Computing and Information Technologies Bachelor of Science Degree

RIT’s computing and information technology degree teaches you complex computing systems and how to become well-versed in their management. 



Outcomes Rate of RIT Graduates from this degree


Average First-Year Salary of RIT Graduates from this degree

Overview for Computing and Information Technologies BS

Why Study Computing and Information Technologies at RIT

  • Gain Hands-on Experience: Two blocks of cooperative education mean nearly a year of hands-on, full-time paid work experience in industry.
  • Accelerated Degree Option: Earn two degrees in less time by pursuing your BS in computer and information technologies and your MS in computer science.
  • Study Abroad: Enjoy a study abroad opportunity at RIT Croatia, where you can take computing courses and explore the Croatian culture without disrupting your studies or progress to graduation.
  • Strong Career Paths: Recent graduates are employed at BlueCross BlueShield, Cisco, Datto, Federal Bureau of Investigation, L3Harris Technologies, Northrop Grumman Corporation, and more.

RIT’s Computing and Information Technology Degree 

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.

RIT’s computer information technology 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.

Computer Information Technology Courses

A defining aspect of the computing and information technologies degree curriculum is the breadth of technologies and the focus on integration. You will learn how to solve problems and find ways to make it work. Course work prepares you to be not just technical wizards, but also communicators and facilitators, enabling you to be successful throughout your careers. 

The bachelor's in computer information systems builds on core courses so you can further your skills in two separate areas or establish even greater depth in a single area. Possible areas of concentration include:

  • Web administration
  • Database
  • Networking and communications
  • Web development
  • Enterprise administration

Global Opportunities

The computing and information technology degree is offered at RIT’s main campus and at RIT Croatia. Because the curriculum is the same, you can spend a semester abroad learning about computing and the Croatian culture without impacting your progress toward graduation.

Hands-On Experience in Computing and Information Technology

In the senior year of the computing and information technology degree, students are required to take Senior Development Projects I and II. This is a year-long course in which teams are composed of students from the RIT U.S. and RIT Croatia campuses. Whether you choose to study abroad or remain in Rochester, you will be working side-by-side with peers from across the world.

Another highly impactful hands-on experience you will participate in is two blocks of cooperative education providing you with field training and experience through streamlined computing co-ops.

Combined Accelerated Bachelor's/Master's Degrees

Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable you to earn both a bachelor’s and a master’s degree in as little as five years of study, all while gaining the valuable hands-on experience that comes from co-ops, internships, research, study abroad, and more.

  • +1 MBA: Students who enroll in a qualifying undergraduate degree have the opportunity to add an MBA to their bachelor’s degree after their first year of study, depending on their program. Learn how the +1 MBA can accelerate your learning and position you for success.

Careers and Cooperative Education

Typical Job Titles

Systems Administrator DevOps Engineer
Full Stack Engineer Information Technology Engineer
Information Technology Specialist Software Engineer
Systems Engineer Operations Engineer
Network Technician Web Developer


  • Commercial Banking and Credit
  • Defense
  • Health Care
  • Higher Education
  • Insurance
  • Internet and Software
  • Manufacturing

Cooperative Education

What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top companies in every single industry. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart. It’s exposure–early and often–to a variety of professional work environments, career paths, and industries. 

Co-ops and internships take your knowledge and turn it into know-how. Your computing co-ops will provide hands-on experience that enables you to apply your computing knowledge in professional settings while you make valuable connections between classwork and real-world applications.

Students in the computing and information technologies degree are required to complete two blocks of cooperative education experience.

Featured Work

Featured Profiles

Curriculum Update in Process for 2024-2025 for Computing and Information Technologies BS

