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

Computing Accreditation Criteria Update

This session provides participants with important information about recent efforts to update accreditation criteria used by CSAB and ABET’s Computing Accreditation Council (CAC). For many years, these two bodies have accredited undergraduate academic programs in computing including computer science, information systems and information technology. Currently, over 400 programs around the world are accredited. During the past three years, a joint CAC-CSAB team of 19 practitioners and academics has worked to develop an updated set of criteria. Motivation for these changes include publication of revised model curricula, a general desire to reduce assessment burden and increase the focus on continuous improvement, and constituent interest in a cost-benefit analysis of the effort required to achieve accreditation. During this session, participants will view and discuss the proposed criteria changes

Spelthorne College: reinspection (Report from the Inspectorate)

The FEFC has agreed that colleges with provision judged by the inspectorate to be less than satisfactory or poor (grade 4 or 5) should be reinspected. In these circumstances, a college may have its funding agreement with the FEFC qualified to prevent it increasing the number of new students in an unsatisfactory curriculum area until the FEFC is satisfied that weaknesses have been addressed. Satisfactory provision may also be reinspected if actions have been taken to improve quality and the college’s existing inspection grade is the only factor which prevents it from meeting the criteria for FEFC accreditation. This records comprises:- Reinspection of history, geography and social sciences: November 1998 Reinspection of science, mathematics and information technology: November 199

Assessing Outcomes Using Program Assessment Portfolio Approach

The Accreditation Board for Engineering and Technology has developed and implemented new criteria for accrediting engineering technology programs in the United States. The new criteria, Technology Criteria 2000 (TC2K), have changed the way that engineering technology programs conduct their business. In order to survive in the future, each program has to develop a strategy to meet the new requirements specified in the TC2K. The Department of Engineering Technology at Texas Tech University has developed a program assessment portfolio (PAP) to assess the department performance toward the attainment of TC2K Criterion 1. This paper presents 12 assessment methods within the PAP. Particularly, it demonstrates how to develop and implement one of the assessment methods, pre- and postcourse assessment, to a senior-level course. Data collected from the implementation has been analyzed and results indicate that pre- and postcourse assessment provide valuable information regarding student learning. Furthermore, the information can be used to continue improving effectiveness of teaching

Ealing Tertiary College: reinspection (Report of the Inspection)

The FEFC has agreed that colleges with provision judged by the inspectorate to be less than satisfactory or poor (grade 4 or 5) should be reinspected. In these circumstances, a college may have its funding agreement with the FEFC qualified to prevent it increasing the number of new students in an unsatisfactory curriculum area until the FEFC is satisfied that weaknesses have been addressed. Satisfactory provision may also be reinspected if actions have been taken to improve quality and the college’s existing inspection grade is the only factor which prevents it from meeting the criteria for FEFC accreditation. Reinspection of Quality Assurance Reinspection of Management Reinspection of Leisure and Tourism Reinspection of Horticulture Reinspection of Governance Reinspection of Computing and Information Technology Reinspection of Business Studie

Halton College: reinspection (Report from the Inspectorate)

The FEFC has agreed that colleges with provision judged by the inspectorate to be less than satisfactory or poor (grade 4 or 5) should be reinspected. In these circumstances, a college may have its funding agreement with the FEFC qualified to prevent it increasing the number of new students in an unsatisfactory curriculum area until the FEFC is satisfied that weaknesses have been addressed. Satisfactory provision may also be reinspected if actions have been taken to improve quality and the college’s existing inspection grade is the only factor which prevents it from meeting the criteria for FEFC accreditation. This records comprises:- Reinspection of Computing and Information Technology Reinspection of Governance Reinspection of Health and Care Reinspection of Management Reinspection of Quality Assuranc

The curriculum design of computing & information systems with concentration in database systems

© 2012 IADIS. In today\u27s competitive market, graduates need specialized skills and knowledge about their chosen field. Jobs in Information Systems (IS) are becoming diversified and that generic IS curriculum is no longer meet all the needs for all IS jobs. This paper presents a study on the design of curriculum of Information Systems degree with concentration on Database Systems. The proposed curriculum follows the principles guiding the Information Systems (IS) curriculum design recommended by the Association of Information Systems (AIS) and is aligned with Accreditation Board for Engineering and Technology (ABET) nine program outcome criteria

The introduction of a \u27Learning in the Workplace\u27 component for an undergraduate IT program and its impact on professional accreditation

