Association for Computing Machinery

Guidelines for Associate-Degree Programs

Information Systems

March 2004

Produced by the

ACM Two-Year College Education Committee

Robert D. Campbell– Rock Valley College

C. Fay Cover– Sun Microsystems

Elizabeth K. Hawthorne – Union County College

Karl J. Klee – Alfred State College

Association for Computing Machinery
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Copyright © 2004 by the Association for Computing Machinery, Inc.

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ISBN: 1-58113-889-X

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Printed in the USA at Rock Valley College, Rockford, Illinois

Section 1. Introduction

1.1 Purpose

This report provides a framework for the development, support, and updating of associate-degree programs in the computing discipline of Information Systems (IS). Graduates of such programs should be able to transfer into the upper division of an IS baccalaureate-degree program or pursue a career in the IS field in an entry-level position. These guidelines will assist colleges in educating potential IS workers in technical computing competencies, as well as necessary workplace skills. Graduates of programs crafted from these guidelines should be able to:

• Apply computing skills to solve problems within the context of business systems;
  
• Communicate effectively within an organization;
  
• Work productively in team and individual settings;
  
• Demonstrate professionalism and ethical behavior; and
  
• Adapt to emerging technologies and new environments.
  

1.2 Background

The Association for Computing Machinery (ACM), the First Society of Computing, has supported for many years curriculum development and improvement. In 1993, the ACM Two-Year College Education Committee (ACM TYCEC) released its curriculum guidelines entitled Computing for Information Processing (CIP), as part of a four-volume set of curricular guidelines directed specifically to the associate-degree granting institutions. The CIP report outlined a collection of knowledge units with associated depth indicators that were organized into sample courses.

The IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems, a joint production of the ACM, the Association for Information Systems (AIS), and the Association of Information Technology Professionals (AITP), was released in 2002 and was targeted to baccalaureate programs. In 2003, the ACM TYCEC organized a task force to produce a new information systems report for the two-year colleges, as both an update to the 1993 CIP report and a bridge to the IS 2002 report. The Guidelines for Associate-Degree Programs in Information Systems is the result of the work of this task force, together with reviews from business and academe across the United States and Canada.

1.3 Structure of this Report

This report provides guidelines for the implementation and sustenance of an associate-degree program in information systems. The Program Considerations section provides context for two-year college programs in the field of Information Systems; the Body of Knowledge section addresses curriculum content in course-based groupings.

Section 2. Program Considerations

2.1 The Two-Year College Environment

A variety of factors arises from the threefold educational mission of the two-year college environment. These institutions prepare students for:

• Entrance into the local workforce;
  
• Lifelong learning for personal and professional enrichment; and
  
• Transfer into baccalaureate programs.

In addition, many two-year colleges are facilitators of local economic development and the sources of a wide range of community events, activities, and services.

Two-year colleges serve high school graduates proceeding directly into college. It also serves workers needing to upgrade skill sets or master new ones in order to re-enter the workforce. Another contribution is its service to immigrants seeking to become integrated into the local culture and master a new language, individuals leaving the workplace to engage college-level coursework for the first time, returning students with college degrees who have decided to pursue an alternate career path, and many individuals in need of ongoing training and skill updating. Two-year colleges address this diversity in numerous ways, including targeted career counseling, remediation of basic skills, specialized course offerings, individualized instruction and attention, flexible scheduling and delivery methodologies, and a strong emphasis on retention and successful completion. Furthermore, because two-year colleges typically have less restrictive entrance requirements, faculty must be prepared to instruct students exhibiting a wide range of academic preparations, aptitudes, and learning styles.

2.2 Sustaining a Program

Administration and leadership at two-year colleges must be prepared to provide adequate support for information systems programs. Two-year colleges must fund the resources and professional activities necessary to sustain these programs. These include:

• Sufficient number of qualified faculty
• Plans for development, implementation, evaluation, and revision of curriculum by faculty;
  
• Opportunities for ongoing professional growth and development of faculty and support staff;
• Industry involvement through an industry advisory committee empowered to influence decisions and impact the program;
• State-of-the-art computer classrooms, laboratories, and facilities dedicated to specialized instruction in information systems courses;
• Adequate office space equipped with current hardware and software resources for faculty and support staff
  
• Staffing support for infrastructure needs including computer maintenance;
• End-user support for students and faculty; and
  

• Regular updating, enhancement, and replacement of computing hardware and software.

