ISECON 2000 Philadelphia ISECON 2000 Philadelphia, PA ISECON 2000 Philadelphia, PA Let Freedom Ring: Learning from the Past and Applying it to the Future of IS Education AITP Association of Information Technology Professionals Foundation for Information Technology Education Special Interest Group on Education Proceedings ISECON 2000 Information Systems Education Conference Let Liberty Ring: Learning from the Past and Applying it to the Future of IS Education Adam's Mark Hotel Philadelphia, Pennsylvania USA November 9--12, 2000 Don Colton, Editor Brigham Young University--Hawaii Campus Judy Caouette, Co-Editor Pace University Bel Raggad, Co-Editor Pace University © 2000 Foundation for Information Technology Education AITP: The Association of Information Technology Professionals © 2000 AITP Education Foundation 1 ISECON 2000 Philadelphia PA Foundation for Information Technology Education ISECON 2000 is the seventeenth in an annual series of international conferences devoted to education in the field of Information Technology. Conferences such as this are possible only because of the continu- ing interest and support of the Information Systems educational community, expressed by their submis- sion of high-quality papers and their attendance at the conference. The ISECON 2000 Conference Committee and sponsors gratefully acknowledge all the authors, session chairs, and other participants for contributing to the success of this conference. ISECON (the Information Systems Education Conference) is sponsored by the Foundation for Informa- tion Technology Education. Additional support is provided by EDSIG (the AITP Special Interest Group for Education) and AITP (the Association for Information Technology Professionals). The conference has also received extensive support from the School of Computer Science and Information Systems at Pace University and the School of Computer and Information Sciences at the University of South Alabama. ISECON 2000 Philadelphia PA 2 © 2000 AITP Education Foundation ISECON 2000 Conference Committee Conference Chair Vendors Chair Stuart Varden Margaret Thomas (svarden@pace.edu) Pace University Ohio University 1 Pace Plaza, NY, NY 10038 USA Program Co-Chair Local Arrangements Denise McGinnis Joseph Daniel Mesa State College Delaware Valley College Program Co-Chair EF Representative Neelima Bhatnagar William Reaugh University of Pittsburgh, Johnstown Papers Co-Chair Awards Judy Caouette Mark (Buzz) Hensel (hensel@exchange.uta.edu) Pace University The University of Texas at Arlington Arlington, TX 76019 USA Papers Co-Chair ISECON Web page Bel Raggad Bruce A. White Pace University Quinnipiac University Hamden, CT 06518 USA Proceedings Chair EDSIG President Don Colton William J. Tastle (coltond@byuh.edu) Brigham Young University--Hawaii Ithaca College Laie, HI 96762 USA Ithaca, NY 14850 USA Registration EDSIG Vice President David Zolzer David L. Feinstein (feinstein@cis.usouthal.edu) Our Lady of the Lake University University of South Alabama Mobile, AL 36688 USA © 2000 AITP Education Foundation 3 ISECON 2000 Philadelphia PA Reviewers Session Chairs With great appreciation, we acknowledge our twenty-four We express gratitude to our session chairs and acknowledge reviewers, whose help was crucial in identifying the papers their participation. This is the list of names and affiliations you see presented here. as we go to press. Papers Co-Chairs Amjad Abdullat, West Texas A&M University Judy Caouette, Pace University Neelima Bhatnagar, University of Pittsburgh, Johnstown Bel Raggad, Pace University Elizabeth Boyd, Informing Science Institute Don Caputo, Robert Morris College Reviewers Lillian Cassel, Villanova University Joe Bergin, Pace University Roy Daigle, University of South Alabama Linda Jo Calloway, Pace University Tom Farrell, Dakota State University Kitty Daniels, Pace University John Fendrich, Illinois State University Susan Feather, Pace University Suzanne Gladfelter, Penn State York Ron Frank, Pace University Fran Gustavson, Pace University Fran Gustavson, Pace University Bill Gwinn, Univ of North Carolina at Wilmington Nancy Hale, Pace University Al Harris, Appalachian State University Mark (Buzz) Hensel, University of Texas Tom Janicki, Univ of North Carolina at Wilmington at Arlington Kathleen Kelm, Edgewood College Connie Knapp, Pace University Douglas Love, Illinois State University Virginia Levensen, Costal Carolina University Jo-Mae Maris, Northern Arizona University Denise McGinnis, Mesa State College Denise McGinnis, Mesa State College Jeanine Meyer, Pace University John Mendonca, Purdue University Narayan Murthy, Pace University Aanele Nwokoma, Grambling State University Carol Okolica, Dowling College Raymond Papp, Quinnipiac University Bel Raggad, Pace University Mike Payne, Purdue University Bruce Rollier, University of Baltimore John Reynolds, Northwest Missouri State University Jack Russell, Northwestern State University Peter Shackleton, Victoria University of Technology Allen Stix, Pace University Anne-Marie Smith, La Salle University Bill Tastle, Ithaca College Vojislav Stojkovic, Morgan State University Nancy Thomson, David Sullivan, Oregon State University Northwest Missouri State University Paul van Vliet, University of Nebraska at Omaha Sylvester Tuohy, Pace University Stuart Varden, Pace University Stuart Varden, Pace University Les Waguespack, Bentley College Bruce White, Dakota State University Bruce White, Quinnipiac University and Quinnipiac University David Zolzer, Northwestern State University Exhibitors We acknowledge and appreciate the textbook vendors and Sponsors others that support ISECON 2000 by exhibiting their Coffee Break Sponsors product offerings and sponsoring activities. Franklin Beedle & Associates Temple University Exhibitors Addison Wesley Conference Reception Sponsor, Friday Evening Course Technology PeopleSoft Franklin Beedle & Associates John Wiley & Sons McGraw-Hill / Irwin PeopleSoft Prentice Hall Scott / Jones ISECON 2000 Philadelphia PA 4 © 2000 AITP Education Foundation ISECON 2000 Philadelphia WELCOME TO ISECON 2000 THE SEVENTEENTH ANNUAL CONFERENCE FOR INFORMATION SYSTEMS EDUCATORS Dear Colleagues: This year brings the ISECON Conference to the northeast and historic Philadelphia for the first time. This is most apropos as we enter a new millennium ­ we break new ground while reflecting on the accomplishments of the past to inform future practice. When the first ISECON was held in Chicago in 1982, few colleges and universities offered programs in Information System. Now hardly a school fails to offer one, although under many names and of many flavors. In this year's ISECON Proceedings - the first to be in CD format with an accompanying Abstract Proceedings - you will find 144 entries including 126 refereed papers, 11 workshops, and 7 panels. Included among the works are representatives of eight countries from five continents. None of this would have been possible without the outstanding effort put forth by this year's ISECON 2000 Organizing Committee. The sun hardly set on the Committee, as team members conducted their work from Great Britain to Hawaii and a dozen places in between. I must single out this year's Proceedings team, Dr. Judy Caouette and Dr. Bel Raggad from Pace University, our Papers Co-Chairs, and Dr. Don Colton from Brigham Young University--Hawaii Campus, our Proceedings Chair, for the wonderful job that they have done. In particular, Don has shown imaginative leadership in guiding us into new territory with this year's proceedings. And the support and guidance of the Education Foundation through this year's President, Dr. Brian Reithel and Director, William Reaugh, has been very helpful. Just as instrumental has been the work and support of the EDSIG Board and its President, Dr. William Tastle. Also, the work of the folks at the University of South Alabama under the leadership of EDSIG Vice President, Dr. David Feinstein, has been indispensable. Finally, it is with much gratitude and appreciation that I recognize the encouragement and very tangible support of Pace University and its School of Computer Science and Information Systems under the leadership of Dr. Susan M. Merritt. Stuart A. Varden Pace University ISECON 2000 Conference Chair © 2000 AITP Education Foundation 5 ISECON 2000 Philadelphia PA ISECON 2000 Philadelphia Welcome to the only information systems-specific conference in the Western Hemisphere...and perhaps the world! As educators we are challenged with a continuingly need to update skills, learn new methods of problem solving, master new paradigms in our spare time, continually learn the ever-present software updates that are without end, and to pass on that complex knowledge and skill with almost the snap of a finger. We have dedicated ourselves to a discipline that has us reformulating academic courses as a matter of course, and incurring the wrath of curriculum committees that ask us when our discipline will become stable - like foreign language, history, or mathematics. It seems that we are continually re-inventing ourselves, our courses, and our entire curricula. With each minute of time we apply to our discipline, that is one more minute we steal from our families and personal life. We are, indeed, living in interesting times. The purpose of the Association of Information Technology Professionals, Special Interest Group on Education, or EDSIG as we have become known, is to bring together educators who share in this demanding profession to discuss curricula, discover new methods of teaching that others have developed, learn new (and old) problem solving methods, be introduced to new software programs, and become a part of a nation-wide support system of educators. As a member of EDSIG you have an opportunity to become as active in this organization as you desire, perhaps eventually becoming a member of the Board of Directors. The Bylaws of this organization have been designed to specifically limit the number of years any single individual can be on the Board, for we believe that in order for one to bring one's talents to bear in furthering one's discipline through a national organization, an opportunity must exist by which all have an opportunity to lead. If you seek to become active in molding the future of IS education, then please consider making your desire known to any member of the Board of Direc- tors. Lastly, we are privileged to be here in Philadelphia participating in this wonderful conference. I stand with the Board of Directors of EDSIG in congratulating Dr. Stuart Varden and his team for producing a truly memorable conference. Stuart, well done! You are a remarkable man and we are most fortunate to have you as our conference chair. William J. Tastle, PhD President, AITP-EDSIG ISECON 2000 Philadelphia PA 6 © 2000 AITP Education Foundation Dear Colleague: A little more than a year ago, I had the opportunity to visit with this year's ISECON Conference Chair, Dr. Stuart Varden, and last year's chair, Dr. David Feinstein, to discuss our plans for ISECON 2000. We had just finished holding a successful ISECON event in Chicago and the future looked bright. Today, it is inspiring to reflect back on that hopeful conversation and to review our aspirations for the meeting in Philadelphia. We hoped to increase the quality of the papers, boost the number of participants and leverage the power of the learning experience that ISECON represents for all who attend. As this year's program came together, under Stuart Varden's exceptional and capable leadership, we began to realize that ISECON 2000 would surpass our expectations in every category! We are thankful to the large team of folks who have worked so hard to bring this event to fruition. In particular, we deeply appreciate the efforts of the many authors, reviewers, presenters, panelists, workshop instructors, keynote speakers and the ever-faithful ISECON Committee members. We are especially indebted to those who have worked to handle local arrange- ments, logistics, registration, and the myriad assortment of activities needed to make a national conference like ISECON work so smoothly. Anyone who has ever worked on the production of the proceedings of a conference of this magnitude can offer powerful testimony regarding the sheer scale of the effort. I would like to offer a special note of thanks to Don Colton for his willing- ness to explore all options to produce this outstanding Proceedings. Also, on behalf of the Board of Regents of the Foundation for Information Technology Education, I would like to offer our profound gratitude to Stuart Varden and his ISECON team: Denise McGinnis and Neelima Bhatnagar, Program Co-Chairs; Judy Caouette and Bel Raggad, Papers Co-Chairs; Don Colton, Proceedings; David Zolzer, Registration; Margaret Thomas, Vendors Chair; Joseph Daniel and James Dutt, Local Arrangements; William Reaugh, EF Representative; Buzz Hensel, Awards; and Bruce White, ISECON Web Page. The Foundation for Information Technology Education exists to advance the state of education and practice in the Information Technology profession. We are fortunate to have the Education Special Interest Group (EDSIG) of the Association of Information Technology Professionals (AITP) as our partner in developing the ISECON meeting each year. Through this meeting, we hope to offer a forum in which information technology educators can come together, learn, and return home to the classroom to shape the skills, knowledge and character of tomorrow's information technology professionals. We hope that you find ISECON 2000 to be a valuable networking and professional development experience. We also hope that you will make plans to join us in the future at ISECON 2001 and beyond. Sincerely, Brian J. Reithel, Ph.D., CDP President Foundation for Information Technology Education © 2000 AITP Education Foundation 7 ISECON 2000 Philadelphia PA Contents ISECON 2000 Conference Committee............................................ 3 Reviewers, Session Chairs, Sponsors, Exhibitors .......................... 4 Educator of the Year, Distinguished Speakers ............................. 13 Track: Information Systems Curriculum..................................... 16 100 Server-Side Scripting in JavaScript/JScript and VBScript ............................................................. 16 101 Nontraditional Course Development: The Case of the Information Systems Architecture Course 16 102 A Tutorial: Object-Oriented Programming/C++.............................................................................. 16 103 Designing Undergraduate and Doctoral Level Programs to Advance the Career Potential of Women in Information Technology ............................................................................................. 16 104 Transition to Four Credit Courses: Orderly or Chaotic ................................................................... 17 105 Programming I and II Using C++ for Beginning IS Students .......................................................... 17 106 Information-Oriented Technology Curriculum Design and Development: The Need for a Paradigm Shift .............................................................................................................................. 17 107 A Study of Developing Programs in Electronic Commerce ............................................................ 18 108 Incorporating Non-scholarly Literature with Academic Literature: A Starting Point for Teaching Research Methods to Masters Candidates in Information Systems ................................. 18 109 Assessment of a Systems Analysis Methods Course in a Small Liberal Arts College .................... 18 110 How the Object-Oriented Revolution Was Won.............................................................................. 18 111 Selecting Prerequisite Courses for Student Admission into Undergraduate IS Programs: A New Approach ............................................................................................................................. 19 112 Critical Skills of IS Professionals: Developing a Curriculum for the Future .................................. 19 113 The MIS Core Class: Some Possible Solutions ............................................................................... 20 114 Rapid Curriculum Development: A RAD Approach to MIS Curriculum Development ................. 20 115 Personal Software Process Technology: An Experiential Report .................................................... 20 116 The Perfect Systems Analysis Project ............................................................................................. 21 117 Introducing Information Technology Students to a New Major: The Role of an Introductory Course Sequence.............................................................................................................................. 21 118 Re-engineering the MIS Capstone Course: Continuously Improving the Learning Process ........... 21 119 A Hybrid Computer Network Course for IS and CS Majors .......................................................... 22 120 A Proposed CIS Curriculum to Support Implementation Framework for e-Business Solutions..... 22 121 Developing an International Business-to-Business Process Curriculum: Extending the Classroom Walls with ERP-Software .............................................................................................. 22 122 A Computer Performance Course for an IS Program ...................................................................... 23 123 A Model for Teaching Global Dimensions of Information Technology in MBA Programs ............ 23 124 IS'97 Model Curriculum: Where Do Enterprise Resource Planning Systems Fit? ......................... 23 125 On Teaching a Data Structures and Algorithms Course through a Rigorous Approach .................. 24 ISECON 2000 Philadelphia PA 8 © 2000 AITP Education Foundation 126 Does COBOL Have a Future? ......................................................................................................... 24 127 A Design Tool for Novice Programmers ......................................................................................... 24 128 Process Evaluation of the Computer Fraud and Abuse Act of 1986................................................ 25 129 Surveying Students about Computing: Results of a Two-Year Study ............................................. 25 140 The Teaching of Net-Centric Computing ........................................................................................ 25 141 Creating An Undergraduate E-Commerce Concentration: A Case Study ........................................ 25 142 Using Electronic Commerce as an Integrating Tool for Teaching Major MIS Concepts ................ 26 143 A New Undergraduate Program in Information Science ................................................................. 26 144 Integrating Information Technology in a School of Business Core Curriculum: A Collaborative Strategy.................................................................................................................. 26 145 FAQ's for ISE .................................................................................................................................. 27 146 Utilizing the Rational Rose OOAD CASE tool for Visual Modeling using the UML in the Systems Analysis and Design Sequence .......................................................................................... 27 147 Rightsizing the CIS Department: Victim of Fate or Master of Destiny ........................................... 27 148 A Java Programming Two-Course Sequence................................................................................... 27 161 Chinese and American Students: Analyzing a Case Study in a Virtual Environment ..................... 28 170 Panel: Computing Across the Curriculum ....................................................................................... 28 171 Panel: IT Programs and CS Departments ........................................................................................ 28 172 Panel: Forming and Managing Project Teams in IS Classes ........................................................... 29 173 Panel: Accreditation Criteria for IS/IT Programs ............................................................................ 29 174 Panel: IS'2000 Progress Report on Undergraduate IS Curriculum Development ........................... 29 180 Seminar: Component-based Software Development in the Undergraduate Information Systems Curriculum ........................................................................................................................ 30 181 Seminar: Using the ICCP Associate Computing Professional (ACP) Certification Test as an Exit Exam for a Bachelor of Science in Management Information Systems .............................. 30 182 Seminar: Extending Theory to Practice in Information Systems Education ................................... 30 183 Seminar: Building an MIS Curriculum for the 21st Century: Some Thoughts ............................... 30 Track: Internet Course and Curriculum Development .............. 31 200 Delivering Internet and Programming Courses Online ................................................................... 31 201 Virtual Lab Experiments in Telecommunications for Distance Learning ....................................... 31 202 Developing an Internet and Multimedia Technology Certificate Program ...................................... 31 204 Facilitating an Online CIS Course: A Case Study ........................................................................... 32 205 Information Assimilation over the Internet: An Initial Study .......................................................... 32 206 CourseWeb: A Report On Using WebCT for Course Notes ........................................................... 32 207 A Paradigm for Selecting an Institutional Software ........................................................................ 33 208 E-enabling Systems Analysis and Design: A Case for Extending the IS Curriculum ..................... 33 240 e-Education: A Case Study .............................................................................................................. 33 241 Student Portfolios: Bring the Kids When You Move to the Web .................................................... 34 242 Distributed Learning: What Makes for a Successful Course? ......................................................... 34 243 Teaching an Internet-Delivered General Education Programming Course ..................................... 34 244 Incorporating Distributed Learning Technology in EMBA Education ............................................ 34 260 The Critical Problems of Internet Systems Development: Implications for Teaching of Internet Technologies ....................................................................................................................... 35 261 An E-Commerce Course in the Undergraduate Curriculum............................................................ 35 © 2000 AITP Education Foundation 9 ISECON 2000 Philadelphia PA Track: Industry/College Partnerships .......................................... 35 300 Industry/College Partnerships: Using Industry Partnerships, Corporate Donations, and Grants to Create an ERP Program............................................................................................. 35 301 Integration of Enterprise System Software in the Undergraduate Curriculum ................................ 35 303 Do Industry-University Alliance Programs Corrupt the Mission of the University: A Theoretical Perspective ................................................................................................................ 36 370 Panel: Academic and Industry Alliances: Experiences with SAP, Oracle, Sterling, and PeopleSoft........................................................................................................................................ 36 371 Panel: The SIU Carbondale Information Management Systems/TruServ/Just Ask Rental Website Development Project ......................................................................................................... 37 380 Seminar: Teaching Workshops on the Management of Telecommuting Programs ......................... 37 381 Seminar: Establishing Linkages between Higher Education Institutions and Industry ................... 37 Track: Best Practices ...................................................................... 38 400 Objects as Hypertexts: How to Render Objects with HTML for Teaching Purposes...................... 38 401 An Empirically-based Technique for Improving Communication Skills of Systems Analysts ....... 38 402 Educational Computer Software, Technical, Criteria, and Quality ................................................. 38 403 Integrating Information Systems Education into Competitive Intelligence Education at Four Levels: K-12 to Post-Graduate ................................................................................................ 39 404 Introduction to Business Systems Development Students Perspective of a Problem-based Learning Approach .......................................................................................................................... 39 405 A Case Study in Teaching Programming using a Hybrid Instructional Model ................................ 39 406 Incorporating Problem Solving into Programming Classes ............................................................ 40 407 Implementing Peer Technical Reviews in a Large-sized Database Course ..................................... 40 408 Constructivist Implications of Preconceptions in Computing ......................................................... 40 409 Project Vision: An Integrated Approach to Information Technology Education ............................ 40 410 Introducing First-Year Students to Theoretical Computer Science ................................................. 40 411 Threaded Live Case Study Lessons Learned ................................................................................... 41 412 Information Science: Forty Years of Teaching................................................................................. 41 440 Teaching Problem Solving Techniques and Software Engineering Concepts Before Programming ................................................................................................................................... 41 441 Using Websitegarage.com as Site Analysis and Design Tool .......................................................... 42 442 Alternatives of Teaching Web Database Programming: JDBC, SQLJ or CGI ................................ 42 443 Finding the Critical Success Factors in Distance Learning ............................................................. 42 444 On a New Teaching Paradigm for Information Systems ................................................................. 42 460 Teaching Data Management / Data Administration in Management Information Systems ............ 43 Track: Leading Edge and Emerging Technologies ...................... 43 500 Evaluation of Post-test Scores for a Web-based Tutorial Authoring Tool that Encompasses Pedagogy in the Development Process ............................................................................................ 