Senate Bill 1314-01
UNIVERSITY SENATE
UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
UAC
Date:
December 9, 2013
PROPOSAL
TO CREATE A BACHELOR OF SCIENCE DEGREE IN INFORMATICS, AND
TO SUSPEND ADMISSION TO THE FACULTY-INITIATED INTERDISCIPLINARY MAJOR WITH A
CONCENTRATION IN INFORMATION SCIENCE
IT IS HEREBY PROPOSED THAT:
1. The University Senate approve the following proposal to create a Bachelor of Science
degree in Informatics, and to suspend admission to the Faculty-Initiated Interdisciplinary
Major with a concentration in Information Science, as recommended by the
Undergraduate Academic Council.
2. That these changes take effect beginning with the Fall 2014 semester.
3. This bill be forwarded to the President for approval.
Proposal for a B.S. in Informatics
1
Proposal
to
Create
a
Bachelor
of
Science
Degree
in
Informatics
The Department of Informatics proposes to create a Bachelor of Science degree in Informatics with a
combined major/minor. This program has its roots in but expands upon the BA in Interdisciplinary
Studies (Faculty-Initiated Interdisciplinary major in Information Science) currently offered by the
Informatics Department. This packet includes the new program, rationale for these changes, and
supporting documents.
Proposal for a B.S. in Informatics
2
Table
of
Contents
PROPOSAL TO CREATE A BACHELOR OF SCIENCE DEGREE IN INFORMATICS ..................... 1
RATIONALE FOR CURRICULUM ............................................................................ 3
Process for Developing this Program ...................................................................... 3
OUTLINE OF PROPOSED PROGRAM ....................................................................... 6
HISTORICAL CONTEXT ...................................................................................... 7
Informatics Department .................................................................................... 7
Informatics Values ........................................................................................... 7
Informatics as a Growing Field ............................................................................. 8
Recent Changes to Currently-Offered Information Science Program ................................ 8
Current vs. Proposed Programs ............................................................................ 9
Enrollment Growth ........................................................................................ 10
PROGRAM FEATURES ..................................................................................... 11
Core Requirements ........................................................................................ 11
Concentrations ............................................................................................. 12
General Education Competencies ....................................................................... 13
Pedagogy .................................................................................................... 16
Online Program ............................................................................................. 16
Transfer Students .......................................................................................... 17
Scheduling of Classes ...................................................................................... 17
CONTEXT .................................................................................................... 18
National Job Projections .................................................................................. 18
New York State Job Projections ......................................................................... 20
Student Demand ............................................................................................ 21
Informatics Peers .......................................................................................... 21
Connections and Relationships on Campus ............................................................. 22
APPENDIX A: PROPOSED CURRICULUM FOR A B.S. IN INFORMATICS ............................. 23
APPENDIX B: CONCENTRATIONS ........................................................................ 27
APPENDIX C: STUDENT LEARNING OUTCOMES ....................................................... 32
APPENDIX D: REQUEST TO SUSPEND ADMISSION TO THE FACULTY-INITIATED
INTERDISCIPLINARY MAJOR WITH A CONCENTRATION IN INFORMATION SCIENCE ............ 41
APPENDIX E: SAMPLE ADVISEMENT MAJOR ACADEMIC PATHWAYS (MAPS) ..................... 42
APPENDIX F: COURSE DESCRIPTIONS FOR INF BS ................................................... 46
Proposal for a B.S. in Informatics
3
Rationale
for
Curriculum
The BS in Informatics is offered within the context of a liberal arts degree. Students will complete a
broad-based academic degree with the in-depth training and educational experiences necessary to
prepare them for specific technology-focused careers. Among other things, the liberal arts foundation
of this degree will help promote skills such as critical thinking and in general promote lifelong
strategies. Given the rapid pace of social and technological change, these skills are particularly
important for students in Informatics.
Information and knowledge management is a cornerstone and foundation for many current and new
opportunities in today’s knowledge economy – in employment, in graduate school, and in society in
general. The following features of the BS in Informatics support this goal:
1. Students are introduced very early in the curriculum to computing and information academic
paths, via I INF 100 (new title: Information in the 21st Century) and I CSI 105 (Computing &
Information).
2. Students participate in job/technology project shadowing opportunities before they select a
specialization, via I INF 301 (new title: Emerging Trends in Information and Technology).
3. Students select one from a set of concentrations to specialize in a particular area. Each
concentration has defined student-learning outcomes that align with current and emerging
intellectual areas in Informatics, as well as potential career opportunities.
4. Students have opportunities for experiential learning, via internships, modified co-ops,
independent research, capstones and community service placements where students can put
into practice the technology skills they learn in classes.
5. Students will develop a professional portfolio of their technology projects throughout their
tenure at the University at Albany that will include highlights specific to their concentration.
This program prepares students for specific workplace opportunities in today's competitive global
environment and will also help them more quickly refine their career decisions and life objectives.
Process
for
Developing
this
Program
A survey of current and former University at Albany computing and information students indicates
strong support for the concentration model.1 This target population was broader than current or
previous Information Science students to give a broader range of feedback, but focused on CCI students
and alumni because they (generally) have an interest in computing and information. The
concentrations2 listed on the survey differed slightly from those proposed here: Web development,
User Experience, Cyber-security, Software development, Library Science, Information Technology,
Networking, Social Media, Data Analytics, Computational Informatics, Social Informatics, and Health
Informatics, with an option for None. For the following analysis, we combined results for web
development with those for user experience and computational informatics with software
development.
1
http://www.surveymonkey.com/s/ZYKMK8Q
2
Note
that
on
the
survey
the
concentrations
were
called
“tracks.”
Proposal for a B.S. in Informatics
4
Students were asked
1. If you could have specialized in a particular area in your Information Science/Informatics
degree, what would you have chosen?
IT was the first choice with 24% of students picking it followed by Web Development/UX with
21%. Figure 1 shows the popularity of all the concentrations.
Figure
1.
What
would
you
have
specialized
in?
Summer
2013
Survey
*Some students chose more than one option as their top pick causing the percentages to add up to more than 100%
2. Please rank the following areas with which tracks you think would be the best to add, based
on your interests and what you know of the field.
This time Web Development was in the lead with 100% of students having it in their top 5
choices followed by Software Engineering (renamed Software Development) and Computational
Informatics with 85% of students having it in their top five picks. Figure 2 illustrates what
students thought would be the best concentrations to add.
IT
24%
web
dev
+
UX
21%
cybersecurity
18%
SE
+
comp
INF
15%
health
INF
9%
lib
science
6%
networking
6%
social
media
6%
data
analytics
6%
Top
Track
Picks
Proposal for a B.S. in Informatics
5
Figure
2.
What
tracks
should
we
add?
Summer
2013
Survey
UAlbany Admissions counselors consistently relay that there is strong demand for Interactive User
Experience (focused on Web Development) and Cyber-security specializations from high school seniors.
The Informatics Department met with capital region industry leaders3 in the technology fields
represented by these concentrations to discuss student learning outcomes, experiential learning
opportunities, and other relevant issues on August 30, 2013. The discussion was very positive regarding
the proposed program and specific concentrations. In addition to general advice on what to
include/exclude from concentrations and which potential career options aligned with which
concentration, specific themes that came up repeatedly include:
1. Communication, teamwork, and project management (specifically software development life
cycle techniques) skills are paramount for today’s graduates. The specific languages and/or
tools used matter far less. This is built into the program through using team-based learning
methods and adding a project management course that will mirror actual work environment
challenges and situations.
2. It is important to avoid centering the curriculum on specific tools. Rather it is essential that
students learn multiple tools and how to teach themselves new tools as they are developed.
The proposed program is not locked in to specific tools or technologies in the proposed
program, course descriptions or syllabi, giving us the flexibility to remain as techniques and
specific tools change.
3. The field changes so dramatically and so quickly, we should take care to avoid being too trendy
and need to be agile enough to stay current, semester-by-semester. Recognizing how important
it is to market the program to high school students, parents, transfer students and returning
students, we will adjust the message according to trends, while at the same time focusing on
“current technologies” and “currently used tools” within the official program (this proposal). In
addition, it is our expectation that we will add concentrations as new fields emerge and
resources allow, such as health informatics.
4. Informatics connects Information Technology skills to other bodies of knowledge, so we should
continue developing relationships on campus with other programs. This is the foundation of the
3
Including
New
York
State
Office
of
Information
Technology
Services,
New
York
State
Office
of
Mental
Health,
CDPHP,
and
Apprenda.
Not
able
to
attend,
but
providing
feedback
were
also
PVA,
Kitware
and
Tyler
Technologies.
0%
20%
40%
60%
80%
100%
Students'
Top
Picks
Top
Pick
Within
Top
3
Picks
With
In
Top
5
Picks
Proposal for a B.S. in Informatics
6
Informatics minor, not part of this proposal. Currently, this proposal reflects relationships with
Public Administration, Sociology, Documentary Studies, and Computer Science Departments.
We also met with other departments that were interested in partnerships, but are under
resource constraints that preclude a partnership at this time. Once approved, we will continue
our conversations with departments on campus.
5. Employers also recommended a capstone experience for students from all concentrations to
work together, bringing their skill set to a team to create a business or complete a project,
each bringing forth their area of expertise. This can be done as part of the experiential
learning opportunity requirement within the program.
6. The representatives at the meeting all were interested in hosting job shadowing students and
internships, continuing the conversation about keeping the program current and relevant, and
willing to share their expertise with students as guest lecturers or instructors. We will continue
to develop these relationships as the program matures.
Many of the suggestions they made have been incorporated into the final version of the proposal.
The CCI Curriculum committee met on September 6, 2013 to discuss the proposal. After face-to-face
and online discussions following, the Committee approved this proposal on September 13, 2013 with
nine in favor, none opposed, and one abstention.
Outline
of
Proposed
Program
The program proposed:
1. is named Informatics (CIP code: 11.0104, HEGIS: 0799). Informatics, or the application of
technology, accurately describes the proposed degree and the concentration model.
2. is a Bachelor of Science.
3. is a combined major/minor consisting of 54 credits.
4. has experiential learning opportunities embedded in the requirements.
5. has core requirements. There are seven concentrations to choose from. These concentrations
are:
•
Interactive User Experience (i.e., Web Design Plus)
•
Cyber-security
•
Computer Networking
•
Software Development
•
Data Analytics
•
Social Media
•
Information Technology
6. has an option for students to apply for a self-designed concentration.
Proposal for a B.S. in Informatics
7
7. has a fully online option (IT concentration only).
See attached course action, syllabi, and program forms for detailed course descriptions.
Historical
Context
Informatics
Department
Currently, the Informatics Department offers a B.A. in Interdisciplinary Studies (faculty-initiated
interdisciplinary major in Information Science). Attached to this proposal is a proposal to close
admission to the currently offered degree and to have the degree in this proposal replace it. This
degree educates students for such careers as information technology specialist, records manager, Web
developer, database administrator, and others while focusing on interdisciplinary, liberal arts
education of our students. Some students enter graduate programs in library science, information
science, business, and others. The department also offers an undergraduate minor in Informatics that
may be combined with a major in any discipline except Information Science and has cognate options
for students with certain departments4, that focus on information and technology in that specific field.
The Informatics Department also houses a doctoral program in Information Science. The INF PHD
program, like the undergraduate program in this proposal, has a strong required core of courses and
then specializations for students to concentrate on a particular area, engaging with departments all
over campus. Like the proposed INF BS, there is an opportunity in the INF PHD program for students to
propose a self-designed specialization.
Pending final approval of SUNY 2020 Memoranda of Understanding negotiations with the Provost, the
Informatics Department will be hiring for Fall 2014 two faculty members to focus on online teaching
and learning through the SUNY High Needs and the University at Albany 2020 programs, two faculty
members specializing in cyber-security5 through the UAlbany 2020 program, one INF faculty member
specializing in information, government and democratic society6 through the UAlbany 2020, and one
faculty member to focus on undergraduate teaching as a result of the UAlbany 2020 program. In
addition, searches have already been approved and begun for a full-time secretary dedicated to the
Informatics Department and a full-time undergraduate advisor to support this program. A full-time
Director of the Information Science doctoral program has also been approved. It is expected that all of
these will be approved by the time of final Senate approval. In addition, the College of Computing and
Information has confirmed that they will sustain for the foreseeable future the current level of support
for the hiring of adjunct faculty to support this program.
Informatics
Values
As a Department, Informatics values wide-spread access to technology education. The Informatics
minor is founded on the principle of “study what you love, but also graduate with enough technology
skills to be technology-knowledgeable in the 21st century.” In addition, we as instructors place a very
high value on quality undergraduate education and engaged learning. Specifically, we value:
•
Engaged, active learning
4
Complete
list
of
current
INF
minor
cognate
options:
Art,
Communication,
Computer
Science,
Criminal
Justice,
Economics,
Geography,
Journalism,
Physics,
and
Women’s
Studies.
Additional
cognate
options
will
to
be
developed
as
a
result
of
successful
funding
of
this
proposal.
http://www.albany.edu/testarea/undergraduate_bulletin2012-‐2013/minors.html.
Sociology
cognate
option
pending
Senate
approval.
5
In
partnership
with
Public
Administration
and
the
Computer
Science
Departments
6
In
partnership
with
Public
Administration
Department
and
the
Center
for
Technology
in
Government
Proposal for a B.S. in Informatics
8
•
Access to technology education
•
Cutting-edge topics
•
Staying ahead of the curve on technology developments and trends
•
Trying something different
Additionally, as instructors, we practice the UAlbany Principles of Effective Teaching. Paraphrasing,
“good teaching
1. Communicates high expectations
2. Encourages active learning
3. Includes clear organization and smart preparation
4. Respects diverse talents and ways of learning
5. Ensures prompt, frequent, constructive feedback
6. Involves productive student-faculty interactions
7. Maintains respectful, ethical student-faculty interactions and
8. Invests in continuous improvement.”7
Informatics
as
a
Growing
Field
The name of this degree is Informatics (HEGIS code 0799, CIP code 11.0104). Informatics is technology
applied to specific fields. Informatics serves as the bridge between computing and information
technology and specific application domains, ranging, for example, from the government and public
policy to economics to health care. As computing and information technologies become increasingly
embedded in the day-to-day operations of commerce Informatics as a field will become increasingly
important. We will need more individuals who understand a diverse set of technologies and how to
apply them across fields. To illustrate this point we can look to the case of “big data” today.
Organizations are producing immense amounts of data and emerging technologies are now making it
possible to collect that data and use it to answer questions. This has created the need for individuals
who understand how to use those technologies and how to get information out of large data sets.8
Recent
Changes
to
Currently-‐Offered
Information
Science
Program
We began our efforts to revise the undergraduate program in 2009. In August 2010, the Provost
approved moving the undergraduate program from the Department of Information Studies to the
Informatics Department. A revision of the curriculum was submitted in Fall 2011 and the revised
program was implemented in Fall 2012. The revision was intended to be a two-stage process: (1) make
updates, as reflected in Bill No. 1112-17, Revisions to INF major, approved by the Senate on 4/30/12
and signed by President Philip 6/13/12 and then (2) add specialization tracks and convert the Faculty-
Initiated Interdisciplinary degree into a “real degree”. We are in this second stage now.
7
http://itlal.org/sites/default/files/forms/ITLALNewsletterAug2013.pdf
8
http://hbr.org/2012/10/data-‐scientist-‐the-‐sexiest-‐job-‐of-‐the-‐21st-‐century/
Proposal for a B.S. in Informatics
9
Adding the professional development and specialization model is a continuation of the shift in the
program described in Bill No. 1112-17:
Firstly, most of our students are interested in a degree that might be best-described as
“applied computing and information” (though rarely in these words by the students
themselves). They want to use computers as tools to design, build, count, communicate, and so
on. They need enough academic exposure to “technology” to understand how hardware and
software tools work, but many of them have no interest in or facility for the algorithmic,
mathematical, and programming disciplines of computer science. This is true for students who
come to Albany as freshmen and especially true for transfers.
Secondly, to oversimplify, the origin of this major was rooted in an “individual-as-information-
seeker” perspective. This is subtly evident in the emphasis of the core and upper-division
required courses on psychology, linguistics, and logic. Without in any way challenging the value
of that outlook, it is imperative to accommodate the change to an information-ready,
networked, highly social, online world. This might be termed the “group-as-information-
creators-and-sharers” perspective.9
The current proposal takes this one step further both by applying the technology and information to a
specific area (i.e. Interactive User Experience or Cyber-security) through formal coursework and
experiential learning opportunities and putting the focus squarely on technology and information in
society and not solely as it relates to individuals.
As the proposed program is implemented in Fall 2014, we request permission to close admission to the
FIID/IS. We will continue to graduate students who have currently declared the FIID/IS if they wish to
keep that major through DARS exceptions. See Appendix D for a proposed crosswalk of current
requirements with proposed updates. We request that students who matriculate prior to F14 also have
the opportunity to declare the new major.
Current
vs.
Proposed
Programs
The proposed program retains the strengths of the currently offered FIID/IS, while adding diversity and
more rigorous technical skills. Maintained strengths include:
•
Strong core set of classes that provide the theoretical foundation of informatics
•
Breadth of exposure to various technologies
•
Interdisciplinarity (i.e., looking at technology in various areas)
•
A focus on user experience with technology (i.e., design)
Improvements include:
•
Depth to individual student’s program
•
Integrated job readiness skills from very early courses through capstone experiences
•
Required experiential learning opportunities
•
Systematic integration of teamwork skills
9
Taken
from
Senate
Bill
No.
1112-‐17
Proposal for a B.S. in Informatics
10
•
Scaffolding of communication skills across courses
Enrollment
Growth
As shown in Table 1, enrollment in the current Information Science major has grown over 60% in three
years and is holding steady. This new program will maintain current enrollment and attract new
students who would otherwise not consider this degree at the University at Albany.
