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IT Curricular Refresh and Update: Phase 1 Summary and Phase 2 Update

This document provides a summary of the Phase 1 refresh of the Associate-Degree IT Curricular Guidance, and an update on the Phase 2 developments. The guidance is built upon core learning outcomes and influenced by the needs of business and industry, certifications, government models, and emerging technology. The update includes input from various sources such as the US Dept. of Labor, EU ICT Competencies, EMC's pillars of IT, SIGITE's IT pillars, CSTA strands, and ASSECT Model for Computational Thinking in IT.

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IT Curricular Refresh and Update: Phase 1 Summary and Phase 2 Update

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  1. ACM CCECC IT Project Refresh of Phase 1 & Update on Phase 2 Elizabeth K. Hawthorne, ChairACM Committee for Computing Education in Community Colleges (acmccecc.org) March 2013

  2. Associate-Degree IT Curricular Guidance Refresh of Phase 1

  3. Summary of Phase 1 Produce IT curricular guidance that is: • Built upon a framework of core learning outcomes • Core IT competencies assembled into a framework of defined domains • Influenced by • the current and future needs of business and industry • certifications and related curricula • government models • new and emerging technology • International perspectives • Designed in a manner that provides for staying power, breadth and adaptability • Accompanied by well-designed and meaningful assessment

  4. Associate-DegreeIT Curricular Guidance Update on Phase 2

  5. Assorted Inputs … US Dept. of Labor IT competency model EU ICT Competencies EMC’s 5 pillars of IT • Operations • Applications • Information Storage • Database • Network SIGITE’s IT Pillars • Programming • Networking • Human Computer Interaction • Database • Web Systems • (IT Problem Solving) CSTA Strands (Computer Science Standards) • Computational Thinking • Collaboration • CompUting Practice • Computers & Communication Devices • Community, Global & Ethical Impacts ASSECT Model for Computational Thinking in IT (NSF CCF 0939089) • Logical Thinking • Strategizing • Abstract Thinking • Procedural Thinking • Optimizing • Iterative

  6. US Dept. of LaborInformation Technology Competency Model

  7. US Dept. of Labor: Information Technology Competency ModelIndustry-Wide Technical Competencies • Principles of Information Technology Knowledge of Information Technologies (fundamental concepts, systems, platforms, tools, and technologies), IT industries (hardware, software, and services), the widespread application of IT in other industries, and the common roles of IT professionals. • Databases and Applications The use of technology to control and safeguard the collection, organization, structure, processing and delivery of data. • Networks, Telecommunication, Wireless, and Mobility The processes, hardware, and software employed to facilitate communication between people, computer systems and devices. • Software Development and Management The process of designing, writing, testing, debugging/troubleshooting, and maintaining the source code of computer programs and of managing and maintaining software in an organization.

  8. US Dept. of Labor: Information Technology Competency ModelIndustry-Wide Technical Competencies(continued) • User and Customer Support The range of services providing assistance and technical support to help users implement and solve problems related to information technology. • Digital Media and Visualization Conveyance of ideas and information in forms such audio, text, pictures, diagrams, video, photos, maps, 3D models, etc. • Compliance The standards, processes, and procedures in place to ensure products, services, and practices comply with legal and regulatory requirements. • Risk Management, Security, and Information Assurance The standards, issues, and applications used to protect the confidentiality, integrity and availability of information and information systems.

  9. European e-Competence Framework 2.0A common European frameworkfor ICT Professionals in all industry sectors PLAN • A.1. IS and Business Strategy Alignment • A.2. Service Level Management • A.3. Business Plan Development • A.4. Product or Project Planning • A.5. Architecture Design • A.6. Application Design • A.7. Technology Watching • A.8. Sustainable Development

  10. ExampleEuropean e-Competence Framework 2.0

  11. EU ICT Competenciescontinued BUILD • B.1. Design and Development • B.2. Systems Integration • B.3. Testing • B.4. Solution Deployment • B.5. Documentation Production RUN • C.1. User Support • C.2. Change Support • C.3. Service Delivery • C.4. Problem Management

  12. EU ICT Competenciescontinued ENABLE • D.1. Information Security Strategy Development • D.2. ICT Quality Strategy Development • D.3. Education and Training Provision • D.4. Purchasing • D.5. Sales Proposal Development • D.6. Channel Management • D.7. Sales Management • D.8. Contract Management • D.9. Personnel Development • D.10. Information and Knowledge Management

