Is Database Curriculum Information Systems or Information Technology: An Accreditation Dilemma Barbara J. Nicolai Computer Information Systems & Information Technology Purdue University Calumet Hammond, IN, 46323-2094, USA Abstract This paper addresses the dilemma of how the Database curriculum is positioned into an accreditation model, either the Information Systems (IS) 2002 Model Curriculum and the Guidelines for Undergraduate Degree programs in Information Systems or the Draft Accreditation Criteria – Baccalaureate Programs in Information Technology. In discussing these issues, the author will discuss the background of the IS 2002 Model, the Association for Computing Machinery (ACM) Special Interest Group for Information Technology Education accreditation draft document, the Accreditation Board for Engineering Technology (ABET) accreditation process, examples of database curriculum under both an Information Systems and Information Technology model, a comparison of the two perspectives and conclude with a recommendation choosing either the Information Systems or Information Technology Accreditation Model. Keywords: Database, Information Systems, Information Technology, Curriculum, Accreditation 1. HISTORY OF INFORMATION SYTEMS ACCREDITATION MODEL The history of the Information Systems (IS) 2002 Model begins with its conception in 1985 when the Computer Sciences Accreditation Board was formed. The blending of business and computer science professionals directed the need for validating and accrediting academic programs in the field of computer science. As the field of computer science grew, redefinition of the field presented the concept of Information Systems. Supported by a National Science Foundation (NFS) project, criteria and procedures for an accreditation process was established. By December 2001, the IS Accreditation Board associated itself with the Accreditation Board for Engineering and Technology, Computing Accreditation Commission (ABET CAC) and finalized the criteria for the accreditation process. The IS 2002 Model is the result of this endeavor. (Kohun 2003) 2. HISTORY OF INFORMATION TECHNOLOGY ACCREDITATION MODEL The history of Information Technology Accreditation Model begins soon after the finalization of the IS 2002 Model. An organization was established to representation the undergraduate Information Technology (IT) programs in the United States. This organization, the Society for Information Technology Educators (SITE), provided a forum for IT academics to discuss current trends and accreditation issues. SITE eventually established an association with the Association for Computing Machinery (ACM) forming the ACM Special Interest Group for Information Technology Education (SIGITE). By 2002, at their third conference in Rochester, NY a concerted effort was made to address the looming issues of accreditation for IT. By this time an accreditation model had been established for IS, defining and guiding academics to use a accreditation model supporting the IS academic and professional area. (SIGITE 2003) 3. IS 2002 MODEL CURRICULUM AND GUIDELINES FOR UNDERGRADUATE DEGREE PROGRAMS IN INFORMATION SYSTEMS In the Executive Summary of the IS 2002 Model information systems coursework has been specifically identified into three separate levels: 1. General courses in information systems suitable for all students regardless of their majors or minors. 2. Specialized Information technology and application design courses for both majors and minors in information systems. 3. Specialized application development, deployment, and project management courses for majors in information systems. (Gorgone 2002) Along with the identification of the three separate levels of IS coursework, an architecture of information systems curriculum was defined. This IS architecture consists of five curriculum presentation areas: 1. Information Systems Fundamentals 2. Information Systems Theory and Practice 3. Information Technology 4. Information Systems Development 5. Information Systems Deployment and Management Process (Gorgone 2002) The body of knowledge for an IS graduate includes key skills at the culmination of their studies. The IS Model 2002 committee concluded that: IS analysts have specific skills at approximately IS ’97 skill depth level 3 (the ability to USE knowledge) in areas of Interpersonal and Team Skills, Business Knowledge, Organizational Process Development (including IS Systems Analysis and Design), Project Management, Database, Software Development, Web Programming and Systems Integration. (Gorgone 2002) The IS 2002 Model identifies specific IS courses that are a part of the core knowledge of an IS graduate. Three courses focus on database knowledge and learning outcomes. IS 2002.7 Analysis and Logical Design Topics: Life cycle phases; requirements determination, logical