curriculum validation - program renewal 2005 information...

Curriculum Validation - Program Renewal 2005

Information Systems Technology Program

Information Systems Technology Curriculum Validation – Program Renewal

Final Report November 2005

Acknowledgements The Information Systems Technology Program at Red River College wishes to express

its appreciation for the support and commitment shown throughout this Curriculum Validation Process by the following:

Representatives from the community: Donna Vincent Arlene Dueck Tony Rubletz Eric Forness Marc Hurley Dino Bakija Elliot Cunningham Gavin Mills

The Information Systems Technology Advisory Committee: Patrick Hannah Sal Troia Blain Rempel Ric Borlase Tim Nickerson Russ Smith Warren Reimer Debbie Petz Heather Charles Bill Toews Wayne Malo

The Information Systems Technology Faculty: Geoff Bresch - IST Program Leader David Jones Dan Jahns-Kraak Nola Andrews Doug Good Henry Penner Jim Sutton Jody Baty Jean-Rene Nicolet Richard Kreitz Jody Gillis Larry Samborski Laurie Cutrone Doug Bake Curriculum Validation Facilitator: Doug Good Curriculum Consultant: Michael Stuhldreier, Program & Curriculum Development

Table of Contents Introduction ..................................................................................................1 Curriculum Validation – Program Renewal Deliverables .............................1 Outcomes from the Deliverables..................................................................2

1. Environmental Scan and Key Findings ............................................................. 2 2. Employment Prospects ..................................................................................... 5 3. Industry Occupational Analysis (DACUM) Chart............................................... 6 4. Graduate Skills and Abilities Chart.................................................................... 6 5. Graduate Profile................................................................................................ 7 6. Program Renewal Plan ..................................................................................... 8 7. 5-Year Program Renewal Program in Gantt Chart Format ............................... 9

Appendix A – Environmental Scan.............................................................11 Appendix B – Industry Occupational Analysis (DACUM) Chart .................31 Appendix C – Graduate Skills and Abilities Chart ......................................35 Appendix D – Graduate Profile ..................................................................49 Appendix E – Program Renewal Plan........................................................51 Appendix F – Five-Year Program Renewal Plan in Gantt format...............55

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Information Systems Technology Curriculum Validation – Program Renewal Final Report

Introduction: Information Systems Technology is a two-year diploma program and is offered at the College's Princess Street Campus. The program provides students with a highly developed skill set in Information Technology. The program is offered in four (4) streams: Application Development, Database Management, Network Management, and Web Development of which students are required to choose one. Some courses are integrated with established programs, such as Cisco Networking Academy Program and Microsoft Center of Excellence for E-Commerce.

Curriculum Validation – Program Renewal Deliverables: Normally, the Program Renewal process involves seven (7) interrelated deliverables. For the Information Systems Technology Curriculum Validation - Program Renewal, an eighth deliverable was included after the environmental scan indicated lower enrolments across all scanned institutions. The eighth deliverable reports on related Employment Prospects information gathered from websites of the Governments of Canada and Manitoba. At the end of the Program Renewal process, the eight (8) deliverables included:

1. Environmental Scan and analysis of the key findings of similar programs across Canada,

2. Employment Prospects. 3. Industry Occupational Analysis (DACUM) 4. Graduate Skills and Abilities Chart 5. Graduate Profile 6. Program Renewal Plan 7. A 5-year Program Renewal Plan in Gantt Chart format 8. Final Report

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Outcomes from the Deliverables:

1. Environmental Scan (Appendix A) and Key Findings The Environmental Scan provides the faculty and Chair with information about similar programs that are offered in colleges and universities locally and nationally. The Curriculum Validation facilitator gathered information on similar programs and trends influencing their development and direction. The Curriculum Validation Facilitator gathered information through web sites, email and telephone contact. The scan gathered information under the following categories:

• Name of institution, location, contact person • Size of program • Credential offered • Program features • Curriculum Model • Curriculum Content • Student Assessment • Current and Coming Challenges • Curriculum Renewal • Partnerships • Additional Information (Other and comments)

For the Information Systems Technology Curriculum Validation – Program Renewal, ten (10) programs were scanned. They included: Computer Systems Technology Diploma Programme Camosun College

Computer Systems Technology Saskatchewan Institute of Applied Sciences and Technology

Computer Systems Technology Diploma Program British Columbia Institute of Technology

Computer Programmer Analyst (Co-op) Program Confederation College

Computer Technology Diploma Southern Alberta Institute of Technology

Computer Programmer Fanshawe College

Computer Information Systems Diploma Program Mount Royal College

Computer Programmer (CPD) Seneca College

Computer Systems Technology Northern Alberta Institute of Technology

Information Technology Nova Scotia Community College

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Key findings from the Environmental Scan Contacts

• All colleges were contacted except Fanshawe which suspended the Computer Programmer program as of May 2004.

Enrolment:

Enrolment is down (½ to ⅔) in all college and university Information & Communication Technology (ICT) programs

The program closest to RRC geographically, Confederation’s CPA, had to suspend offering their entire Fall 2004 intake.

The drastic drop in enrolments (due to a perceived lack of jobs or maybe no longer being the high-tech industry) is such an issue for all colleges that department heads met in May 2005 to address the issue.

Credentials Issued

• Although all scanned colleges offer a diploma, MRC’s primary program is an applied degree in Computer Information Systems and Business. The diploma is an exit provision.

Program Features

• Eight of the 10 programs are 2 years in length. The program offered at Camosun and suspended at Confederation is a three year co-op option.

• The range for intakes per year is one (MRC, SIAST, Confederation, Fanshawe, NSCC) to 3 per year (SAIT, Seneca).

• Only RRC’s program, Confederation’s CPA program (when it is not suspended), and Fanshawe offer laptop based programs. Both Confederation and Fanshawe require students to supply and support their own laptops and the colleges provide a standard set of Microsoft and Open Source software only. In contrast, because RRC leases our laptops and controls the licensing, RRC can provide other licensed software, in particular business applications and advanced tools.

Curriculum Model

• A number of variations are reported for objectives and/or learning outcomes. MRC lists Learning Competencies.

• Camosun, BCIT, NAIT, Confederation, and NSCC offer Capstone projects in the last term.

• Camosun offers an optional co-op term (9-12 months) in the Co-operative Education Designation. SAIT offers a 4 or 8 month co-op placing. NAIT offers two earned co-ops. Confederation offered two co-op terms – 4th and 6th (after the last academic term). Fanshawe has three mandatory co-ops during summers but only for the advanced diploma program.

• Camosun and NAIT require students to meet eligibility requirements prior to entering co-op.

• Only IST, Camosun, NAIT, and Confederation offer both a Project course and a co-op experience.

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Curriculum Content • The ICT industry is so broad and quick changing, that every program has

noticeable differences from the other. There is no one “right” answer to providing a program that meets all needs.

Student Assessment

• NSCC reports that “no one assessment exceeds 40% of the overall mark”. Curriculum Renewal

• Canadian Information Processing Society (CIPS) accreditation requires a curriculum review every five years.

• Most programs have involved and active industry advisory committees that provide continuous monitoring of curriculum.

Other

• Three programs do not have accreditation from the Canadian Information Processing Society (CIPS) - Fanshawe, Confederation and NSCC.

• NSCC has accreditation from the Canadian Technology Accreditation Board (CTAB).

Partnerships

• Articulation agreements with universities were not reported at Camosun, BCIT and Fanshawe.

Current & Anticipated Challenges

• All contacted colleges reported concern in the following three areas: 1) Decreasing applications for admission into the program, 2) Increasing attrition rates for students enrolled in the program, and 3) Decreasing employment opportunities for graduates of the program.

Analysis Information & Communication Technology may no longer be perceived as the high tech frontier, and the perception is that any business recovery is a jobless one. This has influenced enrolments across North America, which are now at ½ or even ⅔ of their peaks. Hiring demand is also down, but the relative lack of “new blood” going into the industry, coupled with the imminent retirements of so many baby boomers, has trend watchers very concerned. However, this does bode well for the careers of our recent and upcoming graduates -- if they can get that elusive entry position. SHRC of HRDC is warning Canadian employers that too few students are currently being attracted to the field to meet future demands. Employers report (via Stats Can) that applicants do not have the required experience in up-to-date technology, soft skills, professionalism, and business savvy. SHRC is publishing their recommendation that Information & Communication Technology employers take more risk and hire new graduates.

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2. Employment Prospects Information on the national level indicates that the demand for Computer Systems Analysts∗ is GOOD and job prospects to 2007 are also rated GOOD.1 Information on the local labour market indicates that employment prospects for Information Systems Analysts and Consultants∗∗ is GOOD and projected to remain GOOD the next few years.2 Two particularly strong forecasted areas within this area and in the city of Winnipeg are that of Software Engineers3 and Web Designers and Developers4. The expansion of the internet and the move towards a service delivery function will foster this trend. Graduates are encouraged to develop their people skills and team working abilities.5 The anticipated need for Computer and Information Systems Managers can be met by graduates who garner several years experience in the field now.6

∗ NOC 2162 1 Government of Canada, Human Resources and Skills Development Canada, JobFutures

http://jobfutures.ca/noc/2162p3.shtml , Accessed May 2, 2005. ∗∗ NOC 2171 2 Government of Canada, Human Resources and Skills Development Canada, Labour Market Information, http://lmi-imt.hrdc-

drhc.gc.ca/standard.asp?ppid=84&lcode=E&prov=46&gaid=11326&occ=2171&employer_potential=1&search_type=1&search_key=3&potential_code, Accessed May 2, 2005.

3 Government of Manitoba, Manitoba Advanced Education and Training, Manitoba JobFutures, http://mb.jobfutures.org/profiles/profile.cfm?noc=2173&lang=en&site=graphic, Accessed May 2, 2005.

