Bachelor of Science in Computing and Information Technologies
RIT’s Computing and Information Technologies degree trains you to oversee and improve advanced computing systems, preparing you for a successful career in the tech field.
Overview
Information technology is found in every aspect of our lives: the workplace, our homes, the way we communicate, and in much of the entertainment we consume. IT professionals, therefore, are in great demand and highly valued. IT professionals are solution architects, identifying complex problems and creating custom solutions that help users meet their goals.
They play an integral role in any modern organization, working on all phases of IT solutions from conception to development, testing, deployment, security, and management. In this information technology degree, you’ll learn to design, implement, and manage complex IT systems.
Industries
Commercial Banking
Internet and Software
Manufacturing
Health care
80%
of RIT alumni report promotions after graduation
Skills Acquired by Student
Through this program, the student will acquire the following skills:
- Problem analysis and requirements gathering
- Solution design and coding
- Testing and evaluation of computing solutions
- Technical writing and presentation skills
- Ethical decision-making in it
- Teamwork and project management
- User-centered design and system administration
- Risk assessment and mitigation
- Communication with technical and non-technical audiences
- Integration of computer-based systems
Why should you choose this degree for your future?
People are interacting with computers more than ever before. With that comes a need for professionals that have the broad practical skills to facilitate those interactions across a variety of sectors. Not only do computing and information technologies students learn to implement complex systems, but they become well versed in their management as well.
Employment Rate
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& only American Degree in Albania
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Students on Scholarships
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At American Academy of Technology in Tirana you get World Class Education!
Curriculum Overview
Computing and Information Technologies Typical Course Sequence
RIT’s computing and information technologies degree embodies a hands-on approach to technology. Learn to design, implement, and manage complex IT systems by approaching complex problems and creating custom solutions that help users meet their goals. You will play an integral role in any modern organization, often working behind the scenes to deploy technology where it’s needed most.
First Year
| COMM-142 | General Education – Elective (COMM 142 Introduction to Technical Communication (WI-GE)) | 3 |
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This course introduces students to current best practices in written and visual technical communication including writing effective email, short and long technical reports and presentations, developing instructional material, and learning the principles and practices of ethical technical communication. Course activities focus on engineering and scientific technical documents. Pre-requisites: None
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| CSEC-140 | Introduction to Cyber Security | 3 |
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This course will introduce many fundamental cybersecurity concepts. The course will teach students to think about information systems using an adversarial mindset, evaluate risk to information systems, and introduce controls that can be implemented to reduce risk. Topics will include authentication systems, data security and encryption, risk management and security regulatory frameworks, networking and system security, application security, organizational and human security considerations, and societal implications of cybersecurity issues. These topics will be discussed at an introductory level with a focus on applied learning through hands-on virtual lab exercises. Pre-requisites: None
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| GCIS-123 | GCIS-123 Software Development and Problem Solving I | 4 |
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A first course introducing students to the fundamentals of computational problem solving. Students will learn a systematic approach to problem solving, including how to frame a problem in computational terms, how to decompose larger problems into smaller components, how to implement innovative software solutions using a contemporary programming language, how to critically debug their solutions, and how to assess the adequacy of the software solution. Additional topics include an introduction to object-oriented programming and data structures such as arrays and stacks. Students will complete both in-class and out-of-class assignments. Pre-requisites: None
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| GCIS-124 | General Education – Elective: Software Development and Problem Solving II | 4 |
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A second course that delves further into computational problem solving, now with a focus on an object-oriented perspective. There is a continued emphasis on basic software design, testing & verification, and incremental development. Key topics include theoretical abstractions such as classes, objects, encapsulation, inheritance, interfaces, polymorphism, software design comprising multiple classes with UML, data structures (e.g. lists, trees, sets, maps, and graphs), exception/error handling, I/O including files and networking, concurrency, and graphical user interfaces. Additional topics include basic software design principles (coupling, cohesion, information expert, open-closed principle, etc.), test driven development, design patterns, data integrity, and data security. Pre-requisites: C- or better in SWEN-123 or CSEC-123 or GCIS-123 or equivalent.
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| NSSA-102 | NSSA-102 Artificial Intelligence and Contemporary Computing | 3 |
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Students will learn a variety of leading edge computing technologies and create computing-based solutions to address organizational requirements using these technologies. This will include an introduction to artificial intelligence (AI), contemporary hardware platforms, how they operate and interact with the components of the operating systems that drive them, and how to deliver these solutions using virtualization such as cloud computing. Ultimately the course is designed to bridge the gap between theoretical knowledge and practical application. Students will develop an understanding of contemporary computing systems through practical assignments and projects that integrate the various aspects of contemporary computing.
