courses that dont take them in the right direction. They may not be aware of

educational prerequisites or remediation they may need to be prepared or eligible for the courses

they want to take. They may not realize alternative or parallel paths to their selected career,

where a few courses difference may separate them from the next level of achievement.

At present time these students get their information from course catalog, school web

page, and guidance counselors.

Learner Profile

Learners who undertake this unit will be students who are interested in or preparing to

enter the Computer Sciences Program at Gavilan College. Many of these students may be in high

school or just graduated from high school, but some may be re-entry students with goals of

changing or improving their career direction.

PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 3

Approximately half of community college students can be described as non-traditional,

meaning they are over25 years of age, work full time, attend school part time, are independent

from parental support, and may have children. For students this can mean that they are at risk for

dropping out due to factors such as financial pressures, stress, lack of time, a sense of not fitting

in on campus. Factors for retention include self-motivation, on campus support, and family

encouragement (Reed, 2013). Of these factors, the only one that the college exerts real influence

is through on campus support.

Millar (2010) points out that as much as 50% of student who enroll in their first semester

of community college will not enroll for the second due to inaccurate self-assessment regarding

preparedness for college. Some of this may be attributed to understanding course expectations in

terms of knowledge and work expectations.

By completing this unit of instructional design, students will have a clear vision for their

path of success in Computer Science at Gavilan College. They will be confident in the direction

they have chosen and will be more likely to complete and enter the workforce at their desired

level. Students will have awareness of a variety of careers in computer science with good earning

potential, success rates will improve in certificate and degree pathways, transfer rates to

universities will improve, and the number of unnecessary coursework students engage in will be

reduced.
PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 4

Project Outline

The duration of each part is designed to give enough time for effective completion but

not enough to reduce interest or engagement. Changing up and segmenting the content creates

natural break points that allow for self-pacing or completing the unit in more than one sitting.

Part 1: Introduction to Pathways (5-7 minutes)

This section of the training will demonstrate the concept of pathways. It will show the

kinds of results possible, such as certificates, degrees, and university transfer programs. It will

explain the benefits of following a pathway, such as understanding income possibilities,

university matriculation, and developing a plan for completion of specific coursework

requirements. Possible consequences of not following a pathway will be discussed: not being

prepared for crucial courses, spending time and money taking courses that dont fit the pathway,

not matriculating to a university as desired, or simply not being adequately prepared for ones

chosen career.

Part 2: Interest and Aptitude Questionnaire (10 minutes)

Students will respond to a number of questions that help identify interests in computer

science careers. In addition there will be some skill tests that measure aptitude for basic

computer coursework through basic algebra and introductory coding applications. There is

likely another placement test used by Gavilan for placement in classes; this will merely be more

specific to computer science, and due to experiential proximity, may seem more relevant to the

learner.

Part 3: Career Connections (10 minutes)

Overviews of the general careers opened and accessed by computer science pathways,

including career implications, current income possibilities, required job skills, typical duties and
PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 5

tasks, and room for advancement based on skills, aptitude, and education. Specific case studies

will be included demonstrating connections between education and careers, as well as exploring

people and what they do. In some cases the profile will be brief, while others may be more in-

depth.

Part 4: Introduction to Computer Science Pathways (10 minutes)

Here students will be introduced to the differences between certificate pathways and

degree oriented pathways. Specific program emphases in computer sciences will be outlined,,

and courses needed for either degree or certificate pathways. Specific prerequisites and

placement tests will help learners understand how to be prepared for the courses ahead.

Technological and support resources, clubs, internships, and online courses will be covered. In

the case of online courses, the learner will understand what kind of work theyll be doing and the

support provided through the course.

Part 5: Quiz on Pathways (10 minutes)

This is a check for understanding. Unit content may be reviewed from here as needed.

Part 6: Interactive Pathway (10 minutes)

Finally, students will practice creating an individual course program for themselves for a

one to two year plan of completion, addressing a specific pathway or emphasis. The activity will

have learners select courses and class schedules and provide feedback on selections. Students can

retake this portion as often as they like, and will be able to print results.

Conclusion

Further dialog with the client organization will bring more detail to this outline.

Identifying specific technological tools for assessments and activities will be important to

ensuring quality student engagement and results that endure with the learner. Finding available
PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 6

video sources will be helpful. Original video production will be used for much of the pathway

specific content. Cooperation of faculty will be essential to getting correct information as well as

department branding through personal identification. This will be more effective than using

outside talent for spokespersons in video portions.

PROJECT DEFINITION: COMPUTER SCIENCE PATHWAYS 7

References

Millar, B. (2010). Community College Students Perceptions of Academic Readiness.

Dissertation, ProQuest Dissertations and Theses.

Reed, T. (2013). Exploring Retention from Perceptions of Nontraditional Students Enrolled in

Community College. Dissertation, ProQuest Dissertations and Theses Database.