Panel Session Proposal: Publishing in the Journal of Information Systems Education

This Panel Session will discuss various aspects regarding opportunities for submitting and possibly getting papers published in the Journal of Information Systems Education (JISE), the leading academic journal in IS education. In addition, other ways to assist JISE will be addressed and discussed

Integrating Student Groupwork Ratings into Student Course Grades

This article reviews the rationale for groupwork projects, particularly as they apply to business-related courses. It describes some of the pedagogical issues that faculty must address and highlights inherent weaknesses, particularly in the assessment of student effort, that often occur when groupwork is required in a course. The problem of evaluating individual student’s contributions to their group is particularly troublesome given that all students do not always contribute equally to a group’s success. Faculty members normally have little to no data or observations to assist them in valuing one student’s contribution over another student’s contribution to the group’s ultimate success. The evaluation problem can be solved by gathering and using student input regarding the contributions of their peers. This, too, can be problematic if not done in a manner that requires each student to distinguish amongst the different levels of contribution provided by each of their fellow group members. A conceptual solution for solving the ‘group member contribution’ problem and a detailed methodology for implementing the solution is offered for this problem. The solution uses peer evaluations solicited from all group members as a component of each individual student’s groupwork grade. Using a web-based form, student peer assessments are gathered anonymously and are easily integrated into the faculty member’s electronic gradebook

Incorporating Global Information Security and Assurance in I.S. Education

Over the years, the news media has reported numerous information security incidents. Because of identity theft, terrorism, and other criminal activities, President Obama has made information security a national priority. Not only is information security and assurance an American priority, it is also a global issue. This paper discusses the importance of Global Information Security and Assurance in information systems (IS) education. Current university graduates will become tomorrow’s users and protectors of data and systems. It is important for universities to provide training in security and assurance of information systems. Are students getting adequate education in this area? If not, this leaves them ill-prepared for the needs of the workplace. The security of our information systems needs to be a major concern for educators and corporate leaders. We recommend that instruction in security and assurance be a core component of the curriculum for all IS and business students. The purpose of this special issue is to provide insights, ideas, and practical tips from IS educators and professionals. Along with the academic papers in this issue, a new section was added, advisory from professionals. Just as a university information systems department has an advisory board of professionals, this new section provides an advisory to academics; professionals provide insights into the corporate world and they need

Incorporating Ethics and Social Responsibility in IS Education

This paper discusses the importance of ethics and social responsibility in information systems (IS) education. The many public scandals of corporate misconduct have increased the need for more emphasis to be placed on ethics and ethical issues in IS education. The authors describe how the inclusion of ethics and social responsibility in the IS curriculum enhances IS education and discuss the core issues to be addressed, including: professional conduct, privacy, intellectual property, cybercrime, impact on humans, freedom of speech, and “Green” computing issues. The authors also introduce the papers presented in this special issue and challenge IS educators to increase their emphasis on ethics and social responsibility in their classes

Methylphenidate and Memory and Attention Adaptation Training for persistent cognitive symptoms after traumatic brain injury: a randomized, placebo-controlled trial

The purpose of this multicenter, prospective, randomized, placebo-controlled study was to evaluate and compare the efficacy of two cognitive rehabilitation interventions (Memory and Attention Adaptation Training (MAAT) and Attention Builders Training (ABT)), with and without pharmacological enhancement (ie, with methylphenidate (MPH) or placebo), for treating persistent cognitive problems after traumatic brain injury (TBI). Adults with a history of TBI at least 4 months before study enrollment with either objective cognitive deficits or subjective cognitive complaints were randomized to receive MPH or placebo and MAAT or ABT, yielding four treatment combinations: MAAT/MPH (N=17), ABT/MPH (N=19), MAAT/placebo (N=17), and ABT/placebo (N=18). Assessments were conducted pre-treatment (baseline) and after 6 weeks of treatment (post treatment). Outcome measures included scores on neuropsychological measures and subjective rating scales. Statistical analyses used linear regression models to predict post-treatment scores for each outcome variable by treatment type, adjusting for relevant covariates. Statistically significant (PABT/placebo), nonverbal learning (MAAT/MPH>MAAT/placebo and MAAT/MPH>ABT/MPH), and auditory working memory and divided attention (MAAT/MPH>ABT/MPH). These results suggest that combined treatment with metacognitive rehabilitation (MAAT) and pharmacotherapy (MPH) can improve aspects of attention, episodic and working memory, and executive functioning after TBI