Current Students: See Curriculum Requirements

Computing and Information Technologies, BS degree, typical course sequence

Course Sem. Cr. Hrs.
First Year
Introduction to Technical Communication (WI-GE) (General Education)
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. Lecture 3 (Fall, Spring).
Introduction to Cybersecurity
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. Lecture 3 (Fall, Spring).
Software Development and Problem Solving I (General Education)
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. Lab 6 (Fall, Spring).
Software Development and Problem Solving II (General Education)
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. (Prerequisite: C- or better in SWEN-123 or CSEC-123 or GCIS-123 or equivalent course.) Lab 6 (Fall, Spring, Summer).
Discrete Mathematics (General Education – Mathematical Perspective A)
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. (Prerequisites: MATH-101, MATH-111, NMTH-260, NMTH-272 or NMTH-275 or a Math Placement Exam score of at least 35.) Lecture 4 (Fall, Spring).
Applied Calculus (General Education – Mathematical Perspective B)
This course is an introduction to the study of differential and integral calculus, including the 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. (Prerequisite: 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.) Lecture 4 (Fall, Spring).
Computer System Concepts
This course teaches the student the essential technologies needed by NSSA majors, focused on PC and mainframe hardware topics. They include how those platforms operate, how they are configured, and the operation of their major internal components. Also covered are the basic operating system interactions with those platforms, physical security of assets, and computing-centric mathematical concepts. Lab 2, Lecture 4 (Fall, Spring).
RIT 365: RIT Connections
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. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring).
General Education – First Year Writing (WI)
General Education – Ethical Perspective
General Education – Global Perspective
Second Year
School of Information Second Year Seminar
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 interviewing. (Prerequisites: This class is restricted to HCC-BS or CMIT-BS or WMC-BS or COMPEX-UND Major students with at least 2nd year standing.) Lecture 1 (Fall, Spring).
Web & Mobile I
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. Lec/Lab 3 (Fall, Spring).
Introduction to Database and Data Modeling (General Education)
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. (Prerequisites: ISTE-120 or ISTE-200 or IGME-101 or IGME-105 or CSCI-140 or CSCI-142 or NACA-161 or NMAD-180 or BIOL-135 or GCIS-123 or GCIS-127 or equivalent course.) Lec/Lab 3 (Fall, Spring).
Web & Mobile II
This course builds on the basics of web page development that are presented in Web and Mobile 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. (Prerequisites: (ISTE-120 or CSCI-140 or CSCI-141 or GCIS-127 or NACA-161 or IGME-105 or IGME-101 or NMAD-180 or GCIS-123) and (ISTE-140 or NACA-172 or IGME-230 or IGME-235) or equivalent course.) Lec/Lab 3 (Fall, Spring).
Undergraduate Co-op (summer)
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. (Enrollment in this course requires permission from the department offering the course.) CO OP (Fall, Spring, Summer).
Task Automation Using Interpretive Languages
An introduction to the Linux operating system and scripting in high-level and shell languages. The course will cover basic user-level commands to 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. (Prerequisite: GCIS-124 or ISTE-121 or ISTE -200 or CSCI-142 or CSCI-140 or CSCI-242 or GCIS-127 or equivalent course.) Lec/Lab 3 (Fall, Spring).
System Administration I
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 a lecture section and a separate lab section. The technologies discussed in this class include: operating systems, system security, and service deployment strategies. (Prerequisites: NSSA-241 and (NSSA-220 or CSCI-141 or GCIS-123 or GCIS-127) or equivalent courses.) Lab 2, Lecture 4 (Fall, Spring).
Introduction to Routing and Switching
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 reference. 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. (Prerequisites: NSSA-102 or CSEC-101 or CSEC-140 or NACT-151 or CSCI-250 or equivalent courses.) Lab 2, Lecture 3 (Fall, Spring).
Introduction to Statistics I (General Education)
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. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer).
General Education – Artistic Perspective
General Education – Natural Science Inquiry Perspective
General Education – Elective
Third Year
Designing the User Experience
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. (Prerequisite: ISTE-140 or IGME-230 or NACA-172 or equivalent course.) Lec/Lab 3 (Fall, Spring).
Information Requirements Modeling
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. (Prerequisites: ISTE-230 or CSCI-320 or equivalent course.) Lecture 3 (Fall, Spring).
Choose one of the following:
Undergraduate Creative, Innovative or Research Experience (summer)
Students may substitute the second block of traditional co-op experience with creative, innovative or research (iSchool CIR) activities as long as it is directly related to the applicant’s degree. Examples include contributing to research projects, supervised participation in entrepreneurial activities, and cross-disciplinary innovation projects not otherwise eligible for co-op. Students will follow a structured application process prior to registering for the course. They will submit a plan of work that outlines the proposed activities, defines tangible goals and deliverables, and identifies a person (faculty member, business contact, etc.) who will provide oversight throughout the term. At the conclusion of the term, students will follow an assessment process similar to that used for traditional co-op as well as (submission of evaluation of responsible oversight party, their daily time and activity logs, the students report and an announced presentation – see iSchool CIR Experience Guidelines on the web at > Student Resources > Co-op Enrollment for further information). (Prerequisites: ISTE-499 or equivalent course.) CO OP (Fa/sp/su).
Undergraduate Co-op (summer)
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. (Enrollment in this course requires permission from the department offering the course.) CO OP (Fall, Spring, Summer).
CIT Concentration Courses
General Education – Social Perspective
General Education – Scientific Principles Perspective
General Education – Immersion 1
Open Electives
Fourth Year
Senior Development Project I
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. (This course is restricted to WMC-BS, HCC-BS, CMIT-BS, and 2 ISTE-499 completed or (1 ISTE-498 completed and 1 ISTE-499 completed).) Lecture 3 (Fall, Spring).
Senior Development Project II (WI-PR)
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).
CIT Concentration Courses
General Education – Immersion 2, 3
Open Electives
Total Semester Credit Hours

