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Information Techhnology Program

As of academic year 2009/2010, ACMT is introducing RIT’s undergraduate Information Technology program.
In 1992, RIT became the first university in North America to offer a complete degree program in information technology. Today, the Information Technology Department continues to keep pace with the continuously changing world of computer and Internet-based technologies, providing an innovative mix of modern technology-based courses in areas like networking, databases, application development, digital media and electronic publishing.
All IT students have foundation courses in programming, networking and human-computer interaction. Beyond the core requirements, they will be able to choose IT concentration areas tailored to fit personal interests and career goals. Depending on the student's interest, they will be able to choose concentrations in the following or similar areas:

• Web Site Development
• Database
• Network
• System Administration
  
  

BS IN INFORMATION TECHNOLOGY

The RIT’s Bachelor of Science program in Information Technology officially began accepting students in the fall of 1992, but the department’s faculty began considering and designing the curriculum in the late 1980’s. At that time RIT noticed great opportunities for technology professionals who could “make things work” in the environments of networked microcomputers that were becoming commonplace. Traditional academic programs like computer science and information systems don’t directly address the skill requirements of these professionals, so RIT created the Information Technology program to address this need more directly. As the first and largest such program in the USA, RIT’s IT program is the leader in defining information technology as both an academic discipline and a profession.

Since the IT program’s inception in 1992, the explosive growth of the World Wide Web and its universal acceptance has revolutionized our society in general and the computing landscape in particular. Nowadays, the typical user of a computer neither knows, nor needs to know, very much about how a computer works in order to use it. What these users desperately need, however, is a “user’s advocate” to help them decide what technology is appropriate for their needs, and to help them adapt, integrate, deploy and use that technology effectively. The information technologist is that user’s advocate. From game developers and Web masters to network and system administrators to database specialists and application developers, information technologists are the key agents in the societal revolution that is changing us from an industrial society to a digital/information society.

In the spring of 2003, the Association for Computing Machinery created the Special Interest Group for Information Technology Education (SIGITE, www.sigite.org), which finally recognizes Information Technology as a formal academic discipline that is distinct from Computer Science, Software Engineering, Computer Engineering, and Information Systems. RIT’s Information Technology department is a major player in this “SIG,” and through it RIT have worked to develop professional accreditation guidelines and model curricula for Information Technology.

The fruits of these labors were realized in July, 2005, when RIT’s B.S. Information Technology and B.S. Applied Networking and System Administration programs were in the first group of  Information Technology Programs to be accredited by the Computing Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012 - telephone: (410)347-7700, www.abet.org.

WHAT IS INFORMATION TECHNOLOGY?

When a new discipline emerges, it takes some time for consensus to develop on what that discipline really is and what its practitioners actually do. Consensus can be especially difficult to reach in the computing arena, where fundamental changes in technology occur with increasing frequency and where the impact of those changes is profound and unpredictable. “Information Technology” is particularly difficult to nail down, because it has gained widespread use in diverse contexts. In particular, two definitions of IT have emerged, one referring to the computing world as a whole (often referred to as “big IT”) and the other referring to the specific discipline addressed by RIT’s IT program (often referred to as “little IT”). RIT prefers the term “general IT” to refer to computing in general, and “specific IT” to refer to the newly emerged discipline addressed by its academic programs.

A very common question is “What are the differences between Information
Technology, computer science, software engineering, computer engineering and/or management information systems?” While Information Technology has some roots in computer science (among other fields), there are some important differences, which can help to define IT.
These differences fall into professional and curricular categories.
At the professional level, the computer scientist, software engineer and computer engineer all tend to view computing from the computer’s viewpoint by creating, developing and extending the underlying technology, while the information technologist tends to apply available technology to solve real-world problems for people. The computer scientist tends to be motivated by the computer itself, by how it works under the hood, while the information technologist is motivated by using the computer as a tool to solve problems for people. Another way of describing the difference is that the information technologist identifies a need for underlying technology, which the computer scientist then creates if it doesn’t already exist, and which the information technologist adapts and helps people to use effectively.

