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STATUS OF INFORMATION SYSTEMS ACCREDITATION ISECON, October 2001

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Dr. John C. Henderson, Boston University. Dr Willis K. King, ... Dr. Gayle J. Yaverbaum,Penn State Harrisburg. ISECON 2001 Gorgone & Feinstein. 3. Agenda ... – PowerPoint PPT presentation

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Title: STATUS OF INFORMATION SYSTEMS ACCREDITATION ISECON, October 2001


1
STATUS OF INFORMATION SYSTEMS ACCREDITATIONISECON
, October 2001
  • John T.Gorgone, Bentley College
  • David L. Feinstein, University of South Alabama

2
IS ACCREDITATION EXECUTIVE COMMITEE
Dr. David Feinstein, Univ. of South Alabama Dr.
John T. Gorgone, Bentley College Dr. John C.
Henderson, Boston University Dr Willis K. King,
University of Houston Dr. Benn R. Konsynski,
Emory University Dr. Doris K. Lidtke, Towson
University Dr. Sorel Reisman, California State
University Dr. Jon A. Turner, New York
University Dr. Joe Valacich, Washington State
University Dr. Gayle J. Yaverbaum,Penn State
Harrisburg
3
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Questions

4
Three Types of Accreditors
  • Regional Accreditors
  • Accredit public private two- four-year
    institutions.
  • Comprehensive review of all institutional
    functions
  • National Accreditors
  • Accredit public private institutions,
    frequently single-purpose institutions
  • Specialized Professional Accreditors

5
Three Types of Accreditors
  • Specialized Professional Accreditors
  • Accredit specific programs or schools including
    business schools, accounting programs, computing
    programs, engineering schools and programs, law
    schools, medical schools, and health professional
    programs
  • E.g. AACSB, ABET

6
Purposes of Accreditation
  • Assuring Quality
  • Primary means to assure quality to students the
    public
  • A signal that program meets at least minimal
    standards for its faculty, curriculum, student
    services, libraries and fiscal stability.

7
Purposes of Accreditation
  • Engendering Employer Confidence
  • Accreditation status is important to employers
    when evaluating credentials of job applicants and
  • when deciding whether to provide tuition support
    for current employees seeking additional
    education.
  • Easing Transfer of Courses Among Colleges

8
Who Benefits from Accreditation
  • Students
  • Employers
  • Public
  • Institution
  • Reputation
  • Department
  • Program

9
Five Key Features of Accreditation
  • Self Study Summary of performance
  • Peer Review People in the profession
  • Site Visit Visit team review of program
  • Action by Accrediting Organization
  • Ongoing External Review Cycles up to 10 years

10
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Questions

11
Computing Accreditation Background
  • CS accreditation began in USA in 1986
  • 166 accredited programs at 158 institution in USA
  • Programs reviewed by faculty and qualified
    industry visitors (volunteers from universities
    and industry)
  • Only programs located in regionally accredited
    institutions are eligible
  • Process takes nearly 2 years.

12
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Criteria Details

13
IS Accreditation Current Status
  • Web survey of Draft Criteria (300 responses)
  • Revision of Draft Criteria
  • CSAB approved Criteria for testing- 7/00
  • ABET EC approved pilot test for Fall 2001
  • IS Criteria posted to web www.abet.org
  • Documents prepared, Evaluators Trained
  • 2001-2002 Program Review Cycle in progress

14
IS Accreditation Current Status
  • Program Selected, Self-study completed
  • October 2001- Team Visit Completed
  • July 2002 - Action on visit
  • September 2002 Final Statement
  • Next Cycle 2002-2003
  • Fall 2002 additional visits

15
IS Accreditation Current Status
  • Review Revise materials
  • Review Revise Proposed IS Criteria (August 2000
    version 5.2)
  • ABET final approval of IS Criteria 11/3/01
  • Identify IS programs interested in accreditation

16
IS Accreditation Current Status
  • Identify IS faculty and IS industry professional
    interested becoming program evaluators
  • Membership in the ACM, the IEEE/CS, or the AIS is
    expected.  Good communication skills are
    necessary.
  • Ph.D. In a computing discipline
  • At least associate professor rank
  • See www.csab.org for details application

17
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Criteria Details

18
Process for Initial Accreditation
  • Study the Criteria
  • Be sure your program meets the Criteria
  • Be sure all students in the program meet the
    Criteria
  • Be certain your infrastructure meets the Criteria
  • Be sure you have support from the Administration