  13. EU ICT Competenciescontinued MANAGE • E.1. Forecast Development • E.2. Project and Portfolio Management • E.3. Risk Management • E.4. Relationship Management • E.5. Process Improvement • E.6. ICT Quality Management • E.7. Business Change Management • E.8. Information Security Management • E.9. IT Governance

  14. ACM CCECC“Technical Domains” • Programming & Application Development • Database & Information Management • Servers, Storage & Virtualization • Networking • Client Computing & User Support • Digital Media

  15. ACM CCECC“Conceptual Domains” • Design, Development & Testing … including an awareness of topics such as documentation, test plan design and trouble-shooting strategies • Human Computer Interaction … including an awareness of topics such as designing for user interaction, usability testing, assistive technology and ADA • Security … including an awareness of topics such as designing and building security provisions from the onset, information assurance and digital forensics • Systems Integration & Solution Deployment … including an awareness of topics such as component functionality vis-à-vis total system functionality, documentation and end-user training • Sustainable IT … including an awareness of topics such as product longevity, software optimization, the design, manufacture, use, recycle and disposal of computing (hardware and software) systems efficiently and effectively with little or no impact on the environment.

  16. ACM CCECC“Conceptual Domains”(continued) • Risk Management & Business Continuity … including an awareness of topics such as risk appetite and tradeoffs, identifying single points of failure, redundancy and disaster recovery • Business Context … including an awareness of topics such as applicable regulatory compliance, business process awareness, technology watching, organizational structure and culture, and workplace decorum and teamwork • Business Intelligence & Big Data … including an awareness of topics such as analytics, structured versus unstructured data and cloud computing • Project Planning & Change Management … including an awareness of topics such as project sustainability, continuous process improvement, unintended consequences of change and the use of technology to change business processes and interaction with customers • Professionalism … including an awareness of topics such as ethics, lifelong learning and professional growth and development, information gathering and value assessment

  17. Project Participant Teams:Subject Matter Experts from Business & Industry+Community College Faculty+Assessment Experts B & I subject matter experts (SME): • Google • Oracle • Dell • EMC2 • NetApp • Cisco Systems • Juniper Networks • CompTIA Community College Faculty : • Adirondack Community College • Austin Community College • Black Hawk Community College • Brookdale Community College • Community College of Baltimore County • Cosumnes River College • Estrella Mountain Community College • Portland Community College • Salt Lake Community College • Stark State College

  18. Assessment Experts • Dr. MandanaAhsani, Psychology from Rutgers University; chair of the Learning Assessment Committee at Union County College • Dr. AmarjitKaur, Instructional Design from Teachers College, Columbia University; Director of Distance Education at Bergen Community College • Professor Anita Verno, Professor and former Department Chair of IT at Bergen Community College; CSTA Advisory Board

  19. Associate Member, Social Media • Dr. Becky Grasser, CS Department Chair, Lakeland Community College • Facebook • facebook.com/ACMccecc • Twitter • Send general tweets to @ACMccecc • During IT meeting comments sent to #IT_CCECC • Rotating social media feeds displayed at capspace.org

  20. NY In-Person Meeting • Day 1 Morning • Break into teams to work on Topics • Reconvene as large group to vet Topics • Day 1 Afternoon • Break into teams to revise Topics • Training on Bloom’s Taxonomy & Learning Outcomes by Assessment Team • Break into teams to compose Student Learning Outcomes • Reconvene as large group to vet Student Learning Outcomes

  21. NY In-Person Meeting • Day 2 Morning • Training on Assessment Rubric by A-Team • Break into teams to compose Assessment Rubrics • Day 2 Afternoon • Reconvene as large group to vet Assessment Rubrics • Reconvene as large group to vet Assessment Rubrics • Finalize assessment rubrics

  22. Assessment Layer

  23. Assessment Rubric Achievement Level based on Bloom’s Revised Tax.

  24. Reviewers’ Draft of Core IT Learning Competencies • Distributed to 1,000 individuals in affiliate database • CCECC booth at SIGCSE • NSF ATE Centers: BATEC, MPICT, CTC • CA state-wide curriculum committee • Available at www.capspace.org • Feedback due April 1, 2013 • Follow-up meetings in May 2013

  25. ?? Questions ??Feedback being collectedwww.capspace.org

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