GIS Procurement and RFP Development 3

Total Page:16

File Type:pdf, Size:1020Kb

GIS Procurement and RFP Development 3 GIS PROCUREMENT AND DEVELOPMENT OF REQUEST FOR PROPOSAL ByAllen Ibaugh, AICP Space Imaging 707 N. Alafaya Trail #567 Orlando, FL 32828 407-365-6033 (phone and fax) [email protected] The Urban and Regional Information Systems Association 1460 Renaissance Drive, Suite 305 Park Ridge, IL 60068 This Quick Study is one of URISA’s Series on GIS Implementation. Complementary titles include Jump-starting GIS: How Local Governments Can Get Started in GIS with Limited Resources and A Quick Guide to GIS Implementation and Management. Acknowledgment: Dawn Bisplinghoff and Rebecca Somers contributed to editing this text. Copyright ©2001 by the Urban and Regional Information Systems Association (URISA),1460 Renaissance Drive, Suite 305, Park Ridge, IL 60068, (847) 824-6300, www.urisa.org. All rights reserved including the rights of reproduction and use in any form or by any means, including the making of copies by any photo process or by any electronic or mechanical device (printed, written, or oral), or recording for sound or visual reproduction, or for use in any knowledge or retrieval system or device, unless permission in writing is obtained from the copyright proprietor. Printed in the United States ISBN #: 0-916848-29-9 INTRODUCTION This Quick Study provides detailed steps for local RFP types described within this report cover GIS governments that are planning to embark on the procurements ranging from general professional Request for Proposal (RFP) development process for service contracts to specific design, development, and procuring geographic information system (GIS)- implementation contracts. Implementation contracts related products and services. The objective of this of an RFP are discussed under general guidelines publication is to provide a reference document to be rather than as detailed application specifications. used in the RFP development process. This It is important to note that this report assumes RFP publication also provides guidance on developing a development as the third or fourth step in the overall specification-driven procurement, even if a formal GIS implementation process. Needs assessment and RFP process is not required. requirements analysis are initial steps that are utilized The Quick Study discusses how RFP procurement fits to define needs and requirements for inclusion in into the larger GIS development process that includes: formal RFP specifications. In addition, a less-detailed Request for Qualifications process could be a precursor I personnel roles and responsibilities for RFP step to the formal process that provides general development; qualifying information regarding potential vendors. I RFP preparation; I specifying a scope of work; The RFP process is a critical part of the overall GIS I developing a selection process and evaluation development plan. An RFP is a multipurpose criteria; document that clearly communicates the purpose and I developing effective proposal formats and goals of a program, promotes lively competition submittal guidelines; among potential vendors, and generates high-quality I the proposal evaluation process; and responsive proposals that can be rated in a consistent I why it is important to have a comprehensive RFP. and objective fashion. With minor modifications, the scope of work described in the RFP will closely resemble the requirements in the resulting service contract. GIS Procurement and RFP Development 3 PROJECT PLANNING AND PREPARATION OF THE RFP A clear, concise RFP is crucial to a successful project, A GIS implementation process involves five main whether the venture involves GIS planning, study, phases: design, construction, conversion, implementation, or a combination of these elements. A properly written 1. Planning the GIS project-establishing the Scope of Services or specification in an RFP provides purpose and scope of the project. the foundation for the development of a solid platform 2. Identifying functional requirements. for technology purchase and program 3. Determining system design and structure that implementation. This section covers project planning will meet the functional needs. and preparation of the RFP. Subsequent sections in 4. Acquiring and implementing system the report discuss these topics in detail. components-software, hardware, data, etc. 5. Operating and maintaining the system and data. (Somers, 1996) GIS Project Planning The most complex GIS RFPs are those for functional GIS-component RFPs and procurement come into systems components (e.g., software and hardware, play in the fourth step of the overall GIS communication network, data, and applications) implementation process. The scope of the work and Before such RFP documents can be drafted, a thorough specifications in an RFP are the result of the GIS project planning phase should be undertaken. The planning process (planning, needs analysis, and project-planning phase involves establishing the goals system design). The RFP process can also be used to and objectives for the project and determining detailed acquire these services and products. (The GIS functional needs. If the planning aspects of the GIS planning process is discussed in detail in the URISA program are not clearly defined before drafting the RFP, Quick Study, A Quick Guide to GIS Implementation the resulting effort will not be well structured or clearly and Management.) define the functional needs of the services to be provided. This could result in a time-consuming and It is important to note that RFP development marks less successful procurement process. the culmination of the strategic planning and GIS Procurement and RFP Development 5 requirements analysis process and represents the should cover such topics as: 1) specific objectives of formal means for communicating the agency’s the RFP services being procured and overall project requirements to potential vendors. Too often, the RFP objectives; 2) detailed information and technical is viewed as an administrative rather than a technical specifications (i.e., precision requirements, hardware/ document. Its administrative function should be software environment, and quality control secondary to its technical function. The RFP must procedures); 3) schedule for response; 4) scope of the contain clear and sufficient technical guidance so that work; 5) response format (including specific vendor the vendor has a definite picture of the requirements financial information); 6) submittal guidelines; and and what is to be delivered. 