43 501 A Comparative Study of Traditional Electronic Data Interchange versus Internet Electronic Data Interchange .............................................................................................................................. 43 502 Do Patents Translate to an E-Business Environment?..................................................................... 44 ISECON 2000 Philadelphia PA 10 © 2000 AITP Education Foundation 503 A Course in E-Commerce Architecture ........................................................................................... 44 504 Inventing the "Treebook:" A Workbook with Pages Linked in a Tree ............................................ 44 505 Software Agents: A Contribution to Agents Specification .............................................................. 44 506 Developing Algorithmic Thinking with Alice ................................................................................. 45 540 Toward an Automated Patient Care System (APCS) ....................................................................... 45 570 Panel: Issues Involved in Starting and Conducting Electronic Commerce Programs on the Bachelor Level ...................................................................................................................... 45 580 Seminar: JavaScripts and Dynamic HTML Workshop .................................................................... 46 581 Seminar: Computer Security Fundamentals and Applications ........................................................ 46 582 Seminar: Personal Software Process ............................................................................................... 46 590 Birds of a Feather: Classroom 2K and Beyond: Leveraging New Technologies for Distance Learning ............................................................................................................................ 46 Track: Current Issues and Trends ................................................ 47 600 Software Support in the Classroom: Help or HINDRANCE .......................................................... 47 601 The Role of Operating Systems and Network Administration in the IS Curriculum ...................... 47 602 An Applied DSS Course Using Excel and VBA: IS and/or MS? .................................................... 47 603 Overlaying Critical Thinking to Information Systems and System Engineering Courses............... 47 604 From Information Systems to Informing Science: How the Transdiscipline will Transform IS Education ................................................................................................................... 48 605 The Evolving Role of Faculty: Traditional Scholarship, Instructional Scholarship and Service Scholarship ......................................................................................................................... 48 606 IS Grows Up and Leaves Home: Situating Educational Programs in the Information Society....... 48 607 Evaluating Informational Tool Building and Utilization as Applied Research ............................... 49 608 Creating Real-Life Project Opportunities for Systems Analysis and Design Students.................... 49 609 Information Security Educational Initiatives to Protect E-Commerce and Critical National Infrastructures ...................................................................................................... 50 640 Re-examining an Existing Information Systems Management (ISM) Degree Program for Adult Learners ............................................................................................................................ 50 680 Seminar: National Science Foundation Funding Opportunities for Undergraduate Computer Science and Information Systems Faculty ...................................................................... 50 Track: Women and Minorities in Computing .............................. 51 700 An Exploratory Study of the Representation and Performance of Females in Information Technology at Murdoch University ............................................................................. 51 701 Bridging the Supply and Demand Gap in IT: Strategies for the Recruitment and Retention of Women and Minorities................................................................................................ 51 740 Mentoring First-Year Female MIS Faculty: Reflections on the Past Year ....................................... 51 Track: Human Factors ................................................................... 52 800 Web Groups: A Collaborative Study of IT Mentoring for Students from Regional Universities and Rural Communities............................................................................................... 52 801 IS Ethical Attitudes Among College Students: A Comparative Study............................................. 52 © 2000 AITP Education Foundation 11 ISECON 2000 Philadelphia PA Track: Student-Faculty .................................................................. 52 900 Migrating a Traditional Network and Data Communication Laboratory Course to an Information Systems-Friendly Environment............................................................................... 52 901 Enterprise Development Technologies and E-Commerce ............................................................... 52 902 Electronic Versus Paper-based Testing in Education ....................................................................... 53 903 Can We Make Better Use of the Educational System to Solve the Information Technology Staffing Problem? ............................................................................................................................ 53 904 Information Literacy and IT Competency in the Information Age: A Critical Overview of Corporate IT Education Sourcing ................................................................................................ 53 905 MIS Curriculum Evaluation: A Methodology for Ongoing Web-based Alumni Assessment.......... 54 906 In the Fast Lane: A Study of Online Learning at Ontario Universities ............................................ 54 907 A Study of the Differences Between Educational Standards and Vocational Demands in the MIS Field ............................................................................................................................... 54 908 Some Observations on Web-based Course Delivery at Historically Black Colleges and Universities ............................................................................................................................... 55 909 Some Observations On Internet Addiction Disorder Research ....................................................... 55 910 Some Observations On Web-based Recruitment By Selected Fortune 500 Companies ................. 56 911 Prototype Web-based Database for Student Registration System ................................................... 56 912 A Graphical Interface to Multi-tasking Programming Problems ..................................................... 56 913 Development of Essential Features for a Human Resource Management System .......................... 57 914 Smart Cards in Europe and the United States: Old World vs. New, and Which is Which? ............ 57 915 Developing Adaptive Intelligent Tutoring Systems: A General Framework and its Implementations .............................................................................................................................. 58 916 A Virtual Classroom to Teach Hindustani Music ............................................................................ 58 917 Verification of a Predictor for Performance of Computer and Information Science Students in a Problem-Solving Course........................................................................................................... 58 918 Application of Bloom's Cognitive Domain Taxonomy to Database Design ................................... 59 919 Course Technology and Online Education: A Study of the Impact on Student Learning ............... 59 940 Experimental Learning: Competitive Intelligence, Knowledge Management, and Technology Transfer.................................................................................................................. 59 960 Network Security Among Four-Year Colleges ................................................................................ 60 961 Developing and Implementing a Meaningful Project Using Group Support Systems (GSS) in a Special Topics (Groupware) Course ......................................................................................... 60 980 Seminar: The Role of Information Systems Departments in Today's Organizations. ..................... 60 Institution Index.............................................................................. 61 Author Index ................................................................................... 62 Keyword Index................................................................................ 64 ISECON 2000 Philadelphia PA 12 © 2000 AITP Education Foundation Educator of the Year 2000 Paul Gray program relevant to the 21st century. He is the first editor of the Communications of AIS and a fellow of the Association for Information Systems. He was president of the Institute of Management Sciences (now INFORMS) for 1992-93, and was formerly president-elect, vice president and secretary of the Institute. Paul Gray is Professor and Founding Chair of Informa- He specializes in decision support systems, knowledge tion Science at Claremont Graduate University. Paul was management, electronic commerce and data warehousing. instrumental in bringing one of the thirteen IBM $2 million He is on the editorial board of several journals. He is the grants to Claremont in 1986, which established Claremont author of over 115 journal articles and author or editor of 12 as one of the leading academic institutions in information books, most recently Decision Support in the Data Ware- systems. house with H.J. Watson. Starting in 1983, Paul Gray created, developed and built Professor Gray has both industrial and educational one of the largest PhD producing Information Systems experience. He worked for 18 years in research and devel- programs in the world. Claremont graduated its first PhD in opment organizations, including nine years at SRI Interna- 1991. Since then, the school has produced 44 PhDs. During tional. He is living proof that you can complete a PhD at the 1990s, Claremont was the largest producer of PhDs in IS Stanford while working full time. Since he completed his in the world, far exceeding the production of both the PhD in 1968, he has been a professor at a number of University of Minnesota and the University of Arizona. The Universities including Stanford University, Georgia Institute size of the PhD program allows Claremont to offer five of Technology, University of Southern California, Southern required doctoral-only courses in IS each year, which makes Methodist University, and, for the last 17 years at the program a true PhD program in IS rather than offering Claremont. He served as Department Chair at USC, at additional masters or MBA courses. At the masters level, SMU, and at Claremont. Claremont offers one-year and two-year MS in IS degrees as well as an MS in Electronic Commerce. Currently, the Information Science program has 130 graduate students Year Educator of the Year majoring in Information Systems, of whom approximately 50 are PhD students. 1985 Philip Gensler By keeping Information Science separate from the 1986 Joyce Currie Little Drucker Management Center (Claremont's Business 1987 Jerry Wagner School) he was able to create a School that concentrates 1988 - 1992 None only in IS, and is able to offer specialized courses that reflect current trends. For example, this year, courses in 1993 Gordon Davis ERP, Knowledge Management, Data Warehousing, and 1994 Dan Cougar Business Intelligence are being offered. 1995 Andy Whinston Professor Paul Gray has made outstanding national-level 1996 Milt Jenkins contributions to the field of Information Systems. Paul was co-chair of the joint ACM-AIS Committee on the MSIS 1997 Jay Nunamaker degree. The work of this committee, which was published in 1998 Herman "Hoppy" Hoplin January 2000, provided the first revision in eighteen years 1999 John T. Gorgone of the standards for the MS degree in IS. It makes the MS 2000 Paul Gray © 2000 AITP Education Foundation 13 ISECON 2000 Philadelphia PA ISECON 2000 Distinguished Speakers Lead Speaker Keynote Speaker Maryfran Johnson Ben Shneiderman Maryfran Johnson is the vice Ben Shneiderman is a president of editorial content for Professor in the Department of Computerworld.com and editor in Computer Science, Founding chief of Computerworld, the Director (1983-2000) of the Newspaper for IT Leaders, with a Human-Computer Interaction nationwide circulation of 250,000 Laboratory, and Member of the business and information technol- Institute for Advanced Computer ogy professionals. She joined Studies and the Institute for Computerworld in 1989, after eight Systems Research, all at the years as a reporter at daily newspa- University of Maryland at pers in Florida, Washington state and Ohio. In her first College Park. He was made a position as a technology reporter at Computerworld, she Fellow of the ACM in 1997, was the Co-Chair of the ACM covered a variety of beats including IBM and HP midrange Policy98 Conference, May 1998, and is the Founding Chair systems, the Unix industry, and client/server software. She of the ACM Conference on Universal Usability, November was the founding editor of Computerworld's Client/Server 16-17, 2000. Journal in 1993, and then promoted a year later to News Dr. Shneiderman is the author of Software Psychology: Editor. Human Factors in Computer and Information Systems In February 1996, she moved to the executive editor (1980) and Designing the User Interface: Strategies for role, a position responsible for all newsroom operations and Effective Human-Computer Interaction (1987, third edition a staff of 65. In her role as Computerworld's top editor, she 1998, booksite), Addison-Wesley Publishers, Reading, MA. serves as a technology commentator for radio, TV and His 1989 book, co-authored with Greg Kearsley, Hypertext newspapers, and is a prominent keynote speaker at industry Hands-On!, contains a hypertext version on two disks. He is conferences. Ms. Johnson holds a master's degree in the originator of the Hyperties hypermedia system, which journalism from The Ohio State University, and two was produced by Cognetics Corp., Princeton Junction, NJ. bachelor's degrees, one in French Literature from the State In addition he has co-authored two textbooks, edited three University of New York at Albany, and the other in Journal- technical books, published more than 200 technical papers ism from the University of Florida. and book chapters. His most recent work Readings in Title of presentation: IT on the `Net Frontier: The Information Visualization: Using Vision to Think is co- Leadership Challenge authored with Stu Card and Jock Mackinlay. The rise of the Internet and "e-business" is rapidly Ben Shneiderman has been on the Editorial Advisory transforming the computer industry, as companies begin the Boards of nine journals including the ACM Transactions on transition to an age of pervasive computing and integrated Computer- Human Interaction and the ACM Interactions. supply chains. Today's IT professionals need to be deeply He edited the Ablex Publishing Co. book series on "Human- involved with their companies' business strategies, helping Computer Interaction." He has consulted and lectured for to craft new ways of connecting with customers and creative many organizations including Apple, AT&T, Citicorp, GE, ways to leverage technology as business models rapidly Honeywell, IBM, Intel, Library of Congress, Microsoft, evolve. On top of all this change, the "dot-com brain drain" NASA, NCR, and university research groups. is pulling top talent away from traditional companies at an Title of presentation: "The Future of User Interfaces" alarming rate. In her talk, Computerworld Editor in Chief Join us at the Friday evening reception (5:00 to 6:30) Maryfran Johnson will zero in on the leading high-tech following the conference keynote remarks by Dr. Ben trends and their impact on company strategies across all Shneiderman where you will have an opportunity to meet industries. informally with Ben and other leaders from industry and the education community. We are grateful to PeopleSoft, Inc., the sponsor of the reception. ISECON 2000 Philadelphia PA 14 © 2000 AITP Education Foundation Industry Leader As director of the Pace Computer Learning Center, Dr. Sachs is responsible for the many hundreds of days of personal computer, computer science, and telecommunica- Wanda Miles tions education that are provided each year to corporations throughout the United States and around the world such as AT&T, IBM, MCI, PepsiCo, The Reader's Digest, Prodigy Wanda Miles is the Director and others. Dr. Sachs works closely with teachers, adminis- of Education Alliances at trators and others to think about the most effective ways to Docent, Inc. She is responsible introduce technology into public and private schools. Most for deploying eLearning solu- recently, he has been actively involved in the development tions into education market place of courses to be taught asynchronously over the Internet and worldwide. She is also respon- the World Wide Web. sible for the philanthropic Title of presentation: "Critical Success Factors in programs at Docent, which Distance Learning" include Docent Scholarships, a Corporate Sponsor Program and the Docent Foundation. Prior to joining Docent, Wanda was the Eastern Regional Manager for the Global Learning Initiatives, at Oracle Corporation. Wanda was the Education Business Development Manager for Sun Microsystems Luncheon Speaker Computer Company before she joined Oracle, where she developed sales programs to support higher education institutions in North America. Wanda was an Academic Susan Merritt Alliance Manager in the Educational Multimedia Group at Addison-Wesley Longman before working for Sun Dr. Merritt joined Pace Univer- Microsystems. Wanda's career in the technology industry sity in 1975. She is now professor includes employment with Apple Computer, Commodore of computer science and founding Business Machines, and Honeywell Information Systems. Dean of the School of Computer Wanda graduated with honors from the University of Science and Information Systems, Redlands, where she earned a Bachelor of Arts degree in established in 1983. As dean, she Management. She is a 1997 Leadership California Fellow. has also led the University's Title of presentation: IT Education: The Need, the technology planning. Challenge, and the Importance Dr. Merritt received the Ph.D. This session will discuss trends, tools, programs and and the M.S. in computer science partnerships with business, government and education that from New York University's work to meet the challenge to keep pace with technological Courant Institute. She received the B.A. degree from the change and reduce the Digital Divide. Catholic University of America where she was elected to Phi Beta Kappa and from where she graduated summa cum laude. She makes regular contributions to the computing literature and makes presentations in computer science as well as in social, organizational and educational issues Distance Learning related to information technology. She has been active nationally in the Association for Computing Machinery and is now chair of the ACM Distinguished Lecturer program. David Sachs She is a member of the Computer Science Accreditation Dr. David Sachs is Assistant Commission and has chaired accreditation visits for more Dean and Professor of Office than ten years. She serves on Technical Advisory Boards of Information Systems in Pace the New York State Literacy Volunteers of America, the University's School of Computer New York University Multimedia Research Center and the Science and Information Sys- American Red Cross. tems. As Assistant Dean, he has Title of presentation: Information Technology: Charac- been actively involved in the terization, Education and Professionalization. development and implementation In just the last few years the term "IT" has been used of computer science and tele- widely, often instead of IS, or CS, for example. This talk communications courses for the will explore what IT is, what it means for education and corporate community since 1984. what it means for practitioners. © 2000 AITP Education Foundation 15 ISECON 2000 Philadelphia PA Track: Information Systems other resources need to be sought out. Second, the course was developed to be taught as a distance education course, using two- Curriculum way satellite-based video and the world wide web as the vehicles for communications and remote instruction. The practical experiences described in this paper may serve as a basis for other 100 Server-Side Scripting in JavaScript/ instructors on which to base their course preparation efforts. JScript and VBScript 102 A Tutorial: Object-Oriented Program- ming/C++ John D. Haney (john.haney@nau.edu) Mehdi Raoufi College of Business Administration Northern Arizona University Department of IS and Computer Prog Flagstaff, AZ 86011 USA Purdue University Calumet Hammond, Indiana 45323, USA Craig A. VanLengen (craig.vanlengen@nau.edu) Often the transition from procedural programming to object- Computer Information Systems oriented programming is painful for many students who have Northern Arizona University extensive experience in procedural programming with no exposure to object-oriented concepts. In this tutorial I will show how Flagstaff, AZ 86011 USA object-oriented programming promotes a new level of abstraction and reusability using inheritance and polymorphism. The C++ is When developing server-side scripting using Microsoft's Active used for presentation. Server Pages and their Internet Information Server (IIS), either VBScript or JScript are available. The language of choice for 103 Designing Undergraduate and Doctoral most developers is VBScript since it is closely akin to Visual Basic and Visual Basic for Applications. However, for those Level Programs to Advance the Career developers that are more familiar with Java and JavaScript, JScript Potential of Women in Information is a comfortable alternative. The differences between VBScript Technology and JScript lie primarily in the syntax and not in the functionality. The examples interact with an Oracle database: to connect to the database; create record sets; and adding, changing, and deleting Donald J. Caputo records shows identical logic structure. Where the use of JScript (caputo@robert-morris.edu) rather than VBScript can become rather tedious is the scarcity of functions in JScript that are available in VBScript. The solution is to write comparable user-defined functions in JScript as demon- Robert Morris College strated by the FormatCurrency function. Moon Township, PA 15108 USA 101 Nontraditional Course Development: The Case of the Information Systems Archi- Frederick G. Kohun tecture Course (kohun@robert-morris.edu) Paul J.A. van Vliet Robert Morris College (pvvliet@unomaha.edu) Moon Township, PA 15108 USA Information Systems & Quant Analysis This paper focuses on the design, innovations and outcomes of University of Nebraska at Omaha undergraduate through doctoral level programs in the information Omaha, NE 68182 USA systems field, with a major emphasis on the successful assimila- tion and enhancement of the career potential of women. Despite expanding opportunities and substantial financial incentives, This paper describes the development of a new information women are significantly underrepresented at both the collegiate systems course on the topic of information systems architectures. and professional levels of the information sciences. Furthermore, The process by which this course was developed and taught is there is much evidence that women experience a cumulative interesting for two reasons. First, the course topic remains disadvantage, in computer terms, that begins in grade schools, sufficiently new so that few traditional course development continues through the college years, then subtly manifests itself as resources such as textbooks are available to instructors and hence ISECON 2000 Philadelphia PA 16 © 2000 AITP Education Foundation discrimination at the corporate level. Thus, this study examines the effect of the ongoing strategies employed for the integration of women in the computer information system discipline at Robert John Maniotes Morris College and surveys the corporate computing environment (maniotes@calumet.purdue.edu) of Pittsburgh and Southwestern Pennsylvania. The issue of IS and Computer Pgmg Dept discrimination against women in corporate information technology departments is raised, along with the strategies used to combat Purdue University Calumet such practices. Finally, the Robert Morris doctoral program Hammond, IN 46323 USA initiatives are employed to address these problems and integrate them into the curriculum. This paper describes the topics and objectives for a two-semester sequence, Programming I and II using the C++ language, for 104 Transition to Four Credit Courses: beginning students majoring in 2-year and 4-year IS programs. Orderly or Chaotic The paper explores the recent advances in the field of program- ming and how to incorporate these into the undergraduate IS curriculum. Object-oriented programming, object-oriented Joan E. Hoopes analysis and design, generic programming using STL, the (joan.hoopes@marist.edu) necessary topics in data structures, and algorithms and their complexity required to understand STL are also explored. Information Systems Marist College 106 Information-Oriented Technology Cur- Poughkeepsie, NY 12601 USA riculum Design and Development: The Need for a Paradigm Shift Marist College is an accredited institution with a three-credit per course system. The concept of making four-credit courses the standard has been discussed informally for many years by both Amjad A. Abdullat faculty and administration. In spring 1996, an ad-hoc committee (aabdullat@mail.wtamu.edu) was created to study the feasibility of such a change. The committee did not make a recommendation but focused on the Computer Information Systems Dept difficulty such a change would entail and the lack of enthusiasm at West Texas A&M University several institutions that had experienced such a transition. In 1998, a second ad-hoc committee was established to more fully Canyon, TX 79016 USA investigate a transition to four-credit courses. The committee was charged to consider the impact on several factors, such as, majors Developing information systems curriculum has been a topic of and academic programs, transfer courses, contact hours, staffing, discussion by information system educators and industry practitio- and graduate courses, just to name a few. After one and a half ners for many years. While the demand for information systems years, the committee developed a discussion document to elicit professionals continues to increase, the dynamic nature of the field responses and suggestions from each school. This paper is the will continue to challenge information systems educators to be author's response for the committee detailing the impact the creative and innovative