19
Process - Pre-visit
  • Self-analysis of program
  • does it meet CAC Criteria?
  • Invitation issued by CAC (November)
  • Prepare self-study and collect course materials
    (Fall prior to visit)
  • Submit Request for Evaluation (January 31)
  • Pay fee for evaluation (June 1)
  • Submit Self-Study (July 1)

20
Self-Study - 1
  • One Volume Appendix
  • Contents
  • Objectives and Assessment
  • Student Support
  • Faculty
  • Curriculum
  • Laboratory and Computing Facilities
  • Institutional Support and Financial Resources
  • Institutional Facilities

21
Self-Study - 2 - Appendices
  • I. Information Relative to the Entire Institution
  • II. General Information on the Unit Responsible
    for the Information Systems Program
  • III. Finances
  • IV. IS Program Personnel and Policies Towards
    Consulting, Professional Development, and
    Recruiting
  • V. IS Program Enrollment and Degree Data
  • VI. Admission Requirements

22
Process - Visit
  • Schedule visit (July - August)
  • Work with your Administration to be sure they can
    meet with visitors
  • Host 2-3 day visit (Sep.-Nov.)
  • Prepare schedule with Team Chair
  • Prepare course exhibits and space for visitors
  • Be certain faculty, students, administrators
    are available for scheduled meetings

23
Process - Post-visit
  • Receive Preliminary Statement (March)
  • Respond to Preliminary Statement (30 days)
  • Preliminary report finalized
  • Presentation at CAC Annual Meeting (July)
  • Final Statement received (August - Sept.)

24
Accreditation Actions
  • Each program reviewed in Fall xx is voted on at
    the CAC Annual Meeting in July of xx1
  • Programs are informed of Action in August of xx1

25
Accreditation Actions Durations
  • General
  • Action Duration (Yrs)
  • NGR Next General Review 6
  • IR Interim Report 2
  • IV Interim Visit 2
  • SC Show Cause 1

26
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Questions

27
IS Accreditation Objectives
  • Assure graduates of an accredited program are
    adequately prepared to enter and continue the
    practice of information systems
  • Stimulate the improvement of IS education
  • Encourage new innovative approaches to IS
    education and its assessment
  • Identify accredited programs to the public

28
Philosophy
  • Institutions and Programs define mission and
    objectives to meet the needs of their
    constituents -- enable program differentiation
  • Programs demonstrate how criteria and educational
    objectives are being met

29
Evaluative Criteria Structure
  • Two documents
  • Criteria for Accrediting Computing Programs in
    the United States
  • eight Categories
  • each category is divided into
  • Intent
  • Standards

30
Evaluative Criteria Structure
  • 2. Guidance for Interpreting the Criteria for
    Accrediting Programs in Computing in the United
    States
  • Eight sections
  • one per criteria category
  • contents mapped to specific Standards

31
Criteria Categories
  • Objectives and Assessments
  • Students
  • Faculty
  • Curriculum
  • Technology Infrastructure
  • Institutional Support/Financial Resources
  • Program Delivery
  • Institutional Facilities

32
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Questions

33
Criteria Overview
  • What is an Intent statement?
  • An Intent statement is a high level description
    of a program that conforms to a particular
    Criteria Category.
  • In order to be accreditable, a program must meet
    the Intent statement of every Category.

34
Criteria Overview Example of an Intent Statement
  • Category Faculty
  • Faculty members are current and active in the
    discipline and have the necessary technical
    breadth and depth to support a modern information
    systems program.

35
Criteria Overview The Standards
  • Standards are a series of enumerated statements
    of how to minimally meet the Intent of a
    particular Category.
  • Standards are both qualitative and quantitative
  • Standards define minimum essential elements
  • A program that satisfies all the Standards of a
    Category meets the Intent of that Category.

36
Criteria Overview Examples of Standards
  • Category Faculty
  • One of the five standards in the Category
  • III.1 Interests, qualifications, and scholarly
    contributions must be sufficient to
  • teach the courses,
  • plan modify the courses curriculum, and
  • remain abreast of current developments in
    information systems.

37
Agenda
  • Overview of U.S. Accreditation
  • Computing Accreditation Background
  • Status of IS Accreditation
  • Accreditation Process
  • IS Accreditation
  • Criteria Overview
  • Questions
  • Criteria Details available for discussion

38
Questions
  • What questions do you have about IS
    Accreditation?
  • Criteria details are available for discussion as
    time permits.

