CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
Information technology accreditation activities
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Computing curricula 2004: the overview project
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A research agenda for information technology: does research literature already exist?
Proceedings of the 7th conference on Information technology education
Designing an interdisciplinary information technology program
Proceedings of the 7th conference on Information technology education
A database to promote continuous program improvement
Proceedings of the 7th conference on Information technology education
A database to promote continuous program improvement
Proceedings of the 7th conference on Information technology education
Continuous program improvement: a project to automate record-keeping for accreditation
Proceedings of the 8th ACM SIGITE conference on Information technology education
Enterprise systems education: new directions & challenges for the future
Proceedings of the 2008 ACM SIGMIS CPR conference on Computer personnel doctoral consortium and research
Sharing courses: the CS & IT capstone experience
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
IT 2008: the history of a new computing discipline
Communications of the ACM
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The Information Technology (IT) movement in higher education has been growing over several years, leading to a draft ACM CC2004 report that defines Information Technology in relation to other computing disciplines and a draft ABET/CAC accreditation standard that calls for documented educational objectives. As yet, there is no authoritative agreement on educational objectives for Information Technology. While proposing an Information Technology (IT) definition and objectives that compares Information Technology graduates with Computer Science (CS) graduates, this paper more significantly proposes a framework in which dialog about educational objectives can occur. This framework is based on identifying objectives by first identifying recurring concepts we wish to teach and then outlining essential questions and uncovering projects that teach the recurring concepts. This paper then continues by proposing a curricular development methodology based on the use of three-course threads that combine to reveal the previously identified recurring concepts. The significance of this methodology to an academic unit considering implementing an Information Technology (IT) curriculum is its ability to use existing courses in computer science and related cognate areas and thus to minimize the impact on existing resources while presenting an opportunity for gradual and managed curricular change.