Panel: IS & IT Program Accreditation: Who, What, Why, and How

The Computing Accreditation Commission (CAC) of ABET is committed to providing world leadership in assuring quality and innovation in computing education. To carry out this vision, the CAC has proposed changes in the structure of the criteria used to accredit computing programs – computer science, information systems and information technology. The new structure consolidates general criteria that apply to all computing programs, and cites program-specific criteria that apply to CS, IS or IT programs. This is an important reorganization that allows an emerging computing discipline program (e.g., bio-informatics) to apply for accreditation under the general criteria until the discipline matures to a point where a model curriculum can be developed. This new format also begins to move CAC documents to outcome-based statements leaving the implementation to the individual programs. This session discusses the who, what, why, and how of IS and IT accreditation. ABET and AACSB accreditation are compared, the CAC/ABET accreditation process is reviewed, and proposed revisions to the IS and IT programs accreditation criteria are highlighted

IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at present the only accrediting agency for Information Systems programs. This paper examines the influence of the release of the “IS 2010 Curriculum Guidelines for Undergraduate Degree Programs in Information Systems” on ABET accredited Information Systems programs. It begins with an historical overview of past information systems curriculum development efforts, and then follows with an overview of accreditation, both in higher education in general and of information systems programs in particular. The results of a survey of all ABET accredited Information Systems programs are then reported. The survey focused on two distinct yet interrelated issues that emerged with the release of IS 2010: (1) How does the absence of AITP input into the initial formulation of IS 2010 coupled with the lack of programming as a requirement in IS 2010 affect the attitude of ABET accredited Information Systems programs regarding seeking re-accreditation?; and (2) Does AIS discontinuing their financial support for ABET affect the attitude of ABET accredited Information Systems programs regarding seeking re-accreditation? The paper concludes with an overview of the effect of the release of IS 2010 on reaccreditation decisions of ABET accredited information systems programs

Using Bloom\u27s and Webb\u27s Taxonomies to Integrate Emerging Cybersecurity Topics into a Computic Curriculum

Recent high profile hackings have cost companies millions of dollars resulting in an increasing priority to protect government and business data. Universities are under increased pressure to produce graduates with better security knowledge and skills, particularly emerging cybersecurity skills. Although accredited undergraduate computing programs recognize the need to solve this problem, these computing programs are constrained by accreditation standards and have limited ability to modify their curricula. This paper discusses a case study on how one Accreditation Board for Engineering and Technology (ABET) accredited undergraduate IT program created a strategy to continue to teach existing security-related topics as well as emerging cybersecurity topics within its IT curriculum without increasing credit requirements. The faculty developed an IT Security-related and Cybersecurity Curriculum Taxonomy to identify strategies to move security-related topics taught in the higher level courses to lower and intermediate courses. Thus emerging cybersecurity topics could be added to high-level courses. The faculty also created the IT Student Learning (Security-related) Taxonomy by combining Bloom’s Taxonomy’s six levels of thinking with Webb’s Depth of Knowledge Model. This student learning taxonomy enabled the faculty to review the student learning outcomes for each of the existing security-related core topics and develop new ones for the emerging cybersecurity topics. Challenges, benefits, and application of this strategy to other disciplines are discussed

Information Systems Accreditation: A New Criteria Structure and New Flexibility

The Computing Accreditation Commission (CAC) has proposed changes in the structure of the criteria used to accredit information systems programs. The new structure combines so-called “general criteria,” criteria that apply to any computing program, and additional program criteria that apply to IS, IT, or CS programs. This new format allows an emergingcomputing- discipline (e.g., bioinformatics) program to apply for accreditation under the general criteria while the discipline matures to where model curricula develop. This new format begins to move criteria documents to outcome based statements. This session will discuss the new criteria structure, including the proposed general and program criteria, and the timetable for implementation of the new structure. Time will be devoted to Q&A regarding any aspect of IS program accreditation. The session will also discuss accrediting IS programs, overview the IS accreditation criteria and processes, discuss the pros and cons of accrediting IS programs, and review the internal and external steps of the process, identifying bottlenecks and problems and suggesting solutions

IS accreditation in AACSB colleges via ABET

The development of ABET/CAC accreditation standards for IS programs presents an excellent opportunity for IS programs in AACSB-accredited business schools to improve their perceived quality and credibility. We argue that neglect by AACSB of IS/IT content has prompted this preemptive move on the part of ABET/CAC. A comparison of AACSB and ABET/CAC accreditation standards finds them to be generally quite compatible. Ironically, our survey of IS program leaders in AACSB-accredited business schools found familiarity with and interest in ABET/CAC standards to be just emerging. Although compliance with the ABET/CAC standards is evidently relatively high among most programs, understanding of potential benefits of accreditation is quite low. Also quite low is understanding of how colleagues might react to accreditation efforts

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available