Table
1.
Enrollment
by
Information
Science
major
F09
S10
F10
S11
F11
S12
F12
S13
ENRL
Total
Information
Science
majors
147
189
210
229
217
237
221
239
Table 2 shows the rapidly increasing demand for undergraduate courses offered by the Department of
Informatics, having almost doubled its seat count over five years. Because many of the class
enrollments are limited by seat capacity in classrooms, the numbers could grow even higher as access
to the courses is expanded.
Table
2.
Enrollment
in
Undergraduate
INF
courses
Course
F08
S09
F09
S10
F10
S11
F11
S12
F12
S13 F1310
100X*
343
370
191
364
400
350
372
440
429
490
849
201
32
60
70
59
56
54
54
51
71
132
114
202
-‐-‐
20
46
55
49
49
83
79
79
71
89
301(X)
*,
**
84
69
84
71
135
112
89
56
89
43**
89
361/362***
26
30
31
30
30
26
21
22
28
50
23
423
21
20
34
42
-‐-‐
34
57
40
76
40
71
424
30
22
28
-‐-‐
37
-‐-‐
48
38
37
69
35
468
-‐-‐
-‐-‐
-‐-‐
-‐-‐
1
-‐-‐
2
4
3
5
1
496
-‐-‐
-‐-‐
-‐-‐
-‐-‐
-‐-‐
-‐-‐
-‐-‐
18
19
31
70
499***
25
27
21
34
22
26
21
75
26
53
18
TOTAL
561
618
505
655
730
651
747
823
857
984
1359
*I INF 100X & I INF 301 were approved for Gen Ed, 21st Century Challenges eligibility roster Summer 2013.
Enrollments are anticipated to grow dramatically in the 2013-14 year.
** Spring 12 I INF 301 enrollments declined when the course withdrew from the information literacy Gen Ed
eligibility roster.
*** Restricted to Information Science majors only.
10
As
of
09/03/13
Proposal for a B.S. in Informatics
11
Table 3 highlights projected enrollment growth for the INF BS over the next five years.
Table
3.
Projected
Enrollment
Growth
for
the
INF
BS
S15
S16
S17
S18
S19
Total
Informatics
majors
258
259
280
310
350
Program
Features
Core
Requirements
The proposed program includes a 42-credit core set of courses that all majors will be required to take.
We aim to accomplish a few goals with the core. First, the core courses will focus on the “soft skills”,
such as teamwork, critical thinking, and problem-solving skills, which are in high demand from
employers. Second, students will take a set of introductory technology courses so they have a well-
rounded base understanding of multiple technical areas. Third, students will gain real world practical
experience through learning opportunities in the field. Below is a list of the core highlights.
The 42-credit core includes:
•
Three courses about information/technology and society
•
Five introductory skills courses: project management, programming, web design, data, and
networking
•
One course each in math, research methods, and statistics
•
Three courses in experiential learning
Students practice and develop the following skills in the core courses:
•
Teamwork and interpersonal skills (i.e., team-based learning (TBL) pedagogy in many courses)
•
Verbal communication (in many courses, but specifically TBL courses and I INF 499)
•
Written communication (i.e., visual presentation of information is required in almost every
class, through papers, blogs, infographics, tweets)
•
Problem-solving and critical thinking (specifically I INF 100, 200, 301, 499)
•
Analytical abilities (i.e., data analysis, math courses, statistics, I INF 200)
•
Technology skills (i.e., programming, web development, networking and databases)
•
Research methods and analysis (i.e., I INF 200 and statistics)
•
Real-world, practical experience (i.e., experiential learning opportunities)
•
Project management skills, specifically for digital projects (I INF 305)
Proposal for a B.S. in Informatics
12
Concentrations
In addition to the 42-credit core, students also select a 4-course concentration. See Appendix A:
Concentrations for descriptions of each concentration. The concentrations each may have core
components plus a selection of electives within the concentration. The underlying components shared
by all concentrations will be a job shadowing opportunity at the start of the program and an internship
opportunity as a culminating experience that will help students better understand and refine their
career goals as soon as possible. By including an internship or similar experience, all students will share
a consistent experience that they can also apply to their coursework and study programs.
Each of these concentrations has a specific career focus, as outlined in Table 4. This is not to lock
students into a specific career, but to help guide their decisions about which concentration to select. It
is quite possible that students in one concentration are qualified for careers from another
concentration just by the nature of the core courses and their extra-curricular energies. For instance,
someone studying cyber-security may be designing websites on the side and can use the two
experiences together to work on social media. Finally, it should also be noted that some of these areas
are so new, there are not well-defined job titles yet, especially within the data analytics
concentration. Employers told us they know what they are looking for, but there is no specific title for
it yet. This is to be expected with such a rapidly-changing field.
In addition, any of these concentrations prepare students for graduate school in areas such as
Information Science, Informatics, Business Administration, Human-Computer Interaction (with a design
focus), Security Informatics, Information Technology, and others.
Table
4.
Potential
career
options,
as
related
to
concentrations
Concentration
Potential
career
options
(1) Interactive User
Experience11
Web Designer, User Experience (UX) Manager, Corporate
Webmaster, Information Technology Manager (IT Manager), Web
Site manager, Webmaster, UX Designer, UX Expert, UX Analyst, UX
Architect, IT Specialist, Interaction Designer, Usability Analyst,
Information Architect
(2) Cyber-security 12
Information Security Analyst, Information Technology Specialist,
Data Security Administrator, Information Security Officer,
Computer Specialist, Information Security Specialist, Information
Systems Security Analyst, Computer Security Specialist,
Information Security Manager
(3) Computer Networking13
System Administrator, Network Administrator, Computer Network
Support Specialist, Computer Network Architect, VoIP Specialist
(4) Social Media14
Social Media Community Manager, Social Media Strategist, Social
Media Specialist, Social Media Manager, Social Media and Electronic
Communications Coordinator, Director of Social Media, Public
Information Officer, Corporate Community Specialist, Blogger
(5) Data Analytics15
Data Analyst, Data Mining Specialist, Data Visualization Specialist,
Data Scientist, Decision Support Specialist
11
http://www.onetonline.org/link/summary/15-‐1134.00
12
http://www.onetonline.org/link/summary/15-‐1122.00
13
http://www.onetonline.org/link/summary/15-‐1152.00
14
http://www.indeed.com/jobs?q=social+media&l=
Proposal for a B.S. in Informatics
13
(6) Software Development16
Applications Programmer, Systems Engineer, Software Architect,
Web Developer, Software Design Analyst
(7) Information Technology17
Data Analyst, IT Project Manager, Computer Support Specialist,
Help Desk Analyst, Technical Support Specialist, Network Support
Specialist
As previously mentioned, we anticipate adding concentrations as new fields develop and updating
current concentrations to keep them current. By having the concentration model, this allows us to
maintain a strong core while keeping the students’ experience relevant and employable. Our peer
institutions (see below) also using the concentration model do a similar thing, offering new
concentrations and eliminating or updating outdated concentrations.
Self-‐Designed
Concentration
It is possible for students to create a self-designed concentration with approval of an Informatics
review committee. Students must petition the self-designed concentration committee for approval of
such concentrations. It is essential that such petitions demonstrate that:
•
The proposed concentration fits within the Informatics field,
•
The proposed concentration is an emerging area in Informatics that is not already being
offered,
•
The student has support from a faculty/mentor, and
•
The student has access to courses in their proposed area on campus.
Proposal
and
Approval
Process
for
Self-‐Designed
Concentration
•
Student must write a rationale for their desired self-designed concentration and explain why
current program-defined concentrations are not adequate options.
•
Student must provide a proposal of courses to take to support the proposed self-designed
concentration. Concentrations should consist of a minimum of four (4) courses. At least 9
credits of a self-designed concentration should be taken while enrolled in the INF BS program.
•
Student must have at least one University at Albany faculty member approve this rationale and
proposal in writing.
•
The appointed faculty committee on self-designed concentrations must approve the request in
order for the student to pursue that concentration.
General
Education
Competencies
As of Fall 2014, undergraduate programs are required to include four general education competencies
into the major.18 The INF BS degree has been crafted to integrate these competencies. (See attached
forms for each competency.) Specifically,
15
http://www.indeed.com/q-‐Data-‐Analytics-‐jobs.html
16
http://www.onetonline.org/link/summary/15-‐1133.00
17
http://www.onetonline.org/link/summary/15-‐1199.09
http://www.onetonline.org/link/summary/15-‐1151.00
18
http://www.albany.edu/generaleducation/implementation-‐timetable.php
Proposal for a B.S. in Informatics
14
1. Advanced Writing: I INF 301, I INF 499
Definitions and Learning Objectives
Educational experiences that satisfy the Advanced Writing competency in the major will
provide students with sustained practice in increasingly sophisticated writing, in a variety of
formats appropriate to the discipline. Faculty will guide students toward writing effectively in
the discipline by providing appropriate evaluation of written documents, including
opportunities to incorporate feedback and progress as writers, either through revision or
subsequent assignments. Students' coursework will also convey knowledge of and access to the
necessary tools and resources for writing in the discipline.
Students completing educational experiences that satisfy the Advanced Writing competency as
part of the requirements for graduation in the major will:
•
demonstrate increasingly sophisticated writing according to the conventions of their
academic discipline;
•
be able to communicate clearly in writing, employing fundamental rules of usage,
style, and mechanics in the context of their discipline;
•
be able to evaluate critically a variety of written texts, including their own;
•
demonstrate the ability to incorporate critical feedback on their writing, coming to
understand that revision and rewriting are an integral part of the writing process.
2. Critical Thinking: I INF 200, I INF 202, I INF 301, I INF 499
Definitions and Learning Objectives
Critical thinking is the systematic process of analyzing and evaluating data, hypotheses,
arguments, or critiques. It is an essential component of any academic major. The research,
scholarship, and creative activities of university faculty ensure that our academic disciplines
are constantly evolving. The facts and theories in academic disciplines are essential knowledge
our students must learn, but it is mastery of critical thinking that will allow for lifelong
educational and occupational development, and facilitate students’ functioning as engaged
citizens. Students’ coursework in the major will cultivate in them habits of critical thinking,
as they learn to approach questions and problems in critical, logical, and reflective ways.
Students completing educational experiences that satisfy the Critical Thinking competency as
part of the requirements for graduation in the major will:
•
formulate complex questions, problems, and hypotheses clearly and precisely, and
apply familiar and new concepts in developing solutions and conclusions;
•
gather and assess relevant information/data;
•
test hypotheses against relevant criteria and standards, accounting for the facts;
•
develop well-reasoned arguments and communicate them effectively to others;
•
demonstrate habits of reflection upon their own and others’ thinking—identifying,
analyzing, and evaluating their own and others’ arguments; and challenging
conclusions with alternative explanations or points of view.
Proposal for a B.S. in Informatics
15
3. Oral Discourse: I INF 499
Oral discourse provides opportunities for students to develop the oral communication skills
they need to participate more effectively in public and academic debates and discussions.
Each academic major will offer opportunities for students to participate in a variety of
communication contexts appropriate to the discipline, and to reflect on the principles and
theories relevant to specific oral communication activities.
Students completing educational experiences that satisfy the Oral Discourse competency as
part of the requirements for graduation in the major will:
•
communicate ideas effectively appropriate to a specific context and according to a
specific set of criteria;
•
establish and maintain an appropriate performer/audience relationship in a given oral
exercise, and actively engage with listeners/audience;
•
respond to, and where appropriate, incorporate listener’s comments and questions;
•
evaluate, orally or in writing, an oral performance;
•
regularly practice communication skills through questions, discussions, debates and/or
presentations (both formal and informal).
4. Information Literacy: I INF 100, I INF 301, I INF 499
Information literate individuals are able to gather, evaluate, use, manage, synthesize, and
create information and data in an ethical manner. They also understand the dynamic
environment in which information and data are created, handled, and enhanced. Students
demonstrate information literacy through finding information from appropriate sources;
evaluating, using and managing information; and appreciating the role of information literacy
in learning. Learning is understood here as the constant search for meaning by acquiring
information, reflecting on and engaging with it, and actively applying it in multiple contexts.
To this end, each academic major will offer increasingly sophisticated research assignments
that rely upon diverse information sources. Students will find, process, evaluate, and cite
information sources, creating and sharing information presented in multiple formats from
multiple sources in a form appropriate to the discipline.
Students completing educational experiences that satisfy the Information Literacy competency
as part of the requirements for graduation in the major will:
•
understand the information environment and information needs in the discipline in
today’s society, including the organization of and access to information, and select the
most appropriate strategies, search tools, and resources for each unique information
need;
•
demonstrate the ability to evaluate content, including dynamic, online content if
appropriate;
•
conduct ethical practices in the use of information, in ways that demonstrate
awareness of issues of intellectual property and personal privacy in changing
technology environments;
Proposal for a B.S. in Informatics
16
•
produce, share, and evaluate information in a variety of participatory environments;
•
integrate learning and research strategies with lifelong learning processes and
personal, academic, and professional goals.
In addition, two of ten general education course requirements19 are embedded in the major, including:
1. Challenges of the 21st Century (1 course, UAlbany-specific): I INF 100 (and I INF 301)
The courses in the category of Challenges for the 21st Century address a variety of issues
focusing on challenges and opportunities in such areas as cultural diversity and pluralism,
science and technology, social interaction, ethics, global citizenship, and others, and may
include interdisciplinary approaches. Courses in this category will be expected to address the
historical roots and contemporary manifestations of challenges that lie ahead as students
move into the world beyond the University at Albany
2. Math and Statistics (1 course): A MAT 108 (and another A MAT course)
Approved courses introduce students to or extend their knowledge of pre-calculus, calculus,
discrete mathematics, probability, statistics and/or data analysis. Courses may be offered in
the Department of Mathematics and Statistics and in other departments that have expertise in
quantitative reasoning and data analysis and that offer appropriate courses, particularly in
statistics or discrete structures.
Pedagogy
A keystone of the proposed program is that it uses pedagogical best practices (e.g. inverted classroom
experiences, informed team-based learning structures) to provide a learning environment that is
engaging and promotes active learning.
To support the preparation of tomorrow’s workers in the growing Knowledge Economy, several unique
aspects are built into this proposal. First, courses will be taught using a team-based learning (TBL)
model when appropriate – guided by the subject matter. Workers in the 21st century are normally
organized in both physical and virtual teams; their instruction should mirror this environment.
In addition, Internet-based tools of collaboration and project management will be employed to not only
enhance the learning environment, but also to prepare students for today’s workplace. Many of the
technologies employed in support of the proposed learning environment will be obtained from the open
source community, which will allow students to create an enduring portfolio to show prospective
employers – all from their personal devices. This use of open source software also minimizes facility
costs (there is no licensing fee for the software), and immerses students in the latest software being
developed by an Internet connected collaborative environment.
Online
Program
The Information Technology (IT) concentration will increase access to information technology
education for SUNY students statewide through an online undergraduate program in Information
Technology, through the Open SUNY initiative and supported by the SUNY High Needs program. One
clearly recognized area of High Need in the State of New York is for individuals qualified in the wide
range of areas broadly described as Information Technology (IT). This need spans the range of
economic growth initiatives, from start-ups to mature commercial firms. These same skills are also in
demand to keep government at all levels efficient and responsive to the needs of citizens. Students
19
http://www.albany.edu/undergraduate_bulletin/general_education.html
Proposal for a B.S. in Informatics
17
throughout the State who graduate from this program will be well-prepared to fill these increasingly
necessary and interesting 21st century careers, and help advance New York State’s growth and
economic well-being.
Additional online offerings at the University at Albany, Open SUNY, and the “system-ness” initiatives of
SUNY, provide additional opportunities for students to access this UAlbany degree without geographic
limitations.
General
Elective
and
Elective
Courses
As the University at Albany expands its online offerings at the undergraduate level, it is anticipated
that students in this program will have an increasing set of classes from which to choose their required
General Education courses and electives, along with the current offerings of Summer and Winter
Session. In addition, through offerings at other institutions and the emerging collaboration of "Open
SUNY," there will be a full range of online options through which they can fulfill their requirements
while remaining consistent with the University at Albany's transfer credit policy of a maximum of 90
credits.
See Appendix E: Advisement MAPs for students in Online IT concentration, specifically.
Transfer
Students
Traditionally, technology undergraduates in CCI have been almost half transfer students. Being mindful
of this population in the planning stages of the program, the Informatics Department has been working
with Brian E. Gabriel from the Office of the Vice Provost for Undergraduate Education to explore
potential 2+2 options and transfer course equivalencies. Mr. Gabriel met with Hudson Valley
Community College on August 29, 2013 to begin a conversation about the proposed program being a
good fit for HVCC graduates. Additional meetings are scheduled with Fulton Montgomery Community
College later this fall. No 2+2 plans or articulation agreements can be finalized until this proposal is
approved. See attached letter from Assistant Dean Brian Gabriel outlining the University’s plan for
engaging with local community colleges regarding the INF BS degrees.
See Appendix E: Advisement MAPs for transfer students, specifically.
Scheduling
of
Classes
We have created a series of rules to help us determine when we will offer classes. The goal here is to
ensure that all of the classes that students need to take are available to them, as well as to make
certain that we do not over stress our resources. In implementation, these rules may, of course, have
to be adapted. These rules are as follows:
1. Courses required in the core are offered every semester, some with multiple sections.
2. Each core course will be offered at least once a year online.
3. Courses required in the concentrations are offered once a year.
4. Courses that are options in a concentration (or more than one concentration) will be offered
every third semester.