7) evaluation information. Before formal drafting of the RFP, several issues should be discussed with the procurement division, Procurement and RFP Planning such as the types of contracting tools available (i.e., The first step in preparing a successful RFP is Firm-Fixed Price, Time, and Materials) and which planning and defining the project and the type fits best for the current GIS RFP. parameters or limitations. Planning and defining the project will help identify the services that should be purchased and the resulting deliverables. This step Contract Types also assists in determining the information and experience needed about the company or individuals Choosing the appropriate contract type is essential. who will provide the services. The type of contract determines the cost and performance risks that are placed on the product or Planning the RFP and procurement process begins service provider. There are two broad contract with identifying the project team who will be groups—fixed price and cost reimbursement. Within responsible for the GIS procurement and RFP each of these groups are various types of contracts development. Depending on the project that can be used individually or in combination requirements, the team may consist of GIS subject (NOAA, 2000). matter experts, programmers, analysts, or designers. Additionally, support personnel such as procurement Firm-fixed price contracts. This type of contract specialists and administrative staff will be needed as requires the vendor to successfully perform the part of the project team. RFP personnel requirements contract and deliver conforming products or services will be discussed in detail in the following section of for a flat rate price agreed to before the project begins. this report. This type of contract places much of the performance and cost risk on the vendor. If the project costs the The next step is specifying the project goals and vendor more than expected to complete, the vendor objectives for the project or portion of the GIS project still receives only the amount originally agreed upon. that the RFP serves and ensuring that they are If it costs the vendor less, a greater profit is made. A achievable within the time and budget available for firm-fixed price contract is suitable for products and the project. The results of this project definition services that can be described in sufficient detail to should be included in the RFP, as discussed in the ensure a complete understanding of the requirements section titled “Project Overview.” by both parties and assessment of the inherent risks. The third step is determining the contents and Cost reimbursement contracts. A cost format of the RFP so that comparisons can easily be reimbursement contract allows for payment of all made between the submitted RFPs. The request incurred costs within a predetermined ceiling that can 6 GIS Procurement and RFP Development be allocated to the contract, that are allowable within Other types of contracts. Other common contract cost standards, and that are agreed to by both parties.
Recommended publications
  • CTE/ROP Computer Graphic Arts San Diego County Office of Education
    CTE/ROP Computer Graphic Arts San Diego County Office of Education - Sweetwater Union High School District Pacing Guide/Course Description Course Length: 2 Semesters Classroom Instruction: 180 hours SUHSD Course Number: Grade Level: 10, 11, 12 SDCOE Course Number: SDCOE Total Hours: CBEDS Number/Title: Year of Implementation: Course Pre-requisites: None Articulation (school/credits): None CTE Industry Sector: Arts, Media, and Entertainment Industry Sector CTE Pathway(s): Media and Design Arts Job Titles: Graphic Designers, Desktop Publishers, Multimedia Artists, Multimedia Animators, Computer Programmers, Art Teachers, Drama Teachers, Music Teachers, Painters, Sculptors, Illustrators & Web Developers Credential Information: Preliminary or Clear Full-Time Designated Subjects CTE Teaching Credential in Arts, Media, and Entertainment Industry Sector Required Textbooks: Adobe Creative Suite 5 Design Premium Classroom in a Book by Adobe Press Course Description: This course provides instruction using various software applications, students produce sketches, rough layouts and a comprehensive layout for a printed product. Student demonstrates the application of basic graphic design principles and typography to achieve specific goals through assigned projects. In preparation to meet the state standards through course content, students are introduced to appropriate computer applications through instruction and practice. Working toward understanding of design principles, students produce design examples incorporating balance, emphasis, repetition, unity harmony and color. Students prepare designs demonstrating an understanding of typography and how type communicates. Working from job specifications, including objective, size, copy, color(s), and theme, students prepare thumbnail sketches, a rough layout and comprehensive layout that includes all specifications. The comprehensive layout is prepared using digital technology. Included artwork will be in the form of electronic original illustrations, scanned images and digital photographs.
