acm/ieee-cs information technology curriculum 2017...

ACM/IEEE-CS INFORMATION TECHNOLOGY CURRICULUM 2017

STATUS UPDATE PANEL

Mihaela Sabin, University of New Hampshire, Manchester, USA (Moderator)

Hala Almuraih, Al Imam Mohammad Ibn Saud Islamic University,

Riyadh, Saudi Arabia

John Impagliazzo, Hofstra University, USA

Barry Lunt, Brigham Young University, USA

Cara Tang, Portland Community College, USA

Ming Zhang, Peking University, Beijing, China

IT2008 MODEL CURRICULUM

BARRY LUNT

WRITING COMMITTEE

Joseph Ekstrom, Brigham Young University, Provo, UT Sandra Gorka, Pennsylvania College of Technology, Williamsport, PA Reza Kamali, Purdue University – Calumet, Calumet, IN Eydie Lawson, Rochester Institute of Technology, Rochester, NY Barry Lunt, Brigham Young University, Provo, UT Jacob Miller, Pennsylvania College of Technology, Williamsport, PA Han Reichgelt, Georgia Southern University, Statesboro, GA

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FULL COMMITTEE

Joseph Ekstrom Brigham Young University Provo, UT Sandra Gorka Pennsylvania College of Technology Williamsport, PA Reza Kamali Purdue University – Calumet Calumet, IN Eydie Lawson Rochester Institute of Technology Rochester, NY Barry Lunt Brigham Young University Provo, UT Jacob Miller Pennsylvania College of Technology Williamsport, PA Han Reichgelt Georgia Southern University Statesboro, GA Al Biles Rochester Institute of Technology Rochester, NY Kitty Daniels Pace University New York City, NY David Eggert New Haven University West Haven, CT Gordon Goodman Rochester Institute of Technology Rochester, NY Kent Jackson Brigham Young University – Idaho Rexburg, ID Vladan Jovanovic Georgia Southern University Statesboro, GA Keith Morneau Capella University Minneapolis, MN Jim Leone Rochester Institute of Technology Rochester, NY Soleda Leung University of Cincinnati Cincinnati, OH Dick Malone Macon State University Macon, GA Anne Mannette-Wright St. John Fisher College Rochester, NY John Mendonca Purdue University West Lafayette, IN Evelyn Rozanski Rochester Institute of Technology Rochester, NY Rebecca Rutherfoord Southern Polytechnic State University Marietta, GA Russell Shackelford Association for Computing Machinery ACM Cheryl Willis University of Houston Houston, TX Bill Wolfe Calif. State University – Channel Islands Camarillo, CA

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FULL COMMITTEE MEETINGS

•  July 24,25, 2003; Calumet, IN (Purdue-Calumet)

•  Oct 18, 19, 2003; West Lafayette, IN (Purdue)

•  Apr 2, 3, 2004; Chicago (Purdue-Calumet)

•  Oct 27, 28, 2004; Salt Lake City, UT (BYU)

•  Apr 22, 23, 2005; Rochester, NY (RIT)

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WRITING COMMITTEE MEETINGS

•  Dec 5, 6, 2003; Rochester, NY (RIT) •  Feb 6, 7, 2004; Statesboro, GA (Georgia Southern) •  June 4, 5, 2004; Williamsport, PA (Penn College of

Technology) •  Sept 9-11, 2004; Rochester, NY (RIT) •  Dec 10, 11, 2004; Philadelphia, PA •  Feb 11, 12, 2005; Philadelphia, PA •  2-Year Curriculum Committee: Apr 13, 14, 2007;

Rochester, NY (RIT) •  SIGITE Board: Apr 27, 28, 2007; Atlanta, GA •  May 28, 29, 2007; Rochester, NY (RIT) •  Steering Committee + Writing Committee: Feb 8, 9, 2008;

Philadelphia, PA

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PUBLICATIONS

1)  Defining the IT Curriculum: The Results of the Past 2½ Years; Barry M. Lunt, Joseph J. Ekstrom, Edith A. Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt; Proceedings of the ASEE 2004, Salt Lake City, UT.

