:'''The curriculum discussions for the CNS/CTY programs have drawn attention to several key areas:'''<br>(Note current and proposed CNS/CTY curriculum maps display below)<br> 

 :::Students in the CTY program (after completing co-op) sometimes want to graduate with CNS and fail to see the point of taking an additional 2 semesters. The problem is that when students are enrolled in the CTY program, the CTY program requires them to complete the 6 semesters. A number of students will accept employment without having completed the CTY diploma certificate (this affects the perception of student success and retention). Creating an identical skill base for both CNS and CTY programs will offer employers with a minimum level of employee competence and provide a conduit for students to "upgrade" to pursue the CTYdiploma certificate if desired.

:*'''Increase retention of CTY students by offering career-oriented capstone real IT industry projects with IT industries in within the fifth and sixth semesters''':::With identical core requirements for the first four semesters of the CNS/CTY programs, the fifth and sixth semester of the CTY program can roll-out or tweak courses to have allow students to develop a better understanding of the IT industry by working with an IT company or organization on a solving a real IT industry-related task. A (referred to as a "capstone project" can match a CTY student with industry). By allowing students to with an industry partnerfor at least two semesters, the student is encouraged to complete the CTY program and prevent them from being "stagnant" after completing the CNS program and waiting for employement.

:*'''Promote student success by channeling them to a one year, lower credential diplomas diploma (with the option of re-applying to CNS/CTY upon successful completion)'''

:::There has been discussion in curriculum meetings to channel cns/cty students that are unsuccessful in their first semester in the CNS/CTY programs to transfer to obtain a One one Year, (reduced credit ) Diploma certificate. This course would provide the minimum (essential ) skills for students to apply to more work in basic job categories in the IT industry. Students that successfully complete this program may be allow to re-apply to the CNS/CTY program.

:::Subject matter experts in the CDOT applied research division have indicated gaps from what students learn and what is currently adopted in the IT industry. One example would be students, although having skills to create Ethernet cables for workstations, lack the subtle skill to wire a server rack. In an effort to eliminate this discrepancy, newer course will be introduced to deal with these issues including infrastructure, advanced data communications, advanced firewalls, and security. One suggestion is to split the NDD430 course into two separate courses, the first emphasizing infrastructure and the second emphasizing configuring a server and running services. The hardware course will be separated into two separate courses, the first focusing on the desktop, and the second to focus on data centers. In addition, a course in project management is recommended to be added as a government curriculum requirement. During the curriculum development process, courses in CNS and CTY should be consideredreviewed and improvements made to maintain consistency and assist in student success.