BIS Self-Study Appendices - University of Nebraska Omaha

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APPENDIX 1 – INSTITUTIONAL SUMMARY ....................................................................... 5
APPENDIX 2 – COURSE DESCRIPTIONS ........................................................................... 27
APPENDIX 3 – FACULTY VITAE ....................................................................................... 353
APPENDIX 4 – CURRENT LIST OF SERIALS TITLES .................................................. 501
APPENDIX 5 – STRATEGIC PLAN FOR INFORMATION
TECHNOLOGY SERVICE .......................................................................... 503
APPENDIX 6 – COLLEGE OF IS&T SYSTEM OVERVIEW ............................................ 529
APPENDIX 7 – ASSESSMENT DATA COLLECTION ...................................................... 605
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APPENDIX 1 – INSTITUTIONAL SUMMARY
The Institution
University of Nebraska at Omaha
John E. Christensen, Chancellor
Type of Control
The University of Nebraska at Omaha is a comprehensive, public university located in the heart of
Nebraska’s largest city. It is the second-largest higher education campus in the state. UNO is part of the
University of Nebraska system, which also includes the University of Nebraska-Lincoln, the University of
Nebraska at Kearney and the University of Nebraska Medical Center.
The University of Nebraska at Omaha, with 471 full-time faculty members, offers approximately 100
baccalaureate degree programs and more than 60 masters and doctoral degree programs.
Undergraduate degree programs are offered in the colleges of Arts and Sciences, Business
Administration, Education, Fine Arts, Information Science and Technology, Public Affairs and Community
Service, and Division of Continuing Studies. Programs and courses also are offered in the College of
Human Resources and Family Sciences, the College of Engineering and Technology, the College of
Agriculture and Natural Resources, and the College of Architecture, which are administered by the
University of Nebraska-Lincoln. The College of Public Affairs and Community Service is administered by
the University of Nebraska at Omaha on both the Omaha and Lincoln campuses.
The University of Nebraska has a central administration with a President at the helm who reports to an
elected Board of Regents. Each campus including UNO has a chancellor who reports to the system
President. UNO is organized into five colleges (College of Information Science & Technology, College of
Fine Arts, Communication and Media, College of Public Administration and Community Affairs, College
of Education and the College of Arts & Sciences), with Deans who report to the Vice Chancellor of
Academic Affairs.
History of Institution
What is now the University of Nebraska at Omaha was founded in 1908 as the University of Omaha, a
private non-sectarian college, with a campus at 24th and Pratt Streets in northeast Omaha. The first
term of the co-educational college began in 1909, under the leadership of Dr. Daniel E. Jenkins, with
twenty students.
The movement to make the University a municipal institution began in 1929, and in May, 1930 the
citizens of Omaha voted to establish the Municipal University of Omaha. In the summer of 1930, the
Omaha Board of Education selected the first University Board of Regents who was inducted into office
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on July 1, 1930. In January, 1931 the new Board of Regents took over the University of Omaha and its
properties.
The expansion of the Municipal University of Omaha in the early 1930s led to a decision to move the
campus to a 52-acre site southwest of Dodge and 60th Streets. In November 1936, the University
secured a grant from the Works Progress Administration which, together with some accrued building
funds, financed the construction of a Georgian-style building. This building, now called Arts and
Sciences Hall, was finished in 1938 and served as the sole campus building until the 1950s.
In July 1968, the citizens of Omaha voted to transfer all University property to the University of
Nebraska, and the former Municipal University of Omaha became the University of Nebraska at Omaha.
The University began rapid growth when it became a part of the University of Nebraska System.
Enrollment was 8,730 in the fall of 1967 which was the last year as the Municipal University of Omaha.
Three years later, enrollment was 13,185, a growth of 51 percent in the first three years as the
University of Nebraska at Omaha. Student enrollment for the fall 2003 semester is 14,959.
The Dodge Street campus has expanded from its original 52 acres to the current 158.5 acres at two
locations. On January 17, 1998 the Board of Regents approved a ground lease with Nebraska Housing I
Limited Partnership (with Century Development as the general partner) to provide 576 beds of student
housing at UNO. Six buildings and a club/office was completed for the fall 1999 semester and Scott Hall
was completed for the fall 2000 semester which provided housing for an additional 164 students. Scott
Village opened in fall 2003; total on-campus housing capacity is now 1,212 students. Groundbreaking for
The Peter Kiewit Institute of Information Science, Technology and Engineering began on September 10,
1997 and was open for the fall 1999 semester. This 147,797 square foot facility is located on the former
Aksarben property and is designed to meet present needs and has the flexibility to adapt easily to
breaking technologies of tomorrow. The building will house UNO’s College of Information Science and
Technology and the Omaha-based programs of UNL’s College of Engineering and Technology.
Student Body
With a student body of 14,959 undergraduate and graduate students, the University of Nebraska at
Omaha strives to treat each student as an individual. The UNO student population is a diverse mix of full
and part-time students, men and women, and traditional and non-traditional-age enrollees. Students
come from all walks of life, from business professionals to international students. Such broad
backgrounds and experiences enrich the classroom atmosphere. Ample opportunity is provided for
specialized study in terms of interest, talent and ultimate vocational objective. Thus, the University is
concerned that its graduates be good citizens who earn a better living and live a richer, fuller life.
The University, in addition to offering courses for college credit, designs training courses for thousands
of business and industrial employees; provides in-service training for elementary and secondary school
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teachers; conducts television classes for college credit and sponsors a wide variety of conferences,
workshops, lectures, and fine art events to enrich the college credit offerings.
Opportunities for teaching and research abroad, coordinated by the Office of International Studies and
Programs, exist through the University’s network of sister institutions in Germany, India, Japan, Norway
the Philippines, Romania and Czechoslovakia, and through exchange programs with China, Austria,
Russia, Belgium and Mexico.
Regional or Institutional Accreditation
The University of Nebraska at Omaha is accredited by the North Central Association of Colleges and
Secondary Schools, and has programs which are accredited or approved by the National Council for
Accreditation of Teacher Education, the Council for Accreditation of Counseling and Related Educational
Programs, the National Council on Social Work Education, the Engineers Council for Professional
Development, Computing Accreditation Commission/Accreditation Board for Engineering and
Technology, National Association for Industrial Technology, the American Home Economics
Association(for undergraduate programs), the American Dietetic Association, the AACSB International –
the Association to Advance Collegiate Schools of Business, the National Association of School of Music,
the National Association of Schools of Public Affairs and Administration, the Educational Standards
Board of the Board of Examiners in Speech-Language Pathology and Audiology, the Commission on
Accreditation of Allied Health Education Programs (CAAHEP), the Council on Aviation Administration,
Association of Small Business Development Centers, and the American Chemical Society.
UNO’s courses are accepted for purposes of teacher certification by the Nebraska State Department of
Education. The Elementary School, Secondary School and Community Counseling programs are
accredited by the Council for the Accreditation of Counseling and Related Educational Programs
(CACREP), the national accrediting agency for Counselor Education programs.
Course credits from UNO are accepted by other member colleges and universities of the North Central
Association and by member institutions of other regional accrediting agencies
Personnel and Policies
Promotion and Tenure
In general, tenure-track junior faculty must be reappointed each year. Their portfolios are reviewed first
by a departmental committee consisting of all tenured faculty members within the department. This
committee evaluates the individual's performance as outstanding, above average, average, or belowaverage
in the three categories of teaching, research, and service. In addition, a vote is taken on
whether to reappoint the individual. This evaluation and the vote, together with supporting arguments
and recommendations for the department chair and for the individual, are submitted to the faculty
member review and possible comments. Then the portfolios are submitted to the department chair.
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The department chair writes a recommendation on whether to reappoint the individual or not.
Following the Department chair's review, the faculty member reviews the portfolio prior to its
submission to the College Personnel Committee, which similarly evaluates the faculty member's
accomplishments in teaching, research, and service, and votes on reappointment. The recommendation
of the Personnel Committee, consisting of three members each of the ISQA and CS departments, is then
reviewed by the faculty member, and then the portfolio is submitted to the Dean. Having received
recommendations from the committees, the department chair and the College Personnel Committee,
the Dean writes a recommendation to the Senior Vice Chancellor for Academic and Student Affairs, who
makes the final decision on reappointment. Prior to submission to the Vice Chancellors Office, the
faculty member is required to review and sign the portfolios.
The process for tenure and promotion is similar. Unless a faculty member has been hired on a "fasttrack"
to tenure, he or she submits a tenure packet for review during the fall of the sixth year of
employment at UNO. The tenure packet is reviewed by the same committees and individuals as for
reappointment with the faculty member allowed the opportunity to review the portfolio after each
review and recommendation. The difference is that the departmental committee now consists only of
those individuals who have already received tenure. Each committee votes on whether or not to
recommend tenure and/or promotion. Rather than making the final decision in the case of tenure, the
Senior Vice Chancellor for Academic and Student Affairs makes recommendations to the Board of
Regents, which must approve each decision.
To be eligible for tenure, an individual must be evaluated as outstanding in either teaching or research,
and above average in the other. Service must be average or better. To help make this evaluation more
objective, the College faculty has approved the use of a scoring matrix to assist the committees in
evaluating the scholarly contribution of various elements of the tenure packet. This scoring matrix may
be made available upon request. This matrix is used as an aid in decision making, but does automate
the tenure decision. Committee members rely on their own judgments and letters of reference from
those outside the College who may be in a position to evaluate the faculty member's scholarly
contributions.
Depending on their professional experience prior to hire, a faculty member may be hired on a "fasttrack"
tenure schedule, submitting a tenure packet in the fall of third year of employment.
Faculty Salaries
Each February, all faculty members must submit an Annual Performance Review report, which is used as
the basis for annual performance reviews by the Department Faculty, Department Chair, and the Dean.
The University of Nebraska at Omaha chapter of the American Association of University Professors in
their collective bargaining agreement with the faculty negotiates with the University the total dollars
that shall be used in determining salary increase for satisfactory performance. This is distributed across
campus on an equal increase for each faculty member who has achieved a satisfactory performance
rating.
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The same Annual Performance Review report is used as the basis for determining merit salary
adjustments. Each year, the Senior Vice Chancellor informs the College of the availability of money for
merit salary increases which is determined from the amount specified in the Union Bargaining
Agreement less any promotion increases achieved by campus faculty during the
reappointment/promotion/tenure process. Each Department Committee reviews the annual
Performance Review Reports and categorizes each faculty member in the three areas of research,
service and teaching. The review is submitted to the department chairperson who then uses these
reviews to assist in assessing faculty performance. The chairperson determines categories based upon
department input and to determine merit salary increments which are submitted to the Dean. The
Dean reviews the recommendations and makes any adjustments that he deems appropriate and the
information is forwarded to the Academic and Student Affairs Office.
Faculty Benefits
The University of Nebraska has a workforce of approximately 13,000, including faculty and staff
members on campuses and in outreach locations throughout the state. As one of Nebraska's largest
employers, the University offers excellent benefits, tuition assistance for faculty and staff and their
families, a diverse multicultural work environment and access to tremendous cultural and education
opportunities.
The normal retirement age for all members of the University staff is 59 1/2 years. Employees may retire
at age 55 after 10 years of service with the University with earned annuity benefits computed on an
actuarially equivalent basis. An employee also may retire prior to the normal retirement age because of
physical or mental disability that prevents such employee from satisfactorily performing work. A faculty
member who is disabled because of physical or mental disability and who carries the University group
long-term disability income insurance may request a disability leave in lieu of a disability retirement.
Among the benefits in the Fringe Benefit Program offered to retirees and early retirees are group life
insurance with various age limits, group medical insurance (or health maintenance organization
participation) which includes prescription benefits, group dental insurance, and long-term care
insurance. The retired employee pays the entire premium for these insurance options.
The University of Nebraska provides employees a retirement plan for the purpose of accumulating
lifetime retirement income through participation in the Basic Retirement Plan. Participation is
mandatory at age 30 and optional at age 26 with two years of service. Both the employee and the
University contribute to the basic retirement plan based on a percentage of income on a pre-tax basis.
The employee chooses between two levels of participation: Tier 1 is 3.5 percent for employee’s
contribution and 6.6 percent for the University. Tier 2 is 5.5 percent for the employee’s contribution
and 8.0 percent for the University. All contributions, including those made by the University are vested
immediately in the employee’s name. Employees have the option to allocate contributions with TIAA-
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CREF and/or Fidelity Investments in several investment categories. Accumulations can be accessed after
employment with the University is terminated and can be taken as a lifetime retirement annuity or as a
lump sum payment.
Employees may also participate in the Supplemental Retirement Plan (SRA) which establishes individual
annuity and/or custodial accounts for the purpose of supplementing the basic retirement plan. Any
employee, regardless of age or length of service, may enroll in the SRA. All contributions are made on a
pre-tax, voluntary basis and no University contributions are made to this plan. Participants may invest
with TIAA-CREF and/or Fidelity Investments. Accumulations can be accessed only after employment
with University is terminated and can be taken as a lifetime retirement annuity or as a lump sum
payment. In addition to the basic and supplemental retirement programs, the University also
participates in the Federal Social Security Program.
All retired faculty who have met the normal retirement regulations are also eligible for the employee
scholarship program. Retirees whose applications have been approved pay all normal admission and
matriculation fees. They shall also pay all usual course-related costs such as books and supplies. The
courses may be taken for credit or audit. The program allows tuition equal to the University’s residencytuition-charge-per-semester
credit hours less $1.00 per semester credit hour. The program is limited to
not more than 15 credit hours in any 12-month period and is restricted to no more than 6 credit hours
per semester. The program also allows retired employees to be eligible for the Dependent Scholarship
Program which allows a spouse or dependent children to use the employee’s scholarship. Full-time
enrollment status is required for a dependent child to be eligible but not for a spouse and is limited to
undergraduate academic credit courses at any campus of the University of Nebraska.
Retired faculty has the same right to University non-academic facilities and services as full-time
employees. These include access and/or admission to University non-academic facilities, services,
intercollegiate athletic events, and fine arts programs.
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Education Unit
The chief academic officer is Dr. Terry Hynes, Senior Vice Chancellor of Academic Affairs.
The complete hierarchy of the educational unit is provided in the following organizational
chart.
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Credit Unit
We count the 50 minute meeting of classroom contact as equal to one contact hour and our semesters
are 16 weeks total which includes one week for finals and one week (5 days total) of non-class time
(Spring Break in the Spring semester and Fall Break and Thanksgiving Break in the Fall semester) which is
a total of 28 weeks of scheduled instruction between a fall and spring semester.
Instructional Modes
In addition to traditional on-campus instruction, the College of IS&T has been offering online or distance
education courses. The College of IS&T collaborates with the Division of Continuing Studies to offer
online degrees in a BGS in MIS and BGS in IT. The BS in MIS is only two or three courses from having
their program online. The following courses have been developed into an online offering:
Pre-requisites for BGS in MIS
*CIST 1100 – Introduction to Personal Computers
*CSCI 1400 – Introduction to Computer Programming
*CIST 2500 – Introduction to Statistics
*ISQA 3210 – Advanced Technology for Personal Productivity
Required Courses
*CIST 3100 – Organizations, Applications, and Technology
*CSCI 1620 – Introduction to Computer Science II
*ISQA 3300 – File Structures for Information Systems
*ISQA 3310 – Managing the Database Environment
**ISQA 4110 – Information Systems Analysis
**ISQA 4120 – Systems Design and Implementation
**ISQA 3400 – Business Data Communications
*CIST 3110 – Information Technology Ethics
*CIST 3600 – Information Security and Policy
*denotes the courses that have been developed and available for online offering
**denotes that these courses are under development and will be available Fall Semester 2009.
Several of these courses are offered only once a year or twice a year. For example, CIST 3600 is
offered Spring Semester during the daytime and an online course would be available for
evening students. Courses could alternate semesters between an in-person and online delivery
mode.
Grade-Point Average
For all programs in the College of IS&T, a minimum cumulative GPA of 2.5 is required for graduation. A
student must obtain a grade of C- or better in each class counted towards the degree.
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Academic Supporting Units
The following departments teach courses that are required for the MIS major:
Department College Name and Title of Responsible Individual
Accounting Business Administration Jack L. Armitage, Department Chair
Economics Business Administration Donald Baum, Department Chair
English Arts & Sciences Susan Naramore Maher, Department Chair
Mathematics Arts & Sciences Jack Heidel, Department Chair
School of
Communication, Fine Arts, and Jeremy Lipschultz, School Director
Communication Media
Students are also required to take a co-requisite course, which may be chosen from either an ISQA
course or from one of the following departments:
Department College Name and Title of Responsible Individual
Finance, Banking,
and Law
Marketing and
Management
Business Administration
Business Administration
David Volkman, Department Chair
Phani Tej Adidam, Department Chair
Students also take Distribution requirements which include the Natural Sciences (Biology, Chemistry,
Physics, Geology, etc.), Humanities (History, Philosophy, Religion, selected English courses, Foreign
Languages, etc.), Social Sciences (Anthropology, Goodrich, Sociology, Psychology, Political Sciences,
selected subjects of communication, etc.), Racial minorities (Native American studies, Black Studies,
Latino/Latin American studies, etc.), and International dimension/or Women Studies. Most of these
courses are taught by the College of Arts & Sciences and some by the College of Communication, Fine
Arts and Media.
Non-Academic Supporting Units
Criss Library
Dr. C.C. and Mabel L. Criss Library (http://library.unomaha.edu) serves as the primary source of
academic information for the University community through its collections, academic and reference
services, innovative and modern technology, exhibit and event programming and modern physical
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facilities. A library staff liaison person is specifically assigned to the college of IS&T. In addition, the
college of IS&T has a faculty member who is a designated library liaison.
Primary contact: Nora Hillyer, IS&T Staff Liaison (nhillyer@mail.unomaha.edu; 554-2138).
PKI Career Resource Center
The Peter Kiewit Institute's Career Resource Center is dedicated to providing and facilitating unique
opportunities that will enhance your college career and allow students to graduate fully prepared to
enter their chosen profession well prepared for success!
Opportunities provided to students by the Career Resource Center include:
Internships with a large variety of business partners during the academic year and summer.
Internship include full/part-time internships, salaried and "for credit" internships.
Full-time employment opportunities following graduation.
Resume/cover letter development and assistance.
Mock interviews with business/industry representatives.
Networking opportunities with business/industry partners.
A library and other reading material.
An environment conducive to study and interaction with other students and staff.
Primary contact: Doug Bahle, Coordinator, Career Resource Center (dbahle@nufoundation.org;
554-2090)
UNO Career Center
The UNO Career Center (http://unoceo.unomaha.edu/) establishes and develops partnerships
with employers, the community, and alumni to assist students in exploring their career
possibilities. These partnerships provide students, alumni, and faculty with enhanced career
development and educational experiences. The career center offers various services including the
following:
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Fairs & Exhibits
Career Preparation Workshops
Info Sessions & Tables
On-campus Interviews
Resume & Cover Letter
Job Search
Interviewing & Salary
Networking & Apparel
Self Assessment
Graduate School Advising
UNO CareerConnect
Primary contact: Michelle Perone, Director, UNO Career Center (554-3523)
Information Technology Services (ITS)
ITS provides customer service and free software through a site license program with Microsoft and
McAfee. They also offer a laptop loan program and support computer user rooms, labs and Internet
centers in multiple buildings on campus. ITS also provides training for a variety of computer programs
including MS Office, Lotus Notes, and Blackboard; supports distance education courses; and manages
campus servers and networks.
Primary contact: Lanyce Keel, Director, ITS (554-2020).
College of IS&T Systems Support
The members of the Systems Staff at the College of Information Science and Technology are dedicated
to providing quality support for faculty, staff and students. Support services provided by this group
include:
Software Installation and troubleshooting
Classroom server support
Printer Installation
Hardware Repairs
Backups
Website help
Technical specifications
Primary contact: Mike Grove, Director, Systems Support (mgrove@mail.unomaha.edu; 554-4392)
International Studies & Programs (http://world.unomaha.edu)
Since 1973, International Studies and Programs (IS&P) has developed and coordinated UNO’s
international projects, student and faculty exchanges, and the undergraduate program in International
Studies. IS&P serves as a focal point for the international mission of the university, cultivating global
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awareness and expanding the international connections of the students and faculty of UNO and the
citizens of the State of Nebraska. IS&P provides outstanding programs and services for prospective and
currently enrolled international students, as well as all other UNO students, faculty and staff. IS&T
international students are serviced by IS&P staff advisors and are the first point of contact for all
applicants.
Primary contact: Merry Ellen Turner, Director of International Studies & Programs (554-2562;
mturner@mail.unomaha.edu)
UNO Writing Center (http://www.unomaha.edu/writingcenter/)
The Writing Center offers UNO students, faculty, and staff in all university divisions the service to work
with a writing consultant on any university-related writing project. This free service can be used to work
on assignments, resumés, business letters, or other projects. The center’s goal is to encourage students
to become effective, independent writers, rather than edit papers for you, the center helps student
develop the ability to edit their own work. A number of IS&T students use this center’s service.
Primary contact: Dorianne Richards, Director (554-3311; drichards@mail.unomaha.edu)
UNO Math and Science Learning Center
The Math-Science Learning Center (MSLC) is a place where UNO students can find the assistance they
need to conquer academic challenges in Math and Science. Model students serve as tutors,
supplemental instruction leaders and study group facilitators trained to assist their peers in achieving
academic success. The MSLC houses meeting alcoves, study/tutoring space, tutorial computers and
reserve study materials. It also offers academic consultation for students seeking to increase their
overall learning effectiveness and efficiency.
Primary contact: Dr. Dana Richter-Egger, Director
UNO Honors Program
The mission of the University of Nebraska at Omaha Honors Program is to provide an enhanced and
supportive learning environment responsive to the educational needs of highly able and/or
exceptionally motivated undergraduate students. This goal will be accomplished through participation of
faculty noted for excellence in teaching by providing small honor sections of regular courses,
interdisciplinary Honors colloquia, special seminars, and increased opportunity for undergraduate
research/creative activity. The University Honors Program is a program with its own budget with a
Director who is responsible to the Vice Chancellor for Academic and Student Affairs through the
Associate Vice Chancellor for Academic Affairs. The Director works closely with the University Honors
Committee to establish and review policies and procedures for the University Honors Program.
Primary contact: Dr. Rosalie C. Saltzman, Director (rsaltzma@mail.unomaha.edu; 554-4963)
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Faculty Workload
The University of Nebraska at Omaha and the college of IS&T has specific guidelines on faculty workload.
Teaching load per faculty member per term is based on a 12-hour equivalent workload. (Most courses
are taught as a 3-hour course.) Tenured and tenure-track faculty members on an average teach 6 hours
per semester with the additional 6 hours for research and/or service activities. Newly recruited faculty
members will have their teaching workload further reduced normally to give them opportunity to begin
their research (if recruited directly after receiving their Ph.D.) or an opportunity to continue their
research activities while acclimating to a new academic environment.
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Day
Co-op
Off
Campus
Alternate
Mode
Now
Accredited.
Not Now
Accredited
Now
Accredited
Not Now
Accredited
Nominal
Years to
Complete
Administrative
Head
Table 1. Programs Offered by the Educational Unit
Program Title 1 Modes Offered 2
Administrative
Unit or Units
(e.g. Dept.)
Exercising
Budgetary
Control
BS Computer Science X 4 Quiming Zhu Computer
Science
X
Submitted for
Evaluation 3
Offered, Not
Submitted for
Evaluation 4
BS Management
Information Systems
X 4 Ilze ZIgurs ISQA X
BS Bioinformatics X X
BS Information
Assurance
X
X
MS Computer
Science
X 2 Quiming Zhu
Computer
Science
X
MS Management
Information Systems
X 2 Ilze Zigurs ISQA X
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List of the titles of all degrees offered by the education unit responsible for the programs being evaluated, undergraduate and graduate, granted by the institution. If there are
differences in the degrees awarded for completion of co-op programs, these should be clearly indicated.
1
Give program title as shown on a graduate’s transcript
2
Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.
Describe “Other” by footnote.
3
Only those programs being submitted at this time for reaccreditation (now accredited) or initial accreditation (not now accredited) should be
checked in this column.
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Table 2. Degrees Awarded and Transcript Designations by Educational Unit
Modes Offered 2 Alternative Name of Degree
Program Title 1 Day Co-op Off Campus Mode
Awarded 3 Designation on Transcript 4
Dept: Computer Science
Major Computer Science
Dept: Information Systems
Quantitative Analysis
Major: Management
Information Systems
Bachelor of
Science in
Computer Science
Bachelor of
Science in
Management
Information
Systems
Complete the table for all programs, as follows:
1
Give the program title as officially published in catalog.
2
List the mode for each program offered. 3 List degree awarded for each mode offered. If different degrees are awarded, list on separate lines.
4
Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.
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The transcript of a Computer Science major would show the following information:
Current Academic Program:
Information Science & Technology
Bachelor of Science, Computer Sci
Major: Computer Science
The transcript of a Management Information Systems major would show the following information:
Current Academic Program:
Information Science & Technology
Bach of Science, Mgmt Info Systems
Major: Management Info Systems
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Table 3. Support Expenditures
Information Systems and Quantitative Analysis
Fiscal Year 2007-2008 2008-2009 2009-2010
Expenditure Category
Operations (not including staff) 25,480 34,808 34,808
Travel 26,048 17,786 17,786
Equipment
(a) Institutional Funds 0 0 0
(b) Grants and Gifts
Graduate Teaching Assistants 45,234 47,686 47,548
Part-time Assistance
7,976 915 945
(other than teaching)
Faculty Salaries 1,356,993 1,553,708 1,615,708
College of IS&T
Fiscal Year 2007-2008 2008-2009 2009-2010
Expenditure Category
Operations (not including staff) 293,154 356,258 370,508
Travel 69,818 74,305 71,333
Equipment
(a) Institutional Funds 11,432 0 0
(b) Grants and Gifts
Graduate Teaching Assistants 314,150 189,767 197,357
Part-time Assistance
217,828 87,485 90,984
(other than teaching)
Faculty Salaries 3,735,088 4,117,042 4,420,273
Approximately 24% of total faculty salaries for their benefits are not included in Faculty Salary
figures.
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Table 4. Personnel and Students
Information Systems and Quantitative Analysis
Year: __2008-2009___
HEAD COUNT FTE RATIO TO
FT PT
FACULTY
Administrative .6 0 .6
Faculty (tenure-track) 13.4 0 13.4
Other Faculty (excluding student
Assistants) 2 3 2.75
Student Teaching Assistants 0 0 0 0
Student Research Assistants 4 0 4 25%
Technicians/Specialists 0 0 0 0
Office/Clerical Employees 1 0 1 6%
Others 0 0 0 0
Undergraduate Student enrollment
Graduate Student enrollment
*The undergraduate student enrollment figures include Freshmen and Sophomores.
College of IS&T
Year: __2008-2009___
HEAD COUNT FTE RATIO TO
FT PT
FACULTY
Administrative 2.7 0 2.7
Faculty (tenure-track) 30.3 0 30.3
Other Faculty (excluding student
Assistants) 12 .29 12.29
Student Teaching Assistants 4 0 4 9%
Student Research Assistants 20 0 20 47%
Technicians/Specialists 7 1.9 8.9 21%
Office/Clerical Employees 6 .5 6.5 15%
Others 7.05 0 7.05 17%
Undergraduate Student enrollment 473 123 522 14%
Graduate Student enrollment 78 182 95 6%
*The undergraduate student enrollment figures include Freshmen and Sophomores and
one Early Entry.
*Others including advising, grant writer and IT Outreach
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Total
Undergrad
Total
Grad
Table 5. Program Enrollment and Degree Data
Information Systems and Quantitative Analysis
Enrollment Year
Degrees Conferred
Academic
Year
1st 2nd 3 rd 4th 5th Bachelor Master Doctor Other
CURRENT FT 26 35 34 43 138 34
Fall 2008 08-09 PT 5 4 10 28 5 52 109
1 FT 31 29 40 41 1 142 40
Fall 2007 07-08 PT 10 11 12 18 3 54 84 50 35 45
2 FT 34 35 44 39 1 153 34
Fall 2006 06-07 PT 3 7 15 29 7 61 82 57 27 11
3 FT 42 34 46 57 179 31
Fall 2005 05-06 PT 5 3 17 41 8 74 87 68 38
4 FT 26 42 61 50 3 182 27
Fall 2004 04-05 PT 1 5 19 53 11 89 89 94 26
5 FT 40 53 63 80 4 240 57
Fall 2003 03-04 PT 7 16 29 49 7 108 99 78 52
Note: 08-09 Degrees Conferred will be made available during the campus visit in fall 2009.
The 1 st year column includes some undeclared majors.
The 5 th year columns reports special undergraduates and undergraduates enrolled in only a certificate program. Give official fall term
enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during
each of those years. The "current" year means the academic year preceding the fall visit.
FT--full time, PT—part time
-24-

Table 6. Faculty Salary Data 1
Information Systems and Quantitative Analysis
Academic Year 2008-2009
Professor
Associate
Professor Assistant Professor Instructor
Number 2 9 3 2
High 157,544 129,304 108,130 47,491
Mean 152,439 99,299 105,355 44,157
Low 147,334 85,929 100,000 40,823
1
College of IS&T
Chairs and segregated salary support is not included in these figures. The Instructor
column includes Instructors and Lecturers.
Academic Year 2008-2009
Professor
Associate
Professor Assistant Professor Instructor Other
Number 9 14 8 8 8
High 157,544 129,304 108,130 59,484 158,327
Mean 113,261 99,485 98,742 42,196 71,416
Low 94,797 85,929 82,994 39,924 57,757
1
Chairs and segregated salary support is not included in these figures. The Instructor
column includes Assistant Instructors and Lecturers. Other column includes Senior
Community Service Associate, Senior Fellows, Senior Research Fellows and Senior
Research Tech Fellows. This does not include any faculty support from grants.
-25-

-26-

APPENDIX 2 – COURSE DESCRIPTIONS
For each required or elective course in the program that can be counted in the curriculum being reviewed for
accreditation, include a two-page or three-page course outline, as indicated below, at this point in the Self-Study
Report. If your documentation does not exactly follow this format, be sure that all of the requested information
(if applicable) is present, and please in any case adhere to a common format for all course descriptions. If some of
this documentation is on-line (e. g., in an instructor’s web site), please give here the URLs for accessing any such
materials. These URLs should be made accessible to the visiting team as soon as the Self-Study is sent to them.
As described in Section H of the General Instructions for the Self-Study, the course outline for each required or
elective computing course in the program (including those that satisfy the IS Environment component of an
Information Systems program) must also be included in a display of course materials that is available for study at
all times during the evaluation visit.
-27-

-28-

CIST 1010 Foundations of Information Science and Technology
Department and Course Number CIST 1010
Course Title
Course Coordinator
Total Credits 1
Date of Last Revision 10/12/08
Foundations of Information Science and Technology
Ilze Zigurs
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
An introduction to the information age; focus on foundations of information technologies,
problem solving, information system applications, and social issues. Also describes careers in
information related fields.
1.2 For whom course is intended.
This course is the first of six included in the College of IS&T’s new core curriculum. Core courses
are to be taken by students before moving into their major area of study in the college.
Foundations of IS&T is for all students coming into the college (i.e., new incoming freshmen,
transfers from other colleges and universities, and transfers from other colleges in UNO), as well
as students from other colleges who are interested in an overview of the broad topics in
information science and technology.
1.3 Prerequisites of the course (Courses).
There are no prerequisites for the course.
1.4 Prerequisites of the course (Topics).
None.
1.5 Unusual circumstances of the course.
This course is unique in taking an experiential approach to the discovery of information science
and technology. Students have the opportunity to find out what the College of Information
Science and Technology is all about – the main areas of study, the big topics in the field, and the
opportunities that are ahead. In-class exercises allow students to experience the “inner workings”
of information technology and get a first-hand feel for what they might do, so that they can make
informed choices for their careers as students and beyond.
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 Understand the main areas of study in information science and technology.
2.2 Recognize and appreciate the range of career options in information science and technology.
2.3 Be able to find answers to questions during your career as a student here.
2.4 Know how to connect with faculty members in your areas of interest
-29-

2.5 Know how to connect with staff members who can help you accomplish your academic goals .
3.0 Content and Organization:
List of major topics to be covered in chronological sequence.
3.1 Description of College of IS&T; Foundation of information science 2 hours
and technology fields
3.2 Foundations of bioinformatics; experiencing bioinformatics 2 hours
3.3 Foundations of computer science; experiencing computer science 2 hours
3.4 Foundations of management information systems; experiencing 2 hours
management information systems
3.5 Foundations of information assurance; experiencing information 2 hours
assurance
3.6 IT innovation and problem solving 1 hour
3.7 Careers and career development in IS&T 2 hours
3.8 Interdisciplinary issues in IS&T; Social impacts 2 hours
4.0 Teaching Methodology:
4.1 Methods to be used.
The class is a mix of experiential exercises with discussion. Exercises are conducted in lab sessions
and follow-up discussion builds on what was learned in lab. Guest instructors are included to
expose students to a broad range of faculty in the college as well as some guests from industry.
Virtual learning environments and collaboration technologies expose students to leading-edge
methods for collaborative learning.
4.2 Student role in the course.
Students are asked to learn concepts through experiencing them, not to memorize lists and
specific content presented in class. In addition, they are required to apply these concepts in
discussion and exploration.
5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students are continuously evaluated during the course. Each experiential exercise is preceded by
research on that topic and a short written assignment.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
The final grade will be calculated as follows:
Component
Grading
Class attendance and participation in exercises 50%
-30-

Weekly written assignments 50%
5.3 Grading scale and criteria.
The course is a pass-fail course. Students must achieve at least 2500 out of 3000 possible points in
order to pass the course. Each weekly assignment is worth 100 points and each weekly class
attendance/participation is worth 100 points.
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
There are no textbooks or required/suggested reading materials.
6.2 Other suggested reading materials, if any.
Current news articles as assigned.
6.3 Other sources of information.
The students are provided handouts of selected overheads presented in each class presentation
to help them to identify key concepts.
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design
Data management
Role of IS in Organizations 8
8.0 Oral and Written Communications:
Every student is required to submit at least __15___ written reports (not including exams, tests, quizzes,
or commented programs) to typically __1__ pages and to make __0__ oral presentations of typically
_____ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as
well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
One speaker per semester
-31-

10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
No coverage
11.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
One speaker per semester
12.0 Solution design:
Please describe the design experiences common to all course sections
No coverage
CHANGE HISTORY
Date Change By whom Comments
6/24/03 ABET cleanup Wolcott
10/12/08 Change to experiential exercises;
Zigurs
Update approach to evaluation to
having regular assignments over the
course of the semester;
Update course coordinator
-32-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 1010
Course Title
Foundations of Information Science and Technology
Course Coordinator
Ilze Zigurs
Total Credits 1
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the main areas of study in
information science and technology.
Recognize and appreciate the range of career
options in information science and technology.
Be able to find answers to questions during your
career as a student here
Know how to connect with faculty members in
your areas of interest
Know how to connect with staff members who
can help you accomplish your academic goals
S X X X X X X
S X X X X
X X X X X X X X
X
X
X
-33-

BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
-34-

CIST 1100 Introduction to Computing
Department and Course Number CIST 1100
Course Title
Introduction to Personal Computing
Course Coordinator
Mary Levesque
Total Credits 3
Date of Last Revision 10/13/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course is an introduction to program development using Visual Basic, Excel and
Access.
1.2 For whom course is intended.
Designed for majors in the College of IS&T and others required to take it as a pre-requisite
for CIST 1400
1.3 Prerequisites of the course (Courses).
None.
1.4 Prerequisites of the course (Topics).
None.
1.5 Unusual circumstances of the course.
2.0 Objectives:
There are no unusual circumstances for this course.
List of performance objectives stated in terms of the student educational outcomes.
2.1 Understanding of the program development cycle,
2.2 Create basic Visual Basic programs
2.3 Apply introductory user interface design practices
2.4 Create functional databases using Microsoft Access
2.5 Create and use Excel spreadsheets
3.0 Content and Organization:
3.1 Introduction to Spreadsheets – 13.5 Hours
3.1.1 Introduction to Microsoft Excel (4.5 hours)
3.1.2 Charts and Graphs in Excel (1.5 hours)
3.1.3 3D Workbooks and file Linking (1.5 hours)
-35-

3.1.4 List and Data Management (3.0 hours)
3.1.5 Exam (1.5 hours)
3.2 Introduction to Programming – 21.0 hours
3.2.1 CPU Fundamentals (1.5 hours, integrated with other topics)
3.2.2 Introduction to programming languages
3.2.3 Problem solving
3.2.4 User-interface design issues (1.5 hours)
3.2.5 Fundamentals of Visual Basic (3.0 hours)
3.2.6 Functions (1.5 hours)
3.2.7 Procedures (1.5 hours)
3.2.8 Decisions (4.5 hours)
3.2.9 Repetition (3.0 hours)
3.2.10 Files (1.5 hours)
3.2.11 Arrays (1.5 hours, if time allows)
3.2.12 Exam (1.5 hours)
3.3 Introduction to Database – 10.5 hours
3.3.1 Introduction to Microsoft Access (1.5 hours)
3.3.2 Access Tables (3.0 hours)
3.3.3 Reports and Queries from a Data base (1.5 hours)
3.3.4 Miscellaneous (1.5 hours)
3.3.5 Relating Tables (1.5 hours)
3.3.6 Exam (1.5 hours)
-36-

4.0 Teaching Methodology:
4.1 Methods to be used.
The course will be taught through lecture, discussions and demonstrations in the Visual Basic,
Access and Excel applications.
4.2 Student role in the course.
Students will be evaluated through programming assignments, Microsoft Application assignments
(written and computer) quizzes and three exams.
4.3 Contact hours.
3 hours
5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
The grade will be based on a combination of quizzes, examinations, applications, and
programming assignments.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
The grade will be determined from a weighted average that may resemble the following:
Component
Grading
Quizzes 10%
Exams 50%
Program assignments 40%.
5.3 Grading scale and criteria.
-37-

Points Grade
96-100% A+
92-95% A
89-91% A-
86-88% B+
82-85% B
79-81% B-
76-78% C+
72-75% C
69-71% C-
66-68% D+
62-65% D
59-61% D-
0-58% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Shelly, Gary, Cashman, Thomas, and Hoisington, Corinne, Mocrosoft Visual Basic 2008 for
Windows and Modile Applications, Introductory.
6.1.2 Farrell, Joyce, Programming Logic and Design Fifth Edition bundled with a flowcharting
tool called Visual Logic
6.1.3 Shelly, Gary, Cashman, Thomas, and Quasney, Jeffrey, Microsoft Office Excel 2007
Complete Concepts and Techniques.
6.1.4 Shelly, Gary, Cashman, Thomas, Pratt, Philip, and Last, Mary, Microsoft Office Access
2007 Complete Concepts and Techniques.
6.2 Other sources of information.
Students are directed to search the World Wide Web for other relevant material.
6.3 Current bibliography of resource for student’s information.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category
Core
Hardware and software 15
Networking and telecommunications
Modern programming language 18
Analysis and Design 2
Data management 9
Role of IS in Organizations
Advanced
-38-

8.0 Oral and Written Communications:
Every student is required to submit at least ___0__ written reports (not including exams, tests, quizzes, or
commented programs) to typically __0___ pages and to make ___0__ oral presentations of typically
__0___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
No coverage
11.0 Problem analysis:
No coverage
12.0 Solution design:
No coverage
CHANGE HISTORY
Date Change By whom Comments
9/26/02 Initial ABET version Levesque
6/24/03 ABET cleanup Wolcott
10/13/08 Reference list updated Levesque
-39-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 1100
Course Title
Introduction to Personal Computing
Course Coordinator
Mary Levesque
Total Credits 3
Date of Last Revision 10/13/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understanding of the program
X
development cycle,
Create basic Visual Basic programs X X S
Apply introductory user interface design X X S
practices
Create functional databases using
X X S
Microsoft Access
Create and use Excel spreadsheets X S S
-40-

BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
-41-

-42-

CIST 1300 Introduction to Web Development
Department and Course Number CIST 1300 / CSCI 1300
Course Title
Introduction to Web Development
Course Coordinator
Robert Fulkerson
Total Credits 3
Date of Last Revision November 17, 2008
1.0 Course Description
1.1 Overview of content and purpose of course (Catalog description)
This course will provide students with a practical introduction to web development. By learning
the basic skills needed to develop an interactive website, students will develop an understanding
of the web development task and an appreciation of the importance of the Internet in both
business and academic environments. Specific technical topics to be covered include XHTML, CSS,
the Unix/Linux operating system, web server software, and a programming language. As part of
the class, each student will develop a working website.
1.2 For whom course is intended
This course is intended for all college students with an interest in computers.
1.3 Prerequisites of the course (Courses)
MATH 1310 (or equivalent)
1.4 Prerequisites of the course (Topics)
1.4.1 User knowledge of a computer (PC or equivalent), keyboard and mouse
1.4.2 Basic algebra
1.5 Unusual circumstances of the course
None
2.0 Objectives
2.1 List of performance objectives stated in terms of the student educational outcomes.
Students successfully completing this class will have developed:
1.5.1 A working knowledge of a command-line oriented operating system.
1.5.2 The ability to write simple programs in the Perl programming language.
1.5.3 The ability to create an XHTML standards-compliant web page.
1.5.4 The ability to create standards-compliant CSS documents.
-43-

3.0 Content and Organization
List of major topics to be covered in chronological sequence (specify number of contact hours on each).
3.1 Introduction and Overview 3
3.2 Unix 1.5
3.2.1 asdjklfasjd
3.2.2 Overview of Unix
3.2.3 ssh
3.2.4 mkdir
3.2.5 chmod
3.2.6 directory structure
3.2.7 cd
3.2.8 ls
3.2.9 mv
3.2.10 rm
3.2.11 vim
Contact Weeks
3.3 XHTML 6
3.3.1 Overview
3.3.2 Web browsers
3.3.3 Web servers
3.3.4 Block vs. Inline elements
3.3.5 Content vs. Structure
3.3.6 URLs, relative and absolute
3.3.7 Minimal page (, , , , , )
3.3.8 Headers (, , , , , )
3.3.9 Paragraphs, line breaks and blocks (, , , )
3.3.10 Naming and labeling elements (, )
3.3.11 Comments ()
3.3.12 Formatting (, , , , , , , )
3.3.13 Block quotes ()
3.3.14 More formatting (, , , )
3.3.15 Abbreviations and acronyms (, )
3.3.16 Images ()
3.3.17 Image types (JPEG, GIF, PNG)
3.3.18 Links (, )
3.3.19 Lists (, , , , , )
3.3.20 Tables (, , , )
-44-

3.4 CSS 4.5
3.4.1 Overview
3.4.2 Inline vs. Embedded vs. External
3.4.3 Inline CSS via style attribute
3.4.4 CSS Predefined Values
3.4.5 CSS Lengths / Percentages (em, px, in, cm, mm, pt, pc)
3.4.6 RGB triplets for color
3.4.7 Common properties used for formatting (border, border-color, width, padding, font-size,
font-family, background-color, border-top, border-bottom, etc)
3.4.8 Embedded CSS via tag
3.4.9 Style sheets and rules
3.4.10 External CSS via tag
3.4.11 Pseudo-classes
3.4.12 What is meant by “Cascading” style sheets
3.5 Box Model of CSS Layout
Perl 18
3.5.1 Overview
3.5.2 Machine language, Assembly Language, High-level Language
3.5.3 Compiling
3.5.4 Basic output using print, printf
3.5.5 Types of programming errors (syntax, runtime, semantic)
3.5.6 Scalar data type
3.5.7 Basic input using
3.5.8 Variable interpolation
3.5.9 Escape characters
3.5.10 chomp() and chop()
3.5.11 Basic arithmetic (+, -, *, /, %, **, ., x)
3.5.12 Precedence of operators
3.5.13 Compound assignment operators
3.5.14 Unary increment and decrement operators
3.5.15 if selection
3.5.16 if/else selection
3.5.17 Boolean expressions (&&, ||, !)
3.5.18 Uninitialized variables
3.5.19 while repetition
3.5.20 until repetition
3.5.21 Array data type
3.5.22 foreach repetition
3.5.23 for repetition
3.5.24 Data::Dumper for debugging
3.5.25 Hash data type
3.6 XHTML Forms 3
-45-

3.6.1 Overview
3.6.2 Submit and reset buttons
3.6.3 Checkboxes and radio buttons
3.6.4 Text fields, password fields, text areas
3.6.5 Combo boxes
3.7 CGI 6
3.7.1 Overview
3.7.2 Static content vs. dynamic content
3.7.3 CGI defined
3.7.4 Basic CGI using simple Content-Type: text/html
3.7.5 CGI.pm overview
3.7.6 CGI.pm to create basic XHTML
3.7.7 CGI::Carp for debugging
3.7.8 CGI.pm to create XHTML forms
3.7.9 CGI.pm to process forms
4.0 Teaching Methodology
4.1 Methods to be used
The material is taught through lectures based on a common set of slides for all instructors. Some
sections may use hands-on laboratory classrooms for each lecture or for special lectures
throughout the semester.
4.2 Student role in the course
Students are encouraged to read the material in the books in advance of the lecture so that new
concepts and terms are not “sprung on them”. They are encouraged to participate in class
discussions and ask questions when the material is unclear since all of the material is cumulative
and builds on understanding of the material that has come before it in the course.
4.3 Contact hours
5.0 Evaluation
The course usually meets for two 75-minute periods weekly (3.0 contact hours).
5.1 Types of student products that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. (For laboratory projects, specify
the number of weeks spent on each project).
Each student will write complete approximately 15 assignments on the various topics as they are
covered during the semester. These assignments will include creating XHTML web pages, CSS style
-46-

sheets and Perl programs. Additionally, the students will take a mid-term and a final exam along
with quizzes as needed.
5.2 Basis for determining the final grade.
70% of grade will be based on the program/homework scores, 30% of the grade will be based on
the quiz and exam scores.
5.3 Grading scale.
6.0 Resource Material
A+ 97% - 100% 4.00 GPA
A 93% - 96% 4.00 GPA
A- 90% - 92% 3.67 GPA
B+ 87% - 89% 3.33 GPA
B 83% - 86% 3.00 GPA
B- 80% - 82% 2.67 GPA
C+ 77% - 79% 2.33 GPA
C 73% - 76% 2.00 GPA
C- 70% - 72% 1.67 GPA
D+ 67% - 69% 1.33 GPA
D 63% - 66% 1.00 GPA
D- 60% - 62% 0.67 GPA
F 0% - 59% 0.00 GPA
6.1 Textbook(s) or other required readings
6.1.1 Randall L. Schwartz, Tom Phoenix, brian d foy. Learning Perl, Fourth Edition. O’Reilly,
2005.
6.1.2 Elizabeth Castro. HTML, XHTML and CSS, Sixth Edition. Peachpit Press, 2006.
6.2 Other suggested reading materials, if any
6.1.3 http://www.perl.com/
6.1.4 http://www.w3.org/
6.1.5 http://www.w3schools.com/
6.3 Current bibliography and other resources
7.0 Computing Accreditation Commission Category Content (class time in hours)
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language 43.5
Analysis and Design
Data management
Role of IS in Organizations
-47-

8.0 Oral and Written Communications
Every student is required to submit at least 0 written reports (not including exams, tests, quizzes, or
commented programs) to typically N/A pages and to make 0 oral presentations of typically 0
minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as well as
for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth)?
None.
10.0 Theoretical content
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
None.
11.0 Problem analysis
Please describe the analysis experiences common to all course sections.
Students will learn a number of fundamental computer concepts and skills. At the end of the course, they
will be able to apply these skills to the development of their own dynamic, data-driven web site.
12.0 Solution design
Please describe the design experiences common to all course sections.
This course will require the student to apply a set of initially unfamiliar tools to a diverse set of problems.
As the student works through each problem, he/she will gain experience and competence in the broader
skill of problem solving.
CHANGE HISTORY
Date Change By whom Comments
4/22/2004 Initial ABET version Pauley
3/9/2005 Change to initial course of a sequence Brown Also formatted the course to be
suitable for General Education
8/18/05 Reorganization of Content and
Pauley
Organization section to make the course
more web page centric. Also added a
semester project.
9/11/06 Further reorganization of Content and Pauley
-48-

Organization to make the course even
more web page centric.
4/21/08 Revision to reflect course conversion to Fulkerson
Perl since Fall 2007
4/24/08 Revision to reflect CSCI 1300 cross-listing Fulkerson
and removal of “database” in course
description
11/17/08 Update to include CS Program outcomes Fulkerson
-49-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of CS Program Outcomes vs. course objectives
Department and Course Number CIST 1300 / CSCI 1300
Course Title
Introduction to Web Development
Course Coordinator
Robert Fulkerson
Total Credits 3
Date of Last Revision November 17, 2008
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
A working knowledge of a command-line
oriented operating system
The ability to write simple programs in the
Perl programming language.
The ability to create an XHTML standardscompliant
web page
The ability to create standards-compliant CSS
documents.
S S
X S S X
X X S S X S
X X S S X S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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-52-

CIST 1400 Introduction to Computer Programming
Department and Course Number CIST 1400
Course Title
Introduction to Computer Programming
Course Coordinator
Robert Fulkerson
Total Credits 3
Date of Last Revision April 24, 2008
1.0 Course Description
1.1 Overview of content and purpose of the course (Catalog description).
An introduction to programming within the context of a high level modern programming
language. Coverage of fundamental programming concepts and program design; including arrays,
user defined types, and objects. This course has a laboratory component in CIST 1404. This lab is
optional.
1.2 For whom course is intended.
This course is intended for freshman-level students in the College of IS&T. It also serves many
other departments, including math, education, geography/geology and engineering.
1.3 Prerequisites of the course (Courses).
MATH 1310 AND EITHER CIST 1100 OR CIST 1300
1.4 Prerequisites of the course (Topics).
Fundamental computing basics and familiarity with computer processing (input, output). Basic
college algebra.
1.5 Unusual circumstances of the course.
None.
2.0 Objectives
List of performance objectives stated in terms of the student educational outcomes.
2.1 The student should be able to write moderately complex programs in the Java language that
accomplish moderately difficult tasks.
2.2 The students are prepared for the continuation of their Java studies in CSCI 1620.
2.3 The students should be comfortable working in a Unix-based console environment.
3.0 Content and Organization
List of major topics to be covered in chronological sequence (specify number of contact hours on each).
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3.1 Overview (1.5 hrs)
3.1.1 What is a computer
3.1.2 Machine Language
3.1.3 Assembly Language
3.1.4 High-Level Langauge
3.1.5 Compiling bytecode
3.2 Introduction to console-based Java Applications (6 hrs)
3.2.1 Basic program structure
3.2.2 Console output with System.out.printf()
3.2.3 Console output with System.out.print()
3.2.4 Console output with System.out.println()
3.2.5 Variables
3.2.6 int
3.2.7 Console Input Using the Scanner Class
3.2.8 Arithmetic (+, -, *, /, %)
3.2.9 Precedence of operators
3.2.10 Equality and relational operators (==, !=, , =)
3.2.11 if
3.3 Introduction to Classes and Objects (7.5 hrs)
3.3.1 Classes, objects and instance variables
3.3.2 Declaring a class with a method
3.3.3 Instantiating an object of a class
3.3.4 Declaring a method with a parameter
3.3.5 Primitive types
3.3.6 Constructors
3.4 Control Structures (10.5 hrs)
3.4.1 if
3.4.2 if/else
3.4.3 switch
3.4.4 while
3.4.5 do/while
3.4.6 for
3.4.7 Boolean operators (&&, ||, !)
3.4.8 break
3.4.9 continue
3.5 Arithmetic (1.5 hrs)
3.5.1 Compound assignment operators
3.5.2 Unary increment and decrement operators
3.6 Methods (9 hrs)
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3.6.1 Static methods
3.6.2 Static fields
3.6.3 Math class
3.6.4 Java API packages
3.6.5 Methods with multiple parameters
3.6.6 Argument promotion and casting
3.6.7 Scope
3.6.8 Method overloading
3.7 Arrays (9 hrs)
3.7.1 Introduction to Arrays
3.7.2 Arrays and References
3.7.3 Programming with Arrays
3.7.4 Multidimensional Arrays
3.7.5 Searching and sorting
3.7.6 Variable length argument lists
3.7.7 Command-line arguments
4.0 Teaching Methodology
4.1 Methods to be used.
The material is taught through lectures based on a common set of slides, assignments and other
documents for all instructors.
4.2 Student role in the course.
Students are encouraged to read the material in the book in advance of the lecture so that new
concepts and terms are not “sprung on them”. They are encouraged to participate in class
discussions and ask questions when the material is unclear since all of the material is cumulative
and builds on understanding of the material that has come before it in the course.
4.3 Contact hours.
5.0 Evaluation
3.0 contact hours per week
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Each student will write approximately 15 – 20 complete console-based Java programs on
the various topics as they are covered during the semester. Additionally, the students will
take four substantial quizzes and a final exam. There may be writing assignments to help
build a fundamental understanding of key programming concepts.
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5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
60% of grade will be based on the program/homework scores, 40% of the grade will be
based on the quiz and final exam scores.
5.3 Grading scale and criteria.
6.0 Resource Material
A+ 97% - 100% 4.00 GPA
A 93% - 96% 4.00 GPA
A- 90% - 92% 3.67 GPA
B+ 87% - 89% 3.33 GPA
B 83% - 86% 3.00 GPA
B- 80% - 82% 2.67 GPA
C+ 77% - 79% 2.33 GPA
C 73% - 76% 2.00 GPA
C- 70% - 72% 1.67 GPA
D+ 67% - 69% 1.33 GPA
D 63% - 66% 1.00 GPA
D- 60% - 62% 0.67 GPA
F 0% - 59% 0.00 GPA
6.1 Textbooks and/or other required readings used in course.
6.1.1 Java How to Program, Seventh Edition, Deitel & Deitel, 2007
6.2 Other suggested reading materials, if any.
6.2.1 Thinking in Java, Fourth Edition, Bruce Eckel, 2006
6.2.2 Java Pocket Guide, Robert Liquori, Patricia Liquori, 2008
6.3 Other sources of information.
6.3.1 asdjklajsd
6.3.2 Student study groups
6.3.3 Tutoring provided by the College of IS&T
6.4 Current bibliography of resource for student’s information.
7.0 Computing Accreditation Commission (CAC) Category Content (class time in hours)
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
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8.0 Oral and Written Communications
Modern programming language 43.5
Analysis and Design
Data management
Role of IS in Organizations
Every student is required to submit at least ___0__ written reports (not including exams, tests, quizzes, or
commented programs) to typically __0___ pages and to make __0___ oral presentations of typically
__0___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
None.
10.0 Theoretical content
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
None.
11.0 Problem analysis
Students must be able to identify the desired goals from a problem statement.
12.0 Solution design
Although each programming assignment targets some topics more than others (namely those that have
been recently presented in the lectures), the solutions will be designed using cumulative knowledge.
Students will design a solution by selecting those techniques that are appropriate to the problem at hand.
CHANGE HISTORY
Date Change By whom Comments
12/16/2002 Initial ABET version Fulkerson
06/13/2003 Cleanup Wileman
12/04/2007 First draft for migration to Java Dasgupta
04/21/2008 Second draft for migration to Java Fulkerson
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04/24/2008 Third draft, minor updates Fulkerson
11/17/08 Update to include CS Program
Outcomes table
Fulkerson
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 1400
Course Title
Introduction to Computer Programming
Course Coordinator
Robert Fulkerson
Total Credits 3
Date of Last Revision May 27, 2009
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
The student should be able to write
moderately complex programs in the Java
language that accomplish moderately
difficult tasks.
The students are prepared for the
continuation of their Java studies in CSCI
1620.
The students should be comfortable
working in a Unix-based console
environment.
S X S
S X S
X S
-59-

BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
-60-

CIST 2500 Introduction to Applied Statistics for IS&T
Department and Course Number CIST 2500
Course Title
Introduction to Applied Statistics for IS&T
Course Coordinator
Loftollah Najjar
Total Credits 3
Date of Last Revision 6/24/03
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course emphasizes the function of statistics in information science and technology
including topics such as descriptive statistical measures, probability, discrete probability,
sampling, estimation analysis, hypothesis testing, regression, and analysis of variance. A
well-known computer package will be used to support the problem-solving process.
1.2 For whom course is intended.
The course is primarily intended for College of Information Science and Technology
(CIST) undergraduate and graduate students who need to satisfy foundation requirements.
1.3 Prerequisites of the course (Courses).
1.3.1 MATH 2030 or MATH 2040 or permission of advisor
1.4 Prerequisites of the course (Topics).
1.4.1 Combinatorics
1.4.2 Probability
1.4.3 Discrete Random Variables
1.4.4 Continuous Random Variables
1.4.5 Polynomial Equations
1.4.6 Quadratic Equations
1.4.7 Log and Natural Log Functions
1.4.8 Exponential Functions
1.4.9 Summations (single, double and triple)
1.4.10 Binomial Functions
1.5 Unusual circumstances of the course.
None.
2.0 Objectives:
The broad objective of this course is to enable you to gain an overview of the functions of statistics
in modern business. This course will facilitate your understanding of the concepts and your
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development of the skills needed to apply statistics to the business decision-making process. This
course will also enable you to extend your understanding and use of computer-based statistical tools
and provide opportunities to use them to analyze business problems.
3.0 Content and Organization:
Contact Hours
3.1 Data and Statistics 2
3.2 Descriptive Statistics I: Tabular and Graphical Methods 3
3.3 Descriptive Statistics II: Numerical Methods 5
3.4 Probability 1
3.5 Discrete Probability Distributions 2
3.6 Continuous Probability Distributions 1
3.7 Sampling and Sampling Distributions 5
3.8 Interval Estimation 4
3.9 Hypothesis Testing 5
3.10 Statistical Inference about Means with Two Populations 3
3.11 Analysis of Variance 4
3.12 Regression Analysis 5
3.13 Interpretation of Statistics for Technology Professionals 3
4.0 Teaching Methodology:
4.1 Methods to be used.
The course uses a combination of approaches including lecturing, problem solving, contemporary
project using a statistical packages (MINITAB and Excel), and exams
4.2 Student role in the course.
The student will attend lectures, participate in discussion on assigned readings, complete
assigned projects, and complete required examinations
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable.
Class attendance and participation
Three to four problem-solving projects using a statistical package
Three examinations with combination of problem solving and multiple-choice questions about
the concepts discussed in the class.
Component
Grading
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Class attendance and participation 10%
Examinations 60%
Projects 30%
5.2 Grading scale and criteria.
The final grade is based on the percentage of points that the student receives out of the
total possible points for the course. The guaranteed grade scale is shown in the following
table. A curve may be used to scale the entire class higher, if necessary, but scaling down
will not be done.
Points
92-100% A
89-91% A-
86-88% B+
82-85% B
79-81% B-
76-78% C+
72-75% C
69-71% C-
66-68% D+
62-65% D
59-61% D-

7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design
Data management 5
Role of IS in Organizations 3
8.0 Oral and Written Communications:
Every student is required to submit at least _3___ written reports (not including exams, tests, quizzes, or
commented programs) to typically ___5__ pages and to make __0___ oral presentations of typically
___0__ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
No coverage.
10.0 Theoretical content:
Contact Hours
Descriptive Statistics 8
Sampling and Sampling Distributions 5
Interval Estimation 3
Hypothesis Testing 5
Analysis of Variance 4
Regression Analysis 5
11.0 Problem analysis:
11.1 Data Collections
11.2 Data Organization
11.3 Data Analysis
12.0 Solution design:
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Student design the appropriate experimental design using statistical models and a well known statistical
software such as Excel or MINITAB. Then the appropriate conclusions will be drawn from the results for a
better decision-making.
CHANGE HISTORY
Date Change By whom Comments
10/9/200 Initial ABET version Najjar
6/24/03 ABET clean-up Wolcott
6/25/03 Expansion of prerequisite topics Najjar Prerequisite topics previously listed
just prerequisite class titles.
Mapping of CS Program Outcomes vs. course objectives
Department and Course Number CIST 2500
Course Title
Introduction to Applied Statistics for IS&T
Course Coordinator
Loftollah Najjar
Total Credits 3
Date of Last Revision 5/27/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Course objective
The broad objective of this course is to enable
you to gain an overview of the functions of
statistics in modern business. This course will
facilitate your understanding of the concepts and
your development of the skills needed to apply
statistics to the business decision-making process.
This course will also enable you to extend your
understanding and use of computer-based
statistical tools and provide opportunities to use
them to analyze business problems.
S
S
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
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11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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-68-

CIST 3000 Advanced Technical Writing for IS&T
Department and Course Number CIST 3000
Course Title
Advanced Composition for IS & T
Course Coordinator
Sheri Hronek
Total Credits 3
Date of Last Revision 5/15/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
Advanced Composition for IS & T provides students with instruction and practice in
academic writing for the technical sciences. The course focuses on principles of rhetoric
and composition, advanced library-based research techniques, academic modes of writing
suited to the technical sciences, style, grammar, and punctuation, all with attention to
adapting writing to suit the needs of various academic and professional audiences.
1.2 For whom course is intended.
Undergraduate students in IS & T or other students interested in academic writing in the
technical sciences.
1.3 Prerequisites of the course (Courses).
ENGL1160 (or placement in a 3 rd year writing course)
1.4 Prerequisites of the course (Topics).
Students should be able to demonstrate the basic writing competencies developed during
their freshman composition course work.
1.5 Unusual circumstances of the course.
2.0 Objectives:
None
List of performance objectives stated in terms of the student educational outcomes.
By the end of the course, students will exhibit:
2.1 an advanced understanding of various academic-based writing strategies and of the genres
appropriate for and expected in the technical sciences
2.2 an ability to apply field-related, advanced research skills including a knowledge of scholarly, peerreviewed
journals and indexes, the use of primary sources, the ability to evaluate sources, and
expertise in using field-appropriate documentation
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2.3 a sophisticated understanding of grammar and language issues as they apply to writing generally
and to the style expected in academic writing in the technical sciences
2.4 developed proficiency in using discourse-community specific language, including vocabulary and
style
2.5 a sophisticated understanding of writing as a process that includes multiple drafts that
productively and effectively respond to feedback
2.6 an understanding of how writing functions in various academic and professional communities
students will encounter in their personal, professional, and academic life
2.7 a mature awareness of audience and the ability to adapt writing to various audiences and
purposes
3.0 Content and Organization:
List of major topics to be covered in chronological sequence (specify number of hours on each).
As various instructors will teach the course, the sequence of topics may vary. The following table
provides a suggested sequence based on collaborative research proposals and projects (groups of
3-4).
3.1 Discourse communities & academic/professional communication practices 3
3.2 Writing fundamentals overview 3
3.3 Style 1: Discourse communities & tiles
3.4 Style II: General Stylistic Conventions 3
3.5 General technical stylistic conventions
3.6 Diction & Style
3.7 Theoretical/historical research overview 3
3.8 Theoretical/historical research proposals
3.9 Collaboration
3.10 Style III Persuasive writing
3.11 Using sources 3
3.12 Style IV: Paragraphing
3.13 Style V: Tone 3
3.14 Peer Review practices
3.15 Shifting from proposal to research
3.16 Research project norming
3.17 Style VI: Syntactical Revision Workshop 3
Class Hours
4.0 Teaching Methodology:
4.1 Methods to be used.
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Teaching methods may vary from instructor to instructor. The course may include any of
the following: lectures, writing/draft workshops, group discussion, norming sessions,
library research instruction, and peer-review sessions.
4.2 Student role in the course.
4.3 Contact hours.
5.0 Evaluation:
The student’s role in the course flows from the objectives and content benchmarks
outlined above (2.1). In general, students should seek to develop and advance their
academic writing skills through active, conscientious engagement in the various writing
projects and activities.
3 hours
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
As writing projects may vary from instructor to instructor, the following list is suggestive
only.
5.1.1 Field Description (technically informed audience)
5.1.2 Field Introduction (nontechnically informed audience)
5.1.3 Peer-Reviewed Journal Analysis
5.1.4 Library-Based Research Proposal (individual or collaborative)
5.1.5 Library-Based Research Project (individual or collaborative)
5.1.6 Abstract
5.1.7 Project Plans
5.1.8 Individual Activity Logs
5.1.9 Semester Self-Assessment memos
5.1.10 Research Presentation (individual or collaborative)
5.1.11 Portfolio
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
The basis for determining the final may vary depending on instructors. The following is a
suggestive model assessing both individual and collaborative writing efforts.
5.2.1 Individual Assessments:
Documentation Exams I & II 10%
Field Description & Intro 5%
Journal Analysis 15%
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5.2.2 Individual Effort & Work Participation 15%
Abstract
Documentation Workshop
Individual Portfolio
Quote, Paraphrase, Summary Ex.
5.2.3 Individual’s Collaborative Effort & Work 15%
5.2.4 Group Assignments:
Research Proposal & Deliverables 15%
Research Project & Deliverables 25%
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5.3 Grading scale and criteria.
6.0 Resource Material
98-100 A+
95-97 A
92-94 A-
88-91 B+
85-87 B
82-84 B-
78-81 C+
75-77 C
72-74 C-
68-71 D+
65-67 D
62-64 D-
-61 F
An “I” or “IP” will be awarded only if a student is unable to complete the course
requirements due to circumstances beyond her/his control as specified in the UNO
catalog. The student must also have substantially completed the course and have a
passing grade when the grade of “I” is requested.
6.1 Textbooks and/or other required readings used in course.
Textbook selection may vary from instructor to instructor. The following is a suggestive
list.
6.1.1 Hansen, K. (1998). A rhetoric for the social sciences: A guide to academic and professional
communication. Upper Saddle River, NJ: Prentice Hall.
6.1.2 Jones, D. (1998). Technical writing style. Boston: Allyn and Bacon.
6.1.3 Lunsford, A. A. (2008). The St. Martin’s handbook (6th ed.). Boston: Bedford/St.Martin’s.
6.2 Other suggested reading materials, if any.
6.2.1 Readings that support the students’ development as writers are recommended,
particularly peer-reviewed, article-length or book-length works. Students should also
become familiar with the APA Publication Manual (2001) or other style guides suitable to
academic writing in the technical sciences.
6.3 Other sources of information.
6.3.1 Industry white papers & reports related to areas of technical research.
6.4 Current bibliography of resource for student’s information.
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6.4.1 Alred, G., Brusaw, C., & Oliu, W. (1992). The professional writer: A guide for advanced
technical writing. New York: St. Martin’s Press. American Psychological Association.
(2001). Publication manual (5th ed.). Washington, DC: American Psychological
Association.
6.4.2 Coe, M. (1996). Human factors for technical communication. New York: Wiley.
6.4.3 Coletta, W. J. (1992). The ideologically based use of language in scientific and technical
communication. Technical Communication Quarterly, 1(1), 59-70.
6.4.4 Day, R. (1988). How to write and publish scientific paper (3rd ed.). Phoenix, AZ: Oryx.
6.4.5 Day , R. (1992). Scientific English: A guide for scientists and other professionals. Phoenix,
AZ: Oryx.
6.4.6 Ede, L., & Lunsford, A. (1990). Singular texts/plural authors: Perspectives on collaborative
writing. Carbondale: Southern Illinois University Press.
6.4.7 Gross, A. G. (1996). The rhetoric of science. Cambridge, MA: Harvard University Press.
6.4.8 Gurak, L. J. (2000). Oral presentations for technical communications. Boston: Allyn &
Bacon.
6.4.9 Hager, P. J., & Scheiber, H. J. (1997). Designing and delivering scientific, technical, and
managerial presentations. New York: Wiley.
6.4.10 Halloran, M. (1978). Technical writing and the rhetoric of science. Journal of Technical
Writing and Communication, 8(2), 77-88.
6.4.11 Haring-Smith, T. (1993). Learning together: An introduction to collaborative learning. New
York: HarperCollins.
6.4.12 Hoft, N. L. (1995). International technical communication: How to export information
about high technology. New York: Wiley.
6.4.13 Houp, K. W., Pearsall, T. E., & Thebeaux, E. (1998). Reporting technical information (9th
ed.). Boston: Allyn & Bacon.
6.4.14 Locke, D. (1992). Science as writing. New Haven, CT: Yale University Press.
6.4.15 Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.
6.4.16 Penrose, A. M., and Katz, S. B. (2004). Writing in the sciences: Exploring conventions of
scientific discourse (2nd ed.). Boston: Allyn and Bacon.
6.4.17 Porush, D. (1995). A short guide to writing about science. New York: HarperCollins.
6.4.18 Prelli, L. J. (1989). A rhetoric of science: Inventing scientific discourse. Columbia:
University of South Carolina Press.
6.4.19 Rude, C. D. (2002). Technical editing (3rd ed.). New York: Longman.
6.4.20 Sanders, S (1988). How can technical writing be persuasive? In L. Beene & P. White (Eds.),
Solving problems in technical writing (pp. 55-78). New York: Oxford University Press.
6.4.21 Schindler, G. E., Jr. (1975). Why engineers and scientists write as they do— Twelve
characteristics of their prose. IEEE Transactions on Professional Communication, 18(1), 5-
10.
6.4.22 Young, J. Z. (1965). Doubt and certainty in science. In J. Harrison (Ed.), Scientists as writers
(pp. 49-51). Cambridge, MA: MIT Press.
7.0 (Fill out for ISQA and CIST courses) Estimate Computing Accreditation Commission (CAC) Category
Content (class time in hours):
CAC Category Core Advanced
Hardware and software 0 0
Networking and telecommunications 0 0
Modern programming language 0 0
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Analysis and Design
Data management
Role of IS in Organizations
As this course focuses on students’ development as writers, these areas are not directly addressed.
Students may, however, engage any of these areas in individual/collaborative writing projects. See 8.0
7.0 (Fill out for CSCI and CIST courses) Estimate Computer Science Accreditation Board (CSAB)
Category Content (class time in hours):
CSAB Category Core Advanced
Data structures 0 0
Computer organization and architecture 0 0
Algorithms and software design 0 0
Concepts of programming languages 0 0
As this course focuses on students’ development as writers, these areas are not directly addressed.
Students may, however, engage any of these areas in individual/collaborative writing projects. See 8.0
8.0 Oral and Written Communications:
Every student is required to submit at least ___6__ written reports (not including exams, tests, quizzes, or
commented programs) of typically __1-20___ pages and to make ___1__ oral presentations of typically
__15___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
As this is an academic-based writing course, Instructors should present some of the basic
principles of effective academic document design based on appropriate manuscript preparation
style guides, such as the APA Publication Manual (2001). Students should also demonstrate their
understanding of the importance of good design through their research presentations.
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
The course should address social and ethical issues related to the practice of writing. One area of
concern is style, particularly the importance of unbiased language use (in terms of gender,
race/ethnicity, etc.), the role of the detached persona, and other elements as specified by the
American Psychological Association’s Publication Manual (2001). Students should be expected to
reflect awareness of professional language use concerns in all their writing.
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10.0 Theoretical content:
Another area of concern should be the ethics of working with sources, especially in terms of
understanding and avoiding plagiarism.
All of these issues are explored and reiterated throughout the semester.
Students may also explore social and ethical issues related to the technical fields through their
individual or collaborative research projects.
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
11.0 Problem analysis:
The course should cover relevant rhetorical and compositional theories and practices related to
the process of writing such as invention, audience analysis, stylistics, and
argumentation/persuasion in technical academic writing. Theories of collaboration as a
community of practice are also addressed.
These theories and their application to writing are discussed throughout the semester.
Students may also explore theoretical material through their individual and collaborative projects.
Please describe the analysis experiences common to all course sections.
12.0 Solution design:
Analytical activities generally should focus on examining practical issues related to the writing &
research process. These include, but are not limited to, audience analysis, research planning and
coordination, self-assessment, source assessment, solving problems in the research process,
solving problems in collaboration, and so forth.
While all writing for the class should encourage analysis (implicitly or explicitly), one major writing
project should have an explicitly analytical focus. This may vary from instructor to instructor.
Please describe the design experiences common to all course sections.
CHANGE HISTORY
Students should be encouraged to address solution design as part of problem analysis. Forms
(project planning, individual/group activity logs) may be used to help students construct effective
solution decisions by encouraging them to define problems, articulate potential solutions, and the
rationale for the proposed solutions. Ultimately, students’ writing should reflect their abilities to
effectively handle problems with research, collaboration, the writing process, and so forth.
Date Change By whom Comments
5/15/08 Created Hronek
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of CS Program Outcomes vs. course objectives
Department and Course Number CIST 3000
Course Title
Advanced Technical Writing for IS&T
Course Coordinator
Sheri Hronek
Total Credits 3
Date of Last Revision 5/15/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
an advanced understanding of various
academic-based writing strategies and of the
genres appropriate for and expected in the
technical sciences
an ability to apply field-related, advanced
research skills including a knowledge of
scholarly, peer-reviewed journals and
indexes, the use of primary sources, the
ability to evaluate sources, and expertise in
using field-appropriate documentation
a sophisticated understanding of grammar
and language issues as they apply to writing
generally and to the style expected in
academic writing in the technical sciences
S
S
S
developed proficiency in using discourse- S
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community specific language, including
vocabulary and style
a sophisticated understanding of writing as a
process that includes multiple drafts that
productively and effectively respond to
feedback
an understanding of how writing functions in
various academic and professional
communities students will encounter in their
personal, professional, and academic life
a mature awareness of audience and the
ability to adapt writing to various audiences
and purposes
S
S
S
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 3100 Organizations, Applications, and Technology
Department and Course Number CIST 3100
Course Title
Organizations, Applications and Technology
Course Coordinator
Paul van Vliet
Total Credits 3
Date of Last Revision 10/12/2008
1.0 Course Description
1.1 Overview of content and purpose of the course
This survey course provides an introduction to organizations and the role information and information
systems play in supporting operations, decision-making, processes, quality management, and strategic
activities of an organization. In addition, the course covers management of the IS function, strategic and
regulatory issues of telecommunications, and ethical and legal issues.
1.2 For whom course is intended
The course is intended for undergraduate students in the schools of IS&T, Business Administration and
Engineering who need to learn the fundamentals of Management Information Systems.
1.3 Prerequisites of the course
None
1.4 Unusual circumstances of the course
As of January 2007, this course is regularly offered as an online course.
2.0 Objectives:
2.1 To understand the role of information systems and the subsequent challenges in today’s
competitive business environment
2.2 To understand the diversity of Information Systems and networks in the enterprise
2.3 To understand Information Systems, organizations and management models, roles and their
impact on the decision making process.
2.4 To understand how Internet technology, electronic commerce, and electronic web based systems
have transformed organizations, business models, supply chains and quality
2.5 To understand basic computer hardware and software and information systems security and
control
2.6 To obtain a basic understanding of software applications such as operating systems, file
management and data storage
2.7 To gain a basis understanding of the challenges of maintaining a traditional data environment
versus a database environment
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2.8 To gain a basis understanding of telecommunications and networks, including the Internet.
2.9 To understand the business value of systems and technology
2.10 To understand how organizations can use expert systems and case-based reasoning to capture
knowledge
2.11 To understand the legal and ethical impacts of information systems
3.0 Content and Organization
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Contact Hours
3.1 Introduction to course, description of course requirements,
and a discussion of expectations for the course 3
3.2 Information Systems in Global Business Today. 3
3.3 Global E-Business: How Businesses Use Information Systems 3
3.4 Information Systems, Organizations, and Strategy 3
3.5 Ethical and Social Issues in Information Systems 3
3.6 IT Infrastructure and Emerging Technologies 3
3.7 Foundations of Business Intelligence:
Databases and Information Management 3
3.8 Telecommunications, the Internet, and Wireless Technology 3
3.9 Securing Information Systems 3
3.10 Achieving Operation Excellence and Customer Intimacy:
Enterprise Applications 3
3.11 E-Commerce: Digital Markets, Digital Goods 3
3.12 Managing Knowledge 3
3.13 Enhancing Decision Making 3
3.14 Building Systems 3
3.15 Project Management: Establishing the Business Value of
Systems and Managing Change 3
3.16 Managing Global Systems 3
4.0 Teaching Methodology
4.1 Methods to be used
The primary teaching method will be discussion of chapter contents, case studies, lecture, and
discussion questions.
4.2 Student role in the course
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned projects and papers, and complete required examinations.
4.3 Contact hours
Three (3) hours per week.
5.0 Evaluation
Note: exact contact hours may vary for the online version of this course; however, the contents of
the online course follows the regular course closely.

5.1 Types of student products
The student products will be: two examinations (a midterm and final) or a single comprehensive
examination, a ten-page research paper, a group term project, and other small assignments as
deemed useful by the instructor.
5.2 Basis for determining the final grade
Grades will be determined on the basis of the student’s participation in class (10%), the student’s
performance on examinations (30%), development of a ten-page research report based on
readings from the trade and empirical literature (30%), and completion of the term project (30%).
Component
Grading
Examination(s) 30%
Class Participation 10%
Research Paper 30%
Term project 30%
5.3 Grading Scale and Criteria
Earned Grade
Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-
59% F
6.0 Resource Material:
6.1 The latest edition of textbook(s) or other required readings used in the course, or equivalent.
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6.1.1 Loudon, K.C. and Loudon, J.P. (2007) Management Information Systems: Managing the
Digital Firm, 10th Edition, Saddle River, NJ: Prentice Hall.
6.2 Other suggested reading materials or equivalent
Additional articles relating to the various topics in the course can be made available at the UNO
Library or via online links. These articles are used to supplement topics presented in various
chapters.
6.3 Other sources for gathering information or equivalent
Students are encouraged to read articles in current professional and trade journals and websites
that are relevant to topics in information systems. The process is particularly important in
keeping current with technology and new methodologies.
6.4 Current Bibliography:
6.4.1 Jessup, L. & Valacich, J. (2008) Information Systems Today; Managing in the Digital World,
3rd Edition, Saddle River, NJ: Prentice Hall.
6.4.2 Stair, R. & Reynolds, G., (2006) Principles of Information Systems; A Managerial Approach,
7th Edition, Boston, MA: Thomson Course Technology.
6.4.3 Turban, E., Rainer, Jr., R.K., & Potter, R.E. (2005) Introduction to Information Technology,
3rd Edition, Hoboken, NJ, John Wiley & Sons, Inc.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 3
Networking and telecommunications 4
Modern programming language 0
Analysis and Design 2
Data management 3
Role of IS in Organizations 8
8.0 Oral and Written Communications:
Written research reports, and optional case study assignments and review questions provide
opportunities for written and oral communication. The students also collaborate on written term projects
which emphasize professional communication practices.
Note: for the online version of the course, oral student presentations are often impractical, and written
assignments are regularly substituted.
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9.0 Social and Ethical Issues: Contact Hrs. 3
Every student will be expected to understand the ethical impacts of information systems including:
auditing of computer systems, the ethical, social and political needs of society, the ethical issues involved
in any situation, ethical principles for conduct, and ethical conduct policies as they relate to information
systems
10.0 Theoretical content:
Contact Hours
10.1 Value Chain Model 1
10.2 Industry Competitive Forces Model 1
11.0 Problem analysis:
Case studies are provided at the end of each of 15 chapters, providing the instructor with the opportunity
to have the students analyze them.
12.0 Solution design:
Review problems are provided at the end of each of 15 chapters, providing the instructor with the
opportunity to have the students develop solutions and appropriate answers to them.
CHANGE HISTORY
Date Change By whom Comments
9/22/2002 Initial ABET version Van Vliet
6/12/03 Remove Prerequisite. Course Change lw CIST 2010 no longer required
Form 2/11/03
6/24/03 ABET cleanup Wolcott
9/13/2007 Change course number from CIST Van Vliet
2110 to CIST 3100
9/13/2007 Update document to match current Van Vliet
text contents and assignments
9/13/2007 Update document to include e- Van Vliet
learning adjustments
10/12/2008 Reviewed course document, found
contents to be current.
Van Vliet
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 3100
Course Title
Organizations, Applications and Technology
Course Coordinator
Paul van Vliet
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
To understand the role of information systems S S S S X
and the subsequent challenges in today’s
competitive business environment
To understand the diversity of Information
S S S X
Systems and networks in the enterprise
To understand Information Systems,
S S S X X
organizations and management models, roles and
their impact on the decision making process.
To understand how Internet technology,
S S S X X X
electronic commerce, and electronic web based
systems have transformed organizations,
business models, supply chains and quality
To understand basic computer hardware and
S X S
software and information systems security and
control
To obtain a basic understanding of software
S X S
applications such as operating systems, file
management and data storage
To gain a basis understanding of the challenges of S X S
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maintaining a traditional data environment versus
a database environment
To gain a basis understanding of
telecommunications and networks, including the
Internet.
To understand the business value of systems and
technology
To understand how organizations can use expert
systems and case-based reasoning to capture
knowledge
To understand the legal and ethical impacts of
information systems
S X S
S S X X
S S S
S S S X X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 3110 Information Technology Ethics
Department and Course Number CIST 3110
Course Title
Information Technology Ethics
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 09/10/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course will cover the development and need for issues regarding privacy and the application
of computer ethics to information technology.
1.2 For whom course is intended.
This course is intended for undergraduate management information systems (MIS), computer
science (CS), information assurance (IA), and bioinformatics majors.
1.3 Prerequisites of the course (Courses).
CIST 3110 - Organizations, Applications & Technology or equivalent.
1.4 Prerequisites of the course (Topics).
1.4.1 Introduction to Information Systems
1.4.2 Review of Social, Privacy, Legal, and Ethics theory
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
List of performance objectives stated in terms of student behavior.
The student will:
2.1 Be able to determine the impact of the privacy laws on information security policies.
2.2 Understand the issues related to intellectual freedom, intellectual property, and copyright law as
they relate to electronic publishing.
2.3 Be able to determine and identify ethical procedures and behaviors in the organization related to
information security.
2.4 Be able to identify issues of professional conduct in information technology case studies.
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2.5 Be able to apply University standards of ethical conduct in preparing assignments for all
coursework.
2.6 Learn the areas most impacted by ethical decisions by professionals in the computing field and
will gain skills in making such decisions.
2.7 Identify key ethical concerns of information technology specialists.
2.8 Apply theories of ethics to case situations in the context of organizational use of information
technology.
2.9 Appreciate how rapid changes in technology might affect ethical issues and changing norms of
behavior.
2.10 Understand the issues related to privacy and confidentiality as they relate to information
technology.
2.11 Understand the ethical issues associated with gathering, storing and accessing genetic
information in databases.
2.12 Recognize the differences in ethical codes of conduct in different cultures and countries.
2.13 Understand the ethical issues that arise from findings in genomic and bioinformatics analyses.
2.14 The student will study and apply the following:
2.14.1 Business Rules
2.14.2 Firewalls
2.14.3 Cryptography
2.14.4 Privacy Laws
2.14.5 Copyright Ownership
2.14.6 Privacy, Publicity and Defamation
2.14.7 Trademarks and Unfair Competition in Cyberspace
2.14.8 Intellectual Property
2.14.9 Contrast of Law vs. Ethic
2.14.10 Organizational Ethical Principles
3.0 Content and Organization:
List of major topics to be covered in chronological sequence
Contact Hours
3.1 Frameworks for Ethical and Policy Analysis 3
3.1.1 Moral Frameworks
3.1.2 General Framework for Ethical Analysis
3.2 Unwrapping the Gift
3.2.1 The Ubiquity of Computers and the Rapid Pace of Change 3
3.2.2 New Developments and Dramatic Impacts
3.2.3 An Introduction to Some Issues and Themes
3.2.4 Ethics
3.3 Privacy 3
3.3.1 Privacy and Computer Technology
3.3.2 “Big Brother Is Watching You.”
3.3.3 Diverse Privacy Topics
3.3.4 Protecting Privacy: Technology, Markets, Rights and Laws
3.3.5 Communications
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3.4 Freedom of Speech 3
3.4.1 Changing Communications Paradigms
3.4.2 Offensive Speech and Censorship in Cyberspace
3.4.3 Anonymity
3.4.4 Spam
3.4.5 Ensuring Valuable and Diverse Content
3.5 Intellectual Property
3.5.1 Intellectual Property and Changing Technology
3.5.2 Copyright Law
3.5.3 Copying and Sharing
3.5.4 Search Engines and Online Libraries
3.5.5 Free-Speech Issues
3.5.6 Free Software
3.5.7 Issues for Software Developers
3.6 Computer Crime 3
3.6.1 Introduction
3.6.2 Hacking
3.6.3 Identity Theft and Credit-Card Fraud
3.6.4 Scams and Forgery
3.6.5 Crime Fighting Versus Privacy and Civil Liberties
3.6.6 Whose Laws Rule the Web?
3.7 Work 3
3.7.1 Fears and Questions
3.7.2 The Impact on Employment
3.7.3 The Work Environment
3.7.4 Employee Crime
3.7.5 Employee Monitoring
3.8 Evaluating and Controlling Technology 3
3.8.1 Information, Knowledge, and Judgment
3.8.2 Computers and Community
3.8.3 The Digital Divide
3.8.4 Evaluations of the Impact of Computer Technology
3.8.5 Making Decisions About Technology
3.9 Errors, Failures, and Risk
3.9.1 Failures and Errors in Computer Systems
3.9.2 Case Study: The Therac-25
3.9.3 Increasing Reliability and Safety
3.9.4 Dependence, Risk, and Progress
3.10 Professional Ethics and Responsibilities 3
3.10.1 What is Professional Ethics?
3.10.2 Ethical Guidelines for Computer Professionals
3.10.3 Scenarios
3.11 The Software Engineering Code and the ACM Code
3.12 ethical Cases in Social, Legal, Privacy and Ethics 15
4.0 Teaching Methodology:
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4.1 Methods to be used.
The primary teaching methods will be instructor-led discussions, student-led small group
discussions, case studies, lecture, guest speakers, and demonstration.
4.2 Student role in the course.
The student will attend lectures and demonstrations, analyze selected cases, lead and participate
in discussions on assigned readings and cases, complete assigned projects, and complete required
examinations.
4.3 Contact hours.
Three hours per week
5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
The student products will be group and individual case analysis reports, article reviews, book
reports, quizzes, computer projects, examinations, term paper, and oral presentations.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Grades will be determined on the following basis:
Component
Grading
Participation in project/term paper 15%
Book report 10%
Case studies 10%
Oral presentation 5%
Quizzes on readings 10%
Midterm 20%
Final exam 20%
In-class participation 10%
5.3 Grading scale and criteria.
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Points
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-

6.2.11 Cato Institute, a libertarian perspective
6.2.12 Thomas, Library of Congress site for bills currently going through the U.S. Congress and
recent U.S. laws.
6.2.13 Privacy.org, news and advocacy of strong privacy regulation (EPIC and Privacy
International)
6.2.14 TRUSTe
6.2.15 Federal Trade Commission
6.2.16 "Freedom of Speech and Information Privacy" (Eugene Volokh, UCLA Law School)
6.2.17 Federal Bureau of Investigation (Use site search tool for "Carnivore," etc.)
6.2.18 Echelonwatch (American Civil Liberties Union, EPIC, and others)
6.2.19 Cryptography issues and legislation (Center for Democracy and Technology).
6.2.20 "Cryptography's Role in Securing the Information Society" (National Academy of Sciences)
6.2.21 "Encryption Policy for the 21st Century" (Cato Institute)
6.2.22 CryptoRights Foundation
6.2.23 National Security Agency
6.2.24 EFF's archive on the Digital Millennium Copyright Act
6.2.25 Digitalconsumer.org and its Consumer Technology Bill of Rights.
6.2.26 American Library Association Office for Intellectual Freedom, includes the ALA Resolution
on the Use of Filtering Software in Libraries.
6.2.27 Chilling Effects Clearinghouse, information about Internet legal issues related to "ceaseand-desist"
letters, letters claiming violation of copyright, trademark, and so forth, and
threatening legal action if the claimed violations continue. (EFF and several major law
schools)
6.2.28 Recording Industry Association of America
6.2.29 ACM
6.2.30 IEEE Computer Society
6.2.31 Online Ethics Center for Engineering and Science (Case Western Reserve University)
Electronic Frontiers Australia
6.2.32 Privacy Commissioner of Australia
6.2.33 Privacy Commissioner of Canada
6.2.34 "Privacy as Censorship A Skeptical View of Proposals to Regulate Privacy in the Private
Sector" (Cato Institute)
6.2.35 Genetics and Public Health in the 21st Century (2000) Muin Khoury, Wylie Burke, and
Elisabeth Thomson, Eds., Oxford University Press.
6.2.36 Annual Review of Genomics and Human Genetics (yearly since 2000). Eric Lander, David
Page and Richard Lifton, Eds., Annual Reviews, Academic Press.
6.2.37 Nuffield Council on Bioethics Reports: Reports and discussion papers assembled by an
independent body that considers the ethical issues arising from developments in
medicine and biology that plays a major role in contributing to policy making and
stimulating debated in bioethics. http://www.nuffieldbiotethics.org/home
6.3 Other sources of information.
Students are encouraged to collect articles in current professional and trade journals that are
relevant to topics in systems information security privacy and ethics. The process is particularly
important in keeping current with technology and new methodologies.
6.4 Current bibliography of resource for student’s information.
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6.4.1 Computer and Internet Use on Campus: A Legal Guide to Issues of Intellectual Property,
Free Speech, and Privacy, by Constance S. Hawke, John Wiley & Sons, September 1, 2000
6.4.2 Borders in Cyberspace: Information Policy and the Global Information Infrastructure
(Publication of the Harvard Information Infrastructure Project) by Brian Kahin and Charles
Nesson, MIT Press, March 1997.
6.4.3 Cybercrime: Law Enforcement, Security and Surveillance in the Information Age by Tom
Douglas, Routledge, and July 2000.
6.4.4 Data Privacy in the Information Age by Jacqueline Klosek, Praeger Publishing, August 30,
2000.
6.4.5 Database Nation: The Death of Privacy in the 21st Century by Simson Garfinkel, O'Reilly &
Associates, and January 2000.
6.4.6 ISP Liability Survival Guide: Strategies for Managing Copyright, Spam, Cache, and Privacy
Regulations, by Timothy D. Casey, Wiley, 2000.
6.4.7 Technology and Privacy: The New Landscape, by Philip E. Agre, and Marc Rotenberg. , MIT
Press, September 1998.
6.4.8 Internet Privacy Protection Guide by J. K. Santiago, Boggy Cove, Inc. 1999.
6.4.9 Building in Big Brother: The Cryptographic Policy Debate by Lance J. Hoffman, Springer
Verlag, April 1995.
6.4.10 Computer Rules: A Guide to Formulating Computer Operating & Security Policy for Users
by Randal F. Fleury, Compupol, Inc., 1998.
6.4.11 Technology and Privacy: The New Landscape, by Philip E. Agre and Marc Rotenberg, MIT
Press, September 1998 or most recent edition.
6.4.12 Legislating Privacy: Technology, Social Values, and Public Policy, by Priscilla M. Regan,
University of North Carolina Press, September 1995.
6.4.13 Managing Privacy: Information Technology and Corporate America, by H. Jeff Smith,
University of North Carolina Press, June 1994.
6.4.14 Computers, Ethics and Social Values by Deborah G. Johnson and Helen Nissenbaum,
Prentice Hall, February 2, 1995.
6.4.15 Computers, Ethics, and Society by M. David Ermann, Mary B. Williams, and Michele S.
Shauf, Oxford University Press, April 1997.
6.4.16 Sex, Laws, and Cyberspace: Freedom and Censorship on the Frontiers of the Online
Revolution, by Jonathan Wallace and Mark Mangan, Henry Holt, March 1997.
6.4.17 Computer and Information Ethics by John Weckert and Douglas Adeney, Greenwood
Publishing Group, May 1997.
6.4.18 Computer Ethics: Cautionary Tales and Ethical Dilemmas in Computing by Tom Forester
and Perry Morrison, MIT Press, December1993.
6.4.19 The Information Systems Security Officer's Guide: Establishing and
6.4.20 Managing an Information Protection Program, by Gerald Kovacich, Butterworth-
Heinemann, 1998.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 3
Networking and telecommunications 3
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Modern programming language
Analysis and Design
Data management
Role of IS in Organizations 10
8.0 Oral and Written Communications:
Every student will be required to:
(1) Complete individually the analysis of ten to fifteen in class mini-cases and actively participate
in the instructor lead discussions.
(2) Either individually or as a member of a small group, analyze six to ten major cases, prepare
either a two to four-page point paper report or a six-page narrative report about the case, and
lead or participate in the in-class discussions.
(3) Lead several small group discussions about the cases
(4) Prepare oral presentations of approximately 10-minute duration that present an analysis of
select cases.
All papers and presentations will be evaluated for technical content, application of principles,
appropriateness of format, use of supporting materials, and correct use of grammar and spelling rules.
9.0 Social and Ethical Issues:
This course focuses on the ethical, social, legal, and privacy issues in the information technology,
bioinformatics, and health care industries. After extensive presentations of the fundamental theories and
principles of ethical behavior, the students will apply the theories and principles to cases and real-world
situations current to these industries.
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
No coverage.
11.0 Problem analysis:
A major part of this course is case analysis. Throughout the presentation of the theoretical materials,
there will be shore in-class exercises that provide situations for student analysis. These exercises provide
the students with models and processes that will be applied to the more formal lengthier cases and to
situations that the students will encounter in business and industry.
12.0 Solution design:
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The students apply what they have learned in this class to cases and everyday events in the industries of
focus. Students will be expected to determine the consequences for unethical behavior and to provide
solid justification for their decisions.
CHANGE HISTORY
Date Change By whom Comments
2/14/03 Initial ABET version Pietron
6/24/03 ABET cleanup Wolcott
10/10/08 Major changes to outline, assignments, Schooff
textbook.
6/23/2009 Update of the course matrix Pietron
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 3110
Course Title
Information Technology Ethics
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 9/10/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Be able to determine the impact of the
privacy laws on information security policies.
Understand the issues related to intellectual
freedom, intellectual property, and copyright
law as they relate to electronic publishing.
Be able to determine and identify ethical
procedures and behaviors in the organization
related to information security.
X
X
X X S X
Be able to identify issues of professional X X S X
conduct in information technology case
studies.
Be able to apply University standards of X X S X
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S
S