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| MATH-131 | General Education – Mathematical Perspective A: MATH 131 Discrete Math | 4 |
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This course is an introduction to the topics of discrete mathematics, including number systems, sets and logic, relations, combinatorial methods, graph theory, regular sets, vectors, and matrices. Pre-requisites: MATH-111, and placement exam scores of at least 60.
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| MATH-161 | General Education – Mathematical Perspective B: MATH 161 Applied Calculus | 4 |
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Study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. Pre-requisites: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement Exam score greater than or equal to 45.
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| PUBL-101 | General Education – Social Perspective (PUBL 101 Foundations of Public Policy) | 3 |
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This interdisciplinary course introduces the student to the key concepts of public policy, the policymaking process, the role of stakeholders and interest groups, and the basic dimensions of policy analysis. These concepts are then applied through a range of issues, such as the environment, clean energy, climate change, healthcare, cybersecurity, employment, privacy, telecommunications, and innovation, at local, state, federal, and international levels. Pre-requisites: None
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| YOPS-10 | RIT 365: RIT Connections | 0 |
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RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Pre-requisites: This class is restricted to incoming 1st year or Global campus students.
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| UWRT-150 | General Education – First Year Writing: UWRT-150 FYW: Writing Seminar (WI) | 3 |
Writing Seminar is a three-credit course limited to 20 students per section. The course is designed to develop first-year students' proficiency in analytical and rhetorical reading and writing, and critical thinking. Students will read, understand, and interpret a variety of non-fiction texts representing different cultural perspectives and/or academic disciplines. These texts are designed to challenge students intellectually and to stimulate their writing for a variety of contexts and purposes. Through inquiry-based assignment sequences, students will develop academic research and literacy practices that will be further strengthened throughout their academic careers. Particular attention will be given to the writing process, including an emphasis on teacher-student conferencing, critical self-assessment, class discussion, peer review, formal and informal writing, research, and revision. Small class sizes promote frequent student-instructor and student-student interaction. The course also emphasizes the principles of intellectual property and academic integrity for both current academic and future professional writing Pre-requisites: None. | ||
| COMM-201 | General Education – Artistic Perspective (COMM 201 Public Speaking) | 3 |
The public speaking course is designed to equip students with knowledge of the theories and principles necessary for formal public speaking. Informative and persuasive speeches are the focus with emphasis on organization, evidence, language use, strategy, delivery, and effective use of media aids. Public speaking is generally offered each semester. Pre-requisites: None | ||
Second Year
| ISTE-140 | Web & Mobile I | 3 | ||||||
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This course provides students with an introduction to internet and web technologies, and to development on Macintosh/UNIX computer platforms. Topics include HTML and CSS, CSS3 features, digital images, web page design and website publishing. Emphasis is placed on fundamentals, concepts, and standards. Additional topics include the user experience, mobile design issues, and copyright/intellectual property considerations. Exercises and projects are required. Pre-requisites: None
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| ISTE-230 | Introduction to Database and Data Modeling | 3 | ||||||
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A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. Note: students should have one course in object-oriented programming Pre-requisites: ISTE(120)-Computational Problem Solving in the Information Domain I.
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| NSSA-241 | Introduction to Routing and Switching | 3 | ||||||
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This course provides an introduction to wired network infrastructures, topologies, technologies, and the protocols required for effective end-to-end communication. Basic security concepts for TCP/IP based technologies are introduced. Networking layers 1, 2, and 3 are examined in-depth using the International Standards Organization's Open Systems Interconnection and TCP/IP models as references. Course topics focus on the TCP/IP protocol suite, the Ethernet LAN protocol, switching technology, and routed and routing protocols common in TCP/IP networks. The lab assignments mirror the lecture content, providing an experiential learning component for each topic covered. Pre-requisites: NSSA-102
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| NSSA-220 | Task Automation Using Interpretive Languages | 3 | ||||||
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An introduction to the Linux operating system and scripting in high-level and shell languages. The course will cover basic user-level commands of the Linux operating system, followed by basic control structures, and data structures in both high-level and shell languages of choice. Examples will include interfacing with the underlying operating system and processing structured data. Students will need one year of programming in an object-oriented language. Pre-requisites: GCIS-124 or ISTE-121 or ISTE -200 or CSCI-142 or CSCI-140 or CSCI-242 or equivalent course.