39
Criteria Criteria Details
  • General introduction
  • Detailed discussion of each Criteria category
    will include
  • Intent
  • Standards

40
Criteria Categories
  • Objectives and Assessments
  • Students
  • Faculty
  • Curriculum
  • Technology Infrastructure
  • Institutional Support/Financial Resources
  • Program Delivery
  • Institutional Facilities

41
Objectives and Assessments CategoryMotivation -
1
  • Why include Objectives and Assessments in the
    criteria?
  • Aligns CSAB/ABET accreditation with
  • direction of regional accreditation bodies
  • criteria of other program oriented accreditation
    bodies
  • Demonstrates stable program direction in the face
    of natural program evolution

42
Objectives and Assessments
  • Motivation - 2
  • Why are documented objectives important?
  • Ensures alignment with stated mission and goals
  • Provides program direction
  • to plan appropriate program evolution
  • to form the basis for decisions
  • Enables effectiveness measurement of program
    activities
  • Provides foundation for continuous improvement
  • Addresses issue of increased accountability

43
I. Objectives and Assessments
Intent
  • The program has documented educational objectives
    that are consistent with the mission of the
    institution.
  • The program has in place processes to regularly
    assess its progress against its objectives and
    uses the results of the assessments to identify
    program improvements and to modify the programs
    objectives.

44
I. Objectives and Assessments
Standards
  • The program must have documented, educational
    objectives.
  • Objectives must include expected outcomes for
    graduating students.
  • Mechanisms must be in place to periodically
    review the program and courses.

45
Objectives and Assessments Standards (Contd.)
  • Program assessment results must be used to help
    identify and implement program improvement.
  • Program review and actions taken must be
    documented.

46
II. Students
Intent
  • Students can complete the program in a reasonable
    amount of time.
  • Students have ample opportunity to interact with
    their instructors and are offered timely guidance
    and advice about the programs requirements and
    their career alternatives.
  • Students who graduate the program meet all
    program requirements.

47
II. Students
Standards
  • Courses offered with sufficient frequency for
    students to complete the program in a timely
    manner.
  • Program must be structured to ensure effective
    interaction between teaching faculty and students.

48
Students Standards (Contd)
  • Advising on program completion, course selection
    and career opportunities must be available to all
    students.
  • Standards and procedures are established that
    ensure that graduates meet program requirements.

49
III. Faculty
Intent
  • Faculty members are current and active in the
    discipline and have the necessary technical
    breadth and depth to support a modern information
    systems program.

50
III. Faculty
Standards
  • Interests, qualifications, and scholarly
    contributions must be sufficient to
  • teach the courses,
  • plan and modify the courses and curriculum, and
  • remain abreast of current developments in
    information systems.
  • Must have a level of competence normally obtained
    through graduate work in information systems.

51
Faculty Standards (Contd)
  • A majority should hold terminal degrees.
  • Some full-time faculty members must have a Ph.D
    in information systems or a closely related area.
  • All faculty members must remain current in the
    discipline.

52
IV. Curriculum
Intent
  • The curriculum combines professional requirements
    with general education requirements and
    electives
  • to prepare students for a professional career in
    the information systems field,
  • for further study in information systems, and
  • for functioning in modern society.

53
IV. Curriculum Intent (cont)
  • The professional requirements include coverage of
    basic and advanced topics in information systems
    as well as an emphasis on an IS environment.
  • Curricula are consistent with widely recognized
    models and standards.

54
IV. Curriculum
Standards Background Information
  • Curriculum standards are specified in terms of
    semester-hours of study.
  • (Thirty semester-hours generally constitute
    one year of full-time study and is equivalent to
    45 quarter-hours)
  • A course or a specific part of a course can only
    be applied toward one standard.

55
IV. Curriculum
Standards General
  • Must include at least 30 semester-hours of study
    in information systems topics.
  • Most contain at least 15 semester-hours of study
    in an information systems environment, as
    specified below.

56
Curriculum Standards General (Contd)
  • Must include at least 9 semester-hours of study
    in quantitative analysis as specified under
    quantitative analysis.
  • Must include at least 30 semester-hours of study
    in general education to broaden the background of
    the student.

57
IV. Curriculum
Standards IS 30 hrs
  • Students take a broad-based core of fundamental
    IS material - at least 12 semester hours.
  • The core must provide basic coverage of
  • hardware and software
  • modern programming language
  • data management
  • networking and telecommunications
  • analysis and design and
  • the role of IS in organizations.

58
Curriculum Standards IS (Contd)
  • Theoretical foundations, analysis, and design
    must be stressed within the program.
  • Students must be exposed to a variety of
    information of computing systems.
  • Students must become proficient in one modern
    programming language.

