Computer Information Systems Programs Research Articles

Web Scraping to Inform Curriculum Decisions

This study explored the use of web scraping to examine key words on a popular job hosting site in order to inform curriculum decisions for Computer Information Systems programs. By using a job posting site and web data extraction, this study demonstrated a methodology for gathering large amounts of data and its applicability in evaluating curriculum. When the data was analyzed, it provided useful insights that could aid in curriculum design. Data was analyzed through various text analysis techniques to identify data patterns. Results will help programs focus limited resources on curriculum that benefits a larger subset of their stakeholders.

Student Outcomes Assessment Methodology for ABET Accreditation: A Case Study of Computer Science and Computer Information Systems Programs

Acquiring academic accreditation for degree programs is a top priority for universities across the world. This is understandable because accreditation not only leads to better content and delivery of these programs but also allows these institutes to acquire good quality students and faculty members. One respectable body that has the mandate to accredit computing programs is the Accreditation Board for Engineering and Technology (ABET). In this paper, we provide the details of our assessment and evaluation strategies for ABET-defined student outcomes (SOs) of computer science and computer information systems programs. The assessment is mainly carried out through a range of direct and indirect assessment methods, including summative data analysis, formative data analysis, exit exam, faculty survey, and alumni survey. Then, data gathered from these sources is aggregated and analyzed to quantify the attainment of SOs. This also forms the basis of the continuous improvement process activities that are the cornerstone of any accreditation-related activity. While presenting this, this paper provides details on the challenges that were faced during the process. The most important contribution includes strategies that were adopted to tackle these issues. A unique aspect of our institute is the academic environment that consists of segregated male and female students and faculty members in order to respect the cultural norms of the society. Another contribution of this paper is that it acts as a guide for institutes and their management that plan to embark upon the journey of accrediting their computing programs.

Preventive strategies on cheating among international computer science students

Nowadays Rivier University experiences the exponential growth of international students (mostly from India) in M.S./Computer Science and M.S./Computer Information Systems programs. For the last 7 years, the number of students was grown by the factor of 12, and 436 degrees were conferred. The most significant increase of students in these programs took place in spring 2014 when the first large cohort of 48 international students arrived on campus (currently, we have 535 students), who brought new challenges mostly associated with the cultural and educational-system differences, such as weak academic background; weak code-programming and communication skills; ineffective study skills; numerous cases of cheating and plagiarizing (practically undetected among our traditional local graduate students); and attempts to avoid challenges in research studies by searching the existing patterns of the problem solving.

IMMERSIVE LEARNING OF REAL-WORLD PROBLEMS AND SOLUTIONS: AN INNOVATIVE APPROACH TO ATTRACTING STUDENTS TO COMPUTER INFORMATION SYSTEMS PROGRAMS

Ƞ 뀀ഀȠ While the number of college degrees conferred in the U.S. has increased for years, the number of college degrees conferred in computer and information systems in the U.S. decreased by 27% between 2005 and 2010. Research indicated that the decline was caused by student fear of computer and information technology jobs being outsourced overseas, the dot.com failure, the slow-down economy, and student weak knowledge of computer and information technology. This paper provides a hands-on immersive learning project of real-world problems and solutions and discusses how the project can engage students in immersing into the society, identifying the real-world problems, and generating solutions with computer information technology. Learning through the real-world hands-on activities, students would realize that computer information technology is the foundation for solving business problems in the Internet Age. More students would be excited about the computer information systems programs and be interested in majoring or minoring in computer information systems. 뀀ഀȠ 뀀ഀȠ

RUBRIC AND PERFORMANCE-BASED ASSESSMENT

This paper describes the design and implementation of a program outcomes assessment process for the Computer Information Systems Program at a medium-sized university to meet the ABET accreditation requirements. The purpose of the assessment process is to collect and analyze information on student performance to detect any shortfalls in the program and to formulate and implement corrective actions to improve the learning outcomes. Assessment results from fall 2007 to spring 2009 indicated that a relatively small percentage of students achieve some of the program outcomes. The rubrics assessments and student survey help to identify the shortfalls of the program and detect the areas for improvement. After making adjustments to the curriculum, assessment results for some learning outcomes indicated that the vast majority of students achieved all the program outcomes

REAL WORLD DESIGN AND IMPLEMENTATION IN THE STUDENTS FIRST DATABASE COURSE

All Computer Information Systems programs require a database course for their majors. This paper describes an approach to such a course in which real world examples, both design projects and actual database application projects are incorporated throughout the semester. Working on real projects for real users gives the students valuable experience. Database consulting scenarios are also discussed, showing both good and bad examples of real issues a real consultant encountered. Students are expected to apply the traditional database concepts to actual database storage problems. The design of the database is emphasized and a number of “tricks” are offered to aid the student in this process. User interaction is required in connection with the student’s actual individual database project. The details of a database written by the Author to organize all information surrounding the student’s project are presented. Course content is discussed and recommendations are made.