The specific IT at RIT

At RIT there are two approaches to describing the vision of Information Technology: first by illustrating what RIT thinks IT is in this section, and then by contrasting IT with other computing fields in the next section.

The characterization given above of an information technologist as the “user’s advocate” in the computing world seems to resonate with many people. Information technologists approach technology from the user’s point of view rather than from the computer’s point of view. At RIT, the computer is thought as a powerful tool for doing a great many things rather than as an end in itself, and RIT students tend to care more about how people use computers than about how computers work “under the hood.” An RIT student in the early 1990’s phrased it well: “We bend technology to fit people.”
This role of user’s advocate is diverse and multifaceted. In order to “make things work” for people in today’s (and tomorrow’s) sophisticated computing environments, Information
Technologists need core competencies in five essential areas, which have emerged in the IT model curriculum from SIGITE as “pillars” of IT:

• networking and system administration, which includes the design, deployment and security of computing infrastructure;
• Web and multimedia content development, which we refer to as “interactive media”;
• programming and application development;
• database management systems and enterprise application development;
• user-centered design and deployment, including needs assessment, human computer interaction, technology transfer, and ongoing support.

This fifth competency area, which is euphemistically referred to as “the human stuff,” is in some sense the defining competency for IT professionals. To be successful users’ advocates, IT professionals must see the world through their users’ eyes. They must learn enough about the tasks users perform and the skills they possess to be able to select, integrate and deploy technology that enhances users’ lives. This requires skills in information gathering, user-centered design, and effective deployment in the users’ environment or culture. These skills, in turn, are built on a foundation of strong communication and people skills.
The core competencies that every IT professional must possess also provide a foundation on which to build greater depth in selected areas. Many IT students choose to focus on one or
two technical aspects of IT to prepare for careers as specialists in a variety of market niches like game development, security or Web-database integration, to name a very few of the many possibilities. Other students choose a broader path to prepare for “general practitioner” jobs, which are prevalent in virtually every enterprise in society. In short, RIT’s IT program offers the opportunity to specialize but does not require that a student specialize.

PROGRAM RATIONALE AND OUTCOMES
IT industry from year to year develops new technologies and is in a constant business growth curve. Application of new technologies demands a greater number of IT specialists. The European market today lacks those experts, and the Croatian market follows the same trend. Croatia has only one IT specialist per thousand inhabitants while Slovenia has three and EU five.

In the next few years Europe will be facing a serious lack of quality IT specialist/employees regardless of the head hunting and hiring specialists from other countries. The production and opening of new IT jobs is higher than the actual number of available IT employees.

The Croatian government points out in its Development Strategy for Science that Croatia needs a thousand new IT specialists per year. The existing IT undergraduate programs give 200 to 300 IT graduates per year, which is 700 to 800 IT specialists LESS than market needs. It is important to note that there are NO unemployed IT specialists in Croatia today. The highest demand is for data base specialists, network administrators, application developers and user support specialists.

Program Outcomes

Graduates from the BS in Information Technology program at RIT will meet the following program objectives, as measured by the bulleted program outcomes for each objective.

Develop Computer Applications

• Develop fundamental programming skills
• Program effectively within the student's specialty area
• Apply a development life cycle to a problem
• Design and develop a software prototype
• Use multiple computer hardware platforms
• Comprehend system integration and architecture principles

Develop Database Applications

• Design a relational database
• Implement a relational database
• Query a relational database

Implement and Maintain Networking & System Infrastructure

• Demonstrate knowledge and application of protocols
• Demonstrate competence through implementation of networks

Design and Implement Computer-Mediated Experiences

• Design & implement a website using appropriate design guidelines
• Develop scripts to control and use media types
• Develop scripts for interaction with time-based media

Practice User-Centered Design and Deployment

• Identify needs, analyze tasks, and develop profiles of users
• Develop and evaluate effective user interaction designs
• Evaluate usability of an application

Communicate Effectively

• Make effective oral presentations
• Communicate effectively in written form
• Develop information architectures to facilitate graphical and media-based interaction and navigation