in their approaches to curriculum transition would have on the information systems program, development. The proposed paradigm attempts to accentuate the specifically, the Information Systems discipline, and Information planning and the implementation of academic programs that Systems majors. require computing and communications technologies, and is oriented to the new breed of students. This paradigm has been 105 Programming I and II Using C++ for utilized as a framework in developing information systems programs at several academic institutions. The paradigm encapsu- Beginning IS Students lates five common components that are considered to be effective for curriculum development in information systems (curriculum Mehdi Raoufi development, curriculum contents faculty, technical resources, teaching methodology, and faculty). These components will contribute to successful academic program implementation. IS and Computer Pgmg Dept Purdue University Calumet Hammond, IN 46323 USA © 2000 AITP Education Foundation 17 ISECON 2000 Philadelphia PA 107 A Study of Developing Programs in 109 Assessment of a Systems Analysis Meth- Electronic Commerce ods Course in a Small Liberal Arts Col- lege Bruce A. White Joan E. Hoopes (joan.hoopes@marist.edu) Quinnipiac University Information Systems Hamden, CT 06518 USA Marist College Poughkeepsie, NY 12601 USA Undergraduate degrees in Electronic Business or Electronic Commerce are relatively new programs. This paper analyzes six programs (five of which first started offering the program during Craig W. Fisher fall semester 2000) in Electronic Commerce. These programs (craig.fisher@marist.edu) range from strong technical orientation to more business and Information Systems marketing orientation Marist College 108 Incorporating Non-scholarly Literature Poughkeepsie, NY 12601 USA with Academic Literature: A Starting Point for Teaching Research Methods to Marist College is an accredited institution, having been granted accreditation by the Middle States Association of Colleges and Masters Candidates in Information Universities. The College is required to assess the overall Systems institutional effectiveness with primary attention given to assessment of student learning outcomes. Each faculty member was expected to choose one of his or her fall courses to prepare for Linda Jo Calloway assessment. Two Information Systems faculty members chose to (Lcalloway@pace.edu) assess the Systems Analysis Methods course. A quasi-experiment using pre- and post-tests was employed to measure increase in School of CS and IS knowledge during the semester. The "treatment" consisted of the Pace University course lectures, exercises, assignments, and materials. The pre- 1 Pace Plaza, NY, NY 10038 USA and post-tests were aimed at the broad categories of systems analysis and attempted to measure each student's ability to synthesize the concepts and ideas of systems analysis and each Information Technology practitioners and researchers cope student's competence in one or more skills related to the objec- constantly with the problems of evaluating new and emerging tives for learning. The pre- and post-tests were graded by two phenomena. The worldwide web technologies are a prevalent faculty members and analyzed. Statistical Package for the Social example of these phenomena. These technologies and business Sciences Version X (SPSSX) was used to measure the difference trends are discussed, described and advertised in newspapers, in knowledge as reflected by the tests. The post-test scores were web-releases and trade press as well as academic journals and significantly higher than the pre-test scores in all categories but conference publications, consulting reports and government one. This paper is a discussion and report of the assessment reports. Information from some of these media often falls short of process and results, as well as of the experience gained. the rigorous screening processes that define academic research. Nevertheless, the information in these sources may be the only 110 How the Object-Oriented Revolution information available on emerging technologies to the practitio- ners. These sources provide the information used by practitioners Was Won in the field to make decisions about technology. The people making decisions about these emerging phenomena desperately need valid ways to assess these phenomena. The Research Allen Stix Seminar course we require addresses this need. This brief paper discusses this course, and the methods used to explore emerging School of CS and IS phenomena. It is not a research paper. Rather, it describes the course and some of the philosophies used to design the course. A Pace University summary of research topics explored during the last few semesters Pleasantville, NY 10570 USA is catalogued. ISECON 2000 Philadelphia PA 18 © 2000 AITP Education Foundation The purpose of this study was to compare the effectiveness of the correlation and effect approaches in selecting appropriate IS major Mary F. Courtney prerequisites from a list of nine upper-division business core courses. Since the literature to date has focused solely on School of CS and IS correlation, the two approaches had never previously been compared. In forming a methodology to compare the two Pace University approaches, the researchers developed two innovations: (1) an Pleasantville, NY 10570 USA Adjusted grade point, which allowed for the control of the professor effect regardless of the statistical approach, and (2) a system of Index values, which aided in the accurate comparison of The authors conduct a whimsical interview with an historian of the results of the two types of statistical tests (stepwise multiple computing at ISECON 2050 and learn why it took Java to vault linear regressions versus independent sample means tests) utilized mainstream systems construction over the barriers to objects. The in this study. Conclusions that may be drawn from the study are historian explains that for object-oriented systems analysis and that: (a) the design and implementation of Adjusted grade points design to feel natural, a good amount of direct experience with was effective in controlling for the professor effect, (b) the design objects is requisite. Coding is the only activity that provides and implementation of the Index values proved to be a valid actual experience with the nature and properties of objects. Java, means of comparing the results of the two types of statistical tests, much more than C++, expedites this because: (i) Java's libraries (c) the correlation approach is not the ideal method for choosing supply enforced demonstrations, and (ii) Java, because it prerequisites, (d) the use of the effect method, and Adjusted grade disallows free functions, requires verbs to be nouns. The serious points, implicated three upper-division core courses as necessary intent of this paper is to explain why the switch to Java, even from prerequisite courses for the IS major, (e) when the results of the C++, is worth the effort. Programming is the place for acquaint- correlation and effect methods for the IS major are compared, a ing students with objects. This is one of the chief reasons for different set of prerequisite classes are indicated for each ap- including programming in the curriculum for Information proach, and (f) when the results for the IS major are compared to Systems. other majors in the college, similar results occur. 111 Selecting Prerequisite Courses for Stu- 112 Critical Skills of IS Professionals: Devel- dent Admission into Undergraduate IS oping a Curriculum for the Future Programs: A New Approach Marilyn L. Wilkins Donna A. Driscoll (cfmlw@eiu.edu) School of Business Department of Accounting and MIS Eastern Illinois University California State University, Northridge Charleston, IL 61920 USA Northridge, CA 91330 USA Cheryl L. Noll Paul J. Lazarony (cfcln@eiu.edu) School of Business Department of Accounting and MIS Eastern Illinois University California State University, Northridge Charleston, IL 61920 USA Northridge, CA 91330 USA A study was conducted to determine the expected skills and Janna B. Arney knowledge required for Information Systems professionals in three general staffing groups: programmers, analysts, and end-user support. A survey instrument was developed asking respondents to Department of Accounting and MIS rate the importance of each knowledge/skill area three years from California State University, Northridge now for each of the staffing groups. The results show that Information Systems knowledge relating to the entire organization Northridge, CA 91330 USA and overall business knowledge will be important with less emphasis being placed on specific Information Systems such as Decision Support Systems (DSS) and Executive Support Systems Earl J. Weiss (ESS). More importance will be placed on web-based languages rather than more traditional languages such as COBOL. The so- Department of Accounting and MIS called `soft skills' such as teamwork, collaboration, writing and presentation delivery, and interpersonal and management skills California State University, Northridge will be critical for success in the Information Systems profession. Northridge, CA 91330 USA © 2000 AITP Education Foundation 19 ISECON 2000 Philadelphia PA 113 The MIS Core Class: Some Possible curriculum statements are the result of conscious or unconscious Solutions copying of `authoritative' existing statements, while Truran (1997) suggests a model somewhere between `muddling through' and an ecological model. An examination of a major curriculum rewrite in Kathleen A. Moser MIS curriculum in an Australian university has shown that applying an ecological model for the forces shaping curriculum (kam@nau.edu) can be effective in rationalizing those forces. The idea of Rapid Computer Information Systems Application Development (RAD) can be effective and efficient if Northern Arizona University applied to curriculum development and implemented in consider- ation of an `ecological' view of competing forces. Flagstaff, AZ 86001 USA 115 Personal Software Process Technology: Craig A. VanLengen An Experiential Report (craig.vanlengen@nau.edu) Computer Information Systems Iraj Hirmanpour Northern Arizona University (iraj@db.erau.edu) Flagstaff, AZ 86011 USA Department of Computing and Math Embry-Riddle Aeronautical University Rick Lucy Daytona Beach, FL 32114 USA (Rick.Lucy@nau.edu) Computer Information Systems Soheil Khajenoori Northern Arizona University (soheil@db.erau.edu) Flagstaff, AZ 86001 USA Department of Computing and Math Embry-Riddle Aeronautical University The MIS core course at our university is currently under a major Daytona Beach, FL 32114 USA redesign. Some of the significant problems that we are trying to overcome include student backgrounds, lack of reinforcement of concepts through other courses, faculty's dissatisfaction in Process improvements within software development occur at three teaching the course, and course focus. This paper discusses three different levels: the organizational level, the project/team level, different modes of course presentation during Spring 2000. and at the individual engineer - or personal - level. The Software Engineering Institute (SEI) of Carnegie Mellon Univer- 114 Rapid Curriculum Development: A RAD sity has developed process improvement models tailored to each of these levels. The Capability Maturity Model (CMM) deals with Approach to MIS Curriculum Develop- organization issues, the Team Software Process (TSP) , currently ment under validation testing, address improvements in project or team development processes, and the Personal Software Process (PSP) . The focus of this paper is on individual software engineer's issues Bill Davey addressed by the PSP. The Personal Software Process (PSP) (BillD@rmit.edu.au) provides a framework that individual software engineers can use to define, instrument, and continuously improve their individual School of Information Technology processes. After five years of experience in teaching PSP in both RMIT University academic and industry settings, we have gained some insights into Melbourne 3000, Australia the challenges and rewards of transitioning this technology into an organization's software development practices. Our industrial experiences included work with the Motorola Paging Products Arthur Tatnall Group; Boeing Corporation's Space Division and the Naval Oceanographic Office (NAVO). In this paper, we will relate our (Arthur.Tatnall@vu.edu.au) experiences with the transition of PSP technology into these three School of Information Systems organizations. We will describe various approaches taken with Victoria University of Technology industrial PSP training, and report data to validate the benefits of PSP. We will further describe some barriers to PSP training, the Melbourne 8001, Australia challenges of post-training activities, and offer conclusions about the transition process. Curriculum in Management Information Systems (MIS) is subject to constant pressure due to changes in business, the computer industry and technology. Clements (1989) suggests many ISECON 2000 Philadelphia PA 20 © 2000 AITP Education Foundation 116 The Perfect Systems Analysis Project Information Technology is defined as a philosophy of applying complex tools to complex information management problems using a tool-oriented, problem-solving methodology. The primary Cherie Ann Sherman themes of one medium-sized, southern, state university's four-year degree program in information technology include the use of high- level computing tools for solving problems, the importance of Information Systems technology evaluation skills, the goal of increasing productivity, Ramapo College of New Jersey the need for two voices of communication, and an emphasis on Mahwah, NJ 07430 USA rapid, life-long learning. A two-course introductory sequence in information technology offered at the authors' university's computing school utilizes innovative teaching assignments in a Systems Analysis and Design, a course traditionally offered in the two-course introductory sequence to acquaint its students in the information systems major, has long been problematic for some fundamentals of this new major. students and instructors. For a number of reasons, valid and invalid, students today come to the systems analysis course 118 Re-engineering the MIS Capstone looking for concrete computer-based skills and find they are asked to learn other things. These topics include for example: question- Course: Continuously Improving the naire design, program evaluation research technique (PERT), Learning Process return on investment, and oral presentation. Given the crisis in software development, that a large percentage of developed projects are never implemented, the author believes it is unwise to Virginia L. Fenton eschew software development in a systems analysis class. Having (VLFenton@aol.com) students work on a project with a real user, a project which will only be implemented at the user's discretion, a project which is School of Management visible to the entire world, may be the best way of communicating Kean University of New Jersey the importance of user satisfaction, even if it is at the expense of Union, NJ 07083 USA learning other material. The author proposes a solution in the form of a model, which guides students in building faculty web pages. Over a three year period, I applied the theories of Total Quality 117 Introducing Information Technology (TQ), specifically, Business Process Re-engineering (BPR) and Continuous Improvement (CI) to improve a course syllabus-based Students to a New Major: The Role of an upon my observations of the student learning process (in a Introductory Course Sequence MSMIS Capstone project course in which each student re- engineers a process from their workplace). In the first year, I made the observations personally. During the last two years, I have had William N. Owen students look back on their semester-long learning experience and (owen@cis.usouthal.edu) submit a re-engineered syllabus (in the form of a take-home final). Rather than radically re-engineering the syllabus, student Computer and Information Sciences submissions exemplify recommendations of improvements. Not University of South Alabama only does the magnitude of the input vastly improve the syllabus, Mobile, AL 36688 USA but students gain experience with CI. This experience, in addition to their BPR projects, enable them to better understand the differences between BPR and CI . A sample syllabus and reference Jeffrey P. Landry list are included with a discussion of the process. (landry@cis.usouthal.edu) Computer and Information Sciences University of South Alabama Mobile, AL 36688 USA Dawn McKinney (mckinney@cis.usouthal.edu) Computer and Information Sciences University of South Alabama Mobile, AL 36688 USA © 2000 AITP Education Foundation 21 ISECON 2000 Philadelphia PA 119 A Hybrid Computer Network Course for common knowledge that the Information Technology industry is IS and CS Majors currently experiencing a severe shortage of IT personnel, espe- cially in the e-Business development area. How do we prepare professionals for this information technology environment? What Randy K. Smith skills do these professionals must acquire to have a successful career in the new computing paradigm? What role(s) can academic (rksmith@jsucc.jsu.edu) institutions, particularly departments offering information systems Department of Math, Comp and Info Sci and computer science curricula, play in preparing the workforce Jacksonville State University for the e-Business-based IT world? This paper first discusses issues pertaining to the design and implementation of e-Business Jacksonville, AL 36265 USA solutions with an objective of suggesting a possible framework. Based on this suggested framework, and along with the data gathered from professionals in the IT industry, the paper will next Guillermo Francia, III examine and assess technology skills that are essential to support (gfrancia@cs.jsu.edu) the suggested implementation framework. Finally, the paper will Department of Math, Comp and Info Sci suggest an IT curriculum that in all likelihood will enable students to acquire skills essential for a successful start in the new e- Jacksonville State University Business and dot-com-based IT computing environment. Jacksonville, AL 36265 USA 121 Developing an International Business-to- The rapid changes and assimilation of computer networks into the Business Process Curriculum: Extending business world have placed new demands on the traditional the Classroom Walls with ERP-Software computer networks course. The volume of material is ever increasing yet the practical, theoretical issues are still very important. This paper discusses a Computer Networks course that Yvonne Lederer Antonucci attempts to blend the traditional, technical aspects of a CS course with the business and information emphasis of a traditional IS (Yvonne.L.Antonucci@Widener.edu) course. The course is supported by a heterogeneous networking Management Information Systems laboratory providing the students with hands-on opportunities and Widener University activities. Chester, PA 19013 USA 120 A Proposed CIS Curriculum to Support Implementation Framework for e-Busi- Michael Zur Muehlen ness Solutions (ismizu@wi.uni-muenster.de) Department of Information Systems Mayur R. Mehta University of Muenster Muenster, Germany Department of Computer Info Systems Southwest Texas State University As businesses progress into the 21st century, they have embraced an ERP driven, web-centric, business to business process San Marcos, TX 78666 USA orientation in an effort to remain competitive. In order to prepare students for this new process oriented e-business world, Universi- ties need to develop curricula that not only expose students to the George W. Morgan use of ERP systems but also introduce organizational and technical issues that enterprises face when developing business to Department of Computer Info Systems business processes. This paper describes the framework and continuing development of a cooperative curriculum between two Southwest Texas State University Universities that address these issues of new e-centric business San Marcos, TX 78666 USA practices. The developed curriculum utilizes SAP R/3 and the web to link geographically dispersed students to address cross-cultural and inter-organizational issues revolving around ERP, helping Since commerce on the Internet began in 1993, the number of students to understand the integration of business processes. organizations conducting business over the Internet has exceeded most market projections and expectations. However, the track record of implementing successful e-Business solutions has been spotty at best. To achieve successful results on a consistent basis, companies need to rely on a robust framework to guide the design and implementation of their e-Business strategy. Closely tied to these concerns is the issue of staffing and human resources. It is ISECON 2000 Philadelphia PA 22 © 2000 AITP Education Foundation 122 A Computer Performance Course for an lishes the rationale for offering this course, identifies the important IS Program topics to be discussed, and provides a tentative syllabus for a fifteen-week semester. A model, to be discussed in the first week of the course, is included to introduce the global context of John Maniotes information technology to business students. The paper concludes with the notion that in the coming decades, the information (maniotes@calumet.purdue.edu) infrastructures of multinational corporations will be integrated IS & CP Department (ISCP) with the Global Information Infrastructure (GII). A broad Purdue University Calumet understanding of the emerging international issues in IT is, therefore, indispensable for students of MIS as the future Hammond, IN 46323 USA information technology leaders in transnational corporations. Charles R. Winer 124 IS'97 Model Curriculum: Where Do (winer@calumet.purdue.edu) Enterprise Resource Planning Systems IS & CP Department (ISCP) Fit? Purdue University Calumet Hammond, IN 46323 USA Peter Shackleton (Peter.Shackleton@vu.edu.au) Sam A. Maniotes School of Information Systems (samaniotes@aol.com) Victoria University of Technology IS & CP Department (ISCP) Melbourne, Victoria. Australia Purdue University Calumet Hammond, IN 46323 USA Adrian Ramp (Adrian.Ramp@vu.edu.au) This paper presents ideas and actual experiences accumulated over School of Information Systems the past 15 years on conducting a senior level course for Computer Victoria University of Technology Information Systems (CIS) majors on benchmarking the perfor- mance of computer systems, applications software, and systems Melbourne, Victoria. Australia software. This paper also is intended to serve as a guide for those faculty who are interested in conducting such a course. Paul Hawking 123 A Model for Teaching Global Dimensions (Paul.Hawking@vu.edu.au) of Information Technology in MBA School of Information Systems Programs Victoria University of Technology Melbourne, Victoria. Australia Satya Prakash Saraswat As businesses world-wide begin to adopt Enterprise Resource (Ssaraswat@bentley.edu) Planning (ERP) systems in increasing numbers, academics are Computer Information Systems deciding how to utilise these types of systems in Information Bentley College Systems (IS) curricula. Alliances with some of the ERP vendors have enabled some universities to develop innovative courses and Waltham, MA 02452 USA subjects. Nevertheless, the limited research in this area has only outlined case studies or examples of ERP use in IS. In this paper we outline how ERP systems can be incorporated into a broad IS John T. Gorgone curriculum model such as IS'97 thus providing a guide to (Jgorgone@bentley.edu) institutions that may be contemplating the use of ERP in their Computer Information Systems curriculum Bentley College Waltham, MA 02452 USA This paper outlines the structure of a course for teaching the global dimensions of information technology (IT) to Management Information Systems (MIS) majors in MBA programs. It estab- © 2000 AITP Education Foundation 23 ISECON 2000 Philadelphia PA 125 On Teaching a Data Structures and Algorithms Course through a Rigorous Donald Carr Approach (doncarr@bae.uky.edu) Liliana Favre Eastern Kentucky University (lfavre@exa.unicen.edu.ar) Richmond, KY 40475 USA Comisión de Investigaciones Científicas Universidad Nacional del Centro Paul Halpern Buenos Aires, Argentina (paul.halpern@merant.com) Laura Felice Merant Inc (lfelice@exa.unicen.edu.ar) Mountain View, CA 94043 USA Dept de Computación y Sistemas Universidad Nacional del Centro This paper will describe the results from a survey taken of Buenos Aires, Argentina professional business and industry employers who are using COBOL in their information systems. A discussion of the IS Manager's view of the future of COBOL is presented. Almost 90 Liliana Martinez percent of IS Mangers surveyed indicated that COBOL should continue to be offered in college curriculums, and also nearly 90 (lmartine@exa.unicen.edu.ar) percent indicate that both object-oriented and web­based features Dept de Computación y Sistemas of the COBOL language should be integrated into COBOL Universidad Nacional del Centro instruction in college curriculums. It is hoped that these results will help academia to design their curriculums to meet the Buenos Aires, Argentina expanding need for IS people over the next five years. Claudia Pereira 127 A Design Tool for Novice Programmers (cpereira@exa.unicen.edu.ar) Dept de Computación y Sistemas Jo-Mae B. Maris Universidad Nacional del Centro (jo-mae.maris@nau.edu) Buenos Aires, Argentina College of Business Administration Northern Arizona University In this paper we describe a methodology for constructing efficient Flagstaff, AZ 86011 USA algorithms applied in an elementary course on Data Structures and Algorithms. This methodology attempts to show the essential steps in a sequential process in software development from an infor- Craig A. VanLengen mally stated problem, via a formal problem specification, to a final efficient program. Students of the course are expected to have at least a year's experience in programming high level languages and College of Business Administration elementary logic and calculus. We describe a prototype, AyDA, Northern Arizona University which assists in the construction of algorithms starting from the proposed methodology. Flagstaff, AZ 86011 USA 126 Does COBOL Have a Future? Rick Lucy Ronald J. Kizior College of Business Administration (rkizior@luc.edu) Northern Arizona University Flagstaff, AZ 86011 USA Loyola University Chicago Chicago, IL 60611 USA Most program design methods are intended for experienced programmers. Beginner friendly program design methods date back to procedural languages, such as Pascal and Basic. These methods lack connections to objects and events since the lan- ISECON 2000 Philadelphia PA 24 © 2000 AITP Education Foundation guages contained neither objects nor events. This paper presents a As part of a continuing effort to understand our students in order summary table and a sketch to get novice programmers started in to inform our teaching, we have surveyed the students in our core the process of designing a program. The table organizes informa- computing class at the start and the conclusion of the fall term. tion about the program requirements and aides in creating a design The surveys solicit information on prior experience with comput- for a program that may contain events and objects. The sketch ing, attitudes towards computers and technology and other represents the calling relationships among the modules in the academic matters, hopes for the course, knowledge of current program. The table and the sketch can be use with an existing events and general demographic information. We present here our method, such as pseudocode. The tools enhance existing methods analysis of two sets of surveys given in fall 1997 and fall 1998. of design. A new method is not proposed. The most important The findings confirm some subjective impressions on the part of philosophies in developing the tools were simplicity and guidance. the faculty, indicate opportunities and also reveal challenges. This The table guides the student's design efforts and is simple. The is a follow-up study of a previous published study. columns collect data about what the program does, when it does its tasks, and what data it uses. The rows relate tasks, events, and objects. The table prompts identification of objects and evnts and 140 The Teaching of Net-Centric Computing makes high-level functionality stand out. The high-level func- tional design captured by the table is made explicit in the relations David Lefkovitz sketch. (lefkovitz@cis.temple.edu) 128 Process Evaluation of the Computer CIS Department Fraud and Abuse Act of 1986 Temple University Philadelphia, PA 19122 USA Anele Nwokoma This paper presents the subject of net-centric computing as one that spans a spectrum from static html web pages to the develop- Computer Information Systems Dept ment and control of distributed, multi-tier components. It poses Grambling State University the dilemma of attempting to teach this important body of knowledge that requires multiple languages and tools in an already Grambling, LA 71245 USA tightly packed Computer Science program, and presents a solution that utilizes three pedagogic devices: (1) A series of lab exercises This study is an evaluation of the Computer Fraud and Abuse Act that incrementally spans the defined spectrum and that presents of 1986. The study reviews existing computer crime policy Starters that act as models for the languages being learned, (2) implementation, found the implementation slightly inappropriate, Web-based notes and classroom demonstrations, and (3) Online and recommends new process and a model that can be used to tutorials, reference manuals and white papers. The paper also enhance implementation of the act and punish perpetrators. The discusses the problems inherent in the teaching of methodology study represents the result of a scholarly endeavor to link vs. specific languages, software systems and tools and how it is information systems and government policy. The report is being approached by expansion of Device 2 into Course Technol- organized into six primary divisions: problem identification, ogy Modules. review of related literature, methodology, findings, conclusion and recommendation, and summary. 