TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

Build Your Dream (not just Big) Analytics Program

This paper reports on a panel discussion held at AMCIS 2014 and subsequent panel member research and findings. We focus on curriculum design, program development, and sustainability in business analytics (BA) in higher education. We address some of the burning questions the IS community has asked concerning the various stages of BA program building, and we elaborate challenges that institutions face in constructing successful and competitive analytics programs. Furthermore, given that the panelists have achieved outstanding accomplishments in academic and industrial leadership, we share our experiences and vision of a “dream” analytics program. We hope that our community will continue a dialog that encourages and engages faculty members and administrators to reflect on challenges and opportunities to build dream programs that meet industry needs

Teaching with Enterprise Systems

With the wide-spread adoption of Enterprise Systems (ES), such as SAP, Oracle, and Peoplesoft, in medium and large-sized organizations, there is increasing demand for students who know how to work with such systems. While the demand for ES developers and integrators has declined, the demand for employees that can help companies achieve benefits from these systems continues to grow. Such employees need skills in decision-making and process design in an integrated, data-rich environment enabled by an ES. This paper provides advice about teaching with enterprise systems at the undergraduate and graduate levels within the IS curriculum and across management and engineering curricula. This advice is provided by five professors from five different schools, California State University at Chico, Louisiana State University, Queensland University of Technology, Bentley College, and Worcester Polytechnic Institute that together have many years of experience in teaching with SAP or with the Oracle e-business suite. This paper includes a summary of the experiences at each of these schools, advice based on questions from the audience at an AMCIS 2005 panel, and references to resources that may be helpful to those considering, or already engaged in, teaching with enterprise systems

Development of a Web-based Resident Profiling Tool to Support Training in Practice-based Learning and Improvement

Multiple factors are driving residency programs to explicitly address practice-based learning and improvement (PBLI), yet few information systems exist to facilitate such training. We developed, implemented, and evaluated a Web-based tool that provides Internal Medicine residents at the University of Virginia Health System with population-based reports about their ambulatory clinical experiences. Residents use Systems and Practice Analysis for Resident Competencies (SPARC) to identify potential areas for practice improvement. Thirty-three (65%) of 51 residents completed a survey assessing SPARC’s usefulness, with 94% agreeing that it was a useful educational tool. Twenty-six residents (51%) completed a before–after study indicating increased agreement (5-point Likert scale, with 5=strongly agree) with statements regarding confidence in ability to access population-based data about chronic disease management (mean [SD] 2.5 [1.2] vs. 4.5 [0.5], p < .001, sign test) and information comparing their practice style to that of their peers (2.2 [1.2] vs. 4.6 [0.5], p < .001)

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Bronx Community College of the City University of New York Gatewat to Sucess 2005/2006 Catalog

Course catalog for Bronx Community College for 2005-06

A Foundation Course in Business Analytics:Design and Implementation at Two Universities

The current data-centric business environment has seen an increasing demand for business students with knowledge and skills in the area of business analytics. This article presents the design and implementation of a foundation business analytics (BA) course for undergraduate business students who aspire to become data-literate professionals or entry-level data analysts. The course design is built around two learning objectives and their corresponding learning outcomes and features five learning modules corresponding to a recently proposed BA pedagogical framework. The implementation of this course at two large universities is described in detail, including the timelines, topics, software tools, assignments, projects, and student feedback. Upon successful completion of the course, students are expected to be able to conduct business analytics at basic to intermediate levels using leading industry tools such as Power Pivot, Power BI, Tableau, or R