Interact Effectively within the Organization

• Participate effectively as a team member
• Be able to work effectively with end users
• Be a change agent within an organization

Comprehend and Apply Project Management Principles

• Follow a project plan developed by instructor
• Develop portions of a project plan
• Develop Gantt & PERT charts and critical path analysis

Practice Ethical and Professional Behaviors

• Describe ethical and professional behaviors
• Explain the rationale for security practices
• Apply accepted security practices
• Recognize the need for continued learning throughout a career

Apply Appropriate Problem Solving Skills in:

• Web Site Development
• Interactive Multimedia Development
• Game Development
• Database
• Web-Database Integration
• Windows Application Development
• Learning and Performance Technology
• Network and System Administration

DEGREES UPON GRADUATION FROM IT PROGRAM

Croatian degree

As of May 2008, ACMT’s IT program is accredited by the Croatian Ministry of Science, Education and Sports according to the Bologna Agreement. As a result, all students completing the four-year program will receive the degree title of Baccalaureus/Baccalaurea in the field of Information Technology (earning 240 ECTS points).

In order to receive Croatian degrees from ACMT, students must have either a high school diploma issued by a Croatian high school or a high school diploma must be recognized by the Ministry of Science, Education and Sports of the Republic of Croatia.

American degree

Upon successful completion of the four-year Information Technology program, students will receive Bachelor of Science (B.S.) degree in Information Technology issued by RIT.

ABET accreditation

RIT’s IT degrees are ABET accredited. ABET, Inc., the recognized accreditor for college and university programs in applied science, computing, engineering, and technology, is a federation of 29 professional and technical societies representing these fields. Among the most respected accreditation organizations in the U.S., ABET has provided leadership and quality assurance in higher education for over 75 years.  (www.abet.org)

The IT program in Croatia will not initialy have ABET accreditation, as in order to apply for this recognition, the program must first have graduates. ABET accreditation will be pursued in the future.

COOPERATIVE EDUCATION (CO-OP)

Since ACMT provides and promotes applied knowledge, all students participate in employment experiences known as Cooperative Education (co-op), an integral part of our IT program. The opportunity to gain hands-on work experience is one of the most important parts of ACMT education. During their studies at ACMT, students are required to obtain at least 1600 working hours working and applying the knowledge they have gained.  Co-op employment helps IT students better understand how the „real world” outside the classroom functions.  They experience typical work schedules, develop various technical and personal skills which helps them choose future career paths. Work experience and business relationships gained during co-op employment become valuable when the graduating student searches for a job once his/her education is complete.

Placements of IT graduates

Jobs in information technology are found in literally every part of society. IT students take
positions with job titles like Web master or content developer, network or systems administrator, facilities manager, security specialist, game developer, database developer or administrator, multimedia or new media content developer, systems analyst, application developer, interface design specialist, testing and quality assurance specialist, instructional designer, user support specialist, or technical marketing representative, to mention a few.
Many students gravitate toward specialty areas like game design and development,
system/network administration, Web/multimedia development, or database application
development (the four most popular general areas among our students), but many students take positions where they do “all of the above.” A very common situation finds students working for a small to medium-sized firm whose line of business is not necessarily technical, but which conducts its internal business using networked computers. These “general practitioners” literally do everything. They design, build and/or maintain the firm’s local area network and gateways to the Internet; they specify, procure, deploy and maintain computer hardware and software; they build and maintain Web sites for both Internet and intranet solutions; they develop database applications and Web front-ends to those databases. In short, they identify and take care of the all computing and information needs of their users.
The general practitioner IT position exemplifies an aspect of all IT jobs--the necessity to
understand and work effectively in the users’ world. Mastering the technology is only part of the story; IT professionals must be proactive in identifying opportunities to enhance their users’ lives with technology, and they must be sensitive to their users’ abilities and environment when deploying technology. This user-centered focus is required in every IT job and is the defining characteristic of the IT professional.

INFORMATION TECHNOLOGY COURSES

Consistent with RIT's multi-disciplinary approach to education, the courses offered in the IT degree program include the core IT courses, specific IT courses, plus subjects from the humanities, social sciences, sciences, and business. As presented, this offer of courses from the various fields of study provides the students with a better background to enter industry.