Recruiting, hiring, and retaining qualified full-time faculty is often a challenge for two-year colleges. It may be necessary to make extensive use of adjunct and part-time faculty, who often provide specific technical skills and teaching techniques for specialized courses. However, the recruitment, development, evaluation, and retention of talented adjunct faculty require a commitment of institutional financial resources, as well as the time of faculty and staff.

The institution must plan for the necessary staffing of laboratory facilities and the maintenance of computer hardware and software. Institutions need a qualified and adequate staff to address the technical, clerical, and facility management functions. Issues such as salary, professional development, and access to current technology apply to these critical support personnel as well.

Colleges should keep programs current by means of a comprehensive plan that includes ongoing professional growth and development for both full-time and adjunct faculty and staff, continuous curriculum revision, periodic review, assessment and replacement of equipment and associated resources, and ongoing evaluation and updating of instructional methodologies and learning materials. Two-year colleges must accurately and effectively measure student learning with associated outcomes. Accreditation requirements, performance-based funding and public demands for accountability have made effective educational assessment a necessity.

Two-year colleges must establish and maintain effective working relationships with local business and industry, especially potential employers of information systems graduates. These industry partnerships can provide many forms of support to the two-year college, including curriculum advice, industry training materials, in-service opportunities for faculty, a source of adjunct faculty, equipment donations, supplemental funding, student internships, placement opportunities, and recognition of program excellence. Along with ongoing feedback from graduates and employers, an active industry advisory council provides an important mechanism to ensure that such activities occur.

2.3 Articulation of Transfer Programs

Articulation of courses and programs between academic institutions facilitates the transfer of students from one institution to the other. The goal is to enable students to transfer in as seamless a manner as possible. Efficient and effective articulation requires accurate assessment of courses and programs as well as meaningful communication and cooperation. Students and faculty both have responsibilities and obligations for successful articulation.

A two-year college must develop transition and articulation strategies for the colleges and universities to which its students most often transfer. It may be necessary to modify course content to facilitate transfer credit and articulation agreements. In some cases, it may be necessary for a two-year college to modify its list of recommended courses to match the requirements of the primary transfer institutions. A student's program of study must also take into consideration the general education requirements at both the two-year college and the anticipated transfer institution.

Students must realize that courses and program requirements change over time. If a student takes an extended time to complete a program, a different articulation agreement may be in effect at the time the student requests to transfer. Hence, students must expect to complete programs in their entirety up to well-defined exit points (e.g., completion of a defined course sequence, certificate, or degree) at one institution before transferring to another institution; one cannot expect articulation to accommodate potential transfers in the middle of a carefully designed curriculum. In addition, students that graduate from career-oriented associate-degree programs may decide once they have gained work experience to pursue a baccalaureate degree; such individuals should be aware that they might have to take additional courses before entry into the upper division.

Faculty must ensure that they clearly define program requirements, responsibly address program objectives, and effectively evaluate students against defined standards. Articulation agreements should specify one or more well-defined exit points for students to matriculate from the two-year college to the transfer institution. In turn, faculty at the upper division institution must provide any transitional preparation necessary to enable transfer students to continue their academic work on par with students at the baccalaureate institution.

2.4 Career-Oriented Programs

A career-oriented associate degree program in Information Systems provides the specific knowledge, skills, and abilities necessary to proceed directly into the workplace. At the earliest opportunity, faculty and academic advisors must help each student determine which type of program best addresses the student's goals. Such considerations include the distinctions between career and transfer programs, the academic requirements of each, and the associated employment options. Students graduating from a career-oriented associate degree program in Information Systems may enter the workforce with job titles such as:

• Database programmer, database administrator, database manager, records manager;
  
• Systems administrator, network administrator, network specialist;
  
• Technical writer, documentation specialist;
  
• Technical support specialist, help desk specialist;
  
• E-business specialist, e-commerce specialist;
  
• Web designer, web specialist, web developer, webmaster, instructional designer;
  
• Programmer, applications programmer, programmer/analyst, information systems developer, software tester;
  
• Business process specialist, business automation specialist; and
  
• Computer sales associate.

The following factors help ensure the success of students in the workplace and the viability of a career-oriented information systems degree program.

• An active information systems industry advisory committee consisting of prospective employers to provide guidance concerning the knowledge, skills, and abilities the students must possess to enter directly into a career in information systems within their community;
  
• Real-world work experience including co-op programs, internships and/or other practicum activities, with an emphasis on professional practices;
  
• Core and elective coursework as recommended by advisory committees;
  
• Potential articulation paths that enable the career-oriented student to pursue a baccalaureate degree in the future after working for some period of time; and
  
• Assessment processes whereby students can earn credit for relevant experience.
  

