IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at present the only accrediting agency for Information Systems programs. This paper examines the influence of the release of the “IS 2010 Curriculum Guidelines for Undergraduate Degree Programs in Information Systems” on ABET accredited Information Systems programs. It begins with an historical overview of past information systems curriculum development efforts, and then follows with an overview of accreditation, both in higher education in general and of information systems programs in particular. The results of a survey of all ABET accredited Information Systems programs are then reported. The survey focused on two distinct yet interrelated issues that emerged with the release of IS 2010: (1) How does the absence of AITP input into the initial formulation of IS 2010 coupled with the lack of programming as a requirement in IS 2010 affect the attitude of ABET accredited Information Systems programs regarding seeking re-accreditation?; and (2) Does AIS discontinuing their financial support for ABET affect the attitude of ABET accredited Information Systems programs regarding seeking re-accreditation? The paper concludes with an overview of the effect of the release of IS 2010 on reaccreditation decisions of ABET accredited information systems programs

Cloud-Based Course Development: Teaching with a “Safety” Net

This paper makes a case for teaching without a text by employing cloud-based resources. It covers problems commonly associated with the use of texts, outlines a process for developing courses without textbooks, uses the author’s e-commerce course as an example of applying the process to a course, and reports the preliminary results of using this process in terms of both student performance and student reaction to working without a text. Suggestions are made regarding how others may proceed to employ this strategy in their own courses

Invited Paper: Four Important Strategic Issues for Computer Information Systems Education

This paper invites Computer Information System (CIS) program stakeholders to consider several strategic issues. They include: Curriculum & Pedagogy, Business Model & Value Proposition, Increasingly Diverse Student Body, and Student Success & Completion. These strategic issues are those in which faculty have the ability to provide the most influence and make the most impact; areas in which the faculty can make significant contributions without requiring higher-level organizational commitment. In addition, attention to these four areas can help to address the shortage of individual entry-level employees in the field. The paper does not offer prescriptive solutions; rather, it broadly frames some strategic issues and suggests areas for stakeholder consideration. Ideally, each program should weigh strategic issues against the backdrop of the environmental factors, i.e., opportunities and threats, within which it operates, and in the context of its own strengths and weaknesses. Moreover, each program should consider its own relevant strategic issues from the perspective of its mission, values, and aspirations

The Greening of the Information Systems Curriculum

The purpose of this study is related to Green Information Technology (IT), Green Computing, and/or Sustainability (GITS) curriculum initiatives in institutions of higher education in the US and abroad. The purpose of this study is threefold; 1) to evaluate whether GITS academic programs have been initiated in higher educational organizations; 2) to analyze if GITS programs and/or courses are currently in place; and 3) to investigate the conceptual framework of GITS across campuses

Why is the Learner-Centered Paradigm So Profoundly Important for Information Systems Education?

This paper builds on the concept of the learner-centered paradigm described in the previous paper, by discussing its importance and relevance to postsecondary information systems education. Five key trends and issues for information systems educators are discussed in relation to the learner-centered paradigm. From these issues, seven propositions are presented for stimulating thought among IS educators

From Teaching to Learning: Learner-Centered Teaching and Assessment in Information Systems Education

This paper makes the case for movement from a teacher-centered educational paradigm to a learner-centered paradigm by employing a template-based approach consistent with the intent of the Capability Maturity Model Integration (CMMI) (2002, 2004) attempt to bring quality standards to the systems and software development industry. The paradigm shift from the Teaching Paradigm to the Learning Paradigm is discussed and comparisons of the essential features of the two paradigms are explained. The effect of the paradigm shift on the task of assessment is posited and Weimer’s guidelines for developing learner-centered assessments are enumerated and discussed. A twelve-step template-based approach to developing learnercentered teaching and assessment strategies is then proposed and discussed (Wagner et al., 2008). It is concluded that this approach to the construction of educational activities provides for greater student learning and a more authentic student assessment. It is also concluded that the approach is important for education of IS students (Landry et al., 2008)

A Methodology to Assist Faculty in Developing Successful Approaches for Achieving Learner Centered Information Systems Curriculum Outcomes: Team Based Methods

All industries face the interrelated challenges of indentifying and training the critical skills needed to be successful in the workplace. Specifically of interest to the information systems field is that any newly trained IS professional has to be equipped to solve increasingly difficult problems with great confidence and competence. In this paper we present the case for IS curriculum implementations (Landry 2008) based on the transformational learner centered methodologies (Saulnier 2008). With this approach, student learners take responsibility for their education and are accountable for the outcomes based on a continuous feedback and self adjustment of goal. We present a methodology for learner centered outcome development by using a template approach developed within a quality process improvement environment. This approach utilizes an existing model curriculum in developing the learner centered attributes. Examples for implementing the approach utilizing team based behaviors are provided

The contribution of wheat to human diet and health

Wheat is the most important staple crop in temperate zones and is in increasing demand in countries undergoing urbanization and industrialization. In addition to being a major source of starch and energy, wheat also provides substantial amounts of a number of components which are essential or beneficial for health, notably protein, vitamins (notably B vitamins), dietary fiber, and phytochemicals. Of these, wheat is a particularly important source of dietary fiber, with bread alone providing 20% of the daily intake in the UK, and well-established relationships between the consumption of cereal dietary fiber and reduced risk of cardio-vascular disease, type 2 diabetes, and forms of cancer (notably colo-rectal cancer). Wheat shows high variability in the contents and compositions of beneficial components, with some (including dietary fiber) showing high heritability. Hence, plant breeders should be able to select for enhanced health benefits in addition to increased crop yield

