An implementation of secondary tracks in an information technology degree program

Abstract

This paper will layout the University of Cincinnati's efforts in creating the secondary track curriculum for an information technology degree program to be started in the autumn quarter of 2004. By secondary track, we are referring to coursework required by all information technology majors in their secondary area of specialization. Five options are made available to students as their secondary area: database management, digital media, networking, software development or web technologies. The work done creating this secondary track for students is based on ACM SIGITE's initial implementation of IT curriculum guidelines. Input for the secondary track curriculum was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the secondary track courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which the secondary track curriculum can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

A Curriculum Model Based on the SIGITE Guidelines

“…These career objectives were addressed within the Computer Information Technology department. Figure 2 represents the structure that students may use to take the course work (Kamali, Liles, Winer, Jiang, & Nicolai, 2005;Stockman, Chaytor, et al, 2004). The SIGITE core curricula (Curriculum: Proposed standards for IT curriculum, 2005), based on a modularized (clustered) model, was the foundation for developing the Computer Information Technology Department revised curricula.…”

“…In some cases individuals were specifically approached to advise on curriculum and to be part of the advisory committee for the department. Industry sources were researched along with the current information technology research (Dark, Ekstrom, & Lunt, 2005;Hazem et al, 2004;Kamali, Liles, Winer, Jiang, & Nicolai, 2005;Stockman, Chaytor, et al, 2004;Stockman, Christopherson, et al, 2004) in an effort to holistically address the issues of student employment or graduate school acceptance upon gradua-tion. Partnerships continue to be sought in an effort to expose students to a variety of opportunities and challenges within their field of specialization.…”

“…Outcome based objectives are an integral part of the ABET (Accreditation Board for Engineering and Technology) accreditation guidelines. The literature supporting information technology education (Aasheim, Lee, & Reichgelt, 2005;Dark, Ekstrom, & Lunt, 2005;Hazem et al, 2004;Said et al, 2004;Stockman, Chaytor, et al, 2004;Stockman, Christopherson, Said, & Nyland, 2004) and supporting using outcome based objectives (Abernethy, Treu, Piegari, & Reichgelt, 2005;Longenecker Jr. & Feinstein, 2005 ) to define the graduating student, then the specific requisite knowledge, skills, and abilities (KSA's) of the student's primary focus area. A graduate of the program should have specific sets of KSA's spread across the curricula.…”