GE IS205SVMAG1A IS205SVMAG1ABB Voltage Detectors

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The IS205SVMAG1A basis of the IS2020 model curriculum continues recent trends toward expressing IS curricula

as expected student competencies achieved upon completion of an undergraduate program in

1. In this regard, IS2020 is both architecturally and philosophically different from its predecessor.

The IS2010 report was structured around describing courses using a knowledge area (KA),

knowledge unit (KU), and learning outcome (LO) hierarchy (or, KA-KU-LO model). In contrast, a

IS205SVMAG1A competency-based approach articulates a model curriculum with a different set of components

focused on observable tasks and the competencies required to fulfill these tasks in a means that

is readily recognizable by relevant stakeholders. A competency-based approach inculcates the

graduate’s knowing what, knowing how, and knowing why. Thus, IS2020 continues and builds

upon the philosophical shift evident in the MSIS2016, IT2017, and CC2020 curriculum projects in

the utilization of a competency model for curriculum specification.

Formal curriculum planning structures and processes in the majority of universities relies on a

course-based approach that is reflective of the KA-KU-LO model. Universities expect faculty and

program heads to provide a description of their program, comprising a list and sequence of

courses, with explicit learning outcomes and course content. This process identifies what

graduates will learn and what competencies can be demonstrated and measured. Concomitantly,

course containers and credit-hour systems are necessary to convey investment in time,

scheduling, and resources. However, as such these measures often do not convey the breadth

and depth that an IS program has designed for its students beyond what can be gleaned from

IS205SVMAG1A course descriptions. Often, the language expressed in course catalogs is vague and generic for

the purposes of administrative flexibility.

A competency-based approach does not aim to replace formal university structures, but rather

brings important enhancements to the curriculum design process as well as to how content for

learning outcomes at the program and course levels are identified and expressed. A competency

IS205SVMAG1A approach supports a way of IS undergraduate program design where the focus is on what

graduates can do, rather than what they know. Thus, while the Body of Knowledge (BoK)

associated with a curriculum continues to be foundationally important, a student’s outcomes and

demonstrable abilities to apply knowledge within the context of specific tasks, extend beyond what

they know to what they can do. A competency-based approach provides a means of specifying

the content supporting student outcomes by articulating the curriculum at a finer level of

granularity with a specificity that leaves less doubt about what can be expected of graduates.

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