141 Creating An Undergraduate E-Com- merce Concentration: A Case Study 129 Surveying Students about Computing: Results of a Two-Year Study Prakash L. Dheeriya (pdheeriya@soma.csudh.edu) Jeanine Meyer Dept of Finance & Quant Methods (jmeyer@pace.edu) Cal State University-Dominguez Hills Information Systems Carson, CA 90747 USA Pace University 1 Pace Plaza, NY, NY 10038 USA Ted Azarmi Stuart Varden Department of Finance (svarden@pace.edu) Cal State University-Long Beach Information Systems Long Beach, CA 90840 USA Pace University 1 Pace Plaza, NY, NY 10038 USA Due to falling enrollment at a school of management, many options were considered to rectify the problem. One of the © 2000 AITP Education Foundation 25 ISECON 2000 Philadelphia PA solutions proposed was to create a concentration in e-commerce (which was subsequently changed to e-business). This paper details the steps taken by the task force to realize that objective. Daniel Joyce The process of creating the e-business concentration is not yet complete, as the proposal is yet to be evaluated by curriculum Department of Computing Sciences committees. Villanova University 142 Using Electronic Commerce as an Inte- Villanova, PA 19085 USA grating Tool for Teaching Major MIS Concepts Anany Levitin James W. Denton Department of Computing Sciences Villanova University College of Business and Economics Villanova, PA 19085 USA West Virginia University Morgantown, WV 25606 USA A new undergraduate program in Information Science is de- scribed. The program addresses the need for graduates prepared to specialize in the use of computerized information. This is a unique William E. Spangler program. It is a technically challenging program that builds on a strong foundation in computing and looks at information as a serious topic of study in its own right. The program shares its first A.J. Palumbo Sch of Business Admin three semesters with a Computer Science (CS) degree program; Duquesne University however it includes five required courses that are not required of the CS majors and boasts a different, albeit overlapping, set of Pittsburgh, PA 15282 USA elective courses. The program promises to be exceptionally strong in its coverage of Web related topics and information theory. The inherently interdisciplinary nature of electronic commerce makes it an ideal basis for an integrative course in information 144 Integrating Information Technology in a systems. This paper describes the initial design and on-going implementation of a `pre-capstone' course for undergraduate MIS School of Business Core Curriculum: A majors. The course presents the major technologies and opera- Collaborative Strategy tional issues underlying e-commerce to a class of students of various skills and classroom experiences - with the intention of providing students a more meaningful experience earlier in the Judith A. Barlow MIS program. The effectiveness of this approach will be (jbarlow@fit.edu) evaluated upon completion of the course and analysis of the School of Business results. Florida Institute of Technology 143 A New Undergraduate Program in Infor- Melbourne, FL 32901 USA mation Science David D. Hott Lillian Cassel (dhott@fit.edu) (cassel@tiger.vill.edu) School of Business Department of Computing Sciences Florida Institute of Technology Villanova University Melbourne, FL 32901 USA Villanova, PA 19085 USA There is little consensus among business schools about the appropriate role of information technology (IT) in the business Don Goelman core curriculum. New IT tools continue to evolve at a rapid pace imposing a need for the continuous review of which tools to include and where in the curriculum they should be offered. This Department of Computing Sciences paper presents a dynamic strategy using web-based survey forms Villanova University for collaborative curriculum design, evaluation, feedback, and Villanova, PA 19085 USA redesign. ISECON 2000 Philadelphia PA 26 © 2000 AITP Education Foundation 145 FAQ's for ISE Daniel Manson John A. Cross (dmanson@csupomona.edu) (jacross@grove.iup.edu) CIS Department Computer Science Department Cal State Polytechnic University Indiana University of Pennsylvania Pomona, CA 91768 USA Indiana, PA 15705 USA Ward Testerman Lists of frequently asked questions (FAQ's) are common in our (wdtesterman@csupomona.edu) culture. The way we use them provides a flexible model for documenting and addressing concerns of information science CIS Department educators. A "strawman" list of 24 items is included as a starting Cal State Polytechnic University point for designing an online forum and repository for concerns Pomona, CA 91768 USA related to ISE curriculum. 146 Utilizing the Rational Rose OOAD CASE Increasing demand for information systems professionals frequently translates into increased enrollment of CIS majors. tool for Visual Modeling using the UML This groundswell in demand poses both a challenge and an in the Systems Analysis and Design opportunity for CIS programs. Rightsizing the CIS Department, Sequence through active management of the admissions process not only works to improve the quality of graduates, but provides a much fairer mechanism for allocating scarce faculty and classroom Robert B. Sweeney, Jr. resources than does a more open admission policy. This paper explores the formulation of one such admission policy in a (sweeney@cis.usouthal.edu) successful CIS program and presents the initial results of its School of CIS application. University of South Alabama Mobile, AL 36688 USA 148 A Java Programming Two-Course Se- quence The use of visual modeling in object-oriented analysis and design (OOAD) has many advantages in the current software develop- Michael James Payne ment environment. A software CASE tool that can automate the development of these visual models utilizing the very popular (mjpayne@tech.purdue.edu) Unified Modeling Language (UML) is Rational Rose 2000 from Computer Technology Department Rational Software Corporation. This software is available from Purdue University the Rational Software Corporation to qualifying educational institutions as part of its SEED program. After obtaining Rational West Lafayette, IN 47907 USA Rose 2000 under the SEED program, this software was success- fully used in a two course Systems Analysis and Design sequence. Java is very hot right now in the development world. With this, we need to be considering to offer at least one course in our IS or IT 147 Rightsizing the CIS Department: Victim course sequences. In this paper, I am going to discuss the of Fate or Master of Destiny transition in our school from a single Java course to a two course Java sequence. I will then discuss the each of the two courses and their contents. After that, I will discuss the reason for the two- Steven Curl course sequence. I will discuss the key topics to be covered in each of these two courses. Finally, I will mention the possibility of (scurl@csupomona.edu) even a third course. CIS Department Cal State Polytechnic University Pomona, CA 91768 USA © 2000 AITP Education Foundation 27 ISECON 2000 Philadelphia PA 161 Chinese and American Students: Analyz- ing a Case Study in a Virtual Environ- Karen Berger ment Marketing Carol Okolica Pace University (okolicac@dowling.edu) New York City, NY 10038 USA Computer Information Systems Dowling College William Edelson Oakdale, NY 11769 USA Computer Science Long Island University 170 Panel: Computing Across the Curriculum Brooklyn, NY USA Michael L. Gargano D. L. vonKleeck Computer Science Computer Science Pace University Hunter College New York City, NY 10038 USA New York City, NY USA Jeanine Meyer 171 Panel: IT Programs and CS Departments Information Systems Pace University Elliot Koffman New York City, NY 10038 USA (koffman@joda.temple.edu) Irina Timoschenko Temple University Philadelphia, PA 19122 USA Political Science Pace University Dorothy Deremer New York City, NY 10038 USA (deremerd@mail.montclair.edu) Linda Anstendig Montclair State University Upper Montclair, NJ 07043 USA Literature/Communications Pace University Frank Friedman New York City, NY 10038 USA (friedman@joda.temple.edu) Martha Driver Temple University Philadelphia, PA 19122 USA English Pace University William N. Owen New York City, NY 10038 USA (owen@cis.usouthal.edu) Computer and Information Sciences University of South Alabama Mobile, AL 36688 USA ISECON 2000 Philadelphia PA 28 © 2000 AITP Education Foundation 173 Panel: Accreditation Criteria for IS/IT Loren Rhodes Programs (rhodes@juniata.edu) John T. Gorgone Juniata College (jgorgone@bentley.edu) Huntingdon, PA 16652 USA Computer Information Systems Bentley College A. Joe Turner Waltham, MA 02452 USA (turner@cs.clemson.edu) David L. Feinstein Clemson University (feinstein@cis.usouthal.edu) Clemson, SC 29634 USA Computer and Information Sciences University of South Alabama Curt White Mobile, AL 36688 USA (cwhite@cti.depaul.edu) Doris Lidtke DePaul University (lidtke@saber.towson.edu) Chicago, IL 60604 USA Computer & Information Sciences Towson University Baltimore, MD 21252 USA 172 Panel: Forming and Managing Project Teams in IS Classes 174 Panel: IS'2000 Progress Report on Un- Carol Bormann Young dergraduate IS Curriculum Development (carolbormann.young@metrostate.edu) College of Management Herbert E. Longenecker, Jr. Metropolitan State University (bart@cis.usouthal.edu) Minneapolis, MN 55403 USA Computer and Information Sciences University of South Alabama Janet A. Henquinet Mobile, AL 36688 USA (janeth@msus1.msus.edu) College of Management David L. Feinstein Metropolitan State University (feinstein@cis.usouthal.edu) Minneapolis, MN 55403 USA Computer and Information Sciences University of South Alabama Connie E. Wells Mobile, AL 36688 USA (cwells@roosevelt.edu) College of Business Gordon B. Davis Roosevelt University (gdavis@csom.umn.edu) Schaumburg, IL 60173 USA Management Information Systems University of Minnesota Minneapolis, MN 55455 USA © 2000 AITP Education Foundation 29 ISECON 2000 Philadelphia PA 181 Seminar: Using the ICCP Associate John T. Gorgone Computing Professional (ACP) Certifica- (jgorgone@bentley.edu) tion Test as an Exit Exam for a Bachelor Computer Information Systems of Science in Management Information Bentley College Systems Waltham, MA 02254 USA John H. Reynolds (johnr@mail.nwmissouri.edu) 180 Seminar: Component-based Software Computer Science/Information Systems Development in the Undergraduate Northwest Missouri State University Information Systems Curriculum Maryville, MO 64468 USA Allen Parrish (parrish@cs.ua.edu) 182 Seminar: Extending Theory to Practice in Department of Computer Science Information Systems Education The University of Alabama Tuscaloosa, AL 35487 USA Marcos P. Sivitanides Brandon Dixon McCombs School of Business (dixon@cs.ua.edu) The University of Texas Department of Computer Science Austin, TX 78712 USA The University of Alabama Tuscaloosa, AL 35487 USA Eleanor W. Jordan David Hale McCombs School of Business (dhale@cba.ua.edu) The University of Texas Management Information Systems Austin, TX 78712 USA The University of Alabama Tuscaloosa, AL 35487 USA Walter R. Paternina Joanne Hale McCombs School of Business (jhale@cba.ua.edu) The University of Texas Management Information Systems Austin, TX 78712 USA The University of Alabama Tuscaloosa, AL 35487 USA 183 Seminar: Building an MIS Curriculum for the 21st Century: Some Thoughts Marcos P. Sivitanides McCombs School of Business The University of Texas Austin, TX 78712 USA ISECON 2000 Philadelphia PA 30 © 2000 AITP Education Foundation Track: Internet Course and Telecommunications courses in signal transmission, data commu- nication, networking, and other areas all require comprehensive Curriculum Development hands-on experiments or communication simulation labs. The labs and the ability to perform telecommunications experiments are not readily available to the student in distance learning. This paper 200 Delivering Internet and Programming introduces industry-available software that can be used to create virtual lab experiments for distance learning. Software simulation Courses Online methods can be adapted to create virtual lab experiments, and practical experiments in telecommunications-based on the simulation software are introduced. This paper also identifies the Barbara Mento need for further research and development of software tools (bmento@ccbc.cc.md.us) suitable for telecommunications experiments for distance learning. Math, CS, Internet and Multimedia C College Baltimore - Essex Campus 202 Developing an Internet and Multimedia Baltimore, MD 21237 USA Technology Certificate Program Donna Tupper Sylvia Sorkin (dtupper@ccbc.cc.md.us) (ssorkin@ccbc.cc.md.us) Math, CS, Internet and Multimedia Math, CS, Internet and Multimedia C College Baltimore - Essex Campus C College Baltimore - Essex Campus Baltimore, MD 21237 USA Baltimore, MD 21237 USA Kathleen Harmeyer Barbara Mento (kharmeyer@ccbc.cc.md.us) (bmento@ccbc.cc.md.us) Math, CS, Internet and Multimedia Math, CS, Internet and Multimedia C College Baltimore - Essex Campus C College Baltimore - Essex Campus Baltimore, MD 21237 USA Baltimore, MD 21237 USA Sylvia Sorkin Kathleen Harmeyer (ssorkin@ccbc.cc.md.us) (kharmeyer@ccbc.cc.md.us) Math, CS, Internet and Multimedia Math, CS, Internet and Multimedia C College Baltimore - Essex Campus C College Baltimore - Essex Campus Baltimore, MD 21237 USA Baltimore, MD 21237 USA A new thirty-credit certificate program in Internet and Multimedia This paper describes the process of developing a new thirty-credit Technology (I/MMT) has been designed at the Essex Campus of Internet and Multimedia Technology certificate program, and the Community College of Baltimore County (CCBC-Essex). This highlights activities from the first year of the program at the Essex paper provides descriptions of three required courses in the Campus of the Community College of Baltimore County (CCBC- program for which online versions have been created: Internet Essex). First year growth, student progress, and difficulties Literacy, Visual Basic I and Internet Programming. encountered are described. 201 Virtual Lab Experiments in Telecommu- nications for Distance Learning Samuel S. Epelbaum (sepelbaum@pace.edu) CSIS Pace University New York, NY 10038 USA © 2000 AITP Education Foundation 31 ISECON 2000 Philadelphia PA 204 Facilitating an Online CIS Course: A Case Study J. P. Thomas Lissa F. Pollacia School of Comp Sci and Info Sys Pace University Computer Information Systems Pleasantville, NY 10570 USA Northwestern State Univ of Louisiana Natchitoches, LA 71497 USA Although the Internet holds the promise of long-distance educa- tion, multimedia entertainment etc., the quality of multimedia documents delivered by the Internet can vary enormously. In this Jack Russell paper we examine how varying quality of service affects a users' perception and understanding (and thereby learning) of multime- dia presentations. Our results show that the quality of multimedia Computer Information Systems documents can be severely degraded without the user having to Northwestern State Univ of Louisiana perceive any significant loss of informational content. Natchitoches, LA 71497 USA 206 CourseWeb: A Report On Using WebCT Thomas Hanson for Course Notes Computer Information Systems Matt Melchert Northwestern State Univ of Louisiana (itmpm@twp.ac.nz) Natchitoches, LA 71497 USA The Waikato Polytechnic Many institutions are beginning to offer courses and, in some Hamilton, New Zealand cases, entire degree programs using electronic learning technolo- gies. Instructors, accustomed to the traditional classroom, struggle The author has been supplying course notes to students on the to understand the new technology and the new pedagogy required computer network for many years. These were usually developed in the "virtual classroom." To be successful in this new environ- using a word processor, but in 1999 the course notes were ment, it is not sufficient to put lecture notes and some assignments converted to web pages so they could be viewed by a web on the Web for students to access. The instructor must convert browser. This system, referred to as CourseWeb, allowed the use each unit of material into a variety of activities that help the of hyperlinks to definitions and other resources available on the student achieve the learning objectives. Assessment of student World Wide Web, which (hopefully) provided a richer source of learning must also be adjusted to reflect the online environment. course material as well as making the notes more enjoyable for the This paper describes the various learning activities and assess- students to use. One disadvantage of the 1999 version of the ments that comprise an online Computer Information Systems author's notes was that they were stored as files on the local (CIS) course currently offered at our institution. The course, network, which means they were inaccessible from outside TWP. Introduction to Information Technology, provides a broad This year, the notes have been incorporated into TWP's WebCT coverage of topics such as hardware, software, applications, server, which in addition to making them available outside the networking, etc. We present the components of the online course, Polytechnic also provides a bulletin board where students can post along with observations based on experience that we have had queries to the tutor and share ideas. This paper provides the results during the planning, development, and facilitation phases of the of a survey which was given to the students in 1999 on the general course. effectiveness of CourseWeb. In addition, the paper reports the results of a survey given to the students in 2000 that assesses the 205 Information Assimilation over the effectiveness of the notes using WebCT with its extra features as Internet: An Initial Study well as the author's experience using WebCT. G. Ghinea Dept of Info Systems and Computing Brunel University Uxbridge, Middlesex, UK ISECON 2000 Philadelphia PA 32 © 2000 AITP Education Foundation 207 A Paradigm for Selecting an Institutional This paper argues that as information technology and organiza- Software tional forms rapidly evolve, so must the domain of competencies of systems analysts and designers also evolve. The new economy, e-commerce and the concurrent rise of disruptive technologies are Diana Kao characterized and then a specific example is then provided using business webs as a new context in which systems analysts must (kao@uwindsor.ca) effectively operate. To e-enable systems analysis and design, it is Faculty of Business Administration argued that the IS curriculum (both IS'97 and ISCC'99) be University of Windsor extended to include two additional competencies analysts and designers must possess to be able to innovatively and strategically Windsor, Ontario, Canada contribute in this new Internet-based context: value proposition analysis and design and web-based business modeling. Wayne Tousignant (tous@uwindsor.ca) 240 e-Education: A Case Study Center of Flexible Learning University of Windsor A.K. Aggarwal Windsor, Ontario, Canada (aaggarwal@ubmail.ubalt.edu) Management Information Systems Dept Natasha Wiebe University of Baltimore (wiebe2@uwindsor.ca) Baltimore, MD 21201 USA Center of Flexible Learning University of Windsor Dan Gerlowski Windsor, Ontario, Canada Merrick School of Business This paper proposes a paradigm for selecting an institutional University of Baltimore software. The proposed paradigm includes finding an applicable Baltimore, MD 21201 USA theoretical framework for guiding the integration of the software into the institution, customizing this framework to suit the institution, considering institutional guidelines and policies The Internet is breaking all barriers of time, distance, language relevant to selecting proper software, selecting the appropriate and boundaries. Its popularity can be attributed to its simplicity software product according to specific evaluation criteria, and and accessibility. A user needs only a personal computer and evaluating the entire selection process for future reference. This access to an Internet service provider (ISP). Traditional organiza- paper documents the use of the proposed paradigm using a tions are joining "netpreneurs" in creating a virtual business Canadian university's selection of an on-line courseware as a case environment. E-retailing, e-b2b, e-advice, e-management and e- study. banking and many other Internet-based activities are becoming norm for many people. E-Education is not far behind. Many for- profit virtual universities are already offering on-line courses and 208 E-enabling Systems Analysis and Design: digital diplomas. E-education, however, is not without its critics A Case for Extending the IS Curriculum who question the quality, control, delivery, and integrity of education over the Web and, in many cases, the worth of the "digital diploma" itself. E-education is here to stay, however, there William J. Tastle are many conceptual issues that still do not have any answers. Can everyone benefit from Web-based education? or is it only suited to people with certain kinds of learning styles and personalities? This School of Business paper describes how one university is "Internetalizing" its Ithaca College curriculum and discusses authors' experiences in developing a Ithaca, NY 14850 USA web-based course. U. Rex Dumdum School of Management State University of New York Binghamton, NY 13901 USA © 2000 AITP Education Foundation 33 ISECON 2000 Philadelphia PA 241 Student Portfolios: Bring the Kids When will enable universities and colleges to reach working adults, You Move to the Web international students, as well as the traditional undergraduate student market. This paper focuses on the evolving transformation of distance learning models to technology-based distributed Douglas O. Love learning modes. While each institution has its own mission and goal for distance learning and distributed learning, there are (dolove@ilstu.edu) certain things that need to be considered while developing or Department of Accounting implementing a curriculum that involves education at a distance. Illinois State University This paper explores distance learning from a macro perspective and suggests some critical success factors that will aid faculty and Normal, IL 61761 USA institutions in distance/distributed learning development. The authors will also share some of their experiences. There is a better approach to exploiting the Internet than piece- meal electronification of instructors' materials. This paper offers a 243 Teaching an Internet-Delivered General system that balances instructor content with student content using Education Programming Course a database approach that not only delivers course materials, but also delivers student portfolios created in response to the course materials. The Internet-based student/teaching portfolio system Tom Farrell facilitates implementation and assessment of competency-based curricula. The heart of the system is a database containing instructor provided course competencies and activities/assign- Business and Information Systems ments that students complete to demonstrate mastery of the Dakota State University competencies. For each activity/assignment, the database contains instructor provided detail and help; Web resource pointers; and Madison, SD 57042 USA assessment description. Although the delivery of course materials is an important component of the system, the system is believed to This paper details the past, present and future of a required general be unique in its focus on showcasing and delivering multimedia education programming course that is distance delivered exclu- portfolios the students create in response to the various compe- sively via the Internet. The paper presents information on how the tency activities. That is, it is unique in its focus on multimedia course materials are presented, graded and returned to students. It portfolios that students create to demonstrate their mastery of details a method of delivering Internet-based content using a competencies developed in student life activities, career planning website and supplementing instruction with Real Video. Future efforts; and in formal course work. During the system's five year considerations and tools are also presented. development, implementation, and revision period, more than four thousand students from multiple institutions have been involved in building Web-based multimedia portfolios using the system. 