Auditing Information Centers

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJohn EicherJohn Eicher, CISA, is a teaching fellow at the University of Houston-University Park. He received a BS in business computer information systems from the University of Houston-Downtown. Eicher also is a computer consultant with Elite Computer Consultants in Houston. He has held senior positions in the operations area of several Houston financial institutions. Eicher assisted in the editing and rewriting of the 1998 edition of EDPAA's Control Objectives and has held several positions in its Houston Chapter.Charles DavisCharles Davis, CISA, directs the computer information systems program at the University of Houston-Downtown. He received a PhD in management information systems from the University of Houston, masters degrees from Harvard and Columbia, and a BS from Oklahoma State. Davis has held senior information technology positions with several major US organizations. He has served as regional director for the ASM, as chairman of the Houston Chapter of the Computer Measurement Group, and as a member of American National Standards Institute's Technical Committee on Data Communications. Davis was EDPAA's Director of Research from 1991 to 1993.

Computer Information Systems Programs in British Universities and Polytechnics

Computer Information Systems Programs in British Universities and Polytechnics

Proposed criteria for accreditation of computer information systems programs

A working group, representing ACM, DPMA, and IEEE-CS, was formed to draft a set of guidelines, including criteria, for the accreditation of computer information systems' undergraduate programs. The guidelines and criteria are summarized below. Faculty: Typically a minimum of 4 faculty, with 3 full time, are needed. Normally, 25% of a faculty member's time should be available for scholarly activity and development. Teaching loads should not exceed 12 hours and should not exceed 4 courses with 2 preparations. Curriculum: Curricular assume a 120 semester hour, four year, baccalaureate program. The program should consist of approximately 30% computer information systems, 20% business, at least 40% in general education and up to 10% other. Forty to 60 percent of the CIS portion should cover a broad core that includes a) computer concepts and software systems, b) program, data, and file structures, c) data management, d) data and computer communications, and e) systems analysis and design. Students should be exposed to a variety of programming languages and be proficient in one structured language. The remaining courses should cover breadth and depth. Resources: Appropriate computing facilities must exist for students and faculty. Adequate software and documentation must be available. Students: Established standards and procedures must insure that graduates have the requisite qualifications to function as CIS professionals. Institutional Support: Adequate support must be provided to support the faculty, department office administration, and library. Faculty support includes leave programs, reasonable teaching loads, competitive salaries, and travel support.

Teaching COBOL in computer information systems programs

The COBOL component in four-year computer information systems programs is crucial to the rest of the program, and should be handled with special care. Particularly in CIS programs modeled after ACM's recommendations for computer information systems, students who have become reasonably proficient in a high level programming language find a course on introductory COBOL rather unmotivating. Furthermore, experience has shown that COBOL is not an ideal language as the first procedural language in CIS programs.It is our conviction that COBOL should be taught in CIS programs as a file processing language, using a data structures approach, as suggested by the ACM's IS2 component. In this paper, we propose a course description and topics sequence, and describe an implementation experiment based on the proposal. Following a brief survey of the elementary features of the language, the proposed course has aimed to teach advanced COBOL features, data and file structures, and fundamental concepts of software engineering in an integrated fashion. The experiment has been highly successful, and the course has been incorporated in our CIS curriculum at Miami University, Systems Analysis Department.

A Survey of Computer Information Systems Programs in Accredited Schools of Business

A Survey of Computer Information Systems Programs in Accredited Schools of Business

A Survey of Computer Information Systems Programs in Accredited Schools of Business

A Survey of Computer Information Systems Programs in Accredited Schools of Business

Upgrading educational programs in computer information systems

Business Computer-Based Information Systems have been, and are, continuing to experience rapid change. Current state-of-the art techniques include: (1) "Distributed Processing and Networks," (2) "Real-Time Transaction Processing," (3) "Decision Support Systems," (4) "On-line Data Preparation," (5) "Highly Integrated Application Systems supported by a common base of data," and (6) the ever increasing use of "Database Management Systems." These complex, sophisticated techniques are being employed in business and industry today and demand highly trained, qualified personnel. And yet when we look at educational programs these concepts are usually covered in theory only with few opportunities for application. This lack of application leaves a void in the expertise of most graduates.

Computer-based information systems education in the Arab World: A survey

This paper examines the current status of Computing Sciences Education in universities in the Arab World, in general and the orientation and stage of development of Computer-based Information Systems Education in schools of business, in particular. A survey was conducted during 1981 of universities and institutes in the Arab World to determine the current stage of development regarding the major streams of computing sciences: Computer Engineering; Computer Science; and Computer-based Management Information Systems. The problems and challenges facing business schools are discussed. Also, suggestions are made regarding the improvement of educational programs in Computer Information Systems. Changes needed to foster recent advances in the field into educational programs are presented.