2)  An Empirical Comparison of Baccalaureate Programs in Computing; Barry Lunt, Han Reichgelt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis; 3rd Conference on Information Technology Curriculum (CITC-3), Sept 19-21, 2002, Rochester, NY.

3)  What Is the New Discipline of Information Technology? Where Does It Fit?; Barry Lunt, Han Reichgelt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis; Conference for Industry and Education Collaboration (CIEC) 2003, Jan 28-31, 2003, Tucson, AZ.

4)  An Empirical Comparison of Baccalaureate Programs in Computing; Tina Ashford, Barry Lunt, Han Reichgelt, Andy Phelps, Erick Slazinski, Cheryl Willis; Proceedings of the 2003 Interdisciplinary Conference for Teachers of Undergraduates, Wenham, MA, March 2003.

5)  A Comparison of Baccalaureate Programs in Information Technology with Baccalaureate Programs in Computer Science and Information Systems; Han Reichgelt, Barry Lunt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis; Journal of Information Technology Education, vol 3, 2004, pp 19-34.

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PUBLICATIONS, CONT’D

6)  Changing Times: The Status of Computing Education in the United States; Barry M. Lunt, Joseph J. Ekstrom; Proceedings of the ASEE 2006, Chicago, IL.

7)  Technology Curriculum for the Information Society, Barry M. Lunt, Proceedings of the Center for Advanced Studies Conference (CASCON 2008), Nov 2008, Toronto, Canada.

8)  The Information Technology Model Curriculum, Eydie Lawson, Han Reichgelt, Barry M. Lunt, Joseph J. Ekstrom, Reza Kamali, Jacob Miller, Sandra Gorka, The Information Systems Education Journal, 2006, 79:4.

9)  The Information Technology Model Curriculum, Joseph J. Ekstrom, Sandra Gorka, Reza Kamali, Eydie Lawson, Barry M. Lunt, Han Reichgelt, Jacob Miller, Journal of Information Technology Education, 2006, vol 5, pp 343-361.

10)  Integrating Information Assurance and Security into IT Education: A Look at the Model Curriculum and Emerging Practice, Joseph J. Ekstrom, Melissa J. Dark, Barry M. Lunt, Journal of Information Technology Education, 2006, vol 5, pp 389-403.

11)  Defining the IT Curriculum: The Results of the Past 3 Years, Lunt, Barry, Joseph Ekstrom, Edith Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt, "The Journal of Issues in Informing Science and Information Technology, 2005, v 2.

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12) A Comparison of Baccalaureate Programs in Information Technology with Baccalaureate Programs in Computer Science and Information Systems; Han Reichgelt, Barry Lunt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis, Journal of Information Technology Education, v 3 2004, pp 19-34.

13)  IT2008: Information Technology Model Curriculum, Joseph J. Ekstrom, Barry M. Lunt, Proceedings of the Latin American and Caribbean Conference for Engineering and Technology (LACCEI 2009), Venezuela, June 2009.

14)  The IT Model Curriculum: A Status Update, Barry M. Lunt, Joseph J. Ekstrom, Proceedings of the Special Interest Group on Information Technology Education (SIGITE 2008), Cincinnati, OH, Oct 2008.

15) What Distinguishes Each of the Major Computing Disciplines?, Joseph J. Ekstrom, Barry M. Lunt, Proceedings of the 2008 Latin American and Caribbean Conference for Engineering and Technology (LACCEI 2008), Columbia, June 2008.

16) Options in Computing Education in the United States, Barry M. Lunt, Joseph J. Ekstrom, Sandra Gorka, Jacob Miller, Reza Kamali, Eydie Lawson, Han Reichgelt, Proceedings of the Fourth LACCEI International Latin American and Caribbean Conf. for Eng. & Tech., 2006, Mayaguez, Puerto Rico, June 2006.