244 Incorporating Distributed Learning Technology in EMBA Education 242 Distributed Learning: What Makes for a Successful Course? Hao Lou Muhammadou M.O. Kah Department of MIS (Mkah@crab.rutgers.edu) Ohio University School of Business-Camden Athens, OH 45701 USA Rutgers University Camden, NJ 08102 USA Kohn Nandola Raymond Papp Executive MBA Program (raymond.papp@quinnipiac.edu) Ohio University Lender School of Business Athens, OH 45701 USA Quinnipiac University Hamden, CT 06518 USA This study (research in progress) investigates the students' perceptions on distributed learning using information technology. The specific distributed learning technology under study is Lotus Distributed learning presents universities and colleges with the LearningSpaceTM. The technology has been implemented for an ability to expand their reach into new markets and stay competi- executive program in a Midwest University. The research question tive and relevant in this dynamic information-based global to be answered is that whether using technology in management economy. Through the effective use of distributed learning tools, education is as effective ­ and often more effective - as traditional location and cost are no longer barriers to earning a degree and instructor led learning. ISECON 2000 Philadelphia PA 34 © 2000 AITP Education Foundation 260 The Critical Problems of Internet Sys- Track: Industry/College tems Development: Implications for Teaching of Internet Technologies Partnerships George Scott 300 Industry/College Partnerships: Using Industry Partnerships, Corporate Dona- Information Management tions, and Grants to Create an ERP University of Connecticut Program Storrs, CT 06269 USA Mark (Buzz) Hensel (hensel@exchange.uta.edu) 261 An E-Commerce Course in the Under- College of Business Administration graduate Curriculum The University of Texas at Arlington Arlington, TX 76019 USA S. Srinivasan (srini@louisville.edu) Bobby Alexander College of Business and Public Admin (bobby@uta.edu) University of Louisville College of Business Administration Louisville, KY 40292 USA The University of Texas at Arlington Arlington, TX 76019 USA The demand for graduates trained in enterprise resource planning (ERP) software and methodology has been steadily growing in the corporate community and there have not been enough employees available to fill industry demands for people able to use ERP software and to do ERP work. The College of Business Adminis- tration (CoBA) at the University of Texas at Arlington (UTA) sought to fill this gap by joining an alliance with a major ERP vendor, SAP America. This paper describes the planning, preparation, implementation, and post implementation scenarios of the SAP R/3 software system deployment at UTA. It also discusses the college's efforts to integrate the R/3 software into the curricula as well as efforts to staff and fund the project. 301 Integration of Enterprise System Soft- ware in the Undergraduate Curriculum Rand W. Guthrie (rwguthrie@csupomona.edu) Computer Information Systems Cal Polytechnic University - Pomona Pomona, CA 91768 USA Ruth A. Guthrie (raguthrie@csupomona.edu) Computer Information Systems Cal Polytechnic University - Pomona Pomona, CA 91768 USA © 2000 AITP Education Foundation 35 ISECON 2000 Philadelphia PA While recognized as an important element of Information Systems 370 Panel: Academic and Industry Alliances: (IS) curriculum, Enterprise Resources Planning (ERP) remains absent from many universities and at most schools, or is only Experiences with SAP, Oracle, Sterling, discussed at a theoretical level. However, the benefit of exposing and PeopleSoft students to a hands-on, enterprise wide system that integrates business and technology course content makes it attractive for adoption in undergraduate IS curriculum. Several obstacles make Donna Weaver McCloskey ERP difficult to implement in undergraduate curriculum. Among these are cost, hardware restrictions, lack of data, re-education of School of Business Administration faculty and the tremendous task of integrating ERP into existing course content. This paper explores three of the leading Enter- Widener University prise Systems (ES) programs within Universities, and provides Chester, PA 19013 USA examples of how they are being implemented. Data was collected from vendor representatives, publicly available corporate information and from faculty experienced in ERP implementa- Yvonne Lederer Antonucci tions. This paper suggests five levels of immersiveness that can be (Yvonne.L.Antonucci@Widener.edu) used as a guide to match resource availability and academic program for the adopting institution. We conclude by suggesting Management Information Systems an investigation and adoption model that can be used to guide Widener University product selection and course adaptation. Chester, PA 19013 USA 303 Do Industry-University Alliance Pro- Albert L. Harris grams Corrupt the Mission of the Univer- (harrisal@appstate.edu) sity: A Theoretical Perspective Dept. of IT & Operations Management Appalachian State University Richard E. Burroughs Boone, NC 28608 USA Andreas School of Business Mark (Buzz) Hensel Barry University Miami Shores, FL 33161 USA College of Business Administration University of Texas at Arlington Inge Nickerson Arlington, TX 76019 USA Andreas School of Business Jack Russell Barry University Miami Shores, FL 33161 USA Computer Information Systems Northwestern State University Industry-University alliance programs allow educational institu- Natchitoches, LA 71497 USA tions to train students on current products at reduced prices. One consequence in that students are exposed to one product over another. This paper theorizes an educational program tilted John Webster toward one vendor's products result in unintended, long-term consequences for the student. Is the student harmed by learning College of Business and IS Oracle versus Informix (for example)? Do such programs reduce the university to a technical training institute? The problem is Dakota State University described in this paper from the perspective of the student, the Madison, SD 57042 USA vendor, and the professor. The analysis of this phenomenon builds on Lederer and Mendelow's (Lederer and Mendelow 1990) model of the impact of the environment on I.T. evolution. A model is developed which suggests mitigating strategies and possible outcomes. ISECON 2000 Philadelphia PA 36 © 2000 AITP Education Foundation 371 Panel: The SIU Carbondale Information 380 Seminar: Teaching Workshops on the Management Systems/TruServ/Just Ask Management of Telecommuting Pro- Rental Website Development Project grams Mark F. Terry Nancy J. Johnson (mterry@siu.edu) (Njohnson@capella.edu) Dept. of Info Management Systems School of Business Southern Illinois Univ at Carbondale Capella University Carbondale, IL 62901 USA Minneapolis, MN 55401 USA Raymond Einig 381 Seminar: Establishing Linkages between Dept. of Info Management Systems Higher Education Institutions and Indus- Southern Illinois Univ at Carbondale try Carbondale, IL 62901 USA William Lin Janice Schoen Henry (Linw@Bscmail.Buffalostate.edu) CIS Department Dept. of Info Management Systems Buffalo State College Southern Illinois Univ at Carbondale Buffalo, NY 14222 USA Carbondale, IL 62901 USA Raymond Gering EMAC, Inc. Carbondale, IL 62901 USA Adam Kantrovich College of Ag and Life Sciences Virginia Tech Blacksburg, VA 24061 USA James Sheffer Murdale Just Ask Rental Carbondale, IL 62901 USA © 2000 AITP Education Foundation 37 ISECON 2000 Philadelphia PA Track: Best Practices room experiments that demonstrate the effectiveness of the technique have been extremely favorable. The technique is regularly used by the professor in teaching Systems Analysis and 400 Objects as Hypertexts: How to Render Systems Design. The focus of the paper is on the classroom experiment, and the conclusions that can be applied to the Objects with HTML for Teaching Pur- profession as a whole based on those experiments. poses 402 Educational Computer Software, Techni- Andrea Trentini cal, Criteria, and Quality (Andrea.Trentini@disco.unimib.it) Dipartimento di IS e Comunicazione Said Khalifa Universitŕ di Milano-Bicocca (said.khalifa@sunderland.ac.uk) Milano, Italy School of Comp Engineering & Tech University of Sunderland Daniela Micucci Sunderland, SR6 0DD, UK (Daniela.Micucci@disco.unimib.it) Dipartimento di IS e Comunicazione Chris Bloor Universitŕ di Milano-Bicocca (chris.bloor@sunderland.ac.uk) Milano, Italy School of Comp Engineering & Tech University of Sunderland This is a description of a technique (and a tool, called Sunderland, SR6 0DD, UK HtmlStream) to visualize Java instances in HTML, Hypertext Markup Language (W3C 2000), format. It can be used to teach Java by clearly (and automatically) showing the relationships Walter Middelton between class and instance and between classes and subclasses. (walter.middelton@sunderland.ac.uk) Some basic knowledge of Java is required. This article is struc- tured as following: 1) why we did it; 2) the output produced; 3) School of Comp Engineering & Techn how to use it; 4) a consideration about UML, Unified Modeling University of Sunderland Language (OMG 2000); 5) usage in actual courses; 6) final Sunderland, SR6 0DD, UK comments. There are many computer programs available for use at home or in school, for educational or entertainment purposes. The main 401 An Empirically-based Technique for factor to providing a better learning experience lies in choosing Improving Communication Skills of software that successfully combines education and entertainment. Systems Analysts The only way to know how learners will use a particular course of a piece of software and what problems they experience, is to study them using it. To obtain empirical evidence of pupils' perfor- Craig W. Fisher mance in order to judge the instructional effectiveness of software, therefor choosing software can be productive, if using a select list (craig.fisher@marist.edu) of criteria. It is important that each instructor compile his or her Information Systems own list of criteria, ranked according to their own needs. So the Marist College out line of this paper is to provide a variety of data and methods to be considered when trying the software packages, the overall Poughkeepsie, NY 12601 USA emphasis is on educational issues. Few would argue with the premise that communication is critical to an Information Systems professional's success. While research- ers recognize the importance of communication, organizations and individuals continue to have communications problems because remedial action is rarely suggested. The purpose of this paper is to recommend an interpersonal communications technique that helps a systems analyst develop much more convincing arguments and presentations to users. The technique has been used and docu- mented in the classroom, where it provides an interesting, fun, convincing, and memorable experience for the students. Class- ISECON 2000 Philadelphia PA 38 © 2000 AITP Education Foundation 403 Integrating Information Systems Educa- tion into Competitive Intelligence Educa- Geoffrey A Sandy tion at Four Levels: K-12 to Post-Gradu- ate School of Information Systems Victoria University of Technology Katherine M. Shelfer Melbourne, Victoria, 8001, Australia (Kathy.Shelfer@cis.drexel.edu) College of Info Science & Technology This paper presents the results of a qualitative research study Drexel University aimed at understanding students' perspectives of a trial of Problem-based Learning (PBL) in a traditional information Philadelphia, PA 19104 USA systems course structure. Issues that arose and difficulties that were encountered by students are discussed. The major themes Today's Information Systems (IS) curriculum is evolving to identified from the students' perspective of the Problem-based respond to the globalization and diversification of information Learning approach were: improved problem solving, improved space. IS educators continue to expand traditional definitions of time management, self learning, improved research skills, information work, and to offer courses that extend beyond the improved group work skills, and the use of realistic problems. boundaries of contemporary uses of IS. This is a key to the Issues included a focus on factual knowledge, problems encoun- continued long-term relevance of IS programs in traditional tered with group work participation, weaker students requiring academic institutions. Information systems provide critical support more direction, and preparation and motivation for PBL. for the functions of knowledge management (KM) and competi- tive intelligence (CI). Beginning with a brief overview of the 405 A Case Study in Teaching Programming current state of CI education, this paper discusses one university's ongoing efforts to embed more effective instruction in CI systems using a Hybrid Instructional Model as a core component of IS education. The goals for content redesign are to include greater exposure to creative applications of Jeanine Meyer IS, focus on the need to recruit and retain IS students, provide experiential learning to familiarizes students with emerging (jmeyer@pace.edu) technologies, encourage innovation and creative use of emerging School of CS & IS IS technologies, support career objectives of graduate students and Pace University IS practitioners and meet the business objectives of employers. The results, in the form of student projects and presentations, have 1 Pace Plaza, NY, NY 10038 USA validated this approach. Catherine Dwyer 404 Introduction to Business Systems Devel- (cdwyer@pace.edu) opment Students Perspective of a Prob- School of CS & IS lem-based Learning Approach Pace University 1 Pace Plaza, NY, NY 10038 USA John F Bentley (John.Bentley@vu.edu.au) The debate surrounding distance learning versus the traditional School of Information Systems classroom has often been presented as an either/or situation. Victoria University of Technology Actual practice finds that many teachers use asynchronous tools to support a traditional course structure. The authors have tested an Melbourne, Victoria, 8001, Australia instructional model that does the reverse: a `mostly' distance- learning course that uses required and optional face-to-face Glenn R Lowry sessions to support learning. An additional challenge for this course was to teach modern programming concepts in a com- pressed time period. This paper describes the history of the course, School of Information Systems starting from a decision to focus on programming games. It continues with a discussion of what factors influenced the design Victoria University of Technology and results of the course, and concludes with reflections on the Melbourne, Victoria, 8001, Australia course's success. © 2000 AITP Education Foundation 39 ISECON 2000 Philadelphia PA 406 Incorporating Problem Solving into Programming Classes Daniel T. Powers (dtp@hotbot.com) Robert Lamey Computer Technology Department Peoria, IL 61606 USA Purdue University West Lafayette, IN 47907 USA The theory of constructivism has several important implications for methods of teaching. One of these is the need to explicitly confront student preconceptions. In this paper we explain how Problem solving involves far more than the ability to plug preconceptions effect student learning, according to the numbers into a formula and looking to a calculator to resolve an constructivist view, present an initial collection of preconceptions answer. The real world presents problems, described in words, which computer science educators must address, and discuss how that require creative applications of the more fundamental identifying these preconceptions can help improve student principles taught in physics, mathematics, and business classes. learning in CSIS. The unpopularity of "word problems" and the difficulty in teaching creative thinking have generally led educators to avoid problem solving in favor of equation solving. This paper 409 Project Vision: An Integrated Approach demonstrates that methods for finding creative solutions to novel to Information Technology Education problems can be codified and taught within the structure of a programming class. Suzanne E. Gladfelter 407 Implementing Peer Technical Reviews in (sgladfelter@psu.edu) a Large-sized Database Course Computer Science and Engineering Penn State York John A. Mendonca York, PA 17403 USA (jamendonca@tech.purdue.edu) School of Technology This paper describes a computer science/information sciences and technology curriculum. Specifically, Project Vision focuses on Purdue University active, cooperative, student-centered learning that is supported by West Lafayette, IN 47907 USA technology. The Project Vision curriculum has included: an opportunity for students to lease a notebook computer that is pre- loaded with a "standard image", i.e., software that is needed for The peer technical review is a quality assurance activity that has most course work in the curriculum; supplemental instruction, i.e., been proven to be valuable in producing better quality software. seeking to increase retention by pro-actively creating a learning With careful planning and instruction, a student peer review community atmosphere; instruction and practice in team-based process can be designed and implemented so that students can learning and problem solving; and integration with selected learn about, and practice, this process within the classroom. This general education/liberal arts courses. paper discusses the value of peer reviews in a classroom setting, the challenges to implementation, and how they can be integrated into a large-sized database design course. 410 Introducing First-Year Students to Theo- retical Computer Science 408 Constructivist Implications of Preconcep- tions in Computing Liliana Favre (lfavre@exa.unicen.edu.ar) Kris D. Powers Comisión de Investigaciones Científicas (powers.kris@uis.edu) Universidad Nacional del Centro Computer Science Department Buenos Aires, Argentina University of Illinois at Springfield Springfield, IL 62794 USA ISECON 2000 Philadelphia PA 40 © 2000 AITP Education Foundation 412 Information Science: Forty Years of Virginia Mauco Teaching (vmauco@exa.unicen.edu.ar) Dept de Computación y Sistemas Anthony Debons Universidad Nacional del Centro Buenos Aires, Argentina School of Information Sciences University of Pittsburgh Rosana Barbuzza (rbarbu@exa.unicen.edu.ar) Dept de Computación y Sistemas Forty years of teaching Information Science at both the under- graduate and graduate levels has revealed that there is in fact a Universidad Nacional del Centro fundamental definition that can be used to describe the field and Buenos Aires, Argentina guide its development in the years to come. In short, that definition states "Information Science is the scholarly occupation that attempts to establish the principles and laws that govern the There is a need to educate students about advances in Computing augmentation of human capacities through technology. This Theory that are effective for new technologies. This work concept can be conveyed in teaching through the use of the describes an introductory course implemented in the Undergradu- EATPUTr system model. My long experience in the field has also ate Degree Program in Systems Engineering at U.N.C.P.B.A. revealed several basic requirements in the education of Informa- ("Universidad Nacional del Centro de la Provincia de Buenos tion Science. These requirements are discussed within the paper. Aires") in Argentina. This course provides an introduction to the theory of computing, starting from the study of a hierarchy of formal languages and automata, and basic concepts of computabil- 440 Teaching Problem Solving Techniques ity and complexity by Turing machines. It has been organized in a and Software Engineering Concepts way that is accessible to first-year students. Before Programming 411 Threaded Live Case Study Lessons Learned Rob Faux (rfaux@oneota.net) Les Waguespack Computing Department (LWaguespack@Bentley.edu) United States Open University CIS Department Bentley College This paper outlines research currently underway that seeks to Waltham MA 02154 USA determine the impact of teaching various concepts before a programming language. Many educators have espoused the The case study (a.k.a. "Harvard Case") is a widely respected and concept of preparing learners for success in Computer and utilized pedagogical instrument in management education. Information Science by teaching problem solving techniques, Although commonly used in upper level IS courses relating to approaches to design and software engineering concepts prior to strategic planning and policy, it is not so commonly used in IS actual coding. While various efforts to implement this approach courses relating to technology capability and application. This exist, very little empirical data has been accumulated. Course paper presents a discussion of the case study concept as it has content effectiveness research in this area is relatively sparse.. been used for the past four years across segments of an IS This research measures the learning of two groups in a first curriculum. It differs from the Harvard case in two ways: first it is programming course after participants complete pre-programming live, engaging students in IS practice and second it is threaded, courses with varying content. intertwining a series of IS courses covering various curriculum aspects. This paper presents results of this approach and survey results from four years of students participating in the pedagogy. The concept is interpreted in the BSCIS program at Bentley College. © 2000 AITP Education Foundation 41 ISECON 2000 Philadelphia PA 441 Using Websitegarage.com as Site Analysis and Design Tool Ken Pefkaros (kpefparos@csuhayward.edu) James A. Nelson California State University, Hayward Dept of Accg & Business Comp Sys Hayward, CA 94542 USA New Mexico State University Las Cruces, NM 88003 USA The Internet is providing the opportunity to deliver accessible, up- to-the minute material to anyone in anywhere. By using this tool, the industry can improve productivity in a collaborative environ- Websites from eight western colleges of business were analyzed ment. The initial investment in collaborated information sharing is using Netscape's websitegarage.com tool. This site automatically paid off in a rather short time, leading to tremendous cost cutting analyzes and generates reports of a websites design and perfor- and reduction in overhead. If the infrastructure is already setup, mance. Factors rated include browser compatibility, search engine the conversion of a traditional delivery system into an online index measures, load time, dead link, popularity, spelling, and system is not very expensive. However, the issue of student HTML syntax correctness. Most of the selected sites rated "Fair" performance in an on line system is important and complex. There overall, with only two sites rating "Good". Factors with the most are many factors that can contribute to the performance of the negative impact on ratings were found to be (1) search engine students. What are these factors? It is the thrust of this paper to indexibilty, and (2) load time as measured by the number of bytes identify the important ones. of graphics. 442 Alternatives of Teaching Web Database Programming: JDBC, SQLJ or CGI 444 On a New Teaching Paradigm for Infor- mation Systems Ming Wang Stephen Choolfaian (wangm@db.erau.edu) Dept of Computing and Mathematics IS Department, School of CS and IS Embry-Riddle Aeronautical University Pace University Daytona Beach, FL 32114 USA Pleasantville, NY 10570 USA Web database programming was added to the author's undergradu- ate database course several years ago. Among many approaches of Fran Gustavson accessing data to the database, JDBC, SQLJ and CGI were chosen to teach in different semesters. The comparison and contrast of the three approaches were provided. Oracle programming examples of IS Department, School of CS and IS each of the three approaches were given. The paper also described Pace University the template methodology that the author has been using in her teaching for years. A template is a sample database application Pleasantville, NY 10570 USA program written with a host language and embedded SQL statements. By modifying the templates provided in class, students The Input -> Process -> Output concept has been a basic teaching were able to do their homework and complete their database paradigm of the computer field since its inception. This notion is programming projects. imbedded in the "Systems Concept," in programming and in the teaching process. Since those days many things have changed, 443 Finding the Critical Success Factors in including improved speed and access to data, faster and larger processors and memories and vastly improved communications Distance Learning and networking capabilities. Because of these changes, it is time for a new paradigm, one that includes current technologic, Bijan Mashaw theoretical, and conceptual approaches. We call this the "Commu- nication Driven Paradigm." This paper presents starts by (bmashaw@csuhayward.edu) describing the evolution of data processing from its beginning to present times, the changes and realities of each stage, and the relevant descriptive system diagrams. It then presents the new California State University, Hayward "Communication Driven Paradigm" and its diagramming. This Hayward, CA 94542 USA paradigm can be used to describe system development using either object oriented or structured systems analysis and design. ISECON 2000 Philadelphia PA 42 © 2000 AITP Education Foundation 460 Teaching Data Management / Data Ad- Track: Leading Edge and ministration in Management Information Systems Emerging Technologies Anne Marie Smith 500 Evaluation of Post-test Scores for a Web- (smitha@lasalle.edu) based Tutorial Authoring Tool that Management/MIS Encompasses Pedagogy in the Develop- La Salle University ment Process Philadelphia, PA 19141 USA Thomas Janicki Univ of North Carolina - Wilmington Wilmington, NC 26403 USA Geoffrey Steinberg Kent State University Kent, OH 44242 USA Educational content on the Internet is rapidly increasing. Acade- micians and businesses are placing more course material on-line to supplement classroom and business training situations. In addition significant increases in undergraduate enrollments in Information System courses and the rapid pace of new knowledge in the field leads researches to call for new innovative approaches to learning. Prior researchers have reported that this new web- based training technology (which has it foundation in computer- based training) has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This paper summarizes an experiment to evaluate the effect on posttest scores of a web-based authoring tool that includes learning theory in the development process for the author. Early results indicate that the tool is more effective then traditional HTML authoring tools and that the number of exercises affects posttest scores in a positive manner. 