ISTE-99 |
School of Information Second Year Seminar
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This course helps students prepare for cooperative employment by developing job search approaches and material. Students will explore current and emerging aspects of IST fields to help focus their skill development strategies. Students are introduced to the Office of Career Services and Cooperative Education and learn about their professional and ethical responsibilities for their co-op and subsequent professional experiences. Students will work collaboratively to build résumés, cover letters, and prepare for interviews. Pre-requisites: This class is restricted to undergraduate students with at least 2nd year standing.
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| NSSA-221 | System Administration I | 3 | ||||||
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This course is designed to give students an understanding of the role of the system administrator in large organizations. This will be accomplished through a discussion of many of the tasks and tools of system administration. Students will participate in both the lecture section and a separate lab section. The technologies discussed in this class include operating systems, system security, and service deployment strategies. Pre-requisites: NSSA-241 and (NSSA-220 or CSCI-141 or GCIS-123) or equivalent courses.
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| ISTE-240 | Web & Mobile II | 3 | ||||||
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This course builds on the basics of web page development that are presented in Web I and extends that knowledge to focus on theories, issues, and technologies related to the design and development of web sites. An overview of web design concepts, including usability, accessibility, information architecture, and graphic design in the context of the web, will be covered. Introduction to web site technologies, including HTTP, web client and server programming, and dynamic page generation from a database also will be explored. Development exercises are required. Pre-requisites: ISTE(140)-Web & Mobile I
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| HIST-150 | General Education – Global Perspective (HIST 150 World History since 1500) | 3 | ||||||
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This course will explore of how the contemporary global order in the 21st century has emerged from the historical events, processes and trends of the past 500-plus years. Since 1500, the world has changed dramatically, from several mostly—or entirely—separate and autonomous regions to a single interconnected system of people and societies. We will consider the political, social, economic, and technological developments as well as the intercultural and transregional contacts and interactions that helped create these changes. Pre-requisites: None
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| PHYS-112 | General Education – Natural Science Inquiry Perspective (PHYS 112 College Physics II) | 4 | ||||||
This course is an introduction to algebra-based physics focusing on thermodynamics, electricity and magnetism, and elementary topics in modern physics. Topics include heat and temperature, laws of thermodynamics, electric and magnetic forces and fields, DC and AC electrical circuits, electromagnetic induction, the concept of the photon, and the Bohr model of the atom. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. Attendance at the scheduled evening sessions of this class is required for exams. There will be 2 or 3 of these evening exams during the semester. Pre-requisites: PHYS-111 or PHYS-211 or equivalent course. | ||||||||
| PUBL-201 | General Education – Ethical Perspective (PUBL 201 Ethics, Values and Public Policy) | 3 | ||||||
This course focuses on the connections and interplay between personal and social values, ethics, and public policy. It explores how values and norms influence public policies and how the resulting expressions of values through public policies impact the implementation and effectiveness of policy choices. It also delves into how different countries make widely different policy choices based on their citizens' values and social norms. The course also considers how new developments in science and technology influence the interplay between values, ethics, and policy across multiple issues. In addition, this course explores how to formulate values-based explanations of certain public policy preferences. Topics range across the policy issue spectrum. Pre-requisites: None | ||||||||
| ISTE-499 | Undergraduate Co-op (summer) | 0 | ||||||
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Students perform paid, professional work related to their program of study. Students work full-time during the term they are registered for co-op. Students must complete a student co-op work report for each term they are registered; students also are evaluated each term by their employer. A satisfactory grade is given for co-op when both a completed student co-op report and a corresponding employer report that indicates satisfactory student performance are received. Pre-requisites: Enrollment in this course requires permission from the Co-Op and Career Office.
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Third Year
| ISTE-260 | Designing the User Experience | 3 |
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The user experience is an important design element in the development of interactive systems. This course presents the foundations of user-centered design principles within the context of human-computer interaction (HCI). Students will explore and practice HCI methods that span the development lifecycle from requirements analysis and creating the product/service vision through system prototyping and usability testing. Leading edge interface technologies are examined. Group-based exercises and design projects are required. Pre-requisites: ISTE(140)-Web & Mobile I
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| ISTE-262 | Foundations of Human Centered Computing | 3 |
This course explores how the fields of psychology, digital design, and computing converge in the design, development, and evaluation of new technologies that people find effective and enjoyable to use. Students will investigate the field of human-computer interaction (HCI), with a focus on how users' various sensory, motor, and cognitive abilities are essential to their successful use of technology. Students will be exposed to modern research methods and paradigms in the field, including predictive modeling, heuristic evaluation, interpretive methods, and experimental user testing. Pre-requisites: None | ||
| ISTE-430 | Information Requirements Modeling | 3 |
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Students will survey and apply contemporary techniques used in analyzing and modeling information requirements. Requirements will be elicited in a variety of domains and abstracted at conceptual, logical, and physical levels of detail. Process, data, and state modeling will be applied in projects that follow a systems development lifecycle. Object oriented modeling will be explored and contrasted with data and process-oriented modeling. Individual and team modeling assignments will be required Pre-requisites: ISTE-230 or CSCI-320 or equivalent course.