ethical conduct in preparing assignments for
all coursework.
Learn the areas most impacted by ethical
decisions by professionals in the computing
field and will gain skills in making such
decisions.
Identify key ethical concerns of information
technology specialists.
Apply theories of ethics to case situations in
the context of organizational use of
information technology.
Appreciate how rapid changes in technology
might affect ethical issues and changing
norms of behavior.
Understand the issues related to privacy and
confidentiality as they relate to information
technology.
Understand the ethical issues associated with
gathering, storing and accessing genetic
information in databases.
Recognize the differences in ethical codes of
conduct in different cultures and countries.
Understand the ethical issues that arise from
findings in genomic and bioinformatics
analyses.
The student will study and apply the
following:
X
X X S
X X S
X
X X S
X X S
Business Rules x S
Firewalls X X S
Cryptography X X S
Privacy Laws X X S
Copyright Ownership X X S
Privacy, Publicity and Defamation X S
Trademarks and Unfair Competition in
X X S
Cyberspace
Intellectual Property X X S
Contrast of Law vs. Ethics X S
Organizational Ethical Principles X S
S
S
S
S
S
X
BIS Program Outcomes (2009)
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1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 3600 Information Security and Policy
Department and Course Number CIST 3600
Course Title
Course Coordinator
Information Security and Policy
Leah R. Pietron
Total Credits 3
Date of Last Revision 6/23/2009
1.0 Course Description
1.1 Overview of content and purpose of the course (Catalog description).
This course provides an introduction to the fundamental principles and topics of Information
Assurance. The principles are laid out in such a way that computer professionals not only learn
about principles; they learn them in a logical order that provides a framework for developing and
performing the security tasks. The course will address hardware, software, processes,
communications, applications, and policies and procedures relative to information assurance in
the organization.
This course is intended as a first course in Information Assurance at the undergraduate level. This
course will be a pre-requisite for additional information and network security courses for the
Information Assurance concentration in the undergraduate MIS program.
1.2 For whom course is intended.
This course is intended for undergraduate information assurance (IA), management information
systems (MIS) and computer science (CS) majors.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 3100
1.4 Prerequisites of the course (Topics).
1.4.1 Types of Processing Systems
1.4.2 Essential Concepts of Networks
1.4.3 Introduction to Topologies
1.4.4 Understanding of TCP/IP
1.4.5 Introduction to Systems Analysis, Design, and Databases
1.4.6 Principles of Management
1.5 Unusual circumstances of the course.
None
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2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes
2.1 Identify the fundamental principles of Information Security
2.2 Demonstrate an understanding: the concept of threat, evaluation of assets, information assets,
physical, operational, and information security – and how they are interrelated
2.3 Understand risk analysis and risk management
2.4 Demonstrate the ability to design and guide the development of a security policy for any
corporate environment.
2.5 Demonstrate an understanding of mitigation approaches – technical and administrative
2.6 Understand the need for a comprehensive security model and its implications for the security
manager
2.7 Understand the need for the careful design of a secure corporate information infrastructure.
2.8 Demonstrate an understanding of security technologies.
2.9 Understand the relationship network infrastructure equipment to the implementation of a given
security policy.
2.10 Display an introductory understanding of basic cryptography, its implementation considerations
and key management
2.11 Understand the importance of secure system management - economical and corporation
implications
2.12 The Role of Procedures and Education in the overall Corporate Security Solution
3.0 Content and Organization:
3.1 The Future of Business 1.0
3.2 Introduction to Information Security 1.0
Contact hours
3.3 Inspection 1.5
3.3.1 Resource Inventory
3.3.2 Threat Assessment
3.3.3 Identifying Vulnerabilities
3.3.4 Assigning Safeguards
3.3.5 Evaluation of Current Status
3.4 Protection 1.5
3.4.1 Awareness
3.4.2 Access
3.4.3 Identification
3.4.4 Authentication
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3.4.5 Authorization
3.4.6 Availability
3.4.7 Accuracy
3.4.8 Confidentiality
3.4.9 Accountability
3.4.10 Administration
3.5 Detection 1.5
3.5.1 Intruder Types
3.5.2 Intrusion Methods
3.5.3 Intrusion Process
3.5.4 Detection Methods
3.6 Reaction 1.5
3.6.1 Incident Determination
3.6.2 Incident Notification
3.6.3 Incident Containment
3.6.4 Assessing Damage
3.6.5 Incident Recovery
3.6.6 Automated Response
3.7 Reflection 1.5
3.7.1 Incident Documentation
3.7.2 Incident Evaluation
3.7.3 Legal Prosecution
3.7.4 The Future of Information Security
3.8 What is Security Engineering 1.5
3.9 Protocols 1.5
3.10 Passwords 1.5
3.11 Access Controls 1.5
3.12 Cryptography 1.5
3.13 Distributed Systems 1.5
3.14 Multilevel Security 1.5
3.15 Multilateral Security 1.5
3.16 Banking and Bookkeeping 1.5
3.17 Monitoring Systems 1.5
3.18 Nuclear Command and Control 1.5
3.19 Security Printing and Seals 1.5
3.20 Biometrics 1.5
3.21 Physical Tamper Resistance 1.5
3.22 Emission Security 1.5
3.23 Electronic and Information Warfare 1.5
3.24 Telecom System Security 1.5
3.25 Network Attack and Defense 1.5
3.26 Protecting E-Commerce Systems 1.5
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3.27 Copyright and Privacy Protection 1.5
3.28 E-Policy 1.5
3.29 Management Issues 1.5
3.30 System Evaluation and Assurance 1.5
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching method will be discussion, programming-related projects and
demonstrations, case studies, lecture, expert speakers and security-related application
demonstrations.
4.2 Student role in the course.
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned programming-related projects, and complete required examinations.
4.3 Contact hours
3.0
5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
The student products will be article reviews, projects, examinations, and oral presentations.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Grades will be determined on the basis of the student’s participation in research, presentation of
results, participation through class discussion, and achievement on examinations. The specific
weights shall be specified in the outline for the particular class.
5.3 Grading scale and criteria.
Points Grading
97 – 100% A+
94 – 96% A
90 – 93% A–
87 – 89% B+
84 – 86% B
80 – 83% B–
77 – 79% C+
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70 – 76% C
70 – 73% C-
67 – 69% D+
64 – 66% D
60 – 63% D–
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 asjdkflaj
6.1.2 Information Security Protecting the Global Enterprise, by Donald L. Pipkin, Prentice-Hall,
2000. (or more recent text)
6.1.3 Security Engineering, by Ross Anderson, Wiley Computer Publishing, 2001. (or more
recent text)
6.2 Other suggested reading materials, if any.
Additional articles that have been collected for various topics are available at the UNO Library.
These articles are used to supplement topics presented in various chapters.
6.3 Other sources of information
Students are encouraged to collect articles in current professional and trade journals that are
relevant to topics in systems analysis and design. The process is particularly important in keeping
current with technology and new methodologies.
6.4 Current bibliography of resource for student’s information.
6.4.1 Designing Network Security by Merike and Kaeo, Cisco Systems, Macmillan
Publishing, 1999.
6.4.2 Computer and Internet Use on Campus: A Legal Guide to Issues of Intellectual
Property, Free Speech, and Privacy, by Constance S. Hawke, John Wiley & Sons,
September 1, 2000
6.4.3 Borders in Cyberspace: Information Policy and the Global Information Infrastructure
(Publication of the Harvard Information Infrastructure Project) by Brian Kahin and Charles
Nesson, MIT Press, March 1997.
6.4.4 Cybercrime: Law Enforcement, Security and Surveillance in the Information Age by Tom
Douglas, Routledge, and July 2000.
6.4.5 Data Privacy in the Information Age by Jacqueline Klosek, Praeger Publishing, August 30,
2000.
6.4.6 ISP Liability Survival Guide: Strategies for Managing Copyright, Spam, Cache, and Privacy
Regulations, by Timothy D. Casey, Wiley, 2000.
6.4.7 Technology and Privacy: The New Landscape, by Philip E. Agre, and Marc Rotenberg. , MIT
Press, September 1998.
6.4.8 Internet Privacy Protection Guide by J. K. Santiago, Boggy Cove, Inc. 1999.
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6.4.9 E-Policy: How to Develop Computer, E-Policy, and Internet Guidelines to Protect Your
Company and Assets by Michael R. Overly, AMACOM, September 1998.
6.4.10 Computer and Information Ethics by John Weckert and Douglas Adeney, Greenwood
Publishing Group, May 1997.
6.4.11 Computer Ethics: Cautionary Tales and Ethical Dilemmas in Computing by Tom Forester
and Perry Morrison, MIT Press, December1993.
6.4.12 The Information Systems Security Officer's Guide: Establishing and Managing an
Information Protection Program by Gerald Kovacich, Butterworth-Heinemann, 1998
6.4.13 Information Warfare and Security by Dorothy E. Denning, Addison Wesley, 1999.
6.4.14 Cyberwar 2.0: Myths, Mysteries and Realities, Alan D. Campen and Douglas H. Dearth,
AFCEA Press, 1998.
6.4.15 The Art of Information Warfare: Insight into the Knowledge Warrior Philosophy, by
Richard Forno and Ronald Baklarz, Upublish.com, 1999.
6.4.16 Big Brother NSA, and It's Little Brother; National Security Agency's Global Surveillance
Network, by Cook, HSPI, March 1999.
6.4.17 Maximum Security; A Hacker's Guide to Protecting Your Internet Site and Network with
CDROM Anonymous / Sams Publishing, SAMS, 1998.
6.4.18 Information Warfare : Chaos on the Electronic Superhighway by Winn Schwartau,
Thunder's Mouth Pr. October 1996 .
6.4.19 Information Warfare : Principles and Operations by Edward Waltz, Artech House,
September 1998.
6.4.20 Strategic Appraisal: The Changing Role of Information in Warfare by John White, Zalmay
Khalilzad , Andrew W. Marshall, Rand Corporation, May 1999.
6.4.21 Toward a Revolution in Military Affairs : Defense and Security at the Dawn of the Twenty-
First Century (Contributions in Military Studies, No. 197) by Thierry Gongora and Harald
Von Riekhoff, Greenwood Publishing Group, June 30, 2000.
6.4.22 Hacker Proof; The Ultimate Guide to Network Security with CDROM by Lars Klander,
Jamsa Press, 2000.
6.4.23 Hacking Exposed; Network Security Secrets and Solutions, 2000, SAMS.
6.4.24 Designing Network Security by Merike Kaeo, Cisco Systems, Macmillan Publishing, 1999.
7.0 Estimate Computer Science Accreditation Board (CSAB) Category Content (class time in hours):
CSAB Category Core Advanced
Data structures
Computer organization and architecture 12
Algorithms and software design
Concepts of programming languages
8.0 Oral and Written Communications:
Every student is required to submit at least __2___ written reports (not including exams, tests, quizzes, or
commented programs) to typically __10-20___ pages and to make __1___ oral presentations of typically
__15___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
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9.0 Social and Ethical Issues:
The course will address the social and ethical issues on Information Assurance. Students will be graded on
their understanding of these topics by class participation, exams, or researches.
10.0 Theoretical content:
10.1 The fundamental principles of Information Security 2
10.2 The basic concept of threat, evaluation of assets, information assets,
physical, operational, and information security and how they are related. 2
Hours
11.0 Problem analysis:
The students will learn the principles that are used by computer professionals. They will not only learn
about principles; but learn them in a logical order that provides a framework for developing and
performing the security tasks. The course will address hardware, software, processes, communications,
applications, and policies and procedures relative to information assurance in the organization.
12.0 Solution design
Using these established principles and frameworks, students will build and maintain secure and reliable
information systems. Students also learn to design and guide the development of a security policy for any
corporate environment.
CHANGE HISTORY
Date Change By whom Comments
11/2/02 Initial ABET version Pietron
6/25/03 ABET clean-up Wolcott
10/14/08 Update to course title, description and Pietron
prerequisites
6/23/2009 Updated course objectives to BIS program
objectives
Pietron
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 3600
Course Title
Information Security and Policy
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 5/27/09
S – Strong relationship
X –Contributing relationship
BIS Program Outcomes
Course objective
Identify the fundamental principles of
Information Security
Demonstrate an understanding: the
concept of threat, evaluation of assets,
information assets, physical, operational,
and information security – and how they
are interrelated
Understand risk analysis and risk
management
Demonstrate the ability to design and
guide the development of a security
policy for any corporate environment.
Demonstrate an understanding of
mitigation approaches – technical and
administrative
X x x x x x x x x X
S S S
S S S S S S
S S S X X X
S
S
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Understand the need for a
comprehensive security model and its
implications for the security manager
Understand the need for the careful
design of a secure corporate information
infrastructure.
Demonstrate an understanding of
security technologies.
Understand the relationship network
infrastructure equipment to the
implementation of a given security policy.
Display an introductory understanding of
basic cryptography, its implementation
considerations and key management
Understand the importance of secure
system management - economical and
corporation implications
The Role of Procedures and Education in
the overall Corporate Security Solution
s
s
X S S S
S
S S
S
X X
X x X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 4360 Foundations of Information Assurance
Department and Course Number CIST 4360 CSCI 4360-001 CSCI 8366-001
Course Title
Foundations of Information Assurance
Course Coordinator
Blaine Burnham and Robin Gandhi
Total Credits 3
Date of Last Revision May 26, 2009
Semester Offered Fall 2009
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The purpose of the course is to provide students with a comprehensive overview of the
Information Assurance subject area starting from its foundational roots and to prepare students
for more extensive study in the subject. The course topics outline what we knew during the early
days of the field, what we now know, what has been done until now, and what are the
challenging problems still exist.
1.2 For whom course is intended.
This course is intended for graduate and undergraduate students with IA majors in the College of
IS&T who understand how computers are organized, how they compute and how they
communicate. These students need to have an uncommon passion for learning and the need to
have a highly motivated curiosity. Typically the class is designed for students that are seniors or
graduate students. However, admission for any qualified student may be arranged with
permission of the instructor.
1.3 Prerequisites of the course (Courses).
1.3.1 Introduction to information assurance (IASC 1100, CIST 3600, or instructor permission).
1.3.2 Computer networking (CSCI 3550 or ISQA 3400, or instructor permission).
1.4 Prerequisites of the course (Topics).
1.4.1 Core terms and principles of information assurance: Confidentiality, Integrity, Availability,
Threats, Vulnerabilities, Types of Malware, Authorization, Access Control, Accountability,
Identification, Authentication, Security Controls, and Defense in Depth.
1.4.2 Computer networking topics: Media, Protocol Stacks, Protocol Encapsulation, ARP, IP
addressing, IP routing, ICMP, DHCP, TCP Virtual Circuits, Network Address Translation,
DNS, and HTTP.
1.5 Unusual circumstances of the course.
None
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2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 Know and comprehend the principle concepts of information assurance.
2.2 Apply methods and tools associated with information assurance to
engineer dependable software systems.
2.3 Analyze case studies related to information assurance to
synthesize meaningful class presentations and discussions.
2.4 Criticize current information assurance approaches.
3.0 Content and Organization:
List of major topics to be covered in chronological sequence. (Total 43.5 topic hours assuming a 15 week
schedule and 1.5 hours for midterm)
3.1 What is Information? (1 hour)
3.2 Legal, Privacy and Ethical Issues (1.5 hour)
3.2.1 Information and Law
3.2.2 Computer crime
3.2.3 Ethical reasoning
3.3 Overview of Information Assurance (3 hours)
3.3.1 A Taxonomy of Information Assurance
3.3.2 The meaning of “Secure”
3.3.3 Attacks and Computer Criminals
3.3.4 A Vulnerability Taxonomy
3.4 Genesis of the Field (6 hours)
3.4.1 The problem description, The Ware Report
3.4.2 Proposed solutions, The Anderson Report
3.4.3 Design principle for secure systems
3.5 General Operating System (3 hours)
3.5.1 Shared Resources
3.5.2 Access Control Mechanisms
3.5.3 General Operating System Process Management
3.5.4 Memory and Address Protection
3.5.5 File Protection
3.5.6 User protection
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3.6 Identification and Authentication (1 hours)
3.6.1 Trusted Path
3.7 Designing Trusted Operating System (3 hours)
3.7.1 Characteristics of a Trusted Operating System
3.7.2 Kernelized Design
3.7.3 Separation/Isolation
3.7.4 Virtualization
3.7.5 Layered Design
3.8 Security Models (3 hours)
3.8.1 Information Classification
3.8.2 Bell Lapadula
3.8.3 BIBA
3.8.4 Clark Wilson
3.8.5 Chinese Wall Policy
3.9 Case Study: Trusted Operating Systems Architecture (3 hours)
3.9.1 Analysis of the Multics Ring Architecture
3.10 Trusted Operating System Assurance (6 hours)
3.10.1 The History of Assurance in Computer Systems
3.10.2 Assurance methods
3.10.3 Trusted Computer System Evaluation
Criteria (TCSEC): The Orange Book
3.11 Trusted Database Implementation (3 hours)
3.11.1 Security requirements for databases
3.11.2 Inference problems in databases
3.11.3 Multilevel Databases
3.12 Security in Network (3 hours)
3.12.1 Common Threats to Networks
3.12.2 Network Security Controls
3.12.3 Firewalls and IDS
3.13 Fundamentals of Cryptography (6 hours)
3.13.1 Background on Cryptography
3.13.2 Cryptographic Algorithms
3.13.3 Applying Cryptography
3.13.4 Attacks against Cryptography
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3.14 Risk Management (1 hour)
3.14.1 Security Planning
3.14.2 Risk Analysis
3.14.3 Organization Security Policies
4.0 Teaching Methodology:
4.1 Methods to be used.
The course will be presented primarily in lecture form. However, students will be expected to
participate in discussions of the various topics as they are studied. In addition to the study of the
text, students must do homework as assigned. Two tests will be given. A written paper with oral
presentation as a semester project will be required.
4.2 Student role in the course.
The students will be involved through exams, homework, projects, and discussions with each
other.
4.3 Contact hours.
5.0 Evaluation:
5.1 Project.
3 hours per week.
Students will complete a semester long project. The purpose of the semester project is to
demonstrate some in-depth knowledge of a topic related to the class subject material. Students
can choose to write a research paper exploring some topic related to the class, to demonstrate a
security application program, or to develop a programming project. Students will summarize the
lessons learned from the project with a 10-15 page report and 20 minute conference quality
power point presentation.
5.2 Laboratory Assignments.
The course includes a scheduled Laboratory component. The purpose of the Labs is to give
students the opportunity to develop an operational understanding of many of the concepts
discussed in class as well as additional ones. Each lab exercise will involve an investigation into
some part of the subject matter. Each exercise will result in a 5 page written paper and a 10-
minute presentation suitable for presentation at a faculty / student brown-bag forum. Laboratory
assignments will generally require access to STEAL-1 outside of class.
Daily Assignments.
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Daily assignments will be for each student to bring to each class a one page write-up of two
current events articles and two web sites of substantive internet information security resource.
Each of these current event articles and web site references needs to be accompanied with a
short and incisive discussion of why the article or reference is relevant. The student should be
prepared to discuss these them class.
5.3 Exams.
Student performance will be evaluated through three examinations: 2 in-class exams and a
comprehensive Final Exam. All these exams will include a variety of question types to measure
student understanding of the material. Tentatively, exams are scheduled every seven weeks.
5.4 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Two exams will be given during the course:
15% Exam 1
15% Exam 2
25% Lab
20% Final exam
15% Semester project
5% Class attendance and participation
5% Daily written assignments
5.5 Grading scale and criteria.
98 –100% A+
93 – 97% A
90 – 92% A-
88 – 89% B+
83 – 87% B
80 – 82% B-
78 – 79% C+
72 – 77% C
70 – 72% C-
68 – 69% D+
62 – 67% D
60 – 62% D-
0 – 59% F
6.0 Resource Material
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6.1 Textbooks and/or other required readings used in course.
6.1.1 Pfleeger, C.P., & Pfleeger, S.L. (2003). Security in Computing (3rd ed.). Upper Saddle River,
NJ: Pearson Education, Inc.
6.1.2 Anderson, R. (2001). Security Engineering: A Guide to Building Dependable Distributed
Systems (1st ed.). Wiley.
6.1.3 Schneier, B. (2000). Secrets and Lies: Digital Security in a Networked World (1st ed.). John
Wiley & Sons.
6.1.4 Menezes, A. J., Van Oorschot, P. C., & Vanstone, S. A. (1997). Handbook of Applied
Cryptography. CRC Press Series on Discrete Mathematics and Its Applications.
6.2 Other suggested reading materials, if any.
6.2.1 Graff, M.G. & van Wyk, K. R. (2003). Secure Coding: Principles and Practice, O’Reilly &
Associates, Inc.
6.2.2 Bishop, M. (2005). Introduction to Computer Security. Addison-Wesley Professional.
6.3 Other sources of information.
Additional materials and online resources will be identified for students at the beginning of the
course and as the course progresses.
6.4 Current bibliography of resource for student’s information.
6.4.1 Anderson, J.P. (1972). Computer Security Technology Planning Study, ESD-TR-73-51,
ESD/AFSC, Hanscom AFB, Bedford, MA 01731 [NTIS AD-758 206]
6.4.2 Bell, D. E & La Padula, L. (1975). Secure Computer System: Unified Exposition and Multics
Interpretation, ESD-TR-75-306, ESD/AFSC, Hanscom AFB, Bedford, MA 01731. [DTIC AD-
A023588]
6.4.3 Department of Defense. (1983, 1985). Trusted Computer System Evaluation Criteria
(Orange Book). DoD 5200.28-STD
6.4.4 Karger, P. A. & Schell, R. R. (1974). MULTICS Security Evaluation: Vulnerability Analysis.
ESD-TR-74-193 Vol. II, ESD/AFSC, Hanscom AFB, Bedford, MA 01731.
6.4.5 Ware, W. (1970) Security Controls for Computer Systems (U): Report of Defense Science
Board Task Force on Computer Security. Rand Report R609-1, The RAND Corporation,
Santa Monica, CA.
7.0 Computer Science Accreditation Board (CSAB) Category Content (class time in hours)
CSAB Category Core Advanced
Data structures 5 10
Computer organization and architecture 5 5
Algorithms and software design 10 5
Concepts of programming languages 5
8.0 Oral and Written Communications:
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Every student is required to submit at least __1 written summary per class period (not including exams,
tests, quizzes, or commented programs) to typically __2__ page and to be prepared to make __1__ oral
presentation per class period of typically __3-5__ minutes duration. Include only material that is graded
for grammar, spelling, style, and so forth, as well as for technical content, completeness, and accuracy.
Additionally, every student is required to submit at least __1 written semester project report (not
including exams, tests, quizzes, or commented programs) to typically __10-15__ pages and to make __1__
oral presentation of typically __20__ minutes duration.
9.0 Social and Ethical Issues:
Embedded in material covered throughout the course.
10.0 Theoretical content
Contact hours
10.1 What is information assurance? 1.0
10.2 Secure system engineering 0.5
10.3 Intrinsic and extrinsic assurance activities and their interdependencies 1.0
11.0 Problem analysis
Students experience analysis of information assurance problems through class examples, homework
exercises, and semester project report.
12.0 Solution design
The semester long project will provide the students with hands-on experience with tools and techniques
for information assurance.
CHANGE HISTORY
Date Change By whom Comments
02/20/2009 Initial ABET version Robin Gandhi
05/26/2009 Corrected the CSCI Course No. Robin Gandhi
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 4360
Course Title
Foundations of Information Assurance
Course Coordinator
Blaine Burnham and Robin Gandhi
Total Credits 3
Date of Last Revision May 26, 2009
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Know and comprehend the principle
concepts of information assurance.
Apply methods and tools associated with
information assurance to
engineer dependable software systems.
Analyze case studies related to
information assurance to
synthesize meaningful class presentations
and discussions.
Criticize current information assurance
approaches.
X S X X S X X X X
S S S X S S X S S X S S S
S S S S S X S X X X X S
S S S S X S X X X S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 4370
Security Administration
Department and Course Number CIST 4370/IASC 4370
Course Title
Host Security Administration Using Windows
Course Coordinator
Stephen Nugen
Total Credits 3
Date of Last Revision Feb 17, 2009
1.0 Course Description
1.1 Overview of content and purpose of the course (Catalog description).
Students will learn the principles and practice of secure system administration of
host computers using Microsoft Windows operating systems. Lecture,
demonstrations, and hands-on assignments include installation, storage
management, account management, service management, and scripting. Students
will learn how to assess and harden Windows-based hosts operating in server and
client roles.
1.2 For whom course is intended.
This course is intended to be a second course for the Information Assurance degree
or the Information Assurance concentration at the undergraduate level; and a
foundation course for graduate study.
1.3 Prerequisites of the course (Courses).
1.3.1 Computer networking (CSCI 3550 or ISQA 3400, or instructor permission).
1.4 Prerequisites of the course (Topics).
1.4.1 Core terms and principles of Information Assurance such as: Confidentiality,
Integrity, Availability, Threats, Vulnerabilities, Types of Malware,
Authorization, Access Control, Accountability, Identification, Authentication,
Security Controls, Defense in Depth, Certification and Accreditation.
1.4.2 Understanding of networking topics such as: Media, Protocol Stacks, Protocol
Encapsulation, Ethernet, TCP/IP suite, IP addressing, IP routing, TCP Virtual
Circuits, and Network Address Translation.
1.4.3 Understanding the role of network application protocols like ARP, ICMP,
DHCP, DNS, and HTTP.
1.4.4 Understanding basic programming constructs sufficient to understand
presented content on Shell Scripting.
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1.5 Unusual circumstances of the course.
None
2.0 Objectives
2.1 Understand core principles of Information Assurance with respect to host security.
2.2 Identify key sources for Information Assurance requirements with respect to how
operating systems are installed, configured, and maintained.
2.3 Understand the system administration and security impacts of different host
architectures.
2.4 Understand and demonstrate different options for installing the host operating
system.
2.5 Understand and demonstrate different options for user interfaces with respect to
host security.
2.6 Understand and demonstrate how to configure, inspect, and monitor host storage
mechamisms, including disks, partitions and volumes, file systems, and access
controls.
2.7 Understand and demonstrate how to write system administration scripts.
2.8 Understand and demonstrate how to configure operating system services.
2.9 Understand and demonstrate how to configure and manage Windows domains,
including domain user credentials.
2.10 Understand and demonstrate how to securely configure and manage Windows
networking and host firewall.
2.11 Identify options for host vulnerability assessments, including frameworks and tools.
3.0 Content and Organization
Contact hours
3.1 Introduction and context 1.5
3.2 Core security principles and requirements 3.0
3.3 Host considerations 3.0
3.4 Boot process and operating system installations 4.5
3.5 Configuring and inspecting host system state 6.0
3.6 Special focus on storage management 3.0
3.7 Special focus on scripting 6.0
3.8 Windows domains 3.0
3.9 Windows networking 4.5
3.10 Operating system services 6.0
3.11 Host assessments 4.5
4.0 Teaching Methodology
4.1 Methods to be used.
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The primary teaching methods will be lecture, discussion, demonstrations, lab
exercises, and reading assignments.
4.2 Student role in the course.
Students will attend lectures and demonstrations, participate in discussions,
complete and submit lab and other assignments, and complete required
examinations.
4.3 Contact hours.
5.0 Evaluation
In-class contact consists of two 75-minute lectures per week (3.0 contact
hours/week).
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For
Laboratory projects, specify the number of weeks spent on each project.
Students will complete individual assignments requiring independent study and
preparing short written responses to instructor-provided questions.
Students will also complete small and large laboratory assignments and projects with
specified deliverables such as: Report of Findings; Test Cases; and Annotated Source
Code. Most laboratory assignments will be be due within one to two weeks of
assignment. Some laboratory assignments will be started in-class. Laboratory
assignments will require access to STEAL-1 outside of class.
Student performance will also be evaluated through two examinations: Midterm and
a comprehensive Final Exam. Both of these exams will include a variety of question
types to measure student understanding of the material.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Grades will be determined on the following basis:
Assignments 55%
Midterm 20%
Final Exam 25%
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100%
5.3 Grading scale and criteria.
Points Grading
99 – 100% A+
92 – 98% A
90 – 91% A–
88 – 89% B+
82 – 87% B
80 – 81% B–
78 – 79% C+
72 – 77% C
70 – 71% C-
68 – 69% D+
62 – 67% D
60 – 61% D–
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course. No required textbook.
6.2 Other suggested reading materials, if any.
6.2.1 Mueller, J.P. (2007). Windows Administration at the Command Line.
Indianapolis, Wiley.
6.2.2 Northrup, T. & Thomoas, O. (2004). Implementing and Administering Security
in a Microsoft Windows Server 2003 Network. Redmond, WA: Microsoft Press.
6.2.3 Russel, C., Crawford, S., & Gerend, J. (2003). Microsoft Windows Server 2003
Administrator's Companion. Redmond, WA: Microsoft Press.
6.2.4 Russinovich, M. & Solomon, D. (2005). Microsoft Windows Internals, Fourth
Edition. Redmond, WA: Microsoft Press.
6.2.5 Scambray, J. & McClure, S. (2003). Hacking Exposed Windows Server 2003.
New York, McGraw-Hill.
6.2.6 Scambray, J. & McClure, S. (2008). Hacking Exposed Windows: Windows
Security Secrets & Solutions, Third Ed. New York, McGraw-Hill.
6.2.7 Stanek, W. R. (2004). Microsoft Windows Server 2003 Inside Out. Redmond,
WA: Microsoft Press.
6.2.8 Stanek, W. R. (2007). Windows Vista Administrator's Pocket Reference.
Redmond, WA: Microsoft Press.
6.2.9 Stanek, W. R. (2008). Microsoft Windows Command-Line Administrator’s
Pocket Consultant, Second Edition. Redmond, WA: Microsoft Press.
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6.3 Other sources of information.
Students are encouraged to collect articles in current professional and trade journals
that are relevant to security administration using Windows. The process is
particularly important in keeping current with technology and new methodologies.
6.4 Current bibliography of online resources for student’s information.
6.4.1 Carnegie Mellon Software Engineering Institute. (2009). CERT Coordination
Center. Available from http://www.cert.org/
6.4.2 CERIAS (Purdue). (2009). CERIAS Blog. Available from
http://www.cerias.purdue.edu/site/blog
6.4.3 Defense Information Systems Agency: Information Assurance Support
Environment. (2009). Security Technical Implementation Guides (STIGS) and
Supporting Documents. Available from http://iase.disa.mil/stigs/index.html
6.4.4 Department of Homeland Security. (2009). National Vulnerability Database.
Available from http://nvd.nist.gov/
6.4.5 Intini, F. (2008.) Feliciano Intini's Microsoft Security Taxonomy 2.0. Available
from http://blogs.technet.com/feliciano_intini/pages/
microsoft-blogs-and-web-resources-about-security.aspx
6.4.6 Jones, J. (2009). Jeff Jones Security Blog. Available from
http://blogs.technet.com/security/default.aspx
6.4.7 LeBlanc, D. (2009). David LeBlanc's Web Log. Available from
http://blogs.msdn.com/david_leblanc/
6.4.8 Margois, A. (n.d.) Aaron Margosis' "Non-Admin" WebLog. Available from
http://blogs.msdn.com/Aaron_Margosis/
6.4.9 Microsoft. (2006). BOOT.INI and ARC Path Naming Conventions and Usage.
Available from http://support.microsoft.com/kb/102873/EN-US/
6.4.10 Microsoft. (2006). Adding Optional Components to Add/Remove Programs
Tool. Available from http://support.microsoft.com/kb/223182/en-us
6.4.11 Microsoft. (2006). Security Monitoring and Attack Detection. Available from
http://www.microsoft.com/downloads/details.aspx?
FamilyID=1E194D99-5734-4B02-9CAA-C80F5C0FB0C0&displaylang=en
6.4.12 Microsoft. (2007). How To Add, Modify, Or Delete Registry Subkeys And
Values By Using A Registration Entries (.Reg) File. Available from
http://support.microsoft.com/kb/310516/
6.4.13 Microsoft. (2008). Windows Registry Information for Advanced Users.
Available from http://support.microsoft.com/kb/256986/
6.4.14 Microsoft. (2009). Microsoft Malware Protection Center: Threat Research &
Response Blog. Available from http://blogs.technet.com/mmpc/
6.4.15 Microsoft. (2009). Security Research & Defense. Available from
http://blogs.technet.com/swi/default.aspx
6.4.16 Microsoft. (2009). The Microsoft Security Response Center (MSRC). Available
from http://blogs.technet.com/msrc/default.aspx
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6.4.17 Microsoft. (2009). Windows Client TechCenter. Available from
http://technet.microsoft.com/en-us/windows/default.aspx
6.4.18 Microsoft. (2009). Windows Server TechCenter. Available from
http://technet.microsoft.com/en-us/windowsserver/default.aspx
6.4.19 National Information Assurance Training and Education Center. (2009). Home
Page. Available from http://niatec.info/ViewPage.aspx?id=0.
6.4.20 National Institute of Standards and Technology: Computer Security Division.
(2009). Computer Security Resource Center. Available from
http://csrc.nist.gov/index.html
6.4.21 Schneirer, B. (2009). Schneier on Security. Available from:
http://www.schneier.com/blog/
6.4.22 US-CERT. (2009). Technical Users. Available from http://www.uscert.gov/nav/t01/
7.0 CSAB and CAC Category Content (class time in hours)
(CS Program) Estimate Computer Science Accreditation Board (CSAB) Category Content
CSAB Category Core Advanced
Data structures 1 2
Computer organization and
2
6
architecture
Algorithms and software design 3
Concepts of programming languages 3
8.0 Oral and Written Communications
All student submissions will be evaluated for technical content, application of principles,
completeness, accuracy, and use of use of supporting materials.
Student submittals such as justification of test cases or why certain attributes are more
valued in system administrators than other attributes will be also be graded for clarity of the
communication which includes: structure, grammar, spelling, for formatting.
Every student will be required to participate in classroom discussion.
Every student will be encouraged to help other students resolve laboratory problems and to
share their experiences and lessons-learned.
9.0 Social and Ethical Issues
The course will address the social and ethical issues related to the special role of System
Administration, including: individual privacy, sensitivity of information, and investigating
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potential misuse. Students will be graded on their understanding of these topics through
participation, assignments, and examinations.
10.0 Theoretical Content
10.1 Transforming broad security policies into specific security controls 6.0
(e.g., access controls and audit).
10.2 Analyzing tradeoffs between decreased attack surface and diminished 6.0
functionality.
11.0 Problem Analysis
Students will learn the principles of host system administration, illustrated through
Microsoft Windows operating system environment. Students will demonstrate and extend
their understanding of those principles by solving problems in Windows system
administration.
12.0 Solution design
Students will develop command pipelines and scripts for secure host system administration,
choosing the appropriate commands and structures. Students will develop resourceconstrained
host security assessment approaches, defending their tradeoff choices.
CHANGE HISTORY
Date Change By whom Comments
02/17/2009 Revised ABET version Nugen Prerequisites changed.
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 4370/IASC 4370
Course Title
Host Security Administration Using Windows
Course Coordinator
Stephen Nugen
Total Credits 3
Date of Last Revision Feb 17, 2009
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand core principles of
Information Assurance with respect
to host security.
Identify options for host
vulnerability assessments, including
frameworks and tools.
Identify key sources for Information
Assurance requirements with
respect to how operating systems
are installed, configured, and
maintained.
Understand the system
administration and security impacts
of different host architectures.
Understand and demonstrate
different options for installing the
X
X
X X X
X
X
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host operating system.
Understand and demonstrate
different options for user interfaces
with respect to host security.
Understand and demonstrate how
to configure, inspect, and monitor
host storage mechamisms, including
disks, partitions and volumes, file
systems, and access controls.
Understand and demonstrate how
to write system administration
scripts.
Understand and demonstrate how
to configure operating system
services.
Understand and demonstrate how
to configure and manage Windows
domains, including domain user
credentials.
Understand and demonstrate how
to securely configure and manage
Windows networking and host
firewall.
X
X
X
X
X
X
X
X
X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CIST 4540
Computer Security Management
Department and Course Number CIST 4540
Course Title
Computer Security Management
Course Coordinator
Dwight Haworth
Total Credits 3
Date of Last Revision November 15, 2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The purpose of this course is to integrate concepts and techniques from security assessment,
risk mitigation, disaster planning, and auditing to identify, understand, and propose solutions
to problems of computer security and security administration.
1.2 For whom course is intended.
This course is intended for all students in the College of Information Science and Technology
who desire to increase their understanding of computer security management.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 4360 – Foundations of Information Assurance
1.3.2 or permission of the instructor.
1.4 Prerequisites of the course (Topics).
1.4.1 Familiarity with computer hardware and system software.
1.4.2 Familiarity with the glossary of computer security.
1.5 Unusual circumstances of the course.
None.
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes. The student will be
able to
2.1 Plan an organizational security assessment,
2.2 Specify the required characteristics of a system for a specific application,
2.3 Specify a network architecture to support given policy requirements,
2.4 Create a Disaster Response Plan, and
Identify the informational needs of a Computer Security Manager.
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3.0 Content and Organization:
List of major topics to be covered in chronological sequence (specify number of contact hours on each).
Hours
3.1 Management responsibilities and liabilities 3.0
3.2 Turquoise Book 3.0
3.3 Vulnerability Assessment 3.0
3.4 Physical threats 3.5
3.5 Protecting Internet-visible systems 3.0
3.6 Orange Book 6.0
3.7 Common Criteria Standards 3.0
3.8 Software Development Issues 1.5
3.9 Continuity planning 3.0
3.10 Disaster recovery 6.0
3.11 Computer emergency response teams 4.0
3.12 Auditing Computer Security 3.0
3.13 Monitoring and Control Systems 1.5
4.0 Teaching Methodology:
4.1 Methods to be used.
4.1.1 Lecture and discussion of assigned material
4.1.2 The student is to prepare reports that require the application of principles and techniques
presented in class.
4.1.3 The student will read print media for articles related to the subject matter for the week
and submit a brief synopsis of the article.
4.2 Student role in the course.
The student will attend lectures and demonstration, participate in discussion on assigned
readings, take required quizzes, complete assigned projects, and complete required
examinations
4.3 Contact hours.
5.0 Evaluation:
Three contact hours per week
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
5.1.1 Informational Analysis of Value Chain Activity (3)
5.1.2 Design of a network security architecture (2)
5.1.3 Recovery Process Planning (2)
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5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Component Grading
Quizzes 10%
Two Examinations 50%
Assignments 40%.
5.3 Grading scale and criteria.
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-87% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-

7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 3
Networking and telecommunications 3
Modern programming language 0.5
Analysis and Design 12
Data management
Role of IS in Organizations 4.5
8.0 Oral and Written Communications:
Every student is required to submit at least __2___ written reports (not including exams, tests, quizzes, or
commented programs) to typically __10___ pages and to make __0___ oral presentations of typically
_____ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as
well as for technical content, completeness, and accuracy. Each graduate student will submit one paper
of at least 15 pages (excluding front- and back-matter).
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
None
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
None.
11.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
The student will analyze the value chain of a real company to identify critical informational flows along
with material flows necessary to maintain the operation of the value chain processes.
12.0 Solution design:
Please describe the design experiences common to all course sections.
The student will design a partitioned network structure to achieve varying levels of protection for the
information resources within each partition.
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CHANGE HISTORY
Date Change By whom Comments
11/15/08 Projects Changed DAH CC Toolbox Not Available
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CIST 4540
Course Title
Computer Security Management
Course Coordinator
Dwight A. Haworth
Total Credits 3
Date of Last Revision 11/15/08
S – Strong relationship
X –Contributing relationship
BIS Program Outcomes
Course objective
Plan an organizational security
assessment
Specify the required characteristics of a
system for a specific application
Specify a network architecture to support
given policy requirements
Create a Disaster Response Plan
Identify the informational needs of a
Computer Security Manager
X
X
X
X X X
X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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CSCI 1620
Introduction to Computer Science II
Department and Course Number CSCI 1620
Course Title
Introduction to Computer Science II
Course Coordinator
John Clark
Total Credits 3
Date of Last Revision December 12, 2008
1.0 Course Description
1.1 Overview of content and purpose of the course (catalog description)
Advanced topics in programming; topics in data representation and manipulation, data structures,
problem solving and algorithm design.
1.2 For whom course is intended
This course is designed primarily for computer science and information systems majors.
1.3 Prerequisites of the course (courses)
CSCI 1610 or CIST 1400 with a grade of “C” or better
1.4 Prerequisites of the course (topics).
Basic programming skills and facility with:
1.4.1 Input/output
1.4.2 Control structures
1.4.3 Using functions
1.4.4 Arrays
1.4.5 Pointers
1.4.6 Basic object properties
1.5 Unusual circumstances of the course
None
2.0 Objectives
2.1 sdfgskdl
2.2 Describe the basic data types used in algorithms and discuss their implementation on modern
computer systems.
2.3 Discuss the concept of an abstract data type and how it is related to the concept of an object in
the context of object-oriented programming.
2.4 Characterize the ways in which the scope of an object can be controlled, with specific references
to the features available in C++ for controlling object lifetimes.
2.5 Discuss the use of recursion and iteration as alternate techniques for solving problems. Comment
on the manner in which local variables are preserved, and on the space/time tradeoffs in each
approach.
2.6 Describe several elementary sorting algorithms and comment on their running times using the
“big O” notation. Describe efficient algorithms to identify all permutations of a set of items, and
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to identify all possible combinations of a set of items. Comment on the running time of these
algorithms.
2.7 Comment on the design of algorithms, specifically with regard to verifying their correctness.
Discuss the potential effects of the failure of an algorithm.
2.8 Discuss operator overloading, specifically as it is used in the C++ programming language. Indicate
its purpose, appropriate circumstances for its use, and how the compiler decides which function
to use when an overloaded operated is utilized.
2.9 Illustrate the use of templates in the C++ programming language. Indicate how the appropriate
use of templates can reduce the size of a source program. Comment on whether the size of the
object program is also reduced when templates are employed.
2.10 Comment on techniques for defining objects that store collections of other objects. Indicate
typical ways in which the objects in these collections may be accessed, including specific coding
examples in C++.
2.11 Describe the stack, queue, and list abstract data types. Provide example implementations in the
C++ programming language. Illustrate the use of these data types in several classic applications.
2.12 Define a generic tree abstract data type. Discuss how a generic tree differs from a search tree.
Demonstrate implementation of binary trees and binary search trees in the C++ programming
language. Illustrate the use of tree is solutions to several classic applications.
3.0 Content and Organization
3.1 Data Representation (2 hours)
3.1.1 Basic Data Types
3.1.2 Computer Storage of Basic Data Types
3.2 Abstract Data Types & Objects (4 hours)
3.2.1 Abstract Data Type Specification
3.2.2 Object Specification
3.2.3 Object Implementation
3.2.4 Object Instantiation
3.3 Dynamic Memory Management (3 hours)
3.4 Recursion (5 hours)
3.4.1 Space, Time and Computability Considerations
3.4.2 Run Time Stack
3.4.3 Combinations & Permutations
3.5 Basic sorting techniques (4 hours)
3.5.1 Definition of sorting
3.5.2 Basic algorithms for sorting
3.5.3 The “big O” notation
3.5.4 Recursion and sorting
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3.6 Object Oriented Techniques (6 hours)
3.6.1 Operator Overloading
3.6.2 Template Objects
3.7 Collection Classes (4 hours)
3.7.1 Composite Objects
3.7.2 Access Collections
3.7.3 Group Collections
3.7.4 Organizing Collections
3.8 Stacks & Queues (5 hours)
3.8.1 Expression Analysis
3.8.2 Priority Queues
3.8.3 Resource Allocation
3.8.4 Event Driven Simulations
3.9 Linked Lists (4 hours)
3.9.1 Singly Linked
3.9.2 Circular
3.9.3 Doubly Linked
3.10 Trees (8 hours)
3.10.1 Structure
3.10.2 Binary
3.10.3 Binary Search Trees
3.10.4 Parsing
4.0 Teaching Methodology
4.1 Methods to be used
This course is presented primarily through lectures.
4.2 Student role in the course
The student in this course will analyze algorithms, code object oriented and linear data structure
programs, write programs, and work on group projects.
4.3 Contact hours
Three hours per week
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5.0 5.0 Evaluation
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For laboratory
projects, specify the number of weeks spent on each project).
The grade for a student will be based on a combination of homework, group projects and
examinations. Between one and two weeks will be spent on each laboratory project.
5.2 Basis for determining the final grade
Traditionally, approximately 60 to 70 percent of the grade will be determined by
performance on between 7 and 9 laboratory projects. Scores on examinations and
quizzes will be the basis for the remaining part of the grade, with a midterm examination
having a typical weight of 10 percent, and a final examination having a weight of 20
percent..
Laboratory assignments will be evaluated using the following components and weights:
40 percent for correctness, 40 percent for documentation/ease of use and ease of
maintenance, and 20 percent for having all required components submitted (source files,
output examples, etc.). Suitable penalties for tardiness will be imposed (e.g. 15 percent if
an submission is more than three days late).
5.3 Grading scale and criteria
Points
Grade
97 – 100% A+
93 – 96% A
90 – 92% A-
87 – 89% B+
83 – 86% B
80 – 82% B-
77 – 79% C+
73 – 76% C
70 – 72% C-
67 – 69% D+
63 – 66% D
60 – 62% D-
0 – 59% F
6.0 Resource Material
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6.1 Textbooks and/or other required readings used in course.
6.1.1 Ford & Topp,. Data Structures With C++ , Prentice Hall, 1996 (or a more recent
text)
6.2 Other suggested reading materials, if any
None
6.3 Other sources of information
None
6.4 Current bibliography of resource for student’s information
None
7.0 Computer Science Accreditation Board (CSAB) Category Content (class time in hours)
CSAB Category Core Advanced
Data structures 15
Computer organization and architecture
Algorithms and software design 10
Concepts of programming languages 20
8.0 Oral and Written Communications
Every student is required to submit at least __0___ written reports (not including exams, tests,
quizzes, or commented programs) to typically _____ pages and to make ___0__ oral
presentations of typically _____ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy
9.0 Social and Ethical Issues
The importance of testing algorithms is made clear to students. Examples of algorithm failure
and the impact of these failures are presented.
10.0 Theoretical content
This course introduces algorithmic problem-solving in the context of a modern programming language.
Such topics as problem solving strategies, basic data structures, data and procedural abstraction, and
algorithmic complexity are treated.
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Contact Hours
10.1 Data Representation 2.0
10.2 Abstract Data Types and Objects 4.0
10.3 Dynamic Memory Management 3.0
10.4 Recursion 5.0
10.5 Object Oriented Techniques 6.0
10.6 Collection Classes 4.0
10.7 Stacks & Queues 5.0
10.8 Linked Lists 4.0
10.9 Trees 8.0
11.0 Problem analysis
Basic problem analysis is a focal point of this course. While learning the techniques of abstraction and
encapsulation for basic data structures, the programming exercises provide opportunities to use the
analysis techniques discussed in class.
12.0 Solution design
This course amplifies the object-oriented programming techniques introduced in CIST 1400. Students
learn fundamental techniques for organizing data using a variety of classic data structures. Treatment of
memory management and recursion complement the discussion of these data structures. The significance
of choosing the appropriate data structure for a solution is illustrated throughout the design of solutions
to the programming exercises.
CHANGE HISTORY
Date Change By whom Comments
02/20/1998 Original version Clark
06/13/2003 Cleanup, ABET-specific material Wileman
12/2/2008 Cleanup, ABET-specific material Clark
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number CSCI 1620
Course Title
Introduction to Computer Science II
Course Coordinator
John W. Clark
Total Credits 3
Date of Last Revision 12/2/2008
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Describe the basic data types
Abstract data types and objectoriented
programming
Object scope
Recursion and iteration techniques for
solving problems
Searching, sorting and “big O”
notation
Operator overloading
C++ templates
S
S
S
X X X
X S S
Collections and storage classes S X
Linear storage types ( stack, queue,
S
X
and list )
X
S
S
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Trees and binary search trees S X
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3150 Principles of Quantitative Analysis
Department and Course Number ISQA 3150
Course Title
Principles of Quantitative Analysis
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 10/02/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course is designed to give students the principles of Quantitative Analysis, a scientific
approach to decision making that involves the operations of organizational systems.
Quantitative Analysis attempts to solve the conflicts of interest among the components of
the organization in a way that is best for the organization as a whole.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to
understand the principles of Quantitative Analysis. It is one of elective courses for
undergraduates who wish to pursue Data Mining and Business Intelligence.
1.3 Prerequisites of the course (Courses).
CIST 1100 and CIST 2500
1.4 Prerequisites of the course (Topics).
1.4.1 Introduction to Visual Basic Programming,
1.4.2 Program development cycle
1.4.3 Training in spreadsheets and database
1.4.4 Statistics in information science and technology
1.4.5 A well-known computer package being used to support the problem-solving
process.
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 To structure the real-life situation into a mathematical model, and abstract the essential elements
so that a solution relevant to the decision maker’s objective can be sought. This involves looking
at the problem in the context of the entire organizational system;
2.2 To explore the structure of such solutions and develop systematic procedures for obtaining them;
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2.3 To develop a solution that yields an optimal value of the organizational system measure of
desirability, or compare alternative courses of action by evaluating their measure of desirability.
3.0 Content and Organization:
3.1 Introduction 3
3.2 Linear Programming: Model Formulation & Graphical
3.3 Solution, Computer Solution and Modeling Examples 12
3.4 Integer Programming 6
3.5 Transportations 6
3.6 Multi-criteria Decision Making 6
3.7 Decision Analysis 6
3.8 Forecasting 6
3.9 Inventory Management 6
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures.
4.2 Student role in the course.
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Contact hours
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Components
Grading
Exams 60%
Class Project 25%

Class Participation / Homework 15%
5.3 Grading scale and criteria.
Points Grade
96 – 100% A+
90 – 95% A
86 – 89% B+
80 – 85% B
76 – 79% C+
70 – 75% C
66 – 69% D+
60 – 65% D
< 60% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 B. W. Taylor III, Management Science, Prentice Hall, 9th Ed.
6.1.2 B. Render, R. M. Star JR, and N. Balakrishnan, Managerial Decision Modeling,
Prentice Hall, 2nd Ed.
6.1.3 B. Render, R. M. Star JR, and M. E. Hanna, Quantitative Analysis for Management,
Prentice Hall, 8th Ed. (or more recent text)
6.2 Other suggested reading materials, if any.
None
6.3 Other sources of information.
None
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
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Modern programming language 12
Analysis and Design 9
Data management
Role of IS in Organizations 6
8.0 Oral and Written Communications:
Every student is required to submit at least ___3__ written reports (not including exams, tests,
quizzes, or commented programs) to typically __30___ pages and to make __1___ oral
presentations of typically __10___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
Hours
10.1 Linear Programming 12
10.2 Integer Programming 6
10.3 Transportations 6
10.4 Multi-criteria Decision Making 6
10.5 Decision Analysis 6
10.6 Forecasting 6
11.0 Problem analysis:
Students learn the principles of Quantitative Analysis, a scientific approach to decision making
that involves the operations of organizational systems. They learn to solve the conflicts of
interest among the components of the organization in a way that is best for the organization as a
whole.
12.0 Solution design:
Students learn to develop a solution that yields an optimal value of the organizational system
measure of desirability, or compare alternative courses of action by evaluating their measure of
desirability.
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CHANGE HISTORY
Date Change By whom Comments
12/2002 Initial ABET version Shi
6/25/03 ABET cleanup Wolcott
10/09/07 Update of resource material Shi
10/02/08 Review completed Shi
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3150
Course Title
Principles of Quantitative Analysis
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Structure the real-life situation into a
mathematical model, and abstract the
essential elements so that a solution
relevant to the decision maker’s objective
can be sought. This involves looking at
the problem in the context of the entire
organizational system;
Explore the structure of such solutions
and develop systematic procedures for
obtaining them;
Develop a solution that yields an optimal
value of the organizational system
measure of desirability, or compare
alternative courses of action by
evaluating their measure of desirability.
S
S
S
X
S
S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
-153-

-154-

ISQA 3210 Advanced Technology for Personal Productivity
Department and Course Number ISQA 3210
Course Title
Advanced Technology for Personal Productivity
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 10/13/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The purpose of this class is to give students extensive coverage in the area of the
microcomputers and its components, operating systems (Windows XP, Windows Vista),
an office suite (Microsoft Office 2007), and e-commerce site/intranet/internet design
(HTML/XML).
1.2 For whom course is intended.
This course is intended for undergraduate MIS majors and minors who wish to study
Advanced Technology for Personal Productivity including the area of the microcomputers
and its components, operating systems, an office suite, and e-commerce
site/intranet/internet design.
1.3 Prerequisites of the course (Courses).
CIST 1100
1.4 Prerequisites of the course (Topics).
1.4.1 Fundamental Competencies in Word, Excel, Access, and PowerPoint
1.4.2 Basic Operating Systems operations
1.4.3 Understanding of Hardware Components
1.4.4 Proposal Development
1.4.5 HTML and Web Design
1.4.6 Basic HTML
1.4.7 Introduction to Graphics
1.4.8 Basic Web Design Principles
1.5 Unusual circumstances of the course.
None
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2.0 Objectives:
2.1 Build and maintain personal computers: Students will complete an End User Needs
Analysis and complete specifications for a proposed client. They will use a lab
environment to build and repair current problems with personal computers.
2.2 Learn to configure and install operating systems (Windows 98/Windows 2000/Windows
XP): Students will deal with configuration and installation of an operating system in a LAN
environment, if labs and time are available.
2.3 Develop an e-commerce site/intranet/internet and develop personal and client home
pages using HTML/DHTML/JavaScript. If time allows, students will be given instruction on
using Cold Fusion.
2.4 Learn to use word processing (Word 2000/XP), spreadsheets (Excel 2000/XP), database
management (Access 2000/XP), and presentation graphics (PowerPoint 2000/XP)
programs. In addition, desktop publishing (Publisher 2000) and photo editor (PhotoDraw
2000) might be covered.
3.0 Content and Organization:
3.1 Managing and Maintaining PC 3.0
3.2 End User Analysis Project 3.0
3.3 Operating Systems - Windows 98 & Windows NT/2000/XP 3.0
3.4 HTML 15.0
3.5 DHTML 6.0
3.6 Word 2000 3.0
3.7 Excel 2000 3.0
3.8 Access 2000 3.0
3.9 PowerPoint 2000 3.0
4.0 Teaching Methodology:
4.1 Methods to be used.
Contact hours
The primary teaching methods include lectures, hands-on demonstrations, and guidance
on the semester projects.
4.2 Student role in the course.
Students will attend lectures, complete homework assignments, and unit projects
4.3 Contact hours.
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5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Operating Systems Exercises
End User Analysis project
Office XP/2000 Word, Excel, Access, and PowerPoint projects
E-Commerce Web Design Project
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component
Grading
End User Analysis Project 15%
HTML Projects 35%
Web Design/Page Project 10%
Word 2000 10%
Excel 2000 10%
Access 2000 10%
PowerPoint 2000 10%
5.3 Grading scale and criteria.
Points Grade
97% - 100% A+
93% - 96% A
90% - 92% A-
87% - 89% B+
83% - 86% B
80% - 82% B-
77% - 79% C+
73% - 76% C
70% - 72% C-
67% - 69% D+
63% - 66% D
60% - 62% D-
0% - 59% F
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6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Microsoft Office 2000, Advanced Concepts and Techniques by Gary B. Shelly,
Thomas J. Cashman, and Misty E. Vermaat. Course Technology, 2000.
6.1.2 Creating Web Pages with HTML and Dynamic HTML by Patrick Carey, Course
Technology, 2001.
6.1.3 Microsoft XP New Features Guide: Changes from Office 2000 to Office XP
(packaged with Microsoft Office 2000 textbook)
6.2 Other suggested reading materials, if any.
6.2.1 Web Style Guide: Basic Design Principles for Creating Web Sites by Patrick Lynch
and Sarah Horton, Prentice-Hall, 2001.
6.2.2 Principles of Web Design by Joel Skalar, Course Technology, 2001
6.2.3 Cold Fusion by Kapathi & Kapathi, Course Technology, 2002.
6.2.4 A+ Guide to Managing and Maintaining Your PC, Third Edition by Jean Andrews,
Course Technology, 2002.
6.2.5 Designing Web Pages with Cascading Style Sheets by Joel Skalar, Course
Technology, 2001.
6.2.6 Cascading Style Sheets: Designing for the Web, Second Edition by Hakon Wium Lie
and Bert Bos, Addison Wesley, 2001.
6.2.7 Creative HTML Design by Lynda Weinman & William Weinman, Prentice-Hall,
2000.
6.2.8 Microsoft Windows 98 for Power Users by Harry L.Phillips, Course Technology,
2000.
6.2.9 Microsoft Windows 2000 for Power Users by Harry L.Phillips, Course Technology,
2001.
6.2.10 Microsoft MS-DOS Command Line - Comprehensive by Harry L.Phillips, Course
Technology, 2001.
6.3 Other sources of information.
Additional course content, either with pages developed especially for this course or with
links to additional course materials, will be provided during the semester.
6.4 Current bibliography of resource for student’s information.
None.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
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CAC Category Core Advanced
Hardware and software 10
Networking and telecommunications 6
Modern programming language 6
Analysis and Design 10
Data management 6
Role of IS in Organizations 8
8.0 Oral and Written Communications:
Every student is required to submit at least __2___ written reports (not including exams, tests,
quizzes, or commented programs) to typically __15-50___ pages and to make __1___ oral
presentations of typically __10___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
Social and ethical issues are threaded throughout all the units of this course: operating systems,
personal computer maintenance, end user analysis project, Office XP, and the development of an
e-commerce site. Topics include piracy of software, inappropriate duplication of software,
privacy and security issues regarding data collected on the web sites.
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
No coverage.
11.0 Problem analysis:
The students will complete an End User Needs Analysis project that involves solving a problem
presented to them in a scenario. They have to conduct the research and make recommendations
based on the request for proposals (RFP) presented by the proposal client.
Students learn to analyze configurations, operating and network, and conduct routine
maintenance on their personal and business machines. The learn how to load two major types of
operating systems: Windows (2000/XP) and Linux (Red Hat 7.4).
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Each student or group of two students must create a web site for a client. The student must
analyze the needs of the web site and use the appropriate tools to develop and design the web
application.
12.0 Solution design:
The end user project provides the analysis to select the appropriate software and hardware
solve the problem for the client. Based on this research, the student recommends systems
configuration, network implications and solutions, and application solutions.
Student will learn to develop an e-commerce site/intranet/internet and develop personal and
client home pages using HTML/DHTML/JavaScript. If time allows, students will be given
instruction on using Cold Fusion and Photoshop. The students will learn not only the code, but
the design elements behind the development of pages, graphics, and web sites.
Students will also learn design features of the office suite including word processing (Word
2000/XP), spreadsheets (Excel 2000/XP), database management (Access 2000/XP), and
presentation graphics (PowerPoint 2000/XP) programs. In addition, desktop publishing (Publisher
2000) and photo editor (PhotoDraw 2000) might be covered.
CHANGE HISTORY
Date Change By whom Comments
11/2/02 Initial ABET version Pietron
6/25/03 ABET cleanup Wolcott
10/13/08 Update to course description and
prerequisites
Pietron
-160-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Department and Course Number ISQA 3210
Course Title
Advanced Technology for Personal Productivity
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Build and maintain personal computers:
Students will complete an End User
Needs Analysis and complete
specifications for a proposed client. They
will use a lab environment to build and
repair current problems with personal
computers
Learn to configure and install operating
systems (Windows 98/Windows
2000/Windows XP): Students will deal
with configuration and installation of an
operating system in a LAN environment,
if labs and time are available.
Develop an e-commerce
site/intranet/internet and develop
personal and client home pages using
HTML/DHTML/JavaScript. If time allows,
students will be given instruction on
using Cold Fusion.
X
-161-
X
X
X

Learn to use word processing (Word
2000/XP), spreadsheets (Excel 2000/XP),
database management (Access 2000/XP),
and presentation graphics (PowerPoint
2000/XP) programs. In addition, desktop
publishing (Publisher 2000) and photo
editor (PhotoDraw 2000) might be
covered.
S
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3250 Intermediate Quantitative Analysis
Department and Course Number ISQA 3250
Course Title
Intermediate Quantitative Analysis
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 10/02/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course is designed to provide students advanced decision making models in solving
business case problems. These models include transportation models, integer
programming, goal programming, simulation applications, Markov process in market
shares and dynamic programming. A variety of computer software will be applied to
formulate and solve both case-study and real-life problems.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to
understand the advanced Quantitative Analysis. It is one of elective courses for
undergraduates who wish to pursue Knowledge Management, Data Mining and Business
Intelligence.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 1100
1.3.2 CIST 2500
1.3.3 ISQA 3150
1.3.4 or equivalent
1.4 Prerequisites of the course (Topics).
1.4.1 Introduction to Visual Basic Programming,
1.4.2 Program development cycle
1.4.3 Training in spreadsheets and database
1.4.4 Statistics in information science and technology
1.4.5 A well-known computer package being used to support the problem-solving
process.
1.5 Unusual circumstances of the course.
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None
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 To structure the real-life situation into advanced mathematical models, and abstract the
essential elements so that a solution relevant to the decision maker’s objective can be
sought. This involves looking at the problem in the context of the entire organizational
system;
2.2 To explore the structure of such solutions and develop systematic procedures for
obtaining them;
2.3 To develop a solution that yields an optimal value of the organizational system measure
of desirability, or compare alternative courses of action by evaluating their measure of
desirability.
3.0 Content and Organization:
Contact hours
3.1 Introduction 3
3.2 Transportation Models: Part I 6
3.3 Transportation Models: Part II 6
3.4 Integer Programming 9
3.5 Goal Programming 6
3.6 Simulation 6
3.7 Markov Processes 6
3.8 Dynamic Programming 6
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures.
4.2 Student role in the course.
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
4.3 Contact hours.
Three (3) hours per week
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5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Components
Grading
Exams 60%
Class Project 25%
Class Participation / Homework 15%
5.3 Grading scale and criteria.
Points Grade
96 – 100% A+
90 – 95.9% A
86 – 89.9% B+
80 – 85.9% B
76 – 79.9% C+
70 – 75.9% C
66 – 69.9% D+
60 – 65.9% D
< 60% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 B. W. Taylor III, Management Science, Prentice Hall, 9th Ed.
6.1.2 B. Render, R. M. Star JR, and N. Balakrishnan, Managerial Decision Modeling,
Prentice Hall, 2nd Ed.
6.1.3 B. Render, R. M. Star JR, and M. E. Hanna, Quantitative Analysis for Management,
Prentice Hall, 8th Ed. (or more recent text)
6.2 Other suggested reading materials, if any.
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None
6.3 Other sources of information.
None
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language 12
Analysis and Design 6
Data management
Role of IS in Organizations 3
8.0 Oral and Written Communications
Every student is required to submit at least ___3__ written reports (not including exams, tests,
quizzes, or commented programs) to typically ___30__ pages and to make _1____ oral
presentations of typically ___10__ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
Hours
10.1 Integer Programming 9
10.2 Transportations 12
10.3 Goal Programming 6
10.4 Markov Processes 6
10.5 Dynamic Programming 6
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11.0 Problem analysis:
Students learn the advanced models of Quantitative Analysis, a scientific approach to decision
making that involves the operations of organizational systems. They learn to solve the conflicts
of interest among the components of the organization in a way that is best for the organization
as a whole.
12.0 Solution design:
Students learn to develop a solution that yields an optimal value of the organizational system
measure of desirability, or compare alternative courses of action by evaluating their measure of
desirability.
CHANGE HISTORY
Date Change By whom Comments
Fall 2001 Created Shi
6/25/03 ABET cleanup Wolcott
10/09/07 Update of resource material Shi
10/02/08 Review completed Shi
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3250
Course Title
Intermediate Quantitative Analysis
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Course objective
Structure the real-life situation into
advanced mathematical models, and
abstract the essential elements so that a
solution relevant to the decision maker’s
objective can be sought. This involves
looking at the problem in the context of
the entire organizational system
Explore the structure of such solutions
and develop systematic procedures for
obtaining them
Develop a solution that yields an optimal
value of the organizational system
measure of desirability, or compare
alternative courses of action by
evaluating their measure of desirability
S
S
X S X
S S X
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
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9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3300 File Structures for Information Systems
Department and Course Number ISQA 3300
Course Title
File Structures for Information Systems
Course Coordinator
Dwight Haworth
Total Credits 3
Date of Last Revision 5/30/09
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The purpose of this course is to introduce the student to computer file organizations
and access methods. A fundamental understanding of the performance implications
of each file organization is developed to allow the students to make information
systems design choices that will optimize the performance of business information
systems.
1.2 For whom course is intended.
This course is intended for undergraduate students in the College of Information
Science and Technology who wish to pursue the Bachelor of Science in Management
Information Systems (BIS) degree. It is one of the required courses for the degree.
1.3 Prerequisites of the course (Courses).
CSCI 1620 - Introduction Computer Science II.
1.4 Prerequisites of the course (Topics).
1.4.1 Ability to program using procedural logic.
1.4.2 Ability to use Microsoft Excel.
1.4.3 Familiarity with probability distributions.
1.4.4 Familiarity with computer hardware and software.
1.5 Unusual circumstances of the course.
None.
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes. The student will be
able to
2.1 Comprehension of computer hardware components,
2.2 Comprehension of the attributes and functions of file systems,
2.3 Application of storage devices to meet specified requirements,
2.4 Analysis of file organizations to meet specified response time and storage constraints,
2.5 Evaluate the output of processing algorithms with respect to selected performance criteria, and
2.6 Program file processing algorithms (application) using pseudocode.
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3.0 Content and Organization:
List of major topics to be covered in chronological sequence (specify approximate number of contact
hours on each).
Hours
3.1.1 Computer hardware capabilities and limitations 3.0
3.1.2 File programming fundamentals 3.0
3.1.3 Physical storage organization 3.0
3.1.4 File system implementations (Windows and Unix) 6.0
3.1.5 Techniques for evaluating file performance 3.0
3.1.6 Sorting, searching, and indexing 6.0
3.1.7 Sort-merge and the balance line algorithm 3.0
3.1.8 Indexes 3.0
3.1.9 Tree structures and their maintenance 5.0
3.1.10 Static Hashing 4.0
3.1.11 Extendible Hashing 3.0
3.1.12 Continuous track storage (CDROM, DVD, etc) 1.5
4.0 Teaching Methodology:
4.1 Methods to be used.
4.1.1 Lecture and discussion of assigned material
4.1.2 The student is to use a modern programming language to implement selected file
structures and access algorithms.
4.1.3 Laboratory: The student must use a computer to solve assigned problems. The student is
to arrange his/her own laboratory time as needed to complete each assignment. Students
may use their own microcomputer to complete assigned problems.
4.2 Student role in the course.
The student will attend lectures and demonstration, participate in discussion on assigned
readings, take required quizzes, complete assigned projects, and complete required
examinations.
4.3 Contact hours.
5.0 Evaluation:
Three contact hours per week
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
5.1.1 History of storage technologies (1)
5.1.2 Programming the priming read algorithm (1)
5.1.3 Storage utilization efficiency using blocking (1)
5.1.4 Balance line programming (2)
5.1.5 Static Hashing Algorithm Evaluation (2)
5.1.6 Static hashing programming (2)
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5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Component Approx.
Weight
Quizzes 10%
Two Examinations 50%
Assignments 40%.
5.3 Grading scale and criteria.
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-87% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-

