Information Systems Accreditation: Preparation, Process, and Standards

The objective of this paper is to provide an overview of the accreditation process for information systems (IS) programs. This tutorial includes: an overview of the general accreditation criteria and IS program-specific criteria; the process of information systems accreditation from ABET\u27s Computing Accreditation Commission (CAC) perspective; a review of the process of planning and preparing for the accreditation team visit; the experience of gathering sample course materials from faculty; and a discussion of the accreditation process from the review team\u27s perspectiv

Graduate IS Curriculum for the Millennium: Background, Process and Recommendation

The MSIS 2000 model curriculum, prepared by the Joint ACM/AIS Curriculum Committee, provides guidelines for colleges and universities offering Masters degrees in Information Systems. This paper summarizes both the program and the procedures used to create it. In brief, the minimum masters program involves 10 courses for students with adequate preparation. This minimum program consists of 6 core course (data management; analysis, modeling, and design; data communications and networking: project and change management, information systems policy and strategy, and systems integration) and a 4-course career track. The procedure used included face-to-face and computer meetings among committee members and extensive consultation with the worldwide IS community

Information Systems Accreditation: A New Criteria Structure and New Flexibility

The Computing Accreditation Commission (CAC) has proposed changes in the structure of the criteria used to accredit information systems programs. The new structure combines so-called “general criteria,” criteria that apply to any computing program, and additional program criteria that apply to IS, IT, or CS programs. This new format allows an emergingcomputing- discipline (e.g., bioinformatics) program to apply for accreditation under the general criteria while the discipline matures to where model curricula develop. This new format begins to move criteria documents to outcome based statements. This session will discuss the new criteria structure, including the proposed general and program criteria, and the timetable for implementation of the new structure. Time will be devoted to Q&A regarding any aspect of IS program accreditation. The session will also discuss accrediting IS programs, overview the IS accreditation criteria and processes, discuss the pros and cons of accrediting IS programs, and review the internal and external steps of the process, identifying bottlenecks and problems and suggesting solutions

MSIS 2006: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

This article presents the MSIS 2006 Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems. As with MSIS 2000 and its predecessors, the objective is to create a model for schools designing or revising an MS curriculum in Information Systems. The curriculum was designed by a joint committee of the Association for Information Systems and the Association for Computing Machinery. MSIS2006 is a major update of MSIS 2000. Features include increasing the number of required courses from 10 to 12 while revising prerequisites, introducing new courses and revising existing courses to modernize the curriculum, and alternatives for phased upgrading from MSIS2000 to MSIS 2006. As with the previous curriculum, it is the product of detailed consultation with the IS community. The curriculum received the endorsement of 8 major IS professional groups

MSIS 2006 Curriculum Preview

The MSIS 2000 curriculum is now over 5 years old. That curriculum (the first revisions for the MS program since 1982) was widely adopted by IS departments throughout the world. A committee established jointly by AIS and ACM started working in summer 2003 on revising and updating the MS curriculum based on the experience of the adopting schools. The work is nearing completion. This paper describes the state of the revisions as of April 2005

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

The Astropy Problem

The Astropy Project (http://astropy.org) is, in its own words, "a community effort to develop a single core package for Astronomy in Python and foster interoperability between Python astronomy packages." For five years this project has been managed, written, and operated as a grassroots, self-organized, almost entirely volunteer effort while the software is used by the majority of the astronomical community. Despite this, the project has always been and remains to this day effectively unfunded. Further, contributors receive little or no formal recognition for creating and supporting what is now critical software. This paper explores the problem in detail, outlines possible solutions to correct this, and presents a few suggestions on how to address the sustainability of general purpose astronomical software