4 Government of Manitoba, Manitoba Advanced Education and Training, Manitoba JobFutures, http://mb.jobfutures.org/profiles/profile.cfm?noc=2175&lang=en&site=graphic, Accessed May 2, 2005.

5 Government of Canada, Human Resources and Skills Development Canada, JobFutures, http://jobfutures.ca/noc/0213p3.shtml, Accessed May 2, 2005.

6 Government of Manitoba, Manitoba Advanced Education and Training, Manitoba JobFutures, http://jobfutures.ca/noc/0213p3.shtml, Accessed May 2, 2005.

http://jobfutures.ca/noc/2162p3.shtml

http://lmi-imt.hrdc-drhc.gc.ca/standard.asp?ppid=84&lcode=E&prov=46&gaid=11326&occ=2171&employer_potential=1&search_type=1&search_key=3&potential_code



http://mb.jobfutures.org/profiles/profile.cfm?noc=2173&lang=en&site=graphic

http://mb.jobfutures.org/profiles/profile.cfm?noc=2175&lang=en&site=graphic



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3. Industry Occupational Analysis (DACUM) Chart (Appendix B) The Industry Occupational Analysis using the DACUM process is a familiar component of the curriculum development process at Red River College and provides the program with a description of regional occupational needs. Included in the process is the identification of emerging and retiring industry trends. Industry participants were invited to a two-day workshop held on February 7th and 10th, 2005 at the Princess Street Campus and facilitated by Mike Stuhldreier and Gene Semchych of Program and Curriculum Development. The end product was the development of the DACUM chart (see Appendix B for the completed chart). The resulting Information Systems Technology DACUM identified the following emerging and retiring trends:

Emerging Industry Trends: Retiring industry trends: Globalization On-site workforce Remote / offsite workforce C/S Centralized processing Location specific technical support More O-O n-tier Manual task performance UI customization Power builder Voice over IP Windows NT Paperless environment - electronic forms Flat files / Fat Client Remote management Floppy drives Centralized storage management / document management

COBOL

Java 1.5 / Open source tools (AMT, JAMES, SPRING) Struts / .NET / Crystal Reports / Windows 2003 / XML / WI5 Services / Aspect Oriented Programming / Thin Client / Tomah 5.0 / J2ME / WML

Security maintenance on networks / pc's Outsourcing of development and security Wireless / remote access to networks Web-based business customer access vs. online and do transactions online

4. Graduate Skills and Abilities Chart (Appendix C) The Graduate Skills and Abilities Chart was developed during a faculty workshop facilitated by the Curriculum Consultant on February 28th and modified / ratified at a faculty meeting on March 11th, 2005. The outcome of this workshop was a single, composite chart that outlines skills and abilities of graduates.

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The chart is the cross-referencing of: 1) the competencies identified in the Industry Occupational Analysis (DACUM) Chart and the College-wide Learning Outcomes (CWLOs), and 2) the teaching faculty’s assessment of what would constitute realistic learning expectations of the program. This chart serves as the focus for curriculum renewal and the basis for the development of program learning outcomes.

5. Graduate Profile (Appendix D) Using the Graduate Skills and Abilities Chart, the Graduate Profile Outcome statements were developed by faculty at a workshop facilitated by the Curriculum Consultant on March 24th, 2005.

The IST Graduate: • Designs solutions consistent with identified user requirements within the

framework of current and accepted industry methodologies by applying research skills, formulating test plans, and creating documentation.

• Develops, tests, and deploys quality assured business systems components. • Applies best practices to manage and maintain networks, hardware and

software systems, and databases. • Demonstrates basic systems integration skills by comparing and contrasting

systems, identifying core components and diagramming systems in a team-based environment.

• Identifies project stakeholders, deliverables, and scope according to Project Management Institute (PMI) principles, using project management tools.

• Demonstrates effective communication skills, employing relevant knowledge and judgment.

• Demonstrates effective leadership by delegating, guiding, and providing feedback to others.

• Applies analytical and creative problem-solving skills. • Demonstrates professional and ethical attitudes and behaviours in a variety of

settings. • Values continuous self-improvement and life-long learning.

The Application Development/E-Commerce graduate:

• Develops business applications by using common and emerging technologies, methodologies, procedures, and best practices appropriate to the client.

The Database graduate:

• Uses database management tools to create, maintain, administer, and manage multiple databases.

The Network Management graduate:

• Plans, installs, and manages a variety of network environments applying industry standards and best practices.

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6. Program Renewal Plan (Appendix E) The Program Renewal Plan is the result of translating the preceding four deliverables into a coherent plan for the renewal of the program. For the Information Systems Technology Curriculum Validation – Program Renewal, the program Chair opted for a visioning workshop conducted with faculty on Monday, April 11th, 2005 and facilitated by Gene Semchych, P&CD Consultant. Program faculty were encouraged to think creatively in developing ideas for future program growth to provide the Chair with a variety of options that could feasibly be implemented during the next 3-5 year period. The central question to the visioning process was “In three to five years, the Information Systems Technology Program will be a leading contributor to the field. What will be the key characteristics and features of the program?” The goals are a result of the Chair’s reflection on the ideas presented by faculty and a determination of what logically could be implemented as part of the Program Renewal Plan and include priorities identified at the national Information Technology Human Resources Forum attended by the Chair in May of 2005. These goals and subsequent actions of the Program Renewal Plan were developed around the five keys areas identified at the visioning workshop and include: Program Structure, Curriculum, Infrastructure, Student Outcomes, and Community. The following vision was created at the workshop: Red River College’s Information Systems Technology (IST) program is the program of choice of Manitobans seeking a career in information technology. The IST program combines a comprehensive, innovative, and current curriculum in a learner-centred environment that promotes student success and attracts a diverse student population. Graduates leave the program as professionals who are able to perform successfully in an ever-changing industry. Goals established at the workshop around the five key areas included: Program Structure

• Seek to implement an Applied Degree Program • Develop all courses in alternate delivery models to accommodate student needs • Define co-op program eligibility requirements • Align the first-year curriculum and create a common first year with the Computer

Analyst/Programmer Program Curriculum

• Adjust the curriculum to include more open source and emerging technologies • Graduate students competent in producing quality assured business solutions

through designing, creating, testing, documenting and delivering, using Best Practices reflecting strong client focus.

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Infrastructure • Report to faculty on the development of course-based fee assessment at RRC • Improve the student testing room to create an environment more conducive to

student success Student Outcomes

• Graduate student who demonstrate ethical standards and behave in a professional manner

• Graduate students who demonstrate effective communicate skills with all levels of the business hierarchy using oral, written, and electronic communication skills.

• Graduate students who demonstrate information-finding skills that enable them to take a critical approach to solving problems.

Community

• Market the program so that it is recognized as the program of choice for all potential students (particularly to immigrants, aboriginals, and high school students)

• Recruit more female students to the program • Strengthen the connection between the IST faculty / program and industry • Seek industry partnerships that support co-op placements, scholarships,

equipment support, and faculty development.

7. 5-Year Program Renewal Program in Gantt Chart Format (Appendix F)

The final phase of the Information Systems Technology Curriculum Validation – Program Renewal Project was the development of a 3 – 5 year Program Renewal Plan by the Chair of the program in consultation with faculty and the Curriculum Consultant from the Program and Curriculum Development Department. The resulting renewal plan reflects the fifteen (15) goals identified above and specific activities to be undertaken between July 2005 and June 2010. The Gantt chart format provides the program Chair with a planned process for program renewal and benchmarks against which renewal can be measured and tracked. Conclusion The outcomes of the Curriculum Validation – Program Renewal process indicate that the Information Systems Technology program is committed to continuous improvement measures in the pursuit of quality assurance. The process has provided the Chair, Advisory Committee, and faculty with a set of program renewal goals for the next five-year period that will continue the program’s commitment to quality assurance in curriculum and will ensure that the Information Systems Technology Program is recognized as a leader in its field.

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Appendix A – Environmental Scan

Institutions That Responded with Detailed Scan Information Computer Systems Technology Diploma Programme Camosun College Interurban Campus, 4461 Interurban Rd, Victoria BC, V9E 2C1 Computer Systems Technology Diploma Program British Columbia Institute of Technology 3700 Willingdon Ave. Burnaby, BC, V5G 3H2 Computer Technology Diploma Southern Alberta Institute of Technology 1301- 16th Ave. NW, Calgary, AB T2M 0L4 Computer Information Systems Diploma Program Mount Royal College 4825 Mount Royal Gate SW, Calgary, AB, T3E 6K6 Computer Systems Technology Northern Alberta Institute of Technology 10504 Princess Elizabeth Ave. Edmonton, AB T5G 3K4 Computer Systems Technology Saskatchewan Institute of Applied Sciences and Technology PO Box 1520, Idylwyld & 33 St. Saskatoon, SK S7K 3R5 Computer Programmer Analyst (Co-op) Program Confederation College PO Box 398, 1450 Nakina Dr., Thunder Bay ON P7C 4W1 Computer Programmer Fanshawe College 1460 Oxford St., East PO Box 7005, London, ON N5Y 5R6 Computer Programmer (CPD) Seneca College 70 The Pond Road, Toronto, ON M3J 3M6 Information Technology Nova Scotia Community College PO Box 620, Halifax, NS B3J 2M4

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Camosun College

Information Systems Technology

BCIT Computer Systems Technology

Size of Program Students: • 70 per year

Students: • 150 per year

Credential Issued ▪ Diploma • Diploma

Program Features Intakes: ▪ 2- September, January

Length: ▪ 21 months- 6 terms (non Co-op)

OR • 28-30 months- 6 terms & 2 co-op

terms (Co-op) Entrance Requirements:

• Note: The mathematics admission requirement for this program is under review. A grade of "B" or higher in: Math 12 or a “C+” in MATH 115 or a “C” in MATH 100 or assessment; A grade of "C" or higher in: English 12 or TPC 12 or assessment; CS 12 or IT 12 or COMP 156 or BUS 140 or assessment or equivalent experience with word processor, spreadsheet and internet communications.

