Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation

10.28945/3193 ◽  
2008 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Richard Spiers ◽  
Kevin Floyd ◽  
Julie Santiago ◽  
...  
Keyword(s):  
Information Technology ◽  
Continuous Improvement ◽  
Panel Discussion ◽  
Academic Programs ◽  
Technology Program ◽  
Program Accreditation ◽  
State College ◽  
Program Outcome ◽  
Engineering And Technology ◽  
Professional Disciplines

This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.

Design of Assessment Information System for Program Accreditation

2020 ◽  
pp. 291-306
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Information System ◽  
Flow Control ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

scholarly journals Defining the IT Curriculum: The Results of the Past 3 Years

10.28945/2864 ◽  
2005 ◽  
Author(s):  
Barry Lunt ◽  
Joseph Ekstrom ◽  
Edith Lawson ◽  
Reza Kamali ◽  
Jacob Miller ◽  
...  
Keyword(s):  
United States ◽  
Information Technology ◽  
The United States ◽  
Academic Programs ◽  
The Past ◽  
Information Technology Education ◽  
Computing Machinery ◽  
Engineering And Technology ◽  
Similar Program ◽  
Information Technology Curriculum

Efforts to define IT curriculum and accreditation standards began at the first Conference on Information Technology Curriculum (CITC-1) in December 2001, which included representatives from 15 Information Technology (IT) programs at four-year schools in the United States, and representatives from the Association for Computing Machinery (ACM), the Institute for Electrical and Electronic Engineers (IEEE), and the Accreditation Board for Engineering and Technology (ABET). Since this conference, this work has been ongoing at CITC-2 (April 2002), CITC-3 (September 2002), and CITC-4 (October 2003), and through committee work which has progressed between these conferences. The three main thrusts of this work have been to define standards for accreditation of IT programs, to define a model curriculum for IT programs, and to distinguish IT programs from the most closely-related academic programs, such as Information Systems and Computer Science. Membership in SIGITE (Special Interest Group on Information Technology Education) of the ACM is now over 300 members and represents most 4-year IT programs and several 2-year IT programs in the United States; the outcome of these three main thrusts should therefore be of wide interest to all those in related programs or at institutions considering forming a similar program. This paper gives some of the details of the results of the work on these three thrusts.

Design of Assessment Information System for Program Accreditation

2016 ◽  
Vol 5 (1) ◽  
pp. 8-22
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Assessment Data ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

Designing an interdisciplinary information technology program

2006 ◽  
Author(s):  
Edward J. Sobiesk ◽  
Jean R.S. Blair ◽  
James D. Cook ◽  
John C. Giordano ◽  
Bryan S. Goda ◽  
...  
Keyword(s):  
Information Technology ◽  
Technology Program

Acreditación CONAIC y ABET en Instituciones de Educación Superior IES.

2021 ◽  
Vol 4 (3) ◽  
pp. 6-16
Author(s):  
Carmen C. Ortega Hernández ◽  
Alfonso Garces Baez ◽  
Adriana M. Ruíz Reynoso
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
Evaluation Criteria ◽  
Communication Technologies ◽  
The United States ◽  
Academic Programs ◽  
Educación Superior ◽  
Educacion Superior ◽  
Sistemas De Informacion ◽  
Science Information

Los Organismos de Acreditación Nacionales e Internacionales tienen como objetivo fundamental evaluar la calidad, pertinencia y mejora continua de los programas académicos de Ciencias de la Computación, Sistemas de Información y Tecnologías de Comunicación que se ofertan a la sociedad en Instituciones de Educación Superior; a través de los criterios en estudiantes, docentes, plan de estudio, egresados e infraestructura, entre otros. El CONAIC al igual que otros organismos de acreditación nacional, tienen en común los criterios de evaluación con la finalidad de cumplir los estándares y parámetros previamente establecidos por el Consejo para la Acreditación de la Educación Superior (COPAES) y avalados por la Secretaria en Educación Pública (SEP). Asimismo, existe un rango de convergencia que le permite adaptarse a otros marcos internacionales que comparten la misma visión. Este documento, selecciona la acreditación ABET por ser el par de CONAIC en Estados Unidos, para presentar las similitudes que existen y determinar las fortalezas u oportunidades que tienen ambos procesos, en beneficio del egresado. National and International Accreditation Bodies have as fundamental objective to evaluate the quality, pertinence and continuous improvement of the academic programs of Computer Science, Information Systems and Communication Technologies that are offered to society in Higher Education Institutions; Through criteria in students, teachers, curriculum, graduates and infrastructure, among others. Conaic like others organisms of national acreditation has in comun the evaluation criteria with the goal to comply the standards and parameters previously established by the Council for Accreditation of Higher Education (COPAES) and endorsed by the Secretary in Public Education (SEP). Likewise, there is a range of convergence that allows it to adapt to other international frameworks that share the same vision. This document selects ABET accreditation for being the CONAIC pair in the United States, to present the similarities that exist and determinate the strengths or opportunities that have both processes, for the benefit of the graduate.

