IS2020 A Competency Model for Undergraduate Programs in Information Systems: The Joint ACM/AIS IS2020 Task Force

The IS2020 report is the latest in a series of model curricula recommendations and guidelines for undergraduate degrees in Information Systems (IS). The report builds on the foundations developed in previous model curricula reports to develop a major revision of the model curriculum with the inclusion of significant new characteristics. Specifically, the IS2020 report does not directly prescribe a degree structure that targets a specific context or environment. Rather, the IS2020 report provides guidance regarding the core content of the curriculum that should be present but also provides flexibility to customize curricula according to local institutional needs

Computing Competencies for Undergraduate Data Science Curricula: ACM Data Science Task Force

At the August 2017 ACM Education Council meeting, a task force was formed to explore a process to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. Specifically, the task force would seek to define what the computing/computational contributions are to this new field, and provide guidance on computing-specific competencies in data science for departments offering such programs of study at the undergraduate level. There are many stakeholders in the discussion of data science – these include colleges and universities that (hope to) offer data science programs, employers who hope to hire a workforce with knowledge and experience in data science, as well as individuals and professional societies representing the fields of computing, statistics, machine learning, computational biology, computational social sciences, digital humanities, and others. There is a shared desire to form a broad interdisciplinary definition of data science and to develop curriculum guidance for degree programs in data science. This volume builds upon the important work of other groups who have published guidelines for data science education. There is a need to acknowledge the definition and description of the individual contributions to this interdisciplinary field. For instance, those interested in the business context for these concepts generally use the term “analytics”; in some cases, the abbreviation DSA appears, meaning Data Science and Analytics. This volume is the third draft articulation of computing-focused competencies for data science. It recognizes the inherent interdisciplinarity of data science and situates computing-specific competencies within the broader interdisciplinary space

The ACM/AIS IS2020 Competency Model for Undergraduate Programs in Information Systems: A Joint ACM/AIS Task Force Report

The Association of Computing Machinery (ACM) and the Association of Information Systems (AIS) along with the ISCAP EDSIG, recently released a joint taskforce report IS2020: A Competency Model for Undergraduate Programs in Information Systems. In this paper, the co-chairs of IS2020, the latest Information Systems curriculum guidelines, provide their insight on the problems presented with existing guidelines, illustrate the issue, and share their opinions that led to the release of these latest guidelines

AIS / AACSB MaCuDE IS Curriculum Webinar

This is a Webinar regarding the AIS / AACSB MaCuDE IS Curriculum

Invited Paper: IS2010: A Retrospective Review and Recommendation

The Information System (IS) model curriculum has been advanced by the Association of Computing Machinery (ACM), the Association for Information Systems (AIS), and other associations since the 1970s. The IS2002 and IS2010 curriculum models have been positively received by both academic institutions and industry alike. Each of these models used design principles to help guide the development process; these principles included concepts such as maximizing program flexibility or course sequencing to improve depth of knowledge. The most current undergraduate model (IS2010) that guides university curriculum is nearly 10 years old. In today’s IS field, a curriculum should address previous design concepts; plus the environment in which IS professionals work has become even more dynamic and multifaceted. Given these challenges, a new IS model curriculum would benefit by including more programming concepts along with course sequencing. The authors propose a two-course sequence in areas such as computer programming to increase depth of knowledge and keep some program flexibility. Further, the authors recommend: (1) require a minimum amount of programming, (2) require technical infrastructure coverage, (3) allow for specialization, (4) specify sequencing to provide depth, and (5) identify both core competencies and course structure. These recommendations are not a criticism but build a new model with the strengths and knowledge gained in the past 10 years

The ACM/AIS IS2020 Competency Model for Undergraduate Programs in Information Systems - A Joint ACM/AIS Task Force Report

The Association of Computing Machinery (ACM) and the Association of Information Systems (AIS) along with the ISCAP EDSIG, recently released a joint taskforce report IS2020: A Competency Model for Undergraduate Programs in Information Systems. In this paper, the co-chairs of IS2020, the latest Information Systems curriculum guidelines, provide their insight on the problems presented with existing guidelines, illustrate the issue, and share their opinions that led to the release of these latest guidelines.</div

