Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education

Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school\u27s DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school\u27s curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites

Emerging cad and bim trends in the aec education: An analysis from students\u27 perspective

As the construction industry is moving towards collaborative design and construction practices globally, training the architecture, engineering, and construction (AEC) students professionally related to CAD and BIM became a necessity rather than an option. The advancement in the industry has led to collaborative modelling environments, such as building information modelling (BIM), as an alternative to computer-aided design (CAD) drafting. Educators have shown interest in integrating BIM into the AEC curriculum, where teaching CAD and BIM simultaneously became a challenge due to the differences of two systems. One of the major challenges was to find the appropriate teaching techniques, as educators were unaware of the AEC students’ learning path in CAD and BIM. In order to make sure students learn and benefit from both CAD and BIM, the learning path should be revealed from students’ perspective. This paper summarizes the background and differences of CAD and BIM education, and how the transition from CAD to BIM can be achieved for collaborative working practices. The analysis was performed on freshman and junior level courses to learn the perception of students about CAD and BIM education. A dual-track survey was used to collect responses from AEC students in four consecutive years. The results showed that students prefer BIM to CAD in terms of the friendliness of the user-interface, help functions, and self-detection of mistakes. The survey also revealed that most of the students believed in the need for a BIM specialty course with Construction Management (CM), Structure, and Mechanical-Electrical-Plumbing (MEP) areas. The benefits and challenges of both CAD and BIM-based software from students’ perspectives helps to improve the learning outcomes of CAD/BIM courses to better help students in their learning process, and works as a guideline for educators on how to design and teach CAD/BIM courses simultaneously by considering the learning process and perspectives of students. © 2018 The autho

An Analysis of Undergraduate Information Systems Curricula: Adoption of the IS 2010 Curriculum Guidelines

The IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems were published as a model to help academic IS programs establish a consistent curriculum that meets the needs of a global information economy. However, to-date, no study has examined the degree to which the IS 2010 model curriculum is being adopted and utilized in contemporary IS curricula. The purpose of this study is to evaluate the level of program adoption of the IS 2010 curriculum guidelines. Curriculum data were collected from 127 AACSB-accredited undergraduate information systems programs across the United States via a direct survey and interviews with department heads and undergraduate program directors. These data were then compared with the IS 2010 recommendations. Results indicate that: (1) IS programs exhibit a wide range of adherence to the IS 2010 core curriculum guidelines; (2) perceived adherence to IS 2010 guidelines among program administrators is higher than calculated adherence; (3) several non-IS 2010 core topics are still included as required components in many IS programs; (4) although few IS programs have formally implemented IS 2010 career tracks, perceptions of career tracks are generally favorable; (5) resource constraints and program enrollments/class sizes are commonly described barriers to developing career tracks

Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels

MacArthur Foundation's Initiative to Promote Midwifery in Mexico, Complete Baseline Report

This baseline report is a first step in the evaluation of the MacArthur Foundation's initiative to improve maternal and reproductive health in Mexico by helping to institutionalize professional midwifery. The foundation's strategy concentrates on contributing to lasting, measurable, and targeted changes in the maternal and reproductive health landscape of Mexico by capitalizing on and strengthening momentum around building a new cadre of professional midwives, in order to reach a tipping point that will allow for improved quality of care and, eventually, better maternal health outcomes.The purpose of the baseline evaluation was to understand the starting points for the initiative with respect to:Midwifery and maternal health care in MexicoTraining in professional midwiferyDemand for and understanding of professional midwiferyThe legal and policy framewor

The ACM/AIS IS2020 Competency Model for Undergraduate Programs in Information Systems: A Joint ACM/AIS Task Force Report

The Association of Computing Machinery (ACM) and the Association of Information Systems (AIS) along with the ISCAP EDSIG, recently released a joint taskforce report IS2020: A Competency Model for Undergraduate Programs in Information Systems. In this paper, the co-chairs of IS2020, the latest Information Systems curriculum guidelines, provide their insight on the problems presented with existing guidelines, illustrate the issue, and share their opinions that led to the release of these latest guidelines

IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems

This article contains the official text of the IS 2002 Model Curriculum for Undergraduate Degree Programs in Information Systems as approved by The Association for Computing Machinery, The Association for Information Systems, and The Association of Information Technology Professionals. It is presented in its original form

IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

IS 2010 is the latest in a series of model curricula for undergraduate degrees in Information Systems. It builds on the foundation formed by this earlier work, but it is a major revision of the curriculum and incorporates several significant new characteristics. IS 2010 is the third collaborative effort by ACM and AIS. Both organizations have worldwide membership, and, therefore, IS 2010 includes elements that make it more universally adaptable than its predecessors. IS 2010 is not directly linked to a degree structure in any specific environment but it provides guidance regarding the core content of the curriculum that should be present everywhere and suggestions regarding possible electives and career tracks based on those