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
2
FULL COMMITTEE
Joseph Ekstrom
Sandra Gorka
Reza Kamali
Eydie Lawson
Barry Lunt
Jacob Miller
Han Reichgelt
Brigham Young University
Pennsylvania College of Technology
Purdue University – Calumet
Rochester Institute of Technology
Brigham Young University
Pennsylvania College of Technology
Georgia Southern University
Al Biles
Rochester Institute of Technology
Kitty Daniels
Pace University
David Eggert
New Haven University
Gordon Goodman
Rochester Institute of Technology
Kent Jackson
Brigham Young University – Idaho
Vladan Jovanovic
Georgia Southern University
Keith Morneau
Capella University
Jim Leone
Rochester Institute of Technology
Soleda Leung
University of Cincinnati
Dick Malone
Macon State University
Anne Mannette-WrightSt. John Fisher College
John Mendonca
Purdue University
Evelyn Rozanski
Rochester Institute of Technology
Rebecca Rutherfoord Southern Polytechnic State University
Russell Shackelford
Association for Computing Machinery
Cheryl Willis
University of Houston
Bill Wolfe
Calif. State University – Channel Islands
Provo, UT
Williamsport, PA
Calumet, IN
Rochester, NY
Provo, UT
Williamsport, PA
Statesboro, GA
Rochester, NY
New York City, NY
West Haven, CT
Rochester, NY
Rexburg, ID
Statesboro, GA
Minneapolis, MN
Rochester, NY
Cincinnati, OH
Macon, GA
Rochester, NY
West Lafayette, IN
Rochester, NY
Marietta, GA
ACM
Houston, TX
Camarillo, CA
3
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)
4
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
5
PUBLICATIONS
1)
2)
3)
4)
5)
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.
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.
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.
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.
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.
6
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.
7
PUBLICATIONS, CONT’D
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.
8
PUBLICATIONS, CONT’D
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.
9
PUBLICATIONS, CONT’D
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.
10
PUBLICATIONS, CONT’D
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.
11
INTERNATIONAL IMPACT
Google search: “IT model curriculum”
returns 1,080 results
•  YouTube
•  Google Books
•  Workshops
•  Surveys
•  Middle East
•  China (invited visit)
12
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
IT2008 Knowledge Areas
IT2008 Core hours
Information Technology Fundamentals
Human Computer Interaction
Information Assurance and Security
Information Management
Integrative Programming & Technologies
Networking
Programming Fundamentals
Platform Technologies
System Administration and Maintenance
System Integration and Architecture
Social and Professional Issues
Web Systems and Technologies
Subtotal:
Math and Statistics for IT
Total:
25
20
23
34
23
22
38
14
11
21
23
22
276
38
314
14
PATHWAYS AND
COMPETENCIES
CARA TANG
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
16
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
17
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
18
GLOBAL TRANSITIONS INTO IT
Research question
What are the pathways into and through undergraduate
IT degree programs in various parts of the world?
Sources of transfer students into IT academic
programs
Few external transfers
21%
3%
8%
33%
35%
2-year/3-year school
transfers
Transfers due to life
experiences
Industry-university
articulation transfers
Not sure / Not available
19
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.