Selection Criteria: ▪ by qualified application date Continuation Criteria: • Required course(s): If a student

receives a "D" in a required course prerequisite for any course in the program or an "F" in any required course, the student may repeat the course only once.

• Elective course(s): If a student receives a "D" in an elective course prerequisite for any course in the program or an "F" in any elective course, the student may repeat twice to upgrade.

• A student who cannot complete the program without exceeding one of the above guidelines is required to withdraw from the program and is referred to the appropriate College support services. The student may then register in other College programs provided that the appropriate prerequisites are satisfied.

Intakes: • 2- September, January Length: ▪ 2 years (1.5 if January intake) • Semester Entrance Requirements: ▪ High School Grad.- Eng 12 (C+), Principles of Math (C+) OR Applications of Math 12 (B)

Selection Criteria: ▪ Best per intake (must re-apply if not selected), 1st=BC, 2nd= Canada, 3rd=Intl.

Continuation Criteria: • Cannot fail same course more than 3 times.

Graduation Criteria: ▪ Must complete the program within 3 years, with a C average.

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SAIT Polytechnic Computer Technology Calgary, AB

Mount Royal College Computer Information Systems

NAIT Computer Systems Technology Edmonton, AB


Students: ▪ 120 per year


• Diploma • Diploma • Diploma Intakes: • 3 - September, May, June

Length: ▪ 2 years ▪ Semester (32 weeks)

Entrance Requirements: ▪ HS Diploma with 50% in English

30, Pure Math 30 or Math 30, and a min. 21-hour programming course. Selection Criteria:

▪ Most qualified Continuation Criteria & Graduation

Criteria: ▪ SPGPA and/or CPGPA of 2.0 in

each semester to progress and obtain a CPGPA of 2.0 or better to graduate

Intakes: • 1- September

Length: ▪ 2 years ▪ 2 semesters + Spring

Entrance Requirements: ▪ High School or Post-Secondary

Standing- English Language Arts 30-1-50%, Mathematics 30 (pure & Applied) 50% Selection Criteria:

▪ Most qualified. Continuation Criteria & Graduation Criteria

• Minimum of C grade in all Computer Science & Entrepreneurship courses.

Intakes: • 2- January, September

Length: ▪ 2 years ▪ 3 semesters (16 weeks) per year • students are expected to take 2 semesters and 1 off per year

• Co-op option may be applied for at the end of the 2nd or 3rd term (16 weeks long) Entrance Requirements:

• Alberta High School Diploma or Equivalent English 30 or 33 and Pure Mathematics 20 (new) OR Transitional Mathematics 101, OR 65% or greater in Applied Math 30 (new)

Selection Criteria: • Selection is competitive, and is based on grades achieved in both English and Math with a minimum of 65%

• "Career Investigation” is mandatory and more information can be found at http://www.nait.ca/registrar/daycalendar/careerinvestigation.htm Continuation Criteria & Graduation Criteria:

• 60% in all courses

http://www.nait.ca/registrar/day

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Camosun BCIT Program Features (cont’d) When required to withdraw from

the program, the student becomes eligible for re-entry to the program after two program intake cycles. Students who fail to achieve a "C" in a program course will not be allowed to register to re-take that course ahead of students taking it for the first time. Graduation Criteria:

▪ 2.0 GPA

Curriculum Model ▪ Course objectives & Program outcomes.

• Co-op option has 9-12 months work terms.

▪ Desktops in 3 standard labs & special purpose lab with other equipment.

• Students sometimes connect with their own laptops.

• Program has a Capstone project.

▪ Mix of program Learning Outcomes and Course Objectives ▪ Practicum is offered concurrently with course work.

• Practicum is 15 weeks and 20 weeks long. ▪ Students may use their own laptops but have access to computer labs.

Curriculum Content • A Computer Systems Technologist is a professional in the field of computing. Graduates of the Computer Systems Technology program will have the ability to provide a computer solution to a problem. The principles taught include problem definition, analysis, design, selection and implementation, decision-making, and continued maintenance, diagnosis and improvement of the resulting hardware and software solution. The Computer Systems Technologist will be self-sufficient in a small system environment and be effective in a larger enterprise. Although certain software and hardware is used to illustrate or allow practice with concepts being taught, it is not the intention of the program to train the students in specific products. Rather, the objective is that the graduate will easily be able to apply her or his knowledge to any environment, using whatever technology, package, language or computer system is appropriate. (cont’d on pg 16)

• Prepares graduates for entry-level computing positions in all sectors of industry including (but not limited to) business, engineering, manufacturing, health and education. The SCT Diploma program offers a diverse and flexible curriculum that emphasizes applied skills coupled with a strong work ethic to meet end-user needs. Graduates achieve the necessary knowledge, skills and experience in programming, systems analysis and business to be successful in their chosen careers and to become future managers, entrepreneurs and leaders in the computing field. A strong combined practical and academic foundation encourages continued lifelong learning. Graduates from the CST Diploma program are eligible to enter the BCIT Bachelor of Technology in Computer systems program.

• 8 Options: 1. Client Server

http://www.bcit.ca/print/study/programs/550rdiplt

2. Database Management http://www.bcit.ca/study/programs/550kdiplt

3. Data Communications and Internetworking http://www.bcit.ca/study/programs/550adiplt

(cont’d on pg 16)

http://www.bcit.ca/print/study

http://www.bcit.ca/study/

http://www.bcit.ca/study/programs�/550adiplt

http://www.bcit.ca/study/programs�/550adiplt

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SAIT Polytechnic Mount Royal College NAIT

▪ Course objectives and Learning outcomes

▪ Co-op (4 month or 8 month) ▪ Classroom, Laptop, some E-

learning • WebCT, smart technologies

up-to-date labs/equipment, CML (WebCT), teleconferencing, MERLIN

• Learning Competencies • 2 Work Placements (4 months each) • PC Labs, Lectures & Tutorials

▪ Program Objectives & Course Learning Outcomes

• Lecture, Lab & Laptop ▪ Capstone project for real clients • Co-op (max. 8 months if earned) ▪ Also available through ContEd- evenings & weekends

• Specific requirements for student computer

• This program focuses on analyzing, designing and implementing computer software systems. It goes beyond basic programming to help students develop the flexibility and problem-solving skills needed to understand various use applications and meet the needs of a rapidly-changing industry. Applicants should view this program as a means of entering the information technology industry, most appropriately as Software Engineering Technologist.

• After a common first year, students specialize in either an Information Systems or a Technical Systems major. Each academic year is divided into two, 16-week semesters. Students can take the program full-time or part-time (less than 272 course hours per semester). Evening courses in most subjects are available; however students are advised that a period of study in the full-time day program is usually required to complete the diploma requirements. Unclassified students are those not admitted into the diploma program but registered in one or more diploma courses; they may be accepted into the diploma rogram upon meeting certain criteria. (cont’d on pg 17)

• "Computer Information Systems (CIS) is a practical approach to systems development. While the Diploma covers less that the CIS applied degree, when combined with your prior experience, it allows you to work in similar kinds of areas.

• Some of the career opportunities open to graduates include: Web design and development

- Database development - e-business development - systems analysis - testing and quality assurance - end-user support

http://www.mtroyal.ab.ca/scitech/compuni/career.shtml

• The Computer Information Systems Diploma prepares students for employment in the computer field immediately upon graduation. It is intended for students with prior business experience and/or post-secondary educational qualifications who wish to become computer specialists.

• The curriculum consists of the first four academic semesters of the Bachelor of Applied Computer Information Systems and Business degree.

(cont’d on pg 17)

• Program Overview The Computer Systems Technology Program provides students with a solid foundation in Programming, Database Concepts, Data Communications, and Systems Analysis and Design. These concepts are all oriented toward the business field and are supported by courses in Operating Systems, Accounting, Communications, and Business Organization. Students work within a networked Client-Server environment, learning programming languages such as Java, and Visual Basic.NET. Database programming concepts are delivered using SQL-Server, and Oracle. The 16-week Co-op semester allows students to apply the skills and knowledge learned in the classroom to a full-time work situation. Co-op students demonstrate their knowledge of these concepts by describing and evaluating their Coop experience in a follow-up report. (cont’d on pg 17)

http://www.mtroyal.ab.ca/scitech

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Camosun BCIT Curriculum Content (cont’d from pg 14)

There are many varied employment opportunities for graduates, many situations requiring a skilled person to enable an employer to get the best from a computer system. Organizations such as government agencies, wholesale or retail sales of goods or services, administrative offices, scientific or engineering enterprises, forestry companies, and most others have or will have need for the skills of computing professionals. Over the length of the program, courses are offered to provide the fundamental principles and skills for the technologist. In the second year, the student chooses electives tailoring the program for a specific career goal. The applied computing project, done in the final term, combines the principles and techniques of the program to produce a finished product. • Co-operative Education is an optional component of this program. In order to be eligible for Co-op, students must achieve and maintain a grade point average of at least 3.0 ("C+") and complete successfully 45 program credits plus the Co-op seminar. Part-time students may be eligible for Co-op, but must apply in their first year. In order to receive a Co-operative Education designation, a minimum of 9 months and a maximum of 12 months of Co-op work terms must be completed satisfactorily. Students may graduate from this program without a Co-operative Education designation but must recognize that course offerings are normally available only when Co-op students are on campus. Such students may take courses in any order, subject to the stated pre- and co-requisites of the courses and the overall program requirements. Students not participating in Co-op must complete all program courses and achieve an overall cumulative G.P.A. of at least 2.0 in order to qualify for this Diploma. http://www.cs.camosun.bc.ca/web/programs/compTech.html

(cont’d from pg 14) 4. Digital Processing

http://www.bcit.ca/study/ programs/550wdiplt

5. Embedded Systems http://www.bcit.ca/study/ programs/550ydiplt

6. Information Systems http://www.bcit.ca/study/ programs/550fdiplt

7. Systems Integration http://www.bcit.ca/study/programs/550qdiplt

8. Technical Programming http://www.bcit.ca/study/programs/550tdiplt

http://www.cs.camosun.bc.ca/web/





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SAIT Polytechnic Mount Royal College NAIT

(cont’d from pg 15) All students must participate in workplace visitations or, if qualified, in the Co-operative Education program, the latter involving one or two, 16-week paid work terms of related industrial experience in the second year. Selection for the Cooperative Education program is primarily based on academic standing but also on the quality of the student’s application and interview. All Computer Technology students must participate in E-Learning, a package of services that includes the use of a laptop computer, a suite of application software, full Internet access, training and technical support. http://www.sait.ca/calendars/ daycalendar/courses/act.htm

(cont’d from pg 15) See current calendar www.mtroyal.ca

(cont’d from pg 15) To maintain a current curriculum, our courses are always under review; hours and course descriptions may change.