5. Classes that are only required in the IT concentration will only ever be offered online.
6. Classes that are used in the IT concentration and at least one other track will be offered online
and face-to-face.
7. Experiential learning opportunities will be offered every semester, except INF 469 will be
offered online, over the summer.
Proposal for a B.S. in Informatics
18
Context
National
Job
Projections
Department of Labor statistics indicate that job growth in computing careers is expected to be 22-31%,
faster-to-much-faster than the average growth rate for all occupations (14%) and that the positions will
require at least a bachelor’s degree. Specifically, between 2010 and 2020, is expected that
opportunities for:
•
web developers will increase by 22%20
•
information security analysts will increase by 22%21
•
computer network architects will increase by 22%22
•
computer and information research scientists will increase by 19%23
•
software developers will increase by 30%24, computer and information systems managers and
computer support specialists will each increase by 18%25,26 and computer systems analysts will
increase by 22%27
•
mobile application developer, mobile technology expert, mobile web developer, cloud
architect28 will increase, although data has not been published addressing these specific fields
because they are so new and are being defined as they emerge.
See Figure 3 for job growth projections. Note the darker bars are concentrations in this proposal.
20
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/information-‐security-‐analysts-‐web-‐developers-‐and-‐computer-‐
network-‐architects.htm
21
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/information-‐security-‐analysts-‐web-‐developers-‐and-‐computer-‐
network-‐architects.htm
22
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/information-‐security-‐analysts-‐web-‐developers-‐and-‐computer-‐
network-‐architects.htm
23
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/computer-‐and-‐information-‐research-‐scientists.htm
24
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/software-‐developers.htm
25
http://www.bls.gov/ooh/management/computer-‐and-‐information-‐systems-‐managers.htm
26
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/computer-‐support-‐specialists.htm
27
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/computer-‐systems-‐analysts.htm
28
http://www.experience.com/entry-‐level-‐jobs/news/top-‐10-‐jobs-‐in-‐information-‐technology/
Proposal for a B.S. in Informatics
19
Figure
3.
Job
Growth
Projections
for
Proposed
Concentrations
and
Similar
Fields,
2010-‐2020
Note that there are no job projections for some of the career paths for which students will be
prepared, such as social media expert or data analyst, because the fields are growing so rapidly,
there is no clear understanding at this time what the specific needs or historical data include.
However, there are strong indications that these fields will continue to grow and there will be a
need for students qualified in this area. Some statistics of note, however:
•
New York City has the highest volume of social media jobs in the country.29
•
Indeed.com searches millions of jobs from thousands of job sites and finds that “Social
Media” is in the top 10 job trends. The following Indeed.com graph illustrates the number
of job postings with the term “social media” in it.30
•
CNBC dubbed Data Analyst the “Sexiest Job of the 21st Century”31
29
http://www.onwardsearch.com/Social-‐Media-‐Salaries/
30
http://www.indeed.com/jobtrends
0%
5%
10%
15%
20%
25%
web
developers
multimedia
artists
&
animators
information
security
analysts
computer
hardware
engineers
computer
network
architects
computer
and
information
research
scientists
librarians
computer
and
information
systems
managers
computer
support
specialists
chemists
computer
systems
analysts
computer
programmers
%
of
Job
Increase
Between
2010
and
2020
Proposal for a B.S. in Informatics
20
•
Wantedanalytics.com reports that “Since July 2012, there was a 19% increase in demand for
this technical skill set [user experience design]. Over the past 4 years, the number of job ads
for User Experience Design grew more than 350%. Web Developers, the most commonly
advertised occupation for this skill set, accounted for 30% of UX job ads. Software Developers
(Applications), the second most advertised occupation for this skill set, represented 27% of
hiring. Among all job ads, User Experience Design is the 20th most advertised skill.”32 The
following graph illustrates these points.
This program prepares students for specific workplace opportunities in today's competitive global
environment and will also help them more quickly refine their career decisions and objectives. The
concentration and core course approach has already been used within the Informatics doctoral program
with outstanding success.
This proposal also builds a model whereby it will be seamless to add
concentrations as new Informatics areas emerge.
New
York
State
Job
Projections
In addition, the New York State Department of Labor33 projections for these and other professions, all
of which can be attained with a bachelor’s degree, include:
Average
Annual
Openings
Occupation
Statewide
2010-‐2020
Capital
Region
2008-‐2018
Information
Security
Analysts,
Web
Developers,
and
Computer
Network
Architects
730
710*
Network
Systems
and
Data
Communications
Analysts
N/A
100
Network
and
Computer
Systems
Administrators
770
30
Computer
and
Information
Systems
Managers
720
20
Computer
Programmers
890
80
Computer
Systems
Analysts
1130
60
31
http://www.cnbc.com/id/100792215
32
http://www.wantedanalytics.com/insight/2013/08/30/hows-‐the-‐recruiting-‐experience-‐for-‐user-‐experience-‐design-‐skills/
33
From
the
SUNY
High
Needs
Request
for
Proposals,
February
2013.
Proposal for a B.S. in Informatics
21
Software
Developers/
Engineers
1710
50
Network
and
Computer
Systems
Administrators
770
30
Computer
and
Information
Systems
Managers
720
20
Database
Administrators
280
10
* From the 2011-13 projection. Not included in 2008-2018 projections.
Student
Demand
Similarly, University at Albany Admissions counselors report that high school students often inquire
about the availability of a degree in web development (a significant piece of the interactive user
experience concentration is dedicated to web design) or cyber-security, so we fully expect these two
concentrations to be of immediate interest and attraction.
Informatics
Peers
Currently, no other SUNY institutions offer an undergraduate degree in Informatics. However,
Informatics as a field, as well as the concentration-model, is growing nationally. Institutions offering
similar degrees include:
•
University at Washington has a Bachelors of Science in Informatics. Their program requires
similar courses to our core including statistics, research methods, technology courses, and
programming. They also value experiential learning and encourage students to participate in an
internship and require a capstone project that is similar to our experiential learning
(http://ischool.uw.edu/academics/informatics/curriculum). The UW was founded in 1861 and
is one of the oldest public universities on the west coast
(http://www.washington.edu/discover/).
•
Indiana University Bloomington: Bachelors of Science in Informatics. This degree includes core
courses and a cognate option to experience technology in a particular field
(http://www.soic.indiana.edu/undergraduate/degrees/bs-informatics/cognates/index.shtml).
The University of Indiana Bloomington was founded in 1820 and is the University of Indiana’s
flagship campus. Similar to the University of Michigan, it is a large public research institution.
They have also been noted for their commitment to freshman programs and residential learning
communities (http://www.iub.edu/about/index.shtml).
•
University of California Irvine takes a similar approach to our concentrations in their
undergraduate program. They have specializations in: (1) Software Engineering (which
corresponds to Software development), (2) Human Computer Interactions (which corresponds
to Interactive User Experience), (3) Organizations and Information Technology (which
corresponds to the interdisciplinary core courses in the current degree). Like the UAlbany
Informatics program, UCIrvine values multi-course sequencing, creative and active learning
opportunities, culminating projects, and multidisciplinarity.
(http://www.informatics.uci.edu/ugrad/ugrad_about.php)
•
Cornell also uses a concentration-based model, offering what they call tracks. They have three
tracks in: (1) Human-centered systems (which corresponds to Interactive User Experience), (2)
Information Systems (which corresponds to IT online), and (3) Social Systems (which
corresponds to Information Science) (http://www.infosci.cornell.edu/ugrad/ArtsMajor.htm).
•
Mercer University: Bachelors of Science in Informatics (began offering their BS in Informatics in
2011). This degree is offered through the College of Continuing and Professional Studies and
Proposal for a B.S. in Informatics
22
includes similar core courses in topics like programming, web design and data. Similar to
Cornell they utilize the concentration model offering tracks in Health Information Technology,
Web Development and Human Computer Interaction, and General Informatics
(http://ccps.mercer.edu/undergraduate/informatics/). Mercer University is a smaller Liberal
Arts college located in Georgia with campuses in Macon, Savannah, and Atlanta. It was founded
in 1833 and currently has around 8,300 students enrolled (http://about.mercer.edu/).
•
University of Michigan: Bachelors of Arts in Informatics. This degree is an interdisciplinary
major that has a broader core curriculum than many of the other degrees, with classes in
statistics and calculus. They also offer tracks in Computational Informatics, Data Mining &
Information Analysis, Life Science Informatics, and Social Computing
(http://informatics.umich.edu/informatics/curriculum). The University of Michigan is a large
research institution with its flagship campus located in Ann Arbor. It also has two satellite
campuses located in Dearborn, and Flint. It was founded in 1817 and currently has
approximately 59,000 students enrolled (http://president.umich.edu/mission.php).
•
University of North Carolina Charlotte: This degree, although not specifically an Informatics
degree, has a similar core curriculum and allows students to pursue a concentration in
Software and Information Systems, Web Development, Software Engineering, Information
Technology, and Financial Services Informatics. In addition they require students in all
concentrations to take more liberal arts focused classes such as classes in English and
Communications (http://sis.uncc.edu/academics/undergraduate). The University of North
Carolina Charlotte is a public research institution like the University of Michigan and Indiana
University Bloomington. But, it is smaller with about 26,000 students currently enrolled in the
University (http://www.uncc.edu/landing/about).
Connections
and
Relationships
on
Campus
Components of the proposed program complement the ongoing efforts in the Computer Science
Department (software development and data analytics) and the Information Technology Management
Department (cyber-security). Each of these programs has their own breadth, depth and emphasis;
these allow students to choose targeted programs in areas of their interests, and together give UAlbany
an impressive breadth across technology-related fields.
Proposal for a B.S. in Informatics
23
Appendix
A:
Proposed
Curriculum
for
a
B.S.
in
Informatics
Informatics is a combined major/minor, consisting of a minimum of 42 core credits and selection of a
12-credit concentration (54 credit total).
Information
&
Society
(9
credits)
I INF 100X Information in the 21st Century (3)
I INF 301 Emerging Trends in Information and Technology (3)
I INF 499 Senior Seminar in Informatics (3)
Practical
Applications
(15
credits)
I INF 201 Introduction to Web Technologies (3)
I INF 202 Introduction to Data & Databases (3)
I INF 203 Introduction to Networks and Systems (3) (new course)
I INF 305 Digital Project Management (3)
I CSI 105 Computing & Information (3) (or substitute I CSI 201 Introduction to Computer Science)
Math
(3
credits)
Any A MAT course between 100-299 (except A MAT 108)
Research
(6
credits)
I INF 200 Research Methods for Informatics (3) (new course) (or substitute A SOC 220)
A MAT 108 Statistics (3) (or substitute A SOC 221)
Experiential
Learning
(9
credits)
Students will be advised into experiences that complement the chosen concentration. Classes may be
repeated twice for a total of 6 credits. Students must do at least two different courses. Online IT
students only may complete INF 469 (9 credits) to fulfill this requirement.
I INF 465 Senior Capstone Project (3) (new course)
I INF 466 Undergraduate Research (3) (new course)
I INF 467 Technology-based Community Support (3) (new course)
I INF 468 Undergraduate Internship (3)
I INF 469 Undergraduate Internship for Online IT Students (9) (new course)
E APS 487 Peer Mentoring (3)
Proposal for a B.S. in Informatics
24
Concentrations
(at
least
12
credits)
Students select one concentration.
Interactive
User
Experience
I INF 302 Human-Computer Interactive Design (3) (new course)
I INF 362 Intermediate Interactive Design (3) (new title)
Select two from:
I INF 308 Programming for Informatics (3) (new course)
I INF 363 Digital Design (3) (new course)
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 462 Current Technologies in Web Design (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 107 Web Programming (3)
I CSI 124X Computer Security Basics (3)
A DOC 324 (= A JRL 324) Introduction to Documentary Photography (3)
A DOC 330 (= A HIS 330) Foundations of Documentary Web/Hypermedia Production (3)
A DOC 406 (= A HIS 406) Practicum in Historical Documentary Filmmaking (4)
A DOC 407 (= A HIS 407) Readings and Practicum in Digital History and Hypermedia (4)
Cyber-‐security
I CSI 124X Computer Security Basics (3)
I INF 306 Information Security & Assurance (3) (new course)
Pick two:
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 452 Computer and Network Security (3) (new course)
I INF 453 Information Security and Privacy (3) (new course)
I INF 454 Human Aspects of Cyber-security (3) (new course)
I INF 455 Prevention and Protection Strategies in Cyber-security (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 300Z Social, Security and Privacy Implications of Computing (3)
I CSI 424 Information Security (3)
Proposal for a B.S. in Informatics
25
I CSI 426 Cryptography (3)
Computer
Networking
I INF 303 Intermediate Networking (3) (currently I INF 423)
I INF 304 Intermediate Hardware and Operating Systems (3) (currently INF I 424)
Pick two from:
I INF 403 Advanced Networking and Security (3) (new course)
I INF 404 Advanced Systems and Security (3) (new course)
I INF 452 Computer and Network Security (3) (new course)
I INF 470 Physical Computing (3) (new course converted from previous special topic)
I INF 496 Special Topics (3) (as appropriate, repeatable)
Social
Media
I INF 307 Current Topics in Social Media (3) (new course)
I CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3) (new course
converted from previous special topics)
Pick two from:
I INF 308 Programming for Informatics (3) (new course)
I INF 363 Digital Design (3) (new course)
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 432 Network Science (3)
A SOC 210 Sociology of Culture (3)
A SOC 255 Mass Media (3)
A SOC 270 Social and Demographic Change (3)
A DOC 224 (= A HIS 224) Nonfiction Media Storytelling (3)
Data
Analytics
I INF 300 Probability and Statistics for Data Analytics (3) (new course)
I CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3) (new course
converted from previous special topics)
Pick two from:
I INF 407 Modern Issues in Databases (3) (new course)
Proposal for a B.S. in Informatics
26
I INF 408 Analysis, Visualization, and Prediction in Analytics (3) (new course)
I INF 451 Bayesian Data Analysis and Signal Processing (3)
I IST 433 Information Storage and Retrieval (3)
I CSI 431 Data Mining (3)
I CSI 432 Network Science (3) (new course)
I CSI 436 Machine Learning (3)
Software
Development
I CSI 201 Introduction to Computer Science (4)
I CSI 310 Data Structures (3)
I CSI 418Y Software Engineering (3)
Pick one from:
I INF 455 Prevention and Protection Strategies in Cyber-security (3) (new course)
I CSI 405 Object Oriented Programming Principles and Practice (3)
Information
Technology
(online
only)
I INF 302 Human-Computer Interactive Design (3) (new course)
I INF 303 Intermediate Networking (3) (currently I INF 423) (new course)
I INF 306 Information Security & Assurance (3) (new course)
I INF 308 Programming for Informatics (3) (new course)
Self-‐Designed
(with
Departmental
Approval
only)
Student must provide a proposal of courses to take to support the proposed self-designed concentration
that includes at least four (4) courses. At least 9 credits of a self-designed concentration should be
taken while enrolled in the INF BS program. Proposal must be approved by INF faculty before the
student can declare it.
Proposal for a B.S. in Informatics
27
Appendix
B:
Concentrations
"What we're seeing with these emerging job positions is a splintering of
monolithic tech functions into more granular definitions. Enterprise skills
used to be all-encompassing, just like an MD was once enough in the medical
world. Today tech roles are being sliced more finely," says Dice.com's Hill.
"We see it happening already in even relatively new areas like mobile. For
tech professionals, it's clear that in order to be recognized for your skills, a
solid base is a good start, but specificity is key.”34
Interactive
User
Experience
“In most people's vocabularies, design means veneer. It's interior decorating.
It's the fabric of the curtains of the sofa. But to me, nothing could be further
from the meaning of design. Design is the fundamental soul of a human-made
creation that ends up expressing itself in successive outer layers of the
product or service.”35
― Steve Jobs
A good website or mobile application will appear seamless and intuitive as you navigate through it. It
will be dynamic, attractive and suit the organization it represents. This does not happen accidently. It
is the product of skilled individuals with knowledge of design, digital media, human computer
interaction, web development, and mobile technologies. The proposed concentration in Interactive
User Experience will provide students with the opportunity to learn these skills.
Students in this concentration are prepared for a career in web development, which the Board of Labor
Statistics estimates will increase by 22% over the next 8 years.36 But, with the explosion of mobile
technologies how users interact with websites and an organizations online presence has changed. This
concentration addresses that change and further aims to prepare students for careers in creating
interactive user experiences across technologies.
Cyber-‐security
President Obama has declared that the “cyber threat is one of the most
serious economic and national security challenges we face as a nation” and
that “America's economic prosperity in the 21st century will depend on
Cyber-security.”37
― White House
Cyber-security is the study of how digital computer systems can be attacked and defended. It has both
theoretical aspects and practical implications for our modern, wired world. It is a current topic of
strong interest among students, and also an area of ready employment for knowledgeable graduates, as
well as an intellectually rewarding area of research, and one that is a national priority. As the
34
http://www.infoworld.com/t/information-‐technology-‐careers/the-‐6-‐hottest-‐new-‐jobs-‐in-‐it-‐052?page=0,4
35
http://www.quotationspage.com/quote/38355.html
36
http://www.bls.gov/ooh/computer-‐and-‐information-‐technology/information-‐security-‐analysts-‐web-‐developers-‐and-‐computer-‐
network-‐architects.htm
37
http://www.whitehouse.gov/administration/eop/nsc/cybersecurity
Proposal for a B.S. in Informatics
28
developed world has moved more of its economic, political and personal activity onto Internet-
connected computers, there has been the inevitable increase in criminal exploitation of those same
resources. A knowledge of Cyber-security has become a staple in many people’s lives. The same holds
for businesses, and governments.
