Examination of information systems and their role in business. Focus on information systems, database management systems, networking, e-commerce, ethics and security, computer systems hardware and software components. Application of these concepts and methods through hands-on projects developing computer-based solutions to business problems.
Course Objectives: At the conclusion of this course, the student should be able to:
Describe existing and emerging technologies and their impact on organizations and society.
Demonstrate an understanding of the development and use of information systems in business.
Solve common business problems using appropriate Information Technology applications and systems.
Methods of Evaluation:
Evaluation will include hands-on projects and a combination of examinations, presentations, discussions, or problem-solving assignments.
Sample Textbooks, Manuals, or Other Support Materials:
New Perspectives on Computer Concepts – Current Edition: Boston, Mass. Cengage Learning.
Introduction to Information Systems, Supporting and Transforming Business, current edition, Wiley.
Discovering Computers Complete -Current Edition: Boston, MASS. Cengage Learning
FDRG Lead Signature: Date:
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Internal Tracking Number
Descriptor Guide Sheet Discipline: The discipline has been determined and is entered.
Subdiscipline: You may decide that a sub-discipline will serve your discipline best. For example, biology faculty may or may not decide to identify subdivisions (cellular vs. organismic, or marine, or ecology/environmental). Discipline faculty will determine what best serves their needs.
General Course Title: Insert a course name in this field that is generally used and will be widely recognized. It need not be the actual course title at all colleges or universities but should describe the topic of the course.
Minimum Units: Indicate the minimum number of units expected of this course, based on semesterconfiguration; we will later offer a conversion into quarter units.
Proposed Number: Use the numbering protocol to assign a tentative number to the course; like the sub-discipline or general course title, during your drafting stages, this number can be changed.
Proposed Suffix: If desirable, add an “L” after the number in the box to indicate a lab; or an “S” to indicate this course is part of a sequence.
Rationale or Comment: Use this space to provide explanation to the field about the number; during the drafting stage, you may also use this space to record a request for an additional suffix or modification of the numbering protocol.
Required Prerequisites or Co-Requisites: List any courses required to be completed prior to taking the listed course; if there is not agreement among segmental faculty about the prerequisites, you might consider describing a similar course without those prerequisites or listing only Advisories/Recommended Preparation (see below). A co-requisite does not mean in the CCCs what it may mean for the 4-year institutions.
Advisories/Recommended Preparation: These recommendations for courses, experiences, or preparation need not be validated; they can be good-faith and generally accepted recommendations from discipline faculty that further the students’ chances of success in this or subsequent courses.
Course Content: Count content should list all the expected and essential topics of the course. If this course is a lab/lecture combination, the Lab content should be spelled out separately.
Course Objectives: List the course objectives, competencies, or skills that the students should be able to demonstrate upon completion of the course. Community college faculty should be attentive to explicitly linking the objectives to the topics covered. If this course is a lab/lecture combination, again the learning objectives should be spelled out separately and be linked to the topics covered in the lab component of the course. Use additional sheets as needed.
Methods of Evaluation: List those methods you anticipate would be used to observe or measure the students’ achievement of course objectives (e.g., quizzes, exams, laboratory work, field journals, projects, research, demonstrations, etc.)
Textbooks: Recent (published within the past 5-6 years) college-level texts, materials, software packages can be suggested here. While texts used by individual institutions and even individual sections will vary, enter examples of representative work. If this is a lab course or a lab/lecture section, remember to include an example of a lab manual.
FDRG Lead’s Signature and Date: When the descriptor template has been finalized by the FDRG is in final form and is ready for posting, the Lead should send this completed and signed document to Katey Lewis at Katey@asccc.org who will post the descriptor and solicit review and comment prior to finalizing the descriptor for the next phase of the C-ID Project.
1 Prerequisite or co-requisite course need to be validated at the CCC level in accordance with Title 5 regulations; co-requisites for CCCs are the linked courses that must be taken at the same time as the primary or target course.
2 Advisories or recommended preparation will not require validation but are recommendations to be considered by the student prior to enrolling.