• Major Skills Acquired In creating applications to solve business problems, students learn and diversify their skills in programming, technical support, systems analysis and design, networking, and database design and administration. http://www.cst.nait.ab.ca/computer systems/Default. aspx?tabid=27

http://www.mtroyal.ca/

http://www.cst.nait.ab.ca/

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Camosun BCIT Student Assessment • Content exams, Project

assessment, Co-op is skills assessment

• Varies from instructor to instructor.

Current and Coming Challenges

• Attracting students. • Increased competition from 1-year

commercial schools • Increased competition from

Universities due to increased funding resulting in U's goal to double computer science and engineering graduates over 4 year period.

▪ Yes ▪ retirements ▪ ? ▪ standard (no laptops), labs half

class size (18/36)

• Keeping the curriculum current to reflect the rapid evolution of technology.

Curriculum Renewal ▪ as per CIPS accreditation 2004- 2007

• No formal review policy but review cycle is approximately every 5 years.

• Review input gathered from Stakeholders, Students & Advisory Committee

• Industry surveys, faculty outside work

▪ regularly

• as per CIPS accreditation 1991- 2007 ▪ Department Advisory Committee ▪ Continual review through standing Curriculum Committee.

Partnerships • On successful completion of the appropriate six-month Engineering Bridge Program offered at Camosun College, students with two-year diplomas in Electronics or Mechanical Technology will be admitted to the third year of a BEng program while students with a two-year diploma in Computer Technology will be admitted to the third year of a BSENG program. (Offering of a BSENG Bridge Program is subject to approval by Camosun College and the Ministry of Advanced Education.)

• Oracle & Microsoft

• Real Projects

Other: • CIPS accredited • CIPS accredited

Comments: • desktops, 5 semesters, electives, no streams, good partnerships, applied computing project last term. Maximum class size is 36 students who are divided into 2 for labs. The same instructor teaches both lectures and labs.

• Includes part time & Jan. fast track • Technology Entry (te) prep program available ▪ sequential entry into B. of Tech. with 6 months related experience ▪ Fast track: intake in Jan, goes thru summer ▪ largest Cdn budget ▪ Electives ▪ Project practicum last term

19

SAIT Polytechnic Mount Royal College NAIT ▪ Quizzes, assignments, exams ▪ Skills and Theory assessments

▪ Exams, quizzes, assignments ▪ Content & Skills Assessment

▪ Content & Skills Assessment ▪ ▪ Yes, industry project & co-op

• Attracting students to program. • Market demand for graduates

bottomed out about two years ago and is now rebounding.

• Yes ▪ part time is included, requires

some full time attendance ▪ under review ▪ up-to-date

• Marketing the programs to public. • Aligning with industry. • Maintaining a curriculum that is

responsive to both current market and future trends.

• Attracting students and marketing program in High Schools.

• Job market is rebounding in last 6 months.

• Students need more support upon intake into program. ▪ upgrading entire curriculum • available evening or weekend part time courses. ▪ day or night, 3 by Distance Ed ▪ traditional ▪ HP Center

• as per CIPS accreditation 1991-2007

• Annual formal review with Advisory Committee

▪ Formal reviews ▪ as required

•as per CIPS accreditation - 2003-2006

• Advisory Committee meets 4-6 times a year.

• as per CIPS accreditation- 1990-2007 ▪ Advisory Committee realigned program with 2-year pilot and meeting again this year to evaluate. ▪ Curriculum Review team

▪ Graduates may receive up to 45 credits towards the Bachelor of Science in Computer Information Systems at Athabasca University

• Graduates may be admitted into the 20 course (60 credit hours) Post Diploma Bachelor of Science in Computer Science degree at the University of Lethbridge.

▪ Several- Calgary Health Region, City of Calgary, Smart Tech, Shaw, Telus

▪ Many, ITAC, ▪ SHRC

▪ Association for Computing Machinery- ACM- International

• Canadian Advanced Technology Alliance- CATA- National

• Canadian Information Processing Society- CIPS- National Professional

▪ Information Technology Association of Canada- ITAC- National

▪ Software Human Resource Council- SHRA- National

▪ CIPS-Women in IT- National • Graduates receive first two years

credit in Bachelor of Science (Computer Science) at University of Calgary.

▪ Graduates receive 2 years credit towards the Bachelors of Information Technology at Athabasca University. ▪ Graduates receive 2 years credit towards the Bachelor of Management at University of Lethbridge. ▪ Oracle, Cisco, project clients

• CIPS accredited • CIPS accredited • CIPS accredited ▪ 2 streams (info & tech systems) ▪ co-op, no project

▪ integrates with Comp Sci or with Business (entrepreneurship)

▪ Most Business intensive ▪ art & science electives

• 4 semesters, 2 co-ops, last term project, no electives

20

SIAST, Kelsey Campus

Computer Systems Technology Saskatoon, SK

Confederation College Computer Programmer Analyst Thunder Bay, ON

Size of Program Students: • 90 per year

Students: Program suspended May 2004

Credential Issued • Diploma • Diploma

Program Features Intakes: • 1- August Length: ▪ 2 years- 6 trimester

Entrance Requirements: ▪ Gr. 12

Minimum 70% Math B30 Minimum 70% in one of the following sciences: Physics 30, Chemistry 30 or Computer Science 30 Minimum overall average of 65% Selection Criteria:

▪ First qualified, First admitted Continuation Criteria & Graduation Criteria:

• Overall GPA of 60%

Intakes: • 1- September Length: ▪ 3 years • 6 semesters - 2 co-ops Entrance Requirements: ▪ OSSD Gr. 12 English and Gr. 11 Functions and Gr. 12 Mathematics Selection Criteria: ▪ OCAS • Most qualified Continuation Criteria:

• Minimum of C in core courses (IT). • Overall GPA 2.0. • Successful completion of all other courses.

Co-op Criteria: • First co-op- successful completion of all core courses Semester 1 through 4 and 85% of all other courses.

• Final co-op- completion of all other graduation requirements by Semester 6. Graduation Criteria:

• Not Reported.

21

Fanshawe College Information Technology London, ON

Seneca College Computer Studies Toronto, ON

NSCC Information Systems Technology Halifax, NS

Students: Program suspended May 2005

Students: • 200 year 1

Students: • 400 students across 6 campuses

▪ Diploma ▪ Diploma ▪ Diploma Intakes: •1- September Length: • 2 Years - 4 Semesters

Entrance Requirements: • OSSD- Gr. 12 Math & Gr. 12

English OR

• Academic & Career Entrance Certificate (ACE) with: Business or Technical Mathematics & Computer Skills OR

• BTSD- Level 4 Certificate OR

• Ontario High School Equivalency (GED) with Gr. 12 Math or Mature Student Selection Criteria:

A. Preference for Permanent Residents of Ontario

B. Receipt of Application by February 1

C. Achievement in the Required Academic Preparation

Graduation Requirements: Students must complete a minimum of 21 of the program credits at Fanshawe to meet the residency requirement and graduate from this program.

Intakes: ▪ 3- Fall, Winter, Spring Length: ▪ 2 Years- 4 Semesters

Entrance Requirements: ▪ OSSD- Gr. 12 English & Gr. 12 Math

OCAS or International Selection Criteria:

• Applicants may be ranked by previous academic achievement, computer programming experience and/or mandatory testing. Continuation Criteria & Graduation Criteria:

▪ min. 55% weighted on all work

Intakes: • 1- September Length: ▪ 2 Years- 4 Semesters Entrance Requirements: ▪ High School Graduation OR

• Nova Scotia Graduation Diploma for Adults

Selection Criteria: • Preference to applicants with Academic Gr. 12 Math or Academic Math IV & Academic Gr. 12 English or Academic Communications (Comm 1041) ▪ Post admission review of essential computing skills for computer terminology, file management, basic internet applications & word processing

• 1st qualified Continuation Criteria: ▪ 60% in all classes Graduation Criteria:

• 60% in all classes • Completion of work placement (min. 5 weeks)

• Completion of program portfolio.

22

SIAST, Kelsey Campus Confederation College Curriculum Model ▪ Program outcomes & Course

outcomes • Classroom, Computer labs- desktops

but no laptops ▪ Project ▪ Some courses by Distance

Education

▪ Program Outcomes & Course Objectives ▪ 2 co-op terms (4- months each)

• Client project ▪ Notebooks (owned or leased)

Curriculum Content • Program Overview Computer Systems Technology is a diploma program. It provides extensive technical training related to the computer industry. The Canadian Information Processing Society's (CIPS) College Program Accreditation Council (CPAC) accredits the program. This accreditation will help you pursue the Information Systems Professional of Canada (I.S.P.) designation. You will learn how to: - develop interactive Web pages with multimedia components install and configure computer hardware and software design, install and manage local area networks troubleshoot and repair hardware problems at a board swapping level perform systems analysis and design develop computer programs in several programming languages - provide end-user technical support services develop proficiency with a number of common computer application packages http://www.siast.sk.ca/siast/educationtraining/oncampus programs/7266/5580/5850/index. shtml

• The Computer Programmer Analyst(Co-op) program prepares students for careers in the ever-changing field of information technology. Students use a variety of languages to design and develop programs and systems that solve common business related problems. Students also use CASE and other tools for analysis and design of business systems.

