2014 ISECON Proceedings
Baltimore, Maryland

Paper Titles | Authors | Tracks | Best Papers | Abstracts | Panels | Teaching Cases
Workshops Lead By Academic Professionals | Workshops Lead by Industry Professionals
Conference Highlights / Program


Panels/Discussions Presentations

Panels Chair - George Nezlek

(ordered by presentation time)


Teaching Systems Thinking in Information Systems Programs

Doncho Petkov
Eastern Connecticut State University

Leslie Waguespack
Bentley University

George Schell
University of North Carolina Wilmington

Olga Petkova
Central Connecticut State University

Jeffry Babb
West Texas A&M University

Friday - 11/7/2014 in Lock Raven 2 at 9:30 am
http://proc.edsig.org/2014/panels/3157.html

Systems Approaches are not covered beyond the basic notions in most IS textbooks and IS programs. The panel will address several issues associated with the introduction of systems thinking in Information Technology programs like raising awareness of the relevance of systems approaches to IS development, identifying ways to introduce more systems thinking in IS programs and the topics to include at different levels of a program, recent trends in systems thinking and systems methodologies relevant to IS development and IS programs. The panel session will identify ways for integrating systems thinking in the IS curriculum and the associated challenges.

EDSIG Special Committee on Curricular Matters: Establishing the Basis for a CIS Undergraduate Program: On Seeking the Body of Knowledge

Leslie Waguespack
Bentley University

Jeffry Babb
West Texas A&M University

David Feinstein
University of South Alabama

Bart Longenecker
University of South Alabama

Tom Janicki
University of North Carolina Wilmington

Friday - 11/7/2014 in Lock Raven 2 at 11:15 am
http://proc.edsig.org/2014/panels/3158.html

The EDSIG Special Committee on Curricular Matters has sponsored a working group to investigate the establishment of a 'formal' model curriculum for the area known as CIS. The evolution of computing education spans a spectrum from computer science (CS) grounded in the theory of computing, to information systems (IS), grounded in the organizational application of data processing. This working group reports and seeks input on a project focusing on a particular slice of that spectrum commonly labeled as computer information systems (CIS) and reflected in undergraduate academic programs designed to prepare graduates for professions as software developers building systems in government, commercial and not-for-profit enterprises.

Case Studies and ISECON - Who, What, When, Where, Why

Anthony Serapiglia
St. Vincent College

Cameron Lawrence
University of Montana

Bruce White
U Texas

Friday - 11/7/2014 in Lock Raven 2 at 3:00 pm
http://proc.edsig.org/2014/panels/3154.html

A review of the Case Studies area of the ISECON conference. This panel will speak to the two types of cases we are accepting, what makes a good case study, and how to get involved.

Reframing Education: Working with the “i” Generations

Michelle Louch
Duquesne University

Dennis Frketich
Indiana University of Pennsylvania

George Nezlek
University of Wisconsin Milwaukee

Bruce Saulnier
Quinnipiac University

Friday - 11/7/2014 in Severn 2 at 4:15 pm
http://proc.edsig.org/2014/panels/3155.html

Generation Y was the first generation to earn the title “Least Likely to Turn into Your Parents when You Reach Adulthood,” and it appears that the iGeneration will follow those same footsteps. These two generations, both considered Digital Natives, are sitting in classrooms (typically taught by Digital Immigrants) and, in many cases, listening to lectures and being expected to learn in the same fashion as those who sat in classes 50 years ago. In addition to the technological culture difference between Natives and Immigrants is the stereotype that Generation Ys are entitled, difficult, and demanding. This stereotype, backed by academic research, has become part of the expected Gen-Y persona. Shifting the perception of Gen-Y, as well as the iGens, and learning how to work to their strengths instead of forcing them to adapt to traditional education may be part of the solution to the challenges educators face. However, there remains the counterpoint that classrooms do not cater only to the younger generations and that, at any given time, an educator may have three to four generations in the classroom at once. Recognizing that simply using technology to facilitate education for these generations is not enough, this panel will consist of a moderator and three discussants, who will re-visit the concept of traditional education and the role that technology inevitably plays in higher education. As part of the discussion, the panel will look at how connectivity is shaping how we perceive and interact with students.

Journal of Information Systems Education (JISE) Insight and Advice on Publishing Your Research

S Kruck
James Madison University

Ken Surendran
Southeast Missouri State University

Saturday - 11/8/2014 in Lock Raven 2 at 9:30 am
http://proc.edsig.org/2014/panels/3152.html

Interested in publishing your research? In this session, you will hear directly from, and ask questions of, the editor, editor emeritus and associate editor of JISE as to what they're looking for, how to avoid a rejection or endless R&R's. In addition, they will cover the review process and other opportunities to become involved. Attendees are encouraged to ask questions and explore publishing opportunities.

A panel to examine if an information systems profession can continue to exist with a 32% project success rate and continuing IS disasters such as Healthcare.gov

Paul Rosenthal
California State University, Los Angeles

Thomas Hilton
University of Wisconsin Eau Claire

Kewal Dhariwal
ICCP Executive Director

Saturday - 11/8/2014 in Lock Raven 2 at 10:50 am
http://proc.edsig.org/2014/panels/3151.html

This panel seminar will examine the status of missing or non-functional technical and managerial knowledge and processes needed for the Information Technology professions (CS, IS & ICT) to meet state licensing requirements, the gateway to professionalism. Missing Technical Competencies The analysis, design, implementation, and testing methodologies developed over the sixty life of the IS & IT professions simply do not work at an adequate level of efficiency and effectively. • Assessment and Accreditation of Schools • Integrated system and project Life Cycles • Design using Logical and Physical Design • Creation of CS/IS/ICT consultant level career paths • Value based Procurement Missing Managerial Competencies The management tools and methodologies still missing or not currently required include several profession and practice standards and processes. • Certification of CS, IS & ICT Professionals • Expanding/Integrating the CS, IS & ICT Standard Curriculums • Administrative and Professional Standards specifying how standards are to be maintained, and how IS professionals shall act, • Assessment/Audit Standards defining a well-run IS or ICT organization Missing Administrative Organization • Selecting the professional organization that will administer a common State Licensing Exam

What is the Appropriate Mathematics Foundation for a Program in Computer Information Systems?

David Feinstein
University of South Alabama

Bart Longenecker
University of South Alabama

Harry Reif
James Madison Univerity

Dina Shresthat
University of South Alabama

Saturday - 11/8/2014 in Severn 2 at 2:30 pm
http://proc.edsig.org/2014/panels/3156.html

Many programs use the Business Calculus course. Is this appropriate or is there a better choice. As a convenient subset of IS programs we looked at the 51 IS programs currently accredited by ABET. Many of these come from AACSB schools. While many of these programs used the business calculus there were a wide range of choices from algebra to geometry. In addition, our recent survey for the CIS Curriculum Task Force found the following sentiment for mathematics: The ABET Criteria for Computing Programs (which include CS and IT) mathematics are extremely general: “In addition, the program must include mathematics appropriate to the discipline beyond the pre-calculus level.” Can we be more specific? These results will be the beginning point of the discussion.