Two consequences of this are relevant here. First, wide ranges of institutions are increasing their
Cyber-security efforts. This has entailed increasing hiring of technical specialists with Cyber-security
training. Even two years ago, a commission making Cyber-security recommendations to the new Obama
administration said that there was a shortage of up to 30,000 specialists in cyber security.
38 They
elaborated on the needed skills – “an even more desperate shortage of people who can design secure
systems, write safe computer code, and create the ever more sophisticated tools needed to prevent,
detect, mitigate and reconstitute from damage due to system failures and malicious acts.” These are
just the skills that we are proposing to help students learn. The U.S. Bureau of labor statistics cites an
overall growth of 3.9% in technical computing careers39, and since Cyber-security is widely cited as a
growth area within this field40, the overall growth in this specific area is expected to be even higher.
Computer
Networking
“The amount of improvement that has occurred in computer technology in the
past half century is truly staggering and unprecedented in other industries. ...
If cars had improved at this rate in the same time period, a Rolls Royce would
now cost 10 dollars and get a billion miles per gallon. (Unfortunately, it
would probably also have a 200-page manual telling how to open the
door.)”41
― Andrew S. Tanenbaum
The computer networking concentration is appropriate for those students wishing to prepare for a
career in network or system administration and have a desire to learn how to architect, design,
support, manage, and properly secure information networks in various organizational settings. The
student will gain a solid understanding of both the theory of networking along with the specific
technologies tied to the theory. Finally, they will gain the knowledge to apply both the theory and
technologies to specific application situations appropriate for large and small businesses in wide range
of government, education and commercial settings. They will accomplish this by exploring each
network layer in detail through a combination of hands-on labs, group projects and presentations,
research, and individual studies.
Specifically, students will explore topics such as mobile and wireless networking (WiFi, cellular,
Bluetooth, etc.) along with wired networking and basic network technologies (switches, routers,
servers, cabling, WANs/LANS, etc). Also covered is cloud computing and security concerns for each
type of network configuration and technology. Upon completion of the concentration and degree
program, the student will be prepared to enter the workforce as a network specialist/administrator
and/or pursue advanced degrees in technology and business.
38
Commission
on
Cybersecurity
for
the
44th
Presidency
(2010),
A
Human
Capital
Crisis
in
Cybersecurity:
Technical
Proficiency
Matters,
The
Center
for
Strategic
and
International
Studies,
November,
pp.
v-‐vi.
39
http://www.bls.gov/news.release/ecopro.t03.htm
40
http://www.washingtonpost.com/wp-‐dyn/content/article/2010/08/30/AR2010083001935.html
41
http://www.goodreads.com/author/quotes/96575.Andrew_S_Tanenbaum
Proposal for a B.S. in Informatics
29
Social
Media
“Experian reported in April (2013) that 16 minutes out of an hour online is
spent on a social network or forum. [Think] about that…your customers and
members are much more likely to interact with you on Facebook than your
website. Does your marketing prioritize that?”42
As utilizing social media continues to be an important part of how organizations spread their message
and engage patrons, employers are increasing their search for qualified personnel to manage their
social media outlets. In a recent analysis by indeed.com, one of the top meta job search sites, job
postings with the words social media in the description have risen 28% from 2012 to 2013. With specific
social media platforms increasing exponentially higher, for example the amount of times Instagram was
mentioned in a job description increased 644%.43
While there are quite a few institutions that offer certificates in social media, including SUNY
Purchase44; currently there are not many options for students who wish to pursue a degree in social
media. Southern New Hampshire University which has a Bachelor’s of Science in Social Media
Marketing45, Newberry College in South Carolina which has a new Bachelors of Arts in Social Media46
and, Franklin University in Ohio which offers a Bachelors of Science in Social Media Design are a few of
the popular choices. All of these schools are smaller private institutions.
“At Facebook, we’re inspired by technologies that have revolutionized how
people spread and consume information. We often talk about inventions like
the printing press and the television — by simply making communication more
efficient, they led to a complete transformation of many important parts of
society. They gave more people a voice. They encouraged progress. They
changed the way society was organized. They brought us closer together.”47
― Mark Zuckerberg
Our proposed program will offer students a competitive edge. Through our core students will gain skills
and knowledge in multiple technical areas as well as develop the soft skills that employers are looking
for. Then, through the social media concentration, students will gain a deeper understanding of how to
use social media platforms in a variety of settings and for multiple purposes by understanding issues
within society as well as the technology.
Data
Analytics
“The ability to take data – to be able to understand it, to process it, to
extract value from it, to visualize it, to communicate it – that’s going to be a
hugely important skill in the next decades.”
― Hal Varian, Chief Economist, Google
The advent of ubiquitous computers, networks and their ability to interact with the physical world has
led to an increasing explosion of data. This presents both opportunities and challenges. Data can lead
to new scientific and medical discoveries in areas such as genomics. Increased data availability and
analysis capability can improve the quality of social, economic and business modeling. But, data can
also be misused as well. Data analytics combines all of these aspects – handling large amounts of data,
42
http://www.activecommunities.com/blog/top-‐10-‐social-‐media-‐stats-‐to-‐watch-‐2013/
43
http://blogs.wsj.com/digits/2013/07/29/social-‐media-‐schooling-‐is-‐on-‐the-‐rise-‐but-‐is-‐it-‐necessary/?mod=e2fb
44https://www.purchase.edu/departments/AcademicPrograms/ce/Certificate/SocialMediaMarketing/Home.aspx
45
http://www.snhu.edu/online-‐degrees/undergraduate-‐degrees/marketing-‐BS-‐online/social-‐media-‐marketing.asp
46
http://www.newberry.edu/academics/areasofstudy/artsandcommunications/socialmedia.aspx
47
http://www.freemake.com/blog/mark-‐zuckerberg-‐quotes-‐8-‐remarkable-‐sayings-‐of-‐facebook-‐ceo/
Proposal for a B.S. in Informatics
30
methods of sophisticated data analysis, and awareness, and safeguards for data security and privacy
issues.
“A significant constraint on realizing value from big data will be a shortage
of talent, particularly of people with deep expertise in statistics and machine
learning, and the managers and analysts who know how to operate companies
by using insights from big data. … By 2018...the United States alone faces a
shortage of 140,000 to 190,000 people with analytical expertise and 1.5
million managers and analysts with the skills to understand and make
decisions based on the analysis of big data.48
― McKinsey Global Institute
Students in this concentration will combine skills in database and related technical areas for the
gathering, storage and handling of data, especially in large volumes. In additional they will be well-
versed in data analysis methods from computer science, mathematics, machine learning, etc. in order
to analyze the data. And because the security of data, and the privacy of people whose data is being
used, students will learn about best practices in handling of sensitive data.
Software
Development
“Don’t comment bad code—rewrite it.”49
― Brian W. Kernighan, The Elements of Programming Style
As computer systems become increasingly central to our lives in ways large and small, the quality of
the software – the computer code that runs on them also becomes increasingly critical. It is not enough
to merely have proficiency in one of the modern computer languages. The design of anything but the
most trivial of software systems is just as much an engineering project as the creation of something in
mechanical or civil engineering. And with the critical role that software takes in aircraft, medical
systems, the financial markets, etc., the same standards of quality are necessary.
Google’s executive chairman Eric Schmidt brings it to a point: “From the
dawn of civilization until 2003, humankind generated five exabytes of data.
Now we produce five exabytes every two days…and the pace is
accelerating.”50
Students in this concentration will learn about software design, life cycles and project management.
This work prepares them to play critical roles from entry-level software analysts up through team and
organizational design and management positions. Among specialties within the computing and
information disciplines, software development is anticipated to be one of the highest growing job
markets between now and 2020.51
48
Source:
McKinsey
Global
Institute;
Big
data:
The
next
frontier
for
innovation,
competition
and
productivity,
May
2011
49
http://www.goodreads.com/quotes/tag/software-‐engineering
50
http://smartdatacollective.com/bernardmarr/141351/what-‐really-‐big-‐data-‐and-‐why-‐it-‐will-‐change-‐world
51
http://www.bls.gov/ooh/Computer-‐and-‐Information-‐Technology/Software-‐developers.htm
Proposal for a B.S. in Informatics
31
Information
Technology
“Cloud computing, smartphones, tablets, and easily accessible software
applications makes the information technology a fast–growing area.
Information technology occupations are involved in the development,
management, and maintenance of computers and software to manage
information.”52
SUNY High Needs RFP
Because technology is constantly evolving, information technologists need a strong background in the
technical fundamentals of computing and creativity and drive to stay updated on the newest advances
in the field. That's because there's never one way to solve a problem. Likewise, it is essential that
information technologies can communicate and work well with others, because often there is a team of
programmers, engineers, or architects.53
“Information technology and business are becoming inextricably interwoven. I
don't think anybody can talk meaningfully about one without the talking
about the other.”54
Bill Gates
This concentration is for the generalist who wants to be able to understand the technology, understand
the user, qualify for competitive IT careers and be the “go-to” person in the office. In addition,
because this concentration is being offered fully-online, students from around the world can access
technology education and be qualified for competitive IT careers.
More from BLS: Careers in the growing field of information technology services
(http://www.bls.gov/opub/btn/volume-2/careers-in-growing-field-of-information-technology-
services.htm)
52
From
the
SUNY
High
Needs
Request
for
Proposals
53
http://online.wsj.com/article/SB10001424052748704358904575478133397664058.html
54
http://www.brainyquote.com/quotes/authors/b/bill_gates.html
Proposal for a B.S. in Informatics
32
Appendix
C:
Student
Learning
Outcomes55
Below we list the expected student learning outcomes (SLOs) within the core and within the
concentrations. The emphasis here is that the SLOs are fulfilled within the required courses in the core
and the individual concentrations. In many cases, SLOs will also be fulfilled by courses (especially
electives) beyond those listed. Also, through electives students will achieve advanced competencies
beyond the degree baseline ones established here.
INF BS Core
SLO: What do we want students to know and
what skills do we want them to have?
Class: What classes
do they learn this
SLO?
Assessment56: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Capable of working as part of a team
Classes with TBL or
other teamwork
components.
Successful completion of
course team exercises.
Ability to lead a project
I INF 305
Successful completion of
course exercises.
Present data, information, arguments, and
research verbally
I INF 301, I INF 499
Successful completion of
course exercises.
Present data, information, arguments, and
research visually
I INF 100, I INF 301,
I INF 499
Successful completion of
course exercises.
Think critically and solve problems related to
current digital, technological, or information
challenges
I INF 100, I INF 301,
I INF 499, I CSI 105
Successful completion of
course exercises.
Collect and analyze data
I INF 200, I INF 202,
I INF 465, I INF 466,
A MAT 108
Successful completion of
course exercises.
Apply skills learned in the classrooms to real-
world situations
Experiential
learning
opportunities: I INF
467, I INF 468, I INF
469, E APS 487
Successful completion of
experiential learning
opportunity
Create a web site with interactive design
I INF 201, I CSI 105
Successful completion of
55
Here
is
a
great
website
from
Iowa
State
University
about
incorporating
verbs
that
reflect
blooms
taxonomy
when
writing
SLO’s:
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
56
Assessment,
defined
as
the
extent
to
which
intended
outcomes
have
been
achieved,(Johnson,
1967;
Zachos,
2007;
Zachos
&
Pruzek,
2008)
provides
the
most
salient
information
for
the
evaluation
of,
and
improvement
of
teaching.
It
is
strictly
the
collection
and
presentation
of
information
about
the
extent
to
which
learning
goals
have
been
achieved
(attained).
Proposal for a B.S. in Informatics
33
INF BS Core
elements as appropriate for a specific audience
course exercises.
Understand the basics of computer networking
I INF 201, I INF 203,
I CSI 105
Successful completion of
course exercises.
Explore computing and information in today’s
society
I INF 100, I INF 301,
I INF 499, I CSI 105
Successful completion of
course exercises.
Create computer programs to address a
specified problem
I CSI 105
Successful completion of
course exercises.
Demonstrate and understanding of concepts and
issues in digital privacy and security
I INF 202, I INF 203,
I CSI 105
Successful completion of
course exercises.
Recognize the importance of data and its
organization and manipulation in business,
government, and society as a whole
I INF 202, I CSI 105
Successful completion of
course exercises.
Implement basic design principles
I INF 201
Successful completion of
course exercises.
Distinguish between types and forms of
databases, and the types of data problems such
databases can address
I INF 202
Successful completion of
course exercises.
Distinguish between types and forms of data,
and the potential uses of that data
I INF 200, I INF 202
Successful completion of
course exercises.
Identify current and future trends in
information-based technologies
I INF 301
Successful completion of
course exercises.
Demonstrate an ability to critically evaluate the
sources, content, and intention of information,
along with the ability to communicate, clearly
and coherently, any findings to a wider
audience
I INF 100, I INF 301
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
34
57
Sexton,
S.
M.
(2012).
Assessment
plans:
A
tool
for
sanity.
Assessment
Update:
Progress,
trends,
and
practices
in
higher
education,
24(5),
5-‐6.
Concentration: Interactive User Experience
SLO: What do we want students to know and
what skills do we want them to have?
Class: What classes
do they learn this
SLO?
Assessment: Exercises and
activities, including direct
and indirect measures57
designed to determine
students’ level of attainment
of the SLO
Understand basic visual design principles
I INF 362
Successful completion of
course exercises.
Predict trends
I INF 202
Successful completion of
course exercises.
Be familiar with a variety of technologies and
tools used in web and mobile design
I INF 201
Successful completion of
course exercises.
Write computer programs for various purposes
I CSI 105, I CSI 107
Successful completion of
course exercises.
Design or create new applications, ideas, or
products
Experiential
learning
opportunities: I INF
465, I INF 466, In
INF 467, I INF 468, I
INF 469
Develop a product and/or
contribute to a project.
Back up or modify applications and related data
to provide for disaster recovery
I INF 203, I CSI 124X
Successful completion of
course exercises.
Determine sources of web page or server
problems, and take action to correct such
problems
I INF 203, I CSI 124X
Successful completion of
course exercises.
Critique content and design
I INF 201, I INF 302,
I INF 462
Successful completion of
course exercises.
Implement security measures, such as firewalls
or message encryption
I INF 203
Successful completion of
course exercises.
Administer Internet/intranet infrastructure,
including components such as web, file transfer
protocol (FTP), news and mail servers
I INF 201
Successful completion of
course exercises.
Collaborate with development teams to discuss,
analyze, or resolve usability issues
Classes with TBL or
other teamwork
components.
Successful completion of
course team exercises.
Test backup or recovery plans regularly and
resolve any problems
I INF 203
Successful completion of
course exercises.
Implement updates, upgrades, and patches in a
timely manner to limit loss of service, and using
I INF 362
Successful completion of
Proposal for a B.S. in Informatics
35
Concentration: Cyber-security
SLO: What do we want students to know and
what skills do we want them to have?
Class: What classes
do they learn this
SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Demonstrate a basic knowledge of computer
systems and identify their vulnerabilities.
I INF 203, I CSI I24X
Successful completion of
course exercises.
Demonstrate a basic knowledge of computer
networks and identify their vulnerabilities.
I INF 203, I CSI 124X
Successful completion of
course exercises.
Define and compare the different types of
computer attacks
I INF 203, I CSI 124X
Successful completion of
course exercises.
Differentiate security vulnerabilities
I INF 306, I INF 452,
I CSI124X, I CSI 424
Successful completion of
course exercises.
Demonstrate a knowledge of cryptographic
principles, systems and implementations
I INF 306, I CSI 426
Successful completion of
course exercises.
Apply current principles and practices of digital
forensics
I INF 306, I INF 401
Successful completion of
course exercises.
Demonstrate a knowledge of security policies
and procedures
I INF 203, I INF 306,
I INF 452, I INF 453,
I INF 455, I CSI 424
Successful completion of
course exercises.
Apply principles and practices of software
security
I INF 306, I INF 453
Successful completion of
course exercises.
Create and implement plans to defend
computer and networks systems in live
exercises.
I INF 306, I INF 455
Successful completion of
course exercises.
appropriate tools
course exercises.
Create various forms of digital media
I INF 302, I INF 363,
A DOC 330, A DOC
406, A DOC 407
Successful completion of
course exercises.
Use communication, and dissemination
techniques and methods. This includes
alternative ways to inform and entertain via
written, oral, and visual media
I INF 462, I INF 499
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
36
Concentration: Cyber-security
Demonstrate an understanding of sources of
ongoing updates on security issues, approaches
and solutions.
I INF 306, I INF 454,
I INF 455, I CSI124X,
I CSI 300Z
Successful completion of
course exercises.
Concentration: Computer Networking
SLO: What do we want students to know and
what skills do we want them to have?
Class: What classes
do they learn this
SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Understand basic network design principles
I INF 203, I INF 303
Successful completion of final
projects and labs.
Research and communicate networking and
related IT issues, prepare proposals, and
develop design recommendations.
I INF 200, I INF 303,
I INF 403, I INF 496
Successful completion of final
projects and labs.
Understand network security issues and how
they relate to technologies and services that
include cloud computing, mobile, and wireless
networking.
I INF 306, I INF 403,
I INF 404, I INF 452
Successful completion of in-
class presentations, final
projects, labs and homework
assignments.
Illustrate concepts and technologies of
communication and data networks
I INF 203, I INF 303,
I INF 403, I INF 470,
I INF 496
Successful completion final
projects, labs and homework
assignments.
Work effectively, both individually and with
others, as a network engineer or network
administrator in a variety of organizational
settings
Experiential
learning
opportunities: I INF
465, I INF 467, I INF
468
Successful completion of
experiential learning
opportunity.
Proposal for a B.S. in Informatics
37
Concentration: Social Media
Student Learning Outcomes (SLO): What do we
want students to know and what skills do we
want them to have?