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17)  Hiring the IT Graduate: What's In the Box?, Jacob Miller, Sandra Gorka, Barry M. Lunt, Joseph J. Ekstrom, Eydie Lawson, Han Reichgelt, Reza Kamali, Proceedings of the Third International Conference on Information Technology New Generations, 2006, Las Vegas, NV, April 10-12, 2006.

18)  Computing Curricula: The History and Current Status of 4-Year Computing Programs, Bailey, Michael, Barry M. Lunt, Gordon Romney, Proceedings of the 2006 ASEE Conference, 2006, Chicago, IL, June 2006.

19)  Computing Curricula 2005: The Overview Report, Shackelford, Russell, Andrew McGettrick, Robert Sloan, Hekki Topi, Gordon Davies, Reza Kamali, James Cross, John Impagliazzo, Barry Lunt, Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, 2006, 1:38.

20)  Changing Times: The Status of Computing Education in the United States, Lunt, Barry M., Joseph J. Ekstrom, Proceedings of the 2006 ASEE Conference, 2006, Chicago, IL, June 2006.

21)  The Information Technology Model Curriculum, Lawson, Eydie, Barry M. Lunt, Han Reichgelt, Joseph J. Ekstrom, Reza Kamali, Jacob Miller, Sandra Gorka, Proceedings of the ISECON (Information Systems Education Convention) 2005, Columbus, OH, Oct 6-9, 2005.

22)  Defining the IT Curriculum: The Results of the Past 3 Years, Lunt, Barry, Joseph Ekstrom, Edith Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt, Proceedings of the InSITE 2005 Annual Conference, 2005, Flagstaff, AZ, June 16-19, 2005.


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23)  Defining the IT Curriculum: The Results of the Past 2½ Years, Barry M. Lunt, Joseph J. Ekstrom, Edith A. Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt, Proceedings of the World Engineers’ Convention (WEC) 2004, Nov 2-6, 2004, Shanghai, China.

24)  Defining the IT Curriculum: The Results of the Past 2½ Years, Barry M. Lunt, Joseph J. Ekstrom, Edith A. Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt, Proceedings of the 2004 International Conference on Engineering Education and Research, (iCEER) June 27-30, 2004, Olomouc, Czech Republic.

25)  Defining the IT Curriculum: The Results of the Past 2½ Years, Barry M. Lunt, Joseph J. Ekstrom, Edith A. Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, Han Reichgelt, Proceedings of the 2004 ASEE Annual Conference & Exposition, June 26-30, 2004, Salt Lake City, UT.

26)  What Is the New Discipline of Information Technology? Where Does It Fit?, Barry Lunt, Han Reichgelt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis, Conference for Industry and Education Collaboration (CIEC) 2003, Jan 28-31.

27)  An Empirical Comparison of Baccalaureate Programs in Computing, Barry Lunt, Han Reichgelt, Tina Ashford, Andy Phelps, Erick Slazinski, Cheryl Willis, Proceedings of the 2003 International Conference on Engineering and Computer Education (ICECE) Mar 17-20, 2003, Santos, SP, Brazil.


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28)  An Empirical Comparison of Baccalaureate Programs in Computing, Tina Ashford, Barry Lunt, Han Reichgelt, Andy Phelps, Erick Slazinski, Cheryl Willis, Proceedings of the 2003 Interdisciplinary Conference for Teachers of Undergraduates, Wenham, MA, March 2003.

29)  Designing an IT Curriculum: The Results of the First CITC Conference, Barry M. Lunt, Edith A. Lawson, Gordon Goodman, C. Richard G. Helps, Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, June 16-19, 2002, Montreal, Canada.

30)  Baccalaureate Programs in Information Technology: Model Curriculum, Accreditation, and Society, Barbara A. Price, Edith A. Lawson, Barry M. Lunt, Reza Kamali, Decision Sciences Institute 2002 Annual Meeting Proceedings, November 23-26, 2002, San Diego, CA.

31)  Information Technology as a Discipline in Engineering Technology, C. Richard G. Helps, Lunt, Barry M., Renshaw, Stephen R., Waks, Shlomo, Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Albuquerque, NM, June 2001.