Please see General Education Curriculum (GE) for more information.

(WI) Refers to a writing intensive course within the major.

Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.


Database Applications
Choose three of the following:
 Database Connectivity and Access
In this course, students will build applications that interact with databases. Through programming exercises, students will work with multiple databases and programmatically invoke the advanced database processing operations that are integral to contemporary computing applications. Topics include the database drivers, the data layer, connectivity operations, security and integrity, and controlling database access. (Prerequisites: (ISTE-230 or CSCI-320) and (ISTE-120 or GCIS-124 or CSCI-140 or CSCI-142 or CSCI-242 or GCIS-127) or equivalent courses.) Lec/Lab 3 (Fall, Spring).
 Database Application Development
Database applications have aspects that need to be considered when designing and developing larger-scale systems. In this course students will explore topics such as concurrent processing, scalability, performance, and security within the context of developing larger-scale data/base information processing systems. Programming projects are required. (Prerequisites: ISTE-330 or equivalent course.) Lec/Lab 3 (Fall, Spring).
 Data Warehousing
This course covers the purpose, scope, capabilities, and processes used in data warehousing technologies for the management and analysis of data. Students will be introduced to the theory of data warehousing, dimensional data modeling, the extract/transform/load process, warehouse implementation, and summary-data management. The basics of data mining and importance of data security will also be discussed. Hands-on exercises include implementing a small-scale data warehouse. (Prerequisites: ISTE-230 or CSCI-320 or equivalent course and 3rd year standing.) Lec/Lab 3 (Fall).
 Database Management and Access
Students will be introduced to issues in client/server database implementation and administration. Students will configure, test, and establish client-server communication and server-server communication with single and multiple database servers. Topics such as schema implementation, storage allocation and management, user creation and access security, backup and recovery, and performance measurement and enhancement will be presented in lecture and experienced in a laboratory environment. Students will configure and demonstrate successful communication between a database file server and multiple clients. (Prerequisite: ISTE-230 or equivalent course.) Lec/Lab 3 (Spring).
 Contemporary Databases
This course will introduce the topic of contemporary databases by covering the design, application and use of non-relational (NoSQL) database technologies. Topics include an overview of data types, structuring and processing data and knowledge, data transformation, and data storage and warehousing. Students will learn the interaction between relational and non-relational databases in the Cloud or other storage media. Programming assignments will be required. (Prerequisites: (ISTE-230 or CSCI-320) and ISTE-240 or IGME-330) or equivalent courses.) Lec/Lab 3 (Spring).
 Data Mining and Exploration
Rapidly expanding volumes of data from all areas of society are becoming available in digital form. High value information and knowledge is embedded in many of these data volumes. Unlocking this information can provide many benefits, and may also raise ethical questions in certain circumstances. This course provides students with a hands-on introduction to how interactive data exploration and data mining software can be used for data-driven knowledge discovery, including domains such as business, environmental management, healthcare, finance, and transportation. Data mining techniques and their application to large data sets will be discussed in detail, including classification, clustering, association rule mining, and anomaly detection. In addition, students will learn the importance of applying data visualization practices to facilitate exploratory data analysis. (Prerequisites: (STAT-145 OR MATH-251) and (GCIS-124 OR ISTE-121 OR CSCI-140 OR CSCI-142 OR CSCI-242 OR ISTE-200 OR IGME-201 OR IGME-106 OR GCIS-127) or equivalent courses.) Lecture 3 (Fall).
Enterprise Administration
Required Courses
Configuration Management
This course teaches students advanced techniques in the Perl language. Techniques include the use and construction of object oriented scripts, user administration and monitoring, file system walking and checking, and computer and network security issues. (Prerequisites: NSSA-220 or CSCI-141 or GCIS-123 or equivalent course.) Lec/Lab 4 (Fall).
Systems Administration II