    [Show full text]
  • GSE Computer Science Standards
    Georgia Standards of Excellence Computer Science Standards Kindergarten – Eighth Grade Georgia Department of Education Georgia Standards of Excellence for K-8 Computer Science Georgia Standards of Excellence (GSE) for Computer Science (CS) were created in response to the growing ubiquity of computing devices and their impact on every aspect of society. If Georgia’s students are to participate effectively in society, a shift in K-12 education must correspond. In Georgia, Computer Science is understood as the study of computers and algorithmic processes, including their principles, their hardware and software designs, their implementation, and their impact on society. The standards blend the core concepts of computer science (i.e., what students should know) and computer science practices (i.e., what students should do). These core concepts and practices should be taught in an integrated way to provide authentic learning experiences for students. The GSE for Computer Science immerse students in the practices of Computer Science from Kindergarten through grade 12, effectively transitioning Computer Science from a high school elective to a comprehensive K-12 discipline for all students. Some skills or concepts are emphasized more in particular grade bands in conjunction with research on how students learn and other knowledge and skills taught at those levels. Any curriculum aligned to these GSE should revisit domains and concepts over time as students apply their learning by creating computational artifacts. Creating computational artifacts can be as simple as writing socially responsible electronic messages (e.g., email and social media posts) and as complex as designing an app for a drone or a self-driving vehicle.
    [Show full text]
  • Resolution No. 2131 a Resolution of the Wilsonville City Council Acting As the Local Contract Review Board Adopting Findings In
    RESOLUTION NO. 2131 A RESOLUTION OF THE WILSONVILLE CITY COUNCIL ACTING AS THE LOCAL CONTRACT REVIEW BOARD ADOPTING FINDINGS IN SUPPORT OF EXEMPTION FROM COMPETITIVE BIDDING REQUIREMENT, AUTHORIZING USE OF ALTERNATIVE METHOD OF CONTRACTING OF DESIGN-BUILD­ OPERATE FOR WASTEWATER TREATMENT PLANT UPGRADE, AND AUTHORIZING REQUEST FOR PROPOSAL FOR OWNER'S REPRESENTATIVE TO DEVELOP REQUEST FOR PROPOSAL FOR DESIGN-BUILD-OPERATE CONTRACT AND TO PROVIDE OWNER'S REPRESENTATIVE SERVICES FOR ·DESIGN-BUILD-OPERATE CONTRACT DELIVERABLES WHEREAS, adopted on August 30, 2004, by Wilsonville Ordinance No. 571, the Wastewater Treatment Plant (WWTP) Facility Plan determined that the current capacity (daily peak flow) ofthe plant was 4 MGD and that by 2011 the plant would need to have capacity (daily peak flow) of 7 MGD in order to serve the City's rate of growth· and that several improvements were needed to obtain operational efficiencies, modernize equipment, meet anticipated regulatory performance requirements, change over systems to a drying of solids process in recognition of the lack of qualified land for application of the liquid bio-solids generated by the plant, and to meet growth demands; and WHEREAS, given the 2011 date, time is of the essence to select an Owner's Representative to facilitate the solicitation and award of a contract best suited to meet project goals, and position the contractor to start the two years of construction in 201 0 in order to have substantial completion in 2011; and WHEREAS, staff was charged with reviewing and recommending to the City Council, the Local Contract Review Board under the authority of Wilsonville Code 2.31 0, the best contracting method for successfully meeting the following goals: • Completing a $50 million capital expansion on time and within budget • Uninterrupted plant operation • Increase the plant's efficiency • Achieve lifecycle cost reductions, e.g.