6.4.3 File Systems: Structures and Algorithms, by T. Harbron (1988)
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 9
Networking and telecommunications
Modern programming language 6
Analysis and Design 24
Data management 4
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least __0___ written reports (not including exams, tests, quizzes, or
commented programs) to typically _____ pages and to make __0___ oral presentations of typically _____
minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as well as
for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
None
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
File processing theory 1.5
Probability theory (Poisson Distribution) 1.5
11.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
The student will analyze various file access alternatives to determine which produces the most efficient
storage utilization. The student will analyze hashing algorithms to determine which produces the fewest
collisions.
12.0 Solution design:
Please describe the design experiences common to all course sections.
The student will use a balance line algorithm to implement one of three types of problem solutions. The
student will design a static hashing system store a specified number of records.
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CHANGE HISTORY
Date Change By whom Comments
6/12/03 Change prerequisite. Course Change Form
5/15/03.
Lw
Change prereq. From CIST 1400 to
CSCI 1620 so students have more
programming experience.
6/25/03 ABET cleanup Wolcott
3/25/08 Update content and required textbook Haworth
5/30/09 Update student outcomes and map
outcomes to Program outcomes
Haworth
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3300
Course Title
File Structures for Information Systems
Course Coordinator
Dwight A. Haworth
Total Credits 3
Date of Last Revision 5/30/09
S – Strong relationship
X –Contributing relationship
BIS Program Outcomes
Course objective
Comprehension of computer hardware
components
Comprehension of the attributes and
functions of file systems
Application of storage devices to meet
specified requirements
Analysis of file organizations to meet
specified response time and storage
constraints
Evaluate the output of processing
algorithms with respect to selected
performance criteria
Program file processing algorithms
(application) using pseudocode
X
X
X
X
X
X
X
X
X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3310 Managing the Database Environment
Department and Course Number ISQA 3310
Course Title
Managing the Database Environment
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 1/31/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
Introduction to business database design and management functions. The focus is on the use of
current database management systems (DBMS) to support the data management function of an
organization. Topics include data modeling, database design, SQL, data management and
database administration. Hands-on experience in database design, creation, and use is provided.
1.2 For whom course is intended.
This course is intended for the undergraduates who wish to pursue the Bachelor of Science in
Management Information Systems (BIS) degree. It is one of the required courses for the degree.
1.3 Prerequisites of the course (Courses).
1.3.1 ISQA 3210 Advanced Technology for Personal Productivity (co-requisite)
1.3.2 CIST 1100 Introduction to Personal Programming
1.3.3 CIST 3100 Organizations, Applications, and Technology
or equivalent.
1.4 Prerequisites of the course (Topics).
1.4.1 General knowledge of Windows environment from user’s perspective
1.4.2 Introductory exposure to Microsoft Access
1.4.3 Knowledge of basic storage architecture and terminology
1.4.4 Basic familiarity with the role of data within organizations
1.4 Unusual circumstances of the course.
None
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2.0 Objectives:
2.1 Distinguish between ‘data’ and ‘information’.
2.2 Define the terms 'database', 'database management system' and distinguish between such
systems and their predecessors.
2.3 Define the characteristics and benefits of the relational database model.
2.4 Use SQL to define and modify database objects, and retrieve data.
2.5 Describe the database development process, and explain how it fits into the broader context of
systems analysis, design, and implementation.
2.6 Use data modeling techniques and tools to develop data models.
2.7 Design appropriately normalized relations in a relational DBMS.
2.8 Design and implement a relational database system of modest size using a contemporary DBMS.
2.9 Identify the data integrity and security issues associated with database systems and explain how
these are addressed in contemporary database management systems.
2.10 Discuss the issues and techniques used with databases in a distributed environment, including the
Internet.
2.11 Explain the purpose, architecture, and associated terminology of data warehousing.
3.0 Content and Organization:
Contact hours
3.1 File processing systems definition and components of database system 3.0
3.2 Microsoft Access DBMS 1.5
3.3 The Relational Model 1.5
3.4 SQL & PL/SQL 9.0
3.5 Database development process 4.5
3.6 Data modeling & Entity-Relationship Diagramming 6.0
3.7 Logical database design: ERD to tables, Functional dependencies 4.5
3.8 Logical database design: Normalization 3.0
3.9 Transaction Processing & Concurrency Control 3.0
3.10 Business Intelligence and Data Warehousing 3.0
3.11 Databases and the Internet 3.0
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4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods are lectures, discussion, and in-class demonstrations. Both the
normal class meeting and the Internet-only teaching are available.
4.2 Student role in the course.
The student attends lectures, participate in the class discussion and complete assignments,
required examinations and the semester database project.
4.3 Contact hours.
5.0 Evaluation:
Three hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students participate in the class discussion and complete assignments, required examinations and
the semester database project.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Components Grading
Exams 30%
Assignments 50%
Project 15%
Participation 5%
5.3 Grading scale and criteria.
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-
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students primarily learn the relational model; in the part of databases in the distributed environment,
students learn distributed databases and the relationship between databases and Internet.
12.0 Solution design:
Students learn the methods and processes needed to develop and design databases: the data modeling
and logical database design. Students will complete the semester database project by designing and
implementing a modest-size, but realistic database application.
CHANGE HISTORY
Date Change By whom Comments
12/19/02 Time spent with Access limited to just
database construction
Wolcott The how-tos of interface design will
be provided via links to optional
tutorial. The database class will
focus on the database issues, not
12/19/02 Database administration dropped from
content
12/19/02 Amount of time on databases in a
distributed environment, data
warehousing, databases and the Internet
reduced to 1.5 weeks total
6/12/03 Change course description and
prerequisites.
Wolcott
Wolcott
Wild
complete systems development.
ISQA 4300 Database Administration
is available, and more time is
needed in ISQA 3310 for core
concepts.
Databases and the Internet and
databases in a distributed
environment covered in ISQA 4380.
More room left for core topics
Change description to reflect actual
course content and update
prerequisites needed.
6/25/03 ABET cleanup Wolcott Updated prerequisite topics to
reflect new requirement for CIST
1100
10/3/07 Updated resource material Wolcott Update of textbook
1/31/08 Insertion of table mapping course
objectives to program outcomes
1/31/08 Course objectives updated to improve
wording.
Wolcott
Wolcott
‘Understand’ changed to a more
active verb, e.g. ‘explain’, ‘describe’
in many cases.
10/13/08 Included more business intelligence Wolcott
coverage
10/31/08 Included PL/SQL coverage Wolcott In response to demand by students
and IS&T advisory group.
2/12/09 Updated resource material to APA citation
format.
Wolcott
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3310
Course Title
Managing the Database Environment
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 1/31/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Distinguish between ‘data’ and
‘information’.
Define the terms 'database', 'database
management system' and distinguish
between such systems and their
predecessors.
Define the characteristics and benefits of
the relational database model.S
Use SQL to define and modify database
objects, and retrieve data.
Describe the database development
process, and explain how it fits into the
broader context of systems analysis,
design, and implementation.
Use data modeling techniques and tools
to develop data models.
Design appropriately normalized relations
in a relational DBMS.
Design and implement a relational
X
X
X
X
S
X
X
S
S
S
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database system of modest size using a
contemporary DBMS.
Identify the data integrity and security
issues associated with database systems
and explain how these are addressed in
contemporary database management
systems.
Discuss the issues and techniques used
with databases in a distributed
environment, including the Internet.
Explain the purpose, architecture, and
associated terminology of data
warehousing.
X
X
X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3400 Business Data Communications
Department and Course Number ISQA 3400
Course Title
Business Data Communications
Course Coordinator
Kerry Ward
Total Credits 3
Date of Last Revision 10/01/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
Data Communications principles and service operations with computers and telecommunication
systems for operational analysis and decision making. This course will focus on breath, not depth
-- concepts rather than specific technologies because concepts remain constant over time, while
technologies change from year to year. Students are expected to master the basic terminologies
and concepts, not necessarily to become experts in computer networking, nor to know the
engineering details of any technology.
1.2 For whom course is intended.
This course is required for those students pursuing undergraduate and graduate degrees. It is one
of the required courses for BIS degree.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 3100 Organizations, Applications, and Technology
1.4 Prerequisites of the course (Topics).
1.4.1 Computer architecture basics
1.4.2 Transmission links
1.4.3 Network topologies
1.4.4 Network security and management
1.4.5 Network protocols
1.4.6 Network standards
1.4.7 OSI model
1.4.8 Internetworking
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Learn data communications principles and service operations with computers and
telecommunication systems for operational analysis and decision making.
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2.2 Master the basic terminology and concepts of data communications.
2.3 Analyze and design a system or a sub-system of a large scale system for the semester project
applying the tools and techniques learn in the course.
2.4 Carry out hands-on projects to understand data communications models.
2.5 Understand network implementation, management, and use.
3.0 Content and Organization:
Contact hours
3.1 Data Transmission 12.0
3.1.1 asjdklaj
3.1.2 Introduction
3.1.3 Internet Trends
3.1.4 Naming With the Domain Name System
3.1.5 Transmission Media
3.1.6 Long-Distance Communication (carriers,
3.1.7 Modulation, and Modems)
3.2 Networking and Packet Transmission 21.0
3.2.1 Packets, Frames, and Error Detection
3.2.2 LAN Technologies and Network Topology
3.2.3 Hardware Addressing and Frame Type Identification
3.2.4 LAN Wiring, Physical Topology, and Interface Hardware
3.2.5 Extending LANs: Fiber Modems, Repeaters, Bridges, and Switches
3.2.6 Long-Distance Digital Connection Technologies
3.2.7 WAN Technologies and Routing
3.2.8 Connection-Oriented Networking and ATM
3.2.9 Network characteristics: Ownership, Service Paradigm, and Performance
3.2.10 Protocols and Layering
3.3 Internetworking 9.0
3.3.1 Internetworking: Concepts, Architecture, and Protocols
3.3.2 IP: Internet Protocol and Addresses
3.3.3 Binding Protocol Addresses (ARP)
3.3.4 IP Datagrams and Datagram Forwarding
3.3.5 IP Encapsulation, Fragmentation, and Reassembly
3.3.6 The Future IP (Ipv6)
3.3.7 An Error Reporting Mechanism (ICMP)
3.3.8 TCP: Reliable Transport Service
3.3.9 Network Security
4.0 Teaching Methodology:
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4.1 Methods to be used.
The primary teaching methods will be interactive lectures, article discussions and actual cases.
4.2 Student role in the course.
The student will attend lectures, participate in in-class discussion, complete quizzes, exams,
assignments and the semester project.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will complete quizzes, exams, assignments and semester projects.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Component
Grading
Exams 37.5%
Quizzes 6.25%
Class Participation 6.25%
Class Assignments 12.5%
Class Project Report 25%
Final Exam 12.5%
5.3 Grading scale and criteria.
Points Grade
98 – 100% A+
90 – 97% A
87 – 89% A-
84 – 86% B+
80 – 83% B
77 – 79% B-
74 – 76% C+
70 – 73% C
67 – 69% C-
64 – 66% D+
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60 – 63% D
57 – 59% D-

Note: For the class project report, a student is expected to work alone or work in project team of 2 or 3
students and complete a report and one presentation. The individual assignment requires a student to
complete a summary and one presentation. The student is also expected to complete the team
assignment including a report and one presentation.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
This course primarily provides an overview of data communication and computer networking concepts,
and includes the following topics:
10.1 Data Transmission (3 hours)
10.2 Packet Transmission (3 hours)
10.3 OSI Reference model (3 hours)
10.4 Internetworking concepts (3 hours)
11.0 Problem analysis:
Students learn data communications principles and service operations with computers and
telecommunication systems for operational analysis and decision making. Students will learn to analyze a
systems or a sub system of a large scale system for the semester project applying the tools and
techniques learn in the course.
12.0 Solution design:
Students will learn to design a systems or a sub system of a large scale system applying the tools and
techniques learn in the course. Specially, they will complete the design document for the semester
project.
CHANGE HISTORY
Date Change By whom Comments
6/12/03 Prerequisite from CSCI 2010 to 2110.
Course Change Form 2/21/03
Wild Course 2010 no longer required for
degree.
6/25/03 ABET cleanup Wolcott
10/09/07 Minor Revisions/Updates Ward
10/1/08 Minor Revisions/Updates, including change
in prerequisite course number from CIST
2110 to CIST 3100
Ward
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3400
Course Title
Business Data Communications
Course Coordinator
Kerry Ward
Total Credits 3
Date of Last Revision 01/22/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Learn data communications principles
and service operations with computers
and telecommunication systems for
operational analysis and decision making.
Master the basic terminology and
concepts of data communications.
To understand how the Internet and
specific organizational networks function
Analyze a specific aspect of business data
communications in depth as a small
group project.
Carry out hands-on projects to
understand data communications
models.
Understand network implementation,
management, and use.
X
X
X
S
S
X X X
X X X
X
BIS Program Outcomes (2009)
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1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3420 Managing in a Digital World
Department and Course Number ISQA 3420
Course Title
Managing in a Digital World
Course Coordinator
Stacie Petter
Total Credits 3
Date of Last Revision 10/08/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course introduces the fundamentals of management as they apply in businesses and other
organizations, particularly from an information systems/technology (IS/T) management lens. In
particular, the course examines the various roles, responsibilities, and skills essential to
managerial success in the context in which the IT manager operates today -- a dynamic
environment of workforce diversity, a global economy, and concern for ethics and social
responsibility.
1.2 For whom course is intended.
The course is intended for undergraduate students in Information Systems, Computer Science and
related areas who are interested in learning the basics of management theory and its application
to the practice of IS/T management.
1.3 Prerequisites of the course (Courses).
CIST 3100 or permission from the instructor
1.4 Prerequisites of the course (Topics).
None
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
The goal of this course is to discuss and interpret management theory from an IS/T management lens.
Students examine opportunities and challenges in a world that is increasingly connected to one another
via technology. In this course, students will:
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2.1 Increase awareness of how a dynamic and changing information-intensive environment affects IS
managers.
2.2 Appreciate challenges and opportunities of IS management in context of 21st century
organizations.
2.3 Understand the international aspects of IS management to develop a global and multi-cultural
view.
2.4 Understand the importance of having a competitive advantage and the potential role of IT in
developing a competitive advantage.
2.5 Become familiar with environmental challenges that IS managers face in managing diversity,
quality, information technology, and knowledge for competitive advantage in the 21st century.
2.6 Become familiar with the foundations of ethical managerial behavior, using information ethically,
and issues/challenges as it pertains to IS/T management
2.7 Understand IS planning processes as basic managerial responsibilities.
2.8 Understand strategy formulation and business models in a competitive IS/T environment.
2.9 Understand controls and organizational systems for control for the IS/T function.
2.10 Understand the challenges of attracting, developing, and maintaining a high quality IT workforce
2.11 Understand ways of organizing the workplace, with special emphasis high performance work
designs in IT organizations.
2.12 Identify how work can be altered with the use of information system and technology.
2.13 Understand the challenges of IS leadership, leadership theories and models, and the role of the
Chief Information Officer.
2.14 Understand issues affecting the management of global IS/T, particularly challenges of and best
practices for managing teleworkers and virtual teams
2.15 Appreciate the IT-enabled change process, including change strategies, resistance to change and
the nature of organization development.
2.16 Understand models for technology adoption and diffusion of technological innovations.
3.0 Content and Organization:
List of major topics to be covered in chronological sequence (specify number of weeks on each).
3.1 The Changing Organization and Workplace 1 week
3.2 Globalization 1 week
3.3 IT Management Environment and Role of IT for Competitive Advantage – 1 week
3.4 Ethics in the Digital World 1 week
3.5 IS/IT Planning ½ week
3.6 Business and IS Strategy; Business Models 1 ½ weeks
3.7 Control and Audit of Information Systems and Services ½ week
3.8 Managing and Retaining IS/T Employees 1 week
3.9 Motivating IS/T Employees 1 week
3.10 IS Organization Structure ½ week
3.11 Design of Work Using IS/IT 1 week
3.12 Organizational Culture and IS 1 week
3.13 IS Leadership 1 week
3.14 Teams, Teamwork, Virtual Teams ½ week
3.15 IT Enabled Change Management 1 week
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4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will include class discussion, case study, and lecture.
4.1 Student role in the course.
The student will attend lectures, participate in class discussion on assigned readings, complete
assigned projects and papers, and complete required examinations.
Each student will be assigned to a learning group to participate in a project during the course of
the semester. These learning groups will examine a topic in more depth outside of the classroom.
Tasks that may be performed by learning groups would be the analysis of a case study or the
completion of a project in a virtual context.
4.2 Contact hours.
5.0 Evaluation:
3 hours
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will be evaluated on the following basis.
Class participation: Students are expected to attend each and every class and be prepared to
actively participate in the discussion. Much of the class will be conducted using an open
discussion approach, and the success of the class will be dependent on students’ ability to identify
and discuss relevant issues.
Exams: There will be three examinations.
Class Project: Each person will be assigned to a learning group to complete a case study or class
project which relates to one or more topic in the course.
Assignments: Students will receive assignments to be completed in class or outside of class to
reinforce material discussed in the classroom or in the readings.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
The grade base for the course for undergraduate students will consist of the following:
Available points
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Class Participation 15%
Class Project 35%
Exams 35%
Assignments 15%
5.3 Grading scale and criteria.
The grading scale is as follows:
GRADE POINT VALUE
A 93%

6.2.6 “Mastering the Three Worlds of Information Technology.” McAfee, A. Harvard Business
Review, Nov. 1, 2006.
6.2.7 CASE: “Going Up Against Google.” Fitzgerald, M. Inc. Magazine, February 2006.
6.2.8 “What’s Wrong with Being ‘Borderline Ethical’?” Liebowitz, B., Healthcare Financial
Management, September 2003.
6.2.9 CASE: “The End of Enron's Empire.” Wang, J., Chen, Q., Yao, J., and Xing, R. Idea Group
Publishing, 2006.
6.2.10 “Getting IT Right.” Charlie S. Feld and Donna B. Stoddard. Harvard Business Review, Vol.
82 Issue 2, Feb 2004.
6.2.11 “Chapter 1: The Information Systems Strategy Triangle”, Pearlson, K.E. and Saunders, C.S.
Managing and Using Information Systems: A Strategic Approach, 2006.
6.2.12 CASE: “MySQL Open Source Database in 2004.” Burgelman, Robert A. Graduate School of
Business Stanford University, 2004.
6.2.13 CASE: “The True Meaning of Twitter.” Lashinksy, A. Fortune, August 7, 2008.
6.2.14 “How to Hook the IT Professionals you Need.” Overby, S. CIO.com, June 2007.
6.2.15 “Closing the Geek Gap.” Zetlin, M. Profit Magazine, November 2006.
6.2.16 CASE: “Lucent Technologies: Halting Information Technology Employee Turnover.”
Schneberger, S.L. and Mark, K. Richard Ivey School of Business, 2001.
6.2.17 CASE: “Microsoft.NET (Abridged).” MacCormack, A. and Herman, K. Harvard Business
School Publishing, 2004.
6.2.18 CASE: “Sealed Air Corporation: Globalization and Corporate Culture.” Paine, L.S. and
Wruck, K.H. Harvard Business School Publishing, 2006.
6.2.19 “Seeking Loyal, Devoted Workers? Let Them Stay Home” Coombes, A. Wall Street Journal,
Sep. 11, 2007.
6.2.20 “Creating and Sustaining Trust in Virtual Teams” Greenberg, P.S., Greenberg, R.H.,
Lederer A.Y. Business Horizons, 2007.
6.2.21 “Note on Innovation Diffusion: Rogers' Five Factors.” John T. Gourville. Harvard Business
School Publishing, 2005
6.2.22 “What to do when employees resist change.” Gregory J Iskat, Jay Liebowitz. SuperVision,
Vol. 64, Iss. 8. Aug 2003.
6.2.23 CASE: “Apple Inc., 2008.” Yoffie, D. and Slind, M. Harvard Business School Publishing;
2008.
6.3 Other suggested reading materials, if any.
6.3.1 Schermerhorn, J. R., Jr. (2004 or current edition). Core Concepts of Management. John
Wiley & Sons, Inc.
6.4 Other sources of information.
Guest speakers or other current articles from reputable journals, magazines, or media outlets.
6.5 Current bibliography of resource for student’s information.
Same as above.
7.0 (Fill out for ISQA and CIST courses) Estimate Computing Accreditation Commission (CAC) Category
Content (class time in hours):
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CAC Category Core Advanced
Hardware and software 0 0
Networking and telecommunications 0 0
Modern programming language 0 0
Analysis and Design 3 0
Data management 0 0
Role of IS in Organizations 6 30
8.0 Oral and Written Communications:
Every student is required to submit at least ___7__ written reports (not including exams, tests, quizzes, or
commented programs) of typically __2-3___ pages and to make __1___ oral presentations of typically
__15___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
Ethics is discussed as a course topic for a one week period. The first half of the week is devoted to lecture
and discussion and students focus on the following learning objectives related to ethics:
• Become familiar with the foundations of ethical managerial behavior and the issues/challenges
that pertain to IS/T management
• Define basic concepts related to ethical behavior
• Become familiar with ethical codes for our profession
• Recognize ethical dilemmas and forces that create them
• Identify different perspectives and approaches to resolve an ethical dilemma
Students then apply these concepts to a case study in which ethical dilemmas are discussed in more detail
and within the context of a specific situation. Students are graded based on class participation in this
discussion and test questions.
Social issues, as related to computing, are discussed throughout the semester. However, these topics are
brought to the forefront when we discuss globalization, competitive advantage, and IS culture. Students
are evaluated on their understanding of these issues via class participation, test questions, essay
questions, and homework assignments.
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
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Several theoretical concepts related to IS are discussed in this course, such as:
10.1 The organization as a system – 1 week
10.2 Ethical frameworks as they relate to IS – 1 week
10.3 Business strategy frameworks – 1 ½ weeks
10.4 Employee turnover and retention models – ½ week
10.5 Motivational theories – 1 week
10.6 Leadership theories – 1 week
10.7 Change management and technology acceptance – 1 week
11.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
Students read and discuss case studies throughout the semester. At least eight case studies are read and
discussed in class. In these discussions, students identify problems occurring in organizations as it relates
to concepts discussed in class.
The class project, regardless of its format, requires students to analyze a problem using frameworks and
ideas presented in class.
12.0 Solution design:
Please describe the design experiences common to all course sections.
Students develop solutions to problems identified from readings in case studies. These are discussed in
small groups and as a class. Students are also expected to identify solutions to specific problems that
occur in managing in a digital world via essay questions on exams.
CHANGE HISTORY
Date Change By whom Comments
3/10/06 Syllabus created Khazanchi
10/8/08 Revision of syllabus to reflect current
course content. More detail
provided in template to conform to
ABET standards.
Stacie
Petter
Lecture topics remained the
same; however, readings
reflect most current cases and
articles used in the course.
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3420
Course Title
Managing in a Digital World
Course Coordinator
Stacie Petter
Total Credits 3
Date of Last Revision 10/8/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
The goal of this course is to discuss and
interpret management theory from an
IS/T management lens.
Increase awareness of how a dynamic
and changing information-intensive
environment affects IS managers.
Appreciate challenges and opportunities
of IS management in context of 21st
century organizations.
Understand the international aspects of
IS management to develop a global and
multi-cultural view.
Understand the importance of having a
competitive advantage and the potential
role of IT in developing a competitive
advantage.
Become familiar with environmental
challenges that IS managers face in
managing diversity, quality, information
S X S X X X
S X S X X X X
S S X X X S
S S X X X
S S
S X S X X X
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technology, and knowledge for
competitive advantage in the 21st
century.
Become familiar with the foundations of
ethical managerial behavior, using
information ethically, and
issues/challenges as it pertains to IS/T
management
Understand IS planning processes as
basic managerial responsibilities.
Understand strategy formulation and
business models in a competitive IS/T
environment
Understand controls and organizational
systems for control for the IS/T function.
Understand the challenges of attracting,
developing, and maintaining a high
quality IT workforce
Understand ways of organizing the
workplace, with special emphasis high
performance work designs in IT
organizations.
Identify how work can be altered with the
use of information system and
technology.
Understand the challenges of IS
leadership, leadership theories and
models, and the role of the Chief
Information Officer.
Understand issues affecting the
management of global IS/T, particularly
challenges of and best practices for
managing teleworkers and virtual teams
Appreciate the IT-enabled change
process, including change strategies,
resistance to change and the nature of
organization development.
Understand models for technology
adoption and diffusion of technological
innovations.
S S S
S X X
S S X X
S X X X
S S X
S S X X
S S X
S S X X
S S S S X X
S S X X
S X S X X X X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 3520 Graphic User Interface Design
Department and Course Number ISQA 3520
Course Title
Graphical User Interface Design
Course Coordinator
Sidney Davis
Total Credits 3
Date of Last Revision 10/12/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The purpose of this course is to introduce the principles of interface design. In this course,
students will learn principles that have been used successfully in the past and apply them to
everyday examples from business and industry; students will become aware of the roles of
different disciplines (e.g., computer science, psychology, sociology, anthropology) and will
understand how to begin to draw on them to create usable and useful computer software;
students will study formal methods of analysis that may be used to complement less structured
aspects of design.
1.2 For whom course is intended.
This course is intended for the undergraduate MIS or CS majors who wish to study the principles
of interface design. It is one of the specialization elective courses for the Bachelor of Science in
Management Information Systems (BIS) degree.
1.3 Prerequisites of the course (Courses).
1.3.1 ISQA 3210 Advanced Technology for Personal Productivity (students should have at least
a basic understanding of how to create Web-based applications)
1.4 Prerequisites of the course (Topics).
1.4.1 Introduction to Personal Computing
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Understand the principles of interface design.
2.2 Understand that interface design requires the integration of multiple disciplines and skills and
know how to draw on them to create usable and useful computer software.
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2.3 Learn design principles and concepts that have been used successfully in the past and apply them
to everyday examples from business and industry.
3.0 Content and Organization:
3.1 Introduction 1.5
3.2 Framework for Design 7.0
3.2.1 What is interaction design
3.2.2 Understanding and conceptualizing interaction
3.2.3 Designing for collaboration and communication
3.3 Interactive System Design 9.0
3.3.1 The process of interaction design
3.3.2 Needs and requirements
3.3.3 Design, prototyping, and construction
3.4 System Evaluation 10.0
3.4.1 Heuristic evaluation and walkthroughs
3.4.2 Evaluation of design
3.4.3 Predictive evaluation
3.4.4 Requirements definition
3.5 User Interface 9.0
3.5.1 Interaction styles
3.5.2 Affective aspects
3.5.3 User’s mental model
Contact Time
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures and in-class discussions.
4.2 Student role in the course.
The student will attend lecture, participate in discussion on assigned readings, complete quizzes,
exams, the interface design project, and homework.
4.3 Contact hours.
Three (3) hours per week.
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5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will complete quizzes, homework assignments, individual interface design literature
reports and presentations, team project assignments, participate in in-class discussions, and takehome
exams. A team project will be assigned in 4 phases – with each phase taking from one to
seven weeks to complete. Graduate students will be graded based on higher standards of
completeness, accuracy, and application of design principles on their design projects. Also,
graduate students will be required to answer additional questions (over and above those of the
undergraduates) on quizzes and exams.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Components
Grading
Quizzes 10%
Homework 5%
Class Participation 5%
Exams 30%
Team Project
35%
Assignments
Interface Design
5%
Report and
Presentation
Software projects 10%
5.3 Grading scale and criteria.
Points Grade
95.5 – 100 A+
92.5 – 95.4 A
89.5 – 92.4 A-
85.5 – 89.4 B+
82.5 – 85.4 B
79.5 – 82.4 B-
75.5 – 79.4 C+
72.5 – 75.4 C
69.5 – 72.4 C-
65.5 – 69.4 D+
62.5 – 65.4 D
59.5 – 62.4 D-
59.4 or below F
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6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Sharp, H., Rogers, Y., Preece, J. (2007). Interaction Design, Second Edition, John Wiley &
Sons, Ltd. (ISBN: 978-0-470-01866-8).
6.2 Other suggested reading materials, if any.
None
6.3 Other sources of information.
Web-based resources on computer interface design.
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design 30
Data management
Role of IS in Organizations
8.0 Oral and Written Communications:
Student teams (3-4 students each) are required to submit at least __3___ written reports (not including
exams, tests, quizzes, or commented programs) to typically __8___ pages and to make __1___ oral
presentations of typically __20___ minutes duration. Also, each student will write __1__ interface design
literature report and will make __1__ presentation of typically __10___ minutes duration. Include only
material that is graded for grammar, spelling, style, and so forth, as well as for technical content,
completeness, and accuracy.
Note: student teams will complete final reports and oral presentations for the interface design project.
9.0 Social and Ethical Issues:
No coverage.
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10.0 Theoretical content:
This course deals mostly with the principles of interface design. It includes relevant theories and
frameworks to analyze and solve problems.
Hours
10.1 Conceptual design models 1.5
10.2 Users’ mental models 1.5
10.3 Design principles for usability 1.0
10.4 Design principles for user experience 1.0
10.5 Evaluation framework 1.5
10.6 Predictive models of usability 3.0
10.7 Cognitive walkthrough 1.0
10.8 Heuristic evaluation 1.0
11.0 Problem analysis:
Students learn to analyze and understand the problems associated with the design context. This course
introduces formal methods of analysis that may be used to complement less structured aspects of design.
12.0 Solution design:
Students learn to apply relevant theories and frameworks to solving the problems that have been found
in the process of problem analysis. This course also emphasizes the fact that interface design requires the
integration of multiple disciplines and skills (from information systems analysis and design, human
psychology, and computer science)
CHANGE HISTORY
Date Change By whom Comments
6/12/03 Change prerequisite from CIST 1100 and
CIST 1400. Course Change Form
5/15/03.
Wild
Prerequisites changed to match
need of course content.
6/25/03 ABET cleanup Wolcott
10/12/08 Complete reworking of course content Davis Completely revamped course
description to reflect most current
content and teaching methods
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 3520
Course Title
Graphical User Interface Design
Course Coordinator
Sidney Davis
Total Credits 3
Date of Last Revision 10/12/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the principles of good
interface design.
Understand that interface design requires
the integration of multiple disciplines and
skills and know how to draw on them to
create usable and useful computer
software.
Learn to apply design principles and
concepts that have been used
successfully in the past to everyday
examples from business and industry.
X S S S S
S S S S S
S S S S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4010 Business Intelligence
Department and Course Number ISQA 4010
Course Title
Business Intelligence
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 10/02/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course focuses on the various topics on knowledge management by utilizing both
behavioral approaches and information technology tools. It includes data collection and
analysis, intelligent agents, business concerns on data warehousing and data mining,
customer relationship management. The course will also cover information overload,
human expert systems vs. artificial intelligent systems and intelligent decision making.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to
understand the advanced Quantitative Analysis. It is one of elective courses for
undergraduates who wish to pursue Knowledge Management, Knowledge Engineering
and Decision Support Tracks.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 1400 Introduction to Computer Programming
1.3.2 CIST 2500 Introduction to Applied Statistics for IS&T
1.3.3 ISQA 3150 Principles of Quantitative Analysis
1.3.4 ISQA 3210 Advanced Technology for Personal Productivity
1.3.5 ISQA 3250 Intermediate Quantitative Analysis
1.4 Prerequisites of the course (Topics).
1.4.1 Introduction to Visual Basic Programming,
1.4.2 Program development cycle
1.4.3 Training in spreadsheets and database
1.4.4 Statistics in information science and technology
1.4.5 A well-known computer package being used to support the problem-solving
process.
1.5 1.4 Unusual circumstances of the course.
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None
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 Data, Information, and Knowledge
2.2 Knowledge Management vs. Knowledge Technology
2.3 Knowledge represented by Data
2.4 Artificial Intelligence, Expert system vs. Data Mining
2.5 Analytic Customer Management
3.0 Content and Organization:
Contact hours
3.1 Introduction 3
3.2 Data Collection and Information 6
3.3 Information Overload 6
3.4 Information and Knowledge 8
3.5 Knowledge Management 6
3.6 Knowledge Technology 4
3.7 Business Intelligence 6
3.8 Analytic Customer Relation Management 6
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures and group discussions.
4.2 Student role in the course.
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week
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5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
The student will attend lectures, participate in discussion, complete required
examinations, homework and the class project.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Components
Grading
Exams 60%
Class Project 25%
Class Participation / Homework 15%
5.3 Grading scale and criteria.
Points Grade
96 – 100% A+
90 – 95.9% A
86 – 89.9% B+
80 – 85.9% B
76 – 79.9% C+
70 – 75.9% C
66 – 69.9% D+
60 – 65.9% D
< 60% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Amrit Tiwana, Knowledge Management Toolkit, Prentice Hall, 2002. (or more
recent text)
6.2 Other suggested reading materials, if any.
6.2.1 T. Sowell, Knowledge and Decisions, Basic Books, 1980.
6.2.2 J. W. Cortada and J. A. Woods, The Knowledge Management Yearbook,
Butterworth-Heinemann, 1999.
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6.3 Other sources of information.
6.3.1 Y. Shi, “Humancasting: A Fundamental Method to Overcome User Information
Overload,” Information – International Inter-discipline Journal, Vol. 3, 127-143,
2000.
6.3.2 M. Zeleny, “Knowledge of Enterprise: Knowledge Mangement or Knowledge
Technology,” International Journal of Information Technology and Decision
Making, Vol.1, 181-208, 2002
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 4
Networking and telecommunications
Modern programming language
Analysis and Design 6
Data management 26
Role of IS in Organizations 6
8.0 Oral and Written Communications
Every student is required to submit at least ___3__ written reports (not including exams, tests,
quizzes, or commented programs) to typically ___30__ pages and to make _1____ oral
presentations of typically ___10__ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
10.1 Data Mining
10.2 Expert System
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11.0 Problem analysis:
Students learn the advanced models of Quantitative Analysis, a scientific approach to decision
making that involves the operations of organizational systems. They learn to solve the conflicts
of interest among the components of the organization in a way that is best for the organization
as a whole.
12.0 Solution design:
Students learn to develop a solution that yields an optimal value of the organizational system
measure of desirability, or compare alternative courses of action by evaluating their measure of
desirability.
CHANGE HISTORY
Date Change By whom Comments
6/12/03 Change prerequisites as needed. Wild
Course change form 5/15/03.
10/2/08 Review completed Shi
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4010
Course Title
Business Intelligence
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Course objective
Data, Information, and Knowledge S S S
Knowledge Management vs. Knowledge S S X
Technology
Knowledge represented by Data S X S
Artificial Intelligence, Expert system vs. S
S
Data Mining
Analytic Customer Management S S S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4100 Information Systems Architecture and Organization
Department and Course Number ISQA 4100
Course Title
Information Systems Architecture & Organization
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 10/12/2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course examines the frameworks and tools used to develop an organization's
information system architecture. It provides the analytical skills and conceptual
frameworks with which to make recommendations and decisions regarding the
integration of information technology components into an information system
architecture.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors and graduate MIS
majors who wish to study advanced topics pertaining to an organization's information
system architecture.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 3100 - Organizations, Applications, and Technology
1.3.2 ISQA 3310 - Managing the Database Environment
1.4 Prerequisites of the course (Topics).
1.4.1 Working knowledge of business foundations.
1.4.2 Working knowledge of computer information systems.
1.4.3 Working knowledge of information systems development.
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Understand the issues involved in architecting the information systems infrastructure in
medium- and large-sized organizations.
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2.2 Understand the frameworks and tools used to develop an organization's information
systems architecture.
2.3 Understand and apply the conceptual frameworks developed for managing information
systems architectures.
2.4 Understand the Unified Modeling Language (UML) as a tool for modeling the various
aspects of information systems architectures.
3.0 Content and Organization:
Contact hours
3.1 The Role of IS in the Enterprise & the Problems of Large/Complex IS 3.0
3.2 The Concept of Information Systems Architecture 1.0
3.3 Initial Attempts at IS Architecture 2.0
3.4 Heuristics and Conceptual Building Blocks of ISA 2.0
3.5 Technical Building Blocks of IS Architecture 2.0
3.6 Builder-Architected Systems 1.0
3.7 The Zachman Information Systems Architecture Framework 2.0
3.8 Manufacturing Systems 1.0
3.9 The Data Warehouse Architecture Framework 2.0
3.10 Social Systems 1.0
3.11 Software Systems 1.0
3.12 Collaborative Systems 1.0
3.13 Representation Models and System Architecting 1.0
3.14 The Architecture Process 3.0
3.15 Integrated Modeling Methodologies 1.0
3.16 Architecture Frameworks 1.0
3.17 The Political Process of Systems Architecting 2.0
3.18 The professionalization of Systems Architecting 2.0
3.19 Architecture Management, Measurement, and Maintenance 2.0
3.20 Overview of the Unified Modeling Language (UML) 1.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will include lectures, discussion, and guidance on the
group project.
4.2 Student role in the course.
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Students will attend lectures, participate in the in-class discussion, complete the
individual presentation assignment, complete individual assignments, and participate in
the group project.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Students will participate in the in-class discussions. Students will conduct an individual
presentation on a research topic related to the course; graduate students will also
complete an accompanying written report. Students will participate in the completion of
a group project which brings together analysis, design, modeling, communications, and
research skills.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component
Grading
Presentation 30%
Individual Assignments 30%
Team Project 30%
Class Participation 10%
5.3 Grading scale and criteria.
Points
Grade
96% - 100% A+
92% - 95% A
89% - 91% A-
86% - 88% B+
82% - 85% B
79% - 81% B-
76% - 78% C+
72% - 75% C
69% - 71% C-
66% - 68% D+
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62% - 65% D
59% - 61% D-
< 59% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Eberhardt Rechtin & Mark W. Maier. The Art of Systems Architecting, 2nd Edition
CRC Press, 2000 (or more recent text)
6.2 Other suggested reading materials, if any.
6.2.1 On-line: Intranet Architecture - Integrating Information Design with Business
Planning (http://www.intrack.com/intranet/iarchi.shtml)
6.2.2 On-line: The IntraNet Architecture: Managing information in the new paradigm
(http://www.iorg.com/papers/amdahl/infra.html)
6.2.3 On-line: Intranet Cost
Calculator(http://www.intrack.com/intranet/costs/index.shtml)
6.2.4 On-line: Complexity problems: the IRS
(http://cnnfn.com/1999/03/01/economy/irs/)
6.2.5 On-line: Multi-vendor problems: MCI
6.2.6 (http://cnn.com/TECH/computing/9908/23/network.nono.idg/index.html)
6.2.7 On-line: Definition of Architecture, as per the University of Leuven
(http://www.mech.kuleuven.ac.be/pma/project/goa/extracts/architec.htm)
6.2.8 On-line: How Do You Define Software Architecture? as per the Software
Engineering Institute at Carnegie Mellon University
(http://www.sei.cmu.edu/architecture/definitions.html)
6.2.9 On-line: What an Information Architect Does (PDF file)
(http://www.jjg.net/ia/iadoes0700.pdf)
6.2.10 On-line: The power of standardization: A Brief Overview of GSM (http://kbs.cs.tuberlin.de/~jutta/gsm/js-intro.html)
6.2.11 On-line: The power of heuristics: Usability Heuristics for the Web
(http://www.webreview.com/1997/10_10/strategists/10_10_97_2.shtml)
6.2.12 On-line: The power of patterns: Essential Concepts and Terminology
(http://www.enteract.com/~bradapp/docs/patterns-intro.html)
6.2.13 On-line: Technology: Computer User's High-Tech Dictionary
(http://www.computeruser.com/resources/dictionary/dictionary.html)
6.2.14 On-line: Technology: Information Technology Association of America
(http://www.itaa.org/)
6.2.15 On-line: UML: Rational Software's UML site (http://www.rational.com/uml/)
6.2.16 On-line: UML: UML Dictionary (http://softdocwiz.com/UML.htm)
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6.2.17 On-line: UML: A Unified Object Modeling Approach
(http://www.iconixsw.com/Spec_Sheets/UnifiedOM.html)
6.2.18 On-line: Explore the Zachman Architecture
6.2.19 On-line: John Zachman's Homepage
(http://www.ozemail.com.au/~ieinfo/zachman.htm)
6.2.20 On-line: Getting Beyond the "Legacy," by John A. Zachman.
(http://www.ies.aust.com/~visible/papers/zachman1.htm)
6.2.21 On-line: The Challenge is Change: A Management Paper, by John A. Zachman
(http://www.ies.aust.com/~visible/papers/zachman2.htm)
6.2.22 On-line: Framework Software (http://www.frameworksoft.com/)
6.2.23 On-line: The Zachman Framework: An Introduction, by David C. Hay
(http://www.essentialstrategies.com/publications/methodology/zachman.htm)
6.2.24 On-line: The Framework for Enterprise Architecture, by the Zachman Institute for
Framework Advancement (http://www.zifa.com/zifajz02.htm)
6.2.25 On-line: An overview of the Zachman Framework, by Momentum Systems, Inc.
(http://www.momentumsystems.com/zframework.html)
6.2.26 On-line: Pattern Based Reengineering, Michael A. Beedle Ph. D. (This article
combines the topics of object-oriented software engineering, patterns, the
Zachman Framework, and the UML.)
6.2.27 On-line: Implementing the Zachman Framework for Enterprise Architecture, by
Alan Perkins. (http://www.ies.aust.com/~visible/papers/Zachman.html)
6.2.28 On-line: The Zachman Framework, by Dr. John K. Sharp (By the way, note the 7th
reference of this article - a reference to an earlier version of this course.)
(http://www.inconcept.com/JCM/February1999/print/sharp.html)
6.2.29 On-line: The Zachman Framework for the Data Administration function, as used by
the Forest Service of British Columbia.
(http://www.for.gov.bc.ca/isb/datadmin/framewrk.htm)
6.2.30 On-line: The Zachman Framework for Healthcare Informatics Standards
(http://www.ansi.org/rooms/room_41/public/documents/zach_isa.pdf)
6.2.31 On-line: The Zachman Framework for Enterprise Architecture by Andrew Faulkner
(http://www.datagruven.com/CIPS/Zachman.html)
6.2.32 On-line: Formalization of Multi-level Zachman Frameworks by Richard Martin and
Edward L. Robertson ( ftp://ftp.cs.indiana.edu/pub/techreports/TR522.pdf)
6.2.33 On-line: Explore the Data Warehousing Architecture
6.2.34 On-line: Data Warehousing resources on the World Wide Web
(http://www.datawarehousing.com/)
6.2.35 On-line: Data Warehousing Overview
(http://www.sas.com/rnd/warehousing/dwo_web.html)
6.2.36 On-line: Introduction to Business Modeling Using the Unified Modeling Language
(UML) (http://www.therationaledge.com/content/mar_01/m_uml_jh.html)
6.2.37 On-line: Use Case Modeling Introduction
(http://www.zoo.co.uk/~z0001039/PracGuides/pg_use_cases.htm)
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6.2.38 On-line: Top Ten Use Case Mistakes
(http://www.sdmagazine.com/documents/s=815/sdm0102c/)
6.2.39 On-line: Use case modeling tips (http://www-
106.ibm.com/developerworks/java/library/tip-uml2.html)
6.2.40 On-line: Use and Abuse Cases, by Martin Fowler (PDF Format)
(http://www.awl.com/cseng/titles/0-201-89542-0/articles/abuse.pdf)
6.2.41 On-line: 7 tips for writing better use cases
(http://www.class.com.au/newsletr/97sep/usecases.htm)
6.2.42 On-line: Use Case Fundamentals, by Alistair Cockburn
(http://members.aol.com/acockburn/papers/AltIntro.htm)
6.2.43 On-line: Formalizing Use Cases with Message Sequence Charts, a Masters Thesis
by Michael Andersson & Johan Bergstrand
(http://www.efd.lth.se/~d87man/EXJOBB/ExBookTOC.doc.html)
6.2.44 On-line: Why Are Use Cases So Painful?
(http://www.evanetics.com/Articles/ObjectModeling/why_are_use_cases_so_pai
nful.htm)
6.2.45 On-line: Worldwide Institute of Software Architects (http://www.wwisa.org/)
6.2.46 On-line: Introduction to Objects (incl. Java code examples)
(http://www.comp.nus.edu.sg/~hengak/IC1101J/IC1101/content/ch8p1.html)
6.2.47 On-line: Object-Oriented Computing - What's the Big Deal?
(http://www.firststep.com.au/education/solid_ground/oo.html)
6.2.48 On-line: The Object-Oriented Advantage
(http://www.firststep.com.au/education/solid_ground/oo_dev.html)
6.2.49 On-line: What is Object-Oriented
Software?(http://catalog.com/softinfo/objects.html)
6.2.50 On-line: A collaborative systems example: CORBA
(http://www.cs.wustl.edu/~schmidt/corba.html)
6.2.51 On-line: State-Transition diagram
(http://cobra.csc.calpoly.edu/~gfisher/projects/work/inferno/documentation/uml
/notation/notation9a.html#9.1)
6.2.52 On-line: An Atlas of Cyberspaces - visual modeling at its finest
(http://www.cybergeography.org/atlas/atlas.html)
6.2.53 On-line: Sample Sequence Diagrams
(http://web.dis.unimelb.edu.au/undergrad/1997/cuc/245Project/Sequence3.htm)
6.2.54 On-line: Collaboration Diagrams
(http://193.174.33.104:7776/UMT/notation_guide_ch7.html)
6.2.55 On-line: Architecting for Business: An Executive Overview, by Unisys
6.2.56 (http://www.corp.unisys.com/UNISYS/ACEweb.NSF/LookupView/Executive+Overv
iew?OpenDocument#apoverview)
6.2.57 On-line: Building Blocks and the Architecture Development Method, by The Open
Group (http://www.opengroup.org/public/arch/p4/bbs/bbs_adm.htm)
6.2.58 On-line: The Hatley-Pirbhai Methodology
(http://www.turbocase.com/method.html)
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6.2.59 On-line: Quality Function Deployment Institute (http://www.qfdi.org/)
6.2.60 On-line: UML Resource Center (http://www.rational.com/uml/index.jtmpl)
6.2.61 On-line: The Zachman Architecture
6.2.62 On-line: U.S. Department of Energy Information Systems Architecture - a vast online
resource (http://cio.doe.gov/iap/)
6.2.63 On-line: ZDNet's Net.Politics site
(http://www.zdnet.com/products/netpolitics.html)
6.2.64 On-line: HotWired News' Politics site (http://www.wired.com/news/politics/)
6.2.65 On-line: INCOSE - International Council on Systems Engineering
(http://www.incose.org/)
6.2.66 On-line: INCOSE Systems Architecting Working Group
(http://www.incose.org/cmtes/sawg.html)
6.2.67 On-line: IEEE Software Engineering Standards Committee Architecture Working
Group (http://www.pithecanthropus.com/~awg/index.html)
6.2.68 On-line: TiAC - The Information Architects Cooperative
(http://www.infoed.com/default.htm)
6.3 Other sources of information.
Additional handouts may be used when deemed necessary by the instructor.
6.4 Current bibliography of resource for student’s information.
None
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 12
Networking and telecommunications 6
Modern programming language
Analysis and Design 6
Data management 12
Role of IS in Organizations 18
8.0 Oral and Written Communications:
As part of the group term project assignment, the students are required to submit 5 written
reports which are typically 5-15 pages long. Individually, each student makes 1 oral presentation
of typically 25 minutes duration. This presentation includes research, development of original
presentation materials, and oral presentation skills.
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1.0 Social and Ethical Issues:
Students are presented with problems that arise from poorly developed and/or managed
information systems, and discuss potential solutions. A chapter on Social Systems specifically
addresses the impact of information systems on social structures.
9.0 Theoretical content:
Zachman Framework for Information Systems/Enterprise Architecture (4 hours)
10.0 Problem analysis:
Students will explore the need for information system architectures in medium and large-sized
organizations. Students will explore the conceptual frameworks developed for managing
information systems architectures. Students will explore the Unified Modeling Language as a
tool for architecture representation.
11.0 Solution design:
The students will develop and apply analytical skills, as well as their understanding of
architectural frameworks and the Unified Modeling Language. The students will combine these
new skills with existing knowledge and skills in the area of information systems development in
order to design an integrative architecture for a real-world organization.
CHANGE HISTORY
Date Change By whom Comments
4/8/2003 Added prerequisites: CIST 2110 and
ISQA 3310. Course Change Form
4/22/03.
Paul van
Vliet
Prerequisites suggested by ISQA
faculty undergraduate curriculum
review.
6/25/03 ABET cleanup Wolcott
9/13/2007 Updated syllabus contents; changed Van Vliet
prerequisite from CIST 2110 to CIST
3100 as this course was renumbered.
10/12/2008 Updated section 5.1 to more accurately Van Vliet
reflect the current term project
10/12/2008 Updated section 8.0 to more accurately Van Vliet
reflect course administration
10/12/2008 Updated section 9.0 to reflect current Van Vliet
course content
10/12/2008 Updated section 10 to reflect change in Van Vliet
nomenclature of theoretical model
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14. Local and global role of iS
15. Knowledge of computing
16. Analysis and design
17. Communication
18. Computer-based tools
19. Work on a team
20. Professional, legal, ethical standards
21. Model processes and data
22. Design, implement, evaluation IS
23. Manage projects
24. Manage IS within application env.
25. Manage change
26. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4100
Course Title
Information Systems Architecture & Organization
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 10/12/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the issues involved in
architecting the information systems
infrastructure in medium- and large-sized
organizations.
Understand the frameworks and tools
used to develop an organization's
information systems architecture.
Understand and apply the conceptual
frameworks developed for managing
information systems architectures.
Understand the Unified Modeling
Language (UML) as a tool for modeling
the various aspects of information
systems architectures.
S S S S X S X
S S S X X
S S S X X
S S S
BIS Program Outcomes (2009)
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14. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
1. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
2. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
3. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
4. understand and apply appropriate types of computer-based tools to support communication.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply professional, legal, and ethical standards of conduct.
7. understand and model organizational processes and data.
8. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
9. manage projects.
10. manage information systems within a specific application environment.
11. manage change.
12. recognize the need for continuing professional development
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ISQA 4110 Information Systems Analysis
Department and Course Number ISQA 4110
Course Title
Information Systems Analysis
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 05/29/2009
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course presents an overview of information systems and the system development life
cycle for the systems analyst. The course emphasis focuses on tools and techniques that
the analyst, designer, and programmer can use to document information systems.
The classical and structured tools for describing data flow, data structures, process flow,
and logical design requirements will be applied to documenting systems. Emphasis will be
placed on the integrated use of the classical and structured tools, requirements
definition, project management, and cost/benefit analysis.
1.2 For whom course is intended.
This course is intended for undergraduate MIS majors who wish to study topics on
systems analysis and design.
1.3 Prerequisites of the course (Courses)
1.3.1 CIST 3100 - Organizations, Applications, and Technology
1.3.2 ISQA 3210 - Advanced Technology for Personal Productivity (prior or concurrent
enrollment)
1.3.3 ISQA 3310 - Database Management (prior or concurrent enrollment)
1.4 Prerequisites of the course (Topics).
1.4.1 Types of Processing Systems
1.4.2 Essential Concepts of Networks
1.4.3 Essential Concepts in DSS, Artificial Intelligence and other technologies
1.4.4 Essential Concepts in Systems Analysis, Design, and Databases
1.4.5 Introduction to Data Modeling – ER Diagrams
1.4.6 Essential techniques in Word, Excel, Access, and PowerPoint
1.4.7 Understanding of Operating Systems (Windows and Unix)
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1.4.8 Essential Techniques in Technical Writing
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 asdfa
2.2 The students will be able to develop a better understanding of the entire information
system development process: from the identification of the business problems and needs
to the design of an improved system to the writing of documentation.
2.3 The students will improve their technical and group communication skills. The students’
ability to communicate with both technical and non-technical people should be improved
through the proper use of the tools. Their writing and speaking skills may also be
enhanced as they learn how to present their documentation to the instructor.
2.4 The student systems analyst will learn how to utilize critical thinking skills, problem
solving, change management, and project management. These essential skills will enable
them to work with their clients and define the client project. This process includes ethical
decision making and determine appropriate solutions for their client.
2.5 The students will apply technical and theoretical knowledge to the client project.
Students will be able to apply their specific strategies and methodologies such as cost
benefit analysis, process modeling, use diagrams, and documentation to their project.
2.6 The student will apply their technical knowledge to the client project. This knowledge
applies to the selection of hardware, software, operating systems, and networking
solutions.
2.7 The student will have a better understanding of information systems in general. Students
will learn many capabilities and characteristics of good information systems. This process
will help students design more effective systems, encourage additional education and
certification during their careers.
3.0 Content and Organization:
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Contact hours
3.1 Introduction to ISQA 4110, The Systems Development Environment
& Overview of Software Applications 3.0
3.2 The Origins of Software 3.0
3.3 Managing the Information Systems Project
& Introduction to Microsoft Project 2007 3.0
3.4 Identifying and Selecting Systems Development Project 3.0
3.5 Initiating and Planning Systems Development Projects 3.0
3.6 Information Security 3.0
3.7 Risk Analysis for Information Systems 3.0
3.8 Determining Systems Requirements 3.0