20
IT CURRICULAR MODELS
IN MIDDLE EAST
HALA ALMURAIH
IT PROGRAMS IN MIDDLE EAST
UNIVERSITIES
The following is a sample selection of IT programs
University Name
King Saud University (KSU)
Country
College Name
Departments
Saudi Arabia
College of Computer and
Information Sciences
•
•
•
•
•
Computer Science
Computer Engineering
Information Systems
Software Engineering
Information Technology
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
Cairo University
22
KING SAUD UNIVERSITY (KSU)
Four-year IT program (131 credit hours )
Math Courses:
Course Name
13%
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
Course Name
Credit Hours
Science Courses:
3%
General Physics – 2
Total
4
4
23
KING SAUD UNIVERSITY (KSU)
IT Courses (not CS or IS):
Elective Courses
Required Courses
Course Name
Credit
Hours
Human Computer Interaction and Visual Programming
3
Concentration core #1
3
Data Structures
3
Concentration core #2
3
Computer Organization and Assembly Language
3
Concentration (Elective)
3
Database Principles
3
IT Elective
3
Seminar or Practical Training
2
Networks – 1 / Networks – 2
3/3
Web Applications
3
Computer Architecture
3
Software Engineering – 1/ Software Engineering – 2
Total
Credit
Hours
14
3/3
Information Security
3
Operating Systems
3
Ethical Issues in Information Technology
3
Intelligent Systems
3
Project -1 / Project -2
Course Name
47%
3/3
Total
48
24
CAIRO UNIVERSITY
Four-year IT program (144 credit hours )
Math Courses:
Course Name
10%
Credit Hours
Mathematics – 1
3
Discrete Mathematics
3
Mathematics – 2
3
Mathematics – 3
3
Probability and Statistics
3
Total
15
Course Name
Credit Hours
Science Courses:
0%
None
0
Total
0
25
CAIRO UNIVERSITY
IT Courses (not CS or IS):
Elective Courses
Required Courses
Course Name
Electronics – 1 / Electronics – 2
Data Communication
Credit
Hours
3/3
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
Course Name
Credit
Hours
Major Specialization Elective
Course 1 / 2 / 3 / 4 /5
15
Minor Specialization Elective
Course 1 / 2 / 3 / 4 /5
15
Total
30
52%
3/3
Total
45
26
AL IMAM MOHAMMAD IBN SAUD
ISLAMIC UNIVERSITY (IMSIU)
Four-year IT program (132 credit hours )
Math Courses:
Course Name
14%
Credit Hours
Discrete Structures
3
Applied Calculus 1
4
Applied Calculus 2
4
Linear Algebra and Differential Equations
4
Introduction to Probability & Statistics
3
Total
18
Science Courses:
Course Name
2%
General Physics
Credit Hours
3
Total
3
27
AL IMAM MOHAMMAD IBN SAUD
ISLAMIC UNIVERSITY (IMSIU)
IT Courses (not CS or IS):
Required Courses
Course Name
Elective Courses
Credit
Hours
Course Name
Credit
Hours
IT Fundamentals
3
Elective Course 1
3
IT Systems
4
Elective Course 2
3
Operating Systems
4
Elective Course 3
3
Introduction to Databases
3
Elective Course 4
3
Human- Computer Interaction
3
Total
12
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
45%
28
UNITED ARAB EMIRATES UNIVERSITY
(UAEU)
Four-year IT program (130 credit hours )
Math Courses:
Course Name
9%
Credit Hours
Calculus I
3
Calculus II
3
Discrete Mathematics
3
probability and statistics
3
Total
12
Course Name
Credit Hours
Science Courses:
5%
General Physics I
3
General Physics Lab I
1
Basic Biology I or General Chemistry I
3
Total
7
29
UNITED ARAB EMIRATES UNIVERSITY
(UAEU)
IT Courses (not CS or IS):
Course Name
Credit
Hours
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
Course Name
Programming Lab I /
Programming Lab II
Credit
Hours
1/1
Web Application
Development Lab
1
Internship
12
Senior Graduation Project I/
Senior Graduation Project II
Total
3/3
21
48%
30
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
IT CURRICULAR
MODELS IN CHINA
MING ZHANG
32
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:
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
33
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
Departments
University College
School of Electronics Computer Science and
Peking
Technology
University Engineering and
Computer Science
Intelligent and Machine
perception
Programs
Tsinghua School of Information Computer Science
Software Engineering
University Science and
Technology
Computer Application Technology
•  Computer graphics
•  Computer aided design
Beihang School of Computer Computer Engineering
University Science
Computer Science and
Technology
•
•
•
Computer Technology
•  Digital media and HCI
•  Artificial intelligence & intelligent
perceptiveness
•  Database and data management
•
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
35
PEKING UNIVERSITY
School of Electronics Engineering & Computer Science
Departments
•
Computer Science and
Technology
•
Intelligent and Machine
Perception
•
Electronics Engineering
•
Microelectronics and Nano
electronics
Programs
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
36
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
17.3%
Science Courses
Mechanics
Electromagnetism
1 Optional Science courses
Microelectronics and Circuit Design
Circuit Design Lab
Total
3
3
2
2
1
11
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)
Required:
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
27.3%
Elective:
13.3%
IT Courses:
40.6%
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 CSrelated courses
40
TOWARD A NEW IT
CURRICULAR MODEL
JOHN IMPAGLIAZZO
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.
