Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 31 Issue 3, Summer 2020, is now published (see Current Issue section below). This issue contains seven new articles - three teaching tips and four manuscripts. The first teaching tip provides insight into a service-learning ethical hacking course, the second teaching tip covers the teaching of the Human-Computer Interaction concept of "fit" through paper prototyping, and the third teaching tip addresses ways to apply emerging technologies to solving business problems. The first manuscript presents a framework for teaching a complete, semester-long IT project management course with traditional PMI-based content while featuring Scrum as the organizing logic; the second manuscript explores the knowledge and skills demanded in the field by surveying a variety of employers across various roles and providing comparisons to previous surveys; the third manuscript describes the process used to integrate active learning, group formation, and classroom discussion in a college-level business intelligence class; and the final manuscript examines how institutions of higher learning address the requirements of local markets as they prepare their students for careers. Enjoy!
The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) paper submission system is now closed. EDSIGCON is a peer-reviewed conference focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. The conference is sponsored by EDSIG, the Education Special Interest Group of ISCAP, Information Systems & Computing Academic Professionals, Inc. Due to the current COVID-19 pandemic, EDSIGCON 2020 will be held virtually from November 4-6, 2020. Check out edsigcon.org for full details regarding registration and more. Hope to "see" you there!

Current Issue

Volume 31 Issue 3, Summer 2020

157 Teaching Tip: The Development of a Red Teaming Service-Learning Course
Jacob A. Young, Bradley University

179 Teaching Tip: How to Teach Information Systems Students to Design Better User Interfaces through Paper Prototyping
Michael J. Scialdone, Texas A&M University
Amy J. Connolly, James Madison University

187 Teaching Tip: Applied Learning of Emerging Technology: Using Business-Relevant Examples of Blockchain
Michael Milovich, Jr., Rowan University
Jennifer A. Nicholson, Rowan University
Darren B. Nicholson, Rowan University

196 An Agile Framework for Teaching with Scrum in the IT Project Management Classroom
Daniel E. Rush, Boise State University
Amy J. Connolly, James Madison University

208 What Skills do Students Need? A Multi-Year Study of IT/IS Knowledge and Skills in Demand by Employers
Jeff Cummings, University of North Carolina - Wilmington
Thomas N. Janicki, University of North Carolina - Wilmington

218 Using Active Learning, Group Formation, and Discussion to Increase Student Learning: A Business Intelligence Skills Analysis
Darryl Romanow, Georgia Gwinnett College
Nannette P. Napier, Georgia Gwinnett College
Melinda K. Cline, Georgia Gwinnett College

232 Evaluation of Information Systems Curricula
Jeffrey A. Bohler, Troy University
Benjamin Larson, Troy University
Todd A. Peachey, Troy University
Ronald F. Shehane, Troy University

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: A Foundation Course in Business Analytics: Design and Implementation at Two UniversitiesAbstract
The current data-centric business environment has seen an increasing demand for business students with knowledge and skills in the area of business analytics. This article presents the design and implementation of a foundation business analytics (BA) course for undergraduate business students who aspire to become data-literate professionals or entry-level data analysts. The course design is built around two learning objectives and their corresponding learning outcomes, and features five learning modules corresponding to a recently proposed BA pedagogical framework (Jeyaraj, 2019). The implementation of this course at two large universities is described in detail, including the timelines, topics, software tools, assignments, projects, and student feedback. Upon successful completion of the course, students are expected to be able to conduct business analytics at basic to intermediate level using leading industry tools such as Power Pivot, Power BI, Tableau, or R.

Limin Zhang, Fang Chen, and Wei Wei
Teaching Tip: Visualizing IS Course Objectives and Marketable SkillsAbstract
Course and learning objectives are important tools for setting goals, navigating the course, and measuring performance. Unfortunately, when multiple interrelated objectives are presented as a list of statements, students perceive them as having little utility and tend to misunderstand or ignore them. To increase students' attention to course objectives, to help them understand the arc, structure, and valuable outcomes of the course, and to engage in active learning, we propose an approach to presenting course objectives in a visual form. The evidence suggests that visualized objectives increased students' interest in understanding them and provided aids to instructors to better explain how various components of the course fit together and translate into marketable skills. We recommend practical steps for visualizing objectives in any course and present examples of visualizations in two IS courses – "Enterprise Architecture" and "Systems Analysis and Design."