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| ISTE-266 | Design for Accessibility | 9 |
This course will explore the design, evaluation, and use of computing and information technologies to benefit people with disabilities and older adults. Students will learn how to analyze the accessibility of existing software or websites, and they will learn how to design technology that can be effectively, enjoyably, and efficiently used by people with diverse sensory, motor, and cognitive abilities. Students will learn about cutting-edge ways in which science and technology has provided assistance and accessibility for people with disabilities. Students will learn how to investigate the needs of users with disabilities, design technologies according to universal design or accessibility principles, interpret key accessibility regulations and guidelines, and include people with disabilities in the design and evaluation of new technologies. Programming is required. Pre-requisites: ISTE-262 or equivalent course. | ||
| STAT-145 | Introduction to Statistics I | 3 |
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. Pre-requisites: Any 100 level MATH course. | ||
| NSSA-245 | Network Services | 4 |
This course will investigate the protocols used to support network-based services and the tasks involved in configuring and administering those services in virtualized Linux and Windows internetworking environments. Topics include an overview of the TCP/IP protocol suite, in-depth discussions of the transport layer protocol, TCP and UDP, administration of network-based services including the Dynamic Host Configuration Protocol (DHCP), Domain Name Service (DNS), Secure Shell (SSH), and Voice Over IP (VoIP). Students completing this course will have thorough theoretical knowledge of the Internet Protocol (IP), the Transport Control Protocol (TCP), and the User Datagram Protocol (UDP), as well as experience in administering, monitoring, securing and troubleshooting an internet work of computer systems running these protocols and services. Pre-requisites: NSSA-241 and (NSSA-220 or CSCI-141 or GCIS-123) and NSSA-221 or equivalent courses. | ||
| NSSA-242 | Wireless Networking | 3 |
This course is designed to provide the student with an understanding of the protocols, principles and concepts of radio communication as they apply to wireless data networking (802.11) for local area networks and peripherals. As its basis it uses the fundamental concepts and technologies learned in Introduction to Routing and Switching, and expands upon them to include other contemporary and emerging technologies. Topics including WLANs, wireless network operation, network integration, construction, and network design will be discussed. Modulation techniques, measurement standards, nomenclature, equipment and theory behind transmissions in this portion of the electromagnetic spectrum will be examined. Pre-requisites: NSSA-241 or equivalent course. | ||
| PSYC-101 | General Education – Elective (PSYC 101 Intro to Psychology) | 3 |
Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Pre-requisites: None. | ||
| SOIS-211 | Open Elective (SOIS 211 Exploring Innovation) | 3 |
Innovation of some type occurs in all fields and disciplines. This course, which helps students develop an innovative mind set, discusses the nature of innovation, including what innovation is, the goals and objectives of innovation, how innovation happens, and reasons that innovations succeed or fail. Case studies in a variety of disciplines are explored to further understanding of innovation Pre-requisites: This class is restricted to undergraduate students with at least 2nd year standing. | ||
| Open Elective | 3 | |
| ISTE-499 | Undergraduate Co-op (summer) | 3 |
One semester or summer block of appropriate work experience in a related industry. Students are required to complete a poster and presentation and participate in the ECT-ET Co-op presentation evening at the completion of each co-op experience. Pre-requisites: EEET-223 and EEET-299 and (CPET-253 or (CPET-251 and CPET-252) or equivalent courses.
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Fourth Year
| ISTE-500 | Senior Development Project I | 3 |
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The first course in a two-course, senior level, system development capstone project. Students form project teams and work with sponsors to define system requirements. Teams then create architectures and designs, and depending on the project, also may begin software development. Requirements elicitation and development practices introduced in prior coursework are reviewed, and additional methods and processes are introduced. Student teams are given considerable latitude in how they organize and conduct project work. Pre-requisites: This course is restricted to CMITKO-BS, and 2 ISTE-499 completed.