Methylphenidate and \u3ci\u3eMemory and Attention Adaptation Training\u3c/i\u3e for persistent cognitive symptoms after traumatic brain injury: a randomized, placebo-controlled trial

The purpose of this multicenter, prospective, randomized, placebo-controlled study was to evaluate and compare the efficacy of two cognitive rehabilitation interventions (Memory and Attention Adaptation Training (MAAT) and Attention Builders Training (ABT)), with and without pharmacologic enhancement (i.e., with methylphenidate (MPH) or placebo), for treating persistent cognitive problems after traumatic brain injury (TBI). Adults with a history of TBI at least four months prior to study enrollment with either objective cognitive deficits or subjective cognitive complaints were randomized to receive MPH or placebo and MAAT or ABT, yielding four treatment combinations: MAAT/MPH (N=17), ABT/MPH (N=19), MAAT/placebo (N=17), and ABT/placebo (N=18). Assessments were conducted pre-treatment (baseline) and after six weeks of treatment (post-treatment). Outcome measures included scores on neuropsychological measures and subjective rating scales. Statistical analyses used linear regression models to predict post-treatment scores for each outcome variable by treatment type, adjusting for relevant covariates. Statistically significant (p\u3c0.05) treatment-related improvements in cognitive functioning were found for word list learning (MAAT/placebo\u3eABT/placebo), nonverbal learning (MAAT/MPH\u3eMAAT/placebo and MAAT/MPH\u3eABT/MPH), and auditory working memory and divided attention (MAAT/MPH\u3eABT/MPH). These results suggest that combined treatment with metacognitive rehabilitation (MAAT) and pharmacotherapy (MPH) can improve aspects of attention, episodic and working memory, and executive functioning after TBI

Methylphenidate and \u3ci\u3eMemory and Attention Adaptation Training\u3c/i\u3e for persistent cognitive symptoms after traumatic brain injury: a randomized, placebo-controlled trial

The purpose of this multicenter, prospective, randomized, placebo-controlled study was to evaluate and compare the efficacy of two cognitive rehabilitation interventions (Memory and Attention Adaptation Training (MAAT) and Attention Builders Training (ABT)), with and without pharmacologic enhancement (i.e., with methylphenidate (MPH) or placebo), for treating persistent cognitive problems after traumatic brain injury (TBI). Adults with a history of TBI at least four months prior to study enrollment with either objective cognitive deficits or subjective cognitive complaints were randomized to receive MPH or placebo and MAAT or ABT, yielding four treatment combinations: MAAT/MPH (N=17), ABT/MPH (N=19), MAAT/placebo (N=17), and ABT/placebo (N=18). Assessments were conducted pre-treatment (baseline) and after six weeks of treatment (post-treatment). Outcome measures included scores on neuropsychological measures and subjective rating scales. Statistical analyses used linear regression models to predict post-treatment scores for each outcome variable by treatment type, adjusting for relevant covariates. Statistically significant (p\u3c0.05) treatment-related improvements in cognitive functioning were found for word list learning (MAAT/placebo\u3eABT/placebo), nonverbal learning (MAAT/MPH\u3eMAAT/placebo and MAAT/MPH\u3eABT/MPH), and auditory working memory and divided attention (MAAT/MPH\u3eABT/MPH). These results suggest that combined treatment with metacognitive rehabilitation (MAAT) and pharmacotherapy (MPH) can improve aspects of attention, episodic and working memory, and executive functioning after TBI