2.5 Incorporating Professional Practices

Faculty at two-year colleges must remain aware of the importance of including professional practices and applied work as an integral part of all computing programs. IS students should be encouraged to:

• Work in teams;
  
• Use techniques of task and time management;
  
• Solve practical problems in course projects;
  
• Make presentations;
  
• Confront issues of privacy, confidentiality and ethics;
  
• Use current technology in laboratories;
  
• Attain real-world experience through cooperative education, internships, and/or other practicum activities; and
  
• Participate in student chapters of computing societies and organizations.

An active industry advisory committee is an important asset in helping faculty to incorporate current professional practices into the curriculum, as well as providing valuable contacts for students seeking employment. Faculty know that a conscious and proactive incorporation of professional practices into a curriculum in Information Systems benefits students in two ways: as a valuable component in a transfer-oriented information systems degree program, and in addressing industry needs for qualified personnel as students complete a career-oriented associate degree IS program.

Increasingly, the area of information systems has become critical to the operation of many organizations. Colleges should ensure that students are familiar with the nature of this field and the expectations of the workplace. Information systems employees must demonstrate professionalism and ethical behavior, adhere to codes of conduct, safeguard confidentiality, and respect privacy. They must take responsibility for their actions, be accountable to the organization, understand the impact of their work on others, and demonstrate effective and efficient work practices. This field also demands that professionals engage in an ongoing process of professional growth and development to ensure that their skills and abilities remain current with ever-changing technology. Any implementation of these guidelines must ensure that graduates can work within this framework.

2.6 Additional Program Components

In addition to the required and elective information systems courses, a college must design a degree program to fulfill other objectives as well. These include providing students with an appropriate level of mathematical knowledge and ability, familiarity with the scientific method of discovery and reasoning, effective written and oral communication skills, fluency with business processes and decision-making techniques, and the ability to work cooperatively and effectively as team members. Any implementation of these guidelines, therefore, should include interdisciplinary courses, assignments, and projects that ensure all graduates can demonstrate fundamental and necessary skills. These include:

• Writing, speaking, listening, and presentation skills;
  
• Mathematical abilities;
  
• Critical analysis, problem-solving, and decision-making techniques;
  
• Familiarity with the social sciences, and arts and humanities; and
  
• Interpersonal skills and cultural tolerance.

Effective communication is critically important in every information systems career. Therefore, students must identify, develop, nurture, and use communication skills throughout an information systems degree program. All students must master effective abilities in writing, public speaking, and listening, and they must consistently demonstrate these skills in a variety of settings such as formal and informal, large group and one-on-one, technical and non-technical, and point and counterpoint.

An appropriate level of mathematical knowledge and ability is a required foundation for the study of the IS curriculum and pursuit of a career in this field. Programs following these guidelines should require students to complete a one-semester statistics course suitable for a business-oriented degree. Furthermore, students should master a one-semester course in discrete mathematics per the specifications in Appendix A.

It is important for information systems students to be aware of general business practices, including statistical techniques and business mathematics for accounting and finance. Information systems courses should incorporate an interdisciplinary and business-oriented approach to problem solving that is coordinated with course content offered by the business department. The business-related content of the IS program should also be influenced by interactions with the industry advisory committee.

Routine interaction on a global scale with individuals of diverse cultures and languages is a feature of today's rapidly changing world. This places even more emphasis on interpersonal and communication skills. Consequently, IS degree programs must prepare students to perform effectively in diverse environments by providing a social context for their overall education.

Colleges can help provide this social context by hosting career days and colloquial sessions with various industry speakers.

Section 3. Body of Knowledge

3.1 Student Performance Objectives by Course

The student performance objectives that constitute the body of knowledge for associate-degree programs in information systems can be grouped into nine courses:

We define these courses not by topics, but by student performance objectives. Each objective relates to an identifier for the course. Appendix B provides details for the specific student performance objectives for each course. Note that a measurable performance objective describes each entry, which uses the appropriate verb to denote the intended depth of understanding. Appendix C, the Taxonomy of Learning Processes, provides a relative comparison for the depth of each objective.

For example, consider a course in Database Management and Design (DMD). Identifier DMD-03 indicates that a student must be able to "Describe relational and object-oriented database structures." From Appendix C, the word "Describe" relates to a "Comprehension" level of taxonomy. For identifier DMD-04, however, a student must be able to "Analyze conceptual, logical, and physical data modeling." The word "Analyze" relates to a "Higher-Order Thinking" level of taxonomy, which involves a greater depth of understanding.