Canagliflozin and renal outcomes in type 2 diabetes and nephropathy

BACKGROUND Type 2 diabetes mellitus is the leading cause of kidney failure worldwide, but few effective long-term treatments are available. In cardiovascular trials of inhibitors of sodium–glucose cotransporter 2 (SGLT2), exploratory results have suggested that such drugs may improve renal outcomes in patients with type 2 diabetes. METHODS In this double-blind, randomized trial, we assigned patients with type 2 diabetes and albuminuric chronic kidney disease to receive canagliflozin, an oral SGLT2 inhibitor, at a dose of 100 mg daily or placebo. All the patients had an estimated glomerular filtration rate (GFR) of 30 to <90 ml per minute per 1.73 m2 of body-surface area and albuminuria (ratio of albumin [mg] to creatinine [g], >300 to 5000) and were treated with renin–angiotensin system blockade. The primary outcome was a composite of end-stage kidney disease (dialysis, transplantation, or a sustained estimated GFR of <15 ml per minute per 1.73 m2), a doubling of the serum creatinine level, or death from renal or cardiovascular causes. Prespecified secondary outcomes were tested hierarchically. RESULTS The trial was stopped early after a planned interim analysis on the recommendation of the data and safety monitoring committee. At that time, 4401 patients had undergone randomization, with a median follow-up of 2.62 years. The relative risk of the primary outcome was 30% lower in the canagliflozin group than in the placebo group, with event rates of 43.2 and 61.2 per 1000 patient-years, respectively (hazard ratio, 0.70; 95% confidence interval [CI], 0.59 to 0.82; P=0.00001). The relative risk of the renal-specific composite of end-stage kidney disease, a doubling of the creatinine level, or death from renal causes was lower by 34% (hazard ratio, 0.66; 95% CI, 0.53 to 0.81; P<0.001), and the relative risk of end-stage kidney disease was lower by 32% (hazard ratio, 0.68; 95% CI, 0.54 to 0.86; P=0.002). The canagliflozin group also had a lower risk of cardiovascular death, myocardial infarction, or stroke (hazard ratio, 0.80; 95% CI, 0.67 to 0.95; P=0.01) and hospitalization for heart failure (hazard ratio, 0.61; 95% CI, 0.47 to 0.80; P<0.001). There were no significant differences in rates of amputation or fracture. CONCLUSIONS In patients with type 2 diabetes and kidney disease, the risk of kidney failure and cardiovascular events was lower in the canagliflozin group than in the placebo group at a median follow-up of 2.62 years

Canagliflozin and Renal Outcomes in Type 2 Diabetes and Nephropathy

BACKGROUND Type 2 diabetes mellitus is the leading cause of kidney failure worldwide, but few effective long-term treatments are available. In cardiovascular trials of inhibitors of sodium–glucose cotransporter 2 (SGLT2), exploratory results have suggested that such drugs may improve renal outcomes in patients with type 2 diabetes. METHODS In this double-blind, randomized trial, we assigned patients with type 2 diabetes and albuminuric chronic kidney disease to receive canagliflozin, an oral SGLT2 inhibitor, at a dose of 100 mg daily or placebo. All the patients had an estimated glomerular filtration rate (GFR) of 30 to 300 to 5000) and were treated with renin–angiotensin system blockade. The primary outcome was a composite of end-stage kidney disease (dialysis, transplantation, or a sustained estimated GFR of <15 ml per minute per 1.73 m 2), a doubling of the serum creatinine level, or death from renal or cardiovascular causes. Prespecified secondary outcomes were tested hierarchically. RESULTS The trial was stopped early after a planned interim analysis on the recommendation of the data and safety monitoring committee. At that time, 4401 patients had undergone randomization, with a median follow-up of 2.62 years. The relative risk of the primary outcome was 30% lower in the canagliflozin group than in the placebo group, with event rates of 43.2 and 61.2 per 1000 patient-years, respectively (hazard ratio, 0.70; 95% confidence interval [CI], 0.59 to 0.82; P=0.00001). The relative risk of the renal-specific composite of end-stage kidney disease, a doubling of the creatinine level, or death from renal causes was lower by 34% (hazard ratio, 0.66; 95% CI, 0.53 to 0.81; P<0.001), and the relative risk of end-stage kidney disease was lower by 32% (hazard ratio, 0.68; 95% CI, 0.54 to 0.86; P=0.002). The canagliflozin group also had a lower risk of cardiovascular death, myocardial infarction, or stroke (hazard ratio, 0.80; 95% CI, 0.67 to 0.95; P=0.01) and hospitalization for heart failure (hazard ratio, 0.61; 95% CI, 0.47 to 0.80; P<0.001). There were no significant differences in rates of amputation or fracture. CONCLUSIONS In patients with type 2 diabetes and kidney disease, the risk of kidney failure and cardiovascular events was lower in the canagliflozin group than in the placebo group at a median follow-up of 2.62 years