3.9 Structuring Systems Requirements: Process Modeling
& Structuring Systems Requirements: Logic Modeling 3.0
3.10 Rapid Application Development
& Object-Oriented Analysis and Design 3.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods include lectures, in-class exercises, software tutorials, and
guidance on the semester project.
4.2 Student role in the course.
Students will attend lectures, complete in-class exercises and quizzes, complete two
examinations, complete and present class projects.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Students will complete in-class exercises and quizzes, take two examinations, complete
and present class projects.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component
Grading
In-class Exercises and Quizzes 5%
Examinations 40%
Class Project 50%
Class Presentation 5%
5.3 Grading scale and criteria.
Points Grade
97% - 100% A+
90% - 96% A
87% - 89% B+
80% - 86% B
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77% - 79% C+
70% - 76% C
67% - 69% D+
60% - 66% D
0% - 59% F
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6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Jeffrey A. Hoffer, Joey F. George, and Joseph S. Valacich. Modern Systems Analysis
and Design, Fifth Edition. Addison Wesley Longman. 2008.
6.1.2 Rachel Biheller Bunin. Microsoft Project 2007, Introductory. Course Technology.
2008.
6.2 Other suggested reading materials, if any.
6.2.1 Systems Analysis and Design Methods by Jeffrey Whitten and Lonnie Bentley,
McGraw-Hill/Irwin, 7th Edition, 2005
6.2.2 Systems Analysis and Design by Allan Dennis, Barbara Wixom, and Roberta Roth,
Wiley Publishing, 2008.
6.2.3 Systems Analysis and Design, Seventh Edition, by Gary Shelley, Thomas Cashman,
and Harry Rosenblatt, Course Technology, 2007.
6.2.4 Systems Analysis and Design, 7th Edition, by Kenneth Kendall and Julie Kendall,
Prentice-Hall, 2007.
6.2.5 Systems Analysis and Design with UML, by Allan Dennis, Barbara Wixom, and
David Tegarden, Wiley Publishing, 2007.
6.2.6 Systems Anlaysis and Design in a Changing World, by John Satzinger, Robert
Jackson, and Stephen Burd, Course Technology, 2008.
6.2.7 Essentials of Systems Analysis and Design, 4th Edition, by Jeffrey Hoffer, Joey
George, and Joseph Valacich, Prentice-Hall, 2009.
6.2.8 Information Systems Methodologies by Olle, Addison-Wesley Publishing
6.3 Other sources of information.
Additional course content, either with pages developed especially for this course or with
links to additional course materials, will be provided during the semester.
6.4 Current bibliography of resource for student’s information.
None.
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7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 6
Networking and telecommunications 3
Modern programming language
Analysis and Design 21
Data management
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least ___4__ written reports (not including exams, tests,
quizzes, or commented programs) to typically _5-25____ pages and to make __1___ oral
presentations of typically __20___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
The course deals with information security and risk analysis for information systems. These
topics will partly be concerning social and ethical issues. Students will be graded on their
understanding of these topics by in-class exercises, quizzes or exams.
10.0 Theoretical content:
None.
11.0 Problem analysis:
Students select a project in which they will analyze a real-world organization and their
information systems need. Students will review systems development requirements and identify
the data that is required for the systems design. The students develop alternatives and present
these solutions for the client.
Student will learn the definition of systems planning, systems analysis and tools and techniques
that the programmer or analyst can use to document information systems. Classical and
structured tools about the problem analysis include ones for describing data flow, data structure,
and process flow. Time permitting, the course will survey other important skills for the systems
analyst such as data gathering and reporting, project management, and cost/benefit analysis.
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12.0 Solution design:
Students will use the theory and established practices of information systems analysis and design
to develop a functional design specification document and determine information systems
security requirements. The project groups develop appropriate models (process models, state
transition diagrams, use case diagrams, and logic modeling) and supporting documentation
through the use of the above tools.
CHANGE HISTORY
Date Change By whom Comments
11/2/02 Initial ABET version created Pietron
6/25/03 ABET cleanup Wolcott
7/10/03 Change Prerequisite (Course Change Wild Update course prerequisites.
Form – 4-22-03)
10/13/08 Update to course description and Pietron
prerequisites
4/05/2009 Update to course objectives Pietron Updated the course objectives
to be in alignment ABET
outcomes
5/29/2009 Updating bibliography and
assignments
Pietron Updating references
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Work on a team
6. Computer-based tools
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. Course Objectives
Department and Course Number ISQA 4110
Course Title
Information Systems Analysis
Course Coordinator
Leah R. Pietron
Total Credits 3
Date of Last Revision 05/29/2009
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
The students will be able to develop a S S S
better understanding of the entire
information system development
process: from the identification of the
business problems and needs to the
design of an improved system to the
writing of documentation
The students will improve their technical S S S S S S X S S X X
and group communication skills. The
students’ ability to communicate with
both technical and non-technical people
should be improved through the proper
use of the tools. Their writing and
speaking skills may also be enhanced as
they learn how to present their
documentation to the instructor.
The student systems analyst will learn X S S S S X S S S
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how to utilize critical thinking skills,
problem solving, change management,
and project management. These
essential skills will enable them to work
with their clients and define the client
project. This process includes ethical
decision making and determine
appropriate solutions for their client
The students will apply technical and
theoretical knowledge to
the client project. Students will be able
to apply their specific
strategies and methodologies such as
cost benefit analysis, process
modeling, use diagrams, and
documentation to their project
The student will apply their technical
knowledge to the project. This
knowledge applies to the selection of
hardware, software, operating systems
and networking solutions.
The student will have a better
understanding of information systems in
general. Students will learn many
capabilities and characteristics of good
information systems. This process will
help students design more effective
systems, encourage additional education
and certification during their careers.
S S S X
X X S
S S X X S S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. work effectively in a team environment and collaborate with others to accomplish a common goal.
6. understand and apply appropriate types of computer-based tools to support communication.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4120 System Design and Implementation
Department and Course Number ISQA 4120
Course Title
Information Systems Design & Implementation
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 10/12/2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This is the second course in a sequence in computer information systems analysis, design,
and implementation. This course extends the basic foundations of systems development
started in ISQA 4110 and examines the activities comprising the design, construction and
implementation of information systems.
1.2 For whom course is intended.
This course is intended for undergraduate MIS majors who wish to study advanced topics
pertaining to information systems design and implementation. It is a required course for
the Bachelor of Science in MIS degree.
1.3 Prerequisites of the course (Courses).
1.3.1 ISQA 4110 Information Systems Analysis
1.3.2 ISQA 3310 Managing the Database Environment
1.4 Prerequisites of the course (Topics).
1.4.1 Data modeling using the relational database model
1.4.2 Systems analysis
1.4.3 Database development using Microsoft Access
1.4.4 Project management basics
1.4.5 Technical writing
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Complete the development of the projects started in the previous semester in ISQA 4110.
2.2 Be able to successfully design and construct a software application.
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2.3 Be able to critically assess systems development alternatives.
2.4 Be able to develop high quality systems documentation.
3.0 Content and Organization:
Contact hours
3.1 Overview of Systems Design approaches 3.0
3.2 Data Model Design 3.0
3.3 Database Design 3.0
3.4 User Interface Design 3.0
3.5 Systems Architecture Design 3.0
3.6 Systems Controls Design 3.0
3.7 Process Design & Code Development 3.0
3.8 Documentation Development 3.0
3.9 Design of Testing Procedures 3.0
3.10 Systems Installation Issues 3.0
3.11 Distributed Systems Design 3.0
3.12 System Maintenance 3.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will include lectures, discussion, and intense guidance on
the systems development project.
4.2 Student role in the course.
Student will attend lectures, read assignment readings, complete exams, participate in
the systems development project and take part in the formal presentation of the project.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Student will complete two individual exams. Students – in groups of 3 to 5 - will
participate in the completion of the project milestones, the project application, the
project documentation, and the presentation of the project.
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5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component
Grading
Exams 33.3%
Project milestones 33.3%
Final project and presentation 33.3%
5.3 Grading scale and criteria.
6.0 Resource Material
Points
Grade
96% - 100% A+
92% - 95% A
89% - 91% A-
86% - 88% B+
82% - 85% B
79% - 81% B-
76% - 78% C+
72% - 75% C
69% - 71% C-
66% - 68% D+
62% - 65% D
59% - 61% D-
00% - 58% F
6.1 Textbooks and/or other required readings used in course.
6.1.1 Modern Systems Analysis and Design - Fifth Edition, by Jeffrey A. Hoffer, Joey F.
George, and Joseph S. Valacich, Pearson/Prentice Hall, 2008.(or more recent text)
6.2 Other suggested reading materials, if any.
6.2.1 asdjaklsd
6.2.2 On-Line: A Relational Model of Data for Large Shared Data Banks - Ed Codd's
original article (http://www.acm.org/classics/nov95/)
6.2.3 On-Line Tutorial: Getting Started with ERwin - A tutorial created by Dr. Wolcott
(http://www.isqa.unomaha.edu/wolcott/tutorials/erwin/erwin.html)
6.2.4 On-Line: Normalization Overview
(http://www.troubleshooters.com/littstip/ltnorm.html)
6.2.5 On-Line: Normalization beyond 3NF
(http://www.utexas.edu/cc/database/datamodeling/rm/rm8.html)
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6.2.6 On-Line: The Interface Hall of Shame (http://www.iarchitect.com/shame.htm)
6.2.7 On-Line: Nooface - in search of the post-PC interface (http://www.nooface.net/)
6.2.8 Special On-Line Reading: The Undead
(http://www.wired.com/wired/archive/7.03/punchcards_pr.html)
6.2.9 On-Line: Applicability of ISO 9001 to Software Development
(http://www.tantara.ab.ca/iso90003.htm)
6.2.10 On-Line: DevX - A software developer resource portal (http://www.devx.com/)
6.2.11 On-Line: High tech's missionaries of sloppiness - A great article on the need for
software quality.
(http://www.salon.com/tech/feature/2000/12/06/bad_computers/index.html)
6.2.12 On-Line: Implementation Pitfalls & Lessons (PDF file)
(http://www.acu.ac.uk/chems/onlinepublications/930916507.pdf)
6.2.13 On-Line: Mother Earth Mother Board, Neal Stephenson's lengthy chronicle of the
laying of the longest wire on Earth.
(http://www.wired.com/wired/archive/4.12/ffglass.html)
6.3 Other sources of information.
Additional handouts may be used when deemed necessary by the instructor.
6.4 Current bibliography of resources for student’s information.
None.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 9
Networking and telecommunications 3
Modern programming language 3
Analysis and Design 33
Data management 1.5
Role of IS in Organizations 12
8.0 Oral and Written Communications:
As part of the group term project, all students contribute to the submission of 5 written reports
(not including exams, tests, quizzes, or commented programs) to typically 15-45 pages. In
addition, all students participate in 2 oral presentations of typically 10 and 25 minutes respective
duration.
9.0 Social and Ethical Issues:
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The concept of ethical behavior in the role as system developer is discussed throughout.
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
No coverage
11.0 Problem analysis:
Students will continue their analysis of a real-world organization’s information system needs.
Students will review systems design and development options so as to develop an appropriate
systems solution for the target organization.
12.0 Solution design:
Students will use the theory and established practices of information systems design to develop a
database design, a user interface design, a systems security and controls design, an application
process design, a network design (if needed), as well as a complete set of systems and end user
documentation for the real-world organization for which they undertake their systems
development project.
CHANGE HISTORY
Date Change By whom Comments
10/3/02 Initial ABET version van Vliet
6/25/03 ABET cleanup Wolcott
9/13/07 Document updated as needed Van Vliet
10/12/2008 Updated Section 8.0 to more accurately Van Vliet
reflect course administration
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4120
Course Title
Information Systems Design & Implementation
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Complete the development of the
projects started in the previous semester
in ISQA 4110.
Be able to successfully design and
construct a software application.
Be able to critically assess systems
development alternatives.
Be able to develop high quality systems
documentation.
S S S S S S S S S X
S S S S X X S S S
S S S S X S S X
S X S S S X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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-250-

ISQA 4150 Advanced Statistical Methods for IS&T
Department and Course Number ISQA 4150
Course Title
Advanced Statistical Methods for IS&T
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 03/31/09
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course emphasizes the application and interpretation of statistical methods including
design of experiments, analysis of variance, multiple regression, and nonparametric
procedures and the use of statistical computer packages. The intent is to develop
quantitative abilities needed for quantitatively intensive jobs and for advanced study in
management information systems, computer science and information technology.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to study
advanced topics pertaining to the application of statistics. It is one of elective courses for
undergraduates who wish to pursue Knowledge Engineering and Decision Support Track
1.3 Prerequisites of the course (Courses)
1.3.1 CIST 2500 Introduction to Applied Statistics for IS&T
1.4 Prerequisites of the course (Topics).
1.4.1 Statistics in information science and technology including such topics as
descriptive statistical measures, probability, discrete probability, sampling,
estimation analysis, hypothesis testing, regression, and analysis of variance.
1.4.2 A well-known computer package (e.g. SAS) will be used to support the problemsolving
process.
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Understand advanced statistical analysis and how to apply them in real life situation.
2.2 Understand the sampling survey and how to collect the data, design the appropriate
experimental design.
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3.0 Content and Organization:
3.1 Review some topics from CIST2500 3
3.2 Inferences about Population Variances 3
3.3 Analysis of Variance and Experimental Design 6
3.4 Simple Linear Regression 6
3.5 Multiple Regression 6
3.6 Regression Analysis: Model Building 3
3.7 Tests of Goodness of Fit and Independence 3
3.8 Nonparametric Statistics 6
3.9 Sampling Survey 4
3.10 Forecasting 4
4.0 Teaching Methodology:
4.1 Methods to be used.
Contact hours
A combination of faculty and student lectures on textbook and journal research.
4.2 Student role in the course.
Students will attend the lectures, participate in discussions, complete projects and
homework.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Students complete computer projects and homework.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component
Grading
Projects 62.5%
Homework 25.0%
Attendance &Participation 12.5%
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5.3 Grading scale and criteria.
Points Grade
98 – 100% A+
90 – 97% A
87 – 89% A-
84 – 86% B+
80 – 83% B
77 – 79% B-
74 – 76% C+
70 – 73% C
67 – 69% C-
64 – 66% D+
60 – 63% D
57 – 59% D-

7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language 10
Analysis and Design 6
Data management 3
Role of IS in Organizations 7
8.0 Oral and Written Communications:
Every student is required to submit at least ___6__ written reports (not including exams, tests,
quizzes, or commented programs) to typically _10____ pages and to make ___1__ oral
presentations of typically __15___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
No coverage.
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
Hours
10.1 Simple Linear Regression 6
10.2 Multiple Regression 6
10.3 Regression Analysis: Model Building 3
10.4 Tests of Goodness of Fit and Independence 3
10.5 Nonparametric Statistics 6
10.6 Forecasting. 4
11.0 Problem analysis:
Students as a team will study and analyze an organization, preferably their workplace. They use
a sampling survey to collect the data in the areas of product quality, service quality, and
information quality in order to pinpoint the areas of inefficiency.
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12.0 Solution design:
Student design the appropriate experimental design using statistical models and a well known
statistical software such as SAS or MINITAB. Then the appropriate conclusions will be drawn from
the results for a better decision-making.
CHANGE HISTORY
Date Change By whom Comments
Spring Initial ABET version
Najjar
2003
11/6/2002 Change of title from “Cases in Applied Najjar
Statistics” to “Advanced Statistical
Methods for IS&T”
6/25/03 ABET cleanup Wolcott
7/10/03 Change title & course description –
Course Change Form – 12-6-02
Wild Update course description and
title to reflect focus of class
03/31/09 Change title & course description –
Course Change Form – 06/25/03
Najjar Update course description and
added bibliography
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4150
Course Title
Advanced Statistical Methods for IS&T
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand advanced statistical analysis
and how to apply them in real life
situation.
Understand the sampling survey and how
to collect the data, design the
appropriate experimental design.
X X X
S
S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4180 Electronic Commerce
Department and Course Number ISQA 4180
Course Title
Electronic Commerce
Course Coordinator
Sajda Qureshi
Total Credits 3
Date of Last Revision 6/8/09
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course will offer a critical examination of issues, technologies, standards, and business
and social implications of electronic commerce in cyberspace. Some key topics will include
history of the Internet, managing electronic commerce funds transfer, reinventing the future
of business through electronic commerce, business opportunities in electronic commerce,
electronic commerce Web site design, social, political and ethical issues associated with
electronic commerce, and business plans for technology ventures. The fundamental goal of
this course is to educate a new generation of managers, planners, analysts, and programmers
of the realities and potential for electronic commerce.
1.2 For whom course is intended.
This course is intended for students who wish to know the realities and potential for
electronic commerce. It is one of elective courses for the Bachelor of Science in MIS degree.
The fundamental goal of this course is to educate a new generation of managers, planners,
analysts, and programmers of the realities and potential for electronic commerce.
1.3 Prerequisites of the course (Courses)
1.3.1 ISQA 3400 or equivalent.
1.4 Prerequisites of the course (Topics).
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 To learn about Electronic Commerce concepts and business models;
2.2 To familiarize individuals with current and emerging Electronic Commerce technologies;
2.3 To be able to apply electronic commerce practices by producing and presenting an e-business
plan, and create a web site for a client organization.
3.0 Content and Organization:
Contact time
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3.1 Introduction to Electronic Commerce 6
3.2 The Internet and the Web: infrastructure for Electronic Commerce 3
3.3 Web-based tools for Electronic Commerce 3
3.4 Electronic Commerce software 3
3.5 Security threats to Electronic Commerce 3
3.6 Implementing security for Electronic Commerce 3
3.7 Electronic payment systems 2
3.8 Strategies for marketing, sales, and promotion 6
3.9 Strategies for purchasing and support activities 6
3.10 Strategies for Web auctions, virtual communities and Web portals 3
3.11 International, legal, ethical and tax issues 3
3.12 Implementing Electronic Commerce 3
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures and in-class discussions. A problem based
learning approach is used through which students will 1) learn electronic commerce concepts
and business models, 2) apply these in case study situations and 3) explain and resolve
electronic commerce related issues through a problem solving process.
4.2 Student role in the course.
Students must complete all course requirements including, projects, discussions, and exams
by their deadlines and to the satisfaction of the instructor. Students will work out several inclass
and out-of-class exercises individually and in groups. Students must come prepared
with the assigned readings so that students can initiate and participate in meaningful
discussions.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Grades conform to the degree to which each of the requirements stressed in class is met in
the various assignments and projects. To be eligible for a passing grade in the class, a student
must complete all course requirements including, in-class assignments, homework, projects,
discussions, and exams by their deadlines and to the satisfaction of the instructor.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
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Your final grade is based on the percentage of points that you receive out of the total possible
points for the course. A curve may be used to scale the entire class higher, if necessary, but
scaling down will not be done.
Component
Grading
Individual Assignments (case analysis) 40%
Group Term Project (Proposal, E-business plan and commercial web site) 40%
Group Project Presentation (Peer evaluation ) 10%
Class Participation 10%
5.3 Grading scale and criteria.
Points Grade
98-100% A+
92-97% A
90-91% A-
86-89% B+
82-85% B
80-81% B-
76-79% C+
72-75% C
70-71% C-
66-69% D+
62-65% D
60-61% D-

6.4 Current bibliography of resource for student’s information.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 6
Networking and telecommunications 6
Modern programming language
Analysis and Design 6
Data management
Role of IS in Organizations 18
8.0 Oral and Written Communications:
Every student is required to submit at least __3___ written reports (not including exams, tests, quizzes, or
commented programs) to typically __5-10___ pages and to make _1____ oral presentations of typically
__15-20___ minutes duration. Include only material that is graded for grammar, spelling, style, and so
forth, as well as for technical content, completeness, and accuracy.
8.1 Two case analysis assignments: every student will complete a paper with 5 single-spaced pages or
10 double-spaced pages (maximum).
8.2 One Web site analysis project (group)
8.3 One e-business plan and Web site project (group): every group will complete the business plan,
the Web site implementation and the presentation lasting 20 minutes followed by a ten-minute
question and answer session (All members of the group are expected to actively participate in the
presentation.).
9.0 Social and Ethical Issues:
The course will cover international, legal, ethical and tax issues related to Electronic Commerce. Three (3)
hours will be spent on the topic. The student in the course will be graded on their understanding of the
topic in test questions.
10.0 Theoretical content:
The course deals with various concepts and terms of Electronic Commerce (12 contact hours).
11.0 Problem analysis:
Students learn to analyze issues, technologies, standards, and business and social implications of
electronic commerce in cyberspace. In topical analysis assignments, students will analyze current EC
news events by applying/integrating concepts, models, and terminology learned in the chapters specified
on the syllabus and related class discussion. In the case analysis assignment, students will analyze a
"problem solving approach" or “educational ”case . In the Web site analysis project, students will analyze
Web sites with two categories of criteria: the technical dimension and business evaluation. In the e-
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usiness plan and Web site project (group), every group will assess a client firm (or develop their own
business) user needs, develop an e-business plan, and implement it in the form of a commercial Web site.
12.0 Solution design:
In the e-business plan and Web site project (group), every group will develop an e-business plan, and
implement it in the form of a commercial Web site.
CHANGE HISTORY
Date Change By Whom Comments
10/28/02 Initial ABET version Qureshi
August
2002
Removed section on “Strategies for marketing, sales,
and promotion”
Sajda
Qureshi
Students do not have
the background to be
able to conduct a
January
2003
January
2003
January
2003
Grade Weights: Class Participation weight reduced to
5% and Peer evaluation made part of the Group Project
grade. More weight has been given to the website
analysis project. These changes are reflected in this
course outline.
Books: Saloner, G and A.M. Spence "Creating and
Capturing Value. Perspectives and cases on Electronic
Commerce". Wiley and Sons (2002) made required text
along with Laudon and Travers (2002).
Course outline: Changed the order of material: moved
eCommerce models, technologies, infrastructure,
Customer Relationship Management, Supply Chain
Management, collaborative commerce, eMarkets,
portals and auctions, and virtual communities to the
first part of the course (weeks 1-9). Security, Electronic
Payment Systems, Ethical Social and Political issues to
the second part (weeks 10-15).
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Sajda
Qureshi
Sajda
Qureshi
Sajda
Qureshi
6/25/03 ABET cleanup Wolcott
January Pedagogy: Added hands on class exercises and incompany
Qureshi
2004
projects
August Content: Developed additional hands on class exercises Qureshi
2004 and web assessment activities
January
2005
Qureshi
January
2006
Evaluation: Separated assignments for graduate and
undergraduate component to reflect separate
assessment
Course Outline: Updated course content with class
exercises involving eCommerce companies such as Ali
Baba.
Qureshi
market analysis
These weights more
accurately reflect
effort.
Material from Saloner
and Spence (2002) is
used for assignments,
exams and class
discussion.
Students need to
understand and apply
the specific material
first.
The groups remain
comprised of graduate
and undergraduate
students to enhance
learning.
Students appear to
learn better when they
can see the

January
2007
January
2008
January
2009
Course content: Replaced SAP case with the Google
case.
Pedagogy: Conducted Teaching Assessment By
Students. Changed format and delivery to reflect need
for more hands on templates and assistance with
students’ disposition.
Course content: Created and used rubrics for all
assignments. Made only one case compulsory for the
undergraduate students. The second case and website
assessment are offered as extra credit.
Qureshi
Qureshi
Qureshi
components of the
business online.
The Google case also
enables the legal and
ethical concerns in
eCommerce to be
addressed.
The templates
increased the use of
class time to enhance
learning.
These changes were
made to address the
high workload that the
students were facing.
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4180
Course Title
Electronic Commerce
Course Coordinator
Sajda Qureshi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
To learn about Electronic Commerce
concepts and business models;
To familiarize individuals with current and
emerging Electronic Commerce
technologies;
To be able to apply electronic commerce
practices by producing and presenting an
e-business plan, and create a web site for
a client organization.
X
X
S X X S X
S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4190 Process Reengineering with Information Technology
Department and Course Number ISQA 8196
Course Title
Process Reengineering with Information Technology
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 03/31/09
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
Business process reengineering issues are examined. Reengineering concepts and methods
are introduced. Additional special project(s) are required. SAP will be introduced.
1.2 For whom course is intended.
This course is intended for students in management information systems, business or
computer science who are interested in the use of technology to improve organizational
efficiency and effectiveness.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 2500 Introduction to Applied Statistics for IS&T
1.3.2 ISQA 4110 Information Systems Analysis or equivalent.
1.4 Prerequisites of the course (Topics):
1.4.1 Introductory statistics
1.4.2 principles of information systems analysis
1.5 Unusual circumstances of the course.
None.
2.0 Objectives:
2.1 Understand the concept of cultural requirements for an organization to begin a process
improvements
2.2 Understand the concept of Total Quality Management
2.3 Understand the concept of Benchmarking
2.4 Understand the concept of Statistical Process Control
2.5 Understand reengineering design
2.6 Understand Process reengineering practices for IT enabled change
2.7 Understand the process whereby process reengineering is accepted and supported throughout
the organization
2.8 Get familiar with SAP to integrate with the process improvements
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3.0 Content and Organization:
List of topics to be covered in chronological sequence
Contact Hours
3.1 Quick Reference Guide to Process Redesign 1
3.2 Process Management 1
3.3 Leadership 1
3.4 Organizational Assessment 1
3.5 Define and Classify Process 1
3.6 Identify Core Process 1
3.7 Measure Performance 2
3.8 Statistical Process Control 2
3.9 Measure Efficiency 2
3.10 Understanding the Customer 1
3.11 Document Process 1
3.12 Assesses the Process 2
3.13 Planning the Improvement 1
3.14 Continuous Improvement 1
3.15 Understanding BPR for e-Business 1
3.16 How To Redesign Enterprise Process with BPR software 1
3.17 Business process Modeling with BPR software 1
3.18 Analysis and Redesign of an Enterprise Process 1
3.19 Designing Collaborative Supply Chain Processes for e-Business 1
3.20 IT Integration Options for e-Business Processes 1
4.0 Teaching Methodology:
4.1 Methods to be used
The primary teaching method will be discussion, case studies, lecture, guest speakers,
using SAP, and demonstration.
4.2 Student role in the course
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned projects and papers, and complete required examinations.
4.3 Contact hours
5.0 Evaluation:
Three (3) hours per week.
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5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Participation in class discussion:
The students are required to prepare a discussion outline for the readings that has been assigned
each week. The discussions outlines will be counted toward the class participation part of your
grade. Please use a word processor to create your outlines.
Exams:
Three one-hour exams will be given covering the assigned readings, lectures, and in class
discussion. The exams will not be cumulative.
Presentations:
Students are required to select a current journal article from the referred literature such as CAIS
(online), JAIS (online), Communications of the ACM (digital library), IEEE (digital library), etc. The
article must address some aspect of IT Process Reengineering. Students have to prepare a
PowerPoint presentation of their articles for the class.
Projects:
Students are expected to select a process for reengineering. Using the tools and techniques
taught in class they will describe the original process using process drawings and redesign the old
processes for greater efficiency. Students will be looking for the elimination of paper, steps,
useless processes, etc. They will create a reengineered process and a list of the costs savings and
the productivity gains (quantified in dollars and hours) obtained from your process reengineering
work.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Exam 1 100
Exam 2 100
Exam 3 100
Assignments 100
Journal Article Presentation 50
Process Reengineering Project 100
Class Participation 50
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Total 600
5.3 Grading scale and criteria.
Points Grade
97-100% A+
92-96% A
90-91% A-
86-89% B+
82-85% B
80-81% B-
76-79% C+
72-75% C
70-71% C-
66-69% D+
62-65% D
60-61% D-

journals that are relevant to topics in systems analysis and design. The process
is particularly important in keeping current with technology and new
methodologies.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design 10
Data management
Role of IS in Organizations 10
8.0 Oral and Written Communication
Every student is required to submit at least __3__ written reports (not including exams, tests, quizzes, or
commented programs) to typically ___5__ pages and to make __1___ oral presentations of typically
___20__ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as
well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues
9.1 Emphasis on open and honest communication.
9.2 Emphasis on understanding and honestly communicating and managing the impact and disruption
to the organization
9.3 Emphasis on the customers needs both explicit and requirements and implicit.
9.4 Emphasis on accurate and consistent project tracking and reporting to management.
10.0 Theoretical Content Hours
10.1 Salience determination 3
11.0 Problem Analysis
11.1 Work flow analysis
11.2 Analysis for redundancy, and unproductive and wasteful processes
12.0 Solution Design
Redesign organizational processes
CHANGE HISTORY
Date Change By whom Comments
11/11/02 Initial ABET version Dufner
6/25/03 ABET cleanup Wolcott
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7/10/03 Change prerequisites – Course Change
Form – 5-15-03
11/22/05 Change prerequisites – Course Change
Form – 7/10/03
03/31/09 Change prerequisites – Course Change
Form – 11/22/05
Wild
Najjar
Najjar
Update course prerequisites
Update course prerequisites,
Changing the text, and integration of
the course with SAP.
Update course prerequisites and
added Bibliography.
-272-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4190
Course Title
Process Reengineering with Information Technology
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the concept of cultural
requirements for an organization to begin
a process improvements
Understand the concept of Total Quality
Management
Understand the concept of Benchmarking
Understand the concept of Statistical
Process Control
Understand reengineering design
Understand Process reengineering
practices for IT enabled change
Understand the process whereby process
reengineering is accepted and supported
through out the organization
Get familiar with SAP to integrate with
the process improvements
X
X
S
X
S
S
S
S
X X S S
X S X
-273-

BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
-274-

ISQA 4200 Information and Data Quality Management
Department and Course Number ISQA 4200
Course Title
Information and Data Quality Management
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 03/10/06
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course introduces the role and importance of data quality and information quality in
databases and data warehouses. The intent of the course is to provide students with the concepts
and tools necessary to effectively manage information and data quality .In particular, the course
examines the various roles, responsibilities, and skills essential to manage databases and data
warehouses.
1.2 For whom course is intended.
The course is intended for undergraduate students in Information Systems, Computer Science and
related areas who are interested in managing information and data quality for better decision
making.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 2500
1.3.2 ISQA 3310
1.4 Prerequisites of the course (Topics):
1.4.1 Introductory statistics
1.4.2 Managing the Data Base Environment
1.5 Unusual circumstances of the course.
None.
2.0 Objectives:
2.1 Develop in-depth understanding of Data and Information Quality (DQ and IQ)
2.2 Understand and use DQ and IQ Concepts in Information Systems projects
2.3 Be able to recognize various patterns of Data and Design Deficiencies in Systems
2.4 Be able to suggest appropriate DQ and IQ improvement plans in light of known deficiencies in
systems
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2.5 Develop an understanding of the role and importance of DQ and IQ in databases and Data
warehouses
2.6 Be able to discuss the role and importance of DQ in DSS
3.0 Content and Organization:
List of topics to be covered in chronological sequence
3.1 Principles of information quality improvement
Contact Hours
3.1.1 Supplement (TQM) 1
3.1.2 The high costs of low quality data 1
3.1.3 Defining information quality 2
3.1.4 Applying quality management principles to information 3
3.2 Processes for improving information quality
3.2.1 An overview of total quality data management 4
3.2.2 Assigning data definition and information architecture quality 5
3.2.3 Supplement (SPC) 4
3.2.4 Information quality assessment 5
3.2.5 Measuring nonquality information costs 5
3.2.6 Information product improvement: data reeingineering
and cleansing 4
3.2.7 Improving information process quality: data defect prevention 6
3.2.8 Information quality tools and techniques 5
4.0 Teaching Methodology:
4.1 Methods to be used
The primary teaching methods will include class discussion, case study, lecture, and guest
speakers.
4.2 Student role in the course.
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned projects and papers, and complete required examinations.
4.3 Contact hours
5.0 Evaluation:
Three (3) hours per week.
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5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
5.1.1 Assignments
5.1.2 Team Presentations: In teams of 2-3 members students are required to research a
contemporary issue facing the information quality systems
5.1.3 Mid-Term Examination
5.1.4 Final Examination
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable
5.2.1 Assignments (20%)
5.2.2 Team Presentations: In teams of 2-3 members students are required to research a
contemporary issue facing the information quality systems (20%)
5.2.3 Mid-Term Examination (25%)
5.2.4 Final Examination (25%)
5.2.5 Participation (10%)
5.3 Grading scale and criteria.
Points Grade
97-100% A+
92-96% A
90-91% A-
86-89% B+
82-85% B
80-81% B-
76-79% C+
72-75% C
70-71% C-
66-69% D+
62-65% D
60-61% D-

Additional articles that have been collected for various topics are available at the UNO Library.
These articles are used to supplement topics presented in various chapters.
6.3 Other sources for gathering information or equivalent
Students are encouraged to collect articles in current professional and trade journals that are
relevant to DQ/IQ topics.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design
Data management 17
Role of IS in Organizations
8.0 Oral and Written Communication
Every student is required to submit at least __3__ written reports (not including exams, tests, quizzes, or
commented programs) to typically ___5__ pages and to make __1___ oral presentations of typically
___20__ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues
9.1 Emphasis on open and honest communication.
9.2 Emphasis on understanding and honestly communicating and managing the impact and disruption
to the organization
9.3 Emphasis on the customer’s needs both explicit and requirements and implicit.
9.4 Emphasis on accurate and consistent project tracking and reporting to management.
10.0 Theoretical Content Hours
10.1 Salience determination 3
11.0 Problem Analysis
11.1 Work flow analysis
11.2 Analysis for redundancy, and unproductive and wasteful processes
12.0 Solution Design
12.1 Redesign organizational processes
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CHANGE HISTORY
Date Change By whom Comments
03/10/06 Initial ABET version Najjar
ABET cleanup
Wolcott
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4200
Course Title
Information and Data Quality Management
Course Coordinator
Lotfollah Najjar
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Develop in-depth understanding of Data
and Information Quality (DQ and IQ)
Understand and use DQ and IQ Concepts
in Information Systems projects
Be able to recognize various patterns of
Data and Design Deficiencies in Systems
Be able to suggest appropriate DQ and IQ
improvement plans in light of known
deficiencies in systems
Develop an understanding of the role and
importance of DQ and IQ in databases
and Data warehouses
Be able to discuss the role and
importance of DQ in DSS
BIS Program Outcomes (2009)
S
X X S
S S S X
X
S
X
X
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
-280-

3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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-282-

ISQA 4300 Database Administration
Department and Course Number ISQA 4300
Course Title
Database Administration
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 10/3/07
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course is designed to give students an applied, practical introduction to database
administration. Students will gain an understanding of the functioning of a database management
system and its relationship to the computing environment in which it runs. They will learn the
concepts, principles, and techniques necessary to carry out such functions as database object
creation, storage management, capacity planning, performance tuning, backup and recovery, and
security management. Each semester the course will focus on one commercial DBMS, such as
Oracle.
1.2 For whom course is intended.
The course is intended for upper division undergraduate MIS or CS majors who wish to pursue the
topic of database and data administration beyond the level of an introductory database course.
1.3 Prerequisites of the course (Courses)
1.3.1 ISQA 3300
1.3.2 ISQA 3310 or CSCI 4850
1.4 Prerequisites of the course (Topics)
1.4.1 Relational Model
1.4.2 Structured Query Language (SQL)
1.4.3 Secondary storage & I/O
1.4.4 Indexing
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Understand the roles, issues, and tasks associated with the database administration function.
2.2 Understand computer system and DBMS architecture and how the DBMS stores and maintains
data, executes queries, and performs other data management tasks.
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2.3 Create a variety of database objects, such as tablespaces, indexes, and user objects.
2.4 Plan and implement the physical organization of a database.
2.5 Understand and use the system catalog in a variety of database administration tasks.
2.6 Gather, interpret, and act on database statistics to monitor database activity and tune for
performance.
2.7 Plan and execute backup and recovery activities.
2.8 Secure the database and manage users.
2.9 Develop good database management discipline
3.0 Content and Organization:
Contact hours
3.1 Overview of Database Administration 1.5
3.2 System architecture 4.5
3.3 DBMS architecture 3.0
3.4 Data Dictionary 1.0
3.5 Control Files 1.0
3.6 Redo log files 1.0
3.7 Basic Storage Concepts 4.5
3.8 Database object creation 4.5
3.9 Concurrency Control and Lock management 6.0
3.10 Query processing 1.5
3.11 User administration and security 3.0
3.12 Managing Data with exports, imports, and loading 1.5
3.13 Network services 1.5
3.14 Performance monitoring and tuning 3.0
3.15 Backup & recovery 3.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lecture, in-class demonstrations, and in-class
exercises
4.2 Student role in the course.
The student will attend lectures and demonstration, participate in discussion on assigned
readings, complete assigned projects, and complete required examinations
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
-284-

5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will complete a sequence of assignments desired to provide hands-on exposure to
the topics discussed in class, and take two examinations.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Component Grading
Exams 35%
Assignments 60%
Participation 5%
5.3 Grading scale and criteria.
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
6.1.1 Watson, J. 2008. OCA Oracle Database 11g: Administration I Exam Guide. McGraw-Hill.
6.2 Other suggested reading materials, if any.
6.2.1 Greenwald, R., Stackowiak, R., and Stern, J. 2008. Oracle Essentials: Oracle Database 11g.
Sebastopol, CA: O'Reilly Media, Inc.
6.2.2 Powell, G., and McCullough-Dieter, C. 2007. Oracle 10g Database Administrator:
Implementation & Administration. Boston, MA: Thomson Course Technology.
6.2.3 Loney, K. and Bryla, B. Oracle Database 10g DBA Handbook, Oracle Press, 2005.
6.2.4 Whalen, E. Oracle Database 10g Linux Administration, Oracle Press, 2005.
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6.3 Other sources of information.
6.3.1 Oracle Technet: http://technet.oracle.com
6.3.2 http://pipetalk.revealnet.com/~dba
6.3.3 http://www.lazydba.com/
6.4 Current bibliography of resource for student’s information.
6.4.1 Bryla, Bob, and Kevin Loney. Oracle Database 11g Dba Handbook: The McGraw-Hill
Companies, Inc., 2008.
6.4.2 Fernandez, Iggy. Beginning Oracle Database 11g Administration: From Novice to
Professional: Apress, 2008.
6.4.3 Afyouni, H.A. Database Security and Auditing: Protecting Data Integrity and Accessibility,
Thomson Course Technology, Boston, MA, 2006.
6.4.4 Morris-Murphy, L.L. Oracle9i Database Administrator II: Backup/Recovery & Network
Administration, Thomson Course Technology, Boston, 2004.
6.4.5 Oracle Security Handbook, by Marlene Theriault & Aaron Newman, Osborne/McGraw-
Hill, 2001.
6.4.6 Sharma, V. Bitmap Index vs. B-tree Index: Which and When?, Oracle Corp., 2005.
http://www.oracle.com/technology/pub/articles/sharma_indexes.html, Current
September 27, 2005.
6.4.7 Morrison, J., Morrison, M. and Conrad, R. Guide to Oracle10g, Thomson Course
Technology, Boston, 2006.
7.0 (IS Program) Estimate Computing Accreditation Commission Category Content (class time in hours):
CAC Category Core Advanced
Hardware and software 27
Networking and telecommunications
Modern programming language
Analysis and Design
Data management 15
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least __0___ written reports (not including exams, tests, quizzes, or
commented programs) to typically _____ pages and to make ___0__ oral presentations of typically _____
minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as well as
for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
No coverage.
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10.0 Theoretical content:
This course deals mostly with physical, not logical design, and includes a number of topics included in
IS’97 Information Systems Theory and Practice:
10.1 Implementation and evaluation of system performance 3
10.2 Theory of concurrency control 4.5
11.0 Problem analysis:
Students learn to analyze the state of the database in three areas in particular: storage management,
user administration, and performance management. In storage management, students learn to
determine the placement of database objects within data files in order to be able to detect fragmentation
of files and of database objects. In user administration, students learn to identify the privileges given to
users to detect potential security issues. In performance management, students learn about key
performance indicators and a process for isolating and resolving performance problems.
12.0 Solution design:
Students learn to make and implement a variety of physical design decisions, including: creation of
tablespaces and files of appropriate size with appropriate storage allocation patterns, determination of
block structure for tables and indexes, and creation of indexes. Students also learn to determine an
appropriate basket of privileges for various types of users.
CHANGE HISTORY
Date Change By whom Comments
5/21/02 Initial ABET version Wolcott
6/25/03 ABET cleanup Wolcott
10/3/07 Updated resource material
Wolcott
Minor updates to content & organization
9/30/08 Update of the reading list & reference list Wolcott
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4300
Course Title
Database Administration
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the roles, issues, and tasks
associated with the database
administration function.
Understand computer system and DBMS
architecture and how the DBMS stores
and maintains data, executes queries,
and performs other data management
tasks.
Create a variety of database objects, such
as tablespaces, indexes, and user objects.
Plan and implement the physical
organization of a database.
Understand and use the system catalog in
a variety of database administration
tasks.
Gather, interpret, and act on database
statistics to monitor database activity and
tune for performance.
Plan and execute backup and recovery
X
X
S
S S S
X
S
X
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activities.
Secure the database and manage users.
X
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4380 Distributed Technologies and Systems
Department and Course Number ISQA 4380
Course Title
Distributed Technologies and Systems
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 10/09/2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
The course introduces students to concepts, issues and tools needed to develop distributed
computing systems. Topics include distributed systems architecture, middleware, Internet-based
systems development, security and performance. Hands-on systems development using current
technologies is provided.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to study topics
pertaining to the client/server environment. It is the capstone course course for the I-Business
Application Development & Management concentration.
1.3 Prerequisites of the course (Courses).
1.3.1 ISQA 3400 - Business Data Communications
1.3.2 ISQA 3310 - Managing the Data Base Environment
1.3.3 ISQA 3210 - Advanced Technology for Personal Productivity
1.3.4 CSCI 2850 - Programming on the Internet or equivalent
1.4 Prerequisites of the course (Topics).
1.4.1 OSI reference model
1.4.2 TCP/IP
1.4.3 HTTP
1.4.4 HTML
1.4.5 Database design
1.4.6 SQL
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
1.1 Define the terms Distributed Computing System and Internet Technology;
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1.2 Understand the concept of Middleware and types of middleware software;
1.3 Identify distributed computing objects and how they work;
1.4 Develop a modest size web application with access to a database;
1.5 Integrate a web application to available open web services;
1.6 Develop a web service and consume it in a web application;
1.7 Understand the architecture of web based systems;
1.8 Describe transaction processing and how it works on the Internet;
1.9 Decribe how businesses integrate with other businesses using modern forms of B2B integration
1.10 Describe how to implement a modest size web application.
3.0 Content and Organization:
Contact hours
3.1 Overview of Client Server and the Internet 1.5
3.2 Distributed System Fundamentals 1.5
3.3 Introduction to Middleware 3.0
3.4 Communications Middleware 3.0
3.5 Database Middleware 3.0
3.6 Web technologies and XML 6.0
3.7 Distributed integration technologies and models 7.0
3.7.1 COM/DCOM/.NET integration models
3.7.2 Java Object and integration models
3.7.3 Web Services
3.7.4 REST/POX and Mashup Integration
3.8 Service Oriented Architecture 5
3.9 PHP 9.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be in-class lectures sample integration problems done in
groups and demonstrations.
4.2 Student role in the course.
Students will attend the class, participate in the in-class discussion, solve integration problems in
class as a group and present results, complete exams, assignments, and projects
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
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5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will complete exams, assignments, and projects.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Components
Grading
Exams 40%
Assignments 35%
Project 22%
Participation 3%
5.3 Grading scale and criteria.
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-

6.3 Other sources of information.
None
6.4 Current bibliography of resource for student’s information.
6.4.1 R. Gleghorn, Enterprise Application Integration: A Manager’s Perspective, IT Professional.
November, 2005, pp 17-23.
6.4.2 F. Leyman, D. Roller and M.Schmidt, Web Services and Business Process Management.
IBM Systems Journal. Vol 41, No 2, 2002. pp 198-211.
6.4.3 D. Margulius, Banking on SOA. Infoworld, July 17th, 2006. Pages 27-31
6.4.4 J. Kobielus, Enterprise Service Bus: Web Services Meet Message-Oriented Middleware.
Business Communications Review. April, 2006. pp 30-36.
6.4.5 K. Braskasan, Websphere Business Integration: An Architectural Overview. Vol 43, No 2,
2005. pp 238-254.
6.4.6 T. Prushman, R. Alt. Process Portals – Architecture and Integration. Proceeding of the 37th
Hawaii International Conference onSystems Sciences – 2004. pp 1-10.
6.4.7 Anton Fricko, SOAs Require Culture Change and Service Reuse. Business Communications
Review. May 2006. pp 58-64.
6.4.8 Newcomer, Eric and Lomow, Greg, “Understanding SOA and Web Services” 2007. ISBN: 0-
321-18086-0.
6.4.9 Margolis, Ben, “SOA for the Business Developer” 2007. ISBN: 1-58347-065-4.
6.4.10 Juneja, Girish, et al, “Service Oriented Architecture Demystified” 2007. ISBN: 1-934053-
02-3.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time in
hours):
CAC Category Core Advanced
Hardware and software 12
Networking and telecommunications 6
Modern programming language 9
Analysis and Design 3
Data management 9
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least __1__ written reports (not including exams, tests, quizzes, or
commented programs) to typically __4-5___ pages and to make ___1__ oral presentations (podcast) of
typically _10-12____ minutes duration. Include only material that is graded for grammar, spelling, style,
and so forth, as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
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No coverage.
10.0 Theoretical content:
10.1 Distributed Systems Fundamentals 3.0
11.0 Problem analysis:
Hours
The course involves learning to use various middleware and web-development tools. The students are
challenged to apply the tools and techniques to solve specified problems rather than analyze the problem
itself.
12.0 Solution design:
The course will allow students the opportunity to learn some of the development tools available for
distributed systems application development. Students will have the opportunity to gain hands-on
experience with some of these tools.
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CHANGE HISTORY
Date Change By whom Comments
4/30/02 Updated course content section to
deemphasize scripting and indicate switch
to PHP as an implementation platform
Wolcott
ISQA 3210 covers the scripting
portions well.
10/28/02 ISQA 3210 added as a prerequisite Wolcott Students need to have had exposure
to HTML and some scripting.
10/28/02 Title changed from “Managing the
Client/Server Environment” to “Distributed
Technologies and Systems”
Wolcott “Client/Server” is a somewhat
outdated term. The new title is
general enough to include both
Internet and non-Internet
5/15/03 CSCI 2850 added as a prerequisite. Course
Catalog Management System change for
5/15/03
Wolcott
6/25/03 ABET cleanup Wolcott
7/10/03 ABET cleanup - Prerequisite course titles Wild
added
10/14/07 Updating to include objectives on web Royce
services and service oriented concepts.
Also updated content and organization and
bibliography
10/9/2008 Updated text and references Royce
technologies
CSCI 2850 gives students a start with
PHP, which can be built upon in
ISQA 4380
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4380
Course Title
Distributed Technologies and Systems
Course Coordinator
Peter Wolcott
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Define the terms Distributed Computing
System and Internet Technology
Understand the concept of Middleware
and types of middleware software
Identify distributed computing objects
and how they work
Develop a modest size web application
with access to a database
Integrate a web application to available
open web services
Develop a web service and consume it in
a web application
Understand the architecture of web
based systems
Describe transaction processing and how
it works on the Internet
Decribe how businesses integrate with
other businesses using modern forms of
B2B integration
X
S S X
X X X
S S S S
S S S S
S S S S
X X X X
X X
X X X X
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Describe how to implement a modest size
web application
X
X
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4590 IT Audit and Control
Department and Course Number ISQA 4590/ISQA 8596
Course Title
IT Audit and Control
Course Coordinator
Deepak Khazanchi
Total Credits 3
Date of Last Revision 10/1/2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course explores organizational and managerial issues relevant to planning and conducting IT
audit and control activities. The course covers the following conceptual areas: business risks and
the management of business risk, IT risk as a component of business risk, the need to manage IT
risks, and the basic type of controls required in a business system in order to control IT risks.
Issues associated with new risks created by the use of the internet for business applications and
electronic business are also covered.
1.2 For whom course is intended.
The course is intended for graduate and undergraduate students (juniors and seniors) in
Information Systems or Business Administration or related areas who have an interest in IT audit
and control issues.
1.3 Prerequisites of the course (Courses).
A solid understanding of business foundations such as accounting and introductory auditing and
exposure to the IS discipline is essential for success in this course. Permission of instructor is
required to enroll.
1.4 Prerequisites of the course (Topics).
1.4.1 Basic Accounting
1.4.2 Introduction to Auditing
1.4.3 Information Security and Policy
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
List of performance objectives stated in terms of the student educational outcomes.
2.1 Understand the concept of business risks and the management of business risk
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2.2 Understand IT risk as a component of business risk
2.3 Gain an appreciation of the need to manage IT risks
2.4 Gain an understanding of the basic type of controls required in a business system in order to
control IT risks
2.5 Learn concepts and applications of the following types of IT controls: top management, system
development, programming, data resource management, database, security, operations
management, quality assurance, boundary controls, and communications.
2.6 Gain an appreciation for the difficulties in assessing systems effectiveness and efficiency.
2.7 Understand the new system control risks created by the use of the internet for business
applications and electronic business.
3.0 Content and Organization:
List of major topics to be covered in chronological sequence (specify number of Contact Hours on each).
Contact Hours
3.1 Introduction 3
3.2 Top Management Controls 3
3.3 Systems Development Management Controls 3
3.4 Programming Management Controls 3
3.5 Data Resource Management Controls 3
3.6 Security Management Controls 3
3.7 Operations Management Controls 3
3.8 Quality Assurance Management Controls 3
3.9 Boundary Controls 3
3.10 Communication Controls 3
3.11 Database & ERP Controls 3
3.12 Evaluating System Effectiveness & Efficiency 3
3.13 Trust Services (AICPA/CICA/IIA Reports) 3
3.14 B2B Assurance Framework (Khazanchi and Sutton) 3
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will include class discussion, case studies, lecture, guest speakers,
and demonstration.
4.2 Student role in the course.
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned projects and papers, and complete required examinations.
4.3 Contact hours.
3 hours
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5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will be evaluated on the following basis.
Class participation: Students are expected to attend each and every class and be prepared to
actively participate in the discussion. Much of the class will be conducted using an open
discussion approach, and the success of the class will be dependent on students’ ability to identify
and discuss relevant issues. Each student will choose a chapter from the text and lead the
instruction of the rest of the class on that chapter. This includes a summary of key components of
the chapter, and facilitation of discussion of the chapter.
Individual Case Study: Each student will complete three case studies which will involve reading a
case study and preparing a 5-7 page evaluation of the case from the viewpoint of an IT Auditor. All
cases will be graded for depth of analysis, originality, quality of writing, and professional
impression. Most questions will involve subjective issues for which multiple views can be
defended. As in a professional career, it is important to be both complete and concise.
Group Case Presentation: Each person will be assigned to a learning group to complete a case
study related to each topic. Students will choose one of the three required case studies and work
in their team to provide a presentation to the class on that case. This 20-30 minute presentation
should include a summary of the case, the challenge(s) facing the organization, and their
interpretation and/or resolution of the challenges from an IT Audit perspective.
Computer-aided Auditing Project (ACL Assignment): This project will provide students a chance
to gain hands-on experience with computer assisted audit tools and techniques (CAATTS). The
software to be used in this assignment, ACL, comes with the textbook. Specifications for the
project will be provided in class.
Exams: There will be one comprehensive final examination.
Current News Articles: Each class member will be responsible for summarizing and presenting
two news articles during the course of the semester. These articles should relate in some fashion
to risk and controls and should represent a current news event related to the subject to be
covered in a given week. All students are required to participate on a regular basis in the
discussion.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
The grade base for the course for undergraduate students will consist of the following:
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Available points
Individual Case Studies (3) 45%
Group Case Study 5%
Comprehensive final exam 20%
ACL project 15%
Current news articles 5%
Individual class participation 10%
5.3 Grading scale and criteria.
The grading scale is as follows:
GRADE POINT VALUE
A 92%

