Beyond the Model: Building an Effective and Dynamic IT Curriculum

A model curriculum, such as that developed by the ACM/SIGITE Curriculum Committee (2005), has two important functions. First, it provides a base structure for newly developing programs that can use it as a platform for articulating a curriculum. Second, it offers an existing curriculum framework that can be used for validation by existing programs. The model does not, however, reflect many of the characteristics and considerations necessary to build a fully-functional, effective and dynamic curriculum. Necessary components for a comprehensive curriculum that are discussed in this paper include adaptation to the institution's mission and other program goals, responsiveness to local and regional needs, sensitivity to the availability of expertise and other technical resources, and a mechanism for response to a continuously changing environment. This paper proposes a continuous improvement process framework for developing a comprehensive curriculum. The model consists of four phases: 1) Collect; 2) Evaluate; 3) Design; and 4) Implement. The Collect phase involves investigating current curricular standards, such as the SIGITE model curriculum, gathering data about the needs and desires of a program's stakeholders, and understanding the professional, technical and educational environment in which the curriculum will operate. The Evaluate phase integrates this data to develop a mission and set goals for the curriculum, define the outcomes expected of students, identify current and needed competencies, and specify other parameters that establish the foundation for an effective curriculum. The Design phase articulates the curriculum and assures that it is aligned with the goals, needs and resources identified. The Implement phase involves the establishment of the curriculum and a structure for governance and continuous evaluation and improvement. The cyclic nature of this model supports continuous improvement of the curriculum. Any established curriculum must be dynamic enough to adapt to the constantly changing information technology environment. Educators and curriculum administrators who are charged with effective curriculum design and delivery must be aware of new technologies and develop strategies for incorporating them as needed. Collecting data about the curriculum's effectiveness, especially the satisfaction with stakeholders, begins another iteration of the cyclic process, with the objective of continuous improvement. The model curriculum provides a valuable starting point, but program developers need to use the process model to define and build an effective, dynamic curriculum that is responsive to their stakeholders' needs initially and throughout the life of the program. Throughout this document, Purdue University's Computer and Information Technology department is used to describe specific components and techniques for implementing the proposed model. Other implementation techniques may appropriately be used to accomplish suggested goals of each model component. (Contains 2 figures.)