Assessing Experiential Objectives with Lab Exercises in a Sophomore-Level Information Systems Course (original) (raw)

Masters in Information Systems: a Web-centric model curriculum

Information Science, 2002

Web Technology has changed conventional Information Systems (IS) and conventional Information Technology (IT) as we know it. There is no doubt that Web technology will provide the foundation for most future software systems. IS curriculum therefore needs to be brought up to date to ...

A real-world case study in information technology for undergraduate students

Journal of Systems and Software, 1999

Real-world case studies are important to complement the academic skills and knowledge acquired by computer science students. In this paper we relate our experiences with a course specifically designed to address this issue. The problem to be addressed is the replacement of a Hospital Information System in a large regional hospital. The case mimics as close as possible the project as it really took place. The objectives of the course are threefold: to train management and communication skills, to integrate and apply knowledge gained at different previous courses, and to learn by experience the difference between a real-world problem and a textbook problem. Students' evaluations show that the objectives of the course are met and that it is regarded as very useful. We found that the three objectives mutually reinforce each other, which is a decisive factor for the success of the course.

IS'97: model curriculum and guidelines for undergraduate degree programs in information systems

ACM SIGMIS …, 1996

IS organizations. However, there is no lessening in demand for IS knowledge and ability in organizations; to the contrary, the demand is expanding as the functional areas of the organization gain more capability in IS. Many areas of the organization are now hiring IS majors for departmental computing activities. There is also strong demand for the IS minor by students in other disciplines who need IS expertise in order to be effective in their work and to assist in developing applications in their functional area. A third reason that the demand for IS courses will continue to increase is that students in related disciplines want to acquire basic and intermediate IS skills. Every discipline is experiencing growth in computer use, and students who enrich their IS knowledge are at a career advantage. The editors of IS'97 thank those who have helped in this project. We hope this will be the beginning of a cooperative effort for continuous curriculum development. We are interested in your input and encourage you to let us know how you are using these materials and how they might be improved.

Information Systems Development Course: Integrating Business, IT and IS Competencies

2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments, 2010

Information systems development (ISD) is a capstone course in the Information Systems and Technology undergraduate program at School of Engineering, University of Minho, Portugal. ISD is viewed as an organizational change project that aims at improving an organization through the adoption of IT applications. The course is designed following a project led approach. The project involves describing an organization as a system, describing its information handling activities and proposing a set of IT applications that could be adopted and used. Students are guided by an ISD methodology that demands the application of previous developed competencies in areas such as: organization theory, accounting, marketing, information systems fundamentals, data bases, software engineering, computer networks and several other IT courses. Together with the ISD course, students are also taking courses on organizational behavior and data-warehousing. Students are organized into large teams of 10 to 12 members. Several roles are distributed among team members: e.g., team leader, analyst, document officer, technology officer, methodologist, development tools specialist, IT specialist. Students are suggested a fictional organization in a specific business area. Ideally students should deal with a real organization. As the course is having around 100 students enrolled this is not possible. However it is common that each project team finds an organization in the proposed business area where they go and have actual contact with an organization. The main outputs of the project include: project plan; organization description including-purpose, environment, main activities, business ontology, main performance indicators; general information systems description using UML; requirements for an IT application; IT architecture. One of the most important steps of the project is to decide on what IT to suggest to the organization. The decision should take into consideration the capability of current IT, the specifics of the business area and its current practices. Besides the reports, each team makes two public presentations. The first one is to present the organization description making sure business is clearly understood. The final one is to present the solution in terms of information systems and IT architecture. These presentations are attended by industry guests that focus their attention on the students' communication skills from the perspective of a manager. The evaluation of students' performance is based on: reports corresponding to the outputs mentioned above; public presentations; weekly assessments of the teams' progress. The final mark attributed to each team (a numerical value from 0 to 20, where above 10 is a pass) can be redistributed among team members, by themselves, in order to account for different levels of commitment or effort within the team. Several other rules are set in order to promote professional behavior. Keywords-IS professionals; capstone course; ISD process; engIS methodology; project led approach; large teams. I. INTRODUCTION-EDUCATION OF IS PROFESSIONALS The evolution of computers and computing led to the emergence of several different professions related to the design, implementation and deployment of computer and computing artifacts. The Computing Curricula 2005 [1] distinguishes among such five different professional profiles: computer engineering, computer science, software engineering, information technology and information systems. This article addresses the last of these-information systems (IS). The education of IS professionals has been much debated (early discussions can be found in [2], [3], [4] or [5]). Besides several individual contributions, it is interesting to focus on collaborative efforts to produce a set of recommendations for IS programs both at undergraduate and graduate levels. Such efforts led to reports such as IS 1995 [6], IS 2002 [7] and MSIS 2006 [8]. A new proposal for the IS undergraduate curriculum is being discussed and should become public early this year (2010) [9]. Based on these recommendations (or, at least, somewhat related to them), many IS programs can be found all over the world. At the AIS site, a list of such programs can be consulted (http://apps.aisnet.org/isprograms). This article addresses a course on information systems development taught at the 3rd (last) year of an undergraduate degree program on information systems at

Using the Internet to Teach Information System Case Studies

1998

An internet, browser-based, computer-supported learning system was designed and built by the MSIS Department to serve primarily as an assessment vehicle for business students. Now in its second year of operation it has migrated across computer platforms and been completely redesigned to become a university resource. Hundreds of students use CSL daily. This paper will outline the development of CSL and discuss our work in connecting a taxonomy of knowledge with the multimedia assets needed for learning and assessment. In particular, its use in teaching Information Systems and case-based courses and the lessons learnt will be explored. The implications for self-directed study and our university's goal to provide life-long learning will be presented.

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

2010

IS 2010 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2010 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and, therefore, IS 2010 includes elements that make it more universally adaptable than its predecessors. IS 2010 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those.

Information System Development Subject: Education Versus Industry

2019

Our education curriculum should be tailored to the industry practice and the need of the industry. Industry develop a system basically based on System Development Life Cycle (SDLC) that have 5 phases; Analysis, Design, Coding, Testing and Maintenance. As a necessary strategy, the industry applies the teamwork concept in order to make sure the big project can be done by the collaboration of many experts in that field. Nowadays, they also implement collaboration team which is the team member working virtually in different building and different location. In order to mimic the industry practice, as a requirement to pass Information System Development (ITS332) subject, students need to develop real life software. Sport Venue Booking System is the systems develop by Semester 4 Diploma in Computer Sciences students for ITS 332 subject. The objective of this research is to compare the software development in industry practice versus academic practice by using Sport Venue Booking System as ...

Developing a New Curriculum for First Year Students of Information Technology

This paper presents a new design for studies in Information Technology at a large Australian university. This work is grounded in recommendations of several IT curriculum documents. The paper briefly presents the range of first year units designed to ensure that the student of Information Technology has an effective base of technical and personal skills demanded of IT professional by industry. The paper's focus is to detail two units that are specifically designed to develop interpersonal skills, communication and team skills, through developing products for the web. The paper is closes by mapping these latter units to IS2002 and ISCC'99.