Class: What
classes do they
learn this SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Competency with current social media platforms
I INF 307
Successful completion of
course exercises.
Compare and utilize third-party social media
management tools
I INF 307
Successful completion of
course exercises.
Extrapolating meaning from platform-specific and
third-party social media tracking and analytics
tools
I INF 202, I CSI
131, I CSI 432
Successful completion of
course exercises.
Predict trends in social media
I INF 202, I CSI
107, I CSI 131, I
CSI 432
Successful completion of
course exercises.
Create various forms of digital media
I INF 201, I INF
363, A DOC 224
Successful completion of
course exercises.
Communicate orally and in written form for a
variety of purposes (understand when it is
important to be less formal and more
professional)
I INF 100, I INF
301, I INF 499
Various writing assignments
including: blog posts, research
projects, research papers.
Develop and implement creative social media
programs and campaigns
I INF 465, I INF
467, I INF 468, I
INF 469, A SOC
255, A SOC 210
Successful completion of
course exercises.
Ability to employ community moderation
techniques
I INF 465, I INF
467, I INF 468, I
INF 469, A SOC
255, A SOC 270
Successful completion of
course exercises.
Perform outreach activities
Experiential
learning
opportunities: I
INF 465, I INF
467, I INF 468, I
INF 469
Successful completion of
experiential learning
opportunity.
Use social media to foster interactivity,
engagement, community growth, and loyalty
I INF 401, I INF
465, I INF 467, I
INF 468, I INF 469
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
38
Concentration: Data Analytics
Student Learning Outcomes (SLO): What do we
want students to know and what skills do we
want them to have?
Class: What
classes do they
learn this SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Competency with current data management and
database platforms
I INF 202, I CSI
431, I INF 407
Successful completion of
course exercises.
Utilize third-party data management tools
I INF 202
Successful completion of
course exercises.
Extrapolating insights from very large data sets
I INF 202, I INF
300, I CSI 131, I
CSI 431, I IST 433,
I CSI 436
Successful completion of
course exercises.
Using visualization tools to represent meaning
from data
I CSI 131, I INF
202, I INF 408
Successful completion of
course exercises.
Use data modeling techniques to represent
meaning from data
I INF 202, I INF
408, I INF 451, I
CSI 131, I CSI 432,
I CSI 436
Successful completion of
course exercises.
Communicate orally and in written form for a
variety of purposes (understand when it is
important to be less formal and more
professional)
I INF 100, I INF
301, I INF 499
Various writing assignments
including: blog posts, research
projects.
Coding and testing data analysis algorithms
I CSI 131, I INF
451, I CSI 436
Successful completion of
course exercises.
Quantifying uncertainty in analysis results
I CSI 131, I INF
451, I INF 300, I
CSI 436
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
39
Concentration: Software Development
Student Learning Outcomes (SLO): What do we
want students to know and what skills do we
want them to have?
Class: What
classes do they
learn this SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Develop software applications at varying levels of
proficiency
I CSI 105, I CSI
201, I CSI 310
Successful completion of
course assignments.
Apply principles and practices of object-oriented
design to projects
I CSI 201, I CSI
405
Successful completion of
course exercises.
Create software using current practices and
design principles
I CSI 418Y, I CSI
455
Successful completion of
course exercises.
Implement debugging and testing principles and
practices
I CSI 201, I CSI
310, I CSI 405, I
CSI 418Y
Successful completion of
course exercises.
Ability to use multiple software design
methodologies (e.g. waterfall, agile).
I INF 305, I CSI
418Y
Successful completion of
course exercises.
Demonstrate knowledge of life-cycle
management.
I INF 305, I CSI
418Y
Successful completion of
course exercises.
Demonstrate proficiency in team-based software
systems design, implementation and testing.
I CSI 105, I CSI
418Y
Successful completion of
course exercises.
Concentration: Information Technology
Student Learning Outcomes (SLO): What do we
want students to know?
What skills do we want them to have?
Class: What
classes do they
learn this SLO?
Assessment: Exercises and
activities, including direct
and indirect measures
designed to determine
students’ level of attainment
of the SLO
Develop and implement IT projects
Experiential
learning
opportunities: I
INF 467, I INF
468, I INF 469
Successful completion of
experiential learning
opportunity.
IT Fundamentals
I INF 201, I INF
202, I INF 203, I
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
40
INF 308, I INF 499
Apply concepts of human computer interaction to
projects
I INF 201, I INF
302, I INF 308
Successful completion of
course exercises.
Model current principles of information assurance
and security
I INF 306, I INF
308
Successful completion of
course exercises.
Analyze information management concepts and
fundamentals
I INF 202
Successful completion of
course exercises.
Apply integrative programming techniques and
technologies
I CSI 105, I INF
308
Successful completion of
course exercises.
Understand and explain the foundations of
networking
I INF 203, I INF
303
Successful completion of
course exercises.
Compare and utilize a variety of platform
technologies
I INF 303, I INF
306, I INF 308
Successful completion of
course exercises.
Apply system administration and maintenance
tools and techniques
I INF 203, I INF
303, I INF 306, I
INF 308
Successful completion of
course exercises.
Apply a variety of web technologies
I INF 201
Successful completion of
course exercises.
Proposal for a B.S. in Informatics
41
Appendix
D:
Request
to
Suspend
Admission
to
the
Faculty-‐Initiated
Interdisciplinary
Major
with
a
Concentration
in
Information
Science
As the proposed program is implemented in Fall 2014, we request permission to close admission to the
FIID/IS. We will continue to graduate students who have currently declared the FIID/IS if they wish to
keep that major through DARS exceptions. See below for a proposed crosswalk of current requirements
with proposed updates. We request that students who matriculate prior to F14 also have the
opportunity to declare the new major.
Crosswalk
Between
Current
and
New
Courses
for
DARS
Exceptions
Current
Requirements
Proposed
Updates
Information
and
Society:
12
Credits
I INF 100
I INF 301
I INF 499
A COM 100
A PSY 101 or 102 or A SOC 115
Information
and
Society:
12
credits
I INF 100
I INF 301
I INF 499
I INF 200
I INF 305
Programming:
3
credits
I CSI 105 or I CSI 201
Programming:
3
credits
I CSI 105 or I CSI 201
Statistics:
3
credits
A MAT 108 (or substitute)
Statistics:
3
credits
A MAT 108 (or substitute)
Calculus:
3
credits
A MAT 106 (or substitute)
Calculus:
3
credits
Any A MAT class between 100 and 299 (except A MAT 108)
Technology:
12
credits
I INF 201
I INF 202
I INF 423
I INF 424
Technology:
12
credits
I INF 201
I INF 202
I INF 203
I INF 303 or I INF 304
Electives:
9
credits
Pick
three:
Electives:
9
credits
(must
be
300
and
up)
Pick
three:
I INF 362
I INF 399
I IST 402
I IST 433
I INF 496
I INF 451
I CSI 203
I CSI 204
I CSI 205
I CSI 210
I CSI 300Z
I CSI 310
I INF 468
E APS 487
I INF 302
I INF 306
I INF 307
I INF 362
I INF 363
I INF 401
I INF 403
I INF 404
I INF 407
I INF 408
I INF 451
I INF 452
I INF 553
I INF 554
I INF 555
I INF 462
I INF 470
I INF 496
I IST 433
I IST 402
I CSI 300Z
I CSI 310
I INF 466
I INF 467
I INF 468
E APS 487
Proposal for a B.S. in Informatics
42
Appendix
E:
Sample
Advisement
Major
Academic
Pathways
(MAPs)
Students
who
enter
as
a
first-‐year
student
(native
students)
YR1
Fall
Semester
I CSI 105 (or sub)
I INF 100 IL
Natural Sci. Gen Ed NS
Arts Gen Ed AR
Elective
Spring
Semester
I INF 200
I INF 201
A MAT 108 (or sub) MS
U UNI 119 WCI
Elective
Summer
YR2
Fall
Semester
I INF 202
I INF 301 CH
Any A MAT 100 to 299
Foreign Language Gen Ed FL
Elective
Spring
Semester
I INF 203
Social Science GenEd SS
US Historical Persp. Gen Ed US
Elective
Elective
Summer
YR3
Fall
Semester
I INF Concentration Course
Humanities Gen Ed HU
I INF 305
Elective
Elective
Spring
Semester
I INF Concentration Course
I INF Experiential Learning
Internl Persp. Gen Ed IP
Elective
Elective
Summer
YR4
Fall
Semester
I INF Concentration Course
I INF Experiential Learning
Elective
Elective
Elective
Spring
Semester
I INF 499W
I INF Concentration Course
I INF Experiential Learning
Elective
Elective
Summer
Proposal for a B.S. in Informatics
43
Transfer
students
YR1
Fall
Semester
I INF 100
A MAT 108 (or sub)
I INF 202 or I INF 201
I INF 200
Spring
Semester
I INF 301
I INF 203
I INF Concentration Course
Any A MAT 100 to 299 (not A
MAT 108)
Summer
YR2
Fall
Semester
INF 305
I INF Concentration Course
I INF Concentration Course
I INF Experiential Learning
Spring
Semester
I INF 499W
I INF Concentration Course
I INF Experiential Learning
I INF Experiential Learning
Summer
Assumptions
1. Transfer in with a AA or AS degree
2. Transfer in the maximum number of credits and do not need any electives
3. Transfer in a class equivalent to I CSI 105 or one of its subs (computer programming)
4. Transfer in a class equivalent to either I INF 201 or I INF 202
Proposal for a B.S. in Informatics
44
Fully-‐online
students
(IT
Concentration
only)
YR1
Fall
Semester
I CSI 105 (or
sub)
I INF 100 IL
A MAT 100 to
299
Winter
Natural
Science
Gen Ed NS
Spring
Semester
I INF 200
A MAT 108 (or
sub) MS
Elective
Summer
4wk
1
I INF 203
Summer
4wk
2
I INF 202
Summer
4wk
3
I INF 201
YR2
Fall
Semester
Social Science
Gen Ed SS
I INF 305
Elective
Winter
Humanities
Gen Ed HU
Spring
Semester
I INF 301 CH
Gen Ed WCI
Elective
Summer
4wk
1
I INF 306
Summer
4wk
2
I INF 303
Summer
4wk
3
I INF 302
YR3
Fall
Semester
I INF 308
Foreign Lang
FL
Elective
Winter
Arts Gen
Ed AR
Spring
Semester
Gen Ed US
Gen Ed IP
Elective
Summer
4wk
1
Summer
4wk
2
Summer
4wk
3
ß
9
credits
of
experiential
learning
(I
INF
469)à
YR4
Fall
Semester
Elective
Elective
Elective
Winter
Elective
Spring
Semester
I INF 499
Elective
Elective
Summer
4wk
1
Elective
Summer
4wk
2
Elective
Summer
4wk
3
Elective
Assumptions
1. The following are offered online:
a. Any A MAT from 100 to 299 in the fall
b. A MAT 108 is offered in the spring
c. UAlbany has enough electives and GenEd courses available throughout the year (not
just summer and winter)
d. I INF can offer 6 courses online every summer (and will NOT be canceled due to low
enrollment)
Proposal for a B.S. in Informatics
45
Second
Bachelor’s/Fully-‐online
students
(IT
Concentration
only)
YR1
Fall
Semester
I CSI 105 (or
sub)
I INF 100
I INF 202
Winter
A MAT 100 to
299
Spring
Semester
I INF 200
I INF 201
Summer
4wk
1
I INF 203
Summer
4wk
2
I INF 303
Summer
4wk
3
I INF 302
YR2
Fall
Semester
I INF 305
I INF 301
I INF 308
Winter
A MAT 108 (or
sub)
Spring
Semester
I INF 499
I INF 306
Summer
4wk
1
Summer
4wk
2
Summer
4wk
3
ß
9
credits
of
experiential
learning
(I
INF
469)à
Transfer
students/Fully-‐online
(IT
Concentration
only)
YR1
Fall
Semester
I INF 100
I INF 202
A MAT 108
Winter
Spring
Semester
I INF 200
I INF 301
I INF 201 or I
INF 203
Summer
4wk1
I INF 306
Summer
4wk2
I INF 303
Summer
4wk3
I INF 302
YR2
Fall
Semester
I INF 305
I INF 308
3 credits of
experiential
learning
Winter
Spring
Semester
I INF 499
6 credits of
experiential
learning
Assumptions
1. Transfer in with a AA or AS degree
2. Transfer in the maximum number of credits and do not need any electives
3. Transfer in a class equivalent to I CSI 105 or one of its subs (computer programming), I INF 203
(networking) OR I INF 201 (web development), and A MAT 100 to 299
Proposal for a B.S. in Informatics
46
Appendix
F:
Course
Descriptions
for
INF
BS
Department
of
Informatics
I INF 100X Information in the 21st Century (3)
Introduction to information and technology in the 21st Century. Different resources, including the
Internet, libraries, news sources and other sources of information, hardware, and Web 2.0 technologies
will be explored. The primary emphasis of the class is on discovering reliable information sources for
any and all subjects so that a student's future research and other pursuits are supported by the
methods developed in this course. Each student is called upon to fortify their own individual
communication and reasoning skills and will demonstrate the use of those skills through course
assignments, class presentations and group activities.
I INF 200 Research Methods for Informatics (3)
In this course students will gain an understanding of key methods, and techniques in research; prepare
to critically evaluate, and engage in, research. Topics covered will include: identifying and articulating
research problems, posing research questions, research design, data collection strategies, quantitative
and qualitative analyses, interpreting results of analyses, and concerns in human subject research.
Prerequisite(s): I INF 100
I INF 201 Web Technologies (3)
A technique-oriented introduction to client-based Web design and development technologies, including
HTML/XHTML, CSS, JavaScript, digital imaging, file formats, etc.; also the elements of UNIX and
networks necessary to understand and implement basic information management and transfer.
Prerequisite(s): I INF 100X; not open to students who are taking or have completed I IST 361.
I INF 202 Introduction to Data & Databases (3)
This course introduces students to data and databases. It covers both long-standing relational
(SQL) databases and newly emerging non-relational (NoSQL) data stores. The nature of data,
Big Data, intellectual property, system lifecycle, and development collaboration are also
explored. Team-based activities alternate with hands-on exercises.
I INF 203 Introduction to Networks and Systems (3)
This course provides an introduction to computer networking and computer systems. The course covers
the fundamentals of networked computing systems with an emphasis placed on the basics of network
protocols and how they operate at all layers of the networking models. The course also introduces
students to personal computer internal system components, storage systems, peripheral devices,
digital circuits, and operating systems from an introductory computer architecture perspective.
Prerequisite(s): I CSI 105 or 201.
I INF 300 Probability and Statistics for Data Analytics (3)
Probability and statistical methods applied to the analysis of various kinds of data. Includes underlying
theoretical justification and appropriateness for different models and analyses. Conceptual and
implemented approaches to data analysis. Prerequisite: A MAT 108
Proposal for a B.S. in Informatics
47
I INF 301 Emerging Trends in Information and Technology (3)
This course is designed to address challenges of the 21st century from the information science
framework. We will explore emerging technologies and discuss how they alter and create new
information environments. Examples of these technologies include Big Data, 3D Printing, Social Media,
Wearable Computing, etc. Attention will be paid to real world uses of these technologies, emphasizing
how they are changing business, government, education, and a number of other industries. This course
also focuses on career paths for digital citizens in the 21st century. Prerequisite(s): I INF 100
I INF 302 Human-Computer Interactive Design (3)
This course examines human factors, Human-Computer Interaction aspects of application domains,
human-centered evaluation, developing effective interfaces, accessibility, emerging technologies, and
human-center computing. Students learn several techniques for rapid prototyping and evaluating
multiple interface alternatives and principles of visual design. Information visualization, user interface
software architecture, and formal methods in HCI will be explored. Prerequisite(s): I INF 301
I INF 303 Intermediate Networking (3)
This course is designed to convey the essentials of data communication networks. It will cover
concepts, technologies and architectures. There will be practical lessons built into the semester’s
topics and assignments whenever possible. This course will build on the networking knowledge gained
in I INF 203, covering the major conceptual areas balanced with practical discussions and exercises. It
will also discuss important network management topics such as domain management and security.
Prerequisite(s): I INF 203. Students who have taken INF/IST 423 may not take I INF 203 for credit.
I INF 304 Intermediate Hardware and Operating Systems (3)
This primary objective of this course is to provide the student with a detailed understanding of
computer systems from an architectural perspective. The material covered in this course, which builds
on that learned in I INF 203, is intended to form a foundation of technical knowledge for systems
analysis, design, configuration, selection, and management. The primary emphasis is expanding
students' technical knowledge of hardware and system software, with topics including advanced digital
circuits, integrated circuits, application development, operating systems, file systems, and systems
security. Prerequisite(s): I INF 203. Students who have take INF/IST 424 may not take I INF 304 for
credit.
I INF 305 Digital Project Management (3)
This course provides an introduction to current practices in project management with a focus on the
management of digital projects. It is intended to provide a broad overview of the concepts, issues,
tools and techniques related to the management of digital projects from concept to completion. Topics
covered include project manager role/responsibilities, project team structure, project documentation,
project phases/SDLC, project management methodologies, troubled projects, digital analytics and
more.
I INF 306 Information Security and Assurance (3)
Technical aspects of Cyber-security in computer and network systems. The nature of attacks and
defense in digital systems; models of vulnerabilities, threats and security; cryptography; forensics;
security policies and procedures; software and network security. Prerequisite(s): I INF 202.
