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Information Technologies: Information Systems, Software and ,Web Development, Systems Security, Network Management, and Artificial Intelligence Technical Standards

Purpose Statement

All students in the Information Technologies programs are expected to meet certain technical standards which are essential for the successful completion of all phases of the program, and which reflect industry requirements and standards. To verify the student’s ability to perform these essential functions, students may be required to demonstrate the technical standards below.

Meeting these technical standards does not guarantee employment in this field upon graduation. The ability to meet the program’s technical standards does not guarantee a student’s eligibility for any certification exams or successful completion of the program.

 

Technical Standard Definition of Standards Examples
Critical Thinking/Problem-Solving Skills Make reasoned judgments that are logical and well-thought-out.
  • Receive, interpret, and correctly complete work (ie: reading, research, writing, and presentations).
  • Evaluate case studies and problems, and identify appropriate approaches to solve the problem.
  • Identify cause and effect relationships in IT situations.
  • Interpret user requirements to design a workable solution for the user.
  • Develop practical solutions in a simulated and live environment.
Interpersonal Skills Interact with individuals and groups from a variety of social, emotional, cultural, and intellectual backgrounds with different IT skill sets.
  • Propose and present ideas and achieve buy-in, consensus, and decisions.
  • Follow the directions of instructors, fellow students, and potential/actual clients.
  • Establish rapport with clients and colleagues.
  • Demonstrate sufficient emotional health to perform under stress, exercise good judgment, and promptly complete all academic and work-based learning responsibilities.
  • Complete group projects that require interaction with peers, including online interaction and the interpretation of written communication.
  • Accept feedback on projects and adapt to changing project scope.
  • Know how to ask for help when needed.
Communication Skills Communicate (both written and verbal) with peers, faculty, colleagues, and members of the community.
  • Provide and follow directions from other members of the class or instructors.
  • Present ideas and create presentations to convey those ideas.
  • Demonstrate active listening skills.
  • Work as a professional group member.
  • Present information to panels of instructors and advisory boards, in both verbal and written form.
  • Receive, organize, prioritize, and transmit information.
  • Document problems, and procedures (verbally, written, and electronically).
  • Adapt communication to individuals’ abilities to understand.
Coping Skills Maintain a state of harmony.
  • Solve personal and interpersonal problems.
  • Minimize stress and conflict.
  • Balance internal needs and external demands.
Mobility/Motor Skills Physical abilities are sufficient to move in one’s environment with ease and without restriction.
  • Use peripheral devices to communicate with a computer.
  • Possess gross and fine motor abilities sufficient to safely and effectively handle computer equipment.
  • Physical abilities are sufficient to move and manipulate around equipment in limited spaces.
  • Be able to stand, sit, and walk when completing computer tasks.
Auditory Skills Communicate with the instructor, employers, and colleagues.
  • Discern directions in classroom, online, and lab environments.
  • Review videos in the classroom, online, and lab environment.
  • Discern instructions and responses that define problems or issues.
Visual Skills Visual ability is sufficient for observation and assessment necessary in the classroom or work environment.
  • Observe computer issues and possible problems.
  • Observe client responses (ie: change in tone, facial expression, body language).
  • Review documents (both printed and online).
Tactile Skills Tactile skills are sufficient for observation and assessment necessary in the classroom or work environment.
  • Inspect components for wear or failure.
  • Identify problems such as overheating.
Environmental Adapt to changing environments.
  • Practice standard safety precautions in the field.
  • Work in areas that may be close, crowded, and/or noisy.
  • Adapt to changes in class or work environment such as virtual or alternative schedules.
  • Remain calm in stressful situations.
Emotional/Behavioral Possess emotional stability sufficient to maintain composure in stressful situations and assume responsibility/accountability for actions.
  • Adapt rapidly to changing environments and/or stress.
  • Calmly receive feedback.
  • Demonstrate honesty and integrity beyond reproach.
  • Control emotions for the benefit of others.

 

In the case of an otherwise qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless doing so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student.

Asheville-Buncombe ÄÐÈ˲ؾ«¸ó is invested in full compliance with the Americans with Disabilities Act (ADA). Support Services is part of Student Services and is located in the K. Ray Bailey Student Services Center. For detailed information or to request accommodations visit Support Services. An appointment is recommended prior to enrollment in order to discuss any special concerns.