769
The prerequisite software tool kit course plus the ten IS courses are
described by a title, scope statement, and topic list. The ten courses
represent the IS'97 suggestions for packaging the 127 learning units (Appendix
8) into courses. There may be factors contingent upon local conditions
to cause a faculty to package the learning units in other ways.
IS'97.P0 Knowledge Work Software Tool Kit
774
SCOPE IS'97 assumes as a prerequisite elementary exposure to a suite of software tools useful for knowledge workers (spreadsheets, databases, presentation graphics, database retrieval, statistics, word processing, and Internet and electronic mail). Although identified as a course, this material can be delivered as self study modules, as modules associated with other courses using the software, or as a full course.
779
TOPICS Word processing, E-mail, Internet tools, spreadsheets, databases,
presentation graphics, external database retrieval, introduction to statistical
software.
IS'97.1 Fundamentals of Information Systems (Prerequisite: IS'97.P0)
782
SCOPE This course provides an introduction to systems and development concepts, information technology, and application software. It explains how information is used in organizations and how IT enables improvement in quality, timeliness, and competitive advantage.
785
TOPICS Systems concepts; system components and relationships; cost/value
and quality of information; competitive advantage and information; specification,
design and re-engineering of information systems; application versus system
software; package software solutions; procedural versus non-procedural
programming languages; object oriented design; database features, functions,
and architecture; networks and telecommunication systems and applications;
characteristics of IS professionals and IS career paths.
IS'97.2 Personal Productivity with IS Technology (Prerequisite: IS'97.P0)
792
SCOPE This course enables students to improve their skills as knowledge workers through effective and efficient use of packaged software. It covers both individual and group work. The emphasis is on productivity concepts and how to achieve them through functions and features in computer software. Design and development of solutions focus on small systems.
796
TOPICS End user systems versus organization systems; analysis of knowledge
work and its requirements; knowledge work productivity concepts; software
functionality to support personal and group productivity; organization
and management of software and data; accessing organization data, accessing
external data; selecting a computer solution; developing a macro program
by doing; designing and implementing a user interface; developing a solution
using database software; refining and extending individual and group information
management activities.
IS'97.3 Information Systems Theory and Practice (Prerequisite: IS'97.2)
803
SCOPE This course provides an understanding of organizational systems, planning, and decision process, and how information is used for decision support in organizations. It covers quality and decision theory, information theory, and practice essential for providing viable information to the organization. It outlines the concepts of IS for competitive advantage, data as a resource, IS and IT planning and implementation, TQM and reengineering, project management and development of systems, and end-user computing.
809
TOPICS Systems theory and concepts; information systems and organizational
systems; decision theory and how it is implemented by IT; quality, TQM
and reengineering; level of systems: strategic, tactical and operational;
system components and relationships; information system strategies; roles
of information and information technology; roles of people using, developing
and managing systems; IS planning; human-computer interface; network and
telecommunications systems management; electronic commerce; implementation
and evaluation of system performance; societal and ethical issues related
to information systems design and use.
IS'97.4 Information Technology Hardware and Software (Prerequisite: IS'97.2)
817
SCOPE This course provides the hardware/software technology background to enable systems development personnel to understand tradeoffs in computer architecture for effective use in a business environment. System architecture for single user, central, and networked computing systems; single and multiuser operating systems.
821
TOPICS Hardware: CPU architecture, memory, registers, addressing modes,
busses, instruction sets, multi processors versus single processors; peripheral
devices: hard disks, CDs, video display monitors, device controllers, input/output;
operating systems functions and types; operating system modules: processes,
process management, memory and file system management; examples of hardware
architectures; examples of operating systems; basic network components,
switches, multiplexers and media; installation and configuration of multiuser
operating systems.
IS'97.5 Programming, Data, File and Object Structures (Prerequisite: IS'97.2)
828
SCOPE This course provides an understanding of algorithm development, programming, computer concepts and the design and application of data and file structures. It includes an understanding of the logical and physical structures of both programs and data.
831
TOPICS Data structures and representation: characters, records, files,
multimedia; precision of data; information representation, organization
and storage; algorithm development; object representation compared to conventional
data flow notation; programming control structures; program correctness,
verification, and validation; file structures and representation.
