CNS/CTY Curriculum: Discussion Transcript
Rough Notes of CNS/CTY Discussion (Scott Apted, Wednesday January 21, 2015):
- Recorded by and transcribed (very roughly) by Murray Saul
In general, we are looking at a couple of things: One was trying to set out a better core curriculum for both programs. The last semester in CNS is basically all professional options. CTY has a "ton" of professional options (which is OK), but then CTY does this divergent thing in their third and fourth semesters, where if a student is starting out in CTY, that person goes into co-op, then decides to graduate from CNS, they are going to miss a couple of things. For example, if we potentially graduate students that have never taken ops335 which is considered a weakness since they are missing a big portion of the OS administration skills. (traditionally and optimally, students in CTY would take OPS435 for scripting skills, then take OPS335 for Linux administration skills).
The idea is essentially to return to the first 4 semesters being consistent for both programs: whether you are CNS or CTY. As a result, courses like INT420 (configuration of Apache web servers using the Perl scripting language) would no longer be a required or "core" part of the curriculum, as opposed to a "professional option". If we do that, on the other hand, we would have to not require INT620 a required course, but a "professional option" as well, since INT420 and INT620 are related courses.
Here would one of the major impacts or suggestions for both CNS and CTY curriculum development. For the CNS and CTY curriculum for the fourth year, it is currently NDD430 plus 4 professional options and for CTY program it is NDD430, INT420, OPS335 and two professional options. Relating to the future CTY curriculum map would be splitting NDD430 into two courses: the first being focused on LAN infrastructure (networking), and the other being focused on installation of a server and configuration of services. In addition to these courses, there is a suggestion for a need for a Firewall course (understand and know the functions of firewalls), a basic security course (focusing on security policies as opposed solely to intense focus on applications ("Bells and whistles" - like stated from textbook, "Inside the Security Mind" - perhaps what the current course SEC625 attempts to accomplish). There has been discussion regarding the last course available such as a "professional option", but part of the MTCU requirements for diploma status is some knowledge of "project management", so there is talk of eliminating the professional option for the fourth semester and having a course in project management.
Therefore, the first 4 semesters of both the CNS and CTY programs are more structured and are basically taking the same prescribed courses. Based on observation as it now exists, a dilemma exists where students attempting CTY and changing their minds (I want to do just CNS), this process can't be stopped. In this way, there is a consistency that whether or not the student graduates CTY or CNS, that a consistent set of skills are possessed.
Discussion in curriculum meeting to go back to basics that if students do not perform well will get placed in a one year (lower credential)program (1 year Ontario certificate). If they are successful with that program, then they might be able to continue with CNS / CTY. Secondly, there is a need for retention.
This will put more emphasis on CTY developing curriculum in the fifth and sixth semester that will have more value that will provide additional skills for the IT industry. Capstone project, involved directly with industry (research, problem solving). This may provide the students with a "carrot" that would be tempted to graduate CNS, but with no job prospects to be channeled tackling a "real IT" related situation as opposed to being inactive (which this "idle period" does not look great on a resume when applying for a job). In other words, students can use this time to develop a sense while working on these capstone projects of what that industry is about and to gain related skills. Streams: hardware, database, operating systems, security sideline stream, cloud, advanced data communication. Although these streams exist with course content, there is opportunity to further develop the courses to complement the capstone project. At the same time there is flexibility for professional options (i-series, tech support) - adding value. Capstone project can encourage students to stay for those 2 semesters (retention).
Hardware concerns: Hardware I is being more of a course that helps the student determine if the CNS/CTY program with for them. Desktop hardware instruction is most likely a good indicator for student to determine if the program is suited for them. Have Hardware I provide core knowledge base like IPC144 provides programming base for the CPA/CPD diploma programs. Hardware I is an "indicator course". Indication of teaching hardware as it relates to "data-centers" (eg. learning to cable for racks as opposed to workstations, etc).
Organizing Key Talking Points:
- The curriculum discussions for the CNS/CTY programs have drawn attention to several key areas:
(Note current and proposed CNS/CTY curriculum maps display below)
- Create an identical skill base for both CNS and CTY programs for the first four semesters
- 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 pursue the CTY diploma certificate if desired.
- Increase retention of CTY students by offering real IT industry projects 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 courses to allow students to develop a better understanding of the industry by working with an IT company or organization on a related task (referred to as a "capstone project"). By allowing students to with an industry partner for at least two semesters, the student is encouraged to complete the CTY program.
- Promote student success by channeling them to a one year, lower credential 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 to transfer to obtain a one Year (reduced credit) Diploma certificate. This course would provide the minimum (essential) skills for students to 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.
- Align hardware concepts to reflect data servers (eg. data centers) as well as desktop (client-server) models
- 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 reviewed and improvements made to maintain consistency and assist in student success.