INTERNATIONAL IMPACT

Google search: “IT model curriculum” returns 1,080 results

•  YouTube •  Google Books •  Workshops •  Surveys •  Middle East •  China (invited visit)

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IT2008 OVERVIEW

•  Curricular Recommendations •  Function of the ACM Education Board •  Not generated by ACM SIGs (Begun by SIGITE in 2003)

•  Founded on five pillars •  Databases •  Networking •  Programming •  Human-computer interaction •  Web systems

•  Security woven throughout •  Recommended hours: 314 hours (1 hour = 50 minute-lecture)

•  276 information technology

•  38 mathematics 13

IT2008 BODY OF KNOWLEDGE

14

IT2008 Knowledge Areas IT2008 Core hours

Information Technology Fundamentals 25 Human Computer Interaction 20 Information Assurance and Security 23 Information Management 34 Integrative Programming & Technologies 23 Networking 22 Programming Fundamentals 38 Platform Technologies 14 System Administration and Maintenance 11 System Integration and Architecture 21 Social and Professional Issues 23 Web Systems and Technologies 22

Subtotal: 276 Math and Statistics for IT 38

Total: 314

CARA TANG

PATHWAYS AND COMPETENCIES

ASSOCIATE-DEGREE IT CURRICULAR GUIDANCE

•  ACM Competency Model of Core Learning Outcomes and Assessment for Associate-Degree Curriculum in Information Technology •  October 2014, ACM CCECC – Committee for Computing

Education in Community Colleges

•  Emphasis on the core of an IT program

•  Input from business & industry, academia, & assessment experts

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ASSOCIATE-DEGREE IT CURRICULAR GUIDANCE

•  50 student learning outcomes of core IT competencies •  Includes both technical and behavioral outcomes •  Organized in 12 program outcomes

•  Three-tiered assessment rubric for each learning outcome

•  Program examples that align a variety of certificate and degree programs with the core IT learning outcomes

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INFLUENCES ON THE IT2017 MODEL CURRICULUM

•  Focus on learning outcomes & professional practice

•  Does not include topics

•  Importance of competencies over knowledge: What students can do vs. what they know

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GLOBAL TRANSITIONS INTO IT

Research question What are the pathways into and through undergraduate IT degree programs in various parts of the world?

35%

33%

8%

3%

21%

Sources of transfer students into IT academic programs

Few external transfers

2-year/3-year school transfers Transfers due to life experiences Industry-university articulation transfers Not sure / Not available

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GLOBAL TRANSITIONS INTO IT

• U.S. vs. non-U.S. •  Respondent pool:

• 35% from U.S. •  Respondents indicating any transfer source:

• 57% from U.S. •  Respondents indicating 2-/3-year schools as primary source:

• 69% from U.S.

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HALA ALMURAIH

IT CURRICULAR MODELS IN MIDDLE EAST

IT PROGRAMS IN MIDDLE EAST UNIVERSITIES

The following is a sample selection of IT programs University Name Country College Name Departments

King Saud University (KSU) Saudi Arabia College of Computer and Information Sciences

•  Computer Science •  Computer Engineering •  Information Systems •  Software Engineering •  Information Technology

Cairo University Egypt Faculty of Computers and Information

•  Computer Science •  Information Systems •  Information Technology •  Operations Research and

Decision Support

Imam Mohammad Ibn Saud Islamic University (IMSIU)

Saudi Arabia College of Computer and Information Sciences

•  Computer Science •  Information Systems •  Information Studies •  Information Technology

United Arab Emirates University (UAEU)

United Arab Emirates

College of Information Technology

•  Computer Engineering •  Information Technology •  Information Security •  Computer Science

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KING SAUD UNIVERSITY (KSU)

Four-year IT program (131 credit hours ) Math Courses:

Science Courses:

Course Name Credit Hours

Introduction to Mathematics 2

Differential Calculus 3

Integral Calculus 3

Discrete Mathematics 3

Linear Algebra 3

Engineering probability and statistics 3

Total 17


General Physics – 2 4

Total 4 23

13%

3%

KING SAUD UNIVERSITY (KSU)