501 A Comparative Study of Traditional Electronic Data Interchange versus Internet Electronic Data Interchange Allen B. Zilbert (azilbert@molloy.edu) Math, CS and CIS Department Molloy College Rockville Centre, NY 11571 USA Electronic data interchange has resulted in the boosting of profit and productivity for business. Companies are able to be competi- © 2000 AITP Education Foundation 43 ISECON 2000 Philadelphia PA tive by migrating from a paper-pencil driven society into an 504 Inventing the "Treebook:" A Workbook electronic media civilization. However, the electronic media world is looking to make another change. In this ever growing with Pages Linked in a Tree and maturing age of information, more and more people are implementing computers to communicate with one another. Now, Dave Sullivan people all over the world, have the capability of connecting to other computers anywhere on the globe. The purpose of this paper (Sullivan@bus.orst.edu) is to compare the advantages and disadvantages of the traditional College of Business electronic data interchange system versus the Internet electronic Oregon State University data interchange system. Corvallis, OR 97330 USA 502 Do Patents Translate to an E-Business Environment? Matthew Garth McLuckie (MatthewMcLuckie@aol.com) Barbara J. Volkman (barbara.j.volkman@us.pwcglobal.com) Group, WellMed Department of CS and IS Portland, OR 97209 USA American University Washington, DC 20007 USA A spreadsheet program is an ideal tool for recording scores and calculating grades-tasks every instructor needs to do. But anyone who has built a multipage workbook soon learns how difficult it The Internet presents a unique challenge for intellectual property can be to maintain formulas and entries among all pages. To help management. The state of patents in the current e-business instructors sidestep these difficulties, we invented a "Treebook"; environment was investigated through a survey of the literature that is, an intelligent workbook whose pages are linked in a and an interview. Copyrights are discussed briefly in the introduc- hierarchical tree. This article describes how we used Visual Basic tion. Current e-business patent trends and issues are discussed. to create two generations of Excel-based gradebooks that The findings indicate that patents do translate in an e-business culminated in inventing the Treebook. We expect Treebooks will environment. eventually be used in many application areas because they make building large spreadsheet models easier and more reliable. 503 A Course in E-Commerce Architecture 505 Software Agents: A Contribution to Kurt Jordan Agents Specification IS and Computer Programming Vojislav Stojkovic Purdue University Calumet (Stojkovi@Morgan.edu) Hammond, IN 46304 USA Computer Science Department Morgan State University This paper describes a course that provides Computer Information Baltimore, MD 21251 USA Systems students with a basic foundation in the business, technical and risk aspects of e-commerce architecture. The reasons for offering such a course are presented. The goals of the course and William Lupton its basic structure are discussed. Instructional methods such as (Lupton@Morgan.edu) case studies, class debates and papers are used to expand the Computer Science Department student's understanding of issues and methods used in e-com- merce. Students who successfully complete the course are Morgan State University prepared to develop, support and provide advice on e-commerce Baltimore, MD 21251 USA applications. This article presents informal and formal specifications of some basic concepts (terms) and properties of agent theory, the design and imperative and recursive implementations of intelligent agents and supports agent approach in computer science. ISECON 2000 Philadelphia PA 44 © 2000 AITP Education Foundation 506 Developing Algorithmic Thinking with Improvements in technology call for the development of patient Alice care systems that can alleviate problems encountered due to decrease in the workforce of hospitals. The systems developed for patient care and clinical care should be real-time systems that can Stephen Cooper perform required functions. Criticality of patients' health should be taken into consideration while developing these systems. Simulation modeling helps solve the problem in the design of Computer Science Dept patient care systems. Automated Patient Care System (APCS) Saint Joseph's University encompasses the requirements in hospitals that specifically address the needs of in-patients. APCS aims at the design and Philadelphia, PA 19131 USA implementation of a highly reliable real-time model that provides the means to investigate the feasibility of an automated patient care system. Systems that perform critical missions in unpredict- Wanda Dann able environments require a significant consideration in efficient use of the available resources. Further, the underlying system Computer Science Dept requirements should be taken into consideration. The APCS model will address all the criticalities involved and will result in Ithaca College effective implementation of real-time system. The model should Ithaca, NY 14850 USA be of interest to medical professionals, hospitals and clinics, and the officials of the Health Department as it focuses on the system design and lays out the groundwork for a complete automated Randy Pausch system supported by real-time task scheduling and incremental learning techniques for effective performance in unpredictable environments. Computer Science Dept Carnegie Mellon University 570 Panel: Issues Involved in Starting and Pittsburgh, PA 15213 USA Conducting Electronic Commerce Pro- grams on the Bachelor Level Rapid change in information technology motivates a correspond- ing evolution in our definition of computer literacy. One recent movement is toward Fluency with Information Technology, a key- David Zolzer concepts approach to computer literacy that includes algorithmic thinking. Algorithmic thinking is used to describe one methodol- ogy for solving problems. We introduce Alice, a 3-dimensional animation tool. Alice is an emerging technology that provides a Northwestern Louisiana State Univ learning environment that may be helpful in developing algorith- mic thinking. We present our instructional experience with Alice and demonstrate a possible use of Alice to support the develop- ment of algorithmic thinking. Bruce A. White 540 Toward an Automated Patient Care System (APCS) Quinnipiac University Hamden, CT 06518 USA Ghasem S. Alijani (dalijani@ix.netcom.com) John Webster Southern University at New Orleans New Orleans, LA 70126 USA Dakota State University Madison, SD USA Raghuram N. S. Tadimalla (raghutadimalla@hotmail.com) Southern University at New Orleans New Orleans, LA 70126 USA © 2000 AITP Education Foundation 45 ISECON 2000 Philadelphia PA 590 Birds of a Feather: Classroom 2K and A representative Beyond: Leveraging New Technologies for Distance Learning University of South Alabama David McDonald Mobile, AL 36688 USA (dmcdonal@gsu.edu) CIS Department Georgia State University 580 Seminar: JavaScripts and Dynamic Atlanta, GA 30302 USA HTML Workshop Melody Moore Dan Farkas (dfarkas@pace.edu) CIS Department Georgia State University Pace University Atlanta, GA 30302 USA Pleasantville, NY 10570 USA Narayan Murthy (nmurthy@pace.edu) Pace University Pleasantville, NY 10570 USA 581 Seminar: Computer Security Fundamen- tals and Applications Bruce P. Tis (bruce.tis@simmons.edu) Simmons College Boston, MA 02115 USA 582 Seminar: Personal Software Process Iraj Hirmanpour (iraj@db.erau.edu) Department of Computing and Math Embry-Riddle Aeronautical University Daytona Beach, FL 32114 USA ISECON 2000 Philadelphia PA 46 © 2000 AITP Education Foundation Track: Current Issues and opportunities and responsibilities in these areas. However, teaching operating systems and networking to information systems Trends major presents many challenges. We have developed a model for teaching these topics to information systems majors in the context of operating system and network administration. This paper 600 Software Support in the Classroom: Help describes our model, the lecture materials used, and a novel lab configuration. or HINDRANCE 602 An Applied DSS Course Using Excel and William H. Gwinn VBA: IS and/or MS? Info Systems and Operations Mgt Dept William Wehrs Univ of North Carolina ­ Wilmington Wilmington, NC 28403 USA Department of Information Systems University of Wisconsin - La Crosse La Crosse, WI 54601 USA Few researchers have addressed the question of how information system requirements should be derived. The rapidly changing needs of increasingly complex organizations are pressuring the Instruction in Decision Support Systems within Information analyst to rapidly produce information requirements. This means Systems curricula heretofore has not had a significant applied or the analyst needs the capability to rapidly acquire, organize and hands-on emphasis. In particular, Information Systems faculty analyze organizational facts from which information requirements have not taken advantage of the availability of modern, Windows- are derived. This research concerns the testing of an adaptive based software tools, such as spreadsheets, that can serve as a analyst support system to assist the novice analyst (student) with Decision Support Systems generator. As opposed to this, the gathering and managing of organizational facts. The experi- Management Science faculty have embraced Microsoft Excel as an ment investigates the use of a graphical user interface (GUI) tool instructional tool for quantitative modeling. Recently, this trend in to help the student analyst perform organizational fact gathering Management Science teaching is being extended to include tasks preliminary to information system requirements determina- instruction in Visual Basic for Applications in a Decision Support tion and specification. The experiment results are discussed and Systems context. Over several years the author has been working conclusions are drawn from the results of the dual tasks facing a to develop an applied Decision Support Systems class that novice analyst when a software tool is provided. employed Windows-based software tools. Based on the rationale guiding efforts to incorporate Visual Basic for Applications on the Management Science side, the author developed and offered an applied Decision Support Systems class that included instruction 601 The Role of Operating Systems and and use of Excel Visual Basic for Applications. The structure of Network Administration in the IS Cur- this class is discussed and compared with the Management Science approach in terms of the traditional components of a riculum Decision Support System; models, data, and user interface. With respect to the issue of which discipline area, Information Systems or Management Science, should offer instruction in Decision D. Robert Adams Support Systems, the author suggests a joint effort in which the (adams@csis.gvsu.edu) respective strengths of the students (and faculty) would comple- Department of CS and IS ment one another. Grand Valley State University 603 Overlaying Critical Thinking to Informa- Allendale, MI 49401 USA tion Systems and System Engineering Courses Carl Erickson (erickson@csis.gvsu.edu) John W. Fendrich Department of CS and IS (jwfendr@ilstu.edu) Grand Valley State University Applied Computer Science Department Allendale, MI 49401 USA Illinois State University Normal, IL 61790 USA The reliance by companies of all sizes on information technology creates strong demand for system and network administration jobs. Information System majors will increasingly find themselves with This paper reports on the efforts to overlay critical thinking to the courses in computer science and computer information systems in © 2000 AITP Education Foundation 47 ISECON 2000 Philadelphia PA college courses taught by the author during Summer Session II 605 The Evolving Role of Faculty: Traditional 1999, Fall Semester 1999, January Interim 2000, and into the Spring Semester 2000, Summer Session II 2000. Activities for Scholarship, Instructional Scholarship doing this are discussed. These include integrating critical and Service Scholarship thinking with product-based learning (PBL), team-based learning (TBL), and student management teams (SMT). These ideas of teaching and learning are discussed with the objective of commu- William N. Owen nicating with others, enabling debate, encouraging alternative (owen@cis.usouthal.edu) ways, motivating others to do more. School of CIS 604 From Information Systems to Informing University of South Alabama Science: How the Transdiscipline will Mobile, AL 36688 USA Transform IS Education Roy J. Daigle (daigle@cis.usouthal.edu) Eli Cohen School of CIS (Eli_Cohen@acm.org) University of South Alabama Mobile, AL 36688 USA Leon Kozminski Academy Warsaw Michael V. Doran Elizabeth Boyd School of CIS (Betty_Boyd@acm.org) University of South Alabama Mobile, AL 36688 USA Informing Science Institute David L. Feinstein Information technology (IT) now permeates most every discipline; no longer is it the sole possession of business and science. On School of CIS today's campuses its topics are incorporated into most, if not University of South Alabama every, field of study. For example, the field of Education advances how to use information technology to teach students and to Mobile, AL 36688 USA administer educational institutions. Journalism promotes the use of information technology to research material and create Faculty workload decisions made by a departmental unit often publications. Law faculties use information technology to seek create a conflict for faculty because promotion/tenure decisions legal rulings and present material in a courtroom. Much of what is usually focus primarily on individual scholarly achievements. This taught in each of the fields in the use of information technology to paper describes an approach to faculty evaluation that considers inform their clientele is the same, but typically we academicians both departmental and individual needs by expanding the view of don't share our knowledge with other academicians across scholarship to include Research, Instruction, and Service. campus. In the past, we lacked a common platform for sharing our common knowledge, so each discipline had to rediscover the lessons that other disciplines had already learned. The 606 IS Grows Up and Leaves Home: Situat- transdiscipline of Informing Science provides this needed platform ing Educational Programs in the Infor- to bridge and cross-pollinate the disciplines that use IT to inform their clients. This paper discusses this emerging transdiscipline: its mation Society rationale, framework for understanding, journal, and conference activities. Carole D. Hafner (hafner@ccs.neu.edu) College of Computer Science Northeastern University Boston, MA 02115 USA ISECON 2000 Philadelphia PA 48 © 2000 AITP Education Foundation user of informational tools. It attempts to rationalize the process of informational tool building and utilization in relation to the strict Eileen M. Trauth criteria of the scientific method. Using a model developed for (trauth@neu.edu) artificial intelligence, criteria are suggested for evaluating applied College of Business Administration research in informational tool building and utilization. Northeastern University 608 Creating Real-Life Project Opportunities Boston, MA 02115 USA for Systems Analysis and Design Students The pervasiveness of computers in modern life has created a need for greater diversity in the educational frameworks for information Julie Jensen technology education. We describe a new educational framework (a Bachelor of Science in Information Science) developed at Northeastern University, which focuses on the relationships Department of Economics and Business between information, technology and users, and encompasses Luther College today's diversity of application domains. The framework focuses Decorah, IA 52101 USA on the design and use of information systems within a science- oriented education paradigm, as contrasted with the professional education offered in schools of business administration. It Liang Chee Wee includes a strong background requirement of technical courses in computer science, along with a strong background requirement in behavioral/ social science. It also addresses the wide variety of Department of Economics and Business domains and contexts in which information systems are now used, Luther College including but not limited to business. The study of empirical research methods give students the ability to conduct objective, Decorah, IA 52101 USA systematic evaluation of the usability and/or impact of information technology, while an experiential learning requirement enables One of the responsibilities of MIS faculty today is to prepare our students to apply their classroom knowledge and skills in relevant students for entry-level positions where the working environment productive work. Assessment of learning outcomes is one of the requires a variety of technical, behavioral, and communication challenges we face as the implementation of the program pro- skills. The purpose of this paper is to share how MIS faculty ceeds. members at a small liberal arts college created partnership opportunities with various on-campus entities and non-profit off- campus organizations to present real life projects for the students 607 Evaluating Informational Tool Building in their systems analysis and design course. These partnerships are especially crucial for a college that are located in a town of and Utilization as Applied Research only 8,000 people where opportunities for information systems (IS) projects are not in abundance. Through our partnerships, we found our students to be more engaging in class; they ask better Robert M. Ryder questions and connect better with the concepts presented in class. (ryder@cis.usouthal.edu) As faculty members, we have learned to maintain existing Sch of Computer & Info Sciences partnerships and to cultivate new ones. And for our "clients," they are eager to work with enthusiastic and dedicated young MIS University of South Alabama majors to address their IS needs. Mobile, AL 36688 USA The advances of technology have altered the research theater and compelled information scientists to develop appropriate criteria for evaluating contemporary research. While classical scientists may not embrace these new research paradigms, they eagerly seek the tools created by information scientists that often enable and extend research to levels not otherwise possible. Informational tools include a broad range of hardware, software, survey instruments and other methodologies which are the object of research or are created to enable research in information and other sciences. The process of building and using informational tools has been presented to the scientific community as valid research in its own right. Rapid technological growth and societal demands for fast solutions to important problems require a progressive view of research and the establishment of criteria by which all scientists will recognize, support, and fund research in informational tools. This paper reviews the role of information science as a creator and © 2000 AITP Education Foundation 49 ISECON 2000 Philadelphia PA 609 Information Security Educational Initia- people work, live, play, learn and interact with one another This, tives to Protect E-Commerce and Critical in turn, requires new ideas about education, teaching and learning. In this light we plan to re-examine the ISM curriculum currently National Infrastructures being offered at the College of Professional Studies (CPS) at the University of San Francisco (USF) to ensure that it is: 1. Consis- tent with the needs and learning practices of working profession- William Yurcik als. 2. Consistent with the definition of information systems management as a highly specialized, complex, rapidly changing Dept of Applied Computer Science discipline that encompasses computer and telecommunications technology plus the people, processes resources, facilities, and Illinois State University underlying mechanisms necessary to improve organizational Normal, IL 61790 USA performance and competitiveness. 3. Congruent with the latest generally accepted guidelines and recommendations for Informa- tion Systems course content. 4. Providing appropriate technologi- David Doss cal and `soft skills' tools, training and education. 5. Including a proper respect for ethical and social issues arising from the use and development of information technology. 6. Incorporating Dept of Applied Computer Science opportunities for community service and support into the program. Illinois State University This presentation reports on the history of this program, its current Normal, IL 61790 USA status, recent curriculum changes, and our immediate and 2 ­ 3 year plans to review it in accordance with the criteria listed above. The number of skilled practitioners of information system security 680 Seminar: National Science Foundation who are able to address the complexities of large, interdependent systems is very small. By moving to an educational system that Funding Opportunities for Undergradu- cultivates an appropriate knowledge of security, we can increase ate Computer Science and Information the likelihood that our next generation of Information Technology Systems Faculty workers will have the background needed to design and develop systems that are engineered to be reliable and secure. This paper describes current specific educational initiatives designed to Harriet G. Taylor facilitate information systems security education. We close with our own recommendations for facilitating information system (htaylor@nsf.gov) security education based on similarities between the different initiatives. National Science Foundation 640 Re-examining an Existing Information Arlington, VA 22230 USA Systems Management (ISM) Degree Program for Adult Learners H. Leonard Fisher (fisher@usfca.edu) Information Systems Management University of San Francisco San Francisco, CA 94117 USA William A. Bollinger (profbill@usa.net) Information Systems Management University of San Francisco San Francisco, CA 94117 USA Derek Leebeart has written, "Everything is being melted in the furnace of the new." We interpret this to mean that the increas- ingly rapid pace of development of new information and telecom- munications technologies and their incorporation into everyday life is bringing about a very strong paradigm shift in the way ISECON 2000 Philadelphia PA 50 © 2000 AITP Education Foundation Track: Women and Minorities ogy work force demands, we must attract more students into the field of technology, both male and female. Statistical projections in Computing suggest that if equal representation could be achieved, our critical IT shortage problem would be significantly relieved; therefore study must continue until equality of representation exits. Two 700 An Exploratory Study of the Representa- major focus points exist in achieving equal representation: (1) the recruitment of females to major in technology disciplines; and (2) tion and Performance of Females in the retention of females in the technology disciplines, once the Information Technology at Murdoch initial choice is made. This paper will present the efforts of two University universities toward these goals of recruiting and retention. 740 Mentoring First-Year Female MIS Fac- Sandra Downes ulty: Reflections on the Past Year (s.downes@murdoch.edu.au) School of Information Technology Liang Chee Wee Murdoch University Perth, Western Australia Department of Economics and Business Luther College Valerie Hobbs Decorah, IA 52101 USA (v.hobbs@murdoch.edu.au) School of Information Technology Julie Jensen Murdoch University Perth, Western Australia Department of Economics and Business Luther College This paper presents some preliminary statistics about male and female entry, persistence and success rates in Information Decorah, IA 52101 USA Technology courses at Murdoch University. The figures show that, like other countries, females make up only a small percentage The key question from new teachers is usually "When will I know of the overall student body in these courses. Further, they show that I am good enough?" The purpose of this paper is to share the that females have the same persistence and success rates as males, mentoring of a first-year female MIS faculty at a small liberal arts and that in some cases females perform better than males. Finally, college during the past academic year. Two key mentors, both the paper discusses further research that could be considered in male, are from the computer science and management information this area. systems disciplines respectively. The first-year faculty member was also able to tap the support of other faculty members from 701 Bridging the Supply and Demand Gap in other disciplines. The two key mentors were able to give this first- IT: Strategies for the Recruitment and year MIS faculty diverse opinions and perspectives on different academic and self-development issues. Perspectives and lessons Retention of Women and Minorities learned by the new faculty and the MIS mentor also are presented in this paper. Margaret Thomas Sch of Electrical Eng and Comp Sci Ohio University Athens, OH 45701 USA Sharon N. Vest School of CIS University of South Alabama Mobile, AL 36688 USA Research eliminates any doubt that women are as prepared and capable of succeeding in IT as men. To meet our future technol- © 2000 AITP Education Foundation 51 ISECON 2000 Philadelphia PA Track: Human Factors Track: Student-Faculty 800 Web Groups: A Collaborative Study of IT 900 Migrating a Traditional Network and Mentoring for Students from Regional Data Communication Laboratory Course Universities and Rural Communities to an Information Systems-Friendly Environment Pamela Fahrendorf (pfahrendorf@sosu.edu) Michael E. Battig Department of CS and Technology (mbattig@smcvt.edu) Southeastern Oklahoma State University Computer Science Department Durant, OK 74701 USA St. Michael's College Colchester, VT 05439 USA Diane Murphey (diane@opsu.edu) Ronald Sobol Department of CIS (Ronald_Sobol@res.raytheon.com) Oklahoma Panhandle State University Goodwell, OK 73939 USA Raytheon Electronics Systems Tewksbury, MA 01876 USA The role of the University is being expanded to address job issues faced by upperclassmen majoring in Computer Science and Networking and data communication have become more promi- Computer Information Systems. Two Oklahoma universities are nent in the information technology arena over the past ten years. collaborating to meet student needs using an Internet interface. Graduates of Information Systems or Computer Science programs Faculty in the programs at both universities recognized a need to should possess some competence in this computing sub-discipline. help their students develop an awareness of today's workplace However, many universities opt to exploit resources and find environment. The solution was a web-based electronic interface synergy between the Computer Science and Information Systems and meeting site. As a cooperative endeavor between two curricula where possible. We present an approach to teaching the geographically challenged state schools, it has also helped subject that gives students a rich set of laboratory experiments and students begin to network with their future IS professional peers. yet is appropriate for both the Information Systems and Computer Science curricula. Our approach gives students access to the 801 