Modernizing Biomedical Training: Replacing Live Animal Laboratories with Human Simulation

This chapter reviews the global trend towards a modernization of biomedical education in favor of simulation-based training methods, which studies confirm improve student learning and transference of applied skills to clinical practice, reduce laboratory costs, and spare animals from harmful procedures

Radiative transport analysis of electromagnetic propagation in isotropic plasma turbulence

The problem of electromagnetic wave propagation in a turbulent plasma is formulated in terms of the radiative transport equation. A singular eigenfunction solution is obtained for the case of isotropic plasma turbulence, and detailed numerical calculations are presented. The intensity distribution is studied as a function of the turbulent spectrum and relative strength of scattering attenuation to total attenuation. For a highly forward peaked scattering law characteristic of many physical situations it is found that the reflected backscatter intensity is relatively insensitive to the angle of incidence, except as grazing incidence is approached. The importance of multiple scatter is studied as a function of the properties of the medium

IS 2000 Progress Report on Undergraduate IS Curriculum Development

Undergraduate IS Curricula have been under development since the early 1970\u27s and have resulted in a series of curriculum reports. Initially the DPMA (now AITP) and the ACM organizations produced separate models. Beginning in the early 1990\u27s faculty associated with AITP, ACM and AIS have worked jointly to research and publish reports and curricula for undergraduate programs of Information Systems (Longenecker, et al 1994; Couger et al 1995) culminating in IS’97 (Davis, et al 1997). Survey results of IS faculty regarding the required depth of knowledge for the IS Body of Knowledge, as well as the necessity for achieving specific entry level skills will be presented and discussed. Results of the analysis of Learning Unit composition will be presented and discussed. Revision of the learning units will be identified. Approaches for funding and involvement of IS faculty and Industry professionals will be conducted. Participation will be solicited. Also, a schedule for the update process will be made available

Comparing Entry-Level Skill Depths Across Information Systems Job Types: Perceptions of IS Faculty

This paper compares and contrasts various information systems (IS) job types based on IS faculty perceptions of the skills that comprise each job type. A total of 148 IS academics took part in a skills survey as part of efforts to update of the IS\u2797 curriculum model (Davis, et al, 1997; Cougar, et al, 1995). IS academics perceive themselves are preparing students for four predominant jobs, the most prevalent one being information systems analyst. The results indicate that individual and team/interpersonal skills are perceived as needing the most depth for each of four job types studied; IS analysts and database analysts are the predominant job specializations perceived among IS faculty; and the network administrator and application developer roles have the most potential as sub-specializations. Future studies must validate these findings against industry perceptions of job types and their skill requirements

Information Systems Accreditation Criteria for August 2000

Program accreditation has been a very effective mechanism for assisting in quality assurance in programs in many disciplines, particularly at the baccalaureate level. Computer Science programs have been accredited by the Computing Sciences Accreditation Board (CSAB) beginning in 1986. Now over 150 computer science programs are accredited and more programs seek accreditation each year [1]. Since its inception, CSAB has been interested in expanding program accreditation beyond Computer Science. With funding from a grant from the National Science Foundation (NSF), Criteria have been developed for accreditation of programs in Information Systems. These Criteria will be presented to CSAB in July 2000 in the hope that they will approve the Criteria and authorize several pilot accreditation visits for the Fall of 2001, thereby allowing the possibility of accreditation of a few programs beginning in July 2002

The Evolving Role of Faculty: Traditional Scholarship, Instructional Scholarship and Service Scholarship

Faculty workload decisions made by a departmental unit often create a conflict for faculty because promotion/tenure decisions usually focus primarily on individual scholarly achievements. This paper describes an approach to faculty evaluation that considers both departmental and individual needs by expanding the view of scholarship to include Research, Instruction, and Service

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

A Summary of the Collaborative IS Curriculum Specification of the Joint DPMA, ACM, AIS Task Force

Information Systems \u2795 (IS \u2795), a model curriculum for a bachelor\u27s degree in Information Systems (IS), is the resulting development of collaborative work of a Joint Task Force of the Data Processing Management Association (DPMA), the Association for Computing Machinery (ACM), and Academy for Information Systems (AIS). Representation on the task force includes both academic and industrial members. This paper summarizes the full report (Figure 1). A definition of the IS discipline and its relevance within the business and university community is discussed. Resources needed to support a viable program are identified, including faculty, and information technology. Courses are identified and the characteristics of graduates defined. A paradigm is provided which couples a definition of the IS discipline and its underlying principles to the of characteristics of the IS graduate. An updated IS body of knowledge is presented. It is based on previous efforts of DPMA and ACM (Longenecker and Feinstein 1991a,b,c; Ashenhurst 1972; Couger 1972; ACM 1983 and ACM 1990; DPMA 1981, 1986). The current body of knowledge contains the Computer Science and Engineering body of knowledge (Turner and Tucker 1991). A cognitive behavioral metric is presented for specifying and evaluating depth of knowledge. The specification includes a numeric depth indicator and appropriate language to describe presentation goals and resultant behavior expected of students completing study of specific aspects of the curriculum. A modular concept of learning units is defined and utilized in specifying proposed courses. Methods for mapping the learning units to alternate course plans are discussed. Elements from the body of knowledge are combined in a logical top-down manner to form Learning Units (LU). Each LU contains a goal statement, behavioral objectives and associated elements from the body of knowledge. Five curriculum areas with 20 sub-areas form clusters of these learning units. A complete set of 128 learning units form meta-presentation units which can be organized in different schemes to meet individual institutional missions. One possible organization of these units into ten courses is presented. This paper provides curriculum guidelines for implementing undergraduate programs in information systems. The full report, IS\u2795, provides the detail necessary for design and implementation of courses. Dissemination of the curriculum and plans for review and updating the curriculum are presented