59
Curriculum Standards IS (Contd)
  • All students must take at least 12 semester hours
    of advanced course work in information systems
    that provides breadth and builds on the core to
    provide depth.

60
IV. Curriculum
Standards IS Environment 15 hrs
  • The 15 semester hours must be a cohesive body of
    knowledge to prepare the student to function
    effectively as an IS professional in the IS
    environment.

61
IV. Curriculum
Standards Quantitative Analysis 9 hrs
  • The curriculum must include at least 9 hours of
    quantitative analysis beyond pre-calculus
  • Statistics must be included
  • Calculus and discrete mathematics must be
    included

62
IV. Curriculum
Standards - Additional Areas of Study
  • Oral and written communication skills of the
    student must be developed and applied in the
    program.
  • There must be sufficient coverage of global,
    economic, social and ethical implications of
    computing to give students an understanding of a
    broad range of issues in this area.
  • Collaborative skills must be developed and
    applied in the program.

63
V. Technology Infrastructure
Intent
  • Computer resources are available, accessible, and
    adequately supported to enable students to
    complete course work and to support faculty
    teaching needs and scholarly activity

64
V. Technology Infrastructure Standards
  • Each student must have adequate and reasonable
    access to the systems needed for each course.
  • Documentation for hardware and software must be
    readily accessible to faculty and students.
  • All faculty members must have access to adequate
    computing resources for class preparation and for
    scholarly activities.

65
V. Technology Infrastructure Standards (Contd)
  • There must be adequate support personnel to
    install and maintain computing resources.
  • Instructional assistance must be provided for the
    computing resources.

66
VI. Institutional Support and Financial Resources
Intent
  • The institutions support for the program and the
    financial resources available to the program are
    sufficient to provide an environment in which the
    program can achieve its objectives.
  • Support and resources are sufficient to provide
    assurance that an accredited program will retain
    its strength throughout the period of
    accreditation.

67
VI. Institutional Support and Financial Resources
Standards
  • Support for faculty must be sufficient to enable
    the program to attract and retain high-quality
    faculty capable of supporting the program
    objectives.
  • There must be sufficient support and financial
    resources to allow faculty members to attend
    national technical meetings with sufficient
    frequency to maintain competence as teachers and
    scholars.

68
Institutional Support and Financial Resources
Standards (Cont)
  • There must be support and recognition of
    scholarly activities.
  • There must be office support consistent with the
    type of program, level of scholarly activity, and
    needs of the faculty members.
  • Adequate time must be assigned for the
    administration of the program.

69
Institutional Support and Financial Resources
Standards (Cont)
  • Upper levels of administration must provide the
    program with the resources and atmosphere to
    function effectively with the rest of the
    institution.
  • Resources must be provided to acquire and
    maintain laboratory facilities that meet the
    needs of the program.

70
Institutional Support and Financial Resources
Standards (Cont)
  • Resources must be provided to support library and
    related information retrieval facilities that
    meet the needs of the program.
  • There must be evidence of continuity of
    institutional support and financial resources.

71
VII. Program Delivery
Intent
  • There are enough faculty members to cover the
    curriculum reasonably and to allow an appropriate
    mix of teaching and scholarly activity.

72
VII. Program Delivery
Standards
  • There must be enough full-time faculty members
    with primary commitment to the program to provide
    continuity and stability.
  • Full-time faculty members must oversee all course
    work.
  • Full-time faculty members must cover most of the
    total classroom instruction.

73
Program Delivery Standards (Cont)
  • Faculty members must remain current in the
    discipline.
  • All full-time faculty members must have
    sufficient time for scholarly activities and
    professional development.
  • Advising duties must be a recognized part of
    faculty members workloads.

74
VIII. Institutional Facilities
Intent
  • Institutional facilities including the library,
    other electronic information retrieval systems,
    computer networks, classrooms, and offices are
    adequate to support the objectives of the
    program.

75
VIII. Institutional Facilities
Standards
  • The library that serves the information systems
    program must be adequately staffed with
    professional librarians and support personnel.
  • The librarys technical collection must include
    up-to-date textbooks, reference works, and
    publications of professional and research
    organizations.

76
VIII. Institutional Facilities Standards (Cont)
  • Systems for locating and obtaining electronic
    information must be available.
  • Classrooms must be adequately equipped for the
    courses taught in them.
  • Faculty offices must be adequate to enable
    faculty members to meet their responsibilities to
    students and for their professional needs.
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