1. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty1 PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 1 Information Technology General Overview and Evolution (1 of 2) –Rapidly evolving field –Technology evolution programming languages theory (‘70s), formal methodologies era programming productivity and prototyping techniques (‘80s) era client/server, distributed applications, re-engineering (‘90s) era Web-centric, e-commerce (‘00s) era

2. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty2 Information Technology General Overview and Evolution (2 of 2) –Application Trends DP -> MIS -> IS -> IT -> IC TPS -> MIS (reporting) -> DSS -> EIS/ESS/ES - >Data Warehousing/Data Mining/Data Marts -> KM –H/W and S/W H/W cost dramatically dropped (<$500 PC) S/W lowering cost (Microsoft’s “free” era) S/W building - almost an “assembly line” approach PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 2

3. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty3 Students Needs, Employers Expectations, University Standards (1of 6) –Students Realities of the ‘90s Composition and expectation: 80/20 rule Working adults - more stressful than ever Increased “spoon-fed”, “sponge” attitude Carnegie-Melon 1x4 formula barely a reality - find any reason not to put in the effort Get the good grade/diploma now, learn later... PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 3

4. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty4 Students Needs, Employers Expectations, University Standards (2 of 6) Most of them “love” to complain; or, perhaps I’m too old or coming from the “wrong school” Super-sensitivity to (almost) anything; again, perhaps I’m too old or coming from the “wrong school” Most of time they coming with “I have rights” rather than “I have obligations” attitude Bring in “industry attitude:” do things without really understand why, how, what, when, where... Training vs. Education: unrealistic expectations PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 4

5. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty5 Students Needs, Employers Expectations, University Standards (3 of 6) Personally, I noticed a continuous downhill in students quality over the years, across the board, any institution, big or small, good or bad (as far as academic reputation or competitiveness) –Employers Expect (almost) immediate benefit Little (if any) involvement and cooperation with educational institutions As long as they pay for students tuition, they expect “the Moon, the Sea and with all the salt in the sea...” PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 5

6. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty6 Students Needs, Employers Expectations, University Standards (4 of 6) Expect schools to provide for more than an education: actually hands-on training State-of-the-art skills and knowledge Practical skills that can be utilized almost instantly Expect (sometimes) to solve current business problems with students/university help (resources) Training vs. Education: again, unrealistic expectations PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 6

7. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty7 Students Needs, Employers Expectations, University Standards (5 of 6) –Whitehead College Accelerated program Maintain high standards and therefore, reputation Portrait itself as different than competition Keep pace with technology changes More and more “customer,” i.e, student-oriented Not in the training business, but offering students many helping hands PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 7

8. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty8 Students Needs, Employers Expectations, University Standards (6 of 6) Textbooks, generally chosen to cover the (“hot”) topic, realities hardly considered (see below) Historical Overview and Evolution of Whitehead College Programming Courses (1 of 3) –Similarly to most other colleges and universities - (a little) behind the technology curve –Not necessarily a trend setter, rather a follower (?) –Move from COBOL to VB and link to DBMS PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 8

9. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty9 Historical Overview and Evolution of Whitehead College Programming Courses (2 of 3) –Move toward Web programming, some ActiveX (ISYS 317), some Web page development (ISYS 324/327) –Slowly embracing the critical need of “programming skills,” ‘C’ hardly accepted –The gap between CS and IS - more and more felt: students miss “fundamentals” –Sequencing of courses - still an issue –The role and content of prerequisites - still an issue PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 9

10. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty10 Historical Overview and Evolution of Whitehead College Programming Courses (3 of 3) –Length of some courses - still an issue –Cluster mentorship - still an issue –Emphasis on expertise of Productivity tools (MS Office) and “computer literacy” –Increasing role of Computer Networks, Telecommunications, Multimedia related topics –Some efforts to move toward OO; however, still “hard to swallow” PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 10

11. April 10, 1999 Dr. Cliff Kettemborough, University of Redlands, Lead Adjunct Faculty11 Information Technology Evolution vs. Future Lab Needs (1 of 1) –Lab equipment - not bad but still behind the curve –Consistency between various campuses, regional centers –Networking capabilities lags behind the expectations Questions, Comments, Suggestions? PROGRAMMING and RELATED TECHNOLGIES CURRICULUM (CK) - 11