design, physical designing, and implementation planning, structured versus object oriented methodologies, database design IS 2002.8 Physical Design and Implementation with DBMS Topics: Conceptual, logical and physical data models, and modeling tools, structured and object design approaches, models for databases; relational and object oriented; design tools; data dictionaries, repositories, warehousing, and data mining; database implementation including user interface and reports IS 2002.9 Physical Design and Implementation in Emerging Environments Topics: may include selection of development environments and standards; structured, event driven and object oriented application design; testing; software quality assurance; system implementation; user training; system delivery; post implementation review; configuration management; maintenance; multi-tired architectures and client independent design. (Gorgone 2002) The representative capabilities and knowledge expected for IS Program Graduates in the Technology area of Database Design and Administration are: Modeling and design, construction, schema tools, and DB systems, triggers, stored procedures, design and development of audit controls, Administration: security, safety, backup, repairs and replicating. (Gorgone 2002) 4. DRAFT ACCREDITATION CRITERIA: BACCALAUREATE PROGRAMS IN INFORMATION TECHNOLOGY The Draft Accreditation Criteria – Baccalaureate Programs in Information Technology Model (Draft IT Model) addresses the required curriculum for the IT discipline. The major topic areas as defined the Draft IT Model are programming, networking, database and web computing. The Database area is defined in terms of context, objective and topics: The context is the uses of data processing in solving customer problems. Objective: Students must understand the concept of data and how information is derived from the data. Students must understand the concept of data integrity (consistency and reliability). Students must understand the various methods for storing and retrieving data. Students must understand how the data will be process and how storage method will affect processing. Students must be familiar with the concept of files and databases. Students should understand the role of databases and distributed databases in software applications, particularly, Internet applications. Students must be able to create simple databases and query them using SQL. Topics: Data and Information, Data vs. Information, data interpretation, information coding, Data storage methods, mass storage devices, unstructured stores (files), structured storage (databases), data representation, file access methods (read, read/write, etc), records, fields, database types (relational, object-relational, etc.) data independence (logical and physical), Data integrity, concurrent access, record locking, security, transactions, databases, data management, data integrity, synchronization, real-time systems, data mining, queries, SQL, distributed databases, distributed network applications, Internet applications, e-commerce. (SIGITE 2003) The Draft IT Model has identified eight (8) General Criteria areas: I. Objectives, Outcomes, and Assessment II. Student Support III. Faculty Qualifications IV. Faculty Size and Workload V. Curriculum VI. Technology Infrastructure VII. Institutional support and Financial Resources VIII. Institutional Facilities (SIGITE 2003) Specific curriculum coursework has yet to be identified as compared to the IS 2002 Model. Only general topic areas have been identified. This inequity of development between the IS 2002 model and the Draft IT Model causes a difficulty in the comparison research between the two models. In order to present a fair and equitable case comparison between the two models, this author will show examples of two existing curriculum models; one university using a curriculum in Information Technology and one university using a curriculum in both Information Systems and Information Technology. These examples will show how database is placed or not placed in the model. 5. A BACHELOR’S DEGREE IN INFORMATION TECHNOLOGY George Mason University is committed to producing IT effective and competent professionals. When the School of Information Technology and Engineering (IT & E) investigated the development of an IT focused curriculum, the pivotal concern was to establish boundaries of the BS IT program. A choice had to be made that would provide for a stable curriculum of IT education. IT & E chose to develop standard concentration in one of two highdemand IT knowledge areas: Computer Graphics and Web Development or Information Security and Network Administration. (White, 2002) The BS IT program structure at George Mason University is described as follows: 1. IT Foundation Courses. All BS IT majors must complete the following foundation courses: IT 101 Introduction to Information Technology IT 103 Introduction to Computing IT 108 Programming Fundamentals IT 212 How Computers Work IT 250 Introductory Statistics 2. IT Core Courses. All BS IT majors must complete the following core courses: IT 213 Multimedia and Computer Graphics IT 214 Data Base Fundamentals IT 341 Network and Operating Systems Essential IT 451 IT Resource Planning IT 491 IT Seminar CS 305 Ethics and law for the Computing Professional MSOM 302 Managing Information MSOM 303 Marketing in a Digital World TCOM 300 Introduction to Telecommunications 3. IT Capstone Design Project. All BS IT majors must complete a two-semester sequence of approved capstone design courses. IT 492 Synthesis I IT 493 Synthesis II 4. IT Concentration Courses. All BS IT majors must complete a total of at least 15 semester hours of IT concentration courses from the three categories of courses listed under the student’s select IT concentration area. The student must select at least one of these five courses from each of the three categories of courses listed under the selected concentration. The number of courses in each category will increase as the BS IT program matures. To ensure the integrity of the concentration, any substitution for a course in a specific category requires prior approval from the BS IT program coordinator.(White 2002) The establishment of the boundaries and defining IT as an academic discipline was the most difficult task for the School of IT & E. The success of this program has been the result of establishing two concentration areas within the BS IT program. The School of IT & E is anticipating their definition of an IT Program to improve retention, increase enrollment, while assuring a program that fits in the IT accreditation model. (White 2002) 6. A BACHELOR’S DEGREE IN INFORMATION SYSTEMS AND A BACHELOR’S DEGREE IN INFORMATION TECHNOLOGY The mission of the Computer Information Systems & Information Technology Department (CISIT) at Purdue University Calumet is to continue to be recognized as an educational leader in information systems, through excellence in teaching, educational scholarship, applied research, and professional service and outreach. The CISIT department intends to serve the citizens of Indiana, the Midwest, and the nation by providing the highest quality education to prepare professionals for existing and emerging careers in the application of information systems. The department also hopes to prepare professionals who can plan, analyze, design, construct, maintain, and manage business computer applications, management information systems, databases, and computer networks. (PUC-CISIT 2004) In line with this mission the CISIT Department is proposing two separate Bachelor of Science (BS) degrees, Information Systems and Information Technology. This author will address the BS Information Technology Degree. The core courses of the proposed IT Degree required by an IT major are: CIS 103 Survey of IS and IT CIS 150 Introduction to Networking CIS 111 Introduction to H-C Interaction CIT 110 Introduction to Programming CIS 180 Intro to IT Project Management CIT 220 Introduction to Web Technologies CIT 230 Introduction to Database Technologies CIT 240 Introduction to Operating Systems CIT 260 Fundamentals of Information Assurance The fundamental courses of the proposed IT Degree by an IT major are: COM 114 Fundamentals of Speech Communication ENGL 104 English Composition I MA 214 Linear Algebra & Linear Programming ENGL 220 Technical Report Writing MA 225 Calc for Business & Economic I Natural Science Laboratory Elective SOC 100 Introduction to Sociology OR PSY 120 Elementary Psychology STAT 301 Elementary Statistical Methods PHIL 120 Critical Thinking The concentration courses for the Database Track are: CIS 242 E-Commerce Architecture CIS 354 Database Mgmt. Sys. Analysis & Design CIS 355 Database System Implementation CIS 341 Web Development I CIS 457 Database Administration CIS 353 Advanced Dbase. Pl/SQL Programming CIS 357 Data Warehousing & Mining CIS 384 Database Integration CIS 483 Computer Hardware/Software Selection (PUC CISIT 2004) The courses that focus on database knowledge and learning outcomes are: CIS 354 Database Mgmt. Sys. Analysis & Design This course discusses the role of databases in the System Development Life Cycle, with an emphasis on rational base analysis and object-oriented database analysis and design techniques-logical data modeling. Additional topics include the functions and components of state-of-the-art commercial DBMS software, distributed database, database models, and the role and function of the Database Administrator. Students will be assigned data modeling projects. CIS 355 Database System Implementation This course emphasizes the implementation of a relational DBMS. Students will use fourth generation languages and