42
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
43
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 associatedegree 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
Knowledge Areas Essential Only Human Computer Interaction Information Management System Administration and Maintenance Platform Technologies System Integration and Architecture Essential + Applied Programming / Software Design Networking / Applied Networks Web Systems and Technologies / Web and Mobile
Application Cybersecurity Principles / Cybersecurity Evolving
Challenges Professional Practice / Social Responsibility
Essential Hours 20 40 20 20 20 Subtotal: 120 30 40 Subtotal: Applied Only Integrated Systems Technology Cloud Computing Big Data Virtualization Internet of Things Subtotal: IT2017 TOTAL: Applied Hours 0 0 0 0 0 0 20 30 30 20 40 30 30
170 0 0 0 0 0 0 290 20
120 30 30 30 30 30 150 270 49
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)
IT2008
Core
hours
IT2017
Essential
Hours
IT2017
Applied
Hours
Information Technology Fundamentals
Programming Fundamentals
Human Computer Interaction
Information Management
Networking
Web Systems and Technologies
Information Assurance and Security
25
38
20
34
22
22
23
0
30
20
40
40
30
0
0
20
0
0
30
20
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
14
11
21
276
20
20
20
250
0
0
0
120
IT 2008 Knowledge Areas
Platform Technologies
System Administration and Maintenance
System Integration and Architecture
Subtotal:
51
NEW IT2017 KNOWLEDGE AREAS
(INCLUDING MATH)
New IT2017 Knowledge Areas
Big Data
Cloud Computing
Cybersecurity Principles
Cybersecurity Evolving Challenges
Virtualization
Internet of Things
New IT Subtotal:
Full IT SUBTOTAL:
IT2008 Math and Statistics for IT
Applied Calculus
Discrete Structures
Two out of four:
(Probability-15, Statistics-15, Financial Modeling-15,
Linear Algebra-15)
Math Subtotal:
IT2017: FULL IT + MATH TOTALS:
0
0
0
0
0
0
0
276
38
0
0
IT2017
Essential
Hours
0
0
40
0
0
0
40
290
0
30
30
IT2017
Applie
d Hours
30
30
0
30
30
30
150
270
0
0
0
0
30
0
38
314
90
380
0
270
IT2008
Core hours
52
QUESTIONS AND
DISCUSSION
THANK YOU!
53
Knowledge Areas
IT2008 Core hours
IT2017 Essential Hours
IT2017 Applied Hours
IT2008 Knowledge Areas (excluding Math)
Information Technology Fundamentals
Programming Fundamentals
Human Computer Interaction
Information Management
Networking
Web Systems and Technologies
Information Assurance and Security
Social and Professional Issues “ in IT2008
“Professional Practice / Social Responsibility“ in IT2017
“Integrative Programming & Technologies” in IT2008
“Integrated Systems Technologies” in IT2017
Platform Technologies
System Administration and Maintenance
System Integration and Architecture
IT2008 IT Subtotal:
New IT2017 Knowledge Areas (excluding Math)
Big Data
Cloud Computing
Cybersecurity Principles
Cybersecurity Evolving Challenges
Virtualization
Internet of Things
New IT2017 IT Subtotal:
Full IT2017 IT SUBTOTAL:
IT2008 Math Knowledge Areas
Math and Statistics for IT
New IT2017 Math Knowledge Areas
Applied Calculus
Discrete Structures
25
38
20
34
22
22
23
0
30
20
40
40
30
0
0
20
0
0
30
20
0
23
30
20
23
0
30
14
11
21
276
0
0
0
0
0
0
0
276
20
20
20
250
0
0
40
0
0
0
40
290
0
0
0
120
30
30
0
30
30
30
150
270
38
0
0
0
0
30
30
0
0
0
30
0
38
314
90
380
0
270
Two out of four:
(Probability-15, Statistics-15, Financial Modeling-15, Linear
Algebra-15)
Math Subtotal:
IT2017: FULL IT + MATH TOTALS:
54