Using graphics editors as a means of developing students' creative abilities

2021 ◽  
pp. 384-393
Author(s):  
Olga Viktorovna Gavrilova
Keyword(s):  
Information Technology ◽  
Fine Arts ◽  
Technology Program ◽  
Brain Functioning ◽  
Avant Garde ◽  
Ancient Egyptian ◽  
Prior Art ◽  
Large Numbers ◽  
History Of ◽  
The Media

This article discusses a very well-known and frequently used technique for an implementation of a variety of artistic projects - a collage created by means of information technology. The article tells about using collage in higher education for teaching graphics, in particular, raster editors. Graphics editors such as Adobe Photoshop or GIMP are included in the Computer Science and Information Technology program. Students get the opportunity to create graphic images regardless of their prior art education. The introduction of the topic "Creating a collage by means of a raster editor" introduces a creative element into IT disciplines and develops the student's associative thinking at the level of brain functioning. As a rule, raster editors are used to edit an image, not to create it. Therefore, preparation for these classes encourages students to search for the necessary visual material on the Internet. In order to obtain more personal images, a deep study of photography techniques is required. It is also useful to study the history of photo and film collages, their texture and structure. The scope of the collage use is various. This is psychology, teaching foreign languages and, of course, fine arts. Advertising posters that we see in large numbers in the media and transport are also collages. The article traces the history of collage creation from ancient Egyptian history to modern advertising products. It is especially interesting to study the time when collage became a conscious technique. This is a great layer of avant-garde art.

scholarly journals USE OF INFORMATION TECHNOLOGIES IN SUPERVISION REMOTE PRACTICE: DATA SECURITY

2021 ◽  
Vol 5 ◽  
pp. 318-329
Author(s):  
Kirils Dubinins ◽  
Kristīne Mārtinsone
Keyword(s):  
Information Technology ◽  
Data Protection ◽  
Cyber Security ◽  
Technology Use ◽  
Information Technologies ◽  
Best Practice ◽  
Panel Discussion ◽  
Personal Data ◽  
Security Risk ◽  
Personal Data Protection

Provision of remote services became relevant all over the world, during the 2020 COVID-19 pandemic. Latvian supervisors were also forced to transfer their practice to the digital space as well. COVID-19 pandemic challenges opened a wider range of opportunities for improvement remote practice. Pandemic also highlighted the risks associated with lack of relevant competences. At the global level over the last decade, risks associated with remote counselling summarized in guidelines, providing professionals with examples of best practice. In Latvia, on other hand, such guidelines have not adopted yet.This study developed with the aim to find out the awareness of Latvian supervisors about the risks (cyber security) of using information technology and the protection of personal data in the conditions created by the COVID-19 pandemic.To find out how Latvian supervisors are aware about the risks of using information technology (cyber security) and personal data protection, a survey conducted among Latvian supervisors and organizing an expert panel discussion, scientific strength of the study ensured by data triangulation.The obtained results allowed to conclude that the COVID-19 pandemic highlighted the need for supervision remote practice, at the same time the research data show that the awareness of Latvian supervisors about the risks of information technology use (cyber security) and personal data protection is medium to low.The results of the research show that in the education of Latvian supervisors it is necessary to allocate place for the acquisition of information technology (cyber security) risk and personal data protection regulation.This research emphasizes the importance of several supervisors’ competences such as digital knowledge and personal data protection, however further research is needed to find the most effective methods how to improve these competences.  

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