6.2.1 “To Caatch a Thief”. Paul R Brazina, Bruce A Leauby. Pennsylvania CPA Journal.
Philadelphia: Spring 2004.Vol.75, Iss. 1; pg. 30, 4 pgs. To be referred to as ACL1 in
syllabus.
6.2.2 “Computer-assisted audit tools and techniques: analysis and perspectives.” Robert L
Braun, Harold E Davis. Managerial Auditing Journal. Bradford: 2003.Vol.18, Iss. 9; pg.
725, 7 pgs. Referred to as ACL2 in syllabus.
6.2.3 “Trust Services Principles, Criteria and Illustrations for Security, Availability, Processing
Integrity, Confidentiality, and Privacy (Including WebTrust® and SysTrust®)”. American
Institute of Certified Public Accountants, Inc. and Canadian Institute of Chartered
Accountants. Referred to as WebTrust in syllabus.
6.2.4 “E-Commerce’s Impact on Audit Practices.” Michael D Harkness; Brian Patrick Green.
Internal Auditing; Mar/Apr 2004; 19, 2; ABI/INFORM Global pg. 28. To be referred to as
Harkness in syllabus.
6.2.5 “The keys to effective IT auditing”. Mark Petterson. Journal of Corporate Accounting &
Finance; Volume 16, Issue 5 , Pages 41 – 46. To be referred to as Petterson in syllabus.
6.2.6 CobIT Generic Audit Guidelines & Process. To be provided by instructor on Blackboard. To
be referred to as CobIT Guidelines & Process in syllabus.
6.2.7 “Auditing in the E-Commerce Era.” Ning Zhao; David C Yen; I-Chiu Chang. Information
Management & Computer Security; 2004; 12, 5; ABI/INFORM Global. pg. 389. To be
referred to as Zhao in syllabus.
6.2.8 “Risks, Benefits, and Challenges in Global IT Outsourcing: Perspectives and Practices.”
Subhankar Dhar & Bindu Balakrishnan. Journal of Global Information Management, vol.
14, issue 3. To be referred to as Dhar in syllabus.
6.2.9 “Critical Risks in Outsourced IT Projects: The Intractable and the Unseen.” Hazel Taylor.
Communications of the ACM; November 2006/Vol. 49, No. 11. To be referred to as Taylor
in syllabus.
6.2.10 “A Continuous View of Accounts” David Coderre. The Internal Auditor; Apr 2006; 63, 2;
ABI/INFORM Global pg. 25. To be referred to as Coderre in syllabus.
6.2.11 “Continuous Auditing: An Effective Tool For Internal Auditors.” J Donald Warren Jr; L
Murphy Smith. Internal Auditing; Mar/Apr 2006; 21, 2; ABI/INFORM Global pg. 27. To be
referred to as Warren in syllabus.
Other references will be provided as needed. Students are also encouraged to bring related press articles
to class for discussion.
6.3 Other suggested reading materials, if any.
6.3.1 Hollander, Denna, and Cherrington (1996). Accounting, IT and Business Solutions. Irwin.
6.4 Other sources of information.
6.4.1 AICPA/CICA/IIA web sites
6.5 Current bibliography of resources for student’s information.
6.5.1 Stoll, C. (1990). “The Cuckoo's Egg: Tracking a Spy through the Maze of Computer
Espionage," New York, NY: Pocket Books.
6.5.2 “Auditing Information Systems,” Jack Champlain, John Wiley & Sons, Inc., One Wiley
Drive, Somerset, NJ 08875
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6.5.3 “An e-Risk Primer,” Xenia Ley Parker, CISA, CFSA, The Institute of Internal Auditors
Research Foundation
6.5.4 “Electronic Commerce, Control Issues for Securing Virtual Enterprises,” Albert J. Marcella,
Jr., Ph.D., COAP, CSP, CQA, CFSA, CDP, CISA, Larry Stone, CISA, CCP; and William J.
Sampias, CISA.
6.5.5 “www.StopThief.net – Protecting Your Identity on the Web,” Albert J. Marcella Jr., Ph.D.,
COAP, CSP, CQA, CDP, CFSA, CISA.
7.0 (Fill out for ISQA and CIST courses) Estimate Computing Accreditation Commission (CAC) Category
Content (class time in hours):
CAC Category Core Advanced
Hardware and software 5
Networking and telecommunications 5
Modern programming language
Analysis and Design 5
Data management
Role of IS in Organizations 15 15
8.0 Oral and Written Communications:
Every student is required to submit at least __5___ written reports (not including exams, tests, quizzes, or
commented programs) to typically __5___ pages and to make __1___ oral presentations of typically
__30___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
Please list the topics that address the social and ethical implications of computing covered in all course
sections. Estimate the class time spent on each topic. In what ways are the students in this course graded
on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth?).
We will cover the standards for IT audit and control established by professional associations such as ISACA
and AICPA. (Time: 6 hours).
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
11.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
12.0 Solution design:
Please describe the design experiences common to all course sections.
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CHANGE HISTORY
Date Change By whom Comments
10/1/2008 Minor changes to description of
assignments, adjustments to readings
list and required texts based on an
implemented version of the original
formal syllabus.
Deepak
Khazanchi
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4590
Course Title
IT Audit and Control
Course Coordinator
Deepak Khazanchi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the concept of business risks
and the management of business risk
Understand IT risk as a component of
business risk
Gain an appreciation of the need to
manage IT risks
Gain an understanding of the basic type
of controls required in a business system
in order to control IT risks
Learn concepts and applications of the
following types of IT controls: top
management, system development,
programming, data resource
management, database, security,
operations management, quality
assurance, boundary controls, and
communications.
Gain an appreciation for the difficulties in
assessing systems effectiveness and
X
S
X X S
X X X S
X S S S
X X X
X X X X
-306-

efficiency.
Understand the new system control risks
created by the use of the internet for
business applications and electronic
business.
S
X
BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4730 Decision Support Systems
Department and Course Number ISQA 4730
Course Title
Decision Support Systems
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 10/12/2008
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course examines a set of information systems which specifically support managerial
decision makers: Decision Support Systems, Group Decision Support Systems, Executive
Information Systems, Data Warehouses, Expert Systems, and Neural Networks. This
course explores the development, implementation, and application of these systems,
how these systems can be applied to current business problems, as well as how
organizational issues impact the implementation and usage of these systems.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors and graduate MIS
majors who wish to understand a set of information systems which specifically support
managerial decision.
1.3 Prerequisites of the course (Courses).
1.3.1 CIST 3100 or equivalent
1.4 Prerequisites of the course (Topics).
1.4.1 Working knowledge of business foundations.
1.4.2 Working knowledge of computer information systems.
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Understand the nature of decision making and of decision makers, as well as the need for decision
support.
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2.2 Investigate the application Decision Support Systems, Business Intelligence, Group Decision
Support Systems, Executive Information Systems, Data Warehouses, Expert Systems, and Neural
Networks to both common and unique organizational decision problems.
2.3 Understand how organizational issues impact the implementation and usage of these systems.
2.4 Apply course concepts in hands-on assignments with a strong real-world orientation.
3.0 Content and Organization:
Contact Hours
3.1 Decision Support Systems and Business Intelligence 3.0
3.2 Decision Making Systems, Modeling, and Support 3.0
3.3 Modeling and Analysis 3.0
3.4 Decision Support Systems Concepts, Methodologies and
Technologies: An Overview 3.0
3.5 System Development and Acquisition 3.0
3.6 The Essentials of Business Intelligence 3.0
3.7 Business Analytics and Data Visualization 3.0
3.8 Data Warehousing 3.0
3.9 Data, Text, and Web Mining 3.0
3.10 Collaborative Computer-Supported Technologies and 3.0
3.11 Group Support Systems
3.12 Knowledge Management 3.0
3.13 Business Performance Management 3.0
3.14 Enterprise Systems 3.0
3.15 Artificial Intelligence and Expert Systems 3.0
3.16 Knowledge Acquisition, Representation and Reasoning 3.0
3.17 Advanced Intelligent Systems 3.0
3.18 Neural Networks for Data Mining 3.0
3.19 Intelligent Systems over the Internet 3.0
3.20 Integration, Impacts, and the Future of Management
Support Systems 3.0
4.0 Teaching Methodology:
4.1 Methods to be used.
The primary teaching methods will be lectures and the in-class discussion.
4.2 Student role in the course.
The student will attend lectures, participate in the discussion on assigned readings,
complete the individual assignments and exams, and participate in a group project.
4.3 Contact hours.
Three (3) hours per week.
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5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
The student will participate in the discussion on assigned readings. The student will
complete a set of individual assignments as well as two individual exams. Students – in
groups of 2 or 3 - will participate in the completion of a group project. Undergraduate
students will construct a small decision support system to solve an actual decision
problem. Graduate students will research a decision support implementation project and
write a formal research paper on this topic.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component Grading
Exams 33.3%
Assignments 33.3%
Team Project 33.3%
5.3 Grading scale and criteria.
Points
Grade
96% - 100% A+
92% - 95% A
89% - 91% A-
86% - 88% B+
82% - 85% B
79% - 81% B-
76% - 78% C+
72% - 75% C
69% - 71% C-
66% - 68% D+
62% - 65% D
59% - 61% D-
00% - 58% F
6.0 Resource Material
6.1 Textbooks and/or other required readings used in course.
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6.1.1 Turban, E., Aronson, J.E., Liang, T.P., & Sharda, R. (2007) Decision Support and
Business Intelligence Systems, 8 th Edition, Upper Saddle River, NJ, Pearson-
Prentice Hall.
6.2 Other suggested reading materials, if any.
6.2.1 On-line: Different Drummers by David Keirsey
(http://keirsey.com/Drummers.html)
6.2.2 On-line: Keirsey Temperament Sorter
(http://www.advisorteam.com/user/ktsintro1.asp)
6.2.3 On-line: Decision Making overview (http://cognet.mit.edu/MITECS/Entry/shafir3)
6.2.4 On-line: Problem Solving and Decision Making: Consideration of Individual
Differences Using the Myers-Briggs Type Indicator
(http://teach.valdosta.edu/whuitt/files/prbsmbti.html)
6.2.5 On-line: Decision Making and Problem Solving, by Herbert A. Simon and Associates
(http://www.dieoff.org/page163.htm)
6.2.6 On-line: Data Warehousing Technology, a White Paper by Ken Orr
6.2.7 On-line: Linear Programming thwarts the Soviet Blockage of Berlin
(http://members.fortunecity.com/jonhays/linear.htm)
6.2.8 On-line: A primer on Linear Programming
6.2.9 On-line: "As We May Think", a pivotal article by Vannevar Bush. The basic ideas
which underly Hypertext and the World Wide Web as foretold in 1945.
(http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm)
6.2.10 On-line: An Atlas of Cyberspaces - fine examples of data visualization.
(http://www.cybergeography.org/atlas/atlas.html)
6.2.11 On-line: Computer-Supported Cooperative Work
(http://pespmc1.vub.ac.be/CSCW.html)
6.2.12 On-line: Group Think, an article on groupware by Anne Field
(http://www.inc.com/incmagazine/article/0,,ART1995,00.html)
6.2.13 On-line: CSCW & Groupware index
(http://www.usabilityfirst.com/groupware/cscw.txl)
6.2.14 On-line: CIO Magazine(http://64.28.79.79/resources/)
6.2.15 On-line: Knowledge Roles: The CKO and Beyond
(http://www.cio.com/archive/040196_davenport_content.html)
6.2.16 On-line: The Value Chain (http://www.informationweek.com/700/00iuer4.htm)
6.2.17 On-line: Feds ponder CKO role
(http://www.fcw.com/fcw/articles/1999/FCW_062899_694.asp)
6.2.18 On-line: The CKO -- vision, strategy, ambassadorial skills, and a certain je ne sais
quoi ( http://www.ktic.com/topic6/13_CKO.HTM)
6.2.19 On-line: PC AI - Expert Systems
(http://www.pcai.com/web/ai_info/expert_systems.html)
6.2.20 On-line: Legal Liability for Expert System Software
(http://www.daiglehancock.com/Strict.liability.htm)
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6.2.21 On-line: AI Timeline
(http://www2.kenyon.edu/depts/biology/slonc/bio3/AI/timeline/timeline.html)
6.2.22 On-line: JESS - a Java-based Expert System Shell
(http://herzberg.ca.sandia.gov/jess/)
6.2.23 On-line: WebGrid: Knowledge Modeling and Inference through the World Wide
Web (http://ksi.cpsc.ucalgary.ca/KAW/KAW96/gaines/KMD.html)
6.2.24 On-line: A list of Knowledge Representation resources
(http://www.cs.man.ac.uk/~franconi/kr.html)
6.2.25 On-line: A Manager's Guide to Neural Networks
(http://www.zsolutions.com/amanager.htm)
6.2.26 On-line: A short Introduction to Neural Networks
6.2.27 On-line: Travelling Salesman Problem Using Genetic Algorithms
(http://www.lalena.com/ai/tsp/)
6.2.28 On-line: Genetic Algorithm: Maze Solver - Java-based
(http://home.online.no/~bergar/mazega.htm)
6.2.29 On-line: "Intelligent Agents" Make a Comeback
(http://abcnews.go.com/sections/tech/CNET/cnet_intagents991028.html)
6.2.30 On-line: Agents at your service (http://www.infoworld.com/cgibin/displayStory.pl?/features/980216agents.htm)
6.2.31 On-line: Organizational Learning and Memory
(http://trochim.human.cornell.edu/gallery/cho/cho.htm)
6.2.32 On-line: Electronic Privacy Information Center (http://www.epic.org/)
6.2.33 On-line: What Company Spies Really Want
(http://www.wired.com/news/infostructure/0,1377,32672,00.html)
6.2.34 On-line: Why the future doesn't need us, by Bill Joy
(http://www.wired.com/wired/archive/8.04/joy_pr.html)
6.3 Other sources of information.
Additional handouts may be used when deemed necessary by the instructor.
6.4 Current bibliography of resource for student’s information.
None
1.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 12
Networking and telecommunications
Modern programming language 3
Analysis and Design 9
Data management 9
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Role of IS in Organizations 9
7.0 Oral and Written Communications:
Every student is required to submit at least 3 written reports (not including exams, tests, quizzes,
or commented programs) to typically 4-20 pages. Due to time-constraints students do not make
presentations in class. Students’ oral and other professional communication skills are an
important aspect of the group projects in which the students participate.
8.0 Social and Ethical Issues:
The course explores the impact of Decision Support Systems and Management Support Systems
on the decisions in the organization. Among other issues, this course explores the ethical issue
of the use of artificial intelligence and computer-based reasoning in decisions which affect
individuals.
9.0 Theoretical content:
Hours
9.1 Decision Theory 3
9.2 Quantitative Analysis, basic statistics, linear programming. 3
9.3 Principles of artificial intelligence 3
10.0 Problem analysis:
Please describe the analysis experiences common to all course sections.
Students will examine case problems for the application of decision support methods. Students
will investigate a specific decision problem in a real-world organization for the purpose of
designing a computer-based solution.
11.0 Solution design:
Student will gain practical experience with several software packages for decision support system
and expert system development. Students will develop a small decision support system for
application to a specific decision problem in a real-world organization.
CHANGE HISTORY
Date Change By whom Comments
10/10/02 Initial ABET version Van Vliet
6/25/03 ABET cleanup Wolcott
9/13/2007 Updated syllabus contents; changed Van Vliet
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prerequisite from CIST 2110 to CIST
3100 as this course was renumbered.
10/12/2008 Instructor reorganized course content
for improved presentation to students;
this reorganization is reflected in
section 3.0
10/12/2008 Updated section 8.0 to reflect current
course more accurately
Van Vliet
Van Vliet
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4730
Course Title
Decision Support Systems
Course Coordinator
Paul J.A. van Vliet
Total Credits 3
Date of Last Revision 10/12/08
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the nature of decision
making and of decision makers, as well as
the need for decision support.
Investigate the application Decision
Support Systems, Business Intelligence,
Group Decision Support Systems,
Executive Information Systems, Data
Warehouses, Expert Systems, and Neural
Networks to both common and unique
organizational decision problems.
Understand how organizational issues
impact the implementation and usage of
these systems
Apply course concepts in hands-on
assignments with a strong real-world
orientation.
S X S
S
X
S
X
X S S X X
BIS Program Outcomes (2009)
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1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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-318-

ISQA 4880 Systems Simulation and Modeling
Department and Course Number ISQA 4880
Course Title
System Simulation and Modeling
Course Coordinator
Yong Shi and Lotfollah Najjar
Total Credits 3
Date of Last Revision 10/09/07
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
Simulation modeling of manufacturing and service operations through the use of computer
software for operational analysis and decision making. This course is designed to provide the
future engineers with an understanding of the analytical models of simulation. The underlying
assumptions of these models are emphasized in order to critically ascertain their limitations and
applicability. How models behave in practice under variety of manufacturing and service
environments will also be examined.
1.2 For whom course is intended.
This course is intended for upper division undergraduate MIS majors who wish to understand the
analytical models of simulation. It is one of elective courses for undergraduates who wish to
pursue Knowledge Engineering and Decision Support Track
1.3 Prerequisites of the course (Courses)
1.3.1 CIST 1400
1.3.2 ISQA 3400
1.3.3 CIST 2500 or equivalent
1.4 Prerequisites of the course (Topics).
1.4.1 Basic computer programming
1.4.2 Basic applied statistics for IS&T
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
2.1 Recognize situations where simulation can be used as a an analysis tool
2.2 Answer questions by simulation analysis
2.3 Analyze, design and develop appropriate and effective simulation models
2.4 Design, develop and run efficient simulation experiments
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2.5 Evaluate and draw conclusions from a simulation output
2.6 Formulate constructive opinions, and present the results in a practical manner
2.7 Present the results clearly.
3.0 Content and Organization:
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Contact Hours
3.1 Introduction to Locations, Entities, Arrivals, Processing,
Output Editor, and Menus 3
3.2 What is Simulation? 3
3.3 Why Simulation? 6
3.4 How Does Simulation Work? 6
3.5 An Introduction to Promodel 3
3.6 The Simulation Project 3
3.7 Understanding Probability Distributions 3
3.8 Finding the Right Distribution 3
3.9 Extracting Values From Probability Distributions 3
3.10 Output Analysis 3
4.0 Teaching Methodology:
4.1 Methods to be used.
The teaching methods include lectures, discussions, and actual cases.
4.2 Student role in the course.
Students will attend the lectures, participate in in-class discussions, complete exams and projects.
4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance, specifying
distinction between undergraduate and graduate, if applicable. For Laboratory projects, specify
the number of weeks spent on each project).
Students will complete two regular take-home exams, class projects and reports.
5.2 Basis for determining the final grade (Course requirements and grading standards) specifying
distinction between undergraduate and graduate, if applicable.
Component
Grading
Exams 25.0%
Class Projects 37.5%

Class Participation 12.5%
Class Project Report 25.0%
5.3 Grading scale and criteria
Points Grade
98 – 100% A+
90 – 97% A
87 – 89% A-
84 – 86% B+
80 – 83% B
77 – 79% B-
74 – 76% C+
70 – 73% C
67 – 69% C-
64 – 66% D+
60 – 63% D
57 – 59% D-

CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design 36
Data management
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least ___1_ written reports (not including exams, tests, quizzes, or
commented programs) to typically __10___ pages and to make __1___ oral presentations of typically
__15___ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues:
No coverage
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such coverage.
Hours
10.1 Simulation principles 15
10.2 Probability Distributions 3
11.0 Problem analysis:
Students learn and understand simulation modeling of manufacturing and service operations through the
use of computer software for operational analysis and decision making. Student also examine the
assumptions underlying these analytical models and how models behave in practice under a variety of
manufacturing and service environments.
12.0 Solution design:
Please describe the design experiences common to all course sections.
CHANGE HISTORY
Date Change By whom Comments
Spring 2002 Initial ABET version Ghahramani
6/25/03 ABET cleanup Wolcott
10/9/07 Update of resource material and course
coordinator
Shi
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-323-

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4880
Course Title
System Simulation and Modeling
Course Coordinator
Yong Shi and Lotfollah Najjar
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Recognize situations where simulation
S X
can be used as a an analysis tool
Answer questions by simulation analysis S X
Analyze, design and develop appropriate
S
S
and effective simulation models
Design, develop and run efficient
S X S
simulation experiments
Evaluate and draw conclusions from a
X
X
simulation output
Formulate constructive opinions, and
S
present the results in a practical manner
Present the results clearly.
S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4890 Data Warehousing and Data Mining
Department and Course Number ISQA/CSCI 4890
Course Title
Data Warehousing and Data Mining
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 10/02/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course provides students theoretical issues as well as practical methods for designing
and constructing data warehouse and implementing data mining. After covering the
essential concepts, issues, techniques to build an effective data warehouse, this course
emphasizes the various techniques of data mining, such as association, classification,
clustering and prediction for on-line analyses within the framework of data warehouse
architectures. This course also promotes students to conduct a real-life data analyzing
project.
1.2 For whom course is intended.
This course is intended for undergraduate management information systems (MIS) and
computer science (CS) majors who choose Data Mining and Business Intelligence
concentration. It is also recommended to a senior undergraduate level in MIS or CS.
1.3 Prerequisites of the course (Courses)
1.3.1 ISQA 3310 or CSCI 4850
1.4 Prerequisites of the course (Topics).
1.4.1 The conceptual and practical foundation to database management systems
1.4.2 Relational Database Systems
1.4.3 The hierarchical models
1.4.4 The network models
1.4.5 Basic SQL
1.5 Unusual circumstances of the course.
None
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2.0 Objectives:
2.1 Understand the fundamental principles of data warehousing and data mining
2.2 Describe the difference between transactional databases and data warehouses
2.3 Describe the relationship between OLAP and Data Warehousing
2.4 Use SQL to manage data in data warehousing and data mining
2.5 Build a data mart
2.6 Design and implement a data warehouse
2.7 Carry out data integration and transformation
2.8 Use and create simple data mining algorithms
2.9 Apply some commercial tools to conduct data mining
2.10 Interpret of data mining results
3.0 Content and Organization:
3.1 Introduction to Data Warehousing and Data Mining 3
3.2 Data Warehouse and OLAP 3
3.3 Data Preprocessing 3
3.4 Data Mining Basis 3
3.5 Data Characterization and Comparison 4
3.6 Mining Association Rules 4
3.7 Classification and Prediction 6
3.8 Cluster Analysis 4
3.9 Integrated Methods of Data Mining 3
3.10 Advances of Data Warehousing and Data Mining 3
4.0 Teaching Methodology:
4.1 Methods to be used.
Hours
The basic teaching method will be lectures, discussion, real-life cases, guest speakers. The
existing software from the literature or produced by the instructor and commercial products
will be used in the class.
4.2 Student role in the course
The students will attend lectures, participate in discussion in the class, complete
assignments and projects, and complete all exams. The projects can be either individual
or group work depending on the situation of each class.
4.3 Contact hours.
Three (3) hours per week.
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5.0 Evaluation:
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
The student products will be the assignments, group discussion, projects, examinations,
and project presentations.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Components Grading
Participation 5%
Homework 10%
Projects 35%
Exams 50%
5.3 Grading scale and criteria.
Points Grade
98-100 A+
95-97 A
90-94 A-
88-89 B+
85-87 B
80-84 B-
78-79 C+
75-77 C
70-74 C-
68-69 D+
65-67 D
60-64 D-

6.1.1 David Olson and Yong Shi, Introduction to Business Data Mining, McGraw-Hill,
2007.
6.1.2 J. Han and M. Kamber, Data Mining: Concepts and Techniques, Morgan Kaufmann,
2001.
6.2 Other suggested reading materials, if any.
6.2.1 Agrawal, R., Imielinski, T. and Swami, A. (1993) ‘Data mining: A performance
perspective’, IEEE Transactions on Knowledge and Data Engineering, Vol. 5, 914-
925.
6.2.2 Bajgier, S. M. and Hill, A. V. (1982) ‘An experimental comparison of statistical and
linear programming approaches to the discriminant problems’, Decision Sciences,
Vol.13, 604-618.
6.2.3 Breiman, L., Friedman, J., Olshen, R. and Stone, C. (1984), Classification and
Regression Trees, Wadswroth, Belmont.
6.2.4 Carpenter, G.A., Grossberg, S., Reynolds, J.H., Markuzon, N., and Rosen, D.B.
(1992) ‘Fuzzy ARTMAP: A Neural Network Architecture for Incremental
Supervised Learning of Analog Multidimensional Maps’, IEEE Transactions on
Neural Networks, 3, 698-713.
6.2.5 Carpenter, G.A., Grossberg, S., and Rosen, D.B. (1991) ‘Fuzzy ART: Fast stable
learning and categorization of analog patterns by an adaptive resonance system’,
Neural Networks, 4, 759-771.
6.2.6 Chen, M., Han, J. and Yu, P. (1996) ‘Data mining: An overview from a database
perspective’, IEEE Transactions on Knowledge and Data Engineering, Vol. 8, 866-
883.
6.2.7 Freed, N. and Glover, F. (1981) ‘Simple but powerful goal programming models for
discriminant problems’, European Journal of Operational Research, Vol. 7, 44-60.
6.2.8 Freed, N. and Glover, F. (1986) ‘Evaluating alternative linear programming models
to solve the two-group discriminant problem’, Decision Science, Vol. 17, 151-162.
6.2.9 Glover, F. (1990) ‘Improve linear programming models for discriminant analysis’,
Decision Sciences, Vol. 21, 771-785.
6.2.10 Guo, H. and Gelfand, S.B. (1992) ‘Classification trees with neural network feature
extraction’, IEEE Transactions on Neural Netwroks, Vol. 3, 923-933.
6.2.11 Jang, J.-S. R., Sun, C.-T. and Mizutani, E. (1997), Neuro-Fuzzy and Soft Computing,
Prentice Hall, Upper Saddle River, New Jersey.
6.2.12 Joachimsthaler, E.A. and Stam, A. (1988) ‘Four approaches to the classification
problem in discriminant analysis: An experimental study’, Decision Sciences,
Vol.19, 322-333.
6.2.13 Koehler, G. J. and Erenguc, S. S. (1990) ‘Minimizing misclassifications in linear
discriminant analysis’, Decision Science, Vol. 21, 63-85.
6.2.14 Kosko, B. (1992), Neural Networks And Fuzzy Systems: A Dynamical Systems
Approach To Machine Intelligence, Prentice Hall, Englewood Cliffs, New Jersey.
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6.2.15 Markowski, E. P. and Markowski, C. A. (1985) ‘Some difficulties and improvements
in applying linear programming formulations to the discriminant problem’,
Decision Science, Vol. 16, 237-247.
6.2.16 Pass, S. (1997) ‘Discovering in a value mountain of data’, ORMS Today, October,
24-28.
6.2.17 Quinlan, J. (1986) ‘Induction of decision trees’, Machine Learning, Vol. 1, 81-106.
6.2.18 Rymon, R. (1993), Search through systematic set enumeration, Proceedings of the
third international conference on principle of knowledge representation and
reasoning. Cambridge, MA, 539-550.
6.2.19 Shi, Y, Peng, Y., Xu, X and Tang, X. (2002) ‘Data mining via multiple criteria linear
programming: Applications in credit card portfolio management’, International
Journal of Information Technology and Decision Making, Vol. 1, 145-166.
6.2.20 Shi, Y., Wise, M., Luo, M. and Lin, Y. (2001) ‘Data mining in credit card portfolio
management: a multiple criteria decision making approach’, in M. Koksalan and S.
Zionts, eds., Multiple Criteria Decision Making in the New Millennium, Springer,
Berlin, 427-436.
6.2.21 Shi, Y. (1999) ‘Data Mining’, in IEBM Handbook of Information Technology in
Business, Edited by M. Zeleny, International Thomson Publishing Europe.
6.3 Other sources of information.
6.4 Current bibliography of resource for student’s information.
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language 3
Analysis and Design
Data management 36
Role of IS in Organizations 3
8.0 Oral and Written Communications:
Every student is required to submit at least ___9__ written reports (not including exams, tests,
quizzes, or commented programs) to typically ___5__ pages and to make __1___ oral
presentations of typically __10___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
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No coverage
10.0 Theoretical content:
Please list the types of theoretical material covered, and estimate the time devoted to such
coverage.
This course provides students theoretical issues for designing and constructing data warehouse
and implementing data mining.
Hours
10.1 The fundamental principles of Data Warehousing and Data Mining 5
11.0 Problem analysis:
Students learn theoretical and practical methods to design and construct data warehouse and
implementing data mining. After covering the essential concepts, issues, techniques to build an
effective data warehouse, this course emphasizes the various techniques of data mining, such as
association, classification, clustering and prediction for on-line analyses within the framework of
a data warehouse architectures. This course also promotes students to conduct a real-life data
analyzing project.
12.0 Solution design:
Please describe the design experiences common to all course sections.
CHANGE HISTORY
Date Change By whom Comments
10/7/03 Initial ABET version Shi
6/25/03 ABET cleanup Wolcott
10/09/07 Update of resource material Shi
10/2/08 Review completed Shi
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4890/ CSCI 4890
Course Title
Data Warehousing and Data Mining
Course Coordinator
Yong Shi
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the fundamental principles of X
data warehousing and data mining
Describe the difference between
X
transactional databases and data
warehouses
Describe the relationship between OLAP
and Data Warehousing
Use SQL to manage data in data
X
X
warehousing and data mining
Build a data mart
S
Design and implement a data warehouse X S
Carry out data integration and
X
transformation
Use and create simple data mining
X
algorithms
Apply some commercial tools to conduct
X
data mining
Interpret of data mining results X X
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4900 Internet Systems Development
Department and Course Number ISQA-4900/CSCI-4900
Course Title
Internet Systems Development
Course Coordinator
Matt Payne
Total Credits 3
Date of Last Revision 10/13/08
1.0 Course Description:
1.1 Overview of content and purpose of the course (Catalog description).
This course focuses on contemporary techniques and technologies in the design,
development, and integration of web-enabled information systems. Topics include:
Multi-tiered systems architecture; rapid application development; object-oriented
analysis and design; prototyping; testing, verification, and validation; lifecycle models;
and component-based development. This is a rapidly moving, hands-on course that
mirrors real-world development.
1.2 For whom course is intended.
Students pursing either a BIS or BCS degree with the Internet Technologies (iT)
concentration who have achieved junior or senior standing.
1.3 Prerequisites of the course (Courses).
1.3.1 CSCI 2850 Programming on the Internet
1.3.2 CSCI 2830 Java I
1.3.3 Completion of two additional courses within the iT concentration
1.4 Prerequisites of the course (Topics).
1.4.1 The equivalent of one semester’s exposure to Java programming
1.4.2 Introductory experience creating simple web-based applications using server-side
technologies such as PHP, CGI, ASP, or Cold Fusion
1.4.3 General understanding of networking concepts such as OSI reference model and
TCP/IP.
1.5 Unusual circumstances of the course.
None
2.0 Objectives:
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2.1 Manage change in the context of distributed systems development & maintenance;
2.2 Define appropriate architectures for distributed applications systems and the
infrastructure supporting them;
2.3 Apply appropriate methodologies for distributed systems development;
2.4 Conduct analysis, design, and implementation using an object-oriented paradigm; and
2.5 Create Internet-based, distributed systems.
3.0 Content and Organization:
Contact hours
3.1 Introduction 6
3.1.1 Introduction : Speed, change, and integration:
the impact of current trends on systems development.
3.1.2 Technical Architectures
3.1.3 Multi-tiered Architecture
3.1.4 Client-server systems
3.1.5 Internet-based architecture
3.1.6 Object-based architecture
3.2 Middleware 9
3.2.1 Distributed Services
3.2.2 Integration
3.2.3 Web services
3.3 Methodology 9
3.3.1 Extreme Programming
3.3.2 Other agile methodologies
3.4 Object-oriented technologies 6
3.4.1 Analysis
3.4.2 Design
3.4.3 Unified Modeling Language
3.4.4 Use cases
3.5 Modern Enabling Technologies 14
3.5.1 Java
3.5.2 J2EE
3.5.3 Web Services & Service Oriented Architectures
3.5.4 Wireless
3.5.5 Component Models & Components
3.5.6 Application Servers
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4.0 Teaching Methodology:
4.1 Methods to be used.
The course will employ a variety of teaching methods including lectures and hands-on
guided projects. Assignments will include a combination of individual and group
components. The course may be team taught by two or more professors.
4.2 Student role in the course.
The student will attend lectures, participate in discussions, complete programming
assignments, evaluate a web programming framework (e.g. struts, spring, etc) and
complete both individual and group elements of a semester project.
4.3 4.3 Contact hours.
5.0 Evaluation:
Three (3) hours per week.
5.1 Type of student projects that will be the basis for evaluating student performance,
specifying distinction between undergraduate and graduate, if applicable. For Laboratory
projects, specify the number of weeks spent on each project).
Students will work on a capstone systems development project throughout the semester.
The project will be broken down into a number of modules that reflect the topics covered
in the course, but will also draw on material learned in the prerequisite courses.
5.2 Basis for determining the final grade (Course requirements and grading standards)
specifying distinction between undergraduate and graduate, if applicable.
Component Grading
Exams 20%
Homework 30%
Final Exam 20%
Project 30%
5.3 Grading scale and criteria.
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Points Grade
97-100% A+
92-96% A
89-91% A-
86-88% B+
82-85% B
79-81% B-
76-78% C+
72-75% C
69-71% C-
66-68% D+
62-65% D
59-61% D-

Affect Engineering Practice?” Internet Computing, IEEE, Piscataway: NJ. Vol. 1, No.
1; January-February, pp. 30-38.
6.4.4 Britton, C. (2001) “IT Architectures and Middleware: Strategies for Building Large,
Integrated Systems,” Addison-Wesley, Upper Saddle River: NJ
6.4.5 Christensen, M.J. and Thayer, R.H. (2002) The Project Manager's Guide to
Software Engineering's Best Practices, IEEE, Piscataway: NJ.
6.4.6 Cusumano, M. and Yoffie. D. (1998) Competing on Internet Time: Lessons from
Netscape and Its Battle with Microsoft. Free Press/Simon & Schuster, New York.
6.4.7 Cusumano, M. and Yoffie. D. (1999) “Software Development on Internet Time,”
Internet Computing, IEEE, Piscataway: NJ. Vol. 32, No. 10; OCTOBER 1999, pp. 60-
69
6.4.8 Goldmann S. & Kötting, B. (July-August 1999) “Collaborative Work Software
Engineering over the Internet” Internet Computing, IEEE, Piscataway: NJ. Vol. 3,
No. 4; pp. 93-94.
6.4.9 Guide to the Software Engineering Body of Knowledge SWEBOK (December 2001),
Executive Editors: Alain Abran and James W. Moore, Editors: Pierre Bourque and
Robert Dupuis. IEEE, Piscataway: NJ.
6.4.10 Harmon, P, Rosen M, & Guttman, M. (2001) “Developing E-Business Systems and
Architectures,” Morgan Kaufmann, San Francisco: CA.
6.4.11 Ince, D. (2002), “Developing Distributed and E-Commerce Applications,” Addison-
Wesley, Upper Saddle River: NJ.
6.4.12 “Internet Watch: The Network Maturity Model for Internet Development
Network Maturity Model Development Team,” (October 1999) Ed. Ron Vetter,
Computer , IEEE, Piscataway: NJ Vol. 32, No. 10; pp. 117-118.
6.4.13 Knoernschild, K. (2002). Java Design: Objects, UML, & Process. Addison Wesley.
6.4.14 Linthicum, D. (2000), “Enterprise Application Integration,” Addison Wesley, Upper
Saddle River: NJ.
6.4.15 Matena, V & Stearns, B (2001) “Applying Enterprise JavaBeans(TM): Component-
Based Development for the J2EE(TM) Platform,” Sun Microsystems.
6.4.16 Szyperski, C (1999) “Component Software: Beyond Object-Oriented
Programming,” Addison-Wesley, Harlow: England.
6.4.17 Wampler, B.E. (2002). The essence of object-oriented programming with Java and
UML. Addison-Wesley.
6.4.18 Läufer, Konstantin“A Hike through Post-EJB J2EE Web Application Architecture”
Computing in Science & Engineering Sept/Oct 2005. On 10/13/08 online at
http://tinyurl.com/5xyo6y (which redirects to computer.org)
7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time
in hours):
CAC Category Core Advanced
Hardware and software 14
Networking and telecommunications
Modern programming language 6
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Analysis and Design 6
Data management
Role of IS in Organizations
8.0 Oral and Written Communications:
Every student is required to submit at least __1___ written reports (not including exams, tests,
quizzes, or commented programs) to typically _____ pages and to make __1___ oral
presentations of typically __15___ minutes duration. Include only material that is graded for
grammar, spelling, style, and so forth, as well as for technical content, completeness, and
accuracy.
9.0 Social and Ethical Issues:
No coverage.
10.0 Theoretical content:
Concepts of applications and infrastructure architecture, including physical and logical
architecture, and component-based construction of software systems (6 hours)
11.0 Problem analysis:
Students will learn to conduct analysis using an object-oriented paradigm.
12.0 Solution design:
Students will learn contemporary techniques and technologies in the design, development, and
integration of web-enabled information systems. Specifically, students will learn to define
appropriate architectures for distributed applications systems and the infrastructure supporting
them, conduct design, and implementation using an object-oriented paradigm; and they will
create Internet-based, distributed systems.
CHANGE HISTORY
Date Change By whom Comments
4/30/2003 In the methodologies unit, replace
JAD, RAD, prototyping, and system
life-cycle with agile methodologies,
particularly extreme programming.
Wolcott JAD, RAD, prototyping, and
system life-cycle are covered
adequately in ISQA 4110 and
ISQA 4120.
6/25/03 ABET clean-up Wolcott
10/13/08 Added homework, presentation, and Matt
textbook. Replaced ORBs with SOA. Payne
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Currently, web services and
SOA are more common than
ORBs in the field.

1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA-4900/CSCI-4900
Course Title
Internet Systems Development
Course Coordinator
Matt Payne
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Manage change in the context of
distributed systems development &
maintenance;
Define appropriate architectures for
distributed applications systems and the
infrastructure supporting them;
Apply appropriate methodologies for
distributed systems development;
Conduct analysis, design, and
implementation using an object-oriented
paradigm; and
Create Internet-based, distributed
systems.
X
X
S
S
S
S
S
S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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ISQA 4910 Introduction to Project Management
Department and Course Number ISQA 4910
Course Title
Introduction to Project Management
Course Coordinator
Donna Dufner
Total Credits 3
Date of Last Revision 10/13/08
1.0 Course Description
1.1 Overview of content and purpose of the course
This course will cover the basics of project planning, scheduling and control. Earned value
management techniques and project quality will be covered. Risk management will also be
covered. The student will be introduced to the IEEE Standards for Project Management. The
purpose of the course is to provide students with an introduction to the tools and techniques
used to manage projects to achieve successful completion. The project management methods
taught are suitable for a wide variety of project types such as software development or
engineering projects (e.g. construction).
1.2 For whom course is intended
The course is intended for undergraduate students in the schools of IS&T, Business Administration
and Engineering who need to learn the fundamentals of project management.
1.3 Prerequisites of the course
1.3.1 CIST 2500 Introduction to Applied Statistics for IS&T
1.3.2 CIST 2110 Organizations, Applications, and Technology
1.3.3 Or equivalent
1.4 Unusual circumstances of the course
2.0 Objectives
None
2.1 Understand the fundamentals of project planning, project scheduling, and project control,
2.2 Understand earned value project management,
2.3 Understand quality issues for project management,
2.4 Understand the fundamentals of the management of risk
2.5 Apply the fundamentals earned value project management tools and techniques,
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2.6 Create Work break down structures,
2.7 Manage projects using the Critical Path Methodology,
2.8 Manage projects using the Cost performance index (CPI) as a performance and forecasting metric,
2.9 Manage projects using the Schedule performance index (SPI) as a performance and forecasting
metric, and
2.10 Calculate and evaluate the actual performance against baseline metrics for project management
and control.
3.0 Content and Organization
List of topics to be covered in chronological sequence
Contact Hours
3.1 Fundamentals of project planning, scheduling and control
3.1.1 Introduction to Project Management 2
3.1.2 The role of the project manager 2
3.1.3 Project Definition 1.5
3.1.4 Project Planning 3
3.1.5 Developing the Implementation Plan 2
3.1.6 Managing Project Risk 3
3.1.7 Project Scheduling 5
3.1.8 Project Control 3
3.1.9 Managing people and teams 3
3.2 Introduction and overview of earned value project management 3
3.3 The genesis and evolution of earned value and the earned value
body of knowledge 3
3.4 Project management as performed in a major Omaha corporation
(guest Speaker) 2
3.5 Establishing the earned value baseline 2
3.6 Earned value baseline preparation and evaluation 2
3.7 Performance Monitoring using the project baseline 2
3.8 Forecasting final cost and schedule results 2
3.9 Customer requirements and planning for quality 1
3.10 Achieving project quality. 1
4.0 Teaching Methodology
4.1 Methods to be used
The primary teaching method will be discussion, case studies, lecture, guest speakers, and
demonstration.
4.2 Student role in the course
The student will attend lectures and demonstrations, participate in discussion on assigned
readings, complete assigned projects and papers, and complete required examinations
4.3 Contact hours
Three (3) hours per week.
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5.0 Evaluation
5.1 Types of student products
The student products will be: two examinations (a midterm and final), a ten-page research paper,
and an oral presentation.
5.2 Basis for determining the final grade
Grades will be determined on the basis of the student’s participation in class (10%) development
of a ten page research paper based on readings from the trade and the empirical, peer reviewed
literature (30%), and achievement on examinations (60 % of final grade). The specific weights
shall be specified in the outline for the particular class.
Component Grading
Examinations 50%
Research Report 30%
Participation 10%
Presentation 10%
5.3 Grading Scale and Criteria
Points Grade
97-100% A+
93-96% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
77-79% C+
73-76% C
70-72% C-
67-69% D+
63-66% D
60-62% D-