Completing the Loop: IS Program Improvement through Outcomes Assessment

Why are assessment results often not used to effect IS program improvement? Although both AACSB and ABET place great emphasis on the establishment of a systematic process for the collection and evaluation of academic program assessment data, moving assessment from a data collection activity to a mechanism for program improvement has proven to be a challenge for many programs. The ultimate goal of program assessment is improvement of the academic program. Achieving this goal requires demonstrating how an assessment process affects the quality of the academic program. This workshop will explore the barriers to effective use of assessment results for program improvement and will discuss strategies for addressing these barriers. In addition, different methods and tools that are currently being used to effectively “close the loop” will be presented. Examples specific to the information systems curriculum will be used. Participants will be encouraged to discuss and share the “best assessment practices” developed at their institutions. Practical examples will be presented that help faculty establish effective mechanisms and processes for program improvement at their institutions

Digital Transformation and the Changing Role of IS in Business Education: Lessons from the AACSB MaCuDE Project

This panel provides the Information Systems (IS) community with an update on and engages in a pivotal discussion regarding the impact of digital transformation and advanced information technologies—such as big data analytics and artificial intelligence—on the IS curricula of AACSB accredited business schools. The panel draws upon the work done by the IS task force of the AACSB MaCuDE project in collaboration with curriculum leaders of the IS community. The panel reflects on the role and identity of the IS discipline in the future based on the MaCuDE project findings, explores the role of IS as the natural boundary spanning leader in digital transformation, analyzes areas in which IS is most likely to continue to provide distinctive value, considers the resource implications of the emerging changes, and discusses the role of ethical implications of advanced information technologies in IS education

ACM / AIS IS2020: Updating the IS Model Curriculum

The Association of Computing Machinery (ACM) and the Association for Information Systems (AIS), two global professional and academic societies with a stake in Information Systems (IS) education, are engaged in a project to revise the Information Systems Curriculum for bachelor’s degrees. A joint taskforce on the Information Systems (IS2020) Model Curriculum was created following the report and recommendation of an Exploratory Taskforce. This panel seeks to introduce the work of this taskforce as well as engage the AMCIS community in this effort. The taskforce seeks to facilitate broad feedback during the IS2020 development process through surveys and open feedback requests. Panelists will introduce key components of this process and seek input and feedback. This session should be of interest to all attendees, especially faculty developing college level curricula in Information Systems

Blood transfusion in preterm infants improves intestinal tissue oxygenation without alteration in blood flow

BACKGROUND AND OBJECTIVE: The objective of the study was to investigate the splanchnic blood flow velocity and oximetry response to blood transfusion in preterm infants according to postnatal age. MATERIALS AND METHODS: Preterm infants receiving blood transfusion were recruited to three groups: 1–7 (group 1; n = 20), 8–28 (group 2; n = 21) and ≥29 days of life (group 3; n = 18). Superior mesenteric artery (SMA) peak systolic (PSV) and diastolic velocities were measured 30–60 min pre- and post-transfusion using Doppler ultrasound scan. Splanchnic tissue haemoglobin index (sTHI), tissue oxygenation index (sTOI) and fractional tissue oxygen extraction (sFTOE) were measured from 15–20 min before to post-transfusion using near-infrared spectroscopy. RESULTS: The mean pretransfusion Hb in group 1, 2 and 3 was 11, 10 and 9 g/dl, respectively. The mean (SD) pretransfusion SMA PSV in group 1, 2 and 3 was 0·63 (0·32), 0·81 (0·33) and 0·97 (0·40) m/s, respectively, and this did not change significantly following transfusion. The mean (SD) pretransfusion sTOI in group 1, 2 and 3 was 36·7 (19·3), 44·6 (10·4) and 41·3 (10·4)%, respectively. The sTHI and sTOI increased (P < 0·01), and sFTOE decreased (P < 0·01) following transfusion in all groups. On multivariate analysis, changes in SMA PSV and sTOI following blood transfusion were not associated with PDA, feeding, pretransfusion Hb and mean blood pressure. CONCLUSION: Pretransfusion baseline splanchnic tissue oximetry and blood flow velocity varied with postnatal age. Blood transfusion improved intestinal tissue oxygenation without altering mesenteric blood flow velocity irrespective of postnatal ages