IS'97.6 Networks and Telecommunication (Prerequisites: IS'97.3, IS'97.4)
836
SCOPE This course provides an in-depth knowledge of data communications and networking requirements including networking and telecommunications technologies, hardware, and software. Emphasis is upon the analysis and design of networking applications in organizations. Management of telecommunications networks, cost-benefit analysis, and evaluation of connectivity options are also covered. Students learn to evaluate, select, and implement different communication options within an organization.
842
TOPICS Telecommunication devices, media, systems; network hardware and
software; network configuration; network applications; coding of data;
cost/benefit analysis; distributed versus centralized systems; architectures,
topologies and protocols; installation and operation of bridges, routers
and gateways; network performance analysis; privacy, security, reliability;
installation and configuration of LAN and WAN networks; monitoring of networks;
management of telecommunications, and communications standards.
IS'97.7 Analysis and Logical Design (Prerequisite: IS'97.3)
849
SCOPE This course provides an understanding of the system development and modification process. It enables students to evaluate and choose a system development methodology. It emphasizes the factors for effective communication and integration with users and user systems. It encourages interpersonal skill development with clients, users, team members, and others associated with development, operation and maintenance of the system. Object oriented analysis and design. Use of data modeling tools. Development and adherence to life cycle standards.
855
TOPICS Life cycle phases: requirements determination, logical design,
physical design, test planning, implementation planning, and performance
evaluation; communication, interpersonal skills, interviewing, presentation
skills; group dynamics; risk and feasibility analysis; group-based approaches:
project management, joint application development (JAD), structured walkthroughs;
object oriented design; software production and reviews; prototyping; database
design; software quality metrics; application categories; software package
evaluation and acquisition; professional code of ethics.
IS'97.8 Physical Design and Implementation with DBMS (Prerequisite: IS'97.7)
863
SCOPE This course covers information systems design and implementation within a database management system environment. Students will demonstrate their mastery of the design process acquired in earlier courses by designing and constructing a physical system using database software to implement the logical design.
867
TOPICS Data models and modeling tools/techniques; structured and object
design approaches; models for databases: relational, hierarchical, networked
and object oriented designs; CASE tools; data dictionaries, repositories,
warehouses; implementation: Windows/GUI coding and/or implementation, code/application
generation; client-server planning, testing, and installation; system conversion,
end user training/integration and post implementation review.
IS'97.9 Physical Design and Implementation with a Programming Environment (Prerequisites: IS'97.5, IS'97.7, and IS'97.8)
874
SCOPE This course covers physical design, programming, testing and implementation of the system. Implementations of object-oriented, client-server designs using a programming environment.
876
TOPICS Selection of client-server programming language environment;
software construction: structured, event driven and object oriented application
design; testing; software quality assurance; system implementation; user
training; system delivery; post implementation review; configuration management;
maintenance; reverse engineering and re-engineering.
IS'97.10 Project Management and Practice (Prerequisite: IS'97.7; Corequisites: IS'97.8, IS'97.9)
881
SCOPE This course covers the factors necessary for successful management of system development or enhancement projects. Both technical and behavioral aspects of project management are discussed. The focus is on management of development for enterprise-level systems.
884
TOPICS Managing the system life cycle: requirements determination, logical
design, physical design, testing, implementation; system and database integration
issues; network and client-server management; metrics for project management
and system performance evaluation; managing expectations: superiors, users,
team members and others related to the project; determining skill requirements
and staffing the project; cost-effectiveness analysis; reporting and presentation
techniques; effective management of both behavioral and technical aspects
of the project; change management.
892
A capable faculty is the first required resource. In addition, computing,
laboratory, classroom and library resources are essential elements for
a successful academic program in Information Systems (Gorgone and McGregor
1989). In a rapidly changing technical environment, students should be
exposed to a variety of up-to-date hardware and software systems that adequately
represent the professional setting in which they will be employed.