IS Ethical Attitudes Among College implementation detail of data communication protocols in an NT/ Students: A Comparative Study Visual Basic programming environment that is friendly to Information Systems. Albert L. Harris 901 Enterprise Development Technologies (harrisal@appstate.edu) and E-Commerce Dept of IT & Operations Management Appalachian State University Chris Geer Boone, NC 28608 USA (cgeer@flashmail.com) Computer & Information Systems Tech The latest rash of virus and worm attacks has increased public Purdue University awareness concerning unethical and criminal actions that result from the use of computers. To increase ethical behavior when West Lafayette, IN 47906 USA using computers, educators have to raise the level of ethical awareness of professionals and future IS professionals. This paper reports on a study to compare the attitudes regarding IS ethics Kyle Lutes among college students. The results are based on the responses of (kdlutes@tech.purdue.edu) 712 students toward ethical situations of 20 individual situations Computer & Information Systems Tech in 16 scenarios. They show that there is a difference in attitudes as students mature through the educational process in 12 of the 20 Purdue University individual situations and between genders in 8 of the 20 individual West Lafayette, IN 47906 USA situations. ISECON 2000 Philadelphia PA 52 © 2000 AITP Education Foundation This paper contains excerpts from three distinct papers written during an independent study course. This course was intended to research enterprise technologies including Java, JINI, and LDAP. Rick Gibson The focus of the majority of the research is the area of E- (rgibson@american.edu) Commerce and how these technologies can be used and exploited Department of CS and IS for the purpose of E-Commerce. The project will also delve deeply into design strategies for a completely modular and flexible American University system. Its purpose will be to show how enterprise technologies Washington, DC 20016 USA being used today and in the future can be integrated to allow organizations to conduct business transaction over a public network (the Internet). This study investigates whether we can use the secondary and post-secondary educational system to solve the IT staffing problem. In order to reach this determination, the study performs 902 Electronic Versus Paper-based Testing in a review of the literature. This study is limited in scope to Education secondary and post-secondary academic institutions located within the United States. This study will use information gathered from various academic institutions such as the Information Technology Stephanie D. Holder Association of America (ITAA), the Applied Information Manage- ment (AIM) Institute, and the Detroit School of Industrial Arts (DSIA). Within the ITAA, the School-to-Career (STC) program will also be examined. In determining solutions to the IT labor American University shortage, this study will investigate the level of cooperation that Washington, DC 20016 USA must exist between academia and industry in order for a solution to achieved. Finally, this study will touch on whether the cooperative solutions that are derived from the cooperation Rick Gibson between academia and industry are slanted towards the larger corporations. This is occurring because the smaller corporations (rgibson@american.edu) do not have the available resources to share with various academic Department of CS and IS institutions. This results in a solution to the problem that is American University skewed towards the larger companies. This study concludes that further research must be done it order to determine which of the Washington, DC 20016 USA proposed solutions will have the greatest impact on solving the IT labor shortage, however, it is apparent that any solution must The introduction of computers into classrooms has provided most involve industry and academia working together. educators with the ability to use computer-aided, electronic tests for their students. However, there are issues and concerns related 904 Information Literacy and IT Competency to computer-aided s, which have a different look and feel (interface) in comparison to the standard paper and pencil format in the Information Age: A Critical Over- used in past years to test student knowledge. Instead of a number view of Corporate IT Education Sourcing 2 pencil and a bubble sheet, students today are often presented with a monitor and a mouse in the computer-based testing (CBT) environment and asked to submit answers with a click of the Robert Figueroa mouse while reading questions on a computer monitor. Questions (robertff@mediaone.net) concerning validity and the reliability of computer-aided tests will College of Business, CIS Department be discussed as well as electronic testing trends. Florida Gulf Coast University 903 Can We Make Better Use of the Educa- Fort Myers, FL 33965 USA tional System to Solve the Information Technology Staffing Problem? David W. Johnson William K. Davies College of Business, CIS Department (keith.davies@emergent-it.com) Florida Gulf Coast University Fort Myers, FL 33965 USA Emergent Information Technologies Vienna, VA USA Many companies desiring or compelled to join the information revolution are wondering whether they possess the wherewithal to accomplish the feat. Beyond the purely technical issues there exists the broader challenge of adapting their organizations to new business and information paradigms. A similar challenge faces © 2000 AITP Education Foundation 53 ISECON 2000 Philadelphia PA firms that have already made the transition, because constant to a secure web site designed to capture alumni curriculum change seems an inescapable fact of life in the information age. perceptions following a one-year period of employment. This paper briefly examines (from a "macro" perspective) current education and training sources-including degree-based programs, corporate universities, and training vendors-designed to help 906 In the Fast Lane: A Study of Online companies attain (and maintain) this crucial information technol- Learning at Ontario Universities ogy (IT) competency. Our purpose is to assess the relative effectiveness of these alternatives, especially in terms of a core determinant of organizational IT competency at the employee Matt Poostchi level: information literacy. This refers to a mixture of IT knowl- edge, skills, perceptions and values that determines an individual's School of Business IT perspective. In our scheme it is composed of two fundamental areas, which we call technical literacy and business literacy. This Carleton University framework leads us to identify inherent weaknesses (and some strengths) in the various IT education approaches. We also conclude that the IT education and training scene as a whole suffers from fragmentation and inconsistency. Our evaluation Alejandro Ramírez argues for a more integrated and cooperative approach involving (Alex_Ramirez@Carleton.ca) the major players in the IT education market, one that in fact may just be starting to emerge. School of Business Carleton University 905 MIS Curriculum Evaluation: A Method- ology for Ongoing Web-based Alumni Assessment In order to find out how Ontario universities were doing in their process of moving into the Information Superhighway, a study was conducted by visiting their Web pages. Those in the fast lane, at Debbie B. Tesch the graduate level have already incorporated some strategies to (Tesch@xu.edu) help them succeed in the new economy, either by forming alliances with other universities or with private enterprises. At the Dept of Acct and Information Systems undergraduate level there are still plenty of opportunities that they Xavier University have not cashed on yet. Cincinnati, OH 45207 USA 907 A Study of the Differences Between Gerald F. Braun Educational Standards and Vocational (Braun@xu.edu) Demands in the MIS Field Dept of Acct and Information Systems Xavier University Kuo-Chang Terry Chuang Cincinnati, OH 45207 USA (terrychuang@hotmail.com) School of CS and IS Jay R. Skeldon Pace University (Skeldon@xu.edu) 1 Pace Plaza, NY, NY 10038 USA Dept of Acct and Information Systems Xavier University Linda Jo Calloway Cincinnati, OH 45207 USA (lcalloway@pace.edu) School of CS and IS Information systems curricula at schools of higher education are Pace University constantly under pressure to update curricula to reflect current 1 Pace Plaza, NY, NY 10038 USA industry trends. This pressure comes from knowledge of industry expectations, requirements of accrediting bodies to provide evidence that graduates are provided with necessary knowledge The rapid pace change and growth of Management Information and skills opportunities, and self-imposed expectations of IS Systems in recent years has apparently created a gap between faculty to prepare graduates for future employment. This paper employer and educational institution. The research question to be adds to the body of research by introducing a mechanism for addressed in this paper is what are the differences between the ongoing curriculum assessment by information systems alumni. educational standards and vocational demands in the MIS field. The study involves conversion of a previously paper-based survey More specifically, colleges and universities teach lessons to their students. Once in the working environment, however, these new ISECON 2000 Philadelphia PA 54 © 2000 AITP Education Foundation employees often find themselves in unfamiliar territory. One for specific distant delivery courses and degree programs, students reason is because schools normally concentrate on the theoretical requiring access to non-traditional educational programs, and the side of education. Quantitatively, this analysis compares what a handicapped needing academic programs that can be completed at number of newly graduated students in the information systems home will find this study useful. In particular, researchers, field know with what they needed to learn after they were able to legislators, and consultants of minority institutions will find the secure employment. Qualitative analysis of the above questions results of this study significant. involved creating and distributing open-ended surveys to investigate some of the differences between the demands made by employers as to what they require from their starting employees 909 Some Observations On Internet Addic- and what various schools are currently providing. This is a pilot tion Disorder Research study that could be expanded to included instructors, employers and other professionals in the area. Prasanna Chebbi 908 Some Observations on Web-based Course Delivery at Historically Black Colleges Graduate Studies Program in CIS and Universities Southern University at New Orleans New Orleans, LA 70126 USA Roberta Hudson Kai S. Koong Graduate Studies Program in CIS Southern University at New Orleans Graduate Studies Program in CIS New Orleans, LA 70126 USA Southern University at New Orleans New Orleans, LA 70126 USA Kai S. Koong Lai C. Liu Graduate Studies Program in CIS Southern University at New Orleans Graduate Studies Program in CIS New Orleans, LA 70126 USA Southern University at New Orleans New Orleans, LA 70126 USA Lai C. Liu Robert Rottman Graduate Studies Program in CIS Southern University at New Orleans School of Business New Orleans, LA 70126 USA Kentucky State University Frankfort, KY 40601 USA The delivery of educational programs has evolved dramatically. Distant delivery of educational programs was made possible by Internet addiction is a contemporary problem brought about by the invention of the printing press. The printed book provided an easy access to computers and online information. Individuals inexpensive media to disseminate knowledge to the masses. In addicted to the Internet can develop many types of disorders. In later part of the 20th Century, radio and television were also used extreme cases, persons addicted to the Internet may be destructive for broadcasting educational programs. Internet-based course to themselves, their families, and their place of employment. delivery programs were introduced recently and this innovation Corporate executives need to have a better understanding of has brought about a new challenge to the concept of educating the Internet addiction because employees with Internet addiction can masses. This study identifies the availability of Internet-based be highly counter-productive as well as cause other legal prob- course delivery programs at selected MOLIS institutions. lems. This study examines research trends in the area of Internet Specifically, this research examines the type of courses available, addiction and provides management implications for policy degree program offerings, tuition cost, and selected demographic development and planning. Specifically, this study identifies the information of those institutions. The results of this study should leading researchers, institutions, specialization, and information be of interests to administrators at institutions considering dissemination outlets for Internet addiction research in the last Internet-based course delivery programs, faculty members quarter of the 20th Century to the present. This study should be of developing Internet courses, and reviewers from accreditation interest to educators at academic institutions, students interested in agencies. Human resource managers seeking flexible courses for institutions offering Internet addiction courses and programs, and the professional development of employees, individuals looking researchers specializing in online addiction studies. Clinical © 2000 AITP Education Foundation 55 ISECON 2000 Philadelphia PA psychologists, behavioral counselors, psychiatrists, clergy, and 911 Prototype Web-based Database for addiction therapists will find the results of this study useful. In particular, corporate attorneys dealing with addiction cases, human Student Registration System resource specialists seeking rehabilitation facilities for addicted employees, health related policy makers, computing consultants, Siva Kumar Kuruganti and risk assessors of insurance companies will find the results of this study to be valuable. (skuruganti@hotmail.com) 910 Some Observations On Web-based Re- CACI International Inc cruitment By Selected Fortune 500 Com- New Orleans, LA 70113 USA panies Ghasem S. Alijani Synthia Markey (dalijani@ix.netcom.com) Graduate Studies Program in CIS Graduate Studies Program in CIS Southern University at New Orleans Southern University at New Orleans New Orleans, LA 70126 USA New Orleans, LA 70126 USA Student registration systems that are in place at many universities Lai C. Liu require students to come to the campus and register for respective courses. Such systems put strain on the computing and human resources available at educational institutions. Some of the Graduate Studies Program in CIS problems that are inherent to these systems include time consump- tion in the registration process, pooling of computing and Southern University at New Orleans administrative departments, and an acute increase in the staff New Orleans, LA 70126 USA requirements to complete the registration process in a short span of time for all students. This project concentrated on the develop- ment of a Web-based student registration system that would Kai S. Koong alleviate the inherent problems by providing an efficient, fast, and effective registration process that is accessible through the Internet. Several advantages can be realized from this prototype. Graduate Studies Program in CIS All the administrative departments involved in the registration Southern University at New Orleans process can integrate their functions to provide a comprehensive New Orleans, LA 70126 USA process that would enable the student to register for courses, pay the fees, and get the financial aid based on the eligibility. The prototype developed in this project provides an additional option Irrespective of size, industry, or location, companies and institu- of posting grades of the students on the University's Web site, thus tions are experiencing difficulty with recruiting and retaining enabling the students to view their grades without having to come qualified information technology professionals. To cope with the to the campus or access any cumbersome telephone-based problem, companies and organizations are utilizing a variety of processing systems. The full-scale model of this prototype will methods to gain access to prospective candidates. The Web has support students, administrative staff, and faculty of any educa- become one of the popular methods for recruiting talented tional institution in managing their time and resources effectively individuals who are skilled in the area of computing and informa- through on-line communication. tion technology. This study examines the use of Web technology by selected Fortune 500 companies to recruit computing and information technology professionals. Specifically, this research 912 A Graphical Interface to Multi-tasking project identifies the type of employment information and Programming Problems methodologies that are included in the web sites of Fortune 500 companies. The results of this study should be of interest to personnel managers, Web-site developers, systems analysts, Nitin Mehra placement agency managers, consultants, legislators, immigration (nitinmehra@bigfoot.com) attorneys, and individuals responsible for generating governmental labor reports. Graduates seeking jobs, individuals looking for advancement, career counselors, computing and information UNO technology faculty members, and researchers involved with Web- New Orleans, LA 70148 USA based recruiting and effectiveness will also find this study useful. ISECON 2000 Philadelphia PA 56 © 2000 AITP Education Foundation information and costly duplication of effort. The present system, HUMAN RESOURCE MANAGEMENT SYSTEM (HRMS), is Ghasem S. Alijani built in an industry-standard client/server environment to alleviate (dallijani@ix.netcom.com) these problems. It allows the personnel department to perform the Graduate Studies Program in CIS tasks of storing, retrieving, and processing personnel data such as payroll and time reporting as well as generating managerial reports Southern University at New Orleans in a timely fashion. The HRMS is also in compliance with all New Orleans, LA 70126 USA government and corporate requirements. The system employs specialized input and maintenance programs along with a generalized robust data management that is user-friendly. It uses The foundation of this project lies on the basis of the multi-tasking the Sybase's "SQL Anywhere" relational database on the server environment, at the operating system level. An important side and open-ended, object-oriented PowerBuilder on the client consideration taken into account is the ability to run platform- end. independent programs using a common graphical user interface. The application (named `RunApp') is developed using Microsoft Visual Basic. It is based on the concept of linear programming in 914 Smart Cards in Europe and the United a multi-development environment. Currently, this application States: Old World vs. New, and Which is incorporates the Visual C++ and Visual Basic programming Which? environment by providing editing, compiling, and execution capabilities. RunApp possesses the capability of searching web- oriented resources, which will aid developers to find information Katherine M. Shelfer about different environments through the Internet. This tool will also help the developer in downloading and updating the latest (Kathy.Shelfer@cis.drexel.edu) controls, modules, DLLs, etc. directly into their respective Information Science & Technology environments such as Visual Basic or Visual C++. This applica- Drexel University tion provides all the editing features of any basic word processor. RunApp shares the personality of a development environment, Philadelphia, PA 19104 USA debugging tool, information access, and application execution module. It is a standalone interface that couples multiple programming environments into one entity with capability of J. Drew Procaccino multi-tasking. (jdproc@aol.com) Information Science & Technology 913 Development of Essential Features for a Drexel University Human Resource Management System Philadelphia, PA 19104 USA Rao Akkina This paper focuses on one specific form of information technol- (rakkina@entergy.com) ogy, the smart (chip) card. Smart cards involve a variety of issues of varying complexity and scope, as evidenced by the experiences of the countries who have employed the cards. However, the Entergy European acceptance of smart card technology is far greater than New Orleans, LA 70113 USA that of the United States. This paper examines the rapidly emerging and developing market for smart card applications, specifically in comparison to its use in Europe and United States. Ghasem S. Alijani In this paper, the emphasis is on the various applications and market factors related to the use of these cards. Our discussion (dalijani@ix.netcom.com) will focus primarily on smart card technology in the form of a Computer Information Systems credit card-sized mechanism. However, the technology could be Southern University at New Orleans applied to a wide variety of common items. These could poten- tially include a key chain, a decorative pin, a locket or a belt New Orleans, LA 70126 USA buckle. In fact, most anything found in a person's wallet could, and potentially will, be stored on a smart card including "driver's A Human Resource Management System (HRMS) is the core of license, insurance information, credit cards, bank accounts", any successful organization. It is the centralized repository for all various other forms of identification. For this reason, IT students the critical data needed for administrating a workforce. An benefit from at least a rudimentary understanding of the potential efficient HRMS, besides managing employee records, transforms impact and use of smart card technology. an impersonal "company" into a trusted employer. As a company grows, traditional methods for addressing employee information needs usually result in a haphazard combination of paper and computer-based systems. In many cases, these systems are redundant and non-communicative. This results in inconsistent © 2000 AITP Education Foundation 57 ISECON 2000 Philadelphia PA 915 Developing Adaptive Intelligent Tutoring Systems: A General Framework and its Jennifer Thomas Implementations (jthomas@pace.edu) School of CS & IS Jens O. Liegle Pace University (jliegle@cis.gsu.edu) 1 Pace Plaza, NY, NY 10038 USA Computer Information Systems Georgia State University Ravi Ramasmmoj Atlanta, GA 30303 USA (eimainc@hotmail.com) Han-Gyun Woo East Indian Music Academy South Ozone Park, NY 11420 USA Computer Information Systems Georgia State University The East Indian Music Academy's Elementary Hindi course is Atlanta, GA 30303 USA designed to teach students the fundamental terminology used in classical Indian music. In addition, students learn how to pro- nounce music notes and sing Hindi songs. To determine the Web-based training is increasingly gaining popularity both in effectiveness of an online Elementary Hindi course, a small industry and education. Although a number of studies, experi- research project was devised and conducted. Eighteen students ments, and developments have been conducted in this area, few participated in this study for two weeks. Nine students took the evidence cases of success have been reported. One likely reason course online and nine students took the course offline. Every for the lack of success is that just placing lecture notes on the web student took a written test before starting the course. All students does not train. This situation can be improved through the use of took four written exams during the course to determine their training software such as Intelligent Tutoring Systems (ITS). ITS mastery of the theoretical material. Students were required to learn incorporate built-in expert systems in order to monitor the to sing any two of five classical Indian songs in Hindi. The performance of a learner and to personalize instruction on the instructor tested the students' practical knowledge by having all basis of adaptation to learners' learning style, current knowledge students sing the songs to him either in person or over the level, and appropriate teaching strategies. However, researchers telephone. The results indicated that online students outperformed and developers quickly find out that developing such systems is an offline students on both the written and oral test measures, but enormous task, which is further complicated by the fact that one there were shortcomings in the methodology. cannot simply borrow tools from other systems and incorporate them due to various levels of incompatibility at the programming and knowledge base level. To allow for more general ITS, which 917 Verification of a Predictor for Perfor- means that it can be used in other domains, it is required that ITS mance of Computer and Information should be designed and implemented so as to support easy Science Students in a Problem-Solving modification of lecture content, modification of decision rules in the expert system, and to support various methods to measure the Course performances of learning. In this paper, we propose a general framework and data model for web-based adaptive ITS that allows Robert M. Ryder knowledge to be stored in such a way that is not only independent of the knowledge domain, but also supports the storage of transfer (ryder@cis.usouthal.edu) knowledge relationships and prerequisite knowledge relationships. Computer & Information Sciences We expect that our unified approach could contribute to the The University of South Alabama establishment of cumulative research traditions in ITS studies. Mobile, AL 36688 USA 916 A Virtual Classroom to Teach Hindustani Music Yuqin Pang (pyuqin@hotmail.com) Navendranauth Mahabir Computer & Information Sciences The University of South Alabama School of CS & IS Mobile, AL 36688 USA Pace University 1 Pace Plaza, NY, NY 10038 USA The development of a simple 4-question tool predicting perfor- mance of computer and information science undergraduate ISECON 2000 Philadelphia PA 58 © 2000 AITP Education Foundation students in a gateway problem-solving course was reported at This paper describes a quantitative study on the use of course ISECON 99. This paper reports the results of a second-year study, technology/online education to enhance student learning. The confirming that the predictor provides a useful correlation with the objective was to study the effects of using course technology/ course final grade (Pearson r = 0.322). In addition, this follow-on online education upon the success and learning of undergraduate research further suggests that stronger enforcement of course students in a particular course. The course, Fundamentals of prerequisites in Fall 99 (7.8% increase in MATH ACT; 190% Programming, was taught over the course of 4 semesters and 75 increase in precalculus) resulted in a 5.5% increase in predictor students were evaluated. The course takes place in a hands-on lab test score, and a 16.5% increase in final grade. classroom. The Fall Term A and B semester courses did not use the technology and the Spring Term A and B semester