• In addition to programming and systems analysis and design, students work with popular PC-based personal productivity tools such as word processing, spreadsheet, database, project management and presentation software. Students are also exposed to basic hardware maintenance, network administration and system automation techniques. Although students spend a great deal of time using computers and software, communication and interpersonal skills and business knowledge are deemed equally important.

• The CPA program takes a practical approach. Students are expected to apply concepts presented in class in completing extensive assignments. (cont’d on pg 24)

http://www.siast.sk.ca/siast

23

Fanshawe College Seneca College NSCC ▪ Program & Course Objectives ▪ Field Placement ▪ Dedicated Student Success

Advisor to help develop strategies and plans for success

▪ Supply own laptop

• Learning Outcomes • Field Placement

▪ Course Objectives & Learning Outcomes (Portfolio focused) ▪ IT Projects • Industry Internship ▪ 2 online courses (WHMIS,

OHSA)

• The Computer Programmer program is designed to provide training in the major areas of information technology. Students learn to design and develop business applications by studying current programming languages, database design and development methods and then integrating the programs and databases with different types of networks. Internet development and delivery systems are accentuated. Financial, manufacturing, wholesale, retail and service sector business examples and cases are used to give the student a fundamental knowledge of these systems. Each course also emphasizes one or more key employability skills such as communications, positive attitudes, responsibility, adaptability and working with others. In order to be well prepared for the highly diverse job market of the 21st century, students are exposed to both traditional software development methods as well as the newer approaches using object-oriented technology. Primary development tools include MS.NET and SQL Server as well as (cont’d on pg 25)

• PROGRAM DESCRIPTION Seneca's School of Computer Studies is a recognized leader in developing and delivering programs that are relevant to the computer industry's constantly evolving requirements. An advisory committee of IT business professionals reviews the subject offerings each year and the curriculum is updated to reflect current computer technology needs. Students will study at Seneca's new "state of the art" technology building. Students in the computer program will find staff, faculty and student advisors who are committed to helping students succeed. Last year's government KPI surveys asked the question, "Does the program provide you with the skills and abilities specific to your chosen career?" 94% of Computer Studies students in our programs responded that they were very satisfied. The Computer Studies Program is a fully operational year-round program. Students may choose to enrol or study in each of three terms - Fall, Spring or Summer. All subjects are offered in each of the three terms. AREAS OF STUDY The first three semesters emphasize the study of computer programming, operating systems, database and internet technology. The fourth semester of the CPD program exposes the students to data communication, security, advanced programming languages and the (cont’d on pg 25)

• Almost every aspect of life in today’s business, education, and healthcare workforce relies increasingly on information technology (IT). As the world embraces new technologies, IT and related technical knowledge and skills will become even more important. A diploma in Information Technology is one of the pathways that help you become a vital and productive participant in this “Knowledge Economy.” One of our best program features is our faculty: NSCC's expert instructors require at least five years of relevant industry experience and so are well-prepared to support and encourage you in mastering IT skills. Our course activities and outcomes are integrated to give you a well-rounded experience that parallels industry workplaces. Our equipment reflects the industry standard, and our approach is hands-on. In the Information Technology program you learn by applying your classroom knowledge to actual IT projects and to an industry internship. (cont’d on pg 25)

24

SIAST, Kelsey Campus Confederation College Curriculum Content (cont’d from pg 22)

Students use notebook computers along with the College's network resources to complete several individual and group projects as well as to access all course resources via Web pages on the Internet. Although some "hands-on" computer time is built into course time, the majority of the student assignments must be completed outside of class time. http://www.confederationc.on. ca/cpa/calendar/

http://www.confederationc.on/

25

Fanshawe College Seneca College NSCC

(cont’d from pg 23) several Java environments. http://infotech.fanshawec. ca/prospective_students/cmp.htm

• This program is a solid choice if you are looking for training in all the major areas of IT, with a focus on business applications. Computer programmers are involved in developing software and web applications, administering databases, and programming conversions. At Fanshawe, you will learn to create business applications using current programming languages in conjunction with database design and development methods. We teach you how to integrate your programming and database skills using development tools including the MS.NET framework, SQL Server, as well as several Java environments. http://www.fanshawec.ca/it/it.pdf

(cont’d from pg 23) opportunity to select a professional option of their choice. Students with post-secondary education or work experience may apply for credits or challenge exams in related subjects. The CPD program provides students with the fundamental computer programming, Internet, and operating system skills required for programming related employment. In the first three semesters, the CPD and CPA programs share a common core of subjects. Students may easily transfer between programs. The CPD program provides students with a rigorous theoretical background in object-oriented methodology, particularly in program design and systems analysis. Internet concepts are integrated into all courses across the curriculum and focus on the development of dynamic database-driven web applications on a variety of operating system platforms. Small class sizes, computerized classrooms and an expert faculty provide an enabling environment for students to master the craft of programming and analysis. Opportunities will be provided for students to develop the individual and teamwork skills that are required to work in the fast-paced world of business technology. Subjects studied will include programming and web scripting languages, system methodologies, E-commerce web site design, internet client and server side development, design and maintenance of database systems, data communications, security, and a variety of operating systems (Windows, Unix, Linux, IBM iSeries). General education subjects (English and Liberal Studies options) complement the technology curriculum. http://www.senecac.on.ca/fulltime/CPD.html

(cont’d from pg 23) Also, with Portfolio Learning, you maintain an impressive and thorough record of all your college achievements-a definite asset in a competitive job market.

• 2nd Year Concentrations: Database Management Concentration Programming Concentration Systems Management/Networking Concentration Web Development Concentration http://www.nscc.ca/Learning_Programs/Programs/PlanDescr. aspx?prg=IFTG&pln=IT-NOCONC

http://infotech.fanshawec/

http://www.senecac.on.ca/fulltime

http://www.nscc.ca/Learning_

26

SIAST, Kelsey Campus Confederation College Student Assessment ▪ Content & Skills Assessments

▪ Multi-media project only (no co-op) ▪ User acceptance of "client" project • 1 week review of co-op with other

students and with instructors

Current and Coming Challenges

• Attracting and retaining students- 20% drop from 1-2 year.

• Negative public conceptions of wait list and lack of awareness of retirements in this area.

▪ Kelsey campus only ▪ keeping labs current

▪ 2004 Fall intake suspended, long program, expensive

Curriculum Renewal • as per CIPS accreditation- 1997-2005

• Program Advisory Committee, trade shows, conferences

• Annual review

• Last done for Fall 1999

Partnerships • Microsoft Developer Network (MSDN)

• Novell Academic Training Partner (NATP)

• Certified Internet Webmaster Authorized Training Provider (CIW ATP)

• Strategic Training and Retraining (STAR)- Powersoft & Corel

• Graduates of this program can enter directly into the 3rd year of Computer Science at the University of Regina, Simon Fraser University, University of Lethbridge & Athabasca University.

▪ Bachelor of Management Degree by completing 20 - 24 courses at the University of Lethbridge

• Bachelor of Business Administration by completing 49 credits (3 semesters) at Northwood University

• Graduates of the Computer Programmer Analyst Program receive a Bachelor of Science (Post-Diploma) in Computing and Information Systems Degree by completing 60 of 120 credits (equal to 2.5 years) at Athabasca University Lakehead U ▪ TransCanada

27

Fanshawe College Seneca College NSCC • Assignments, quizzes, discussion

participation, field placement • Assignments, tests, presentations,

final exam, • Skills assessment • Theory exams • Work Placement • No one assessment exceeds 40% of overall mark

▪ Studies show that North Americans are moving away from Math and Science.

• Although women have been targeted in IT- they are not responding.

• Industry stated needs are for a broader-based graduate who has vertical knowledge and is versed in accounting finance and purchasing logistics.

• Role of the programmer is evolving. Commercial software is replacing need for programmer. Particular impact in Developed Countries as opposed to China, or India.

▪ 2 campuses, 2 teams, 1 Chair ▪ 1 manager of academic computing,

part of the division • Student application numbers are

dropping but students are getting jobs.

• 100% employment with co-op placements.

• Major challenge is attracting students.

• Maintaining enrolment and reducing attrition.

• Distributing knowledge and teaching assets across 6 campuses.

• Maintaining consistency of delivery across 6 campuses.

• Covering the costs of software and equipment.

▪ ongoing upgrading ▪ more industry

• as per CIPS accreditation- every 5 years

• as per CIPS accreditation- 2003-2008

• Advisory Committee- annually

▪ Advisory Committee • Formal review max. 5 years- in response to marketplace

• Two-tiered review system- Program Development Teams and Course Development Teams

• Microsoft, • Unix, • IBM (Women in Technology), • Computer Associates, • Cisco • Nortel, • London Life • AShareNet

▪ Graduates with grade point averages from 2.0 to 3.2 are eligible for 12 to 42 credits, respectively, towards a Bachelor of Business Administration; Bachelor of Arts; Bachelor of Sciences; Bachelor of Computer Science at Algoma University.

• Graduates receive 60 credits toward the 120 (4 years) required to complete a Bachelor of Professional Arts in Human Science OR 45 transfer credits toward the 120 required for a Bachelor of Science- Computer & Information Systems (Post Diploma) at Athabasca University.