A new learning in the workplace and community policy (LiWC) at Victoria University has been introduced to ensure that graduates are job and career ready. The policy mandates that all programs incorporate at least a 25% workplace contextual learning component by 2010. For the IT undergraduate program, compliance with this policy poses a number of significant challenges, not least of which is the meeting of professional accreditation criteria. Acquiring a recognized professional body accreditation, like that of the Australian Computer Society (ACS), is pivotal for all IT Australian programs, in that, it is a vital quality assurance measure and it enhances program marketability. For an ACS accreditation, the course structure and content of the IT program is examined against the Society‘s defined core body of knowledge (CBOK) which covers both generic and ICT specific skill sets. This paper describes the current Bachelor of Science in Information Technology degree structure with respect to the ACS‘s CBOK. Within this framework, a possible strategy is proposed for realizing the University‘s LiWC policy whilst conforming to accreditation requirements. Finally the advantages and disadvantages of the proposed approach are discussed

A Holistic Approach to Develop IS Curricula: Focusing on Accreditation and IT Certification

Introduction Information Systems (IS) are complex systems requiring both technical and organizational expertise for design, development, and management. Many academic institutions worldwide aim to generate an IS curriculum that produces graduates with solid foundation in IS and equipped with the skills that make them readily employable. However, all aspects of the computing fields including IS are faced with great pressure from industry to train students on specific IT technology and skills. As a result, university level IS curricula need frequent updating to answer the need of industry and to remain effective. The highly competitive Information Systems field requires universities and colleges to train students on the use of the latest technologies. Some academic institutions are redesigning their curricula to include IT certifications into their curricula. This process provides graduates with a solid foundation in IS and one or more IT certificate. Businesses today need college graduates to make an impact and become productive employees almost immediately after joining the work force. Information Systems (IS) programs are accredited by oversight bodies to determine whether the program provides quality education (Lidtke & Yaverbaum, 2003; Lunt, Lawson, Goodman, & Helps, 2002). Currently, ABET (Computing Accreditation Commission, 2004) is the accreditation body with responsibility for accrediting all programs in the computing field. The Computing Accreditation Commission (CAC) is responsible for the accreditation of IS programs. The IS 2002 model curriculum provides recommendation for the core IS curriculum to meet ABET criteria. While ABET specifies the 120 credit hours for the Bachelor degree, IS 2002 addresses 33 credit hours only. Currently, there is a move by a number of colleges and universities to form partnership with IT vendors such as Microsoft and Cisco to provide hands-on experience that prepares students for successful entry into the job market and to sit for Industry Certification exams (Houston, Blesse, & Herrod, 2005). Many employers are looking for IS graduates to acquire certification in addition to their Bachelor degree. IS graduates can demonstrate that they have the necessary skills to be productive by acquiring one or more appropriate IT certificates. The IEEE and ACM recognize the importance of the IT certifications and provide their members with over four hundred online courses leading to technical certifications. In this paper, an IS model curriculum that addresses accreditation requirements and certification needs is proposed. The model addresses all ABET criteria, which provide recommendations for general education (GE), IS environment, major core courses, major electives and general elective courses. The model curriculum uses the IS 2002 report (Gorgone, Davis, Valacich, Topi, Feinstein, & Longenecker, 2002) to implement the IS core courses. The model also provides a framework to integrate IT certification in IS courses at various levels of the curriculum. n example of how to use the proposed model curriculum is developed. The rest of the paper is organized as follows. The second section lists the criteria for accrediting IS programs. The third section introduces the IS 2002 recommendations for curriculum development and addresses some of the implementations issues. The fourth section discusses the proposed comprehensive IS curriculum. The fifth and sixth sections discuss embedding IT certification into the IS curriculum. The seventh section presents an example of how to implement the model curriculum. Finally the eighth section is the conclusion. ABET Criteria for Accrediting IS Programs ABET, a recognized accreditor for college and university programs in applied science, computing, engineering, and technology, is a federation of 30 professional and technical societies representing these fields. Among the most respected accreditation organizations in the U.

Model course syllabus: Management of security issues in wearable technology

© 2018 by IGI Global. All rights reserved. This chapter briefly introduces some historical and contemporary context before proposing a model course syllabus to implement a course in Management of Security Issues in Wearable Technology. The course syllabus is developed in line with the IS2010 curriculum recommended by the peak bodies (ACM and AIS) for a degree in Information Systems, Computer Information Systems or Management Information Systems. The design further follows the guidelines developed by the Accreditation Board of Engineering and Technology (ABET) that advocates that Course Learning Outcomes (CLOs) be developed for the list of topics covered by the material. In addition, the syllabus provides a basis for enterprise training relevant to managers and security specialists. The chapter also provides some general pedagogical guidelines on how each topic can be discussed and activities appropriate to the learners. It also uses Gluga et al.\u27s (2013) assessment criteria, based on Bloom\u27s (1956) taxonomy to measure the depth of knowledge