6.1.3 Guide to the Project Management Body of Knowledge (PMBOK Guide) by the Project
Management Institute Standards Committee, Newton Square, PA. 2004.
6.2 Other suggested reading materials or equivalent
Additional articles that have been collected for various topics are available at the UNO Library.
These articles are used to supplement topics presented in various chapters.
6.3 Other sources for gathering information or equivalent
Students are encouraged to collect articles in current professional and trade journals that are
relevant to topics in systems analysis and design. The process is particularly important in keeping
current with technology and new methodologies.
6.4 Current bibliography or equivalent.
6.4.1 Adams, John, R., Principles of Project Management. Newtown Square, PA: Project
Management Institute, 1997.
6.4.2 Bicknill, D. The Politics of Failure. Computer Weekly. (July 6, 1995): 28-30.
6.4.3 Garner, R. “Captain of Crunch.” Computerworld. 31, 40 (Oct. 6, 1997): 81-83.
6.4.4 Gautschi, T. Three keys to successful design products. Design News. Aug. 11, 1997 v52
n15 p188 (1).
6.4.5 Hebert B., “Tracking progress: More companies are recognizing the value of project
management as part of their overall strategy – particularly in times of changes”, CMA
management, Feb. 2002, v75, i10, p. 24-27.
6.4.6 Hillier F., Hillier M., Lieberman G., Introduction to management science, Chapter 7,
McGraw Hill, Primis Online, 2000.
6.4.7 Meyer A., Loch C., Pich M., “Managing project uncertainty: from variation to chaos;
project managers can’t predict the future, but accurately gauging the degree of
uncertainty inherent in their projects can help them quickly adapt to it”, MIT Sloan
Management Review, Winter 2002, v43, i2, p. 60-67.
6.4.8 Mourier P., Smith M., “Restarting a stalled project”, Security Management, Oct. 2001,
v45, i10, p. 32-35.
6.4.9 O’Connell, E., & Saiedian, H. “Can You Trust Software Capability Evaluations.”
Perspectives. Feb. 2000.
6.4.10 Organizing projects for success. Project Management Institute, Inc., Newton Square, PA.
2000.
6.4.11 Pinto, J. and Kharbanda, O. “How to fail in project management.” Business Horizons. 39,
4 (July-Aug. 1996): 45-54.
6.4.12 PMI Standards Committee, Guide to the PMBOK. Newtown Square, PA: Project
Management Institute, 2004.
6.4.13 Robert, R.W. “Creating an Environment for Project Success.” Project Management. 1997.
6.4.14 Verma, V., Organizing Projects for Success. Newtown Square, PA: Project Management
Institute, 1995.
6.4.15 Verma, V. Human Resource Skills for the Project Manager. Newtown Square, PA: Project
Management Institute, 1996.
6.4.16 Wideman, R. (ed.) Project & Program Risk Management. Newtown Square, PA: Project
Management Institute, 1992.
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7.0 (IS Program) Estimate Computing Accreditation (CAC) Category
CAC Category Core Advanced
Hardware and software
Networking and telecommunications
Modern programming language
Analysis and Design 15
Data Management
Role of IS in Organizations 3
8.0 Oral and Written Communication
Every student is required to submit at least __1___ written reports (not including exams, tests, quizzes, or
commented programs) to typically __10+___ pages and to make __1___ oral presentations of typically
___20__ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth,
as well as for technical content, completeness, and accuracy.
9.0 Social and Ethical Issues
9.1 Emphasis on open and honest communication with all project stakeholders.
9.2 Emphasis on the customer’s needs both explicit and requirements and implicit.
9.3 Emphasis on accurate and consistent project tracking and reporting to management.
10.0 Theoretical Content
Hours
10.1 Earned Value Analysis 2
11.0 Problem Analysis
11.1 Critical Path
11.2 Earned Value Analysis
12.0 Solution Design
12.1 Project Plan
12.2 Risk Assessment and control
12.3 Project schedule control through earned value analysis
12.4 Lifecycle development
CHANGE HISTORY
Date Change By whom Comments
5/1/2003 Textbook added Dufner
6/10/2003 Added CIST 2500 and CIST 2110 as
prerequisites
Wolcott These two courses were listed as
prerequisites in the catalog, but not
on the formal syllabus.
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7/10/03 Change course description – Course Change
form 10-15-02
10/16/08 Changed description, objectives. Updated
reference list
Wild
Dufner
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1. Local and global role of iS
2. Knowledge of computing
3. Analysis and design
4. Communication
5. Computer-based tools
6. Work on a team
7. Professional, legal, ethical standards
8. Model processes and data
9. Design, implement, evaluation IS
10. Manage projects
11. Manage IS within application env.
12. Manage change
13. Recognize need for prof. develop.
Mapping of IS Program Outcomes vs. course objectives
Department and Course Number ISQA 4910
Course Title
Introduction to Project Management
Course Coordinator
Donna Dufner
Total Credits 3
Date of Last Revision 5/26/09
S – Strong relationship
X – Contributing relationship
BIS Program Outcomes
Course objective
Understand the fundamentals of project
X X S S
planning, project scheduling, and project
control
Understand earned value project
S S S
management
Understand quality issues for project
X S S
management
Understand the fundamentals of the
X X S S
management of risk
Apply the fundamentals earned value
S S X
project management tools and
techniques
Create Work break down structures X S S X
Manage projects using the Critical Path
S S S X S
Methodology
Manage projects using the Cost S S X S
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performance index (CPI) as a
performance and forecasting metric
Manage projects using the Schedule
performance index (SPI) as a
performance and forecasting metric
Calculate and evaluate the actual
performance against baseline metrics for
project management and control
S S X S
S S X S
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BIS Program Outcomes (2009)
1. understand the local and global role of information systems in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
2. have an ability to apply knowledge of computing and mathematics appropriate to the discipline.
3. apply traditional and contemporary analysis and design techniques to identify and analyze organizational
problems or opportunities, formulate appropriate strategies and solutions using information
technologies, and evaluate the effectiveness of proposed solutions
4. communicate effectively to a range of audiences through listening and through oral, written, and visual
presentation.
5. understand and apply appropriate types of computer-based tools to support communication.
6. work effectively in a team environment and collaborate with others to accomplish a common goal.
7. understand and apply professional, legal, and ethical standards of conduct.
8. understand and model organizational processes and data.
9. design, integrate, implement, and evaluate a computer-based system, process, component, or program to
meet desired needs.
10. manage projects.
11. manage information systems within a specific application environment.
12. manage change.
13. recognize the need for continuing professional development
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APPENDIX 3 – FACULTY VITAE
On separate pages, please furnish the following information for all faculty members who teach courses allowed
for the major, including those who have administrative positions in the department (chair, associate chair, etc.).
Use the form given below as guidance. This form need not be followed exactly, but all requested information
should be supplied. Use a common format for all faculty members. Limit information to no more than three
pages per person, providing only the most recent information if needed to limit space. Place the form(s) for
administrators first, followed by the others in alphabetical order.
If you are having more than one program evaluated, particularly if the programs are on separate campuses,
indicate clearly the program(s) and/or campus(es) to which an individual is assigned, and the percentage of time
to each, if more than one.
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Hesham Ali, Dean
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Hesham H. Ali
Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Associate Dean for
Academic Affairs,
College of Information
Science and Technology
Professor, Department
of Computer Science
Associate Professor,
Department of
Computer Science
Assistant Professor,
Department of
Computer Science
Dates Held
January 2000 – July 2006
August 2000 – Present.
August 1994 – August 2000.
August 1988 – August 1994
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph. D Computer Science University of Nebraska-Lincoln 1988
M. Sc Computer Science Alexandria University, Egypt 1985
B. Sc Computer Science Alexandria University, Egypt 1982
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
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Dates Where Duties
June 2000 –
Present
October 2001 –
Present
Department of Pathology and
Microbiology, University of
Nebraska Medical Center
Nebraska Informatics Center
for Life Sciences (NICLS)
2002 – Present Nebraska Center for Biosecurity
(NCB), University of
Nebraska
August 1996 -
August 1997
Department of Computer
Science, SQU, Muscat, Oman
Associate Professor (courtesy)
Deputy Director for Computational sciences
Member
Visiting Associate Professor (Acting Department
Head January 1997 – August 1997).
7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Lee D. and Willa Seemann Distinguished Dean, College of Information Science and Technology,
University of Nebraska at Omaha
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
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P. Ciborowski and H. Ali, Bioinformatics In: Proteomics for Undergraduates. Book Chapter in A. Kraj and
J. Silberring (eds.), Wiley Inc., 2008.
H. Ali and N. Sherwani, Introduction to Graph Algorithms, to be published by Wiley & Sons, 2008.
X. Deng , H. Geng and H. Ali, “A Hidden Markov Model Approach to Predicting Yeast Gene Function from
Sequential Gene Expression Data,” The International Journal of Bioinformatics Research and
Applications, 2008.
X. Deng , H. Geng and H. Ali, “Cross-platform Analysis of Cancer Biomarkers: A Bayesian Network
Approach to Incorporating Mass Spectrometry and Microarray Data,” Journal of Cancer Informatics,
2007.
A. Sadanandam, M. Varney, L. Kinarsky, H. Ali, R. Lee Mosley, R. Singh, “Identification of Functional Cell
Adhesion Molecules with a Potential Role in Metastasis by a Combination of in vivo Phage Display and in
silico Analysis,” OMICS: A Journal of Integrative Biology, Mar 2007, Vol. 11, No. 1: 41-57.
X. Huang and H. Ali, “High Sensitivity RNA Pseudoknot Prediction,” Nucleic Acid Research, 2007.
H. Geng, X. Deng and H. Ali, “MPC: a Knowledge-based Framework for Clustering under Biological
Constraints,” Int. J. Data Mining and Bioinformatics, Volume 2, Number 2, 2007.
A. Abdelaal, H. Ali and H. Sharif, A Coarse-Grain Analysis for the Performance of Measurement-based
Admission Control Algorithms. Journal of Computational Methods in Science and Engineerning, Volume
6, Number 5-6, pp. S349-S358, 2006.
X. Deng, H. Geng, D. Bastola and H. Ali, “Link Test — A Statistical Method for Finding Prostate Cancer
Biomarkers," Journal of Computational Biology and Chemistry, 2006.
A. Churbanov, I. Rogozine, J. Deogun, and H. Ali, “Method of Predicting Splice Sites Based on Signal
Interactions,” Biology Direct, 2006.
X. Deng, H. Geng, and H. Ali, “Joint Learning of Gene Functions--A Bayesian Network Model Approach".
Journal of Bioinformatics and Computational Biology, Vol. 4, No. 2, pp. 217-239, 2006.
X. Deng and H. Ali, EXAMINE, “A Computational Approach to Reconstructing Gene Regulatory
Networks,” Journal of BioSystems, 81:125-136, 2005.
A. Churbanov, M. Pauley, D. Quest and H. Ali, “A method of precise mRNA/DNA homology-based gene
structure prediction,” BMC Bioinformatics, 6:261, 2005.
A. Mohamed, D. Kuyper, P. Iwen, H. Ali, D. Bastola and S. Hinrichs, “Computational approach for the
identification of Mycobacterium species using the internal transcribed spacer-1 region,” Journal of
Clinical Microbiology, Vol. 43, No. 8: 3811-3817, 2005.
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A. Churbanov, I. Rogozin, V. Babenko, H. Ali and E. Koonin, Evolutionary conservation suggests a
regulatory function of AUG triplets in 5'UTRs of eukaryotic genes, Nucleic Acid Research, 33(17), pp.
5512-20, Sep 2005.
D. Plum and H. Ali, An Evolutionary Approach to Vehicle Routing Problem with dynamic time and
Precedence Relationships. Journal of Computational Methods in Science and Engineerning, Volume 5,
Number1, pp. S57-S66, 2005.
N. Sharma, J. Youn, N. Shrestha and H. Ali, “Direction Finding Signage System using RFID for Healthcare
Applications,” Proceedings of The International Conference on BioMedical Engineering and Informatics
(BMEI2008), Sanya, Hainan, China, May 27-30, 2008.
J. Uher, D. Sadofsky, J. Youn, H. Ali, H. Sharif, J. Deogun, and S. Hinrichs, “I2MeDS: Intelligent Integrated
Medical Data System,” Proceedings of The International Conference on BioMedical Engineering and
Informatics (BMEI2008), Sanya, Hainan, China, May 27-30, 2008.
H. Geng, H. Ali and J. Chan, “A Hidden Markov Model Approach for Prediction of Genomic Alterations from
Gene Expression Profiling,” Proceedings of the fourth International Symposium on Bioinformatics Research
and Applications (ISBRA), Atlanta, Georgia, May 6-9, 2008.
D. Qwest, K. Dempsey, D. Bastola and H. Ali, “A Parallel Architecture for Regulatory Motif Algorithm
Assessment,” Proceedings of the Seventh IEEE International Workshop on High Performance Computational
Biology (HiCOMP 2008), in conjunction with IPDPS 2008. Miami, Florida, April 24-30, 2008.
S. Pawaskar and H. Ali, “Dynamic Energy Aware Task Scheduling for Periodic Tasks using Expected
Execution Time Feedback,” Proceedings of the International Conference on Parallel Computing and
Networks (PDCN 2008), Innsbruck, Austria, Feb 12-14, 2008.
Y. Mohsenin and H. Ali, “A New Genetic Algorithm for Resource Constrained Project Scheduling,”
Proceedings of the International Conference on Artificial Intelligence and Applications (AIA 2008),
Innsbruck, Austria, Feb 11-13, 2008.
D. Bastola, S. Chandio, P. Iwen, S. Hinrichs and H. Ali, “RFLP-WAVE Analysis for Rapid Identification of
Medically Important Fungi,” Proceedings of the 2008 Hawaii International Conference on System Sciences
(HICSS-41), Kona, January 7-10, 2008.
S. Kanapuram and H. Ali, “On the Impact of configuration of Access Points on the Performance of Wireless
Networks,” Proceedings of the International Conference on Parallel and Distributed Computing and Systems
(PDCS 2007), Cambridge, November 19-21, 2007.
X. Huang and H. Ali, “Reducing Folding Scenario Candidates in Pseudoknots Detection Using Highly
Sensitive PLMM_DPSS Algorithm Integrated With Energy Filters,” Proceedings of the 7th IEEE
International Conf on Bio-Informatics and Bio-Engineering (BIBE 2007), pp. 1299 -1303, Boston, October
14-17, 2007.
J. Youn, H. Ali, H. Sharif, J. Deogun, J. Uher and S. Hinrichs, “WLAN-based Real-time Tracking System in
Healthcare,” Proceedings of IEEE Wireless and Mobile Computing, Networking and Communications
(WiMob 2007), White Plain, New York, October 8-10, 2007.
S. Mudundi and H. Ali, “A Robust Scalable Cluster-Based Multihop Routing Protocol for Wireless Sensor
Networks,” Proceedings of the Fifth International Symposium on Parallel and Distributed Processing and
Applications (ISPA07), Niagara Falls, Canada, August 29-31, 2007.
D. Quest, W. Tapprich and H. Ali, “A Grammar Based Methodology for Structural Motif Finding in ncRNA
Database Search, Proceedings of the 2007,” IEEE Computer Society Bioinformatics Conference (CSB 2007),
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University of California, San Diego, USA, August 13-17, 2007.
A. Abdelaal and H. Ali, “A Typology for Community Wireless Networks Business Models,” Proceedings of
2007 Americas Conference on Information Systems (AMCIS-13 2007), Keystone, Colorado, August 9-12,
2007.
S. Mudundi and H. Ali, “A New Robust Genetic Algorithm for Dynamic Cluster Formation in Wireless
Sensor Networks,” Proceedings of the International Conference on Wireless and Optical Communication
(WOC 2007), Montréal, Canada, May 30- June 01, 2007.
S. Pawaskar and H. Ali, “Dynamic Energy Aware Task Scheduling using Run-Queue Peek,” Proceedings of
the International Conference on Parallel Computing and Networks (PDCN 2007), Innsbruck, Austria, Feb 13-
15, 2007.
H. Geng, J. Iqbal, X. Deng, W. Chan and H. Ali, “Virtual CGH: Prediction of Novel Regions of
Chromosomal Alterations in Natural Killer Cell Lymphoma from Gene Expression Profiling,” Proceedings of
the 2007 Hawaii International Conference on System Sciences (HICSS-40), Kona, January 3-6, 2007.
S. Kanapuram, H. Ali and G. de Vreede, “On Effective Utilization of Wireless Networks in Collaborative
Applications,” Proceedings of the Second International Conference on Collaborative Computing
(CollaborateCom 2006), Atlanta, Georgia, November 17-20, 2006.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
“CCLI: Integrating Bioinformatics into the Life Sciences,” Co-PI, National Science Foundation (NSF), total
Award at UNO: $149,807, January 15, 2008 – December 31, 2009.
“Design and Development of Secure and Robust Network Infrastructure for Critical Medical
Applications,” PI, Nebraska Research Initiative (NRI), total Award at UNO: $367,671, July 1, 2006 – June
30, 2008.
“Center for Mobile Computing,” PI, NSF EPSCoR, total Award at UNO: $500,000, February 1, 2004 –
January 31, 2007.
“Nebraska High Performance Wireless Research and Education Network,” PI, Nebraska Research
Initiative (NRI), total Award at UNO: $681,232, July 1, 2004 – June 30, 2006.
“IDeA Networks for Biomedical Research Excellence,” Co-I: (PI of UNO component), NIH INBRE, total
Award at UNO: $1,382,586, June 1, 2004 – May 31, 2009.
“Center for Mobile Computing,” PI, Supplement Grant, NSF EPSCoR, total Award at UNO: $35,000,
February 1, 2005 – January 31, 2006.
“The Development of Med-IT Cancer Data Management System,” MaCallie & Associates, PI, $44,000,
March 1, 2005 – May 5, 2006.
“Study of Innovative Approaches for Efficient Satellite Communications,” Co-PI, A Joint IST and CET (PKI)
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Project, L-3 Compcept, $300,000, March 25, 2005 – March 25, 2006.
“Nebraska Research Network in Functional Genomics,” Co-I (PI of UNO Component), Supplement Grant,
NIH, total Award at UNO: $195,190, June 1, 2005 – April 30, 2006.
“High-Technology Workforce Support for Baccalaureate Degree Seeking Students,” Co-PI, NSF STEP,
total Award at UNO: $1,999,416, June 1, 2004 – May 31, 2009.
“Construction of a Targeted Rhesus Macaque Microarray,” Co-PI (PI of UNO Component), NIH, total
Award at UNO: $239,282, June 18, 2003 – April 30, 2006.
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number
Course title
Semester
hrs
Class
size
Spring 2009
Fall 2008
CSCI
4150/8156
MATH
4150/8156
BIO
4860/8866
Graph Theory and Applications 3 17
Graph Theory and Applications 3 4
Bioinformatics Algorithms 3 11
Summer 2008 CSCI 8325 Data Structures 3 1
Spring 2008
CSCI
4150/8156
MATH
4150/8156
Graph Theory and Applications 3 23
Graph Theory and Applications 3 13
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
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14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Deepak Khazanchi, Associate Dean
Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Deepak Khazanchi
Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Associate Professor of Information Systems and Quantitative Analysis 7/2000 - 7/2001
Full Professor of Information Systems and Quantitative Analysis
8/2001 - till date
Associate Professor of Information Systems and Quantitative Analysis 7/2000 – 7/ 2001
Interim Department Chair, Information Systems and Quantitative Analysis 6/2001 - 4/2002
Peter Kiewit Distinguished Professor (Discontinued due to the move to an
8/2005 - 11/ 2006
administrative position)
Department Chair, Information Systems and Quantitative Analysis 4/2002 -11/2006
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. Management Information Systems Texas Tech University, Lubbock 1991
M.B.A Southern Illinois University- Carbondale, Carbondale 1988
B. Tech
(Honors)
Civil Engineering Indian Institute of Technology, Kharagpur, India 1981
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
N/A
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Abdelaal, A., Ali, H. and Khazanchi, D. (2009, Jan 5-8). “The Role of Social Capital in the Creation of
Community Wireless Networks.” Proceedings of the forty-second Annual Hawaii International
Conference on Systems Sciences (HICSS-42). [PDF]
Davis, A. and Khazanchi, D. (2008, June 9-11). An exploratory investigation of the development of
mutual knowledge in global virtual project teams. Proceedings of the 16th European Conference on
Information Systems (ECIS-16), Galway, Ireland.
Khazanchi, D., Murphy, John and Petter, S. (2008, May 23-24). "Guidelines for Evaluating Patterns in
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the IS Domain", Proceedings of the 2nd Midwest United States Association for Information Systems
Conference (MWAIS08), Eau Claire, Wisconsin.
Petter, S., Khazanchi, D. and Murphy, J. (2008, May 7-9). "A Design Science Based Evaluation
Framework for Patterns", In: V. Vaishnavi & R. Baskerville (Eds). Proceedings of the Third
International Conference on Design Science Research in Information Systems and Technology
(DESRIT 2008), May 7- 9, 2008, Atlanta, Georgia: Georgia State University.
Davis, A. and Khazanchi, D. (2007, August 9-12). The influence of online word of mouth on product
sales in retail e-commerce: An empirical investigation . Proceedings of the 13th Annual Americas
Conference on Information Systems (AMCIS-13), Keystone, Colorado.
Murphy, J. D. and Khazanchi, D. (2007, May 18-19th). "The Effects of Pairing Participants in
Facilitated Group Support Systems Sessions." Proceedings of the 2nd Midwest United States
Association for Information Systems Conference (MWAIS07), Springfield, Illinois. Awarded 2nd Best
Paper.
Davis, A. and Khazanchi, D. (2007, May 18-19th). "The Influence of Transactive Memory on Mutual
Knowledge in Virtual Teams: A Theoretical Proposal." Proceedings of the 2nd Midwest United States
Association for Information Systems Conference (MWAIS07), Springfield, Illinois.
Zigurs, I. and Khazanchi, D. (2007, May 18-19, 2007). Panel on “Transforming education in
information systems and technology,” the 2nd Midwest United States Association for Information
Systems Conference (MWAIS 2007), Springfield, Illinois. Also participated as a panelist.
Peng, Y., Kou, G., Sabatka, A., Matza, J., Chen, Z., Khazanchi, D. and Shi, Y. (2007, May 27-30).
"Application of Classification Methods to Individual Disability Income Insurance Fraud Detection".
International Conference on Computational Science (ICCS 2007), Beijing, China.
Yan, Nian and Khazanchi, D. (2007, May 27-30). "Concept Level Web Search via Semantic
Clustering". International Conference on Computational Science (ICCS 2007), Beijing, China.
Khazanchi, D. and Zigurs, I. (2007, January 3-7). "An Assessment Framework for Developing and
Using Patterns for the Effective Management of Virtual Projects." Proceedings of the Hawaii
International Conference on System Sciences (HICSS-40).
Arnold, V., Hampton, C., Khazanchi, D. and Sutton, S. (2006; September 7-8th). "Risk Analysis in
Extended Enterprise Environments: Identification of Critical Risk Factors in B2b E-Commerce
Relationships". Proceedings of the Fourth Annual CABIT (Center for Advancing Business through
Information Technology) Symposium, Phoenix, AZ, http://symposium.cabit.wpcarey.asu.edu.
Ni, Jinlan and Khazanchi, D. (2006; November 18-21). "Asymmetric Information and New IT
Investment", Proceedings of the Decision Sciences Institute's 37th Annual Meeting, San Antonio, TX.
Peng, Y., Kou, G., Sabatka, A., Chen, Z., Khazanchi, D. and Shi, Y. (2006, October 25-27th).
"Application of Clustering Methods to Health Insurance Fraud Detection", Proceedings of the IEEE
International Conference on Services Systems and Services Management (ICSSSM06), Université de
Technologie de Troyes, France (http://www.utt.fr/icsssm06/).
Martin, A. and Khazanchi, D. (2006, August 4-6th). "Information Availability and Security Policy".
Proceedings of the Americas Conference on Information Systems (AMCIS 2006), Acapulco, Mexico.
Tarmizi, H., Khazanchi, D. and Noteboom, C. (2006, May 5-6th). "Electronic Medical Records:
Barriers to Adoption and Diffusion." Proceedings of the 1st Midwest United States Association for
Information Systems Conference (MWAIS06), Grand Rapids, Michigan.
Davis, A. and Khazanchi, D. (2006, May 5-6th). "Mutual Knowledge and its Impact on Virtual Team
Performance." Proceedings of the 1st Midwest United States Association for Information Systems
Conference (MWAIS06), Grand Rapids, Michigan.
Attended AMCIS 2004 NYC as a delegate and AMCIS 2005 conference co-chair
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Khazanchi, D. and Zigurs, I. (2005, May 21st, 2005). "Patterns of Virtual Projects", PMI Project
Management Research Programme Working Session", Edinburgh, Scotland, UK (part of the PMI
Global Congress-EMEA).
V. Arnold, C. Hampton, D. Khazanchi and S.G. Sutton (2005, August 7-10th). "B2B E-Commerce
Assurance: The Influence of Partner Risk on Assurance Desirability & Relationship Satisfaction."
American Accounting Association (AAA) Annual Meeting, San Francisco, California.
V. Arnold, C. Hampton, D. Khazanchi and S.G. Sutton. (2004, August 8-11th). "Risk Analysis in an
Extended Enterprise Environment: Identification of Key Risk Factors in B2B E-Commerce
Relationships." Proceedings of the American Accounting Association (AAA) Annual Meeting,
Orlando, Florida.
V. Arnold, C. Hampton, D. Khazanchi and S.G. Sutton (2004, November 5-6th). "B2B E-Commerce
Assurance: The Influence of Partner Risks On Continuous Assurance Desirability & Relationship
Satisfaction." The Eighth Rutgers Continuous Auditing & Reporting Symposium
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
N/A
7. Consulting—list agencies and dates, and briefly describe each project:
N/A
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Committee membership – 5 hours/week
Advising – 3 hours/week
Associate Dean for Academic Affairs – 20 hours/week (carries an additional stipend)
Grant Administration, Writing and Development – 5 hours/week
Supervision of Graduate students (including MS and PhD)– 3 hours/week
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
UNMC Interoperability Standards Task Force (2009-).
Chair, IS&T Scholarship Committee (2009-).
Chair, IA Faculty Search Committee (2009-)
Peter Kiewit Institute (PKI) Executive Director Search Committee (2008-09).
UNMC Clinical Data Standards (CDR) Committee (2007-08)
Chancellor Search Committee (2006-07)
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IS&T ABET Steering Committee (2003-till date)
General Education Think Tank (2006-till date)
College of IST Grant Writer Search Committee, 2006
General Education Review Task Force (2006-till date)
Scott Scholarship Selection Committee (2003-until date)
Academy of Excellence Selection Committee (2004-till date)
Walter Scott Entrepreneurship Award Committee (2005-2007; Committee Chair, 2006)
Peter Kiewit Institute Student Entrepreneurship Award Committee (2005-2007; Committee Chair, 2006)
PKI Chairs Committee (2001-2005)
IS&T Academic Prioritization Report Task Force, (2005)
IS&T IT Steering Committee (2005-2006)
IS&T Dean's Expanded Executive Committee (2001-till date)
Academy of Excellence (AOE) Committee (2005-till date)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Owens, D., Davis, A., Murphy, J., Khazanchi, D. and Zigurs, I. (2009, March-April). "Moving First Life into
Second Life: Real World Opportunities for Virtual Teams and Virtual World Project Management." IT
Professional (a IEEE Publication), Volume 11, Issue 2, pp. 34-41.
Davis, A., Owens, D., Murphy, J., Khazanchi, D. and Zigurs, I. (2009, February). "Avatars, People, and Virtual
Worlds: Foundations for Research in Metaverses." Journal of the Association for Information Systems, Volume
10, Issue 2 , Article 2, pp. 90-117.
Ni, J. and Khazanchi, D. (2009, March, Forthcoming). "Information Technology (IT) Investment Decisions
Under Asymmetric Information: A Modified Rational Expectation Model." International Journal of Information
Technology and Decision Making (IT&DM), Volume 8, Issue 1. [Pre-Print Draft PDF].
Murphy, J. and Khazanchi, D. (2008, Fall). "Synergistic Ideation through Pairing Participants in Facilitated
Group Support Systems Sessions." American Journal of Business, Volume 23, No. 2, pp. 27-35. [PDF].
Davis, A. and Khazanchi, D. (2008, May). "An Empirical Study of Online Word of Mouth as a Predictor for
Multi-product Category E-commerce Sales", Electronic Markets, Volume18, Issue 2, pp. 130-141. [PDF]
Zigurs, I. and Khazanchi, D. (2008, Spring). "From Profiles to Patterns: A New View of Task-Technology Fit."
Information Systems Management, Volume 25 Issue 1, pp. 8 –13. [PDF].
Sutton, S., Khazanchi, D., Hampton, C. and Arnold, V. (2008, Special Issue). "Risk Analysis in Extended
Enterprise Environments: Identification of Critical Risk Factors in B2B E-Commerce Relationships." Journal of
the Association of Information Systems (JAIS), Volume 9, Issue 3/4, Article 4, pp. 151-174. [PDF].
Davis, A. and Khazanchi, D. (2007, Fall). "Does Mutual Knowledge Affect Virtual Team Performance?
Theoretical Analysis and Anecdotal Evidence." American Journal of Business (AJB), Volume 22, No. 2, pp. 57-
65. [PDF].
Khazanchi, D. and Zigurs, I. (2006, July-September). "Patterns for Effective Management of Virtual Projects:
Theory and Evidence." International Journal of electronic Collaboration (IJeC) -- Special Issue on Collaborative
Project Management, Volume 2, No. 3, pp. 25-49. [PDF].
Dasgupta, P. and Khazanchi, D. (2005). "An Adaptive Decision Support System for Academic Course
Scheduling Using Software Agents." International Journal of Technology in Teaching and Learning (IJTTL),
Volume 1, Issue 2, 63-78. [PDF].
Khazanchi, D. (2005, Spring). "Information Technology (IT) Appropriateness: The Contingency Theory of “Fit”
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and IT Implementation in Small and Medium Enterprises". Journal of Computer Information Systems, Volume
XLV, No. 3, pp. 88-95.
Owens, D. and Khazanchi, D. (2009; Forthcoming). "Software Quality Assurance." In: Kidd, T.T. (2009),
Handbook of Research on Technology Project Management, Planning and Operations, Hershey, PA:
Information Science Reference (an imprint of IGI Global).
Khazanchi, D. and Martin, A. (2009). "Information Availability." In: Gupta, J.D. and Sharma, S. Editors (2009),
Handbook of Research on Information Security and Assurance, Hershey, PA: IGI Global, Chapter XIX, pp. 230-
239.
Zigurs, I. and Khazanchi, D. (2008). "Applying Pattern Theory in the Effective Management of Virtual Projects."
In: Kock, N., Editor (2008), E-Collaboration in Modern Organizations: Initiating and Managing Distributed
Projects, Advances in e-Collaboration Series, Volume 2, Hershey, PA: IGI Global, Chapter VII, pp. 93-112.
Zigurs, I., Khazanchi, D. and Mametjanov, A. (2007). "The Practice and Promise of Virtual Project
Management." In: Kock, N., Editor (2007, December), Encyclopedia of E-Collaboration, Hershey, PA:
Information Science Reference (an imprint of IGI Global), ISBN: 978-1-59904-000-4, Chapter 116, pp. 1-7.
[PDF]. Also published in Kisielnicki, J., Editor (2008, June), Virtual Technologies: Concepts, Methodologies,
Tools, and Applications, Hershey, PA: Information Science Reference (an imprint of IGI Global), ISBN: 978-1-
59904-955-7, Chapter 1.13, pp. 177-184.
Khazanchi, D. and Zigurs, I. (2008). "Patterns for Effective Management of Virtual Projects: Theory and
Evidence." Also published in Kisielnicki, J., Editor (2008, June), Virtual Technologies: Concepts, Methodologies,
Tools, and Applications, Hershey, PA: Information Science Reference (an imprint of IGI Global), ISBN: 978-1-
59904-955-7, Chapter 7.2, pp. 1368-1389.
Khazanchi, D. & Zigurs, I. (2005). Patterns of effective management of virtual projects: An exploratory study.
Newtown Square, PA: Project Management Institute. ISBN: 1930699832.
V. Arnold, C. Hampton, D. Khazanchi and S.G. Sutton. (2004). Enterprise Risk Management: Identifying Risk in
B2B E-Commerce Relationships. Altamonte Springs, Fl: The Institute of Internal Auditors (IIA) Research
Foundation. ISBN: 0-89413-554-6. [To purchase this book, please visit the IIA book store]. 102 pages.
Khazanchi, D. and Reich, B.H. (2008, October). "Achieving IT project success through control, measurement,
managing expectations, and top management support," (Guest Editorial), International Journal of Project
Management (IJPM). Volume 26, Issue 7 , pp. 699.
Davis, A. , Khazanchi, D., Murphy, J., Owens, D., & Zigurs, I. (2008). "Challenges and lessons learned from
virtual world research," Midwest Association for Information System (MWAIS) Newsletter, 2 (2), pp. 3.
Khazanchi, D. and Petter, S. (2006; Fall). "The Need for Improved IT Project Manegemnet in e-Service Projects
and Beyond" (Guest Editors' Column), e-Service Journal (e-SJ), 5:1, pp. 1-3.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
Gouttierre, T. (PI) and Khazanchi, D. (IT-coordinator) (1/1/2009-12/31/2010; In progress). "US-Russia Partnership
for Technology, Language, and Cultural Exchange", $398,103 grant from the US Department of Education.
Khazanchi, D. and Zigurs, I. (2008). "Metaverse Research Lab", funded by the University of Nebraska Foundation
for $20,000.
Khazanchi, D., Najjar, L. and Wolcott, P. (1/1/2008-3/2009). "Business Database Competitive Audit Project".
Awarded a grant of $17,603 for conducting a comparative business database audit for InfoUSA.
Munkvold, B.E., Moe, C.E, Khazanchi, D. and Zigurs, I. (2008-2011; In progress). " Partnerships in Higher Education
Norway - North America 2008-2011". University of Agder (UiA), Kristiansand, Norway and UNO's IS&T
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collaborated to obtain a grant of nearly $100,000 per year for 3.5 years from the Norwegian Centre for
International Cooperation in Higher Education (an agency under the Ministry of Education and Research) to
continue and extend the partnership between UiA and UNO. Khazanchi will serve as the Project Director for
administering the grant on the UNO campus. The grant will fund large student exchanges between the two
universities (35 students each way) and allow faculty and researchers to visit each campus for workshops and to
establish and expand research collaborations.
Davis, A., Zigurs, I., Khazanchi, D. and Munkvold, B. (June – August 2007). "Teaching and learning virtual
collaboration across cultures and technologies,” funded by University of Nebraska at Omaha Institute for
Collaboration Science (ICS) Summer Seed Grant, $1000.
Khazanchi, D. (3/2007). "infoUSA: Spring Break in India " Awarded $45,000 by infoUSA for UNO/UNL students visit
to India to learn about Indian businesses, culture and educational workshops at UNO's sibling university, IIT
Kharagpur.
Buchanan, L. (PI; 2007) and Khazanchi, D. (Consultant). "Follow-up Relationships Intended to END Smoking
(Portable Electronic Device Study)". $40,000 award from Nebraska Dept of Health and Human Services Cancer and
Smoking Grants (LB 506).
Khazanchi, D. (2006). UNMC (University Medical Center - College of Nursing) sub-grant for $3000 to develop a
"Portable Electronic Device Application" for Buchanan, L. (2006) for her "Follow-up Relationships Intended to END
Smoking (Portable Electronic Device Study)" research initiative.
Khazanchi, D., Chen, Z. and Shi, Y. (6/26/2006 to 7/26/2006; Completed). "Mutual of Omaha Special Investigation
Department (SID) Data Mining Project – Individual Disability Income Product". Awarded $23,900 by Mutual of
Omaha.
de Vreede, Gert-Jan, Jones, E., Khazanchi, D., Rilett, L. and Zigurs, I. (2005; Completed). "Applying Patterns of
Technology-Enabled Distributed Collaboration: Improving Multi-Actor Decision-Making in Traffic Systems."
Awarded $10,000 by the PKI Coordinating Council, University of Nebraska.
Khazanchi, D. and Shi, Y. (7/1/2005 to 8/31/2005; Completed). "SID-Data Classification for Disability Income
Product". Awarded $22,500 by Mutual of Omaha.
Khazanchi, D. (7/1/2005-7/12006). "infoUSA: PKI-IIT-VGSOM Student/Faculty Exchange Grant." Awarded $35,000
by infoUSA.
Najjar, L., Khazanchi, D., and Wolcott, P. (1/1/2005 to 3/1/2005; Completed). "Business Database Competitive
Audit Project". Awarded a grant of $14,575 for conducting a business database audit for InfoUSA. This project is
being conducted under the auspices of the PKI Technology Development Corp (PKITDC).
Harvey, D. and Khazanchi, D. (11/2004 to 7/2005; Completed). “Union Pacific -- Engineering Management Group
Systems Project.” Awarded a grant of $94,655 for the systems analysis for EMG's information systems needs. This
project was conducted with the assistance of a Scott incubator partner, DOCenter Inc. under the auspices of the
PKI Technology Development Corp (PKITDC).
Khazanchi, D. and Zigurs I. (October 1st-April 15th, 2005; Completed). "Mutual of Omaha Simulation Project --
Phase II." Awarded $16,100 by Mutual of Omaha.
Khazanchi, D. (9/1/2004-8/2007). "Web-based Reentry Case Management System." Award for $70,910 as a as a
part (sub-grant) of the Nebraska Department of Corrections grant to Sample, L and Spohn, C. (2004), "Nebraska's
Serious and Violent Offender Reentry Program".
Khazanchi, D. (7/1/2004; Completed). "infoUSA: PKI-IIT-VGOSM Student/Faculty Exchange Grant." Awarded
$30,000 by infoUSA.
Khazanchi, D. and Zigurs, I. (1/2004-12/2004; Completed). “Patterns of Virtual Projects: Identifying Effective
Blueprints for Virtual Project Management”. Report submitted in fulfillment of a grant sponsored by the Project
Management Institute’s (PMI) Project Management Research Program. The total grant was for $63,000 ($30,000
from PMI and the remainder in matching funds in the form of computing resources and faculty time from the
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College of IS&T, University of Nebraska at Omaha).
Harvey, D. and Khazanchi, D. (3/2004 to 7/2004; Completed). “Union Pacific -- Medical Systems Project.” Awarded
a grant of $75,240 for the systems analysis of medical systems integration with HR at Union Pacific. This project
was conducted with the assistance of a Scott incubator partner, DOCenter Inc. under the auspices of the PKI
Technology Development Corp (PKITDC).
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number
Course title
Semester
hrs
Class
size
Fall/2007 ISQA 9900 Advanced Research in Virtual Project Management 3 4
(Doctoral Seminar)
Spring/2008 ISQA 9010 Foundations of IS Research (Doctoral Seminar) 3 5
Fall/2008 ISQA 9020 Technical and Process Issues in IS Research (Doctoral 3 5
Seminar)
Spring/2009 ISQA 9010 Foundations of IS Research (Doctoral Seminar) 3 1
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __33___%. Please give
a brief description of your major research and scholarly activities:
Business to Business (B2B) Electronic Commerce & Risk Management
o EDI Impacts on Small and Medium Sized Enterprises (SMEs)
o B2B Risk Management
o B2B Assurance
o Risk Management in the Extended Enterprise Environment
IT Project Management
o Virtual Project Management/Virtual World Project Management
o Best Practices in Project Management
o Project Management Training
o Project Management Assurance
Application of Philosophy Science to IS/T Research
o Relevance of IS Research
o Scientific Realism in IS Research
o Truth in IS Research
o Patterns Theory and Design Science
o Validation of Concepts
Mutual Knowledge in Virtual Teams
Metaverses, Virtual Worlds and Other Reality Environments
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14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Ilze Zigurs, ISQA Department Chair
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Ilze Zigurs
Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Professor
Dates Held
August 2001 - Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. Business
University of Minnesota 1987
Administration/ MIS
M.B.A. University of Nebraska at Omaha 1981
B.A. English Literature University of Washington, Seattle 1971
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Teaching Circles, "Chairs & Directors Teaching Circle", UNO, Omaha, NE, USA. (October 2008 - May
2009). Served as coordinator of teaching circle.
Teaching Circles Participant, "Web Collaboration", UNO, Omaha, NE, USA. (October 2008 - May 2009).
Workshop Attended, "The Pedagogical Potential of Second Life for Higher Education", UNO Faculty
Development, Omaha, NE, USA. (September 25, 2008).
Conference Attendance, "International Conference on Information Systems". (December 2008).
Conference Attendance, "Nebraska Research and Innovation Conference", EPSCoR, Lincoln, NE, USA.
(October 28, 2008).
Conference Attendance, "CRIWG 2008", Omaha, NE, USA. (September 14, 2008 - September 18, 2008).
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Seminar, "XBRL: Opportunities and Challenges", Creighton University, Omaha, NE, USA. (September 8,
2008).
Conference Attendance, "Americas Conference on Information Systems". (August 2008).
Conference Attendance, "MWAIS Third Annual Conference", Eau-Claire, Wisconsin, USA. (May 2008).
Attended ICAN Women's Leadership Conference, Qwest Center, April 2006
Attended Americas Conference on Information Systems (AMCIS), August 2006
Attended International Conference on Information Systems (ICIS), December 2006
Attended Special Interest Group in Project Management, all-day workshop prior to ICIS Conference,
December 2006
Attended sessions at 11 th Annual Americas Conference on Information Systems, Omaha, Nebraska,
August 11-14, 2005
Attended sessions at International Conference on Information Systems, Las Vegas, Nevada, December 9-
13, 2006
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
PKI Executive Director Search Committee, Committee Member, 1 hour
College Representatives Committee, Center for Collaboration Science, Committee Chair, 1 hour
Statewide EPSCoR Committee, Committee Member, 1 hour
Adobe Connect Pilot Project, Program Coordinator, 1 hour
Selection Committee for IDEA award, Committee Chair, 0.5 hours
Twelve-Month Operational Plan Task Force Committee, Committee Member, 0.5 hours
ABET Steering Committee, Committee Member, 2 hours
Distance Education Steering Committee, Ex-officio member, 1. hour
Women in IT, Faculty Mentor, 1 hour
CIST Roundtable, Co-coordinator of CIST Roundtable series, 1 hour
Workshop on Partnership Opportunities, UiA/UNO, Co-Coordinator of workshop, 1 hour
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Chair, ISQA Professional Development and Concerns Committee, Spring 2006
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Nebraska EPSCoR Committee, appointed by Governor of State of Nebraska, through November 2007
College Representatives Committee, Institute for Collaboration Science, 2006 - present
Search Committee for Dean of College of IS&T, 2006
Selection Committee for Award for Distinguished Research or Creative Activity, 2006 - 2007
University Professorship Committee, 2005-2006
College Personnel Committee, 2005-2006
ISQA Graduate Program Committee through December 2005
ISQA Recruiting Committee, Summer and Fall 2005
Department personnel committee, 2005-2006
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Davis, A., & Zigurs, I. (forthcoming). Trust in virtual teams: Solved or still a mystery? Database for
Advances in Information Systems.
Owens, D., Davis, A., Murphy, J., Khazanchi, D., & Zigurs, I. (2009). Moving first life into Second Life: Real
world opportunities for virtual teams and virtual world project management, IT Professional, May/June,
27-34.
Davis, A., Murphy, J., Owens, D., Khazanchi, D., & Zigurs, I. (February 2009). Avatars, people, and
metaverses: Foundations for research in virtual worlds, Journal of the Association for Information
Systems, 10(2), Article 2, 90-117.
Germonprez, M., & Zigurs, I. (January 2009). Task, technology, and tailoring in communicative action: An
in-depth analysis of group communication, Information and Organization, 19(1), 22-46.
DeSanctis, G., Poole, M.S., Zigurs, I., DeSharnais, G., D’Onofrio, M., Gallupe, B., Holmes, M., Jackson, B.,
Jackson, M., Lewis, H., Limayem, M., Lee-Partridge, J., Niederman, F., Sambamurthy, V., Vician, C.,
Watson, R., Billingsley, J., Kirsch, L., Lind, R., and Shannon, D., (Special Issue 2008). The Minnesota GDSS
research project: Group support systems, group processes, and outcomes, Journal of the Association for
Information Systems, 9(10/11), 551-608.
Zigurs, I., and Khazanchi, D. (2008). From profiles to patterns: A new view of task-technology fit.
Information Systems Management, 25(1), 8-13.
Cousins, K., Robey, D., & Zigurs, I. (2007). Managing strategic contradictions in hybrid teams, European
Journal of Information Systems, 16(4), 460-478.
Tarmizi, H., Payne, M., Noteboom, C., Zhang, C., Steinhauser, L., de Vreede, G.-J., & Zigurs, I. (2007).
Collaboration engineering in distributed environments, e-Service Journal, 6(1), 76-97.
Munkvold, B.E., & Zigurs, I. (2007). Process and technology challenges in swift-starting virtual teams,
Information & Management, 44, 287-299.
Tarmizi, H., de Vreede, G-J., & Zigurs, I. (January-March, 2007). Leadership challenges in communities of
practice: Supporting facilitators via design and technology, International Journal of e-Collaboration, 3(1),
18-39.
Khazanchi, D. & Zigurs, I. (July-Sept 2006). Patterns for effective management of virtual projects: Theory
and evidence, International Journal of e-Collaboration, 2(3), 25-48.
Munkvold, B. E. & Zigurs, I. (April-June 2005). Integration of e-collaboration technologies: Research
opportunities and challenges, International Journal of e-Collaboration, 1(2), 1-24 (invited paper,
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editorially reviewed).
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
“Applying Patterns of Technology-Enabled Distributed Collaboration: Improving Multi-Actor Decision-
Making in Traffic Systems,” funded by University of Nebraska, Research Collaboration Seed Grant,
$10,000, April – December, 2005.
“Mutual of Omaha Simulation Project – Phase Two,” funded by Mutual of Omaha Corporation through
The Peter Kiewit Institute Technology Development Corporation, $16,160, September 27 – December
20, 2004 (with D. Khazanchi).
“Patterns of Virtual Projects: Identifying Effective Blueprints for Virtual Project Management,” funded by
Project Management Institute, $30,000, January – December, 2004 (with D. Khazanchi).
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Course
Term/year number
Fall 2008 CIST 1010-
001
Fall 2008 CIST 1010-
002
Spring ISQA
2008 9030-001
Fall 2007 ISQA
9900-001
Course title
Semester
hrs
Class
size
Foundations of Information Science and
1 35
Technology
Foundations of Information Science and
1 29
Technology
Behavioral/Organizational Issues 3 2
Advanced Research in Information Systems 3 3
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
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40%
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _n/a___%.
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-376-

John Clark
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
John W. Clark
Instructor
n/a
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Instructor
Dates Held
January 1999-Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
B.S.
Computer
Science
University of Nebraska at Omaha September 1994 -
May 1998
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
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5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
December
1994-present
Clark Software Solutions Self employed as a software consultant / programmer
Designing and writing software mostly for the
Department of Defense, and the Department of the
Army, as well as NASA. This has ranged from large scale
Java database applications to embedded C and C++ for
handheld devices. This work has included several
applications of graph theory as well as image and video
processing in real-time. This business grew from doing
desktop support, networking and troubleshooting for
individuals and small business.
August 1997 -
December
1998
July 1995-
August 1997
Technical Support Inc.
HKS Medical Information
Systems
Software Engineer
Duties included consultant programming to customer
specifications, design and recommendation on custom
software, project management, and customer relations.
Part-time programmer
Duties include writing data-feed parsers, web pages used
for remote patient tracking, dynamically generated
patient reports, Unix system administration, database
management, on site and remote technical support for
several hospitals, and Intel based hardware repair and
construction.
7. Consulting—list agencies and dates, and briefly describe each project:
See Item #6 above.
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8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Course
Semester Class
Term/year number
Course title
hrs size
Spring 2009 CSCI 1620- Introduction to Computer Science II 3 11
001
CSCI 1620- Introduction to Computer Science II 3 18
002
CSCI 2840 C++ & Object Oriented Programming 3 6
CSCI 3320 Data Structures 3 20
Fall 2008 CSCI 1620- Introduction to Computer Science II 3 26
001
CSCI 1620- Introduction to Computer Science II 3 29
002
CSCI 1840 Advanced Topics in C 3 32
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CSCI 3320 Data Structures 3 29
Summer 2008 CSCI 1620 Introduction to Computer Science II 3 15
CSCI 3320 Data Structures 3 22
Spring 2008 CSCI 1620- Introduction to Computer Science II 3 23
001
CSCI 1620- Introduction to Computer Science II 3 28
002
CSCI 1620- Introduction to Computer Science II 3 14
003
CSCI 2840 C++ & Object Oriented Programming 3 13
Fall 2007 CSCI 1620- Introduction to Computer Science II 3 22
001
CSCI 1620- Introduction to Computer Science II 3 30
002
CSCI 1840 Advanced Topics in C 3 25
CSCI 3320 Data Structures 3 24
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __0___%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: 50% CIST core; 50% CS.
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Sidney Davis
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Sidney Davis
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Assistant Professor August 2000 – March 2003
Associate Professor March 2003 -- present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
B.M. Music Indiana University 1974
MBA Business Southern Illinois University -- Carbondale 1983
Ph.D. MIS Indiana University 1989
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
December 2005, HCI Research in MIS Workshop, Las Vegas Nevada
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
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7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Committee member Undergraduate Program Committee 1.5 hours every 2 weeks
Thesis committee for Thomas Bronieki, Master’s student, 3-4 hours prior to defense (Spring 2009)
Senior editor, eService Journal, 3-4 hours for each paper that I receive for review
Editorial Review Board member, Journal of Database Mgt., 2-3 hours for each review
Ad hoc reviewer for Behaviour and Information Technology, 2-3 hours for each review
Associate Editor for HCI track of ICIS 2009 (10-12 hours total)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Graduate Council 2003-2004 (Committee B, Courses, Programs, and Evaluations)
Writing Across the Curriculum Committee (WAC, Fall 2007 – Fall 2008)
College of IS&T RP&T Committee, 2005-2008
College of IS&T Technology Committee, 2006 - 2007
ISQA Dept. PD&C Committee, 2005-2008
Undergraduate Program Committee, 2005-2008
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
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12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Fall 2007 ISQA 3520 User Interface Design 3 11
Fall 2007 ISQA 8525 User Interface Design 3 5
Fall 2007 CIST 2910 Multimedia Systems 3 6
Spring 2008 ISQA 3400 Data Communications 3 11
Spring 2008 ISQA 3520 User Interface Design 3 11
Spring 2008 ISQA 8525 User Interface Design 3 5
Fall 2008 ISQA 3520 User Interface Design 3 16
Fall 2008 ISQA 8525 User Interface Design 3 2
Fall 2008 CIST 3100 Organizations, Applications, and Technology 3 24
Spring 2009 ISQA 3400 Data Communications 3 23
Spring 2009 ISQA 3520 User Interface Design 3 10
Spring 2009 ISQA 8525 User Interface Design 3 3
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __15___%. Please give
a brief description of your major research and scholarly activities:
Editor and reviewer for 3 journals. Ad hoc reviewer for some journals. Served as committee chair for
Master’s student.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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-384-

G J de Vreede
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Gert-Jan de Vreede
Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Professor
Dates Held
2002-Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
PhD Delft University of Technology 1991-1995
MSc Information Delft University of Technology 1986-1991
Systems
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Program chair of GDN2010 (2008-2009)
Co-chair of ECIS2010, Research in Progress track (2008-2009)
Co-chair of Center for Collaboration Science’s 3rd Research Seminar, Omaha, NE. (2008-2009)
Co-chair of HICSS09 & HICSS10 minitrack on Designing Collaboration Processes and Systems.
Co-chair of GDN09 sessions on Collaborative Requirements Engineering in Group Decision Making &
Negotiation (2008-2009)
Co-chair of EuroPLOP’s 2008 Thematic track on Patterns
Program committee member of ISD2008, CRIWG08-09, GDN2009
Organization committee chair for CRIWG 2008, Omaha, NE
Co-chair of ICS 2nd Research Seminar, Omaha, NE. (2007-2008)
Co-chair of HICSS08 & HICSS09 minitrack on Designing Collaboration Processes and Systems.
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Co-chair of GDN08 sessions on Facilitation in Group Decision Making & Negotiation
Co-chair of EuroPLOP’s Thematic track on Patterns (2007-2008)
Program committee member of ISD2007-2008, CRIWG07-08, Group Decision & Negotiation (GDN2007-
2008), ICGSE 2007 workshop on “Tools for Globally Distributed Software Development”
Organization committee chair for CRIWG 2008, Omaha, NE.
Co-chair of HICSS06 & HICSS07 minitrack on Designing Collaboration Processes and Systems.
Co-chair of AMCIS06 & AMCIS07 minitrack on Collaboration Engineering.
Co-chair of GDN06 sessions on Facilitation and Collaboration Engineering of Group Decision Making &
Negotiation
Co-chair of GDN07 sessions on Facilitation in Group Decision Making & Negotiation
Program committee member of ISD2006-2007, CRIWG06-07, Group Decision & Negotiation (GDN2006-
2007),
Member of International Association of Science and Technology for Development (IASTED) Technical
Committee on Information Systems (2006-2007)
Co-chair of HICSS05 & HICSS06 minitrack on Designing Collaboration Processes and Systems.
Co-chair of AMCIS05 & AMCIS06 minitrack on Collaboration Engineering.
Co-chair of GDN05 sessions on Facilitation Support in GSS
Co-chair of GDN06 sessions on Facilitation and Collaboration Engineering of Group Decision Making &
Negotiation
Program committee member of ISD2006, CRIWG05-06, Context2005, International Conference on
Knowledge Sharing and Collaborative Engineering (KSCE 2004), Group Decision & Negotiation
(GDN2005-2006), ISCRAM2006, 1st International Conference on “Future Challenges And Current Issues
In Business Information, Organisation And Process Management”.
Member of International Association of Science and Technology for Development (IASTED) Technical
Committee on Information Systems (2005-2006)
Program co-chair of CRIWG2004 conference, Costa Rica, September 2004.
Co-chair of HICSS05 minitrack on Research Methods and Approaches in Organizational Systems
Research.
Co-chair of HICSS05 & HICSS06 minitrack on Designing Collaboration Processes and Systems.
Co-chair of AMCIS05 minitrack on Collaboration Engineering.
Co-chair of GDN05 sessions on Facilitation Support in GSS
Program committee member of International Conference on Electronic Commerce (ICEC2004), ISD2005,
CRIWG05, Context2005, International Conference on Knowledge Sharing and Collaborative Engineering
(KSCE 2004), Group Decision & Negotiation (GDN2005).
Member of International Association of Science and Technology for Development (IASTED) Technical
Committee on Information Systems (2004-2005)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
2006- Director, Center for
Collaboration Science
2006 University of Pretoria Visiting Professor
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7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
1997-1999 Multimedia Skills Part time senior consultant
1991 Hoogovens Simulation study to evaluate the maintenance process in
the Oxy-2 factory of the Hoogovens steel mill factory
1991 Sint Franciscus Gasthuis Analysis of the design, development, and
implementation of a maintenance information system at
a Rotterdam hospital
1991 Heineken Bierbrouwerijen Analysis of the design, development, and
implementation of a maintenance information system at
Heineken Breweries in Zoeterwoude
1991 Hoogovens Analysis of the design, development, and
implementation of a maintenance information system at
the Hoogovens steel mill factory
1989 Rijnconsult Design, development, and implementation of an
information system for analyzing the organization of
maintenance departments
1989 Van Nelle Evaluation of the maintenance processes at Van Nelle
Rotterdam, a coffee, tea, and tabacco factory
1987 Dr. Neher Laboratories of
the PTT
Design and implementation of an information system for
managing book orders in a library
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Director of UNO’s Center for Collaboration Science, a multi-college, multi-disciplinary effort involving
about 40 researchers across all UNO’s colleges.
Member of the CBA Recruiting Committee for Marketing & Management.
Facilitator for Vice Chancellor Hynes’ Budget Task Force
Member of the IS&T Executive Committee
Coordinated the re-design of PKI279 (ongoing)
Facilitator for IS&T Advisory Board Strategic Planning
Member of the ISQA Graduate Program Committee
Member of the ISQA Professional Development Committee
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9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Director of UNO’s Institute for Collaboration Science, a multi-college, multi-disciplinary efforts involving
faculty across all UNO’s colleges. (2006-)
Member of the ISQA Professional Development Committee (2006-)
Coordinated the re-design of PKI279 (2006-)
Member and secretary of the IS&T Doctoral Program Committee (2003-)
Member of the ISQA Graduate Program Committee (2003-)
Member of the IS&T Executive Committee (2002-)
Director of the Peter Kiewit Institute’s Program on Collaboration Engineering (2002-)
Designed collaborative grant writing workshop for the College of Public Health (2007-2008)
General Education Task Force: Designed and executed various workshops for the General Education
task force. Point of contact: Associate Vice Chancellor Smith-Howell. (2006-2008)
Facilitator for strategic discussions of Grad Council A. (2007-2008)
Member of the ISQA Recruiting Committee (2006-2007)
Designed and facilitated workshop for the University of Nebraska Federal Team to identify and discuss
ways to achieve their priority goals concerning federal funding, 1 September 2005
Designed and facilitated workshop for the School of Communication to prepare their self-study report,
6 October 2005
Honors Program contact for the ISQA Department (2005-2006)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Agres, A., Vreede, G.J. de, Briggs, R.O. (2005), A Tale of Two Cities – Case Studies on GSS Transition in
Two Organizations, Group Decision & Negotiation, 14(4), 267-284.
Briggs, R.O., Reinig, B., Vreede, G.J. de (2006), Meeting Satisfaction for Technology Supported Groups:
An Empirical Validation of a Goal-Attainment Model, Small Group Research, 37(6), 1-26.
Briggs, R.O., Reinig, B., Vreede, G.J. de (2008), The Yield Shift Theory of Satisfaction and its Application to
IS/IT Domain, Journal of the Association for Information Systems, 9(5), 267-293.
Davison, R., Vreede, G.J. de, Briggs, R.O. (2005), On Peer Review Standards for the Information Systems
Literature, Communications of the AIS, 16(49), 967-980.
Deokar, A., Kolfschoten, G.L., Vreede, G.J. de (2008), Prescriptive Workflow Design for Collaborationintensive
Processes using the Collaboration Engineering Approach, Global Journal of Flexible Systems
Management, 9(4), 13-24.
Fruhling, A.L., Vreede, G.J. de (2006), Field Experiences with eXtreme Programming: Developing an
Emergency Response System, Journal of Management Information Systems, 22(4), 39-68.
Giaglis, G.M., Hlupic, V., Vreede, G.J. de, Verbraeck, A. (2005), Synchronous Design of Business Processes
and Information Systems Using Dynamic Process Modelling, Business Process Management Journal,
11(5), 488-500.
Hengst, M. den, Vreede, G.J. de (2004), Collaborative Business Engineering: A Decade of Lessons from
the Field, Journal of Management Information Systems, 20, 4, 87-115.
Hengst, M. den, Vreede, G.J. de, Maghnouji (2007), R., Using Soft OR Principles for Collaborative
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Simulation: A Case Study in the Dutch Airline Industry, Journal of the OR Society advance online
publication, 7 February 2007, (DOI 10.1057/palgrave.jors.2602353).
Hlupic, V., Vreede, G.J. de (2005), Business Process Modelling using Discrete-Event Simulation: Current
Opportunities and Future Trends, International Journal of Simulation and Process Modelling, 1(1/2), 72-
81.
Hlupic, V., Vreede, G.J. de, Orsoni, A. (2006), Modelling and Simulation Techniques for Business Process
Analysis and Re-Engineering, International Journal of Simulation Systems, Science & Technology, 7(4-5),
1-8.
Kolfschoten, G.L., Briggs, R.O., Vreede, G.J., de, Jacobs, P.H.M., and Appelman, J.H. (2006). Conceptual
Foundation of the ThinkLet Concept for Collaboration Engineering, International Journal of Human
Computer Science 64, 611-621.
Kolfschoten, G.L., Hengst, M. den, Vreede, G.J. de (2007), Issues in the Design of Facilitated
Collaboration Processes, Group Decision & Negotiation, 16, 347-361.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2006), A social simulation game to explore future network
coordination at the Amsterdam Police Force, Journal of Production, Planning, and Control, 17(6), 558-
568.
Niederman, F., Briggs, R.O., Vreede, G.J. de, Kolfschoten, G.L. (2008), Purposive Adaptive Structuration:
The role of conscious agents in creating and utilizing new structures in collaboration, Journal of the
Association for Information Systems, 9(10).
Reinig, B., Briggs, R.O., Vreede, G.J. de (2009), A Cross-cultural study of the Relationship between
Perceived Changes in Likelihood of Goal Attainment and Satisfaction with Technology Supported
Collaboration, International Journal for e-Collaboration, 5(2), 61-74.
Santanen, E., Briggs, R.O., Vreede, G.J. de (2004), Causal Relationships in Creative Problem Solving: The
role of active facilitation in EBS, Journal of Management Information Systems, 20, 4 169-200.
Smith, P.W., Anderson, A.O., Christopher, G.W., Cieslak, T.J., De Vreede, G.J., Fosdick, G.A., Greiner, C.B.,
Hauser, J.M., Hinrichs, S.H., Huebner, K.D., Iwen, P.C., Jourdan, D.R., Kortepeter, M.G., Landon, V.P.,
Lenaghan, P.A., Leopold, R.E., Marklund, A., Martin, J.W., Medcalf, S.J., Mussack, R.J., Neal, R.H., Ribner,
B.S., Richmond, J.Y., Rogge, C., Roselle, G.A., Rupp, M.E., Sambol, A.R., Schaefer, J.E., Sibley, J., Streifel,
A.J., Von Essen, S.G., Warfield, K.L. (2006), Designing a Biocontainment Unit to Care for Patients with
Serious Communicable Diseases: A Consensus Statement, Biosecurity and Bioterrorism: Biodefense
Strategy, Practice and Science, 4(4), 351-365.
Tarmizi, H., Vreede, G.J. de, Zigurs, I. (2007), Leadership Challenges In Communities Of Practice:
Supporting Facilitators Via Design And Technology, International Journal of e-Collaboration, 3(1), 18-39.
Tarmizi, H., Payne, M., Noteboom, C., Zhang, C., Steinhauser, L., Vreede, G.J. de, Zigurs, I. (2007),
Collaboration Engineering in Virtual Teams, e-Services Journal, 76-97.
Topi, H., Valacich, J.S., Kaiser, K., Nunamaker, J.F. Jr., Sipior, J.C., Vreede, G.J. de, Wright, R.T. (2007),
Revising the IS Model Curriculum: Rethinking the Approach and the Process, Communications of the AIS,
(20), 728-740.
Topi, H., Valacich, J.S., Wright, R.T., Kaiser, K., Nunamaker, J.F. Jr., Sipior, J.C., Vreede, G.J. de (2008),
Revising Undergraduate IS Model Curriculum: New Outcome Expectations, Communications of the
Association for Information Systems, 23, 591- 602.
Vreede, G.J. de, Kolfschoten, G.L., Briggs, R.O. (2006), ThinkLets: A Collaboration Engineering Pattern
Language, International Journal of Computer Applications in Technology, 25(2/3), 140-154.
Vreede, G.J. de, Koneri, P.G., Dean, D.L., Fruhling, A.L., Wolcott, P. (2006), Collaborative Software Code
Inspection: The Design and Evaluation of a Repeatable Collaborative Process in the Field, International
Journal of Cooperative Information Systems, 15(2), 205-228.
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Vreede, G.J. de, Mgaya, R.J.S. (2006), Technology Supported Collaborative Learning for Higher
Education: Comparative Case Studies in Tanzania, Information Technology for Development, 12(2), 113-
130.
Vreede, G.J. de, Mgaya, R.J.S., Qureshi, S. (2004), Field Experiences with Collaboration Technology: A
Comparative Study in Tanzania and South Africa, Information Technology for Development, 10(3), 201-
219.
Agres, A., Vreede, G.J. de, Briggs, R.O. (2004), A Tale of Two Cities –Case Studies on GSS Transition in
Two Organizations, Proceedings of the 37th Hawaiian International Conference on System Sciences, Los
Alamitos: IEEE Computer Society Press. (Best paper finalist)
Ali, H., Vreede, G.J. de, Ramachandra, K., Sidahmed, E., Sreenivas, H. (2004), Evaluating Wireless
Architectures for GDS Applications, Proceedings of the 37th Hawaiian International Conference on
System Sciences, Los Alamitos: IEEE Computer Society Press.
Briggs, R.O., Kolfschoten, G.L, Vreede, G.J. de (2005), Toward a Theoretical Model of Consensus Building,
Proceedings of AMCIS 2005, Omaha, NE.
Briggs, R.O., Kolfschoten, G.L., Vreede, G.J. de, Dean, D.L. (2006), Defining Key Concepts for
Collaboration Engineering, in: Irma Garcia, Raúl Trejo (eds.), Proceedings of the 12th Americas
Conference on Information Systems, Acapulco, Mexico, August 4th-6th 2006, 121-128.
Briggs, R.O., Reinig, B.R., Vreede, G.J. de (2006), Satisfaction with groupware-supported work practices,
in: Bongsik Shin (ed.), Proceedings of the San Diego International Systems Conference, San Diego, July
14-16, 2006.
Dao, V., Chidambaram, L., Vreede, G.J. de (2006), The Invisible Pilot in Virtual Teams: An Investigation of
the Impact of Facilitation on Virtual Teams, Proceedings of AMCIS2006, Acapulco, Mexico, August 2006.
Davis, A., Kamal, M., Schoonover, T., Nabukenya, J., Pietron, L.R., Vreede, G.J. de, Incident Response
Planning Using Collaboration Engineering Process Development and Validation, WISA: SIGSEC Workshop
2006, Milwaukee, WI, 10 December 2006.
Davis, A., Badura, V., Vreede, G.J. de (2008), Understanding Methodological Differences to Study
Convergence in Group Support System Sessions, CRIWG 2008, September 14-18, Omaha, Nebraska.
Fruhling, A.L., Sambol, A., Hinrichs, S., Vreede, G.J. de (2006), Designing An Emergency Response System
for Electronic Laboratory Diagnostics Consultation, Proceedings of the 39th Hawaiian International
Conference on System Sciences, Los Alamitos: IEEE Computer Society Press.
Fruhling, A., Tyser, K., Vreede, G.J. de (2005), Experiences with Extreme Programming in Telehealth:
Developing and Implementing a Biosecurity Health Care Application, Proceedings of the 38th Hawaiian
International Conference on System Sciences, Los Alamitos: IEEE Computer Society Press.
Hlupic, V., Vreede, G.J. de, Orsoni, A. (2006), The Role of Discrete Event Simulation in Business Process
Analysis and Re-Engineering, Proceedings of the 9th International Conference on Computer Modelling
and Simulation (UKSim06), Oxford, April 2006.
Kamal, M., Davis, A.J., Nabukenya, J., Schoonover, T.V., Pietron, L.R., Vreede, G.J. de, (2007),
Collaboration Engineering for Incident Response Planning: Process Development and Validation,
Proceedings of the 40th Hawaiian International Conference on System Sciences, Los Alamitos: IEEE
Computer Society Press.
Kanapuram, S., Ali, H.H., Vreede, G.J. de (2006), On Effective Utilization of Wireless Networks in
Collaborative Applications, Proceedings of the 2nd International Conference on Collaborative
Computing: Networking, Applications and Worksharing, Atlanta, November 2006.
Kolfschoten, G.L., Appelman, J.H., Briggs, R.O., Vreede, G.J. de (2004), Recurring Patterns of Facilitation
Interventions in GSS Sessions, Proceedings of the 37th Hawaiian International Conference on System
Sciences, Los Alamitos: IEEE Computer Society Press.
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Kolfschoten, G.L, Briggs, R.O., Appelman, J.H., Vreede, G.J. de (2004), ThinkLets as Building Blocks for
Collaboration Processes: A Further Conceptualization, Lecture Notes in Computer Science, Berlin,
Springer Verlag, 2004.
Kolfschoten, G.L., Duivenvoorde, G., Briggs, R.O., Vreede, G.J. de (2009), Towards an instrument to
measure Successfulness of collaborative effort from a participant perspective, Proceedings of the 42nd
Hawaiian International Conference on System Sciences, Los Alamitos: IEEE Computer Society Press.
Kolfschoten, G.L., Duivenvoorde, G., Briggs, R.O., Vreede, G.J. de (2009), Practitioners vs Facilitators a
comparison of participant perceptions on success, Proceedings of the 42nd Hawaiian International
Conference on System Sciences, Los Alamitos: IEEE Computer Society Press.
Kolfschoten, G.L., Niederman, F., Briggs, R.O., Vreede, G.J. de (2006), Understanding the Job
Requirements for Collaboration Technology Support through a Hybrid IT-End User Job Classification
Model: The Case of Collaboration Engineering and Facilitation, SIGCPR Conference.
Kolfschoten, G.L., Niederman, F., Briggs, R.O., Vreede, G.J. de (2008), Role Separation in Strategies for
Collaboration Support, Proceedings of the 41st Hawaiian International Conference on System Sciences,
Los Alamitos: IEEE Computer Society Press.
Kolfschoten, G.L., Valentin, E., Verbraeck, A., Vreede, G.J. de (2006), Cognitive load reduction through
the use of building blocks in the design of decision support systems, Proceedings of AMCIS2006,
Acapulco, Mexico, August 2006.
Kolfschoten, G.L., Hengst, M. den, Vreede, G.J. de (2005), Issues in the Design of Facilitated
Collaboration Processes, Proceedings of Group Decision & Negotiation 2005, Vienna, Austria, July 10-13,
1-17.
Kolfschoten, G.L., Vreede, G.J. de, Pietron, L.R. (2006), A training approach for the transition of
repeatable collaboration processes to practitioners, Proceedings of Group Decision & Negotiation 2006,
Karlsruhe, June 2006.
Kolfschoten, G.L., Vreede, G.J. de, The Collaboration Engineering Approach for Designing Collaboration
Processes, Proceedings of CRIWG 2007, Bariloche, Argentina, September 16-20.
Kolfschoten, G.L., Vreede, G.J. de, Briggs, R.O., Computer Aided Pattern-Based Collaboration Process
Design: A Computer Aided Collaboration Engineering Tool, Proceedings of CRIWG 2007, Bariloche,
Argentina, September 16-20.
Koneri, P.G., Vreede, G.J. de, Dean, D.L., Fruhling, A.L., Wolcott, P. (2005), The Design and Field
Evaluation of a Repeatable Collaborative Software Code Inspection Process, in: Fuks, H., Lukosch, S.,
Salgado, A.C. (eds.), Proceedings of CRIWG 2005, LNCS3706, pp. 325-340, Springer Verlag Berlin
Heidelberg.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2004), Exploring new coordination scenarios for workflows in the
Amsterdam Police Force: Simulation-games as organizational change instruments, Proceedings of IFIP
WG 5.7 8th workshop on Experiential learning in chains and networks', Wageningen, the Netherlands,
24-27 May 2004.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2005), A Coordination Framework for Analysis and Improvement
of ICT Supported Distributed Work, Proceedings of the IRIS28, Kristiansand, Norway, August 6-9.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2006), Designing simulation-games for organizational
prototyping, in: A.G. Nilsson et al (eds), Advances in information systems development – Bridging the
gap between academia and practice, Proceedings of ISD 2005 (the fourteenth international conference
on Information Systems Development), August 15-17, Karlstad, Sweden, 373-385.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2005). Dealing with Paradox in business engineering, simulationgames
as learning environments. In Backlund, P., Carlsson S. and Söderstrom S. (eds.), Proceedings of
the forum poster session in conjunction with Business Informatics Research (BIR) 2005, Skövde, 3-4
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October, 2005, pp. 59-68.
Laere, J. van, Vreede, G.J. de, Sol, H.G. (2006), Developing paradoxical guidelines for communities of
practice in organizations, Proceedings of the European Conference on Information Systems, Göteborg,
Sweden, 2006.
Noteboom, C., Zhang, C., Tarmizi, H., Steinhauser, L., Payne, M., Vreede, G.J. de, Zigurs, I. (2006),
Research as Teaching and Teaching as Research: Reflections on a Virtual Team Project, Mid-West
Association of Information Systems Conference.
Read, A.S., Renger, D.R.M., Briggs, R.O., Vreede, G.J. de (2009), Fundamental Topics of Organizing: A
Research Agenda, Proceedings of the 42nd Hawaiian International Conference on System Sciences, Los
Alamitos: IEEE Computer Society Press.
Reinig, B., Briggs, R.O., Vreede, G.J. de (2008), A cross-cultural investigation of the goal-attainmentlikelihood
construct and its effect on satisfaction with technology supported collaboration, Proceedings
of the 41st Hawaiian International Conference on System Sciences, Los Alamitos: IEEE Computer Society
Press.
Renger, M., Kolfschoten, G.L., Vreede, G.J. de (2008), Patterns in Collaborative Modeling: A Literature
Review, in: Costa, J. (ed.), Proceedings of Group Decision & Negotiation 2008, Coimbra, Portugal.
Renger, M., Kolfschoten, G.L., Vreede, G.J. de (2008), Challenges with Collaborative Modeling: A
Literature Review, in: Jan L.G. Dietz, Antonia Albani, Joseph Barjis, Peter Rittgen (eds), Advanced
Enterprise Engineering, Lecture Notes in Business Information Processing, Berlin: Springer-Verlag (AIS
SIGMAS Best Paper Award).
Renger, M., Kolfschoten, G.L., Vreede, G.J. de (2008), Using Interactive Whiteboard Technology to
Support Collaborative Modeling, CRIWG 2008, September 14-18, Omaha, Nebraska.
Santanen, E., Vreede, G.J. de, (2004) Creative Approaches to Measuring Creativity: Comparing the
Effectiveness of Four Divergence thinkLets, Proceedings of the 37th Hawaiian International Conference
on System Sciences, Los Alamitos: IEEE Computer Society Press.
Steinhauser, L., Read, A., Vreede, G.J. de (2008), Studying the Adoption of Collaborative Work Practices
Using the Value Frequency Model, in: Germonprez, M., Iversen, J. (eds), Proceedings of the Midwest
United States Association for Information Systems 3rd Annual Conference, Eau Claire, Wisconsin, May
2008.
Tarmizi, H., Payne, M., Noteboom, C., Zhang, C., Steinhauser, L., Vreede, G.J. de, Zigurs, I. (2006),
Technical and Environmental Challenges of Collaboration Engineering in Distributed Environments,
Proceedings of CRIWG 2006, Medina del Campo, Spain, September 2006, 38-53.
Tarmizi, H., Vreede, G.J. de (2005), A Facilitation Task Taxonomy for Communities of Practice,
Proceedings of AMCIS 2005, Omaha, NE.
Tarmizi, H., Vreede, G.J. de, Zigurs, I. (2006), Identifying Challenges in communities of practice
facilitation, Proceedings of the 39th Hawaiian International Conference on System Sciences, Los
Alamitos: IEEE Computer Society Press.
Tarmizi, H., Zigurs, I., Vreede, G.J. de (2006), Understanding E-Leadership In Distributed Crisis Response
Teams, Gallup Leadership Institute Summit, Washington DC, October.
Tarmizi, H., Vreede, G.J. de, Zigurs, I. (2007). A Facilitators’ Perspective on Successful Virtual
Communities of Practice. The thirteenth Americas Conference on Information Systems, August 9-12,
Keystone, Colorado.
Vreede, G.J. de, Briggs, R.O. (2005), Collaboration Engineering: Designing Repeatable Processes for High-
Value Collaborative Tasks, Proceedings of the 38th Hawaiian International Conference on System
Sciences, Los Alamitos: IEEE Computer Society Press.
Vreede, G.J. de, Briggs, R.O. Reinig, B. (2008), e-Collaboration Satisfaction: Empirical Field Studies of
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Disconfirmation Theory Across Two Countries, Proceedings of AMCIS.
Vreede, G.J. de, Fruhling, A., Chakrapani, A. (2005), A Repeatable Collaboration Process for Usability
Testing, Proceedings of the 38th Hawaiian International Conference on System Sciences, Los Alamitos:
IEEE Computer Society Press.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 8950 Capstone MIS 3 12
ISQA 9900 Advanced Research in Collaboration Science 3 3
Fall 2008 ISQA8080 Facilitation of Collaborative Problem Solving 3 6
with Groupware
ISQA9900 Facilitation of Collaborative Problem Solving 3 3
with Groupware
Spring 2008 ISQA 8220 Advanced System Analysis & Design 3 18
ISQA 8950 Capstone MIS 3 10
Fall 2007 ISQA 8080 Seminar: Facilitation of Collaboration 3 7
ISQA 8220 Advanced System Analysis & Design 3 25
ISQA 9900 Facilitation of Collaborative Problem Solving
with Groupware
3 4
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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-394-