IT Courses (not CS or IS):

24


Human Computer Interaction and Visual Programming 3

Data Structures 3

Computer Organization and Assembly Language 3

Database Principles 3

Networks – 1 / Networks – 2 3 / 3

Web Applications 3

Computer Architecture 3

Software Engineering – 1/ Software Engineering – 2 3 / 3

Information Security 3

Operating Systems 3

Ethical Issues in Information Technology 3

Intelligent Systems 3

Project -1 / Project -2 3 / 3

Total 48


Concentration core #1 3

Concentration core #2 3

Concentration (Elective) 3

IT Elective 3

Seminar or Practical Training 2

Total 14

Required Courses Elective Courses

47%

CAIRO UNIVERSITY

Four-year IT program (144 credit hours ) Math Courses: Science Courses:


Mathematics – 1 3


Mathematics – 2 3

Mathematics – 3 3

Probability and Statistics 3

Total 15


None 0

Total 0

25

10%

0%

CAIRO UNIVERSITY


26


Electronics – 1 / Electronics – 2 3 / 3

Data Communication 3

Computer Networks – 1 / Computers Network –2 3 / 3

Internet Technology 3

Computer Architecture 3

Communication Technology 3

Computer Graphics – 1 3

Digital Signal Processing 3

Pattern Recognitions 3

Multimedia 3

Image Processing – 1 3

Project-1 / Project-2 3 / 3

Total 45


Major Specialization Elective Course 1 / 2 / 3 / 4 /5

15

Minor Specialization Elective Course 1 / 2 / 3 / 4 /5

15

Total 30


52%

AL IMAM MOHAMMAD IBN SAUD ISLAMIC UNIVERSITY (IMSIU)


Science Courses:


Discrete Structures 3

Applied Calculus 1 4

Applied Calculus 2 4

Linear Algebra and Differential Equations 4

Introduction to Probability & Statistics 3

Total 18


General Physics 3

Total 3

27

14%

2%

AL IMAM MOHAMMAD IBN SAUD ISLAMIC UNIVERSITY (IMSIU)


28


IT Fundamentals 3

IT Systems 4

Operating Systems 4

Introduction to Databases 3

Human- Computer Interaction 3

Computer Networks 4

Project Management 4

Web Systems 3

Computers and Ethics 3

Information Assurance & Security 3

Seminar 1

Fundamentals of n-Tier Architectures 3

IT Governance 3

Practical Training 1

Senior Project in Information Technology 1 / 2 6

Total 48


Elective Course 1 3

Elective Course 2 3

Elective Course 3 3

Elective Course 4 3

Total 12


45%

UNITED ARAB EMIRATES UNIVERSITY (UAEU)


Science Courses:


Calculus I 3

Calculus II 3


probability and statistics 3

Total 12


General Physics I 3

General Physics Lab I 1

Basic Biology I or General Chemistry I 3

Total 7 29

9%

5%

UNITED ARAB EMIRATES UNIVERSITY (UAEU)


30


Professional Responsibility in Information Technology 3

Algorithms and Problem Solving 3

Principles of Information Technology 3

Digital Design & Computer Organization 3

Communication & Networks Fundamentals 3

Object Oriented Programming 3

Information Technology Project Management Exhibition 3

Security Principles & Practice 3

Information Systems Fundamentals 3

Operating Systems Fundamentals 3

Human Computer Interaction 3

Data Structures 3

Database Systems 3

Entrepreneurship in Information Technology 3

Total 42


Programming Lab I / Programming Lab II

1 / 1

Web Application Development Lab

1

Internship 12

Senior Graduation Project I/ Senior Graduation Project II

3 / 3

Total 21

48%

CONCLUSION

•  IT programs produce graduates who possess the right combination of knowledge and practical skills, hands-on expertise to care for both an organization’s IT infrastructure and the people who use it.

•  The framework of IT programs built upon key strengths for robust

student experiences in information technology. •  Focus on modern, diverse areas far beyond immersive software

development, coupled with an intense exposure to mathematics and science.