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| NSSA-342 | Large Scale Networking | 3 |
This course will discuss the changing nature of communication, the requirements of emerging applications, the effect on network design, quality of service and the associated security concerns. The focus is on the evolution of multimedia services (such as voice and video) and Internetworking technologies in support convergence. This course will focus on advanced networking techniques to ensure quality of service and security for real time data. Examples include policies and class-based routing. Pre-requisites: NSSA-245 or equivalent course. | ||
| STSO-201 | General Education – Immersion (STSO 201 Science and Technology Policy) | 3 |
STP examines how local, state, federal and international policies are developed to influence innovation, the transfer of technology and industrial productivity in the United States and other selected nations. It provides a framework for considering the mechanisms of policy as a form of promotion and control for science and technology, even once those innovations are democratized and effectively uncontrollable. Further focus is dedicated to the structure of governance inherent in U.S. domestic policy, limits of that approach, the influences of international actors, and utilizing case studies to demonstrate the challenges inherent in managing differing types of technology. Pre-requisites: None. | ||
| PUBL-363 | General Education – Immersion (PUBL 363 Cyber Security Policy and Law) | 3 |
Why are we still so bad at protecting computer systems? Is it because we don't have good enough technology? Or because we lack sufficient economic incentives to implement that technology? Or because we implement technologies but then fail to use them correctly? Or because the laws governing computer security are so outdated? Or because our legal frameworks are ill-equipped to deal with an international threat landscape? All these reasons—and others— have been offered to explain why we seem to see more and more large-scale cybersecurity incidents and show no signs of getting better at preventing them. This course will examine the non-technical dimensions of this problem—the laws and other policy measures that govern computer security threats and incidents. We will focus primarily on U.S. policy but will also discuss relevant policies in the E.U. and China, as well as international tensions and norms. The central themes of the course will be the ways in which technical challenges in security can be influenced by the social, political, economic, and legal landscapes, and what it means to protect against cybersecurity threats not just by writing better code but also by writing better policies and laws. Pre-requisites: None. | ||
| SOIS-441 | Open Elective (SOIS 441 Creative Critical Thinking) | 3 |
An interdisciplinary approach to the generation and evaluation of ideas and solutions. Includes analysis of the conditions limiting creativity and the development of a toolkit of strategies and techniques for discovering, inventing and assessing new, unique and useful ideas, applications and solutions. Applicable to a range of life and work situations, from complex environmental concerns to competitive business challenges to family disputes. Pre-requisites: None | ||
| ISTE-264 | Prototyping and Usability Testing | 3 |
This course will explore how modern human centered computing design and evaluation methodologies can be effectively used to create high-quality and usable technologies for a variety of users. Students will learn how an initial design can be evaluated and improved through the use of prototyping and user evaluations. Students will investigate a variety of high- and low-fidelity prototyping techniques, plan an iterative design process for an application, conduct an evaluation of a prototype, and analyze the results of user testing to drive a design process. Programming is required. Pre-requisites: ISTE-262 or equivalent course. | ||
| ISTE-501 | Senior Development Project II (WI-PR) | 3 |
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The second course in a two-course, senior level, system development capstone project. Student teams complete development of their system project and package the software and documentation for deployment. Usability testing practices introduced in prior course work are reviewed, and additional methods and processes are introduced. Teams present their developed system and discuss lessons learned at the completion of the course. (Prerequisites: ISTE-500 or equivalent course.) Lecture 3 (Fall, Spring).
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| PUBL-510 | General Education – Immersion (PUBL 510 Technological Innovation and Public Policy)(WI-PR) | 3 |
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Technological innovation, the incremental and revolutionary improvements in technology, has been a major driver in economic, social, military, and political change. This course will introduce generic models of innovation that span multiple sectors including energy, environment, health, and bio- and information-technologies. The course also analyzes how governments choose policies, such as patents, to spur and shape innovation and its impacts on the economy and society. Students will be introduced to a global perspective on innovation policy including economic competitiveness, technology transfer and appropriate technology. Pre-requisites: None.
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| PROF-510 | Open Elective (PROF 510 Project Management) | 3 |
This course addresses project management from a multidisciplinary perspective, covering the fundamental nature of and techniques for managing a broad range of projects. Topics cover the Project Management Life Cycle from Planning to Termination. It also addresses the behavioral and quantitative facets of project management, as well as the use of methods, tools and techniques for the initiation, planning, and execution of projects. Introduces the standard framework, processes and knowledge areas of A Guide to the Project Management Body of Knowledge (PMBOK® Guide) as defined by the Project Management Institute (PMI). Project Management is available in on campus and online formats. Note: BUSI-510 may not be substituted for BUSI-710 in a SOIS graduate concentration or the SOIS advanced certificate in project management. Additionally, a student may not register for and receive credit for both BUSI-510 and BUSI-710, whether taken as an undergraduate or graduate student. Pre-requisites: A minimum of 3rd year standing is required to enroll. | ||
| Open Elective | 3 | |