▪ Graduates with a minimum GPA of (70%) with suitable preparation for intended major may receive credit for a Bachelor of Arts or Bachelor of Science in Computer Science at University of Buffalo.

▪ Graduates are eligible to enter the 4-year Bachelor of Technology Information Degree program with advanced standing equivalent to 2 years of study at Cape Breton University.

• Real Projects • SHRC • Cisco Academy • Novell • Sun Academic Partner • Apple • Microsoft • MSDN Academic Alliance

28

SIAST, Kelsey Campus Confederation College Partnerships

Other • CIPS accredited • Not Reported

Comments ▪ 6 trimesters ▪ project in trimester 3 ▪ no electives or options ▪ least advanced (most broad?)

▪ No streams, 6-7 courses per term ▪ flexible laptop ownership ▪ 3 years (5 semesters, 2 co-ops) ▪ last term project (1 of 6) ▪ suspended 2004/2005 • Students expected to conduct their own search for potential co-op positions.

29

Fanshawe College Seneca College NSCC • Graduates may receive credit of up

to 3 semesters towards a relevant degree at University of Western Sydney.

• Graduates who have achieved a minimum overall GPA of (70%) may receive credits for a Bachelor of Administrative Studies OR Bachelor of Administrative Studies (Honours) at York University.

▪ Cisco, Microsoft, IBM

• Not Reported • CIPS accredited • CTAB accreditation ▪ No streams ▪ 3-4 diplomas, 2 adv. Diplomas ▪ required laptop (s/w provided)

• Canada's largest College • very extensive programs and

options • has at least one of everything

• No accreditation, no practical, some streams may require moving to another campus

31

Appendix B – Industry Occupational Analysis (DACUM) Chart

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

1 2 3 4

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

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

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

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

Interpret technical manuals

C8

Manage parallel systems

C9

Identify w eaknesses

C10

Design and apply continuity plans

C11

Evaluate system integrity

C12

Develop schedules

C13

Identify w ork environment factors

C4

Identify threats to systems

C5

Identify opportunities for eff iciencies / enhancements

C6

Manage change

C7

MANAGE AND MAINTAIN NETWORKS,

SYSTEMS, AND DATABASES

C

Secure data

C1

Plan for disaster recovery

C2

Develop policy

C3

Analyse test results

B8

Apply debugging skills

B9

Deploy system

B10

Apply testing procedures

B11 E

E

E E E

Formulate test plans

A8

Create documentation

A9

DEVELOP AND DEPLOY NETWORKS, SYSTEMS,

AND DATABASESB

Identify tools for the task

B1

Write code

B2

Package code

B3

Write technical tests

B4

Write functional tests

B5

Write performance tests

B6

Build hardw are

B7

1 - Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill.2 - Can perform this skill satisfactorily but requires periodic assistance and/or supervision.

3 - Can perform this skill competently without assistance or supervision.4 - Can perform this skill competently without, assistance with more than acceptable quality, and with initiative/adaptability to unique situations.

DESIGN NETWORKS, SYSTEMS, AND

DATABASESA

Identify user requirements

A1

Analyse user requirements

A2

Evaluate feasibility

A3

Analyse cost benefits

A4

Demonstrate research skills

A5

Identify relevant standards

A6

Develop a prototype

A7

INFORMATION SYSTEMS TECHNOLOGY DACUMFacilitated by Mike Stuhldreier and Gene Semchych

February 7th and February 10th DACUM Skill Rating Scale

32

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

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

1 2 3 4

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

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

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

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

Influence others

F8

DEMONSTRATE PROBLEM SOLVING

SKILLSG

Define problem

G1

Identify source of problem

G2

Demonstrate creativity

G3

Demonstrate analytical skills

G4

Identify potential resources

G5

Identify patterns

G6

Implement patterns

G7

Propose solutions

G8

Delegate tasks / responsibilities

F4

Demonstrate decision making skills

F5

Evaluate performance of others

F6

Mentor others

F7

DEMONSTRATE LEADERSHIP SKILLS

F

Develop a vision

F1

Sell / champion a vision

F2

Demonstrate diplomacy

F3

Manage risk

E7

Manage user sign-off

E8

Use project managements tools

E9

Identify stakeholders

E10

Apply PM 1 standards

E11

Describe / define PM 1 principles

E12

Manage resources (dollars, time, HR)

E3

Identify deliverables and scope

E4

Manage scope and milestones

E5

Develop communication plans

E6

Explain ideas / concepts

D17

MANAGE PROJECTSE

Write project plans

E1

Estimate resources (time, dollars, HR)

E2

Use concise language

D8

Demonstrate active listening skills

D9

Interpret non-verbal communication

D10

Plan and chair meetings

D11

Practice negotiating skills

D12

Use communication technology

D13

Demonstrate non-verbal communication skills

Develop training plans

D15

Explain processes, procedures, resources

D16

Use questioning skills

D4

Choose language appropriate to audience

D5

Interpret user needs / concerns

D6

Compose e-mails

D7

DEMONSTRATE COMMUNICATION

SKILLSD

Demonstrate presentation skills

D1

Create user guide

D2

Use technical language

D3

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

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

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

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

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

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

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

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

Create batch and script f iles

L8

Create hard drive images

L9

Create logical diagrams

L10

Implement and manage remote access technologyL11 E E E

E R R

E

E E E E

E E

Implement and manage enterprise storage technologyL12

Install Linux systems

L13

Program routers and sw itches

L4

Set-up netw ork hardw are

L5

Set-up intrusion detection

L6

Setup mail server

L7

USE NETWORK TOOLSL

Install w indow s systems

L1

Install UNIX systems

L2

Install Novell systems

L3

USE DATABASE TOOLSK

Use SQL

K1

Create store procedures

K2

Create relational database structures

K3

Create a data w arehouse

K4

Create triggers

K5

Create indexes

K6

Set-up database servers

K7

Use database management tools

K8

Use open source framew orks and tools

J12

Use Java technologies

J13

Use reporting tools

J14

Use automated testing tools

J15

Use track management tools

J9

Create UML diagrams

J10

Use W3C protocols

J11

USE SYSTEMS TOOLSJ

Use procedural language

J1

Use XML

J2

Use object oriented technology

J3

Apply programming concepts

J4

Use Dot Net framew ork

J5

Use enterprise architecture

J6

Use J2EE framew ork

J7

Use version control softw are

J8

Appraise feasibility of integration

I4

Collect system information

I5

Diagram systems

I6

INTEGRATE SYSTEMSI

Identify core components

I1

Compare and contrast systems

I2

Analyse systems

I3

Demonstrate a commitment to lifelong learning

H8

Multi-task

H9

Demonstrate time management skills

H10

Identify strengths and w eaknesses in self

H11

Demonstrate a commitment to continuous self improvementH12

Develop contacts

H13

Apply standards and regulations

H14

Apply licensing standards

H15

Demonstrate adaptability

H4

Manage stress

H5

Manage conflict

H6

Maintain currency

H7

DEMONSTRATE PROFESSIONALISM

H

Demonstrate teamw ork skills

H1

Demonstrate collaboration skills

H2

Demonstrate ethical behaviour

H3

33

35

Appendix C – Graduate Skills and Abilities Chart

1234

Grey shaded Box = General Areas of Competency (GAC)Unshaded Box = Specific skill within GACCapitalized text in CWLOs = General Area of Competency (GAC)Normal text in CWLOs = Specific skills within GAC

College-Wide Learning Outcomes (CWLOs)B - Manage InformationC - Use Numbers

A1 - Read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams)

1 2 3 4 1 2 3 4B1- Locate, gather and organize information using appropriate technology and information systems

1 2 3 4 1 2 3 4C1 - Decide what needs to be measured or calculated

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4B2 - Access, analyze and apply knowledge and skills from various disciplines (e.g. the arts, languages, science, technology, mathematics, social sciences, and the humanities)

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

INFORMATION SYSTEMS TECHNOLOGY DACUMGraduate Skills and Abilities Chart

Facilitated by Mike StuhldreierFebruary 7 and 10, 2005

DACUM Skill Rating Scale:Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill.Can perform this skill satisfactorily but requires periodic assistance and/or supervision.Can perform this skill competently without assistance or supervision.

Can perform this skill competently without assistance, with more than acceptable quality, and with initiative/adaptability to unique situations.

Indicates skill rating.DACUM Committee Skill deleted.

Skill or Competency added by Faculty or DACUM wording changed.