Proposal for a B.S. in Informatics
48
I INF 307 Current Topics in Social Media (3)
In this course students will explore current topics and trends in social media. An emphasis will be
placed on investigating and evaluating multiple social media outlets, writing across social media
platforms, and current trends in managing social media programs. Prerequisite(s): I INF 301
I INF 308 Programming for Informatics (3)
Computer Programming in an Informatics environment. The fundamentals of programming, including
introduction to algorithms, object-oriented design, and data structures. Additional topics include basic
interface design, security, networking, use of data bases, and mobile and other non-traditional
computing platforms. Prerequisite(s): I CSI 105 and I INF 100.
I INF 362 Intermediate Interactive Design (3)
A technique-oriented intermediate exploration of client-based Web design and development
technologies, using current and emerging technologies. Design, planning, security, administration and
management of websites will also be examined. Prerequisite(s): I CSI 101, 105, 110, or 201, I INF 201.
I INF 363 Digital Design (3)
Students apply design theory to the development and delivery of digital media with emphasis on digital
imagery, video, and music. Topics may include consumption of digital media on a variety of devices,
creation, acquisition, editing and processing of digital content. Students will develop an appreciation
for the role that each media element may contribute to the final user experience. Students will
cultivate an understanding of how public policy issues apply to technology, in particular copyright,
privacy and freedom of expression. Prerequisite(s): I INF 201.
I INF 401 Case Studies in Digital Citizenship (3)
The purpose of this course is for students to explore topics related to digital citizenship through the
close examination of case studies. Students will be asked to look to current issues and cases involving
digital citizenship and apply themes, such as the ethical use of information, in their examination and
discussion of them. Prerequisite(s): I INF 301.
I INF 403 Advanced Networking and Security (3)
Provides an advanced coverage of networking with a specific focus on network security and
cryptography. Networking security is examined through a study of digital signatures and certificates,
authentication protocols, and firewalls and key establishment and management. Also considered are
security issues related to people’s use of computer networks, communication channels, mobile
devices, and the Internet. Also examined are new access control paradigms such as Java security and
.NET security. Prerequisite(s): I INF 303, I CSI 105.
I INF 404 Advanced Systems and Security (3)
This course is designed to provide an advanced coverage of systems with a specific focus on cyber-
security. Engineered security is examined through the application and introduction to authentication
protocols and intrusion detection for Unix, Windows and databases and general software security. Also
considered are security issues related to people’s use of systems including policies and practices for
password management and protecting privacy rights. Students also study options for maintaining
business continuity in the event of a disruption of business operations. Security models such as Bell-
LaPadula are introduced and studied. Specific case studies are used to highlight the choices that must
be made to balance operational efficiency of business functions with protecting the business from the
onslaught of security threats. Prerequisites: I INF304, I CSI 105.
Proposal for a B.S. in Informatics
49
I INF 407 Modern Issues in Databases (3)
This is an advanced undergraduate course to introduce the students the emerging topics in database
systems. This course is especially designed for junior/senior students with emphasis on advanced
concepts and algorithms in database systems, topics that are state-of-the-art research, or recent
seminal contributions in the broad field of database and information systems. Prerequisite: I INF 202.
I INF 408 Analysis, Visualization, and Prediction in Analytics (3)
Principles of data analysis, emphasizing modern statistical and machine-learning based approaches.
Also, the important role of simple analyses and visualization to gain an overall understanding of data
sets, regardless of size. The role of analytics in creating predictive models of phenomena. The
importance of understanding the nature of the data and other methodological considerations.
Prerequisite(s): INF 300 and INF 407.
I INF 451 Bayesian Data Analysis and Signal Processing (3)
This course will introduce both the principles and practice of Bayesian and maximum entropy methods
for data analysis, signal processing, and machine learning. This is a hands-on course that will introduce
the use of the MATLAB computing language for software development. Students will learn to write their
own Bayesian computer programs to solve problems relevant to physics, chemistry, biology, earth
science, and signal processing, as well as hypothesis testing and error analysis. Optimization techniques
to be covered include gradient ascent, fixed-point methods, and Markov chain Monte Carlo sampling
techniques. Only one version of I INF 451 may be taken for credit. Prerequisite(s): A MAT 214 (or
equivalent) and I CSI 101 or 201.
I INF 452 Computer and Network Security (3)
Theoretical, conceptual and practical aspects of computer and network security. The role of
algorithms, systems, humans, software and hardware in computer and network vulnerabilities and
defense. The two primary focuses of the course will be on the computer and networks, as centers of
vulnerability and defense. The course will emphasize hands on analysis of security issues. Prerequisite:
I INF 306.
I INF 453 Information Security and Privacy (3)
Security and Privacy issues in computer and networked systems. The role of systems, design,
implementation, etc. on data security in digital systems. Case studies of these roles and how they
affect both data security and vulnerability. The legal and ethical aspects of data security and privacy.
Prerequisite: I INF 306.
I INF 454 Human Aspects of Cyber-security (3)
The roles of individuals, groups, organizations and governments in computer and network security. How
the interactions of these with the technical nature of digital systems in many cases forms the core of
vulnerabilities. The trade-offs between security and various measures of utility. Conflicting definitions
of security at different levels (e.g. governmental v. individual). Societal measures and values of
security. The course will feature case studies to explore many of these issues. Prerequisite: I INF 306.
I INF 455 Prevention and Protection Strategies in Cyber-security (3)
The role of security policies and design strategies to minimize security vulnerabilities in computer and
networked systems. The affected areas range from the overall design of systems, networking protocols,
operating systems and applications software on individual computers. The role of coding standards. End
user education and role in security. Prerequisite: I INF 306.
Proposal for a B.S. in Informatics
50
I INF 462 Current Technologies in Web Design (3)
Provides an advanced coverage of web design and development, with a focus on current technologies
and processes. Students will develop skills on the use of software development practices such as agile
development and test-driven development. Develop familiarity with current technologies in particular
web-based and mobile applications. Prerequisite(s): I INF 362 and I INF 363.
I INF 465 Senior Capstone Project (3, may be repeated for a total of 6)
Students from each concentration will each represent their area of expertise on a class or group
project. The projects will either be real-life problems as presented by partnering external
organizations or real-life problems as posed and solved by the group itself. A culminating paper,
application, or presentation will be produced. The Instructor of INF 465 will act as a mentor to the
student teams and help to guide them through their projects. May be repeated for credit up to a total
of 6 credits with permission of department. Prerequisites: Informatics seniors only.
I INF 466 Independent Research (3, may be repeated for a total of 6)
Student-initiated research project under faculty guidance. Students will present their research as
appropriate. May be repeated for credit up to a total of 6 credits with permission of
department. Prerequisites: Informatics juniors and seniors only.
I INF 467 Technology-Based Community Support (3, may be repeated for a total of 6)
Students work on-site with a non-profit to provide technology support. Possible projects could include
website creation and development, computer lab support, or networking. At least 100 hours/semester
are required. Students will also meet with a faculty supervisor throughout the semester and complete a
final presentation of their work. May be repeated for credit up to a total of 6 credits with permission of
department. Prerequisites: permission of instructor, and Informatics juniors and seniors only.
I INF 468 Undergraduate Internship (3, may be repeated for a total of 6)
The internship has two components. (1) work experience in position related to student's interests in
computing and information. Interns are expected to spend eight (8) hours per week during the
semester at their internship location. (2) Academic seminar where students and faculty mentor meet
together monthly to discuss their experiences and general career preparation topics. Assignments may
include preparing a resume and cover letter, career development, assessing skills for and barriers to
career development, and planning for graduate or professional school. Students are expected to
research, identify and find their own possible internship opportunities. This activity will help student to
identify their own career goals and manner in which they may best be achieved, and it will also help
students to learn career preparation skills that will be useful after graduation. All internship
opportunities must be reviewed and approved by appropriate faculty prior to course registration. May
be repeated for up to 6 credits. Prerequisite(s): permission of instructor, junior or senior standing and
a minimum GPA of 2.50.
I INF 469 Internship for Fully Online Students (9)
The internship has two components. (1) Work experience in position related to the Information
technology concentration. Interns are expected to spend at least twenty-four (24) hours per week
during the semester at their internship location. (2) Online academic seminar where students and
faculty mentor discuss their experiences and general career preparation topics. Assignments may
include preparing a resume and cover letter, career development, assessing skills for and barriers to
career development, and planning for graduate or professional school. Students are expected to
research, identify and find their own internship opportunities. This activity will help student to identify
their own career goals and manner in which they may best be achieved, and it will also help students
Proposal for a B.S. in Informatics
51
to learn career preparation skills that will be useful after graduation. All internship opportunities must
be reviewed and approved by appropriate faculty prior to course registration. Prerequisites: permission
of instructor, Informatics juniors and seniors only, IT online concentration only, fully online students.
I INF 470 Physical Computing (3)
This course introduces programmable microcontrollers, digital chips that are used to control
electronics and robotics projects. In this course students will simultaneously develop the electronic
circuits and associated software for controlling hardware components including sensors and mechanical
parts. Topics include electronics fundamentals, analog/digital (A/D) devices, pulse-width modulation
(PWM) and embedded programming. Course has hands-on lab setting with a final group project.
Prerequisites: Informatics juniors or seniors.
I INF 496 Special Topics (3)
The contents of this course will vary from semester to semester. Each offering will cover an advanced
topic in Informatics. May be repeated for credit when content varies. Prerequisite(s): permission of
instructor, and junior or senior standing.
I INF 499W Senior Seminar in Informatics (3)
This course helps students develop integral professional skills, including presentation of ideas through
written and verbal communication, within an Informatics framework. Students will focus on a
particular technology company or issue as a mechanism for developing critical thinking and teamwork
skills. Prerequisites: Informatics seniors only.
Department
of
Computer
Science
I CSI 105 Computing and Information (3)
A broad introduction to computer and information sciences and related disciplines. All of these fields
study various aspects of information and the modern digital computer. Among the central topics of this
course, students will learn basic computer programming because understanding how computers work is
a key to understanding their use across all of the disciplines in Computing and Information. The topics
include what we can and cannot known through computing, interactions between technology and
humans, and a series of contemporary applications of the disciplines. The course includes critical
readings, multiple perspectives, formulation and defense of opinions, common themes among diverse
topics, and skills and practice of teamwork.
I CSI 107 Web Programming (3)
This course is designed to introduce the student to the ever changing world of Web Programming. The
student will develop the ability to write original code in HTML, XML, CSS, Javascript, etc. to create
highly customized websites.
I CSI 124X Computer Security Basics (3)
An introduction to security in computers and networks for a general audience. The operation of
computers and networks is explained to show how they are the basis for attacks. The course will confer
a basic but comprehensive understanding of how computer and network attacks (e.g. viruses, worms,
denial of service) work. Also, how a general user of computers can defend her or himself from current
and future attacks.
Proposal for a B.S. in Informatics
52
I CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3)
This course will offer an introduction to the key terms, concepts and methods in data analysis, with an
emphasis on developing critical analytical skills through hands-on exercises of actual data analysis
tasks. In addition, you will learn and practice basic programming skills to use software tools in data
analysis. Most importantly, this course aims to help you look at the data and their analysis from new
points of view, and nurture a habit of finding relevant patterns in large data sets with appropriate
analysis steps. This ability becomes particularly important when you are facing with large amounts of
data from your future field and career, be it natural or social science, engineering or business.
I CSI 201 Introduction to Computer Science (4)
Computer algorithms and their representation. The principle of information hiding and its relation to
program block structure. File structure and access methods. The efficient use of computational
resources. Program development and style.
I CSI 300Z Social, Security and Privacy Implications of Computing (3)
The ethical and moral implications of using computers to affect the lives of individual and collective
members of human society. Material drawn from a variety of topics, including security and privacy in
computers, networks, security measures, and human users, data banks vs. rights to privacy,
intellectual property, open vs. closed software, software piracy, unauthorized access, and other
computer crimes. Prerequisite(s): I CSI 101, 110, 201 or other hands-on course in programming and
permission of the instructor.
I CSI 310 Data Structures (3)
Commonly used abstract data structures and their implementation. The use of pointers and recursive
programming. Stacks, queues, lists, and trees, and their application to such problems as sorting and
searching. Analysis of algorithms for using these structures. Prerequisite(s): I CSI 201.
I CSI 405 Object Oriented Programming Principles and Practice (3)
Object oriented software design principles (abstraction, polymorphism and inheritance; design
patterns) with emphases on how they are embodied in a contemporary programming language, the
principles of the structure, features and operation of such languages and systems, and increasingly
complex API examples, design and implementation problems and projects to build proficient design,
problem solving, programming and technology skills. Class presentation and discussion of some team
developed project designs. A brief review of Java basics is given but proficiency in Java is highly
desirable for the current course. This is not a course for programming beginners. Prerequisite(s): C or
better in I CSI 310 or sufficient proficiency demonstrated to the instructor. Normally offered fall
semester only.
I CSI 418Y Software Engineering (3)
Software engineering principles, the role of abstraction in programming, abstract data types,
modularization and module interfaces, specifications, and teamwork. Project work in contemporary
concurrent and object-oriented languages. Prerequisite(s): I CSI 405. Normally offered spring semester
only.
I CSI 424 Information Security (3)
This course covers the broad spectrum of technical issues surrounding computer security and intrusion
detection. Topics considered include: viruses, worms, host- and network-based vulnerabilities and
countermeasures, database security, intrusion detection, and privacy and legal issues. Facilities for
Proposal for a B.S. in Informatics
53
securing hosts and limiting vulnerability are also discussed. Unlike in a systems administration class,
detailed operational issues are not discussed. Prerequisite(s): I CSI 400 or 402.
I CSI 426 Cryptography (3)
Course Description: The making of ciphers to encode information is the subject of cryptography. This
course covers the field from its origins in early historic times through its most up-to-date
implementations and uses in digital computers. Various ciphers will be shown and their security
assessed. This latter is known as cryptanalysis – the attempt to break a cipher in order to read the
underlying message. The course will emphasize how cryptography and cryptanalysis are intimately
related, and how the arms race between the two has motivated progress throughout their history.
Prerequisite(s): I CSI 333. Corequisite(s): I CSI 403.
I CSI 431 Data Mining (3)
A course on data mining (finding patterns in data) algorithms and their application to interesting data
types and situations. We cover algorithms that address the five core data mining tasks: prediction,
classification, estimation, clustering, and associations. Course projects will involve advanced topics
such as algorithm developments for handling large data sets, sequential, spatial, and streaming data.
Prerequisite(s): I CSI 310.
I CSI 432 Network Science (3)
Social networks have become an important part of the society. This course will consider networks
arising in many different contexts (e.g., worldwide web, viral marketing, sociology, epidemiology) and
present techniques for analyzing such networks. The goal is to understand how the structure of a
network influences its behavior. The course will cover the necessary background material in graph
theory. Prerequisite: Background in Algorithms (from a course such as I CSI 403 or I CSI 503) or
permission of the instructor.
I CSI 436 Machine Learning (3)
The various elements of machine learning. Supervised and unsupervised learning. Numeric and
categorical approaches. Discriminative and generative models. The importance of understanding the
nature of data. Methodological considerations. Prerequisite: ICSI 310
Department
of
Information
Studies
I IST 433 Information Storage and Retrieval (3)
Methods of analyzing, storing, retrieving information and their relationship to perceived costs and
benefits in information service.
College
of
Arts
&
Science
Courses
A DOC 224 (= A HIS 224) Nonfiction Media Storytelling (3)
This course explores the use of narrative in books, films, and other works intended to present factual
content to the general public. Students will watch, read about, write about, and discuss a range of
work, developing tools for analyzing and evaluating nonfiction media in terms of both content and
craft. Only one version may be taken for credit. Prerequisite(s): restricted to Documentary Studies
Program and History Department majors and minors. Others may be admitted space permitting, and
with permission from the instructor. This class is recommended for students planning to take A DOC
412.
Proposal for a B.S. in Informatics
54
A DOC 324 (= A JRL 324) Introduction to Documentary Photography (3)
From Mathew Brady’s Civil War photographs, to the work of photographers of the U.S. Farm Security
Administration in the 1930s, and through the stunning and emotive images of contemporary social,
ethnographic, scientific, and war photographers, documentary photography has experienced a long and
vigorous development. In this basic introductory hands-on workshop, students will examine the long
heritage of documentary photography as well as the practical lessons to be learned from renowned
practitioners. The course explores the use of still photographs to record various aspects of social,
political, and cultural life and events. Students will develop their visual storytelling skills through a
series of research and fieldwork hands-on projects involving the documentation of various aspects of
contemporary life. Students should be familiar with the basics of digital camera operation. Only one
version of A DOC 324 may be taken for credit. Prerequisite(s): restricted to Documentary Studies
Program and Journalism majors and minors. Others may be admitted space permitting, and with
permission from the instructor.
A DOC 330 (= A HIS 330) Foundations of Documentary Web/Hypermedia Production (3)
Web-based or digital multimedia documentaries utilize a variety of hypermedia digital elements to
construct compelling, interactive, linear and nonlinear "stories" on nonfiction topics. This course will
cover the fundamentals of web site and digital multimedia composition through assigned short
projects. When A DOC 330 is taught cross-listed with A HIS 330, the content focus will be history.
Prerequisite(s) restricted to Documentary Studies and History majors and minors; all others with
permission of instructor. Recommended for students planning to take A DOC/A HIS 407.
A DOC 406 (= A HIS 406) Practicum in Historical Documentary Filmmaking (4)
This course is a hands-on workshop in historical documentary filmmaking. It will introduce students to
the all aspects of historical documentary production—from pre-production planning, research, and
writing, to production (filming/videotaping interviews, recording voiceover narration, lighting, filming
reenactments), and finally, post-production (editing and mixing actualities, music, narration,
interviews, still photographs). The course, in short, is designed to teach students practical, technical
skills and is a perfect follow-up to A DOC 335, which examines the history and theory of documentary
filmmaking. Only one version of A DOC 406 may be taken for credit. Prerequisite(s): permission of
instructor.
