A Bachelor of Science in information technology: an interdisciplinary approach
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Agile software development
Usability Engineering
Lessons learned in the development of an information technology concentration
Journal of Computing Sciences in Colleges
Information technology: a degree in computing
Journal of Computing Sciences in Colleges
Information technology fluency in practice
Working group reports from ITiCSE on Innovation and technology in computer science education
Programming-in-the large versus programming-in-the-small
Proceedings of the international conference on Reliable software
Implementation of alternative pacing in an introductory programming sequence
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
Programming for communication: overcoming motivational barriers to computation for all
HCC '03 Proceedings of the 2003 IEEE Symposium on Human Centric Computing Languages and Environments
Sharing introductory programming curriculum across disciplines
Proceedings of the 8th ACM SIGITE conference on Information technology education
Implementing a contextualized IT curriculum: ambitions and ambiguities
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Integrating software engineering in computer programming education
Proceedings of the 10th ACM conference on SIG-information technology education
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Early in its history as an academic discipline, depth in computer programming was frequently a distinguishing factor between IT and older computing disciplines, such as computer science or software engineering. Initially, IT was misperceived as being "computing without the programming." As IT has matured as a discipline, programming has emerged as "the" foundation skill for information technologists. However, since the requisite skill sets of IT professionals differ from those of other computing professionals, programming in IT is fundamentally different from programming in computer science or software engineering.The IT Department at RIT has changed the weight and delivery of programming in its curriculum several times since its inception in 1992. Today, programming is an essential foundation for other more advanced IT skills in all curricular knowledge areas, and it is a central outcome of our curriculum. This paper discusses the role of programming in IT, the types of skills necessary, how we see the need for this skill changing in the other "pillars" of this academic discipline, and the impact on programming curricula.