Industry DACUM Faculty Expectations


DATABASESA


DATABASESA


A1


A1


A2


A2


A3


A3

Analyse cost - benefits

A4

Analyse cost - benefits

A4


A5


A5


A6


A6

36

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4C2 - Observe and record data using appropriate methods, tools and technologyC3- Make estimates and verify calculations+K50

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

K4 - Select and use appropriate tools and technology for a task or project

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Develop a prototype

A7

Develop a prototype

A7


A8 E


A8 E


A9


A9

Create UML Diagrams

A10

Discuss and describe object oriented theory

A11


AND DATABASESB


AND DATABASESB


B1


B1

Write code

B2

Write code

B2

Package code

B3

Package deliverables for delivery

B3


B4 E


B4 E


B5 E


B5 E


B6 E


B6 E

37

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4D8 - Implement solutions

1 2 3 4 1 2 3 4D9 - Check to see if a solution works, and act on opportunities for improvement

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Apply testing procedures

B11 E

Apply unit testing procedures

B11 E

Apply integration testing procedures

B12

Use SQL

B13

Use XML

B14 E

Build hardware

B7

Assemble/configure hardware componentsB7


B8


B8


B9


B9

Deploy system

B10

Deploy deliverables

B10

MANAGE AND MAINTAIN NETWORKS, SYSTEMS,

AND DATABASESC

MANAGE AND MAINTAIN NETWORKS, SYSTEMS,

AND DATABASESC

Secure data

C1

Apply best practices of data integrity

C1


C2


C2

Develop policy

C3

Develop policy

C3

38

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4K6 - Continuously monitor the success of a project or task and identify ways to improve

1 2 3 4 1 2 3 4K5 - Adapt to changing requirements and information

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Identify work environment factors

C4


C5


C4

Identify opportunities for efficiencies / enhancementsC6

Identify opportunities for efficiencies / enhancementsC5

Manage change

C7

Manage change

C6


C8


C7

Manage parallel systems

C9

Operate parallel systems

C8

Identify weaknesses

C10

Identify weaknesses

C9


C11


C10


C12


C11

Develop schedules

C13

Develop schedules

C12

Identify technical dependencies

C13

Identify success criteria

C14

39

A - Communicate

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4A3 - Listen and ask questions to understand and appreciate the points of view of others

1 2 3 4 1 2 3 4A2 - Write and speak so others pay attention and understand

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

DEMONSTRATE COMMUNICATION SKILLS

D

DEMONSTRATE COMMUNICATION SKILLS

D


D1


D1

Create user guide

D2

Create user guide

D2


D3


D3


D4


D4


D5


D5


D6


D6

Compose e-mails

D7

Compose e-mails

D7


D8


D8


D9


D9


D10


D10


D11


D11

40

1 2 3 4 1 2 3 4A4 - Share information using a range of information and communications technologies (e.g. voice, e-mail, computers)

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4A5 - Use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

1 2 3 4 1 2 3 4J6 - Contribute to a team by sharing information and expertise

1 2 3 4 1 2 3 4

K - Participate in Projects and Tasks

1 2 3 4 1 2 3 4K2 - Develop a plan, seek feedback, test, revise and implement

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4F4 - Be accountable for your actions and the actions of your group

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


D12


D12


D13


D13

Demonstrate non-verbal communication skills

D14

Recognize non-verbal communication responses

D14


D15


D15


D16


D16


D17


D17

MANAGE PROJECTSE

MANAGE PROJECTSE

Write project plans

E1

Write project plans

E1


E2


E2


E3


E3


E4


E4


E5


E5

41

1 2 3 4 1 2 3 4F3 - Assess, weigh and manage risk

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4K1 - Plan, design or carry out a project or task from start to finish with well-defined objectives and outcomesK3 - Work to agreed quality standards and specifications

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4E5 - Show interest, initiative and effort

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


E6


E6

Manage risk

E7

Manage risk

E7


E8


E8

Use project management tools

E9

Use project management tools

E9


E10


E10

Apply PMI standards

E11

Apply PMI standards as part of a team

E11

Describe / define PMI principles

E12

Describe / define PMI principles

E12


F


F

Develop a vision

F1

Develop a vision

F1

Sell / champion a vision

F2

Sell / enhance a vision

F2


F3


F3


F4


F4

42

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4E3 - Recognize your own and other people's good effortsJ7 - Lead or support when appropriate, motivating a group for high performance

1 2 3 4 1 2 3 4

D - Think and Solve Problems

1 2 3 4 1 2 3 4D1 - Assess situations and identify problems

1 2 3 4 1 2 3 4D4 - Identify the root cause of a problem

1 2 3 4 1 2 3 4D5 - Be creative and innovative in exploring possible solutions

1 2 3 4 1 2 3 4D3- Recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem

1 2 3 4 1 2 3 4D2 - Seek different points of view and evaluate them based on facts

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


F5


F5


F6


F6

Mentor others

F7

Mentor end-users in the use of technology

F7

Influence others

F8

Influence others

F8


SKILLSG


SKILLSG

Define problem

G1

Define problem

G1


G2


G2


G3


G3


G4


G4


G5


G5

Identify patterns

G6

Identify recurring patterns

G6

43

1 2 3 4 1 2 3 4D7 - Evaluate solutions to make recommendations or decisionsD6 - Readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions

1 2 3 4 1 2 3 4

E - Demonstrate Positive Attitudes and Behaviours,F - Be Responsible, G - Be Adaptable, H - Learn Continuously,I - Work Safely, J - Work with Others

G1 - Work independently or as a part of a teamJ1 - Understand and work within the dynamics of a groupJ4 - Recognize and respect people's diversity, individual differences and perspectives

1 2 3 4 1 2 3 4J3 - Be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a groupJ5 - Accept and provide feedback in a constructive and considerate mannerJ8 - Understand the role of conflict in a group to reach

1 2 3 4 1 2 3 4E2 - Deal with people, problems and situations with honesty, integrity and personal ethics

1 2 3 4 1 2 3 4G3 - Be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job doneG4 - Be open and respond constructively to change

1 2 3 4 1 2 3 4E1 - Feel good about yourself and be confidentE4 - Take care of your personal healthG6 - Cope with uncertainty

1 2 3 4 1 2 3 4J2 - Ensure that a team's purpose and objectives are clearJ9 - Manage and resolve conflict when appropriate

1 2 3 4 1 2 3 4H1 - Be willing to continuously learn and grow

1 2 3 4 1 2 3 4H3 - Set your own learning goalsH4 – Identify and access learning sources and opportunitiesH5 - Plan for and achieve your learning goals

1 2 3 4 1 2 3 4G2 - Carry out multiple tasks or projects

1 2 3 4 1 2 3 4

Implement patterns

G7

Implement patterns

G7

Propose solutions

G8

Propose solutions

G8


H


H

Demonstrate teamwork skills

H1

Demonstrate teamwork skills

H1


H2


H2


H3


H3


H4


H4

Manage stress

H5

Manage stress

H5

Manage conflict

H6

Manage conflict

H6

Maintain currency

H7

Maintain currency

H7

Demonstrate a commitment to lifelong learningH8

Demonstrate a commitment to lifelong learningH8

Multi-task

H9

Multi-task

H9

44

F2 - Plan and manage time, money and other resources to achieve goals

1 2 3 4 1 2 3 4F1 - Set goals and priorities balancing work and personal lifeH2 - Assess personal strengths and areas for development

1 2 3 4 1 2 3 4G5 - Learn from your mistakes and accept feedback

1 2 3 4 1 2 3 4F5 - Be socially responsible and contribute to your community

1 2 3 4 1 2 3 4I1 - Be aware of personal and group health and safety practices and procedures, and act in accordance with these

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


H10


H10

Identify strengths and weaknesses in self

H11

Identify strengths and weaknesses in self

H11



Develop contacts

H13

Develop contacts

H13


H14


H14


H15


H15

INTEGRATE SYSTEMSI

INTEGRATE SYSTEMSI


I1


I1


I2


I2

Analyse systems

I3

Analyse systems

I3


I4


I4


I5


I5

45

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Diagram systems

I6

Diagram systems

I6

USE SYSTEMS TOOLSJ

DEVELOP APPLICATIONSJ


J1


J1

Use XML

J2 E

Moved to B14

Use object oriented technology

J3

Apply object oriented theory

J3


J4


J4

Use Dot Net framework

J5 E

Use Dot Net framework

J5 E

Use enterprise architecture

J6

Adapt to the enterprise's architecture

J6

Use J2EE framework

J7

Use version control software

J8

Apply version control principles

J7

Use track management tools

J9

Apply track management best practices

J8

Create UML diagrams

J10 E

Moved to A10

46

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Use Integrated Development Environment

J14

Use W3C protocols

J11 E

Use W3C technologies

J9 E

Use open source frameworks and tools

J12 E

Use open source frameworks and tools

J10 E

Use Java technologies

J13

Use Java technologies (J2SE & J2ME)

J11

Use reporting tools

J14

Use reporting tools

J12


J15 E


J13 E

Use Wireless Communications TechnologiesJ15

USE DATABASE TOOLSK

USE DATABASE TOOLSK

Use SQL

K1

Moved to B13

Create stored procedures

K2

Create stored procedures

K2


K3


K3

Create data warehouses

K4 E

Create data warehouses

K4

47

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4 1 2 3 4

Create triggers

K5

Create triggers

K5

Create indexes

K6

Create indexes

K6


K7


K7


K8


K8

Create Data mart

K9

USE NETWORK TOOLSL

USE NETWORK TOOLSL

Install Windows systems

L1

Install and manage Windows systems

L1

Install UNIX systems

L2 R

Install and manage UNIX systems

L2

Install Novell systems

L3 R

Install and manage Novell systems

L3 R

Program routers and switches

L4

Program and manage routers

L4

Program and manage switches

L5

Set-up network hardware

L5

Set-up and manage network hardware

L6

48

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Set-up intrusion detection

L6 E

Set-up and manage intrusion detection

L7 E

Setup mail server

L7

Setup and manage mail server

L8

Create batch and script files

L8

Create batch and script files

L9

Create hard drive images

L9

Create and manage hard drive images

L10

Create logical diagrams

L10

Create logical and physical diagrams

L11

Implement and manage remote access technologyL11 E

Implement and manage remote access technologyL12 E

Implement and manage enterprise storage technologyL12 E

Implement and manage enterprise storage technologyL13 E

Install Linux systems

L13 E

Install and manage Linux systems

L14 E

49

Appendix D – Graduate Profile The IST Graduate:

• Designs solutions consistent with identified user requirements within the framework of current and accepted industry methodologies by applying research skills, formulating test plans, and creating documentation.

• Develops, tests, and deploys quality assured business systems components. • Applies best practices to manage and maintain networks, hardware and software

systems, and databases. • Demonstrates basic systems integration skills by comparing and contrasting

systems, identifying core components and diagramming systems in a team-based environment.

• Identifies project stakeholders, deliverables, and scope according to Project Management Institute (PMI) principles, using project management tools.

• Demonstrates effective communication skills, employing relevant knowledge and judgment.

• Demonstrates effective leadership by delegating, guiding, and providing feedback to others.