courses did. 918 Application of Bloom's Cognitive Domain All students in both courses were given the same in-class instruction and the same number of similar assignments. The two Taxonomy to Database Design research questions are: (1) What is the comparison of student grades and course completion between the Fall semester course without course technology and the Spring semester course using Mojgan Mohtashami course technology; and (2) Do student grades correlate with access and usage of course technology during the Spring semester Department of CS & IS course? New Jersey Institute of Technology 940 Experimental Learning: Competitive Newark, NJ 07102 USA Intelligence, Knowledge Management, and Technology Transfer Julian M. Scher Katherine M. Shelfer Department of CS & IS (kathy.shelfer@cis.drexel.edu) New Jersey Institute of Technology College of Info Science and Technology Newark, NJ 07102 USA Drexel University Philadelphia, PA 19104 USA Database System Design is a required course is nearly all undergraduate Computer Science and Information Systems curricula. We reflect upon a critical re-examination of our teaching Doug Adams of such a course in Database Design, invoking the tiers of learning espoused by Bloom, and propose some recommendations in light (doug.adams@drexel.edu) of desired levels of thinking skills and the availability of recently College of Info Science and Technology developed software applications, which, when properly invoked, Drexel University engage our students in a broad range of learning activities, from the base level of knowledge attainment, to the transforming of Philadelphia, PA 19104 USA students into dual roles as teachers of database topics, enabling them to reach the highest levels of learning. The academic Information Technology (IT) curriculum is evolving to respond to the globalization and diversification of information 919 Course Technology and Online Educa- space. IT educators continue to (1) expand traditional definitions tion: A Study of the Impact on Student of information work and (2) offer courses and opportunities for experiential learning that extend beyond the boundaries of Learning contemporary use of IT. This is key to the continued long-term relevance of IT programs in traditional academic institutions. This paper presents a discussion of competitive intelligence (CI) Andrea S. Taylor education embedded in one university's IT program. Focus is (ataylor@pace.edu) placed on the student's (co-author Doug Adams) experimental School of CS & IS learning activity implemented by his field experience in a nearby technology transfer center that integrated course content and Pace University business objectives with particular emphasis on adding value to New York, NY 10038 USA the technology transfer process itself. Despite the existence of innovative CI software, such applications have not traditionally been part of the basic IT curriculum. That is why the use of Linda Jo Calloway technology transfer centers provides a good substitute. This paper (lcalloway@pace.edu) concludes with a discussion of the resulting benefits to the student, to the institutions involved and to the technology transfer School of CS & IS process as a whole. These benefits were the direct result of this Pace University student's subsequent engagement in independent problem-solving New York, NY 10038 USA activities that grew out of his experiential learning activities. © 2000 AITP Education Foundation 59 ISECON 2000 Philadelphia PA 960 Network Security Among Four-Year 980 Seminar: The Role of Information Sys- Colleges tems Departments in Today's Organiza- tions. Shymaine Coleman Marcos P. Sivitanides MIS Central Michigan University McCombs School of Business Mt. Pleasant, MI 48859 USA University of Texas Austin, TX 78712 USA Dale D. Gust Brian J. Nienhaus Business Info Systems Department Central Michigan University Love School of Business Mt. Pleasant, MI 48859 USA Elon College NC 27244 USA John Pfeiffer Department of English Central Michigan University Mt. Pleasant, MI 48859 USA 961 Developing and Implementing a Mean- ingful Project Using Group Support Systems (GSS) in a Special Topics (Groupware) Course Susan R. Feather (sfeather@pace.edu) Technology Systems Department Pace University Pleasantville, NY 10570 USA Cathy Benke Technology Systems Department Pace University Pleasantville, NY 10570 USA Stacy DiLiberto Technology Systems Department Pace University Pleasantville, NY 10570 USA ISECON 2000 Philadelphia PA 60 © 2000 AITP Education Foundation Institution Index American Univ: 502, 902, 903 Kean Univ New Jersey: 118 St Joseph s Univ: 506 Appalachian St Univ: 370, 800 Kent St Univ: 500 St Michael s Coll: 900 Kentucky St Univ: 909 St Univ New York: 208 Barry Univ: 303 Bentley Coll: 123, 173, 174, 411 La Salle Univ: 460 Temple Univ: 140, 171 Brunel Univ: 205 Leon Kozminski Academy: 604 Towson Univ: 173 Buffalo St Coll: 381 Long Island Univ: 170 Loyola Univ Chicago: 126 UNO: 912 C Coll Baltimore Essex: 200, 202 Luther Coll: 608, 740 United States Open Univ: 440 CACI International Inc: 911 Univ Alabama: 180 Cal Polytechnic Univ Pomona: 301 Marist Coll: 104, 109, 401 Univ Baltimore: 240 Cal St Polytechnic Univ: 147 Merant Inc: 126 Univ Connecticut: 260 Cal St Univ Dominguez Hills: 141 Metropolitan St Univ: 172 Univ Illinois Springfield: 408 Cal St Univ Hayward: 443 Molloy Coll: 501 Univ Louisville: 261 Cal St Univ Long Beach: 141 Montclair St Univ: 171 Univ Minnesota: 174 Cal St Univ Northridge: 111 Morgan St Univ: 505 Univ Muenster: 121 Capella Univ: 380 Murdale Just Ask Rental: 371 Univ Nebraska Omaha: 101 Carleton Univ: 906 Murdoch Univ: 700 Univ North Carolina Wilmington: 500, Carnegie Mellon Univ: 506 600 Central Michigan Univ: 960 National Science Foundation: 680 Univ Pittsburgh: 412 Clemson Univ: 171 New Jersey Inst Tech: 918 Univ San Francisco: 640 New Mexico St Univ: 441 Univ South Alabama: 117, 146, 171, Dakota St Univ: 243, 370, 570 Northeastern Univ: 606 173, 174, 570, 605, 607, 701, 917 DePaul Univ: 171 Northern Arizona Univ: 100, 113, 126 Univ Sunderland: 402 Dowling Coll: 161 Northwest Missouri St Univ: 181 Univ Texas: 182, 183, 980 Drexel Univ: 403, 914, 940 Northwestern Louisiana St Univ: 570 Univ Texas Arlington: 300, 370 Duquesne Univ: 142 Northwestern St Univ: 370 Univ Windsor: 207 Northwestern St Univ Louisiana: 204 Univ Wisconsin La Crosse: 602 EMAC Inc: 371 Universidad Nacional del Centro: 125, East Indian Music Academy: 916 Ohio Univ: 244, 701 410 Eastern Illinois Univ: 112 Oklahoma Panhandle St Univ: 800 Universit di Milano Bicocca: 400 Eastern Kentucky Univ: 126 Oregon St Univ: 504 Elon Coll: 980 Victoria Univ Tech: 114, 124, 404 Embry Riddle Aeronautical Univ: 115, Pace Univ: 108, 110, 129, 170, 201, 205, Villanova Univ: 143 442, 582 405, 444, 580, 907, 916, 919, 961 Virginia Tech: 371 Emergent Information Technologies: 903 Penn St York: 409 Entergy: 913 Purdue Univ: 148, 406, 407, 901 Waikato Polytechnic: 206 Purdue Univ Calumet: 102, 105, 122, West Texas A M Univ: 106 Florida Gulf Coast Univ: 904 503 West Virginia Univ: 142 Florida Inst Tech: 144 Widener Univ: 121, 370 Quinnipiac Univ: 107, 242, 570 Georgia St Univ: 590, 915 Xavier Univ: 905 Grambling St Univ: 128 RMIT Univ: 114 Grand Valley St Univ: 601 Ramapo Coll New Jersey: 116 Group WellMed: 504 Raytheon Electronics Systems: 900 Robert Morris Coll: 103 Hunter Coll: 170 Roosevelt Univ: 172 Rutgers Univ: 242 Illinois St Univ: 241, 603, 609 Indiana Univ Pennsylvania: 145 Simmons Coll: 581 Informing Science Inst: 604 Southeastern Oklahoma St Univ: 800 Ithaca Coll: 208, 506 Southern Illinois Univ Carbondale: 371 Southern Univ New Orleans: 540, 908, Jacksonville St Univ: 119 909, 910, 911, 912, 913 Juniata Coll: 171 Southwest Texas St Univ: 120 © 2000 AITP Education Foundation 61 ISECON 2000 Philadelphia PA Author Index Abdullat, Amjad A.: 106 Edelson, William: 170 Janicki, Thomas: 500 Adams, D. Robert: 601 Einig, Raymond: 371 Jensen, Julie: 608, 740 Adams, Doug: 940 Epelbaum, Samuel S.: 201 Johnson, David W.: 904 Aggarwal, A.K.: 240 Erickson, Carl: 601 Johnson, Nancy J.: 380 Akkina, Rao: 913 Jordan, Eleanor W.: 182 Alexander, Bobby: 300 Fahrendorf, Pamela: 800 Jordan, Kurt: 503 Alijani, Ghasem S.: 540, 911, 912, 913 Farkas, Dan: 580 Joyce, Daniel: 143 Anstendig, Linda: 170 Farrell, Tom: 243 Antonucci, Yvonne Lederer: 121, 370 Faux, Rob: 440 Kah, Muhammadou M.O.: 242 Arney, Janna B.: 111 Favre, Liliana: 125, 410 Kantrovich, Adam: 371 Azarmi, Ted: 141 Feather, Susan R.: 961 Kao, Diana: 207 Feinstein, David L.: 173, 174, 605 Khajenoori, Soheil: 115 Barbuzza, Rosana: 410 Felice, Laura: 125 Khalifa, Said: 402 Barlow, Judith A.: 144 Fendrich, John W.: 603 Kizior, Ronald J.: 126 Battig, Michael E.: 900 Fenton, Virginia L.: 118 Koffman, Elliot: 171 Benke, Cathy: 961 Figueroa, Robert: 904 Kohun, Frederick G.: 103 Bentley, John F: 404 Fisher, Craig W.: 109, 401 Koong, Kai S.: 908, 909, 910 Berger, Karen: 170 Fisher, H. Leonard: 640 Kuruganti, Siva Kumar: 911 Bloor, Chris: 402 Friedman, Frank: 171 Bollinger, William A.: 640 Lamey, Robert: 406 Boyd, Elizabeth: 604 Gargano, Michael L.: 170 Landry, Jeffrey P.: 117 Braun, Gerald F.: 905 Geer, Chris: 901 Lazarony, Paul J.: 111 Burroughs, Richard E.: 303 Gering, Raymond: 371 Lefkovitz, David: 140 Gerlowski, Dan: 240 Levitin, Anany: 143 Calloway, Linda Jo: 108, 907, 919 Ghinea, G.: 205 Lidtke, Doris: 173 Caputo, Donald J.: 103 Gibson, Rick: 902, 903 Liegle, Jens O.: 915 Carr, Donald: 126 Gladfelter, Suzanne E.: 409 Lin, William: 381 Cassel, Lillian: 143 Goelman, Don: 143 Liu, Lai C.: 908, 909, 910 Chebbi, Prasanna: 909 Gorgone, John T.: 123, 173, 174 Longenecker, Herbert E., Jr.: 174 Choolfaian, Stephen: 444 Guillermo Francia, III: 119 Lou, Hao: 244 Chuang, Kuo-Chang Terry: 907 Gust, Dale D.: 960 Love, Douglas O.: 241 Cohen, Eli: 604 Gustavson, Fran: 444 Lowry, Glenn R: 404 Coleman, Shymaine: 960 Guthrie, Rand W.: 301 Lucy, Rick: 113, 126 Cooper, Stephen: 506 Guthrie, Ruth A.: 301 Lupton, William: 505 Courtney, Mary F.: 110 Gwinn, William H.: 600 Lutes, Kyle: 901 Cross, John A.: 145 Curl, Steven: 147 Hafner, Carole D.: 606 Mahabir, Navendranauth: 916 Hale, David: 180 Maniotes, John: 105, 122 Daigle, Roy J.: 605 Hale, Joanne: 180 Maniotes, Sam A.: 122 Dann, Wanda: 506 Halpern, Paul: 126 Manson, Daniel: 147 Davey, Bill: 114 Haney, John D.: 100 Maris, Jo-Mae B.: 126 Davies, William K.: 903 Hanson, Thomas: 204 Markey, Synthia: 910 Davis, Gordon B.: 174 Harmeyer, Kathleen: 200, 202 Martinez, Liliana: 125 Debons, Anthony: 412 Harris, Albert L.: 370, 800 Mashaw, Bijan: 443 Denton, James W.: 142 Hawking, Paul: 124 Mauco, Virginia: 410 Deremer, Dorothy: 171 Henquinet, Janet A.: 172 McCloskey, Donna Weaver: 370 Dheeriya, Prakash L.: 141 Henry, Janice Schoen: 371 McDonald, David: 590 DiLiberto, Stacy: 961 Hensel, Mark (Buzz): 300, 370 McKinney, Dawn: 117 Dixon, Brandon: 180 Hirmanpour, Iraj: 115, 582 McLuckie, Matthew Garth: 504 Doran, Michael V.: 605 Hobbs, Valerie: 700 Mehra, Nitin: 912 Doss, David: 609 Holder, Stephanie D.: 902 Mehta, Mayur R.: 120 Downes, Sandra: 700 Hoopes, Joan E.: 104, 109 Melchert, Matt: 206 Driscoll, Donna A.: 111 Hott, David D.: 144 Mendonca, John A.: 407 Driver, Martha: 170 Hudson, Roberta: 908 Mento, Barbara: 200, 202 Dumdum, U. Rex: 208 Meyer, Jeanine: 129, 170, 405 Dwyer, Catherine: 405 Micucci, Daniela: 400 ISECON 2000 Philadelphia PA 62 © 2000 AITP Education Foundation Middelton, Walter: 402 Steinberg, Geoffrey: 500 Mohtashami, Mojgan: 918 Stix, Allen: 110 Moore, Melody: 590 Stojkovic, Vojislav: 505 Morgan, George W.: 120 Sullivan, Dave: 504 Moser, Kathleen A.: 113 Sweeney, Robert B., Jr.: 146 Murphey, Diane: 800 Murthy, Narayan: 580 Tadimalla, Raghuram N. S.: 540 Tastle, William J.: 208 Nandola, Kohn: 244 Tatnall, Arthur: 114 Nelson, James A.: 441 Taylor, Andrea S.: 919 Nickerson, Inge: 303 Taylor, Harriet G.: 680 Nienhaus, Brian J.: 980 Terry, Mark F.: 371 Noll, Cheryl L.: 112 Tesch, Debbie B.: 905 Nwokoma, Anele: 128 Testerman, Ward: 147 Thomas, J. P.: 205 Okolica, Carol: 161 Thomas, Jennifer: 916 Owen, William N.: 117, 171, 605 Thomas, Margaret: 701 Timoschenko, Irina: 170 Pang, Yuqin: 917 Tis, Bruce P.: 581 Papp, Raymond: 242 Tousignant, Wayne: 207 Parrish, Allen: 180 Trauth, Eileen M.: 606 Paternina, Walter R.: 182 Trentini, Andrea: 400 Pausch, Randy: 506 Tupper, Donna: 200 Payne, Michael James: 148 Turner, A. Joe: 171 Pefkaros, Ken: 443 Pereira, Claudia: 125 VanLengen, Craig A.: 100, 113, 126 Pfeiffer, John: 960 van Vliet, Paul J.A.: 101 Pollacia, Lissa F.: 204 Varden, Stuart: 129 Poostchi, Matt: 906 Vest, Sharon N.: 701 Powers, Daniel T.: 408 Volkman, Barbara J.: 502 Powers, Kris D.: 408 vonKleeck, D. L.: 170 Procaccino, J. Drew: 914 Waguespack, Les: 411 Ramasmmoj, Ravi: 916 Wang, Ming: 442 Ramp, Adrian: 124 Webster, John: 370, 570 Ramírez, Alejandro: 906 Wee, Liang Chee: 608, 740 Raoufi, Mehdi: 102, 105 Wehrs, William: 602 Reynolds, John H.: 181 Weiss, Earl J.: 111 Rhodes, Loren: 171 Wells, Connie E.: 172 Rottman, Robert: 909 White, Bruce A.: 107, 570 Russell, Jack: 204, 370 White, Curt: 171 Ryder, Robert M.: 607, 917 Wiebe, Natasha: 207 Wilkins, Marilyn L.: 112 Sandy, Geoffrey A: 404 Winer, Charles R.: 122 Saraswat, Satya Prakash: 123 Woo, Han-Gyun: 915 Scher, Julian M.: 918 Scott, George: 260 Young, Carol Bormann: 172 Shackleton, Peter: 124 Yurcik, William: 609 Sheffer, James: 371 Shelfer, Katherine M.: 403, 914, 940 Zilbert, Allen B.: 501 Sherman, Cherie Ann: 116 Zolzer, David: 570 Sivitanides, Marcos P.: 182, 183, 980 Zur Muehlen, Michael: 121 Skeldon, Jay R.: 905 Smith, Anne Marie: 460 Smith, Randy K.: 119 Sobol, Ronald: 900 Sorkin, Sylvia: 200, 202 Spangler, William E.: 142 Srinivasan, S.: 261 © 2000 AITP Education Foundation 63 ISECON 2000 Philadelphia PA Keyword Index 5-year IS program: 104 class/instance: 400 data management: 460 abstract class: 102 client/server processing: 140 Data Structures and Algorithms: 125 Abstract Data Type (ADT): 105 client/server technology: 913 database: 460 accounting: 111 CMM: 115 database curricula: 407 Accreditation: 109, 173 COBOL: 126 Database design: 918 ACM IS curricula: 174 Cognitive Style: 915 Decision Support Systems: 602 ACP certification: 181 collaboration: 145, 800 Defect management: 115 across the curricula: 170 collaborative learning: 118, 407 Defect Prevention: 115 active learning: 409, 608 College-industry partnerships: 381 definition: 640 active server pages: 911 COM: 180 descriptive IS paradigm: 444 adaptive learning: 540 Common Platform: 940 design tool: 127 administration: 601 Competency based curricula: 241 development models: 242 Agent: 505 Competitive Intelligence: 403 disruptive technology: 208 agent model: 505 Component-based software: 180 distance delivery: 908 agent program: 505 Computability: 410 distance education: 101, 200, 243, 906, agents theory: 505 Computer-Adapted Test: 902 908 AITP IS curricula: 174 Computer-Based Training: 500 Distance Learning: 113, 201, 241, 443, Algorithm Design Techniques: 125 Computer Crime: 128 500, 590, 916 Algorithmic thinking: 506 Computer Industry: 114 distributed components: 140 Algorithms: 105, 122 computer literacy: 129 Distributed/distance learning: 242 Alice: 506 computer networks: 119 Distributed learning: 244 Analyst Assistant: 600 computer performance: 122 documentation: 122 analyst skills: 112 computer science curricula: 171 dual-listed courses: 104 ANS X.12: 501 computer science education: 917 Dual tasking: 600 application architecture: 503 computing: 143 dynamic link library: 912 applications: 170 computing curricula: 900 E-Business: 120, 502 Applied networking: 182 computing education: 404 E-Commerce: 141, 208, 502, 503, 901 applied research: 607 constructivism: 408 e-Education: 240 archaeology: 170 container classes: 105 education: 601 assessment: 109, 919 Continuous Improvement: 118 Educational Software programs: 402 asynchronous learning: 590 cooperative learning: 409 egroups: 800 asynchronous support tools: 405 CORBA: 180 electronic commerce: 142, 371 Australia: 700 corporate IS discrimination: 103 Electronic Commerce Undergraduate authentication: 581 corporate universities: 904 Programs: 570 authoring tools: 918 course design: 142 Electronic Data Interchange: 501 Authorware: 200 course prerequisites: 111 emerging technologies: 108 Automata: 410 Criteria: 402 emerging technology: 506 AVI movies: 918 critical infrastructure protection: 609 employee management: 913 b-webs: 208 critical mission: 540 encryption: 581 barriers: 914 critical success factors: 242 End User Modeling: 602 benchmarking: 122 Critical Thinking: 603 end-user support skills: 112 Benefits to Educators: 902 Cross-Disciplinary: 940 Enrollment management: 147 binary components: 180 crossword puzzles: 918 Enterprise Resource Planning: 124, 301 Bloom's taxonomy: 918 CS curricula: 440 Enterprise Resource Planning systems: BPR Training: 118 CS0: 440 121 business: 170 CS1: 440 ERP: 300, 301 business administration: 111 curricula: 110, 117, 120, 141, 143, 144, error detection: 912 Business education: 904 145, 147, 301, 403, 640 Ethical Conduct: 801 business to business processes: 121 curricula assessment: 905 Europe: 914 C++: 243 curricula content: 106 evaluation: 640 capstone project: 961 curricula design: 126 Excel: 602 Case study: 411 curricula development: 106, 112, 121, Experimental Learning: 940 CBA core: 113 171 experiments: 201 Certificate: 403 cyber addiction: 909 Expert Systems: 600 class: 102 data administration: 460 Faculty evaluation: 605 ISECON 2000 Philadelphia PA 64 © 2000 AITP Education Foundation FAQ: 145 Innovative Course Development: 101 learner involvement: 918 fault tolerance: 912 institutional software selection: 207 learning community: 202 female performance: 700 integrated course: 142 Learning Style: 915 female representation: 700 Intellectual Property: 502 Learning Theory: 500 finance: 111 intelligent agent: 505 lifelong learning: 241 first-year female faculty: 740 Intelligent Tutoring Systems: 915 literature: 170 for learning: 402 inter-organizational workflow: 121 m-commerce: 503 Formal Language: 410 Interdisciplinary curricula: 606 management: 111 Formal Specifications: 125 Internet: 202, 371, 503 management education: 244 Fortune 500: 910 Internet addiction disorder (IAD): 909 Management Science: 602 Four-credit course transition: 104 Internet-based course delivery programs: marketing: 111, 170 Framework: 915 908 MBA Concept course: 123 funding opportunities: 680 Internet-based curricula: 241 MBA IS core course: 161 Gender: 700 Internet delivery: 206 Mentoring: 241, 740, 800 generic functions: 105 Internet EDI: 501 mentoring programs: 103 Global information technology: 123 Internet learning: 443 middleware: 140 Government Policy: 128 Internet literacy: 200 minorities: 701 gradebook: 504 Internet programming: 200 MIS course: 113 Graduate: 403 Internetlization of curricula: 240 MIS curricula: 142 grant writing: 680 internship: 701 MIS exit exam: 181 graphics: 441 internships: 381 Moore's Law: 603 Group support systems: 961 introductory computer course: 129 Multi-tasking: 912 groupware: 961 introductory computer science: 440 multi-tier architecture: 140 growth: 147 introductory course description: 117 Multimedia: 205, 916 hands-on networking: 182 IS: 111, 128, 444 multimedia systems: 590 hard real-time task-scheduling: 540 IS'97: 174 multimedia technology: 202 heuristic: 406 IS accreditation: 173 network lab: 182 High School: 403 IS and the Organization: 980 Networking: 201, 601, 900 Higher education: 111 IS Architecture: 101 novice programmers: 127 Historically black colleges and universi- IS classes: 172 NSF-ATE: 202 ties (HBCUs): 908 IS curricula: 100, 106, 108, 113, 114, object: 102 HTML: 441 119, 124, 174, 183, 409, 410, 411, object orientation: 400, 444 Human factors in IS: 980 570, 900, 905 Object-Oriented Programming: 110 Human resource management system: IS curricula design: 103 Object-Oriented Programming (OOP): 913 IS curricula issues: 161 102, 105 hybrid on-line course structures: 405 IS education: 118, 404, 604, 905 Office IS: 961 ICCP: 181 IS Ethics: 801 online educational programs: 908 industry alliances: 370 IS faculty professional certification: 181 Online learning: 204 industry/college partnerships: 371 IS gender issues: 103 online learning materials: 206 industry/education cooperation: 903 IS knowledge: 112 Online Learning Models: 906 inexperienced teacher: 740 IS major: 104 online questionnaires: 905 information literacy: 904 IS management: 640 Online recruitment: 910 information resource management: 460 IS practicum: 411 OO-COBOL: 126 Information Science: 143, 606 IS skill requirements: 905 open database connectivity: 911 information science accreditation: 173 IS skills: 112 operating systems: 601 information science curricula: 607 IT competency: 904 Oracle: 301, 370 information science research: 607 IT education: 904 Oracle application programming: 442 Information security: 609 IT Education Framework: 606 Patents: 502 Information Technology: 117, 171, 244, IT Skills: 120 patient care systems: 540 700 IT staffing problem: 903 pedagogical implications: 242 information technology accreditation: IT training industry: 904 pedagogy: 409, 411 173 Java: 110, 901 Peer review: 407 information technology and behavior: Java Beans: 180 PeopleSoft: 301, 370 909 JavaScript: 200 performance: 441 information technology (IT) worker JDBC connectivity: 442 Personal Software Process (PSP): 115 shortage: 910 JINI: 901 polymorphism: 102 informational tools: 607 just-in-time training: 590 Poster Session: 940 Informing Science: 604 laboratory course: 900 Postgraduate: 403 inheritance: 102, 400 LDAP: 901 preconceptions: 408 © 2000 AITP Education Foundation 65 ISECON 2000 Philadelphia PA Predictor test: 917 special topics course: 961 virtual function: 102 Presentations: 401 spreadsheet models: 504 virtual laboratory: 201 Privacy Issues: 801 Standard Template Library (STL): 105 Virtual Teaching: 916 Problem based learning: 404 Sterling: 370 Virtual teams: 161 problem solving: 406, 440, 506 structured analysis: 444 Visual Basic: 200, 405, 504 problem-solving courses: 917 structured programming: 105 Visual Basic for Applications: 602 process encapsulation: 444 student attitudes: 129 visual modeling: 146 Process Evaluation: 128 student-centered learning: 409 visualization: 400 process modeling: 121 student learning: 919 web-based classes: 240 process uncoupling: 444 Student Management Teams: 603 Web-based courseware: 207 Product-Based Learning: 603 student participation: 800 web-based instruction: 204 program admission criteria: 111 student portfolios: 241 Web based Learning: 906 Program design: 127 student prerequisites: 917 Web-based recruitment: 910 program growth: 202 student projects: 371 web-based system: 911 programming: 406 Student registration: 911 Web-Based Tutorials: 500 programming course: 243 Success factors in on-line courses: 443 Web-deployed applications: 140 programming games: 405 Syllabus: 403 Web development: 100, 503 programming languages: 100 System Development: 915 web pages: 116 programming skills: 112 Systems Analysis: 109, 116, 146, 401 Web Site Design: 906 Programming Teaching: 125 Systems analysis and design: 208, 608 WebCT: 206 project management: 608 systems design: 146 website design: 441 promotion and tenure: 605 systems paradigm: 444 website development: 371 protocols: 501 Teaching: 400, 602 websitegarage: 441 prototype: 911 Teaching methods: 408 women: 701 public key cryptography: 581 teaching portfolios: 241 word problems: 406 qualitative research: 108 teaching programming: 127 worker shortage: 903 Quality: 402 Teaching research methods: 108 workforce development: 381 Quality of Perception: 205 Team-Based Learning: 409, 603 working adults: 640 Quality of Service: 205 team formation: 172 workshop development: 380 Rapid Application Development: 114 teams: 172, 608 World Wide Web: 503 Rational Rose 2000: 146 teamwork: 172 XML: 901 rationale: 143 Technical: 402 real estate: 111 technology: 914 Real-World Projects: 603 technology-enhanced instruction: 919 recruitment: 701 technology integration: 144 Reengineering: 118 technology-oriented programs: 106 relational database: 913 Technology Transfer: 381, 940 Requirement Specifications: 401 telecommunications: 201, 900 research: 605 telecommuting: 380 retention: 701, 919 telematics: 380 rightsizing: 147 telework: 380 role models: 740 telework program planning and manage- SAP: 301, 370 ment: 380 SAP R/3: 300 Theoretical Computer Science: 410 SAP R/3 Business Workflow: 121 Total Quality: 118 scholarship: 605 total quality management: 104 security: 581 training: 301 security education: 609 transdiscipline: 604 Self-Directed Learning: 118 Treebook: 504 shared memory: 912 TSP: 115 shifting paradigms: 380 UML: 146 Smart card: 914 UN/EDIFACT: 501 social science: 170 Undergraduate: 111, 143, 403 software agent: 505 undergraduate education: 680 software development: 116 United States: 914 software engineering: 126, 440 University Alliance Program: 300 software integration: 207 user satisfaction: 116 software quality: 407 virtual addiction: 909 Software Support: 600 Virtual Classroom: 204, 916 ISECON 2000 Philadelphia PA 66 © 2000 AITP Education Foundation Colophon ISECON History The ISECON 2000 Proceedings were produced from The first ISECON, titled as the "National Conference on author-provided source documents in Microsoft Word Information Systems Education sponsored by the DPMA format. Title, authorship, and abstract were collected into Education Foundation" was held from March 22-24, 1982 at an Adobe PageMaker document and combined with digital the McCormick Inn in Chicago. Below is a complete list of pictures. The pictures are predominantly .jpg images with all past ISECON years and locations. some .gif and other images. These were edited using Adobe PhotoShop (limited edition) to provide uniform sizing color Year Number Location balance, and contrast. The predominant font is Times New 1982 1st Chicago, IL Roman. 1983 2nd no record 1984 3rd no record Paper numbering reflects the track in the first digit, and the 1985 4th Houston, TX type of paper in subsequent digits, as follows: 1986 5th Atlanta, GA 00-39 are full (eight-page) papers (there are 95) 1987 6th San Francisco, CA 40-59 are (four-page) works in progress (there are 23) 1988 7th Dallas, TX 60-69 are abstracts only (there are seven) 1989 Not Held 70-79 are panel discussions (there are eight) 1990 8th Chicago, IL 80-89 are seminars (10) or workshops (1) 1991 Not Held 90-99 are "Birds of a Feather" discussion groups (1) 1992 9th Nashville, TN 1993 10th Phoenix, AZ The accompanying CD-ROM contains the original author's 1994 11th Louisville, KY full text of each paper in .doc format (Microsoft Word) or 1995 12th Charlotte, NC .rtf (rich text format), and in one case an ancillary .ppt file 1996 13th St. Louis, MO (Microsoft PowerPoint presentation). For maximum 1997 14th Orlando, FL portability and interoperability across computing platforms, 1998 15th San Antonio, TX now and in the future, the papers were also converted into 1999 16th Chicago, IL .txt format (ascii text), .ps format (PostScript), and .pdf 2000 17th Philadelphia, PA format (Portable Document Format, read by Adobe Acrobat 2001 18th Cincinnati, OH Reader). The CD-ROM was mastered on a Linux (Red Hat 6.2) workstation using the "cdrecord" suite of tools. Source: http://csis.pace.edu/edsig/pastiseconsNF.htm See you at ISECON 2001 Oct 25--28 Cincinnati © 2000 AITP Education Foundation 67 ISECON 2000 Philadelphia PA Notes: ISECON 2000 Philadelphia PA 68 © 2000 AITP Education Foundation