Abstract
The purpose of this paper is to provide IS educators with proposed course content and a strategy for teaching a capstone course in the IS curriculum that addresses both cognitive and affective learning experiences. To help architect the course content and sequence, a survey was administered to both IS educators and IS professionals. The results of IS professional’s and IS educator’s perceptions of key IS competencies are presented. The authors’ understand the magnitude of difficulty in creating important linkages between the various courses within the IS curriculum to enable students to perform well during all phases of the systems development project. The authors believe that a required capstone course that addresses these linkages is critical to the success of an IS program. Course content for the capstone experience is founded largely on the IS 2002 Model Curriculum and Guidelines for Undergraduate Programs [2]. The capstone course objectives and course sequence are discussed. A statistical analysis is presented regarding some of the survey results from IS educators and professionals to help add relevance to the importance of this paper.
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