As another example, consider a course in Web and Multimedia Information Systems (WMS). WMS-02 requires a student to explain the human-computer interaction factors that impact the design of a website. WMS-03 requires a student to create a website incorporating digital sound and video accessible to individuals with physical challenges. In the first case, the expectation is at an "understanding" level of taxonomy. In the second case, the expectation is at a "synthesis" level of taxonomy.

Faculty members should do their best to maintain the level of contrast and expectations as described by the student performance objectives when creating or modifying courses for their programs. This is important because it provides a way to include breadth and depth in courses. It also is useful in the selection of course materials such as textbooks, laboratory manuals, and teacher's notes.

3.2 Curriculum Flowchart: Transfer Program

Table 3.1 shows how a program might distribute the nine courses for a transfer-oriented Associate-Degree Information Systems core curriculum. By transfer-oriented we mean that the expectation of a graduating student is to transfer to a four-year program in information systems.

Table 3.1
Technical Curriculum for Transfer Programs

Note that Table 3.1 does not imply a complete curriculum. It only refers to the technical courses offered in the information systems component of the program. In addition, in the third and fourth semesters, students may have a choice of selection, may take both technical courses, or be restricted to a single course subject to the total objectives of the program and the college.

3.3 Implementation Issues: Transfer Program

When implementing transfer programs in information systems, faculty and administrators should be aware of several factors. First, the student performance objectives in the Using Computer Applications (UCA) course are general prerequisite content for the entire IS program. Some students may be able to test out of this prerequisite course. Furthermore, conducting the Programming Course (PRG) objectives as a series of two programming courses allows students to experience more than one programming language and/or more than one programming paradigm. Additionally, students may be able to achieve the Web and Multimedia Information Systems (WMS) objectives either with a database or with a network prerequisite, depending on the content emphasis of the WMS course. Table 3.2 shows possible prerequisite relationships among the different courses. Each institution should adapt its own prerequisite structure based upon its mission and the objectives of the program. Depending on the structure of an institution's academic departments, departments could share some of these courses. For example, an Information Systems department and a Computer Science department could share courses in programming, database, and networking.

Table 3.2
Prerequisite Relationships - Transfer

3.4 Curriculum Flowchart: Career-Oriented Program

Table 3.3 shows how a program might distribute technical courses for a career-oriented Associate-Degree Information Systems core curriculum. By career-oriented we mean that the expectation of a graduating student is to enter the job market in an information systems position. Note that in contrast to transfer programs, Table 3.3 shows a concentration of information systems courses.

Table 3.3
Technical Curriculum for Career-oriented Programs

3.5 Implementation Issues: Career-Oriented Program

When implementing career-oriented programs in information systems, faculty and administrators should be aware of several issues. First, the goal is to teach the UCA student performance objectives in depth for this program and augment them with an associated programming language. Students should complete the internship experience before starting the SAR objectives. Additionally, faculty members should teach the PRG objectives as a series of two programming courses in which more than one language is used. The WMS objectives can take place with either a database or network prerequisite, depending on the emphasis of the course. Additionally, the Capstone Project course should enhance local employability skills. Some institutions may elect to expand these student performance objectives into multiple series of course sequences (and/or tracks) to emphasize further hands-on practical experience and skill building; this option may require more than the suggested number of ten courses. Table 3.4 shows the suggested prerequisite structure for such career-oriented courses. Depending on the structure of an institution's academic departments, departments could share some of these courses. For example, an Information Systems department and a Computer Science department could share courses in programming, database, and networking.

Table 3.4
Prerequisite Relationships - Career

Bibliography

ACM Two-Year College Computing Curricula Task Force. (1993). Computing Curricula Guidelines for Associate-Degree Programs: Computing for Information Processing. ACM Press.

ACM Two-year College Education Committee. (2002). Guidelines for Associate Degree Curricula in Computer Science. The Printing House.

ACM Two-year College Education Committee. (2000). Guidelines for Associate Degree Programs to Support Computing in a Networked Environment. Rock Valley College Press.

Bloom, Benjamin S. (1956). The Taxonomy of Educational Objectives: Classification of Educational Goals. Handbook I: The Cognitive Domain. McKay Press, New York

Davis, Gorgone, Couger, Feinstein, and Longnecker. (1997). IS'97 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. Association of Information Technology Professionals.

Freeman and Aspray. (1999). The Supply of Information Technology Workers in the United States. Computing Research Association, NSF grant EIA 9812240.

Gorgone, Davis, Valacich, Topi, Feinstein, and Longnecker. (2002). IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems. Association for Computing Machinery, et al.