•  Focus on projects, internships, and research, with emphasis on training that enhances practical experience and secures employment or graduate studies after graduations.

31

MING ZHANG

IT CURRICULAR MODELS IN CHINA

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IT PROGRAMS IN CHINA

•  Since 2012, IT related majors follow IT2008 •  Besides Computer Science and Technology (CST)

and Software Engineering (SE), Ministry of Education (MOE) announced 8 Disciplines as follows:

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ID Disciplines

in Computer Science

080903 Network Engineering

080904K Information Security

080905 Internet of Things Engineering

080906 Digital Media Technique

Interdisciplinary

080711T Health informatics

071003 Bioinformatics

070504 Geographic Information Science

120102 Information Systems Management

COMMON CORE COURSES OF IT PROGRAMS IN CHINA

Core Requisites Courses (excerpt)

Discrete Mathematics Data Structures Circuits and Electronics Advanced Programming Languages Computer Architecture Networks Technology Communication Principles

34

SAMPLE IT PROGRAMS IN CHINA UNIVERSITIES

35

University College Departments Programs

Peking University

School of Electronics Engineering and Computer Science

Computer Science and Technology Intelligent and Machine perception

Computer Technology •  Digital media and HCI •  Artificial intelligence & intelligent

perceptiveness •  Database and data management

Tsinghua University

School of Information Science and Technology

Computer Science Software Engineering

Computer Application Technology •  Computer graphics •  Computer aided design

Beihang University

School of Computer Science

Computer Engineering Computer Science and Technology Computer Application and Engineering Information security

•  Next generation internet •  Collaborative environments •  New generation network

architecture •  Parallel computing •  Virtual reality and multimedia •  Information security •  E-commerce •  E-government •  Big data

PEKING UNIVERSITY

36

Departments Programs

•  Computer Science and Technology

•  Intelligent and Machine Perception

•  Electronics Engineering

•  Microelectronics and Nano electronics

Computer Science •  Theoretical computer science •  Database and data management

Computer Systems •  Computer architecture •  Computer networking

Software Engineering •  Software engineering

Computer Technology •  Digital media and HCI •  AI & intelligent perceptiveness •  Natural language processing

School of Electronics Engineering & Computer Science

MATH & SCIENCE REQUIREMENTS (MINIMUM)

4 year, 143-150 credit hours

Mathematics Courses Advanced Math I/II 5+5 Linear Algebra 4 Set Theory and Graph Theory 3 Algebraic Structures and Combinational Theory 3 Mathematical Logic 3 Probability and Statistics 3 Total 26

Science Courses Mechanics 3 Electromagnetism 3 1 Optional Science courses 2 Microelectronics and Circuit Design 2 Circuit Design Lab 1 Total 11

17.3% 7.3% 37

REQUIRED IT COURSES Required Courses Credits

Introduction to Information Science &Technology* Introduction to Computing and C Programming* Programming Lab* Data Structures and Algorithms* Analysis of Algorithms * Digital Logic Design* Microcomputer Architecture* Signals and Systems* Data Structures and Algorithms Lab Fundamental Information theory Computing Methodologies Digital Logic Design Labs Microcomputer Labs Machine Perception Labs Machine Intelligence Labs Total

1 3 3 3 3 4 3 3 3 2 2 3 2 2 2 2 41

27.3%

38

IT ELECTIVE COURSES (>=20)

Elective Courses Credits

Introduction to intelligent science and technology Biological information processing Intelligent information processing Introduction to database Data warehouse and data mining Spatial and temporal information processing Computer networking and Web technology Introduction to machine learning Pattern recognition Robotics Fundamental of programming language Data compression technique Total

1 2 3 3 2 2 3 3 3 3 2 2 29

13.3%

40.6%

27.3%

Required:

Elective:

IT Courses:

39

CONCLUSION

•  Remarkable growth of IT programs in China, the largest enrollment •  Strong fundamental courses

