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Computer Literacy

Computer and Technological Literacy Competency

Standards for Competency

The Computer Skills Requirement is intended to have students acquire the five competencies described below through the completion of approved course work or examination. These competencies were identified during the implementation of the General Education Program in 1998 and refined by the University Computer Literacy Standards Committee in 2001. The competencies and their associated expectations are:

  1. Systems Hardware: Describe the major components of a computer and how they function as a system.
  2. System Software: Explain the purpose of operating systems and use typical system functions.
  3. Application Software: Demonstrate skill in using computer applications to solve communication problems.
  4. Telecommunications: Demonstrate skill in using computers as electronic communication tools to research, retrieve, and share information.
  5. Computers and Society: Describe and assess the impact of computer and information technologies on society and the work place.

Overall competency is demonstrated by a grade of "pass" on each of the five competency sections of the Computer and Technological Literacy Examination (CTLE), a newly designed common examination of computer and technological competency. The examination will be administered to all students enrolled in three lower-division courses currently approved to fulfill the General Education Program's Computer Skills Requirement. These courses are: CS 101D, Computers: An Introduction; IT 100D, Fundamentals of Computers and Information Systems; and OTS 251D, Computer Literacy: Communication and Information.

A detailed description of the five competencies can be found in the downloadable matrix.

Standards for Competency

As demonstrated by the 83.23% pass rate on the pilot testing of CLTE for academic year 2001, Old Dominion University's technology curriculum is effective in preparing graduates in computing and technology skills. Detailed analyses will be conducted on the scores of students performing below satisfactory to identify patterns of difficulty. This information will be fed back into curriculum improvement to ensure these rates will consistently increase over the years to come.