• Applies analytical and creative problem-solving skills. • Demonstrates professional and ethical attitudes and behaviours in a variety of

settings. • Values continuous self-improvement and life-long learning. The Application Development/E-Commerce graduate:

• Develops business applications by using common and emerging technologies, methodologies, procedures, and best practices appropriate to the client.

The Database graduate:

• Uses database management tools to create, maintain, administer, and manage multiple databases.

The Network Management graduate:

• Plans, installs, and manages a variety of network environments applying industry standards and best practices.

51

Appendix E – Program Renewal Plan

Program Structure: • Seek to implement an Applied Degree Program

o Support senior college administration in their quest to obtain the right for the college to offer applied degree programs (Ongoing)

o Lobby the VP Academic to ensure that the IST program is considered for degree programming (Ongoing)

o Encourage faculty to pursue their masters level and higher credentials (Ongoing)

• Develop all courses in alternate delivery models to accommodate student needs o Work with Distance Education in converting all first-year courses to online

delivery (July 2005 – September 2005) o Continue to allow Distance Education students to be integrated into our

regular day classes (Ongoing) o Encourage faculty to develop and deliver blended courses (Ongoing) o Reformat all existing courses for intercession delivery (September 2005 –

June 2007) o Promote and deliver high demand courses during intersession (September

2005 – June 2010) • Define co-op program eligibility requirements

o Develop a draft requirement of student eligibility requirements to participate in co-op education (July to October, 2005)

o Obtain departmental consensus for the requirements (November to December, 2005)

o Obtain SAC approval for the new eligibility requirements by February 2006 (January to February, 2006)

• Align the first-year curriculum and create a common first year with the Computer Analyst/Programmer Program

o Establish the first-year curriculum and develop Semester 1 courses ready for delivery (April to September, 2005)

o Develop Semester 2 courses ready for delivery (July to September, 2005)

Curriculum • Adjust the curriculum to include more open source and emerging technologies

o Instructors will explore the use of an open source database product in the database stream (January to June, 2006)

o An open source database product will be included in the database stream by January 2007.

• Graduate students competent in producing quality assured business solutions through designing, creating, testing, documenting and delivering, using Best Practices reflecting strong client focus.

o Integrate the use of automated testing tools into programming courses firstly through hands-on demonstrations and then into the assignments (January to June, 2006)

52

o Expand the use of test logs for student assignments (January to June, 2006)

o Compare and contrast developed Graduate Profile and course learning outcomes to the competencies identified in the newly developed SHRC (Software Human Resources Council) occupational skills profile model and adjust curriculum as necessary to meet national standards. (January 2006 – June 2007)

Infrastructure • Report to faculty on the development of course-based fee assessment at RRC

o The Chair will meet with the college registrar to determine the current status of this initiative (October to December, 2005)

• Improve the student testing room to create an environment more conducive to student success

o The Chair will work with PSC Campus Services in the wiring of the Multi-Purpose Room for laptop testing purposes (Completed July 2005)

Student Outcomes • Graduate student who demonstrate ethical standards and behave in a

professional manner o The Chair and the program’s curriculum leader will work with faculty to

encourage them to integrate the topic of ethics and professionalism into the technical courses as well as the Management Issues course (January to June, 2006)

• Graduate students who demonstrate effective communicate skills with all levels of the business hierarchy using oral, written, and electronic communication skills.

o The Chair and the program’s curriculum leader will work with faculty to encourage them to integrate communication skills into course assignments and testing and evaluation instruments for the technical programs as well as the Communications courses (January to June, 2006)

• Graduate students who demonstrate information-finding skills that enable them to take a critical approach to solving problems.

o Poll instructors to identity assignments requiring students to demonstrate information-finding skills (January to June, 2006)

o Increase opportunities for students to demonstrate information-finding skills where appropriate (September 2006 to June 2007)

Community • Market the program so that it is recognized as the program of choice for all

potential students (particularly to immigrants, aboriginals, and high school students)

o An instructor from the department will work with CIPS’ Adopt a School program with the aim of promoting the IST program to high school students (Ongoing)

53

o CIPS Adopt a School program events will be scheduled at RRC’s Princess Street Campus with the aim of exposing high school students to the department’s technology programs (December 2005 to June 2010)

o The Chair will continue to work closely with the Manitoba Association of Computing Educators (ManACE) with the aim of scheduling high school teachers’ training sessions and high school students’ industry events at the Princess Street Campus (Ongoing)

• Recruit more female students to the program o Female instructors will take a higher profile in the promotion of the

program (September 2005 to June 2010) o The program will be promoted at local Women’s conferences (October

2005 – June 2010) • Strengthen the connection between the IST faculty / program and industry

o Faculty will be encouraged to become members of the Canadian Information Processing Society (CIPS) with membership dues paid for by the department. (Ongoing)

o Faculty will be encouraged to attend the monthly CIPS dinner meetings (Ongoing)

• Seek industry partnerships that support co-op placements, scholarships, equipment support, and faculty development.

o The program Chair along with the co-op coordinator will begin discussion with co-op employers about the possibility of instructor return to industry (January to June, 2006)

o The program Chair will continue to work with the Director of Applied Research and Commercialization and TRLabs on a possible project (September 2005 to June 2010)

55

Appendix F – Five-Year Program Renewal Plan in Gantt format

of 2

2010Jan - June Jan - June July - Dec Jan - June July - Dec Jan - June July - Dec Jan - June

Seek to implement an Applied Degree Program:

Develop all courses in alternate delivery models to accommodate student needs

Define co-op program eligibility requirements

Align the first-year curriculum and create a common first year with the Computer Analyst/Programmer Program

Adjust the curriculum to include more open source and emerging technologies

Graduate students competent in producing quality assured business solutions through designing, creating, testing, documenting and delivering, using Best Practices reflecting strong client focus.

An open source database product will be included in the database stream by January, 2007. January2007

Integrate the use of automated testing tools into programming courses firstly through hands-on demonstrations and then into the assignments

January to June2006

Expand the use of test logs for student assignments January to June2006

Compare and contrast developed Graduate Profile and course learning outcomes to the competencies identified in the newly developed SHRC (Software Human Resources Council) occupational skills profile model and adjust curriculum as necessary to meet national standards.

January 2006 toJune 2007

Obtain SAC approval for the new eligibility requirements by February 2006

Instructors will explore the use of an open source database product in the database stream January to June2006

Work with Distance Education in converting all first-year courses to online delivery

September 2005 toJune 2010

Obtain departmental consensus for the requirements November to December 2005

Reformat all existing courses for intercession delivery

July to September2005

Encourage faculty to develop and deliver blended courses Ongoing

Promote and deliver high demand courses during intersession

Develop a draft requirement of student eligibility requirements to participate in co-op education July to October2005

Continue to allow Distance Education students to be integrated into our regular day classes

Information Systems Techology Program2005-2010 Program Renewal Plan

OngoingSupport senior college administration in their quest to obtain the right for the college to offer applied degree programs.

2008 20092006

Lobby the VP Academic to ensure that the IST program is considered for degree programming Ongoing

Encourage faculty to pursue their masters level and higher credentials Ongoing

2007July - Dec

Establish the first-year curriculum and develop Semester 1 courses ready for delivery by September 2005 September2005

Develop Semester 2 courses ready for delivery July toSeptember 2005

Ongoing

2005July - Dec


of 2

2010Jan - June Jan - June July - Dec Jan - June July - Dec Jan - June July - Dec Jan - June

2008 20092006 2007July - Dec

2005July - Dec

Report to faculty on the development of course-based fee assessment at RRC

Improve the student testing room to create an environment more conducive to student success

Graduate students who demonstrate ethical standards and behave in a professional manner

Graduate students who demonstrate effective communicate skills with all levels of the business hierarchy using oral, written, and electronic communication skills.

Graduate students who demonstrate information-finding skills that enable them to take a critical approach to solving problems.

Market the program so that it is recognized as the program of choice for all potential students (particularly to immigrants, aboriginals, and high school students)

Recruit more female students to the program

Strengthen the connection between the IST faculty / program and industry

Seek industry partnerships that support co-op placements, scholarships, equipment support, and faculty development.

The Chair will meet with the college registrar to determine the current status of this initiative October to December 2005

The Chair will continue to work closely with the Manitoba Association of Computing Educators (ManACE) with the aim of scheduling high school teachers’ training sessions and high school students’ industry events at the Princess Street Campus

Ongoing

CIPS Adopt a School program events will be scheduled at RRC’s Princess Street Campus with the aim of exposing high school students to the program’s technology programs

December 2005 to June 2010

The Chair and the program’s curriculum leader will work with faculty to encourage them to integrate the topic of ethics and professionalism into the technical courses as well as the Management Issues course

January to June2006

The Chair will work with PSC Campus Services in the wiring of the Multi-Purpose Room for laptop testing purposes July 2005

January to June2006

Increase opportunities for students to demonstrate information-finding skills where appropriate September 2006 toJune 2007

The Chair and the program’s curriculum leader will work with faculty to encourage them to integrate communication skills into course assignments and testing and evaluation instruments for the technical programs as well as the Communications courses

January to June2006

Faculty will be encouraged to become members of the Canadian Information Processing Society (CIPS) with membership dues paid for by the program.

Ongoing

The program will be promoted at local Women’s conferences October 2005 toJune 2010

Female instructors will take a higher profile in the promotion of the program September 2005 toJune 2010

An instructor from the program will work with CIPS’s Adopt a School program with the aim of promoting the IST program to high school students

The program Chair will continue to work with the Director of Applied Research and Commercialization and TRLabs on a possible project


The program Chair along with the co-op coordinator will begin discussion with co-op employers about the possibility of instructor return to industry

January to June2006

Faculty will be encouraged to attend the monthly CIPS dinner meetings Ongoing

Ongoing

Poll instructors to identity assignments requiring students to demonstrate information-finding skills

curriculum validation - program renewal 2005 information...

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