Task Force, Information Technology in the Undergraduate Curriculum
Minutes, December 12, 2000
Prepared by Barbara Wildemuth

Attending:  Deb Aikat, Rich Beckman, Jeff Cannon, Bert Dempsey, Doug Kelly, Marian Moore, Greg Newby, Deborah Walters, Steve Weiss, Barbara Wildemuth (chair)

I. Proposal for Undergraduate Major in Information Science

The focus of much of today’s discussion was on the ways in which departments and schools outside SILS might contribute to the proprosed undergraduate major in information science.  Many departments and schools offer courses that may be of interest to students pursuing the major in information science (those identified are listed below, and might be appropriate electives for information science majors); some of these courses may be appropriate to include as requirements or recommended electives in the major (as noted).

School of Journalism and Mass Communication (JOMC)
50, Electronic Information Sources (2 credits; possible alternative to INLS 40)
85, The World of Graphic Design (could be added as a course fulfilling Info Design concentration requirement)
88, Introduction to Multimedia (could be added as a course fulfilling Info Design concentration requirement)
149, Intro to Internet Issues and Concepts
154, Advanced Reporting
187, Information Graphics
188, Cybercasting and Cyberpublishing
189, Multimedia Web and CD-ROM Production
191, Proseminar in Contemporary Mass Communication
International Communication
Law & Communication
254, Specialized Reporting
302, Seminar in Media Analysis (Seminar in Digital Research)

Kenan-Flagler School of Business (BUSI)
24, Applied Business Statistics and Management Science (a course fulfilling Info Design concentration requirement)
105, Business Computing Skills (1.5 credits; possible alternative to INLS 50)
192, Management Information Systems (will be renamed Information Technology & E-Commerce; a course fulfilling Mgmt of Info Resources concentration requirement)
197, Special Topics
Data Analysis
Internet Marketing
Legal Issues of the Internet and E-Commerce (to be added)

College of Arts and Sciences
Communication Studies Department
144, Communication and Information Technologies
157, Implications of Electronically Mediated Communication
Computer Science Department
4, Computers: Power Tools for the Mind (3 credits; possible alternative to INLS 50)
14, Introduction to Programming (required as a prerequisite for INLS 102)
114, Foundation of Programming (alternative to INLS 102)
117, Introduction to WWW Programming (a course fulfilling Info Tech concentration requirement)
118, Advanced WWW Programming (a course fulfilling Info Tech concentration requirement)
119, Advanced WWW Programming (to be added)
120, Computer Organization
121, Data Structures (a course fulfilling Mgmt of Info Resources concentration requirement)
130, Files and Databases (a course fulfilling Mgmt of Info Resources concentration requirement)
143, TCP/IP Networking and Network Programming (already cross-listed as INLS 186)
Economics Department
70, Elementary Statistics (a course fulfilling Info Design concentration requirement)
English Department
30, Professional Writing Curriculum
32, Business Writing
33, Scientific and Technical Writing
Operations Research Department
140, Introduction to Operations Research
Psychology Department
30, Statistical Principles of Psychological Research (a course fulfilling Info Design concentration requirement)
Statistics Department
101, Statistical Methods I (a course fulfilling Info Design concentration requirement)

This portion of the committee’s discussion was concluded by urging SILS to (1) provide a clear rationale for an information science major, (2) consider the advantages and disadvantages of making the degree interdisciplinary, and (3) consider ways to make the proposal more economical.

II. Undergraduate Curriculum in Information Technology

The remainder of the committee’s discussion focused on several issues related to a broader plan for achieving information technology literacy/fluency among UNC undergraduates.  Some of the issues raised were:

What is basic computer literacy?
A variety of courses in the list above address the issues of computer literacy (INLS 50, BUSI 105, COMP 4; possibly BUSI 192 and JOMC 50).  Deborah Walters informed the task force of a recent study, “Being Fluent with Information Technology,” published by the National Research Council (http://www.nap.edu/readingroom/books/BeFIT/).  It discusses three components of IT fluency:  intellectual capabilities (“one’s ability to apply information technology in complex and sustained situations and to understand the consequences of doing so”), IT concepts (“the ‘book learning’ part of fluency”), and IT skills (“the ability to use particular (and contemporary) hardware or software resources to accomplish information processing tasks”).  The FITness approach may be appropriate for application at UNC-CH.

What can we expect that students will know about IT as they enter Carolina?
Greg Newby pointed out that North Carolina has had requirements in computer skills and proficiency since 1996.  The NC Department of Public Instruction reports (http://www.ncpublicschools.org/accountability/testing/computerskills/index.html) that over 80% of students have met the test requirements by the end of grade 10.  These tests cover desktop publishing, database use, and spreadsheet use.

Should IT learning be focused in particular courses or should it be embedded in domain-specific courses?
There are advantages to having some IT concepts, capabilities, and skills as the focus of particular courses; we have examples such as COMP 4 and INLS 50 that are technology-focused.  There are also advantages to incorporating technology-oriented material in the same course as the domain in which the technology will be applied, such as incorporating the creation of mathematical formulas on a word processor in ENGL 33, Scientific and Technical Writing.  Our future discussion will need to spend some time with this issue to develop recommendations that will optimize students’ learning of IT concepts, capabilities, and skills.

III. Future Meetings

Two meetings (or three) will be scheduled during January, so that we can develop our recommendations for Provost Shelton prior to his arrival on February 1. (N.B.: These two meetings have now been scheduled for 1:00 on January 3 and 1:00 on January 16.)