tools to implement design specifications. Additional topics include the implementation of physical data models, backup/ recovery facilities, concurrency control, integrity services and security mechanisms. Students will be assigned implementation projects. CIS 457 Database Administration Prerequisites: CIS 140, CIS 253, and CIS 286 This course covers database administration tasks and techniques. Students will install and implement two relational database management systems. Topics include RDBMS architecture, installation, creating databases, configuration, migrating data, database object management, user account management, tuning and backup and recovery. CIS 353 Advanced Dbase. Pl/SQL Programming This course is a continuation of CIS 355, Database Implementation. Advanced techniques of PL/SQL are covered. Topics include processing statements of PL/SQL blocks, procedures, functions, packages, dependencies, database triggers, built-in packages, dynamic SQL and Object Technology and code tuning. Students require advanced skills in a practice environment reinforcing concepts and techniques of PL/SQL programming. CIS 357 Data Warehousing & Mining This course is an overview of data warehousing and data mining together with in-depth explanations of critical issues in planning, design, deployment and ongoing maintenance of data warehousing. Students will gain a clear understanding of the techniques for extraction of data from sources, data transformations, data staging, data warehouse architecture and infrastructure and various methods for delivery. Additional topics will include an overview of On-Line Analytical Processing, Knowledge Discovery Database Process Model, Expert Systems, Neural Networks, Regression Analysis, Intelligent Agents as they relate to data warehousing. CIS 384 Database Integration This capstone course combines database skill sets and techniques, providing students with an integrated comprehensive experience of various database platforms and programming languages. Topics include the latest development tools, database features and strategies, embedded SQL programming, administrative API's, CLI.ODBC and OLE DB programming, JAVA programming, stored procedures and more. Students develop database applications in a variety of environments using a variety of programming tools, maximizing database performance, availability and efficiency (PUC CISIT 2004) The establishment of two separate BS degrees, Information Systems and Information Technology by the CISIT Department at Purdue University Calumet was created to fulfill the mission “ to continue to be recognized as an educational leader in information systems, through excellence in teaching, educational scholarship, applied research, and professional service and outreach.” (PUC CISIT 2003) 7. COMPARISON OF TWO DEGREE PROGRAMS TO THE REQUIREMENTS OF MODEL CURRICULA The George Mason University (GMU) BS IT degree program structure includes four major areas: 1. IT Foundation Courses 2. IT Core Courses 3. IT Capstone Design Project 4. IT Concentration Courses The sub-disciplines of Web development, computer graphics, information systems, telecommunication, network administration and information security are providing the ability to fill the emerging technologies in the technology industry. This focus of filling business needs by providing a solid body of knowledge for the new information technology professionals is the primary goal for GMU BS IT program. (White 2002) The issue of accreditation requirements was structured to meet degree requirements in general education and major related requirements. The GMU BS IT program was formulated around the model of clear objectives, performance-based assessment and constant feedback and planning. (White 2002) The IT Model Curricula includes a curriculum core and discipline topics that are covered in networking, database, programming, web, math and communication. (SIGIT 2003) In allowing for flexibility in the design of as degree program curriculum, the IT accreditation requirements provide a comparable model as such used in the George Mason University BS IT Program. The database requirement as stipulated in the both the SIGIT Draft Accreditation Criteria documents and the GMU BS IT Program provides for the foundational structure for an information technology body of knowledge. Neither the accreditation body nor the university discussed requires expert level of knowledge in the database area. (White 2002, SIGIT 2003) Purdue University Calumet (PUC) BS IT degree program as discussed previously in the paper provides a similar program structure as GMU: 1. IT Core Courses 2. IT Fundamental Courses 3. IT Concentration Courses (which includes a capstone project). PUC BS IT Database track provides the graduated student with an expert level of database body of knowledge. The course descriptions (see 6. A Bachelor’s degree in Information Systems and a Bachelor’s degree in Information Technology) of the PUC BS IT Database track fall better in line with the IS 2002 Undergraduate Information Systems Model Curriculum. Observing the IS 2002 Course Architecture and Sequence (See Figure 1), The introduction of IS 2002.1 Fundamentals of Information Systems, followed by IS 2002.7 Analysis & Design, IS 2002.8 Physical Design & Implementation with DBMS, and IS 2002.9 Physical Design & Implementation in Emerging Environments, one is able to draw a direct comparison to the PUC BS IT Database Track course structure and sequence (see 6. A Bachelor’s degree in Information Systems and a Bachelor’s degree in Information Technology). The similarity of the two structures, PUC BS IT Database Track and the IS 2002 Undergraduate Information Systems Model Curriculum is additionally substantiated by comparing the PUC BS IT Database track course descriptions and the IS 2002 Course Number, Title and Catalog Description Table (see Table 1). The two programs, PUC and GMU provide an entirely different body of knowledge in the database area. GMU provides a more foundational body of knowledge and PUC providing a more expert level body of knowledge. George Mason University BS IT program “combines major related requirements with general education requirements and electives to prepare students for professional employment in the information technology workforce, for further study in information technology, and for other careers requiring competencies in IT.” (White 2002) Purdue University Calumet BS IT program fulfils the Information Technology Accreditation Criteria by including network, web technologies, and security sub-disciplines in their BS IT degree program as typically found in IT accredited programs. Because PUC’s BS IT Database track was just recently created, there statistics are not yet available. (PUC-CISIT 2004) 8. CONCLUSION In coming to a conclusion about the issue, “Is Database Curriculum Information Systems or Information Technology?”, this author analyzed and compared the recommended curriculum coursework for the IS Model and the general criteria for the Draft IT Model. Database was defined under the IS Model as “Modeling and design, construction, schema tools, and DB systems, triggers, stored procedures, design and development of audit controls, Administration: security, safety, backup, repairs and replicating.” (Gorgone 2002) The Draft IT Model defines Database as “Students must understand the concept of data and how information is derived from the data. Students must understand the concept of data integrity (consistency and reliability). Students must understand the various methods for storing and retrieving data. Students must understand how the data will be process and how storage method will affect processing. Students must be familiar with the concept of files and databases. Students should understand the role of databases and distributed databases in software applications, particularly, Internet applications. Students must be able to create simple databases and query them using SQL.” (SIGITE 2003) The comparison of the two models, IS and IT, shows that IS expects database student to achieve a higher level of learning (application) and IT expects database student to achieve the first level of learning (understanding). My recommendation when considering IS or IT accreditation for Database Curriculum is that if the Database Curriculum expands the level of learning from remedial to expert, the model of choice is the IS 2002 Model. If the Database Curriculum is an addendum to existing “bodies of knowledge”, then the Draft IT Model may be the model of choice. 9. REFERENCES Gorgone, John T., Davis, Gordon B., Valacich, J.S., Topi, H., Feinstein, David L., Longenecker, Jr. H.E., “IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information systems”, 2002, ACM, New York, NY, AIS, and AITP (formerly DPMA, Park Ridge, IL.http://webfoot.csom.umn.edu/ais/02IS2002.pdf (accessed on July 5, 2004) Kohun, Frederick G., Wood, David F., “The ABET CAC Accreditation Experience – Intent and Reality – The Information Systems Perspective”, Proceedings ISECON 2003, Session 2415, http://isedj.org/isecon/xref/toc.html, (accessed on July 5, 2004) PUC CISIT, Department of Computer Information Systems & Information Technology, 2004, http://www.calumet.purdue.edu/cisit/, (accessed on July 9, 2004) SIGITE, “SIGITE Newsletter” Fall 2003, Volume 1, Issue, http://www.sigite.org (accessed July 5, 2004) White, E. Bernard, “Opportunities and Challenge to Developing A Bachelor’s Degree Program in Information Technology”, 2002, Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, Session 2558. Figure1. IS 2002 Course Architecture and Sequence Table 1. IS 2002 Course Number, Title, and Catalog Description ?? ?? ?? ??