A Comparison of Baccalaureate Programs in Information Technology with Baccalaureate Programs in Computer Science and Information Systems

Reichgelt, Han; Lunt, Barry M.; Ashford, Tina; Phelps, Andy; Slazinski, Erick D.; Willis, Cheryl L.

doi:10.28945/286

Cited by 32 publications

(24 citation statements)

References 2 publications

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“…(Joint Task Force, 2004) In a paper published in the proceedings of CITC-3 (Lunt et al, 2002), and later refined and published in the proceedings of CIEC-2003 (Lunt et al, 2003b), Lunt et al helped a great deal in defining the academic discipline of information technology, especially with relation to its most closely related disciplines of computer science (CS) and information systems (IS). This effort was further developed by Reichgelt et al in a paper published in the Journal of Information Technology Education (Reichgelt et al, 2004). The first two studies included other related disciplines such as information science, electrical engineering, electronic/telecommunications engineering technology, and computer engineering/ engineering technology, and were conducted at 12 institutions that had programs in IT and at least two other related disciplines.…”

Section: Differentiating From Related Disciplinesmentioning

confidence: 99%

Defining the IT Curriculum: The Results of the Past 3 Years

Lunt¹,

Ekstrom²,

Lawson³

et al. 2005

InSITE Conference

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Efforts to define IT curriculum and accreditation standards began at the first Conference on Information Technology Curriculum (CITC-1) in December 2001, which included representatives from 15 Information Technology (IT) programs at four-year schools in the United States, and representatives from the Association for Computing Machinery (ACM), the Institute for Electrical and Electronic Engineers (IEEE), and the Accreditation Board for Engineering and Technology (ABET). Since this conference, this work has been ongoing at CITC-2 (April 2002), CITC-3 (September 2002), and CITC-4 (October 2003), and through committee work which has progressed between these conferences. The three main thrusts of this work have been to define standards for accreditation of IT programs, to define a model curriculum for IT programs, and to distinguish IT programs from the most closely-related academic programs, such as Information Systems and Computer Science. Membership in SIGITE (Special Interest Group on Information Technology Education) of the ACM is now over 300 members and represents most 4-year IT programs and several 2-year IT programs in the United States; the outcome of these three main thrusts should therefore be of wide interest to all those in related programs or at institutions considering forming a similar program. This paper gives some of the details of the results of the work on these three thrusts.

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Section: Differentiating From Related Disciplinesmentioning

confidence: 99%

Defining the IT Curriculum: The Results of the Past 3 Years

Lunt¹,

Ekstrom²,

Lawson³

et al. 2005

InSITE Conference

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“…There are many competing IS programs in the US and worldwide (Reichgelt, Lunt, Ashford, Phelps, Slazinski, & Willis, 2004). The driving forces for these programs are different.…”

Section: Abet Criteria For Accrediting Is Programsmentioning

confidence: 99%

A Holistic Approach to Develop IS Curricula: Focusing on Accreditation and IT Certification

Al-Rawi

Lansari

Bouslama³

2005

JITE:Research

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Executive SummaryAcademic institutions worldwide are constantly trying to refine or even reinvent their Information Systems (IS) curricula to address the needs of industry and government. As many IS curricula emerge, a number of them do not satisfy well recognized standards and even lack critical components. Furthermore, a highly competitive Information Technology (IT) global market is putting pressure on colleges and universities to include IT certification in the curriculum.The goal of this paper is to propose a comprehensive model IS curriculum based on well recognized standards while integrating the objectives of key IT certificates. ABET (Accreditation Board for Engineering and Technology) is the main agency for accrediting IS programs in the U.S. The ABET criteria, which specify the requirements for designing IS curricular components, are used to design the model curriculum. These components consist of general education courses, environmental courses, major core courses, major electives and general elective courses. Furthermore, the IS 2002 report, which identifies specific features of the IS profession and shows how to integrate them into IS curricula, is used to implement the ABET core courses. The IS 2002 report is studied in order to develop the core IS component of the proposed model curriculum. In addition, key IT certifications as well as IS components that have the potential to lead to these IT certifications are identified.In this study, four areas in the IS model curriculum are identified to integrate IT certification objectives. These areas are: Personal productivity, Networking, Programming and problem solving, and Hardware and software. Five IT certificates that can be integrated in these four areas are identified. These are: MS MOUS or ECDL, CompTIA Network +, Cisco CCNA, CompTIA A+, and Sun Certified Programmer for Java 2 Platform. An example showing how to integrate Network+ certification, Cisco CCNA, is presented with a comparison between Cisco CCNA and CompTIA Network+. A master course syllabus that covers the CCNA objectives is developed. It is anticipated that colleges and universities will benefit from this study by using the proposed IS model curriculum as a framework for easy integration of certification modules into IS courses.Keywords: Information Systems, ABET, IS 2002, Curricula, Accreditation, Certification.Material published as part of this journal, either on-line or in print, is copyrighted by the publisher of the Journal of Information Technology Education. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact ...

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“…Most cover areas such as networking, web development and system administration in some detail, while very few pay particular attention to the theoretical foundations in complexity theory that is so prevalent in computer science programs. Until fairly recently, most IT programs arose in isolation from each other, often evolving out of existing programs in computer science, computer engineering or computer engineering technology, or information systems (Lunt et al, 2003a;Reichgelt et al, 2004). However, there was also a growing realization on the part of those programs that were aware of each other's existence that a forum was needed in which they could discuss the various features of their programs, and improve their programs based on the experiences of IT programs at other institutions (Lunt et al, 2003b).…”

Section: Introductionmentioning

confidence: 99%

The Information Technology Model Curriculum

Ekstrom

Gorka²,

Kamali³

et al. 2006

JITE:Research

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The last twenty years has seen the development of demand for a new type of computing professional, which has resulted in the emergence of the academic discipline of Information Technology (IT). Numerous colleges and universities across the country and abroad have responded by developing programs without the advantage of an existing model for guidance. Efforts to define a model curriculum for IT began at the first Conference on Information Technology curriculum (CITC-1) in December 2001, which included representatives from 15 IT programs at four-year universities across the United States. Membership in SIGITE (Special Interest Group Information Technology Education) has grown to over 400 representing many of the four-year IT programs in the United States and abroad and some of the two-year IT programs in the United States. Continued development of the curriculum and subsequent funding by the Education Board of ACM enabled the completion of a first draft of the model curriculum for IT establishing program outcomes and a body of knowledge defining the discipline. This paper presents an overview of the process followed and the results achieved.

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A Comparison of Baccalaureate Programs in Information Technology with Baccalaureate Programs in Computer Science and Information Systems

Cited by 32 publications

References 2 publications

Defining the IT Curriculum: The Results of the Past 3 Years

Defining the IT Curriculum: The Results of the Past 3 Years

A Holistic Approach to Develop IS Curricula: Focusing on Accreditation and IT Certification

The Information Technology Model Curriculum

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