•  Needs further improvements •  Narrow the skill gap between education and employment •  Collaboration •  Computational Thinking for fundamental CS courses •  MOOCs + Flipped Classrooms to improve the quality of CS-

related courses

40

JOHN IMPAGLIAZZO

TOWARD A NEW IT CURRICULAR MODEL

PROJECT BEGINNINGS 1

•  Curriculum Guidelines for Undergraduate Degree Programs in Information Technology report (IT2008)

•  2012, ACM created ad hoc committee and charged it with reviewing and determining the extent to which IT2008 required revision

•  The committee reported its findings to the ACM Education Board in April of 2014, which were •  Majority of current content already appears in the IT2008 •  Significant deviations have occurred since 2008.

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PROJECT BEGINNINGS 2

•  August 2014: ACM Education Board forms IT2017 Task Group •  Twelve members (maximum) •  Five of whom form its steering committee •  Include industry and government •  Multinational: Canada, China, Saudi Arabia, and the United States •  Deliver a final report in 2017

•  June 2015: IEEE-CS joins task group

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GOALS AND ACTIVITIES 1

•  Curriculum to: •  Focus toward the mid-2020s (2025) •  Futuristic recommendation

•  Disseminate the IT2017 effort: •  Birds-of-a-Feather discussion at SIGCSE’15 •  Curriculum design workshop at EDUCON 2015 •  Online survey to 12,000 ACM computing faculty worldwide •  Online survey to over 2,000 industry people (AITP) •  Working group at ITiCSE’15 •  Panel at SIGITE’15 •  More planned

44

GOAL AND ACTIVITIES 2

•  IT2017 activity primarily focused on: •  Developing an IT Body of Knowledge

•  Identifying which IT knowledge areas will be relevant in 2025

•  Aligning desirable skills expected from IT graduates in mid-2020s with industry needs

•  Articulating IT practices in IT undergraduate programs that •  engage students with the IT disciplinary content and •  develop student proficiencies expected upon successful graduation

45

IT2017 PRINCIPLES

•  Emphasis on learning outcomes and professional practices •  Inspired by the recently published curriculum guidelines for associate-

degree programs in IT

•  Expresses the importance of competencies (what students can do) over knowledge (what students know)

•  Knowledge units (KUs) in Knowledge Areas (KAs) drive formulation of learning outcomes – topics not included

•  Hundreds of results from surveys informed the task group

•  Includes perspectives from academia and industry

46

CURRENT CHANGES 1

•  IT2008 content areas revisited

•  Special consideration needs include emerged areas such as social media, big data, green computing, mobile computing, and the internet of things

•  Essential component (290 hours) •  Includes ten knowledge areas •  Required of all IT students

•  Applied component (130 hours) from ten possible areas

•  Mathematics requirements (90 hours) expands two-fold 47

CURRENT CHANGES 2

Changes found in IT2017 curriculum guidelines

•  Increase of 144 core hours from the current 276 core hours •  Total of 420 hours •  Plus relevant mathematics (90 hours)

•  Distinction between essential and applied knowledge areas (KAs)

•  Applied KAs give IT programs more choices and flexibility

•  Allocation of the 420 hours across the revised body of knowledge •  290 hours of essential knowledge units (KUs) •  130 hours of applied KUs

48

BODY OF KNOWLEDGE COMPONENTS

49

Knowledge Areas Essential Hours Applied Hours Essential Only

Human Computer Interaction 20 0 Information Management 40 0 System Administration and Maintenance 20 0 Platform Technologies 20 0 System Integration and Architecture 20 0

Subtotal: 120 0 Essential + Applied

Programming / Software Design 30 20 Networking / Applied Networks 40 30 Web Systems and Technologies / Web and Mobile Application 30 20

Cybersecurity Principles / Cybersecurity Evolving Challenges 40 30

Professional Practice / Social Responsibility 30 20 Subtotal: 170 120

Applied Only Integrated Systems Technology 0 30 Cloud Computing 0 30 Big Data 0 30 Virtualization 0 30 Internet of Things 0 30

