Evaluating the effects of induced development on flood hazards and losses in U.S. communities with levees

The research undertaken in this study evaluates changes in the risk and vulnerability of residential building construction and valuation of eight cities in the United States to assess the changes in flood risk across levee-protected and non-leveed riverine floodplains. Floods cause more losses than any other hazard in the U.S. and losses continue to increase despite longstanding loss reduction policies and practices. To estimate whether levees increase the risk and vulnerability of residential buildings to flooding, this study analyzes residential tax parcels, levee and protected-area data from the U.S. Army Corps of Engineers&rsquo; National Levee Database, and regulatory floodplain zoning data from the Federal Emergency Management Agency, which administers the National Flood Insurance Program, intended to discourage floodplain development when alternatives are available and encourage mitigation practices and participation in insurance coverage to lessen the necessity for disaster relief funding when flooding inevitably occurs. With empirical information about the history and locations of residential development, the study develops a taxonomy of floodplain occupation types and employs difference-indifferences regression to evaluate treatment (i.e. levee-protected) and control (i.e. non-leveed, non-floodplain) groups before and after levee construction; further, the study constructs a deep history of wetland reclamation to consider path dependency as a theory for explaining changes in residential flood risk and vulnerability. The results of the study indicate that levees are associated with increasing residential buildings&rsquo; value-at-risk of flooding and increasing vulnerability to flood losses due to canceling of required insurance participation through levee accreditation.</p

Using Polya to Teach System Development Methodologies: Fostering a Role Perspective in IS Students

The role of IS is changing from a task perspective to a role perspective focused on aligning IS with business needs and goals. In this paper we present a problem solving perspective for teaching systems development methodologies as a means of fostering this shift in perspective in IS students. Polya\u27s formal problem solving process is synthesized with the traditional systems development life cycle. This synthesis makes explicit the tacit knowledge embedded in system development methodologies and enables the transfer of domain knowledge to the broader organizational context and the alignment of IS with business needs and goals

Aligning ICCP Certification With The IS2002 Model Curriculum: A New International Standard

This is a progress report on actions to align vendor neutral certification for computing and Information Systems professionals with academic standards as codified by the IS2002 Model Curriculum

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

Information Systems Analyst (ISA): A Professional Certification Based On The IS2002 Model Curriculum

The ICCP, ICCP Education Foundation and a coalition of universities have produced an exit examination, and a new professional certification, Information Systems Analyst, based on the IS2002 Model Curriculum.  The examination is also the basis for administering IS program evaluation services by a new Center for Computing Education Research

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