Specification and managed development of information technology curricula

Alford, Kenneth L.; Carter, Curtis A.; Ragsdale, Daniel; Ressler, Eugene K.; Reynolds, Charles

doi:10.1145/1029533.1029598

Cited by 17 publications

(6 citation statements)

References 4 publications

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“…The notion of a pervasive theme is similar to that of a "recurrent concept", which Alford, Carter, Ragsdale, Ressler, & Reynolds (2004) point out, first appeared in the computer science model curriculum in 1991. The notion is related to what Wiggins and McTighe (1998) call "enduring understanding", a set of "big ideas" that reside at the heart of the discipline and that cannot be covered directly but must somehow be grasped by students as they become proficient in the discipline.…”

Section: Pervasive Themesmentioning

confidence: 95%

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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Section: Pervasive Themesmentioning

confidence: 95%

The Information Technology Model Curriculum

Ekstrom

Gorka²,

Kamali³

et al. 2006

JITE:Research

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show abstract

“…From an administrative perspective, many deans and provosts are rooted in traditional academic thinking that avoids branching off in new directions for fear of being unable to promote unfamiliar academic tracks to new students [2]. Worse yet, many administrators fear the expense of starting up new academic tracks, concerned with their ability to market new curriculum to financial donors [ibid].…”

Section: Challenges To Enterprise Systems Curriculamentioning

confidence: 99%

Enterprise systems education

Cameron

2008

Proceedings of the 2008 ACM SIGMIS CPR Conference on Computer Personnel Doctoral Consortium and Research

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Enterprise systems design, implementation, and integration are focal points for business and information technology (IT). Businesses of all sizes are looking to information technology to better integrate with business partners, reduce costs, and provide strategic advantage. These challenges require a new type of technical professional, one with the training and perspective of an enterprise architect with general technical expertise as well as business strategy and planning skills. This paper investigates the need for this new type of IT professional and the implications for higher education

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“…But more important is the desire to shape future curriculum by assessing current curriculum. "There are indicators that model curriculum development is now perceived as a continuous process" [3]. To provide continuous program improvement, analysis of data must lead to planned curriculum revision.…”

Section: Problemmentioning

confidence: 99%

A database to promote continuous program improvement

Booth

2006

Proceedings of the 7th Conference on Information Technology Education

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New accreditation standards in information technology promote continuous program improvement. Departments of information technology will soon face the daunting challenge of preparing for accreditation. A database template is proposed that could be used by many different information technology programs, irrespective of course delivery mechanisms. The database template would: a) allow for documenting individual and unique program outcomes and course objectives; b) provide a mechanism to map individual program outcomes and course objectives to the new ABET-CAC criteria for information technology programs; c) capture assessment metadata for selected student work; d) provide a mechanism for evaluating the extent to which program outcomes are achieved; and e) document curricular changes representing program improvement.

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Specification and managed development of information technology curricula

Cited by 17 publications

References 4 publications

The Information Technology Model Curriculum

The Information Technology Model Curriculum

Enterprise systems education

A database to promote continuous program improvement

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