A DOC 407 (= A HIS 407) Readings and Practicum in Digital History and Hypermedia (4)
This course introduces students to the practice of history in the digital age. The emergence of the
World Wide Web has opened up new avenues for researching, analyzing, and presenting the past–but
has also raised new questions about producing quality historical scholarship in this open environment.
This course will work on two fronts, looking first at the current state of the field of “digital history,”
from issues of narrative and hypertext theory to some of the best (and worst) practices of current
historical websites. At the same time, as a central component of the course, students will work in
collaboration to build their own well-researched and historically sound web projects. Previous
experience with building websites is welcomed but not required. Only one version of A DOC 407 may be
taken for credit. Prerequisite(s): permission of instructor.
A MAT 108 Elementary Statistics (3)
Frequency distributions, measures of central tendency and dispersion, probability and sampling,
estimation, testing of hypotheses, linear regression, and correlation. Only one of A MAT 108 and B ITM
220 may be taken for credit. Not open for credit by students who have taken A MAT 308.
Prerequisite(s): three years of high school mathematics.
Proposal for a B.S. in Informatics
55
A SOC 210 Sociology of Culture (3)
The social settings within which culture—literature, painting, theatre, fashion, popular magazines,
graffiti, television—are produced and consumed. Special attention is paid to the development of
artistic careers, the forces shaping markets for artistic objects and performances, the effects of
censorship, and class differences in the consumption of culture. Prerequisite(s): A SOC 115.
A SOC 220 Introduction to Social Research (3)
Examination of the assumptions and techniques of social research: problems of design, data collection,
quantitative and qualitative analysis; review of current research in professional journals; the uses of
survey research; application of concepts through individual and class projects. For Sociology majors
and intended majors, A SOC 220 is restricted to A-E grading after matriculation at Albany.
Prerequisite(s): A SOC 115.
A SOC 221 Statistics for Sociologists (3)
Introduction to quantitative analysis of sociological data: methods of summarizing and describing
univariate distributions including the use of tables and graphs; methods of examining relationships
between two or more measures; statistical inference and hypothesis testing. For Sociology majors and
intended majors, A SOC 221 is restricted to A-E grading after matriculation at Albany. Prerequisite(s): A
SOC 115.
A SOC 255 Mass Media (3)
The role of newspapers, radio, television, and motion pictures in American society. Changes in these
media and their functional relationship to education, the economy, the political process, and public
opinion. Prerequisite(s): A SOC 115.
A SOC 270 Social and Demographic Change (3)
This is an intensive course in the use and understanding of Census and other state and federal data
sources for community analysis. While the concentration is on the use of the Decennial Census and
annual American Community Survey, other state and federal agency sources will also be explored. The
objective of the course is to examine sources of economic and demographic data and understand how
they can be used to tell the story of our communities. Through understanding their uses and
limitations, you will prepare a comprehensive community profile and analysis of population
change. The class will also introduce basic techniques of demographic analysis as they relate to
community analysis. Experience with MS Excel recommended. Prerequisite(s): A SOC 115 or 115Z.
School
of
Education
E APS 487 Institute in Education (1-9)
Special course, not part of the pattern of regular offerings, designed to meet particular nonrecurring
needs. May be repeated for credit when content varies.
1
University at Albany – State University of New York
Program Action Form
Proposal No.
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate / Activate Course (boldface & underline as appropriate)
Other (specify):
Department:
Informatics
To be effective (semester/year): Fall 2014
Course Number
Current:
New:
Credits:
Program Title:
Bachelors
of
Science
in
Informatics
Program Description to appear in Bulletin:
See
attached
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with (i.e., INF ###):
This course is (will be) a shared-resources course with (i.e., INF ###):
Explanation of proposal:
The Department of Informatics proposes to create a Bachelor of Science degree in Informatics with a combined major/minor and specialization tracks.
This program helps students focus on and develop technical skills that will lead to specific careers. Information and knowledge management is the
cornerstone and foundation for many current and new employment opportunities, and for society in general, in today’s knowledge economy.
Informatics is technology applied to specific fields. Informatics serves as the bridge between computing and information technology and specific
application domains, ranging, for example, from the government and public policy to economics to health care. As computing and information
technologies become increasingly embedded in the day-to-day operations of commerce Informatics as a field will become increasingly important. We
will need more individuals who understand a diverse set of technologies and how to apply them across fields. To illustrate this point we can look to the
case of “big data” today. Organizations are producing immense amounts of data and emerging technologies are now making it possible to collect that
data and use it to answer questions. This has created the need for individuals who understand how to use those technologies and how to get
information out of large data sets.
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their offering:
None.
Chair of Proposing Department (TYPE NAME/SIGN)
Date
Approved by Chair(s) of Departments having cross-listed course(s)
(PRINT NAME/SIGN)
Date
Dean of College (PRINT NAME/SIGN)
Date
Chair of Academic Programs (PRINT NAME/SIGN)
Date
Dean of Graduate (Undergraduate) Studies (PRINT NAME/SIGN)
Date
Undergraduate
Bulletin
copy
should
read
as
follows
under
the
heading
“Undergraduate
Study”
The B.S in Informatics is a unique opportunity for students to study the application of technology across
disciplines. The degree is a combined major and minor, requiring a total of 54 credits. This includes 42
credits of required core courses that focus on the relationship between technology and society, the use
of various technologies across platforms, and programming fundamentals. Emphasis is also placed on
providing students with various opportunities to gain real-world experience. In addition, students are
required to complete 12 credits in a specialization called a track. This gives students the opportunity
to deepen their experience and knowledge in a particular area of Informatics. The tracks are
Interactive User Experience, Cyber-security, Computer Networking, Social Media, Data Analytics,
Software Development, and Information Technology. The Information Technology track will be offered
fully online.
The B.S in Informatics prepares students for a wide array of careers. Some potential career options for
each track are:
•
Interactive User Experience: Web Designer, User Experience Analyst, and Information Architect
•
Cyber-security: Information Security Analyst, Data Security Administrator, Data Security
Administrator, and Computer Security Specialist
•
Social Media: Social Media Community Manager, Social Media Strategist, and Public Information
Officer
•
Computer Networking: System Administrator, Network Administrator, and Computer Network
Architect
•
Data Analytics: Data Analyst, Data Mining Specialist, and Data Visualization Specialist
•
Software Development: Application Developer, Software Architect, Software Design Analyst,
Systems Programmer
•
Information Technology: IT Project Manager, Computer Support Specialist, and Technical
Support Specialist.
Undergraduate
Bulletin
copy
should
read
as
follows
under
the
heading
“Degree
Requirements
for
the
BS
in
Informatics”:
Students completing a combined major/minor in Informatics must complete at least 54 credits.
Courses may NOT be double-counted towards multiple requirements of the major/minor.
Informatics is a combined major/minor, consisting of a minimum of 42 core credits and selection of a
12-credit concentration (54 credit total).
Information
&
Society
(9
credits)
I INF 100X Information in the 21st Century (3)
I INF 301 Emerging Trends in Information and Technology (3)
I INF 499 Senior Seminar in Informatics (3)
Practical
Applications
(15
credits)
I INF 201 Introduction to Web Technologies (3)
I INF 202 Introduction to Data & Databases (3)
I INF 203 Introduction to Networks and Systems (3) (new course)
I INF 305 Digital Project Management (3)
I CSI 105 Computing & Information (3) (or substitute I CSI 201 Introduction to Computer Science)
Math
(3
credits)
Any A MAT course between 100-299 (except A MAT 108)
Research
(6
credits)
I INF 200 Research Methods for Informatics (3) (new course) (or substitute A SOC 220)
A MAT 108 Statistics (3) (or substitute A SOC 221)
Experiential
Learning
(9
credits)
Students will be advised into experiences that complement the chosen concentration. Classes may be
repeated twice for a total of 6 credits. Students must do at least two different courses. Online IT
students only may complete INF 469 (9 credits) to fulfill this requirement.
I INF 465 Senior Capstone Project (3) (new course)
I INF 466 Undergraduate Research (3) (new course)
I INF 467 Technology-based Community Support (3) (new course)
I INF 468 Undergraduate Internship (3)
I INF 469 Undergraduate Internship for Online IT Students (9) (new course)
E APS 487 Peer Mentoring (3)
Concentrations
(at
least
12
credits)
Students select one concentration.
Interactive
User
Experience
I INF 302 Human-Computer Interactive Design (3) (new course)
I INF 362 Intermediate Interactive Design (3) (new title)
Select two from:
I INF 308 Programming for Informatics (3) (new course)
I INF 363 Digital Design (3) (new course)
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 462 Current Technologies in Web Design (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 107 Web Programming (3)
I CSI 124X Computer Security Basics (3)
A DOC 324 (= A JRL 324) Introduction to Documentary Photography (3)
A DOC 330 (= A HIS 330) Foundations of Documentary Web/Hypermedia Production (3)
A DOC 406 (= A HIS 406) Practicum in Historical Documentary Filmmaking (4)
A DOC 407 (= A HIS 407) Readings and Practicum in Digital History and Hypermedia (4)
Cyber-‐security
I CSI 124X Computer Security Basics (3)
I INF 306 Information Security & Assurance (3) (new course)
Pick two:
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 452 Computer and Network Security (3) (new course)
I INF 453 Information Security and Privacy (3) (new course)
I INF 454 Human Aspects of Cyber-security (3) (new course)
I INF 455 Prevention and Protection Strategies in Cyber-security (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 300Z Social, Security and Privacy Implications of Computing (3)
I CSI 424 Information Security (3)
I CSI 426 Cryptography (3)
Computer
Networking
I INF 303 Intermediate Networking (3) (currently I INF 423)
I INF 304 Intermediate Hardware and Operating Systems (3) (currently INF I 424)
Pick two from:
I INF 403 Advanced Networking and Security (3) (new course)
I INF 404 Advanced Systems and Security (3) (new course)
I INF 452 Computer and Network Security (3) (new course)
I INF 470 Physical Computing (3) (new course converted from previous special topic)
I INF 496 Special Topics (3) (as appropriate, repeatable)
Social
Media
I INF 307 Current Topics in Social Media (3) (new course)
I CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3) (new course
converted from previous special topics)
Pick two from:
I INF 308 Programming for Informatics (3) (new course)
I INF 363 Digital Design (3) (new course)
I INF 401 Case Studies in Digital Citizenship (3) (new course)
I INF 496 Special Topics (3) (as appropriate, repeatable)
I CSI 432 Network Science (3)
A SOC 210 Sociology of Culture (3)
A SOC 255 Mass Media (3)
A SOC 270 Social and Demographic Change (3)
A DOC 224 (= A HIS 224) Nonfiction Media Storytelling (3)
Data
Analytics
I INF 300 Probability and Statistics for Data Analytics (3) (new course)
I CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3) (new course
converted from previous special topics)
Pick two from:
I INF 407 Modern Issues in Databases (3) (new course)
I INF 408 Analysis, Visualization, and Prediction in Analytics (3) (new course)
I INF 451 Bayesian Data Analysis and Signal Processing (3)
I IST 433 Information Storage and Retrieval (3)
I CSI 431 Data Mining (3)
I CSI 432 Network Science (3) (new course)
I CSI 436 Machine Learning (3)
Software
Development
I CSI 201 Introduction to Computer Science (4)
I CSI 310 Data Structures (3)
I CSI 418Y Software Engineering (3)
Pick one from:
I INF 455 Prevention and Protection Strategies in Cyber-security (3) (new course)
I CSI 405 Object Oriented Programming Principles and Practice (3)
Information
Technology
(online
only)
I INF 302 Human-Computer Interactive Design (3) (new course)
I INF 303 Intermediate Networking (3) (currently I INF 423) (new course)
I INF 306 Information Security & Assurance (3) (new course)
I INF 308 Programming for Informatics (3) (new course)
Self-‐Designed
(with
Departmental
Approval
only)
Student must provide a proposal of courses to take to support the proposed self-designed concentration
that includes at least four (4) courses. At least 9 credits of a self-designed concentration should be
taken while enrolled in the INF BS program. Proposal must be approved by INF faculty before the
student can declare it.
1
University at Albany – State University of New York
Program Action Form
Proposal No.
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
X
Deactivate Program (boldface & underline as appropriate)
Other (specify):
Department:
Informatics
To be effective (semester/year): Fall 2014
Course Number
Current:
New:
Credits:
Program Title:
Faculty-‐Initiated
Interdisciplinary
Degree
with
a
Concentration
in
Information
Science
Course Description to appear in Bulletin:
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with (i.e., INF ###):
This course is (will be) a shared-resources course with (i.e., INF ###):
Explanation of proposal:
As the proposed BS in Informatics is implemented in Fall 2014, we request permission to close
admission to the FIID/IS. We will continue to graduate students who have currently declared the
FIID/IS if they wish to keep that major through DARS exceptions. See attached for a proposed
crosswalk of current requirements with proposed updates. We request that students who matriculate
prior to F14 also have the opportunity to declare the new major.
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their offering:
None.
Chair of Proposing Department (TYPE NAME/SIGN)
Date
Approved by Chair(s) of Departments having cross-listed course(s)
(PRINT NAME/SIGN)
Date
Dean of College (PRINT NAME/SIGN)
Date
Chair of Academic Programs (PRINT NAME/SIGN)
Date
Dean of Graduate (Undergraduate) Studies (PRINT NAME/SIGN)
Date
LI-67A, 1400 Washington Ave, Albany, NY 12222
Voice: 518/442-4267 Fax: 518/442-5638
Email: berg@cs.albany.edu
College of Computing and Information
Computer Science Department
September 19, 2013
To Whom It May Concern:
The University at Albany Computer Science Department strongly supports the creation of the proposed BS in
Informatics. We welcome the new program. It provides a great complement to our own undergraduate
programs. In particular, the cyber-security, software development, and data analytics tracks in this new
program will help build broad strength in these areas at UAlbany. Our own efforts in these areas, with our
more specific technical focus, will give students a greater breadth of options to choose from in their
undergraduate careers. Also, the courses that we share across new program will allow all of our students to
benefit from a broader shared experience. It also is a welcome benefit from the collaborations we are
increasingly seeing across the College of Computing and Information.
There are proposed changes in the Informatics BS program require that INF students be able to take the
following courses from the CSI department:
•
CSI 105 Computing and Information (3)
•
CSI 107 Web Programming (3)
•
CSI 124X Computer Security Basics (3)
•
CSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation (3)
•
CSI 201 Introduction to Computer Science (4)
•
CSI 300Z Social, Security and Privacy Implications of Computing (3)
•
CSI 310 Data Structures (3)
•
CSI 405 Object Oriented Programming Principles and Practice (3)
•
CSI 431 Data Mining (3)
•
CSI 418Y Software Engineering (3)
•
CSI 424 Information Security (3)
•
CSI 426 Cryptography (3)
•
CSI 432 Social Network Analysis (3)
•
CSI 436 Machine Learning (3)
In addition to our support of the new program, this letter confirms that INF students will in fact be allowed to
register for the above listed courses.
Very truly yours,
Professor Neil V. Murray
Chair, Dept. of Computer Science
Tuesday,
October
1,
2013
7:00:31
PM
Eastern
Daylight
Time
Page
1
of
2
Subject: RE:
Tech
Community
Service
Date:
Monday,
September
30,
2013
8:15:38
PM
Eastern
Daylight
Time
From:
Stevens,
Sheri
To:
Goodall,
Jennifer
J
Hi Jen.
No worries. Actually, I think this sounds more like a nonprofit internship because it is situated within a specific
dept or school and has faculty supervision. Please let me know best how we can support you in identifying
opportunities for your students when you are ready.
Have a great night!
Sheri
Sheri Stevens
Interim Director
Community and Public Service Program
Social Sciences 112
SUNY Albany
1400 Washington Ave
Albany, NY 12222
518.442.5683 phone
518.442.5684 fax
www.albany.edu/cpsp
"Education is the most powerful weapon which you can use to change the world"
~Nelson Mandela~
This communication, including any attachments, may contain privileged and/or confidential information or knowledge that is otherwise protected from disclosure. It is
intended solely for the use of the individual or entity addressed above. If you are not the intended recipient, you are strictly prohibited from any dissemination,
distribution or copying of this communication. If you received this communication in error, please contact the sender immediately and destroy the material in its
entirety. Thank you for your cooperation.
From: Goodall, Jennifer J
Sent: Monday, September 30, 2013 14:05
To: Stevens, Sheri
Subject: Tech Community Service
Hi Sherri,
When we met this summer, we talked about having a version of CPSP 300 (Is that the number) that was
just for INF/Tech-focused students. We created our own number (INF 467). Because it sounds so much
like your course, could you send me a note that this is ok with you since it is so much more focused just
so when UAC looks at it, they know we talked about it and I'm not making a play for your program? ;-)
Thanks, Jen
INF 467 Technology-Based Community Support
Students work on-site with a non-profit to provide technology support. Possible projects
could include website creation and development, computer lab support, or networking. At
least 100 hours/semester are required. Students will also meet with a faculty supervisor
throughout the semester and complete a final presentation of their work. May be repeated
for credit up to a total of 6 credits with permission of department.
Find CCIWIT online at http://www.facebook.com/groups/cciwit
Page
2
of
2
ALSO: Women in STEM Careers Group. Info meeting September 26, 11:50 am in Career Services!
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
jgoodall@albany.edu
AIM:
professorgoodall
Fall
2013
office
hours:
W
2-‐4
pm,
LI-‐84
___________________________
CCI
Women
In
Technology
is
dedicated
to
supporting,
empowering,
and
building
community
among
female
faculty,
graduate,
and
undergraduate
students.
The
program
also
encourages
girls
in
middle
school
and
high
school
to
pursue
undergraduate
and
graduate
studies
in
the
fields
related
to
computer
science,
informatics,
and
information
science.