Subtotal: 0 150 IT2017 TOTAL: 290 270

MATHEMATICS COMPONENTS

•  Related IT Mathematics (90 Hours) consists of: •  60 Essential Hours from Essential Mathematics Component •  30 Hours selected from 60 possible hours of Applied Mathematics

Component

•  Essential Mathematics (60 hours) •  Applied calculus (30 hours) •  Discrete math (30 hours)

•  Applied Mathematics (30 hours) •  Probability (15 hours) •  Statistics (15 hours) •  Financial modeling (15 hours) •  Linear algebra (15 hours)

50

IT2008 KNOWLEDGE AREAS (EXCLUDING MATH)

51

IT 2008 Knowledge Areas IT2008 Core hours

IT2017 Essential

Hours

IT2017 Applied

Hours

Information Technology Fundamentals 25 0 0 Programming Fundamentals 38 30 20 Human Computer Interaction 20 20 0 Information Management 34 40 0 Networking 22 40 30 Web Systems and Technologies 22 30 20 Information Assurance and Security 23 0 0

Social and Professional Issues “ in IT2008 “Professional Practice / Social Responsibility“ in IT2017 23 30 20

“Integrative Programming & Technologies” in IT2008 “Integrated Systems Technologies” in IT2017 23 0 30

Platform Technologies 14 20 0 System Administration and Maintenance 11 20 0 System Integration and Architecture 21 20 0

Subtotal: 276 250 120

NEW IT2017 KNOWLEDGE AREAS (INCLUDING MATH)

52

New IT2017 Knowledge Areas IT2008 Core hours

IT2017 Essential

Hours

IT2017 Applied Hours

Big Data 0 0 30 Cloud Computing 0 0 30 Cybersecurity Principles 0 40 0 Cybersecurity Evolving Challenges 0 0 30 Virtualization 0 0 30 Internet of Things 0 0 30

New IT Subtotal: 0 40 150 Full IT SUBTOTAL: 276 290 270

IT2008 Math and Statistics for IT 38 0 0 Applied Calculus 0 30 0 Discrete Structures 0 30 0

Two out of four: (Probability-15, Statistics-15, Financial Modeling-15, Linear Algebra-15)

0 30 0

Math Subtotal: 38 90 0 IT2017: FULL IT + MATH TOTALS: 314 380 270

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QUESTIONS AND DISCUSSION

THANK YOU!

54

Knowledge Areas IT2008 Core hours IT2017 Essential Hours IT2017 Applied Hours

IT2008 Knowledge Areas (excluding Math) Information Technology Fundamentals 25 0 0 Programming Fundamentals 38 30 20 Human Computer Interaction 20 20 0 Information Management 34 40 0 Networking 22 40 30 Web Systems and Technologies 22 30 20 Information Assurance and Security 23 0 0 Social and Professional Issues “ in IT2008 “Professional Practice / Social Responsibility“ in IT2017

23 30 20

“Integrative Programming & Technologies” in IT2008 “Integrated Systems Technologies” in IT2017

23 0 30

Platform Technologies 14 20 0 System Administration and Maintenance 11 20 0 System Integration and Architecture 21 20 0

IT2008 IT Subtotal: 276 250 120 New IT2017 Knowledge Areas (excluding Math)

Big Data 0 0 30 Cloud Computing 0 0 30 Cybersecurity Principles 0 40 0 Cybersecurity Evolving Challenges 0 0 30 Virtualization 0 0 30 Internet of Things 0 0 30

New IT2017 IT Subtotal: 0 40 150 Full IT2017 IT SUBTOTAL: 276 290 270

IT2008 Math Knowledge Areas Math and Statistics for IT 38 0 0

New IT2017 Math Knowledge Areas Applied Calculus 0 30 0 Discrete Structures 0 30 0

Two out of four: (Probability-15, Statistics-15, Financial Modeling-15, Linear Algebra-15)

0 30 0

Math Subtotal: 38 90 0 IT2017: FULL IT + MATH TOTALS: 314 380 270

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