Dmytro Babik and Diane Lending
Agile Teaching and Learning in Information Systems Education: An Analysis and Categorization of LiteratureAbstract
In this paper, we analyze and categorize research related to Agile teaching and learning in Information Systems education using an existing conceptual framework. To this end, a systematic literature review beginning with 642 papers led to the identification of 30 relevant papers written in English and published through 2018 in academic IS outlets. Our analysis reveals three ways in which Information Systems educators incorporate Agile into their courses: 1) using Agile as a pedagogical approach to teach non-Agile content; 2) using Agile as a pedagogical approach to teach Agile content; and 3) using non-Agile pedagogical approaches to teach Agile content. The majority of relevant papers were published between 2016 and 2018. We present an analysis of the three instructional approaches to serve as a resource for interested individuals and recommend directions for future studies related to Agile teaching and learning in IS education.

Jason H. Sharp, Alanah Mitchell, and Guido Lang
Constructive Use of Errors in Teaching the UML Class Diagram in an IS Engineering Course Abstract
A class diagram is one of the most important diagrams of Unified Modeling Language (UML) and can be used for modeling the static structure of a software system. Learning from errors is a teaching approach based on the assumption that errors can promote learning. We applied a constructive approach of using errors in designing a UML class diagram in order to (a) catego¬rize the students’ errors when they design a class diagram from a text scenario that describes a specific organization; and (b) determine whether the learning-from-errors approach enables students to produce more accurate and correct diagrams. The research was conducted with college students (N = 45) studying for their bachelor’s degree in engineering. The approach is presented, and the learning-from-errors activity is illustrated. We present the students’ errors in designing the class diagram before and after the activity, together with the students’ opinions about applying the new approach in their course. Twenty errors in fundamental components of the class diagram design were observed. The students erred less after the activity of learning from errors. The displayed results show the relevance and potential of embedding our approach in teaching. Furthermore, the students viewed the learning-from-errors activity favorably. Thus, one of the benefits of our developed activity is increased student motivation. In light of the improved performance of the task, and the students’ responses to the learning-from-errors approach, we recommend that information systems teachers use similar activities in different fields and on various topics.

Ronit Shmallo and Tammar Shrot
Improved Teaching of Database Schema Modeling by Visualizing Changes in Levels of AbstractionAbstract
Conceptual modeling of databases is a complex cognitive activity, particularly for novice database designers. The current research empirically tests a new pedagogy for this activity. It examines an instructional approach that stresses visualizing gradual transitions between levels of abstraction in different hierarchic levels of a relational database schema. The new approach builds on a four-level TSSL model from the field of human-computer interactions. TSSL, an acronym for the Task, Semantics, Syntax, and Lexical levels, is applied here to describe the levels of conceptual database modeling and to explain how improved instructional design can help minimize extraneous cognitive load during the design of database schemas. We tested the effectiveness of the proposed instructional approach via a controlled experiment carried out on IS students. We divided students into two groups, those exposed to a visual emphasis on the syntax of gradual transitions in a schema structure, and those not exposed to it. We then measured performance in terms errors in students’ solutions while also recording their perceptions and attitudes toward the instructional approach and the activity of database modeling. Our results show that the new approach is an effective tool for teaching database modeling.

Adi Katz
A Longitudinal Analysis of Job Skills for Entry-Level Data AnalystsAbstract
The explosive growth of the data analytics field has continued over the past decade with no signs of slowing down. Given the fast pace of technology changes and the need for IT professionals to constantly keep up with the field, it is important to analyze the job skills and knowledge required in the data analyst and business intelligence analyst (BI) job market. In this research, we examine over 9,000 job postings for entry-level data analytics jobs over five years (2014-2018). Using a text mining approach and a custom text mining dictionary, we identify a preliminary set of analytic competencies sought in practice. Further, the longitudinal data also demonstrates how these key skills have evolve over time. We find that the three biggest trends include proficiency with Python, Tableau, and R. We also find that an increasing number of jobs emphasize data visualization. Some skills like Microsoft Access, SAP, and Cognos declined in popularity over the time frame studied. Using the results of the study, universities can make informed curriculum decisions, and instructors can decide what skills to teach based on industry needs. Our custom text mining dictionary can be added to the growing literature and assist other researchers in this space.

Tianxi Dong and Jason Triche

About JISE

ISSN#: 1055-3096 (print)
ISSN#: 2574-3872 (online)

The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.

The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership. The five-year average acceptance rate is 21%.

JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers. JISE follows industry standard ethical guidelines for all aspects of operations (submissions, reviews, editing, publishing, etc.). Additional details are available regarding the submission process and the types of articles.

EDSIGCON

The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) is a peer-reviewed conference for academic professionals and institutions of higher learning focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. EDSIGCON 2019 in Cleveland, OH, was a great success! Due to the COVID-19 pandemic, EDSIGCON 2020 will be held virtually from November 4-6, 2020. Check out edsigcon.org for full details regarding the call for participation, key dates, and more.

Copyright Information

Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to the Editor at editor@jise.org.

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