This course will explore the skills required of a systems administrator in a large enterprise organization. Students will gain experience in managing an integrated Linux and Windows environment, using identity management, monitoring, and centralized logging systems. Other areas of examination will include a deeper understanding of many protocols including DNS, DHCP, SNMP, LDAP, IMAP, and SMTP. Containerization and virtualization concepts will also be explored. The student will also study security topics including Transport Layer Security, Pluggable Authentication Modules, SELinux, Kerberos, and Group Policy Objects. This course is a writing-intensive course that will require students to write a formal research paper. (Prerequisites: NSSA-221 or equivalent course.) Lab 2, Lecture 4 (Fall, Spring).
Choose one of the following:
This class will take the students through the evolution of virtualization. The class begins with virtual network topologies such as VLANs, trunks and virtual routing and forwarding. The class will examine the various desktop virtualization platforms (Type 1) such as VirtualBox and VMWare workstation. Midway through the class students will transition into bare metal hypervisors (Type 2) and server virtualization. Elements of software defined networking, storage (ex. iSCSI) and cloud computing will also be discussed. (Prerequisites: NSSA-221 and NSSA-241 or equivalent courses.) Lecture 3 (Spring).
 Project Management
This course teaches students essential project management principles and prepares them to be effective members of a project team. Topics include business drivers for project selection, project management methodologies, and practical implementation of project management principles across the Information Technology spectrum. (This class is restricted to students with at least 3rd year standing.) Lecture 3 (Spring).
 Storage Architectures
This course provides students with a theoretical as well as hands-on exposure to enterprise scale storage technologies such as storage area networks and network attached storage. Students will study SCSI, Fibre Chanel, IP Storage, Infiniband, and Fibre Channel over Ethernet both in lectures and labs. They will also gain a better appreciation for the importance of storage architectures in the enterprise. (Prerequisites: NSSA-322 or equivalent course.) Lecture 3 (Fall, Spring).
 Scalable Computing Architectures
This course explores mid-range (server farms and clusters) and mainframe system architecture, hardware, configuration, and operating system concepts. Students in this course gain understanding of the reasons companies choose mid-range and large-scale systems for their computing environments and how those firms implement those architectures. (Prerequisites:GCIS-124 or ISTE-121 or ISTE-200 or CSCI-142 or CSCI-140 or CSCI-242 or IGME-102 or IGME-106 or GCIS-127 or equivalent course.) Lecture 3 (Fall).
 Data Center Operations
This course provides students with a background in the technologies and techniques used to design, implement, and maintain a modern data center. This course will help students to see the interrelated nature of many of these topics and to gain a better understanding of the role of the following technologies in a modern data center: physical facility design, network infrastructures, power distribution, heating, ventilation and air conditioning (HVAC), storage, high-availability computing, disaster recovery, and emerging data center technologies. (Prerequisites: NSSA-322 or equivalent course.) Lecture 3 (Spring).
 Scalable Web Services Architectures
Web applications can be highly variable in both their workload and the amount of resources required to support their provision of services to users. Having access to cloud based resources allows organizations to actively manage service deployment in different ways and with different tools. This course will enable students to utilize and develop cloud-based implementations of tools, such as load balancing and distributed systems architectures, and identify the challenges associated with the provision of services in this environment and some of the cloud-based tools and techniques used to manage service deployment. Projects will be required. (Prerequisites: (NSSA-241 and NSSA-320) or (NSSA-290 and ISTE-444) or equivalent course.) Lec/Lab 3 (Spring).
Human Centered Computing
Choose three of the following:
 Foundations of Human Centered Computing
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 field of human-computer interaction, including predictive modeling, heuristic evaluation, interpretive methods, and experimental user testing. Students will learn key design principles and guidelines and apply them to analyze existing designs and conduct a design process that is centered on human users of technology. (Prerequisite: ISTE-140 or IGME-230 or NACA-172 or equivalent course.) Lecture 3 (Fall).
 Prototyping and Usability Testing
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. (Prerequisites: ISTE-262 or equivalent course.) Lec/Lab 3 (Spring).
 Design for Accessibility
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. (Prerequisites: ISTE-262 or equivalent course.) Lecture 3 (Fall).
Networking and Communications
Required Course
Network Services
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 internet working environments. Topics include an overview of the TCP/IP protocol suite, in-depth discussions of the transport layer protocols, 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. (Prerequisites: NSSA-241 and (NSSA-220 or CSCI-141 or GCIS-123) and NSSA-221 or equivalent courses.) Lab 4, Lecture 4 (Fall, Spring).