National Science Foundation Advisory Committee. (1999). Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology. NSF.

Acknowledgements

The ACM Two-Year College Education Committee gratefully acknowledges the outstanding work done by the following task force members in the development of this report:

Adnan Atshan, Passaic County Community College
Darci Burdge, Nassau Community College
Kay Chen, Bucks County Community College
George Cheng, Hostos Community College
Josephine Freedman, Suffolk Community College
Carol Janik, Tompkins Corland Community College
Chuck Nelson, Rock Valley College
Michael O'Donnell, Union County College
Ann Marie Pagnotta, Nassau Community College
Patricia Rodihan, Union County College
Anita Wright, Camden County College

The ACM Two-Year College Education Committee expresses its sincere appreciation to the following individuals who provided reviews of this document:

Robert Aiken, Temple University
Darci Burdge, Nassau Community College
Kay Chen, Bucks County Community College
George Cheng, Hostos Community College
Sherrie Hedman, Rock Valley College
Norma Hall, Manor College
Amy Harmon, Jamestown Community College
David Heldenbrand, Utah Valley State College
Carol Janik, Tompkins Cortland Community College
Lorene Lavora, Princeton University
Terry Morris, William Rainey Harper College
Linda Moulton, Montgomery County Community College
Alfred Shin, Humber Institute of Technology and Advanced Learning
Chun Shin, Humber Institute of Technology and Advanced Learning
Paul Tymann, Rochester Institute of Technology
Anita Wright, Camden County College

The ACM Two-Year College Education Committee expresses its sincere appreciation to the following two individuals who provided final editing suggestions for this document:

John Impagliazzo, Hofstra University and ACM SIGCSE Bulletin Editor
Diane Strzelecki, Editorial Consultant, Cary, Illinois

Appendix A. Description of Discrete Mathematics Course

Discrete Mathematics
This course introduces the foundations of discrete mathematics as they apply to computing. Topics include functions, relations, sets, simple proof techniques, Boolean algebra, propositional logic, predicate logic, digital logic, elementary number theory, and the fundamentals of counting.

Prerequisite: College Algebra.

Syllabus:

• Fundamental structures: functions (surjections, injections, inverses, composition); relations (reflexivity, symmetry, transitivity, equivalence relations); sets (Venn diagrams, complements, Cartesian products, power sets); pigeonhole principle; cardinality and countability
  
• Boolean algebra: Boolean values; standard operations on Boolean values; de Morgan's laws
  
• Propositional logic: logical connectives; truth tables; normal forms (conjunctive and disjunctive); validity
  
• Predicate logic: universal and existential quantification; modus ponens and modus tollens; limitations of predicate logic.
  
• Digital logic: logic gates, flip-flops, counters; circuit minimization.
  
• Descriptive statistics: methods of collecting data, frequency distribution graphs, measures of central tendency, variation, and position, and use of z-scores.
  
• Basics of counting: counting arguments; pigeonhole principle; permutations and combinations; binomial coefficients.
  

Appendix B. Courses, Identifiers, and Student Performance Objectives

The table below details the specific student performance objectives for each course. Note that each entry is described as a measurable performance objective and uses the appropriate verb to denote the intended depth of understanding (see Appendix C: Taxonomy of Learning Processes).

Appendix C. Taxonomy of Learning Processes

Table B.1 is an adaptation of Bloom’s Taxonomy.  It shows the taxonomy levels in ascending order with a definition for each level.  The table also includes verbs that may be useful in the design of course activities.

Table A.1 - Bloom’s Taxonomy, Modified

The ACM Two-Year College Education Committee

Committee Charter:
The Two-Year College Education Committee is a standing committee (since October, 1991) of the ACM Education Board. The Committee is concerned with all education issues that affect computing at two-year colleges and in two-year degree programs. The primary purpose of the Committee is to provide curriculum recommendations in all areas of computing for such degree programs. The Committee may also make recommendations on other educational matters affecting such programs.

Committee Membership:

• Robert Campbell, Associate Vice President of Information Technology Services, Rock Valley College, Rockford, IL
• C. Fay Cover, America's eLearning Program Manager, Sun Microsystems, Colorado Springs, CO
• Elizabeth K. Hawthorne, Associate Professor of Computer Science, Union County College, Cranford, NJ
• Karl J. Klee, Professor, Information Technology Department, Alfred State College, Alfred, NY

Committee Website:
A website is maintained at www.acmtyc.org for the purpose of providing communications and resources to the committee's constituencies.