In their third year of studies, IT Students will be able to select concentrations in the field of information technology. A student may take two 3-course concentrations, one 6-course concentration, or a sequence of concentration courses designed by the student with a rational behind the course choices and subject to approval by the department’s advisor. These concentrations represent advanced specializations in information technology and are selected by the student and approved by the student's faculty advisor.

Student will be able to choose between the following concentrations:

• Web Site Development
• Database
• Network
• System Administration
  

	Quarter	ECTS	American credits
FIRST YEAR
Freshmen Seminar	Fall	1	1
Introduction to Multimedia: The Internet and the Web	Fall	6	4
Programming for Information Technology I	Fall	6	4
Algebra for Management Science	Fall	4	4
Writing and Literature I	Fall	4	4
Programming for Information Technology II	Winter	6	4
Discrete Math for Technologists I	winter	6	4
Cyber Self Defense	Winter	6	4
Introduction to Psychology	Winter	4	4
Programming for Information Technology III	Spring	6	4
Environmental Science I	Spring	4	4
Introduction  to Philosophy	Spring	4	4
Statistics I	Spring	4	4
Cooperative Education
SECOND YEAR
Interactive Digital Media	Fall	6	4
Discrete Math for Technologists II	Fall	6	4
Writing and Literature II	Fall	4	4
Foreign Language – Beginner Level I (German, Italian, French or Spanish)	Fall	4	4
Computer System Fundamentals	Winter	6	4
Introduction to Database and Data Modeling	Winter	6	4
Foundations of Sociology	Winter	4	4
Foreign Language – Beginner Level II (German, Italian, French or Spanish)	Winter	4	4
Network Fundamentals	Spring	6	4
Human Computer Interaction  I: Human Factors	Spring	6	4
Current Issues I ( Small Business Development )	Spring	3	2
Foreign Language – Beginner Level  III(German, Italian, French or Spanish)	Spring	4	4
Cooperative Education
THIRD YEAR
IT concentration course I *	Fall	6	4
IT concentration course II	Fall	6	4
Environmental Science II	Fall	4	4
Foreign Language – Intermediate Level I (German, Italian, or Spanish)	Fall	4	4
IT concentration course III	Winter	6	4
IT concentration course IV	Winter	6	4
Foreign Language – Intermediate Level II (German, Italian, or Spanish)	Winter	4	4
Principles of Marketing	Winter	6	4
Current Issues II (Contracted Services and Outsourcing)	Winter	3	2
IT concentration course V	Spring	6	4
IT concentration course VI	Spring	6	4
Philosophy – Great Thinkers	Spring	4	4
Foreign Language – Intermediate Level III (German, Italian or Spanish)	Spring	4	4
Cooperative Education
FOURTH YEAR
Human Computer Interaction 2: Interface Design	Winter	8	4
Needs Assessment	Winter	8	4
Elective course I from IT concentration (other then mandatory concentrations)	Winter	6	4
Cultural Globalization	Winter	4	4
Negotiation & Conflict Management	Winter	3	2
Technology Transfer	Spring	8	4
Elective course II from IT concentration (other then mandatory concentrations)	Spring	6	4
Senior Seminar	Spring	2	2
Social Psychology	Spring	4	4
Training Design and Delivery	Spring	6	4
Cooperative Education

* IT concentration courses offered on the third and fourth year of studies .
A student may take two 3-course concentrations, one 6-course concentration, or a sequence of concentration courses designed by the student with a rational behind the course choices and subject to approval by the department’s advisor (total 24 credits).

Web Site Development

Web Site Design and Implementation

Network-Based Multimedia

Web Client Side Programming

Database

Fundamentals of Data Modeling

Fundamentals of Database Client/Server Connectivity

Fundamentals od DBMS Architecture and Implementation

Network

Concepts of Wireless Data Networking

Intro to Routing and Switching

Network Services

System Administration

OS Scripting

System Administration I

Perl for System Administration