    [Show full text]
  • VISUAL GRAPHIC DESIGN NC III Units of Competency Covered
    TESDA-OP-QSO-02-F07 Reference. No. SELF ASSESSMENT GUIDE Qualification: VISUAL GRAPHIC DESIGN NC III Units of COC 1 - Develop designs for logo and print media COC 2 - Develop designs for User interface and User Experience Competency COC 3 - Develop Designs for Product packaging Covered: COC 4 - Design booth and product/window display Instruction: Read each of the questions in the left-hand column of the chart. Place a check in the appropriate box opposite each question to indicate your answer. Can I? YES NO Develop designs for logo Receive and interpret the logo design brief Read and analyze instructions and specifications based on the design brief. * Identify the objective to produce the design outcome of logo design based on the client and/or the company directives. Identify information needed via research and other resources to develop logo concepts. Confirm process and steps of submission of logo design for approval with the client and/or a supervisor Discuss and liaise all relevant questions essential to develop the logo design with relevant personnel. Select materials and equipment to develop logo design Select and prepare all necessary materials and equipment to be used according to the task to be undertaken. Select and check the appropriate software based on the final format specified in the design brief. Report non-functioning and missing materials and equipment to appropriate personnel. Develop design concepts Generate ideas for design concept of the logo through research. Explore different sketch and design style experimentation in accordance with logo design instructions. * ICTVGD307 - 0818 VISUAL GRAPHIC DESIGN NC III 1 Tone down initial design concepts developed to align with design brief parameters.
    [Show full text]
  • Office of Curriculum, Instruction & Professional Development High School Course Outline
    OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Industrial/Technology/Visual Arts Course Title Graphic Design & Printmaking Course Code 2639 Grade Level 9-12 Course Length 2 semesters Credits/Semester 5 Required for Graduation Meets H.S. Grad Requirement Elective Credit Yes Prerequisites None Articulated with LBCC No Articulated with CSULB No Meets UC “a-g” Requirement Yes (f) Meets NCAA Requirement No COURSE DESCRIPTION Graphic Design & Printmaking is a course in which students will express their original creativity visually and develop and showcase their ability to communicate ideas through a variety of graphic media. Students learn the basics of graphic design in preparation of original art combining typography, page layout, and integrated graphic elements. Instruction will be given in the following areas: Elements of art and principles of design; mechanical and computer design methods; printmaking; finishing of graphic products; and historical and cultural development of graphics and the printing industry. The course will give the students confidence in organizing ideas, creating meaning in their original work, and the ability to work ideas into new and useful creations. The five components in the California State and Performing Arts Framework as well as Long Beach Unified School District Content Standards are integrated into the curriculum. GOALS: (Student needs the course is intended to meet) Students will: • Develop and expand artistic perception, recognizing that the elements of art, the principles of design, and color theory constitute the underlying language of the visual arts. (Component 1 - Artistic perception) • Develop and expand visual arts knowledge and skills to imaginatively express original graphic design ideas.
    [Show full text]
  • 11 Graphic Communications 229 11.2 Gravure Printing Process
    Graphic 11 Communications 11.1 Printing Processes 11.2 Producing a Graphic Message Identify common printing processes. • Explain the diff erence between dynamic digital printing and traditional printing. Describe the process of producing a graphic message. Compare photographs and line art. Explore the Photo Printing Technology Ink dots make up the diff erent color graphics of a printed picture, such as a magazine advertisement. Do you think a home computer printer operates like a regular printing press? Why or why not? 226 Unit 3 Communication Technologies Create a Graphic Communication Product At the end of this chapter, you will be asked to design and produce a graphic communication product like buttons, rubber stamps, or other products. Get a head start by using this check- list to prepare for the Technology Lab. PROJECT CHECKLIST ✓ Identify the graphic communication products that can be made in class. ✓ Find out if you need to pass a safety test. ✓ Decide whether to organize a fund raiser or take advance orders to pay for materials. 227 Asia Images 11.1 Printing Processes Connect Do you Graphic Organizer think a copy machine is a type of printer? Why? Draw the section diagram. Use it to organize Content Vocabulary and write down information as you read. letterpress printing dynamic digital fl exography printing Printing Processes gravure printing xerography lithography ink-jet printing serigraphy Serigraphy Academic Vocabulary You will see these words in your reading and on Go to glencoe.com to this book’s OLC for a your tests. Find their meanings at the back of downloadable graphic organizer and more.
