Beyond the Model: Building an Effective and Dynamic IT Curriculum

Introduction Efforts to define an Information Technology (IT) discipline across educational institutions began in earnest in 2001, and included parallel work to develop both IT accreditation criteria and a model IT curriculum. The Special Interest Group for Information Technology Education (SIGITE) of the Association for Computing Machinery (ACM) formed a special committee to write a formal IT curriculum document in 2003. The latest version of their report describes a core curriculum, which was developed from the input of more than 30 educators and professionals representing numerous educational institutions and organizations (ACM/SIGITE Curriculum Committee, 2005). There is no doubt that the IT model curriculum document is a milestone in the continuing development of IT education. It is both a framework for curriculum development and a standard of excellence. A significant value of the model is that it provides an academically and professionally validated core body of educational content. The ACM Joint Task Force for Computing Curricula (2005) also prepared an informative overview report that differentiates the various computing curricula, including IT, computer science, and information systems. Both the IT curriculum document and the overview report are effective tools for educational institutions considering the establishment of an IT program. For existing programs, they provide practical value for self-assessment and validation activities, and for preparation for the accreditation process. However, a model such as that proposed by ACM/SIGITE is, by its nature, limited. As stated in the curriculum model document, the proposed body of knowledge "does not by itself constitute a curriculum" (ACM/SIGITE Curriculum Committee, 2005, p. 20). Regardless of its merit, the IT model is limited in its utility for developing a fully-functional, effective and dynamic curriculum. Although it presents examples of "elective" outcomes and suggests content and strategies for developing a curriculum, the model limits its scope to defining the core knowledge areas and knowledge units. This recommended core content constitutes less than 20% of the expected IT curriculum (ACM/SIGITE Curriculum Committee, 2005). A good strategy for building a complete, effective and dynamic curriculum is to use the model as a base and to build on it and customize it to adapt to the needs and requirements of a specific program. As described in the model, a complete curriculum must include additional educational components such as fundamental knowledge in math, science, and interpersonal skills. Most programs will develop courses in specialized IT areas as well, to offer students deeper knowledge in particular areas. Some programs will choose specific application domains (such as in a particular industry) and may include interdisciplinary coverage in their curricula. In addition to its intentional, limited scope, a second significant limitation of the curriculum model is that being a "standard," it is generic. As noted in the model document, a program must adapt to its own needs, circumstances and characteristics--including factors such as its mission and goals; the skills and knowledge of incoming students; faculty and laboratory resources; and job placement. For example, by virtue of its mission and funding, a program may have a regional focus--that is, its curriculum reflects the needs of the surrounding community it directly serves. If there is a dominant technology, industry or employer, then it is appropriate to tailor a curriculum for that environment. Also, a program may elect to use the advantage of locally available faculty and professional expertise and other applicable resources to differentiate and distinguish its program. A third limitation, perhaps the most significant, is that a curriculum model is relatively static. That is, it is a snapshot of the needs and expectations of a particular time. …