Choose two of the following:
 Wireless Networking
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. (Prerequisites: NSSA-241 or equivalent course.) Lab 2, Lecture 3 (Fall, Spring).
 Large Scale Networking
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. (Prerequisites: NSSA-245 or equivalent course.) Lab 2, Lecture 2 (Spring).
 Project Management
This course teaches students essential project management principles and prepares them to be effective members of a project team. Topics include business drivers for project selection, project management methodologies, and practical implementation of project management principles across the Information Technology spectrum. (This class is restricted to students with at least 3rd year standing.) Lecture 3 (Spring).
 Advanced Routing and Switching
Advanced Routing and Switching covers advanced networking technologies available to enterprises. Protocol options and their evolutions over the years, the growth in complexity and its impacts are explored in depth. Topics include: VLANs and VLAN Hierarchies, Loop- Avoidance in customer, provider and provider backbone networks such as RSTP and Shortest Path Bridging, , IPv4 and IPv6 coexistence issues, Routing protocols with IPv4 and IPv6 for inter and intra-AS routing, MobileIP, queuing and Quality of service routing and congestion control in the Internet, MultiProtocol Label Switching, Routing and Switching in wireless networks (Prerequisites: NSSA-241 or equivalent course.) Lecture 3 (Spring).
 Network Design and Performance
This course will examine the design and performance of networks. Students will learn to design networks based on identified needs and analyze the performance of that network. The designs include site, campus, and enterprise. WAN technologies will be combined with LAN technologies in the design of enterprise networks. A simulation tool may be used to implement the design as a network model and evaluate the performance of the network model. (Prerequisites: NSSA-241 or equivalent course.) Lecture 3 (Spring).
Web Development
Client Programming
This course will explore the analysis, design, development, and implementation of client-side programming in the context of Internet technologies, mobile devices, Web-based client systems and desktop applications. Students will learn to design and build usable and effective interactive systems, clients, and interfaces. Key features addressed will include browser and platform compatibility, object reusability, bandwidth and communications issues, development environments, privacy and security, and related technologies and APIs. Programming is required. (Prerequisites: (ISTE-240 or IGME-330) and (GCIS-124 or ISTE-121 or ISTE-200 or CSCI-142 or CSCI-140 or IGME-106 or IGME-102 or GCIS-127) or equivalent courses.) Lec/Lab 3 (Fall, Spring).
Server Programming
This course provides in-depth work in server-side programming. Students will develop dynamic, data centric web pages and systems, and server-side information services that will be available to clients implemented in a variety of software technologies. Topics include XML parsing, generation, and consumption; web configuration and security; design patterns; web service structures, and application security. Programming projects are required. (Prerequisites: ISTE-340 and (ISTE-230 or CSCI-320) and (SWEN-383 or SWEN-262) or equivalent courses.) Lec/Lab 3 (Fall, Spring).
Software Design Principles and Patterns
Quality software designs and architectures reflect software engineering principles that represent best contemporary practice. This course focuses on explicating these fundamental principles, examining a set of design and architecture patterns that embody the principles, and applying patterns appropriate to a design problem in a given context. Restricted to IST majors only. (Prerequisites: ISTE-240 or equivalent course. Co-requisite: ISTE-340 or equivalent course.) Lec/Lab 3 (Fall, Spring).

Admissions and Financial Aid

This program is STEM designated when studying on campus and full time.

First-Year Admission

A strong performance in a college preparatory program is expected. This includes:

  • 4 years of English
  • 3 years of social studies and/or history
  • 3 years of mathematics is required and must include algebra, geometry, and algebra 2/trigonometry. Pre-calculus is preferred.
  • 2-3 years of science is required and must include chemistry or physics; both are preferred.
  • Computing electives are preferred.

Transfer Admission

Transfer course recommendations without associate degree
Courses in computer science, calculus, liberal arts; calculus-based physics, chemistry, or biology

Appropriate associate degree programs for transfer
AS degree in computer science, engineering science, or liberal arts

Learn How to Apply

Financial Aid and Scholarships

100% of all incoming first-year and transfer students receive aid.

RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships

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