    [Show full text]
  • Art 305-Graphic Design
    ART 305 GRAPHIC DESIGN II ASSOCIATE PROFESSOR: DEENO GOLDING, FALL 2016 C O U R S E D E S C R I P T I O N A study of graphic design with emphasis on layout. This course addresses several of the new and /or Experienced Teacher Standards at the Information, Knowledge, or Skill levels. The Professional Certification for Teaching Art Folio located in the Art and Design Department office provides specific information. C O U R S E O B J E C T I V E S - To provide a continuing experience and background in visual problem solving - To explore different methods of design implementation - Application of creative design principles to graphic design - Demonstrate the ability to research solutions and resolve problems with ideas that communicate in an original and effective manner - Understanding of the process needed to arrive at a commercially successful graphic design - To learn how to see -the process of looking and translating what is seen into drawings, photos and design - To develop a professional vocabulary and professional presentation A R T P R O G R A M C O M P E T E N C I E S 1. Understand and skillfully apply various media, techniques and technology in the production and presentation of art work. 2. Use knowledge of visual characteristics and purposes of art to effectively convey their ideas. 3. Choose and evaluate a range of subject matter, symbols, and ideas as content for works of art (to communicate meaning). 4. Understand the visual arts in relation to history and cultures.
    [Show full text]
  • Request for Council Action
    REQUEST FOR COUNCIL ACTION Date: 4/26/10 Item No.: 12.c Department Approval Acting City Manager Approval Item Description: Amend Contract for the Design of the Twin Lakes AUAR Subarea I Infrastructure Improvements 1 BACKGROUND 2 On June 9, 2008, the City Council approved a contract with WSB & Associates to complete the design 3 work for the Twin Lakes AUAR Subarea I Infrastructure Improvements. These include: 4 • Intersection improvements at County Road C and Cleveland Avenue 5 • Cleveland Ave / I35W ramp and intersection improvements 6 • Intersection improvements at Fairview and Terrace Drive 7 • Twin Lakes Parkway from Cleveland Ave. to Fairview Ave 8 • Mount Ridge Road from County Road C2 to Twin Lakes Parkway 9 • Prior Avenue south of Twin Lakes Parkway to County Road C 10 • Municipal utilities including sanitary sewer, water, and storm water. 11 This contract is attached, the executed contract does not have line numbers for reference so we have 12 attached a copy with line numbers. There have been many changes to the original RFP scope. While 13 the original contract contained “not to exceed” cost of $458,036.00, the additional work outside of the 14 scope of the contract added to the project work plan, increasing the cost for completing the design of 15 this infrastructure. What follows is a summary of the justification for the change in scope of this 16 project. 17 Project Phasing 18 The original scope of services assumed that these projects would be bid as a single construction 19 package. Much of the change in approach from a single project to a multi phase project occurred after 20 the plans were at the 60% level.
    [Show full text]
  • Commercial Art. Project Report Phase I with Research Findings. INSTITUTION Georgia Univ., Athens
    DOCUMENT RESUME ED 350 460 CE 062 145 AUTHOR Brown, Ted; Sappe', Hoyt TITLE Commercial Art. Project Report Phase I with Research Findings. INSTITUTION Georgia Univ., Athens. Div. of Vocational Education. SPONS AGENCY Georgia State Dept. of Technical and Adult Education, Atlanta. PUB DATE 89 CONTRACT GA-89-110192 NOTE 42p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Art Education; Artists; Cartoons; *Commercial Art; Competency Based Education; Curriculum Development; Educational Equipment; Educational Research; *Educational Resources; Graphic Arts; Illustrations; Instructional Materials; Job Analysis; Job Skills; Layout (Publications); Merchandising; Occupational Information; Postsecondary Education; Program Design; Program Development; Secondary Education; Sign Painters; Statewide Planning; *Task Analysis; Trade and Industrial Education IDENTIFIERS Georgia ABSTRACT This report provides results of Phase I of a project that researched the occupational area of commercial art, established appropriate committees, and conducted task verification. These results are intended to guide development of a program designed to train commercial artists. Section 1 contains general information: purpose of Phase I; description of the occupation, including nature of work, working conditions, and related occupations; direction of the occupation, including employment, training and other qualifications, advancement, job outlook, and earnings; program development committee; areas of concern; and State Technical Committee
    [Show full text]
  • Blueprint- Advertising and Design- 4019 2015