Faculty
898
Faculty members are vital to the strength of an information systems program. Its faculty need both academic training and practical experience. There must be enough faculty to provide course offerings that allow the students to complete a degree in a timely manner. The interests and qualifications of the faculty must be sufficient not only to teach the courses but also to plan and modify the courses and curriculum.
902
Faculty members must remain current in the discipline. Professional development and scholarly activities are a joint obligation of the institution and the individual faculty member. The school should support continuing faculty development. Given the rapidly changing technology, it is particularly critical that faculty members have sufficient time for professional development and scholarly activities. Resources should be provided for faculty to regularly attend conferences, workshops and seminars, and to participate in academic and professional organizations. The program is enhanced significantly when faculty acquire practical experience in the profession through activities such as consulting, sabbatical leaves, and industry exchange programs. Faculty must also be equipped to develop teaching materials for their students. Faculty must have available technology at least equivalent to and compatible with that available to students so that they may prepare educational materials for use by students. In addition, faculty must be networked so they have access both to students and to the larger academic and professional world available on the Internet.
913
The number of full-time faculty needed by the program is influenced
by such factors as the number of students in the program, the number of
required courses, the number of service and elective courses offered, and
the teaching load of the faculty. Typically, a program should have a minimum
of four full-time faculty with primary commitment to the information systems
program in order to meet the teaching needs of the program and to provide
depth and breadth of faculty expertise. The professional competence of
the faculty should span a range of interests in information systems including
computer systems concepts, information systems concepts, data management,
telecommunications and networks, systems design and development, systems
integration, information systems management, and IS policy. Additional
faculty will be needed to teach the service courses which provide foundation-level
knowledge across the campus.
Computing
923
Adequate computing facilities are essential for effective delivery of
the IS program. These resources normally involve a blend of computer facilities
of varying capabilities and complexity. They should include:
929
Students at different levels in the curriculum have different needs. Substantial resources must be provided to support the level 1 service courses. More sophisticated resources are necessary for IS minors and majors who are developing skills in computing and IS fundamentals. Specialized laboratories are needed for advanced students where group and individual projects are developed.
933
Hardware and software are rapidly changing and improving. It is critical that faculty and students have access to facilities reflecting environments that graduates will be expected to use professionally. Therefore, laboratory equipment and software should be kept current. In order to accomplish this, a plan should exist to upgrade and/or replace software and equipment in a timely manner. An appropriate rule of thumb is to replace hardware/software in a three year cycle.
938
Software development tools should be available to create GUI client/server
based applications. Among the categories of tools that should be included
are:
944
Experience with at least one development language with graphical and object oriented capabilities is a fundamental requirement. Experience with integrated computer-aided systems engineering (ICASE) development tools is also essential.
947
Systems should be networked with convenient access to the Internet and
Internet tools. In order to extend the educational experience beyond the
classroom, faculty and students should be encouraged to develop dialogues
through a variety of Internet tools.
Laboratories
951
Programs in information systems require hardware and software for structured, open/public, and specialized laboratories. Students must have an opportunity to use learning materials in both structured and unstructured laboratories.
954
Students should be provided opportunities to work together on team-oriented projects. The group skills developed in this mode are critical to the successful IS professional. Technological support, such as groupware, is expected for group and team activities.
957
All laboratories must have adequate technical support in terms of professional staff to provide for installation and maintenance of the equipment. The staff should be proficient in both the hardware and software applications. Complete documentation must also be available.
960
Four types of laboratory activities should be supported:
1. Structured Laboratories
962
A structured laboratory is a closed, scheduled, supervised experience in which students complete specified exercises. Supervision is provided by an instructor who is qualified to provide necessary support and feedback to the students. Exercises are designed to reinforce and complement the lecture material.
2. Open/Public Laboratories
966
Laboratories open to unscheduled use. It is also important that students have ample time to complete exercises that are not part of the structured assignments. It is not necessary to have separate facilities for structured and open laboratories, but adequate unscheduled open time must be available in the labs.
3. Specialized Laboratories
970
Specialized laboratory facilities are necessary to support an up-to-date IS program. Special facilities include the following:
972
a. Systems Development-- Facilities to provide access to and evaluation of the latest systems development tools and platforms. Examples include CASE tools, higher level languages, and database management and client-server systems. These facilities may be used for advanced project and design assignments.