CCIWIT
initiatives
are
designed
to
address
the
critical
need
to
bridge
the
achievement
gap
and
increase
access
for
women
to
enter
the
male-‐
dominated
computing
and
information
technology
fields.
CCI
Women
in
Technology
on
Facebook:
http://www.facebook.com/groups/cciwit/
___________________________
Tuesday,
September
3,
2013
11:00:03
PM
Eastern
Daylight
Time
Page
1
of
2
Subject: Re:
Permission
to
list
DOC
classes
in
the
INF
BS
proposal
Date:
Tuesday,
September
3,
2013
10:55:32
PM
Eastern
Daylight
Time
From:
Zahavi,
Gerald
To:
Goodall,
Jennifer
J
Jennifer
-‐-‐
As
per
our
conversation,
we
offer
our
support
for
incorporating
some
of
our
courses
within
an
optional
track
of
your
proposed
Bachelor of Science Degree in Informatics. We will generally be able to support anywhere between 3-5
of your students in the below courses — and more if there are vacant seats:
A DOC 324 (= A JRL 324) Introduction to Documentary Photography (3)
A DOC 330 (= A HIS 330) Foundations of Documentary Web/Hypermedia Production (3)
A DOC 406 (= A HIS 406) Practicum in Historical Documentary Filmmaking (4)
A DOC 407 (= A HIS 407) Readings and Practicum in Digital History and Hypermedia (
A DOC 224 (= A HIS 224) Nonfiction Media Storytelling (3)
Please keep us informed of the progress of your proposal and let us know if there is anything more we can do to
insure the success of your new initiative.
Best,
Gerry Zahavi
PS
—
You
should
also
contact
the
Journalism
Program
as
they
have
several
courses
cross-‐listed
with
Doc.
Studies
as
well
(for
example,
the
above
ADOC
324).
From:
"Goodall,
Jennifer
J"
<jgoodall@albany.edu>
Date:
Tue,
3
Sep
2013
21:02:25
-‐0400
To:
Gerald
Zahavi
<gzahavi@albany.edu>
Cc:
"Berg,
George"
<gberg@albany.edu>,
"Goodall,
Jennifer
J"
<jgoodall@albany.edu>
Subject:
Permission
to
list
DOC
classes
in
the
INF
BS
proposal
HI
Gerry,
As
we
discussed
last
week,
can
you
please
send
me
a
note
that
it
is
ok
for
INF
BS
students
to
take
the
following
DOC
classes,
as
options
within
an
optional
track?
This
is
part
of
the
proposal
we
discusses
last
week.
Thanks!
Jennifer
DOC
classes
we'd
like
to
include:
A DOC 224 (= A HIS 224) Nonfiction Media Storytelling (3)
A DOC 324 (= A JRL 324) Introduction to Documentary Photography (3)
A DOC 330 (= A HIS 330) Foundations of Documentary Web/Hypermedia Production (3)
A DOC 406 (= A HIS 406) Practicum in Historical Documentary Filmmaking (4)
A DOC 407 (= A HIS 407) Readings and Practicum in Digital History and Hypermedia (4)
Friday,
September
6,
2013
4:43:42
PM
Eastern
Daylight
Time
Page
1
of
2
Subject: RE:
EAPS
as
part
of
INF
BS
proposal
Date:
Thursday,
September
5,
2013
2:04:56
PM
Eastern
Daylight
Time
From:
Kinser,
Kevin
To:
Goodall,
Jennifer
J
CC:
Berg,
George,
Smith,
Christy,
Meissner,
Sheila
M
Hi
Jennifer,
I
just
wanted
to
follow
up
on
this.
The
funding
for
EAPS
487
comes
from
a
special
initiative
of
the
provost’s
office,
and
if
that
funding
goes
away,
we
are
unable
to
continue
offering
the
course.
As
of
right
now,
we
seem
to
be
secure
in
funding
for
it,
but
the
future
is
unpredictable,
as
I’m
sure
you
can
appreciate.
With
that,
though,
we
are
supportive
of
you
including
the
course
as
part
of
your
program
requirements,
and
are
glad
you
find
it
useful.
If
funding
from
the
provost
dries
up,
we
will
of
course
have
to
revisit
this,
but
for
now
it
seems
fine.
Let
me
know
if
we
should
discuss
further.
Best,
-‐kevin
From: Siracusa, Jessica C
Sent: Wednesday, September 04, 2013 9:06 AM
To: Goodall, Jennifer J; Smith, Christy
Cc: Berg, George; Kinser, Kevin
Subject: RE: EAPS as part of INF BS proposal
Hi
Jennifer,
Thanks
for
your
email.
This
is
not
a
regularly
scheduled
course,
so
EAPS
will
need
to
discuss
this
further.
I
am
sure
they
will
be
in
touch
shortly
regarding
this.
I
will
be
only
here
through
Friday
so
if
further
email
discussion
is
necessary,
please
write
to
Christy
and/or
Kevin
Kinser
(who
I’ve
CCed
to
this
message).
Best,
Jessica
Jessica C. Siracusa
Department Coordinator
Educational Administration and Policy Studies, ED 344
University at Albany
1400 Washington Avenue
Albany, NY 12222
Ph: 518-442-5080
Fx: 518-442-5084
jsiracusa@albany.edu
www.albany.edu/eaps
Page
2
of
2
From: Goodall, Jennifer J
Sent: Tuesday, September 03, 2013 9:24 PM
To: Siracusa, Jessica C; Smith, Christy
Cc: Berg, George; Goodall, Jennifer J
Subject: EAPS as part of INF BS proposal
Hi,
We
are
proposing
a
new
BS
program
in
Informatics
to
replace
our
current
faculty
initiated
degree
in
Info
Science.
We
have
a
core
requirement
for
experiential
learning
and
EAPS
487/Undergraduate
Peer
Education
is
one
of
the
options
we'd
like
to
list.
If
that
is
ok
with
you,
can
you
please
send
me
a
note
that
this
is
fine.
Note
that
it
is
an
option
within
an
option
and
students
will
still
have
to
meet
the
requirements
to
be
a
peer
educator,
so
I
don't
expect
it
to
be
an
overwhelming
demand.
We
are
very
happy
with
the
peer
educators
though
and
would
like
to
build
it
in
more
with
their
program.
I'd
be
happy
to
meet
and
discuss
this
if
you'd
like,
as
well.
FYI—the
draft
proposal
is
attached.
Thanks,
Jennifer
Save the date: September 19, 5-9 pm, Techapalooza, Revolution Hall, Troy.
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
jgoodall@albany.edu
AIM:
professorgoodall
Fall
2013
office
hours:
W
2-‐4
pm,
LI-‐84
Tuesday,
September
17,
2013
9:52:33
AM
Eastern
Daylight
Time
Page
1
of
1
Subject: RE:
IST
433
in
the
INF
BS
Date:
Tuesday,
September
17,
2013
1:15:39
AM
Eastern
Daylight
Time
From:
Eppard,
Philip
B
To:
Goodall,
Jennifer
J
Hi Jen,
This would be in line with what has happened in the past. As I understand it, it would not be required. So, yes, we
agree to 433 being listed as an option in the data analytics track and we would allow INF BS students to take the
course.
Best,
Phil
From: Goodall, Jennifer J
Sent: Friday, September 13, 2013 6:11 PM
To: Eppard, Philip B
Cc: Berg, George; Jorgensen, Daphne
Subject: IST 433 in the INF BS
Hi Phil,
At the CCI Curriculum Committee today, it was recommended that we add IST 433 to the Data
Analytics as an optional course. If this is ok with you, can you please let me know that IST commits to
allowing INF BS students to take that course? It can be an email or a formal letter. I would need this on
Monday.
Thanks!
Jennifer
Save the date: December 7, 1 pm, Junior FIRST Lego League Expo, CC Ballroom.
https://www.facebook.com/events/474833245918041/
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
jgoodall@albany.edu
AIM:
professorgoodall
Fall
2013
office
hours:
W
2-‐4
pm,
LI-‐84
Tuesday,
September
3,
2013
10:26:58
PM
Eastern
Daylight
Time
Page
1
of
3
Subject: RE:
requiring
Math
courses
Date:
Tuesday,
September
3,
2013
10:24:19
PM
Eastern
Daylight
Time
From:
Zhu,
Kehe
To:
Goodall,
Jennifer
J
CC:
Mainwaring,
Joan
B,
Plotnick,
Steven
Hi
Jennifer,
The
Department
of
Mathematics
and
Statistics
is
OK
with
your
listing
AMAT
108
as
a
required
course
for
the
major
and
will
be
able
to
accommodate
the
enrollment
of
your
students.
Kehe
Zhu
Professor
and
Chair
Department
of
Mathematics
and
Statistics
From: Goodall, Jennifer J
Sent: Tuesday, September 03, 2013 9:29 PM
To: Zhu, Kehe
Cc: Mainwaring, Joan B
Subject: Re: requiring Math courses
HI
Kehe,
We
are
also
continuing
to
require
INF
BS
students
take
a
statistics
class
and
would
like
to
list
MAT
108.
This
is
not
different
than
we
have
in
the
past,
but
could
you
please
send
me
another
note
approving
that
class
in
particular?
Thanks,
jennifer
Save the date: December 7, 1 pm, Junior FIRST Lego League Expo, CC Ballroom.
https://www.facebook.com/events/474833245918041/
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
jgoodall@albany.edu
AIM:
professorgoodall
Fall
2013
office
hours:
W
2-‐4
pm,
LI-‐84
From:
<Zhu>,
Kehe
<kzhu@albany.edu>
Date:
Friday,
June
7,
2013
11:46
AM
To:
Jennifer
Goodall
<jgoodall@albany.edu>
Cc:
"Mainwaring,
Joan
B"
<jmainwaring@albany.edu>
Subject:
RE:
requiring
Math
courses
Hi
Jennifer,
The
Department
of
Mathematics
and
Statistics
is
OK
with
your
proposal
to
allow
INF
majors
to
take
any
math
course
between
100
and
299
instead
of
requiring
them
to
take
106.
Page
2
of
3
math
course
between
100
and
299
instead
of
requiring
them
to
take
106.
Best
regards,
Kehe
Zhu
Professor
and
Chair
From: Mainwaring, Joan B
Sent: Friday, June 07, 2013 11:38 AM
To: Zhu, Kehe
Subject: FW: requiring Math courses
Hi
Kehe,
Can
you
help
Jen
with
this?
Let
me
know
if
there’s
something
you
need
from
me
–
Joan
From: Goodall, Jennifer J
Sent: Thursday, June 06, 2013 10:41 AM
To: Mainwaring, Joan B
Subject: requiring Math courses
Hi
Joan,
Currently,
the
INF
major
requires
students
to
take
MAT
108
(or
a
stats
substitute
in
another
department)
and
MAT
106
(or
another
MAT
calc
class).
We'd
like
to
broaden
the
later
requirement
to
require
students
to
take
any
MAT
class
between
100-‐299
and
not
define
that
it
must
be
calc.
Would
that
be
ok?
If
so,
can
you
send
me
an
email
or
have
your
chair
send
me
a
note
that
MAT
will
make
these
seats
available
to
INF
majors
(even
though
you
already
do
in
MAT
106,
I'm
sure
they're
going
to
want
that
letter
from
Math).
Does
that
make
sense,
am
I
missing
anything?
Should
I
come
talk
to
your
chair?
Jen
Upcoming CCI Women in Tech Meetings: Find us online this summer at http://www.facebook.com/groups/cciwit
.
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
jgoodall@albany.edu
AIM:
professorgoodall
___________________________
CCI
Women
In
Technology
is
dedicated
to
supporting,
empowering,
and
building
community
among
female
faculty,
graduate,
and
undergraduate
students.
The
program
also
encourages
girls
in
middle
school
and
high
school
to
pursue
undergraduate
and
graduate
studies
in
the
fields
related
to
computer
science,
informatics,
and
information
science.
CCIWIT
initiatives
are
designed
to
address
the
critical
need
to
bridge
the
achievement
gap
and
increase
access
for
women
to
enter
the
male-‐dominated
computing
and
information
technology
fields.
CCI
Women
in
Technology:
http://cciwit.posterous.com/
Friday,
June
7,
2013
12:27:08
PM
Eastern
Daylight
Time
Page
1
of
2
Subject: RE:
requiring
Math
courses
Date:
Friday,
June
7,
2013
11:46:50
AM
Eastern
Daylight
Time
From:
Zhu,
Kehe
To:
Goodall,
Jennifer
J
CC:
Mainwaring,
Joan
B
Hi
Jennifer,
The
Department
of
Mathematics
and
Statistics
is
OK
with
your
proposal
to
allow
INF
majors
to
take
any
math
course
between
100
and
299
instead
of
requiring
them
to
take
106.
Best
regards,
Kehe
Zhu
Professor
and
Chair
From: Mainwaring, Joan B
Sent: Friday, June 07, 2013 11:38 AM
To: Zhu, Kehe
Subject: FW: requiring Math courses
Hi
Kehe,
Can
you
help
Jen
with
this?
Let
me
know
if
there’s
something
you
need
from
me
–
Joan
From: Goodall, Jennifer J
Sent: Thursday, June 06, 2013 10:41 AM
To: Mainwaring, Joan B
Subject: requiring Math courses
Hi
Joan,
Currently,
the
INF
major
requires
students
to
take
MAT
108
(or
a
stats
substitute
in
another
department)
and
MAT
106
(or
another
MAT
calc
class).
We'd
like
to
broaden
the
later
requirement
to
require
students
to
take
any
MAT
class
between
100-‐299
and
not
define
that
it
must
be
calc.
Would
that
be
ok?
If
so,
can
you
send
me
an
email
or
have
your
chair
send
me
a
note
that
MAT
will
make
these
seats
available
to
INF
majors
(even
though
you
already
do
in
MAT
106,
I'm
sure
they're
going
to
want
that
letter
from
Math).
Does
that
make
sense,
am
I
missing
anything?
Should
I
come
talk
to
your
chair?
Jen
Upcoming CCI Women in Tech Meetings: Find us online this summer at http://www.facebook.com/groups/cciwit
.
-‐-‐
Jennifer
Goodall,
PhD
Service
Assistant
Professor,
Department
of
Informatics
Director,
Student
Center,
College
of
Computing
and
Information
Director,
Informatics/Information
Science
Undergraduate
Program
Assistant
Dean,
Department
of
Informatics
Director,
College
of
Computing
and
Information
Women
in
Technology
(CCIWIT)
Program
LI-‐84
Albany,
NY
12222
Tuesday,
September
3,
2013
10:27:48
PM
Eastern
Daylight
Time
Page
1
of
1
Subject: Sociology
Courses
for
Informatics
Tracks
Date:
Thursday,
July
18,
2013
11:16:10
AM
Eastern
Daylight
Time
From:
Denton,
Nancy
A
To:
Goodall,
Jennifer
J
CC:
Zyskowski,
Stacey
J,
Lawyer,
Melanie,
Rose,
Kathleen
F,
Brandon,
Peter
Dear
Jennifer,
As
we
discussed
this
morning,
the
Sociology
department
is
fine
with
you
listing
the
following
courses
as
options
in
some
of
the
new
tracks
you
are
developing
for
your
major:
SOC
115
SOC
220
SOC
221
SOC
210
SOC
242
SOC
255
SOC
270
We
anticipate
the
there
will
be
a
small
number
of
student
who
opt
for
these
options
so
it
will
not
put
pressure
on
the
department.
Let
me
know
if
there
is
anything
else
I
can
do
to
facilitate
this
process.
Sincerely,
Nancy
Denton
Professor
and
Chair
Department
of
Sociology
To:
Date:
From:
Subject:
Office of the Vice Provost
for Undergraduate Education
Jennifer Goodall - Assistant Dean, Service Professor, and Director of
Undergraduate Student Services for the College of Computing & Information
September 15, 2013
.£
Brian E. Gabriel - Assistant Dean for Undergraduate Education /J.,J!IIJ
Proposed Informatics Degree and Transfer Agreement Outreach
The Transfer Agreement Coordinator (Brian E. Gabriel) in the Office for Undergraduate
Education contacted eight ofUAlbany's primary community college partners; community
colleges with established computing, information technology and cyber-security degree
programs - to explore the possibility of developing 2 + 2 transfer program agreements for
UA!bany's proposed Informatics B.S. degree program.
Six community colleges expressed a strong desire to immediately begin work on the
development of 2 + 2 transfer program agreements --Broome, Columbia-Greene, Fulton-
Montgomery, Herkimer, Hudson Valley and Schenectady Community Colleges. As a result,
Informatics program information and 2 + 2 transfer agreement development meetings with
Columbia-Greene, Herkimer and Hudson Valley Community Colleges took place during the
week of August 19-23,2013. Work on a 2 + 2 Informatics program transfer equivalency
table for Hudson Valley Community College has already begun.
Informatics program information and development meetings with Broome, Fulton-
Montgomery and Schenectady Community Colleges are scheduled for the week of
September 30- October 4, 20!3.
Follow-up and continuing outreach to Monroe, Sullivan and Westchester Community
Colleges will begin next week, September 22 -29, 2013.
Additional outreach and transfer agreement development with community colleges and other
two- and four-year institutions will continue throughout the fall2013 semester.
It seems very clear that there is a need and demand for transfer pathways that will allow
students to enter field of Informatics and the areas oflnformation Technology, User
Interface-Web Design, Computer Networking, Cybersecurity, Software Development, Data
Analytics, and Social Media at UAlbany.
If you have any questions, please let me know.
Lecture Center 30
1400 Washington Avenue, Albany, NY 12222
PH• 518-442-3950 FX• 518-442-4959
www.albany.edu