    Job Ready Assessment Blueprint Advertising and Design Test Code: 4019 / Version: 01 Copyright © 2007. All Rights Reserved. Advertising and Design General Assessment Information Blueprint Contents General Assessment Information Sample Written Items Written Assessment Information Performance Assessment Information Specic Competencies Covered in the Test Sample Performance Job Test Type: The Advertising and Design industry-based credential is included in NOCTI’s Job Ready assessment battery. Job Ready assessments measure technical skills at the occupational level and include items which gauge factual and theoretical knowledge. Job Ready assessments typically oer both a written and performance component and can be used at the secondary and post-secondary levels. Job Ready assessments can be delivered in an online or paper/pencil format. Revision Team: The assessment content is based on input from secondary, post-secondary, and business/industry representatives from the states of Georgia, New York, Oklahoma, and Pennsylvania. CIP Code 09.0903-Advertising Career Cluster 14 - Marketing 27-1024.00- Graphic Designers In the lower division baccalaureate/associate degree category, 3 semester hours in Advertising or Advertising Design (Continued on the following page) NOCTI Job Ready Assessment Page 2 of 12 Advertising and Design General Assessment Information (continued) The Association for Career and Technical Education (ACTE), the leading professional organization for career and technical educators, commends all students who participate in career and technical education programs and choose to validate their educational attainment through rigorous technical assessments. In taking this assessment you demonstrate to your school, your parents and guardians, your future employers and yourself that you understand the concepts and knowledge needed to succeed in the workplace.
    [Show full text]
  • Principles and Elements of Design - Assignment 1
    Principles and Elements of Design - Assignment 1 The following has been covered this year and will be on the tsa/final. Read thru each question carefully. Any answer you don’t understand email those questions back to me by Wednesday. I will send the answers to you Thursday. You will then paraphrase each answer back to me. If you do know everything simply reply back. Remember a 60% = 100% This review can help you get 100% and not have to take a final. Describe the basic principles of design Example: a) Unity is the “whole” of the design made up of elements that are connected by shape,style, color... a) Unity b) Contrast c) Proportion d) Balance e) Emphasis f) Rhythm Give three examples of each of the basic elements of design Examples: a) Line is an element that can be doted, straight, wavy, red, bold, thin outlines, contour, gesture, sketch, implied, calligraphic... a) Line b) Shape c) Direction d) Size e) Texture f) Value g) Color h) Typography i) Layout Explain the “Design Thinking”six-step process. Example: a) Understand involves research a clients product or service. Looking into competition what they may or may not be doing. a. Understand b. Observe c. Define d. Ideate e. Prototype f. Test Explain brainstorming. Explain design rationale for the creative choice implemented during the design process e.g. thumbnails, roughs, mock-up, comprehensive layout (comp) Explain each? Discuss the relationship between message, color, typography, images and layout. Describe primary, secondary, and tertiary colors including hue tint, value and shade Describe the effect of light and distance on color.
    [Show full text]
  • Information Technology Career Cluster Foundations of Interactive Design (MS-CS-FID) Course Standard 1
    Georgia Department of Education Information Technology Career Cluster Foundations of Interactive Design (MS-CS-FID) Course Number: 11.01300 Course Description: This course will provide an exploratory foundation in design and development of websites and games. It is designed to be taught in a 9-week rotation in 45- minute daily classes. Standards should be taught in the order presented with the exception of Standard 1 being an embedded standard with ongoing learning regarding employability and career opportunities. Through integrated instructional activities, students will have opportunities to apply employability skills and to research possible career options in the information technology area. They will also complete many hands-on activities to build a strong foundation in designing interactive programs. Capstone projects should be incorporated at the completion of all standards as time allows. Students who successfully complete this course will be prepared for the following pathways upon entering high school: Web & Digital Design, Web Development, and Game Design. This course may be taught in 6th, 7th, or 8th grade. Requirements for teaching this and other computer science courses: This course should be taught in a lab setting with a 1:1 ratio of student to personal computer. Additional devices, such as tablets, robots, Raspberry pi computers, and drones will enhance the program and can be shared in groups of 2-3 students. All devices should be current technology with strong connectivity capabilities. To further enhance student learning, the lab should contain at least one personal computer that students can disassemble and reassemble to learn the working parts within the computer. Course Standard 1 MS-CS-FID-1 Demonstrate employability skills required by business and industry and explore, research, and present careers in information technology.
    [Show full text]