976
b. Data Communication -- Facilities to provide hands-on experimentation and evaluation of local and wide area network hardware, software, and applications. Examples include LAN network software and hardware, access to servers and mainframe communication facilities, cross-platform linkage capability, and access to communication-based applications such as the Internet.
980
c. Advanced Technology -- This should provide hands-on experimentation with and evaluation of applications requiring special hardware and software. Examples include group and executive support systems, document handling and imaging systems, and multimedia systems.
4. Network and Remote Access
984
Both students and faculty should have access to campus resources through remote computers and networks. This has the advantage of reducing capital expenditure for the program and providing more convenient access.
Classrooms
988
Suitable classroom facilities, equipped with information technology
teaching resources, should be provided. A computing system with multimedia
facilities is necessary for demonstrating the development, implementation,
and application of information technology as well as conducting walkthroughs
and making presentations. Classrooms should also have access to networks.
Library
993
Library support is an important part of an academic program. It is especially
important for disciplines with rapid development of knowledge such as the
IS field. Libraries should include access to journals, proceedings, monographs
and reference books. Access to online reference databases is also important.
Fundamental to these holdings are the publications of professional societies
including, for example, ACM, AIS, and AITP (formerly DPMA). Online access
to library systems should be available through a campus network for both
students and faculty.
1001
As explained earlier in the report, there is a close relationship between the academic fields of Information Systems and Computer Science, and there are also very significant differences. The context for Information Systems is an organization and its systems. The corresponding context for Computer Science is algorithmic processes for information processing and associated technical and technology issues. There are complementary strengths for these academic units in preparing graduates for information systems work in organizations.
1006
An Information Systems academic unit is typically strong in preparing students for the organizational environment. This advantage is especially strong when the IS program is within or closely tied to organization or business studies. The challenge for an IS unit may be in maintaining adequate depth of instruction in some technology subjects.
1010
A Computer Science program sometimes reverses the comparative position of an IS unit. It is typically strong in teaching technology and related algorithmic processes. On the other hand, organization functions and organization systems may not be an area of emphasis.
1013
Of course, there is so much variety in the actual organization of academic units that these remarks cannot be taken too literally. Even in the case of a single academic unit which covers both IS and CS curricula, one often sees these complementary strengths between the two curricula.
1016
This high level perspective of complementary strengths suggests that there may be opportunities for courses taught by Computer Science that also meet the needs of IS majors and similarly for courses taught by IS for Computer Science students desiring more IS knowledge. It is possible to conceptualize a common core course sequence for Computer Science and Information Systems, and in fact, such sequences are taught at a number of institutions. This report has not attempted a formal definition of such a course sequence because there is no fixed organizational model of the relationship between the two programs to which such a definition could be addressed. Instead, we believe the correct approach is for individual institutions to take the core requirements for IS as described in this report and those for CS as expressed in CS'91 and then, considering their own local situation in terms of organization of academic units and distribution of strengths of faculty and laboratory resources, to design a common core sequence, if this makes sense in their own circumstances. This is possible because both CS'91 and IS'97 describe the core requirements in terms of knowledge units rather than courses. Specific courses in each report are for the purpose of showing possible organizations of the material rather than a prescription for how it is to be taught. Needless to say, the finished product should satisfy both curricula. Close examination of CS'91 shows that opportunities for shared courses are particularly good in the curriculum area of information technology (see Figure 5 on page 17).
1032
The overall level of commonalty that might be achieved between a CS
and an IS program are very dependent upon local conditions; for example,
the Sample Curriculum G (Software Engineering Emphasis) of CS'91 has many
knowledge elements in common with IS'97, whereas other CS'91 Sample Curricula
have a smaller intersection.
1037
The curriculum updating cycle has been too slow to meet the needs of academia and industry. Both the committee processes and the process for publication of results have been inefficient and time consuming. The IS'97 task force recommends a new updating procedure and publication approach, using standard Internet resources such as e-mail and document transfer facilities. Proposals are currently being prepared to support the development of this system.