A joint first year program for computer science and information systems

1995 ◽  
Vol 27 (1) ◽  
pp. 121-125
Author(s):  
Jan L. Harrington ◽  
Helen M. Hayes
Keyword(s):  
Information Systems ◽  
Computer Science ◽  
First Year

scholarly journals Introducing the Penn State World Campus through Certificate Programs in Turfgrass Management and Geographic Information Systems

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Alfred Turgeon ◽  
David DiBiase ◽  
Gary Miller
Keyword(s):  
Information Systems ◽  
Geographic Information Systems ◽  
Teaching Effectiveness ◽  
Geographic Information ◽  
First Year ◽  
Certificate Programs ◽  
Penn State ◽  
Product Compatibility ◽  
Students Satisfaction ◽  
Turfgrass Management

This paper describes two of the distance educational programs—Turfgrass Management and Geographic Information Systems—offered through the Penn State World Campus during its first year of operation in 1998. Detailed information is provided on how these programs were selected and supported, the nature of the students who enrolled and the faculty who developed and taught the courses, and the technology and infrastructure employed for delivering content and engaging students in collaborative learning. The organization of the World Campus, the evolution of these programs, and the results obtained from them during the first 18 months of operation are presented. Several contemporary issues are addressed from a faculty perspective, including: teaching effectiveness, relationship with students, satisfaction with product, compatibility with other responsibilities, ethical concerns, incentives and rewards, team efforts, support services, perceptions by colleagues, scholarly value, opportunity cost for faculty, intellectual property concerns, and compensation.

Simulating apprenticeship using multimedia in higher education

2015 ◽  
Vol 12 (2) ◽  
pp. 137-154 ◽  
Author(s):  
Ilia Bider ◽  
Martin Henkel ◽  
Stewart Kowalski ◽  
Erik Perjons
Keyword(s):  
Information Systems ◽  
Teaching And Learning ◽  
First Year ◽  
Content Type ◽  
University Teachers ◽  
Building Models ◽  
Case Based Learning ◽  
Teachers Attitudes ◽  
Teaching Learning ◽  
And Behavior

Purpose – This paper aims to report on a project aimed at using simulation for improving the quality of teaching and learning modeling skills. More specifically, the project goal was to facilitate the students to acquire skills of building models of organizational structure and behavior through analysis of internal and external documents, and interviews with employees and management. An important skill that practitioners in the information systems field need to possess is the skill of modeling information systems. The main problem with acquiring modeling skills is to learn how to extract knowledge from the unstructured reality of business life. Design/methodology/approach – To achieve the goal, a solution was introduced in the form of a computerized environment utilizing multimedia to simulate a case of an apprenticeship situation. The paper gives an overview of the problem that the solution addresses, presents the solution and reports on the trial completed in a first-year undergraduate course at Stockholm University. Findings – The results of the trial indicate that using rich multimedia along with a case-based learning approach did improve the overall performance of the students. It was also shown that both students’ and the teachers’ attitudes toward the solution were positive. Originality/value – The solution presented in this paper, using computer simulation in teaching/learning by focusing on an apprenticeship situation, can be reused by other university teachers, especially in the Information Systems discipline. This solution can thus be used in teaching, system design, requirements engineering, business analysis and other courses typical for information systems.

scholarly journals The FIRST+ Year Information Systems Faculty Experience

2015 ◽  
Vol 36 ◽  
Author(s):  
Eric C. Larson ◽  
Matthew L. Nelson ◽  
Michelle Carter
Keyword(s):  
Information Systems ◽  
First Year ◽  
Faculty Experience

E-Commerce Curriculum Strategies and Implementation Tactics

2011 ◽  
pp. 187-205
Author(s):  
Linda V. Knight ◽  
Susy S. Chan
Keyword(s):  
Information Systems ◽  
Curriculum Development ◽  
Computer Science ◽  
Curriculum Design ◽  
Success Factors ◽  
First Year ◽  
Critical Success ◽  
Entrepreneurial Culture ◽  
Curriculum Design And Development ◽  
Successful Approach

The fast-paced world of e-commerce demands flexible and rapid e-commerce curriculum development. This chapter describes a successful approach to e-commerce curriculum design and development implemented by DePaul University’s School of Computer Science, Telecommunications, and Information Systems (CTI). The master’s e-commerce curriculum, designed, developed, and implemented in just seven months, drew 350 students in its first year, and approximately 650 students with majors and concentrations in the e-commerce area in its second year. Underlying the curriculum is reliance upon the principles of the IRMA / DAMA 2000, ISCC ’99, and IS ’97 model curricula. Strong technological expertise and infrastructure, solid industry relationships, and an entrepreneurial culture were critical success factors in developing and implementing the curriculum. The strategies that DePaul CTI employed and the lessons that it learned in the process of implementing its e-commerce curriculum are relevant to other universities seeking to move into the e-commerce arena. Projections are made concerning the future of university programs in e-commerce and the challenges that loom ahead.

Using Indices of Student Satisfaction to Assess an MIS Program

2008 ◽  
pp. 232-244
Author(s):  
Earl Chrysler ◽  
Stuart Van Auken
Keyword(s):  
Factor Analysis ◽  
Information Systems ◽  
Student Satisfaction ◽  
Management Information Systems ◽  
Computer Hardware ◽  
First Year ◽  
Current Position ◽  
Management Information ◽  
Course Content ◽  
Content Factor

The purpose of this paper is to demonstrate a methodology by which Management Information Systems (MIS) alumni evaluate the content of courses and their satisfaction with an entire MIS program. The approach can be used to assess the relevancy of an MIS curriculum. By way of clarification, a Management Information Systems (MIS) program prepares its graduates to be effective in the tasks necessary to design, program and implement systems that will provide management with timely, accurate and useful information for decision making. This is in contrast to Computer Science (CS) programs that prepare their graduates to be knowledgeable in the technical aspects of computer hardware and operating systems software. This study first determines if there are any differences in the evaluations of the content of required MIS courses by alumni based upon whether the graduate was using their first year on the job or one’s current position as a frame of reference. Next, a factor analysis is performed, using the scores earned by specific courses, to reduce the content value of specific courses into specific factors, thus simplifying understanding of the type of learning that is taking place. A factor analysis is performed both for course content scores during one’s first year on the job and, again, in one’s current position. Using a global measure of satisfaction with the entire MIS program, the course content factor scores are then regressed against a student’s satisfaction with the entire MIS program. This regression analysis is performed, once again, for both one’s first year on the job and in one’s current position. The implications for evaluating the effectiveness of an MIS curriculum are presented and discussed.

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