Ken Dick
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Kenneth L. Dick
Senior Research Fellow
Not tenure track
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Bachelor of
Science
Master of
Science
Doctor of
Philosophy
Mathematics University of Nebraska at Lincoln 1972
Guidance and
Counseling
Administration,
Curriculum and
Instruction
Creighton University 1975
University of Nebraska at Lincoln 1983
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
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Dates Where Duties
1998-Present University of Nebraska at Senior Research Fellow in Telecommunications
Omaha
1994-1998 PKS / MFS / WorldCom, Omaha,
NE
Director,-Strategic Enterprise Direction /
Architecture & Standards
1989-1994 First Data Corp, Omaha, NE Director-Management Information Systems
1979-1984 Creighton University Adjunct Professor
1979-1989 USWest, Omaha, NE Systems Manager
1975-1979 Papillion Public Schools Director-Alternative School
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
David City Hospital
communications
City Stream
CLEC / DLEC IP networking
Odin Capital
MCIWorldcom
IT Architecture for local deployment
Orillion
IT Architecture for next generation OSS
Alvine & Associates
telecommunications practice
Engineering
Union Pacific Railroad
Communications
Odin Financial
Due Diligence
Telesuite
Technical Architecture
Quantum Dynamics
IT Architectural Review
Omaha Police Department System & Communications Review
Omaha Public Schools
Network Infrastructure
Relapoint
System Standards
DiscoverWhy
Operational Standards
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
IS & T, Executive Committee
IST & E, New Building Committee
IST & E, Joint Chair Committee
IS&T / Metropolitan Community College Collaboration
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9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
IS & T, Executive Committee (1998-Present)
IST & E, New Building Committee, (1998-Present)
IST & E, Joint Chair Committee, (1999-Present)
IS&T / Metropolitan Community College Collaboration, (2000-Present)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
UNMC Smoking Cessation PDA program. (2006-2007)
Teaching American History, DOE grant for Web site development. $50,000 over three years. (2004-2007)
National Park Service, Lewis and Clark Bicentennial Web site, $1,000,000 over four years plus an
additional $3-5M in hardware & services donations. (2002-2007)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 CSCI 3550 Communication Networks 3 23
CSCI 8220 Telecommunications Management 3 9
CSCI 8555 Communication Networks 3 8
ISQA 8310 Data Communications 3 17
Fall 2008 CSCI 8210 Advanced Communication Networks 3 9
ISQA 8310 Data Communications 3 28
Summer 2008 CSCI 3550 Communication Networks 3 11
CSCI 8555 Communication Networks 3 1
ISQA 3400 Business Data Communications 3 3
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Spring 2008 CSCI 8220 Telecommunications Management 3 6
CSCI 8410 Distributed Systems and Network Security 1.5 8
ISQA 8230 Telecommunications Management 3 7
Fall 2007 CSCI 8210 Advanced Communication Networks 3 16
ISQA 8310 Data Communications 3 25
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Donna Dufner
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Donna Dufner
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Assistant Professor Jan. 2000 – Aug. 2003
Associate Professor Aug 2003 - present
Distinguished Teacher
Ad Perpetuum
Professional Project
Manager (PMP® )
Senior Member IEEE Advanced 2007
Title is given in perpetuity to recipients of
the University-wide Outstanding Teaching
and Instructional Creativity Award (OTICA)
2008
2004 – current
2007 – Completed recertification
successfully1
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. Computer and Information Science Rutgers University,
1995
Management
M.S. Computer and Information Science The New Jersey Institute of 1995
Technology
M.B.A. Market Research The University of Chicago, 1977
Graduate School of Business
B.A. Sociology DePaul University 1975
1 To maintain PMP certification each certified PMP must go through a recertification process. The objective is maintain and
improve skills through learning about new and changing best practices in the field of project management.
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5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Professional Development in Chronoligical Order:
2005 - present: Volunteer Training at the Douglas County Department of Corrections
Attend Volunteer Training at the Douglas County Department of Corrections each semester with my
students in preparation for the Service-Learning Course I teach at the Douglas County Department of
Correction, Teaching Computer Basics to Inmates. I attend the training each semester to refresh and
reinforce my preparation to work with inmates and my UNO students in the jail environment. I also
want to begin the course by demonstrating that I will be available to my UNO students at all times
during this very intensive, demanding, and extremely rewarding growth experience. The training is
conducted once per semester on the Saturday morning before the semester begins.
2009 - Conference: American Jail Association JA's 28th Annual Training Conference & Jail Expo, April 26 -
29, Louisville, Kentucky.
2008 - Teaching Circle: to evaluate and adopt advanced educational techniques.
2007 - Conference: CUMU Conference, Florida International University, Miami FL, October 21-24.
2007 - Project Management Professional (PMP®) Re-certification: successfully completed as required by
the Project Management Institute.
2004 - Project Management Professional (PMP®) Certification: “The PMP Certification is the project
management profession’s most recognized and respected global credential. To obtain PMP certification,
an individual must satisfy education and experience requirements, agree to adhere to a Professional
Code of Conduct and pass the PMP Certification Examination. The Project Management Institute (PMI)
Certification Department is the first professional certification program of its kind in the world to receive
the ISO 9001 certification, a globally recognized mark of a quality management system (Project
Management Institute).”
2004-2005 - Leadership Omaha: One person from the University is nominated by the chancellor and a
team of community leaders selects those who will constitute that year’s class. Leadership Omaha, then
in its 27th year, is one of the oldest and most respected community leadership programs in the nation.
The program consisted of once per month meetings from 7:30 AM to 7:30 PM during which,
economic, social, educational, health, etc. issues were covered. We learned about Omaha and Nebraska
and the cultural and community service opportunities available. The program also exposed the class to
the services made available such as homeless shelters, dental clinics, nursing home facilities for those
with disabilities; and, to the need for additional services for those in need in Omaha and Nebraska. In
addition we were taught about the political promise, the inequities and political issues, and the
economic and political challenges in Nebraska.
As a part of the program I also served on a team with other members of the Leadership Omaha
Class. We were charged with performing a project that would contribute to the health of Omaha. The
team elected to perform a sustainable project and develop a Web based service to enable citizens,
visitors and individuals who might relocate to Omaha to easily find entertainment and cultural
opportunities at a glance. The objective of our project is demonstrate that Nebraska can be fun and
offers wonderful cultural opportunities. KETV sponsored the project and IN-The-O continues to benefit
Nebraska. The project was launched at the Peter Kiewit Institute in the Atrium in the spring of 2005 (I
served as the hostess). Several hundred people attended. You can view KETV.com –In-the-O located at
the following URL: http://www.ketv.com/intheo/index.html
Summer 2005 - Leadership Omaha –Gazing and Grazing Program
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Participated in the Gazing and Grazing Program with my class from Leadership Omaha. We traveled all
over Nebraska by bus. The program is designed to teach about the economic drivers, educational,
political, cultural, etc. issues confronting Nebraskans. We also we shown and given the opportunity to
enjoy the immense beauty and amazing natural resources of Nebraska. As the bus traveled throughout
the state over a period of several days, speakers would board and give lectures and answer questions.
We visited ranches, natural resources, and schools to mention a few.
2004-2005 - Women’s Leadership Institute: Selected by the chancellor to participate in the Women’s
Leadership Institute at the University of Nebraska at Omaha (UNO). Candidates from various educational
institutions are nominated for participation by the Deans of their schools and selected by the Chancellor
from the pool of nominees. The Institute gave me the opportunity to learn about the University. Since I
spent approximately 15 years of my career in the business world at major corporations such as AT&T,
Chemical Bank Corp., ARDIS (a joint venture of IBM and Motorola), Bell Atlantic Nynex, before coming to
academia; learning about inner workings of the University was especially important for me.
2005 - Research Triangle: “UNO Government Information Systems Management,” University of
Nebraska at Omaha, Omaha, NE.
2005 - Conference: XVII Asian Pacific Conference on International Accounting Issues, Wellington, New
Zealand, November 20-23.
2005-Conference: 38th Annual Hawaii International Conference on System Sciences.
2004-Conference: Human Factors in Computing Systems, Special Interest Groups (SIGs), SIGCHI ACM,
April 24-29, Vienna, Austria.
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
2009-on-going Project
Management for the Douglas
County Department of
Corrections
community outreach
Serve as the Project Manager
of a multi-million dollar
project for the Douglas
County Department of
Corrections with the support
of student interns.
2008 – present
Prospect Hills Cemetery
Board
Board Member
community outreach
The project is an Enterprise-wide Information
Technology development and implementation for
the Douglas County Department of Corrections.
My work is Pro Bono2. Field work provides an
opportunity for me to keep my practical skills up to
date and for students to work in the field with a
seasoned project manager on a system of
substantial impact and importance.
Prospect Hills Cemetery is one of the oldest and
most historic cemeteries in the nation.
Provide technical support and advice as a board
member.
The project is
providing
funding of
approximately
$59,364 for
student
internships. One
summer intern
and two fall and
spring 2009-
2010.
2007 South Korea
Invited Expert in Project
Title of my talk: “Practical Applications in Project
Management: Knowing What Questions to Ask.”,
Only nine
individuals were
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Management
Conference all Korean Universities Hosted by the
Government of South Korea, Nov. 2. (All travel
expenses paid by the host).
invited from all
over the world
to present at
this event. I was
the only woman
and the only
American.
2005 Mutual of Omaha
community outreach
2007 Booz, Allen and
Hamilton
community outreach
Teaching at Mutual of Omaha
Taught a session for the PMP Study Group at
Mutual of Omaha, Omaha, NE. Project
Communications Management and Human
Resource Management
Intensive Project Management Course)
Developed and taught a four day (8 hours per day)
intensive project management course for
managers working on contracts at USSTRATCOM.
Contractors will be expected to use the Project
Management Institute best practices and be
certified. The Department of Defense uses the IEEE
Standards coupled with the PMI best practices
embodied in the Project Management Body of
Knowledge (PMBOK) for software engineering. In
all of my courses I teach Best Practices using the
PMBOK, the IEEE Standards, and the mathematical
foundation of project management based on
Management Science using Hillier, Hillier and
Lieberman, Introduction to OR/MS.
-402-
Taught PMP
study group
hosted by
Mutual but
open to the
community of
Omaha Pro
Bono
The course was
provided Pro
Bono as out
reach to the
business
community.
"Rave Reviews”
were received
from the
students.
Assistant Professor, MIS University of Illinois at Springfield 07/96-01/00
Taught twenty-four Management Information Systems, Systems Analysis and Design, CASE,
Telecommunications and COBOL at the graduate and undergraduate level.
Supervised approximately 10 graduate projects, served on the project committees of 6 students,
served as the sole academic advisor for approximately 40 students.
Assistant Professor, MIS Polytechnic University 01/95-07/96
Taught Information Technology (IT), IT Strategy, Telecommunications, MIS, DSS, at the graduate and
Executive Program level.
Project Manager
ARDIS, (a joint venture of IBM and Motorola 07/91-11/93
specializing in wireless data transmission)
Project manager responsible for determining economic, technical, and organizational feasibility of
wireless access to production systems data in a diversity of hardware, software, and
telecommunications environments. Managed all stages of systems design, development, and
implementation for customers such as UNISYS and Bell Atlantic Business Systems.
Assistant Vice President,
Information and Technology
Chemical New York Corporation 03/85-12/88

Management Division
Responsible for: providing financial systems support for the controller of the Information and
Technology Management Division; and providing on-site office systems support to all senior
executives, their staffs, and executive support groups (training, programming, hardware and
operations support, etc.).
Project Manager/Systems AT&T 01/79-11/83
Analyst
Responsible for: applications software development, selection of software packages and computer
hardware, and installation of hardware and software. Held both line and staff positions in various
subsidiaries within the company.
7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Honors Coordinator including, Honors advising and honors colloquia planning for the college: 10 hrs
Thesis advising: 10 hrs per week
Independent studies: 10 hrs per week
Committee work: Graduate Committee, Graduate Committee A, Honors Committee work: 4 hours per
week.
Course Coordination for ISQA 4910, ISQA 8820 and ISQA 8810: 3 hour per week
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
2004-2005: Chair of the Faculty Search Committee
2004-2007: Serve on the Undergraduate Program Committee for ISQA:
2004- present: Honors Committee –
2003-2007: Faculty Senate Professional Conduct Committee
2006-2009: Graduate Council
2006-2009: Graduate Council Committee B
2007: Chancellor’s Commission on Multi-cultural Affairs
2004 – present: Honor’s Coordinator for the College
2007- present: AAUP Executive Board
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
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Book Chapters
Dufner, D. Alavi, M. and Caroline Howard (2009) “Evolving Technologies Supportive of Collaborative
Learning”, (Eds) Caroline Howard, Judith V. Boettecher, Lorraine Justice, Karen D. Schenk, Gary A. Berg,
Patricia L. Rogers, Encyclopedia of Distance Learning, Hershey, PA: Idea Group Publishing.
Reed, B.J., Holley, L. and Dufner, D. (2007) “The Performance Challenge: Integrating Uncoupled
Government Information Technology”, In Government Performance Project Findings, Jessica M.
Crawford, Ed, Baltimore, MD: Johns Hopkins University Press.
Alavi, M., D. Dufner, and C. Howard, (2005) "Collaborative Learning Technologies". (Eds) Caroline
Howard, Judith V. Boettecher, Lorraine Justice, Karen D. Schenk, Gary A. Berg, Patricia L. Rogers,
Encyclopedia of Distance Learning, Hershey, PA: Idea Group Publishing.
Alavi, M. and Dufner, D. (2004) “Technology-Mediated Collaborative Learning: A Research Perspective”,
S. R. Hiltz and R. Goldman, Eds. In Learning Together Online: Research on Asynchronous Learning
Networks. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 191-213.
Refereed Journal Articles:
Holley, L., Dufner, D., and Reed, B.J. (2004) “Strategic Information Systems Planning (SISP) in US County
Governments”, Public Performance and Management Review. March, 27 (3): 102-126.
Presentations:
Foxall, Mark and Dufner, Donna (2009) “Building Strategic Opportunities through University Service-
Learning Programs and Volunteerism”, American Jail Association JA's 28th Annual Training Conference &
Jail Expo, April 26 - 29, Louisville, Kentucky. Presentation and panel discussion.
Dufner, D. (2008) “Play Ball! - Hitting Home Runs Using Project Management Techniques”, ProDev, A
Conference for Project Professionals, September 22, Scott Conference Center, Omaha, NE.
Dufner, D. (2007) “Practical Applications in Project Management: Knowing What Questions to Ask.”,
Conference Hosted by the Government of South Korea, Nov. 2. (All expenses paid by the host).
Dufner, D. (2007) “Service-Learning: Catching the Attention of the IPod Generation”, Midwest
Consortium for Service-Learning in Higher Education, Fourth Annual Conference, University of Nebraska
at Kearney, Sept. 27-29.
Dufner, D. (2007) “Service-Learning in Jail: Bridging the Digital Divide”, Institute for Metropolitan Affairs,
Roosevelt University, 430 S. Michigan Avenue, Chicago, IL. (Oct. 18).
Dufner, D. and Kelsey, J. (2006) Service Learning: IT Projects for Micro Businesses in South Omaha, South
Omaha Seminar, Omaha, NE , May 8-12.
Dufner, D. (2005) “Risk Management: Looking Back at the Challenger Disaster, Enron’s Collapse, and the
Anthrax Clean-up at the State Department”, Graduate School of Business, University of Nebraska –
Omaha, Omaha, NE. October.
Schwer, A., Dufner, D., Morcous G., (2005) Project Management Informatics, Conference proceedings of
the Midwest Section of the American Society for Engineering Education, Fayetteville, AR. Sept.
Dufner, D. Holley, L., and Reed, B.J. (2005) “Using Strategic Information Systems Planning (SISP) to
Bridge the Gap between State Resources and the Needs of Aging Americans”, In Proceedings of the 38th
Annual Hawaii International Conference on System Sciences, IEEE Computer Society Press: Los Alamitos,
California.
Shah, P., Peters, J. and Dufner, D. (2005): “The Mayor’s Hotline”, Poster Session, The Spring Strategic
Planning Advance, University of Nebraska – Omaha, April. (Attendees included Lt. Gov. Sheehy,
President Milliken, Mayor Fahey, and other dignitaries).
Dufner, D. (2005) “Risk Management: Looking Back at the Challenger Disaster, Enron’s Collapse, and the
Anthrax Clean-up at the State Department”, Graduate School of Business, University of Nebraska –
Omaha, Omaha, NE. October.
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Hiltz, S.R., Alavi, M. and Dufner, D. (2004) Asynchronous Learning Networks (“ALN’s”) for E-Learning:
Priorities for Future Software Development, Panel Discussion, Conference on Human Factors in
Computing Systems, Special Interest Groups (SIGs), SIGCHI ACM, April 24-29, Vienna, Austria.
Dufner, D. (2004) “Information Systems Tips for Social Workers”, School of Social Work, University of
Nebraska at Omaha, Nov. 2.
Other
Dufner, D. (2007) “Teaching Computer Basics at the Jail: Outcomes”, Presentation to the Douglas
County Board of Corrections, City-County Building, Omaha, NE,. (Invited, January 9).
http://www.co.douglas.ne.us/boardmeetings.php
Dufner, D. (2006) “Teaching Computer Basics at the Jail”, Presentation to the Douglas County Board of
Corrections, City-County Building Omaha, NE,. (Invited, October 17).
http://www.co.douglas.ne.us/boardmeetings.php
KFAB Radio Interview Spring 2007
Dufner, D. with M. Foxall. Interviewed on KFAB, Husker Radio, (Invited to speak about “Community
Outreach – UNO Students Teaching Computer Basics at the Douglas County Jail”. KFAB Radio reaches all
of Nebraska and on Husker game day most people in Nebraska are listening. Also, invited to the NU
President Milliken’s Tailgate Party and given Husker Tickets for the community out reach performed for
the Douglas Couny Department of Corrections.
Interviewed on KETV 5 PM News, Students, Inmates Are Improving Futures 1 Keystroke At A Time : A
program helping to rehabilitate inmates at the Douglas County Correctional Facility puts students inside
the jail to do some teaching of their own.
http://www.ketv.com/news/10121088/detail.html, Oct. 20, 2006.
Dufner, D. (January 2007) “PKI Students Debunk Myth that Technical People are not People, People”, PKI
Newsletter, Peter Kiewit Institute, Omaha, NE.
Dufner, D. (January 2007) “UNO Students Teach Computer Basics at the Douglas County Department of
Corrections”, Honors Program Newsletter, University of Nebraska at Omaha, Omaha, NE.
2007 Developed an external research lab at the Douglas County Department of Corrections
Editorial Work
Served on the Editorial Board of Communications of the Association of Information Systems (CAIS) and
as an Associate Editor (Ranked 18th of the top 50 IS Journals by CACM) Sept. 2001 to 2005
Professional Memberships
IEEE, PMI
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
2009 Information Technology Development and Implementation Douglas County Department of
Corrections Enterprise-wide Information Technology Development and Implementation, Graduate
Student Internships for 2009-2010 $ $59,364
2009 Information Technology Development and Implementation Douglas County Department of
Corrections Enterprise-wide Information Technology Development and Implementation, Graduate
Student Summer Internship $9,000
Dufner, D., Morcous, M., and Schwer, A. (2005) “Project Management Informatics for Engineering,” PKI-
UNL-UNO Collaborative Research Grants, $5,000.
Dufner, D. (2005) “Cross-cultural Collaboration: Extending the Reach and Scope of Immigrant Owned
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Businesses in South Omaha through Web and Computer Based Technologies,” Faculty Course
Development Sub-grant, Midwest Consortium for Service-Learning in Higher Education, A Learn & Serve
America Grant from the Corporation for National Service, $2,000.
Holley, L.M., Reed, B.J., and Dufner, D., (2005) “UNO Government Information Systems Management
Research Triangle,” University of Nebraska at Omaha, Omaha, NE. $300.
2004-2005 Obtained funding from the Mayor’s office for a graduate internship to develop and
implement the Mayor’s Hotline System Hotline system. The Hotline System enables citizens of Omaha to
have fast and easy Web based access to the Mayor and city departments for problem resolution. At the
invitation of the Mayor attended with graduate intern, Piyush Shah, a press conference where the new
Hotline was presented by the Mayor and Piyush. $16,442
2005 Learn & Serve America Grant entitled Cross-cultural Collaboration: Extending the Reach and Scope
of Immigrant Owned Businesses through Web and Computer Based Technologies, to the Midwest
Consortium for Service-Learning in Higher Education for funds to assist in developing a service learning
course over the summer. $2,000
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Spring
2007
Spring
2007
Course
Semester Class
number Course title
hrs size
ISQA 8820 Project Risk Management 3 8
ISQA 4000-
001
002
098
099
Teaching Computer Basics at the Douglas
County Department of Corrections3
3 12
Fall 2007 ISQA 8810 Introduction to Project Management 3 11
Fall
3 10
2007
ISQA 4000-
001
002
098
099
Teaching Computer Basics at the Douglas
County Department of Corrections (see
footnote 3)
Spring ISQA 8810 Introduction to Project Management 3 15
3 Teach two sections at the Douglas County Department of Corrections (DCDC), one for the males and the other for the
females. Each semester the classes are taught from 8:00 AM- 9:30 Monday and Wednesday and from 10:00 – 11:30.
Students are assigned to the early class or the later class. I teach at the DCDC from 8 -11:30 Monday and 8 -11:30 Wednesday
approximately 6 hours every week in order to be in class with my students and to be able to offer the class to both male and
female inmates.
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2008
Spring
2008
Fall 2008
ISQA
4000-001
and 099
Service
Learning
ISQA 4000-
99
Honors
Colloquium
Teaching Computer Basics at the Douglas
County Department of Corrections (see
footnote 3)
Teaching Computer Basics at the Douglas
County Department of Corrections (see
footnote 3)
3
3
3
3
5
4
Service-
Learning
Fall 2008 ISQA 8820 Project Risk Management 3 6
Spring ISQA 8810 Introduction to Project Management 3 18
2009
Spring
3
8
ISQA
2009
3
4000-001
and 099
Service
Learning
Teaching Computer Basics at the Douglas
County Department of Corrections (see
footnote 3)
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __25%___%. Please
give a brief description of your major research and scholarly activities:
Project Management (domain of expertise ― Software Engineering and Telecommunications), Service-
Learning; and Private and Public Sector Information Technology.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: __IS 100_%.
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-408-

Robert Fulkerson
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Robert A. Fulkerson
Assistant Instructor
Not Applicable
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Assistant Instructor 8/1995
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
BS CompSci Creighton University 5/1993
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
Additional work toward MS in Computer Science at Creighton University, 1993 - 1995. All coursework
completed except for 6 hours.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Learn Perl for CGI Programming / O’Reilly School of Technology / July 2006
Learn SQL for Database Programming / O’Reilly School of Technology / July 2006
Learn PHP / O’Reilly School of Technology / July 2006
Linux/Unix 1 : The Unix File System / O’Reilly School of Technology / July 2006
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6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Course Coordinator : CIST 1400, Introduction to Computer Programming (5 hours/week)
Course Coordinator : CIST 1300, Introduction to Web Programming (2 hours/week)
Course Coordinator : CIST 1404, Introduction to Computer Programming Lab (1 hour/week)
Course Coordination for CIST 1400 and CIST 1404 carries additional compensation
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Computer Science Undergraduate Programming Committee, Fall 2004 – Spring 2008
Computer Science Merit Raise Committee, Spring 2008
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
Maintenance and development of websites at http://morpo.com/ and http://morpo.com/movies/.
Research and development of distance learning course, CIST 1400, for delivery in Spring 2009.
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12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Fall 2007 CIST 1300 Intro to Web Development 3 25
Fall 2007 CIST 1400 Intro to Computer Programming 3 56
Fall 2007 CSCI 2850 Programming on the Internet 3 19
Spring 2008 CIST 1300 Intro to Web Development 3 27
Spring 2008 CIST 1400 Intro to Computer Programming 3 47
Spring 2008 CSCI 2850 Programming on the Internet 3 21
Fall 2008 CIST 1300 Intro to Web Development 3 27
Fall 2008 CIST 1400 Intro to Computer Programming 3 56
Fall 2008 CSCI 2850 Programming on the Internet 3 32
Spring 2009 CIST 1300 Intro to Web Development 3 14
Spring 2009 CIST 1400 Intro to Computer Programming 3 24
Spring 2009 CSCI 2850 Programming on the Internet 3 37
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _10__%. Please give a
brief description of your major research and scholarly activities:
I am working with Drs. Wolcott, Haworth and Pietron researching the use of rubrics in grading CIST 1400
programs.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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-412-

Ann Fruhling
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Ann L. Fruhling
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Instuctor Fall, 1998
Assistant Professor Fall, 2003
Associate Professor Fall, 2008
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph. D., Major: MIS Minors: University of Nebraska – Lincoln, 2003
Computer Science,
Marketing, Strategy
M.B.A. Thesis: “Comprehensive University of Nebraska-Omaha 1991
Business Study and
Strategic Plan for a Rural
Dentist Practice”
B.S. BUS. ADMIN Colorado State University 1983
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Hawaiian International Conference for System Sciences – 2003-2009
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America Conferences for Information Systems – 2002 – 2009
International Conference for Information Systems 2006, 2008
American Medical Informatics Association conference 2005
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
1983-1986 Texas Instruments Programmer Analyst
1986-1987 Mutual of Omaha Programmer Analyst
1987-1988 Commercial Federal Bank Sr. Programmer Analyst
1988-1990 AT&T Member Technical Staff
1990-1998 College of Saint Mary Director, Computer Information Management and
Telecommunications Systems Management programs,
Associate Professor
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
2004-2008 Northrup Grumman USSTRATCom C2SES – Innovation Team – Research
Scholar
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Undergraduate Program Committee
Doctoral Program Committee
Chair, First IS&T Graduation Honors Ceremony
Academic Committee
Technology Committee
RPT Committee
ADROCA, ORTICA
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9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Undergraduate Program Committee
Doctoral Program Committee
Academic Committee
UCAT
University – wide Gender Equity committee
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Fruhling, A, Siau, K. (2007) Assessing Organizational Innovation Capability and Its Effect on E-Commerce
Initiatives, Journal of Computer Information Systems, 47(4), pp. 91-104.
Fruhling, A. (2006). Examining the Critical Requirements, Design Approaches and Evaluation Methods for
a Public Health Emergency Response System, Communications of the Association for Information
Systems, 18, pp. 431-450.
Fruhling, A., Vreede, G. J., de. (2006). Field Experiences with eXtreme Programming: Developing an
Emergency Response System, Journal of Management Information Systems, 22(4).
Fruhling, A., Lee, S. (2006).The Influence of User Interface Usability on Rural Consumers’ Trust of e-
Health Services, International Journal of Electronic Health Care, 2(4), pp.305-321, ISSN Print: 1741-8453,
ISSN: 1741-8461.
Vreede, G.J. de, Koneri, P.G., Dean, D.L., Fruhling, A.L., Wolcott, P. (2006). A Collaborative Software Code
Inspection: The Design and Evaluation of a Repeatable Collaboration Process in the Field, International
Journal of Cooperative information Systems, 15(2), pp. 205-228.
http://www.worldscinet.com/ijcis/ijcis.shtml.
Fruhling, A., McDonald, P., Dunbar, C. (2008). A Case Study: Introducing eXtreme Programming in a
Command and Control System for the US Military, Fortieth-first Hawaii International Conference System
Sciences (85% contribution).
Fruhling, A., Zhang, D. (2007). An Empirical Study Examining the Usage and Perceived Importance of XP
Practices, Proceedings of the Twelfth Americas Conference on Information Systems, AMCIS (85%
contribution).
Fruhling, A., Steinhauser, L., Hoff, G. (2007). Designing and Evaluating Collaborative Processes for
Requirements Elicitation and Validation, Fortieth Hawaii International Conference System Sciences.
(85% contribution).
Johnson, N., Fruhling, A., Sambol, A., Hinrichs, S. (2006). Towards an Evaluation of a Microbiology
Laboratory Electronic Diagnostic System for Public Health, Proceedings of the Twelfth Americas
Conference on Information Systems. (40% contribution).
Johnson, N., Fruhling, A. (2006). Development and Assessment of the STATPack Emergency Response
System, International Conference Information Systems for Crisis Response and Management (ISCRAM),
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Newark, New Jersey, NJIT (50% contribution).
Fruhling, A., Sambol, A., Hinrichs, S., Vreede, G.J. de. (2006). Designing an Emergency Response System
for Electronic Laboratory Diagnostics Consultation, Thirty-ninth Hawaii International Conference System
Sciences (95% contribution).
Koneri, P.G., Vreede, G.J. de, Dean, D.L., Fruhling, A.L., Wolcott, P. (2005). “The Design and Field
Evaluation of a Repeatable Collaborative Software Code Inspection Process” in Fuks, H., Lukosch, S.,
Salgado, A.C. (eds.), Proceedings of CRIWG 2005, LNCS3706, pp. 325-340, Springer Verlag Berlin
Heidelberg, (20% contribution).
Press, L., Qureshi, S., Wolcott, P., Fruhling, A. (2005). A Grand Challenge: Connecting the World’s Rural
Villages (panel), Proceedings of the Eleventh Americas Conference on Information Systems, AMCIS (25%
contribution).
Fruhling, A., Lee, S. (2005). Assessing the Reliability, Validity, and Adaptability of PSSUQ, Proceedings of
the Eleventh Americas Conference on Information Systems, AMCIS (95% contribution).
Fruhling, A, Tyser, K, Vreede, G.J. de. (2005). Experiences with Extreme Programming in Telehealth:
Developing and Implementing a Biosecurity Health Care Application, Thirty-eighth Hawaii International
Conference System Sciences (88% contribution).
deVreede, G.J., Fruhling, A., Chakrapani, A. (2005). A Repeatable Collaboration Process for Usability
Testing, Thirty-eighth Hawaii International Conference System Sciences (40% contribution).
Fruhling, A., and Lee, S. M. (2004). Designing Trustworthy e-Health Services for Rural Consumers,
American Medical Informatics Association Proceedings (95% contribution).
Fruhling, A., deVreede, G.J., Chakrapani, A. (2004). A Repeatable Collaboration Process for Usability
Testing, CORS/INFORMS International Joint Meeting Proceedings (40% contribution).
Fruhling, A., and Lee, S. M. (2004). Examining HCI Usability Factors Affecting Consumers’ Trust in E-
health Services, Hawaii International Conferences on Computer Sciences Proceedings (95%
contribution).
Fruhling, A., Vreede, G.J. de. (2005). Collaborative Usability Testing to Facilitate Stakeholder
Involvement in S. Biffle, A. Aurum, B. Boehm, H. Erdogmus, P. Gruenbacher (eds), Value Based Software
Engineering, Berlin: Springer-Verlag (in press) (50% contribution).
Fruhling, A. (2007). “Best Practices in Implementing and Managing Agile Information System
Development Processes for Command and Control Operations”, IBM Center for the Business of
Government (proposal accepted), paper in-progress.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
3.5.1 Internal to UNO
PI Co-PIs Title of Grant Amount of
Grant
X
Improving System
Requirement
Elicitation and
Traceability of
System Test Plan
Development –
-416-
Funding Entity
Your
Contribution
(%)
Outcomes from the
Award
$9,800 NASA Research 100% 1 Graduate Student,
Research Paper

2006
3.5.2 External to UNO
PI
X
Co-
PIs
Title of Grant
Amount of
Grant
Funding Entity
Oklahoma, STATPack, Laboratory $23,000 Oklahoma
Response
Health and
Project continuation -2007
Human Services
Your
Contribution
(%)
100%
Outcomes from the
Award
X
X
KSU STATPack,
Laboratory Response
project – 2006
Kansas STATPack,
Laboratory Response
project - 2006
$25,700 KSU Veterinary 100%
$211,907 Kansas Health
and Human
Services
100%
X
X
Oklahoma STATPack, Laboratory $185,000 Oklahoma
Response
Health and
project - 2006
Human Services
Nebraska STATPack, Laboratory $37,500 Nebraska Health
Response
and Human
project -2006
Services
100% 5 students and two FTE I
IT professionals,
100% STATPack, Laboratory
Response project
X
Northrup Gruman C2SES
DoD Research – 4 years
(Fruhling & Zhu) – 2005
$555,466 Northrup
Gruman
50% 2 graduate/PhD
students for 4 years,
stipend and tuition
2 Research Papers
completed
X
X
STATPack Laboratory
Response project – 2005
continuation
STATPack Laboratory
Response project –
Expansion. - 2005
$82,500 Nebraska Health
and Human
Services
$3,700 Nebraska Health
and Human
Services
2 Research Studies
presented to
STRATCOM Colonels
100% STATPack Laboratory
Response project – 2006
continuation
100% STATPack Laboratory
-417-

X
X
X
X Research Proposal –
(Fruhling, deVreede,
Henninger) “Collaborative
Test Plan Creation to
Accomodate Stakeholders’
Value Propositions in Value-
Based Software Engineering”
– Spring, 2005
STATPack Laboratory
Response project – Aug 2004
STATPack Laboratory
Response project – Sept
2004
Information Technology in
Sustaining Rural Health
Delivery Systems - 2002
$25,000 UNO/UNL
Research
Collaboration
Proposal
Request from
UNL Vice
Chancellor Prem
Paul
$132,250 Nebraska Health
and Human
Services
$36,200 Association
Public Health
Labs grant
$412,538 Nebraska
Research
Initiative
50% Supported research
funding for two
graduate students
100%
100%
100% 39 proposals were
submitted, 12 proposals
were selected.
2 years funding – year 1
funding for 8
undergraduate and
graduate students each
year.
Provided a prototype to
continue to get grant
funding.
See portfolio
Funded dissertation
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 8080 Seminar: Public Health Informatics 3 6
ISQA 8950 Capstone Management Information Systems 12
Fall 2008 ISQA 8950 Capstone Management Information Systems 7
Spring 2008 ISQA 8040 An Overview of System Development 3 8
ISQA 8950 Capstone Management Information Systems 10
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Fall 2007 CIST 3100 Organizations, Applications, and Technology 3 22
ISQA 8040 An Overview of System Development 3 16
Supervise – 6 to 8 research students every year
through my grants.
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __50___%. Please give
a brief description of your major research and scholarly activities:
Grant, NPHL STATPack - Ongoing Research and System Support, UNMC, Fruhling, A., $98,837, Funded,
(October 1, 2008 - September 30, 2009).
Contract, Kansas STATPack - Research, Development and Support, Kansas Department of Health and
Environment, Fruhling, A., $25,000, Funded, (August 8, 2008 - August 8, 2009).
Grant, Empirical Research on the Transition to an Agile System Development Environment, NASA,
Fruhling, A., $7,500, Funded, (October 2008 - July 31, 2009).
Financial support is requested to support a half-time graduate student to work on a research study to
explore and examine the best practices the transition to agile system development methods namely,
eXtreme Programming (XP) and SCRUM. This research is important because it will help practitioners
successfully introduce and implement the principles and practices of Agile methods into traditional
software development environments.
Grant, Public/Private Laboratory Integration Oklahoma STATPack, Oklahoma, State of, Fruhling, A.,
$24,150, Funded, (April 1, 2008 - May 31, 2009).
Grant, Center for Public Health Informatics, NU Foundation, Fruhling, A., $136,000, Funded, (July 2008 -
July 2009).
The Center will create a Nebraska-focused information portal designed to provide real time, interactive
access to public health data. This publicly available web site and database will be designed in accordance
with the needs of a wide array of potential users including public health policy makers, public health
workers, academics, and the general public. Members of the UNMC CoPH have developed a number of
important relationships with public health data holders, both in state government and private industry.
Those relationships will allow UNMC to negotiate the appropriate access to information in forms that
would meet the needs of the user community while continuing to satisfy the security and confidentiality
requirements of the original data stewards.
CPHI will conduct a formalized information analysis and data availability assessment to support
current/emerging public health issues. This will include a needs analysis, cataloging existing data
sources, identifying gaps therein, and developing proposals to address those gaps. Focus groups
comprised of stakeholders and potential users will be conducted to determine the level of interest,
-419-

technical ability, and desired scope of content. This will be a critical step to the design of a useful
system. In addition, the CPHI will research appropriate tools, including data formats, and visualization
and reporting tools, to maximize the flexibility and utility of the information portal. The Center will then
pursue national grants (e.g. NIH, NSF, etc.) to gain assistance in addressing both data and technology
voids.
The Center will provide access to a think tank of UNO/UNMC IT, GIS and Public Health researchers and
experts. This human infrastructure will provide assistance on how IT and GIS capabilities can be used to
integrate, visualize, analyze, and disseminate public health information and further research. Both, UNO
and UNMC strategic plans have major outreach components that can be easily incorporated into these
activities.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%. Not applicable
-420-

Martina Greiner
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Martina E. Greiner
Assistant Professor
Non-tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Assistant Professor
Dates Held
8/18/2008 - Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
PhD
Dipl.
Oec
Business
Administration
Business
Administration
and Economics
The University of Georgia 2008
The University of Hohenheim, Germany 2000
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Joined Clicker-Circle, UNO Academic Year 2008-2009
Evaluating and Learning Adobe Connect for use in the Classroom/ Virtual Office Hours
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
7. Consulting—list agencies and dates, and briefly describe each project:
-421-

8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
ISQA Professional Development Committee (2009)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
“The Business of Open Source”, Richard T. Watson, Marie-Claude Boudreau, Donald Wynn, Martina
Greiner, Paul York; Communications of the ACM, 51 (4), 2008, 41-46
“Opening the Classroom”, Richard T. Watson, Marie-Claude Boudreau, Paul York, Martina Greiner,
Donald Wynn; Journal of IS Education, 19 (1), 2008, 75-85
“A Strategy for Knowledge Management”, Martina Greiner, Thilo Böhmann, Helmut Krcmar; Journal of
Knowledge Management, 11 (6), 2007, 3-15
“A Research Agenda for Studying Open Source I: A Multi-Level Framework”, Fred Niederman, Ashley
Davis, Martina E. Greiner, Donald Wynn, Paul T. York; Communications of the AIS, 18, 2006, 129-149
“A Research Agenda for Studying Open Source II: View Through the Lens of Referent Discipline
Theories”, Fred Niederman, Ashley Davis, Martina E. Greiner, Donald Wynn, Paul T. York;
Communications of the AIS, 18, 2006, 150-175
“Governance and Global Communities”, Richard T. Watson, Marie-Claude Boudreau, Martina Greiner,
Donald Wynn, Paul York, Rusen Gul; Journal of International Management, 11, 2005, 125-142
“Understanding Music Sharing Behavior in China: Development of an Instrument”, Donald Amoroso;
Pamila Dembla; Hui Wang; Martina Greiner; Pengpeng Liu; Americas Conference on Information
Systems (AMCIS) 2008
“Building Consumer-to-Consumer Trust in e-Finance Marketplaces”, Martina Greiner, Hui Wang;
Americas Conference on Information Systems (AMCIS) 2007
“The Benefits of Transaction Cost Economics: The Beginning of a New Direction”, Marie-Claude
Boudreau, Richard T. Watson, Adela J.W. Chen, Martina Greiner, and Peter Sclavos; European
Conference on Information Systems (ECIS) June 07-09, 2007
“Make-or-Buy in the Age of Open Source: A Transaction Cost Analysis”, Martina Greiner, Dale Goodhue;
International Conference on Information Systems (ICIS) Dec 11-14, 2005
“Governance and Global Communities”, Richard T. Watson, Marie-Claude Boudreau, Martina Greiner,
Donald Wynn, Paul York, Rusen Gul; The fifth Annual International Business Research Forum, March 27,
2004
“Governance, Leadership, And Management In Adaptive And Inventive Digital Communities: A Research
Agenda To Reduce Waste In Graduate Education”, Richard T. Watson, Marie-Claude Boudreau, Martina
Greiner, Donald Wynn, Paul York, Rusen Gul; Seventh Bled Conference, June 21-23, 2004
“Leadership Behavior in Virtual Communities”, Martina Greiner; Seventh Annual Conference of the
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Southern Association for Information Systems (SAIS) Feb 27-28, 2004
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 8220 Advanced Systems Analysis and Design 3 27
Fall 2008 ISQA 3310 Managing the Database Environment 3 18
ISQA 8220 Advanced Systems Analysis and Design 3 28
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __60___%. Please give
a brief description of your major research and scholarly activities:
I am currently working on two research streams. The first research stream includes applying
organizational theories to IS issues. In particularly, I am refining Transaction Cost Theory to gain insights
into software procurement decisions. The second research stream is concerned about people-to-people
lending marketplaces and the unique IS and management challenges of these marketplaces.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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-424-

Dwight Haworth
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Dwight A. Haworth
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Associate Professor
Dates Held
1990-Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. MIS Texas Tech University 1990
B.S. General United States Air Force Academy, Colorado 1963
Science
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Eighth Annual IBER & TLC Conference, 2008
Distance-Education Workshop, Fall 2007
Teaching and Learning Conference, Oahu, Hawaii, January 2-6
Teaching and Learning Conference, Cancun, Mexico, March 20-25, 2006
Teaching and Learning Conference, Puerto Vallarta, Mexico, March 12-19, 2005
-425-

6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
1986-1990 College of Business
Administration, Texas Tech
University
1984-1986 College of Business
Administration, Texas Tech
University
1982-1984 Central Texas College
Overseas, Yongsan Garrison,
Korea
1982-1984 Far East District, Corps of
Engineers, Seoul, Korea
Teaching assistant. Taught business communication,
introductory management science, and file structures
courses.
Teaching assistant. Assisted faculty with grading,
proctoring, and preparation for audio-visual materials
for undergraduate business communication.
Instructor. Instructed in computer programming,
systems analysis and design, and computer operating
systems.
Programmer-analyst. Automated the preparation and
update of Current Working Estimates for major and
minor military construction projects throughout Korea.
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
1981-1982 Gyeong-Gi, Seoul, Korea
Technical Education
Research Center
Curriculum Consultant. Designed and assisted with
implementation of undergraduate computer information
systems curriculum.
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Member of Faculty Senate
Member of Faculty Senate Professional Development Committee
Member of Faculty Academic Policy Committee of the division of Continuing Studies
Working Member of NUCIA
Member of Distance Education Steering Committee
Member of the Academic Committee
Member of the ABET Steering Committee
Chairman of UPC for Bachelors in MIS
-426-

Library Representative for Department
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Library Representative for Department (2004- )
Member of Distance Education Steering Committee (2007- )
Member of the ABET Steering Committee (2007- )
IA Undergraduate Program Committee (2007-2008)
NDU MOU (2007-2008)
Faculty Academic Policy Committee (2004-2008)
ISQA Undergraduate Program Committee (2004-2008)
Library and Learning Resources Committee (2005-2007)
University Committee on Research (2004-2007)
Recruiting Committee Member (2004-2005)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Haworth, D.A. and Pietron, L.R. Sarbanes-Oxley: Achieving compliance by starting with ISO 17799.
Information Systems Management, 23 (2006), 1, 73-87
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 3300 File Structures for Information Systems 3 25
ISQA 8546 Computer Security Management 3 8
-427-

ISQA 8560 Information Warfare & Security 3 3
CIST 4540 Computer Security Management 3 6
Fall 2008 ISQA 3300 File Structures for Information Systems 3 13
ISQA 8546 Computer Security Management 3 13
ISQA 8560 Information Warfare & Security 3 12
CIST 4540 Computer Security Management 3 5
Summer CIST 2500 Intro to Appliet Stats for IS & T 3 11
2008
Spring 2008 ISQA 3300 File Structures for Information Systems 3 4
ISQA 8546 Computer Security Management 3 4
ISQA 8560 Information Warfare & Security 3 10
CIST 4540 Computer Security Management 3 10
Fall 2007 ISQA 3300 File Structures for Information Systems 3 7
ISQA 8546 Computer Security Management 3 7
ISQA 8560 Information Warfare & Security 3 12
CIST 4540 Computer Security Management 3 9
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
-428-

Mary Levesque
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Mary L. Levesque
Assistant Instructor
NA
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Temporary Assistant
Instructor
Assistant Instructor
Dates Held
01/01/2000 – 08/31/2002
09/01/2002 – present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
BA Music Duchesne College of the Sacred Heart, Omaha Aug. 1968
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
15 years of programming and instruction at Mutual of Omaha
Completed CIST 1100 (C++ version) at UNO
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
None
-429-

6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
1972-1973 Mutual of Omaha Software Development
1974-1978 Mutual of Omaha Teaching; developing custom courses related to
mainframe programming – use of utilities, JCL,
debugging
1983-1985 Various for-profit schools Taught COBOL
1985-1994 Mutual of Omaha Developed and taught PC courses
1994-1996 Mutual of Omaha Production support
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
Act as informal consultant for colleagues regarding Excel
and Word formatting problems, as well as for an
occasional outside person who calls UNO for help.
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Course Coordinator for CIST 1100
Course Coordinator for CSCI 1000
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
-430-

None
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
None, although I authored one article for a genealogy magazine and assisted with another.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
None
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year Course number Course title
Semester
hrs
Class
size
Fall 2007 CIST 1100 001 Introduction to Computing 3 22
Fall 2007 CIST 1100 002 Introduction to Computing 3 39
Fall 2007 CIST 1100 003 Introduction to Computing 3 16
Fall 2007 CSCI 1000 004 Computer Literacy with Applications 3 14
Spring 08 CIST 1100 001 Introduction to Computing 3 18
Spring 08 CIST 1100 850 Introduction to Computing 3 14
Spring 08 CSCI 1000 004 Computer Literacy with Applications 3 15
Spring 08 CSCI 1000 005 Computer Literacy with Applications 3 19
Fall 2008 CIST 1100 001 Introduction to Computing 3 24
Fall 2008 CIST 1100 002 Introduction to Computing 3 21
Fall 2008 CIST 1100 850 Introduction to Computing 3 13
Fall 2008 CSCI 1000 006 Computer Literacy with Applications 3 30
Spring 09 CIST 1100 001 Introduction to Computing 3 14
Spring 09 CIST 1100 850 Introduction to Computing 3 9
Spring 09 CSCI 1000 004 Computer Literacy with Applications 3 7
Spring 09 CSCI 1000 005 Computer Literacy with Applications 3 10
Spring 09 CSCI 1000 850 Computer Literacy with Applications 3 15
-431-

13. Estimate the percentage of your time devoted to scholarly and/or research activities: 10%. Please give a brief
description of your major research and scholarly activities:
I use my computer skills to help others research their genealogy. Most of this is done after hours,
however.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
-432-

Lotfollah Najjar
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Lotfollah Najjar
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Instructor 8/89-8/99
Lecturer 8/99-8/01
Assistant Professor 08/01 – 08/07
Associate Professor 08/07- Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D.
Major: Industrial Engineering and
Management Systems
Minor: MIS and Operation
Management
Statistics and Mathematics
University of Nebraska-
Lincoln
Ph.D.
Student
University of Nebraska-
Lincoln
MS Statistics and Mathematics University of Nebraska-
Lincoln
BS Industrial Engineering and Management University of Nebraska-
Systems
Lincoln
08/2002
01/1988-
5/1992
05/1987
05/1984
-433-

4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
PhD. with major in Industrial Engineering and Management Systems and minor in MIS (took 7 courses in
MIS field) Have taken 21 hours MIS courses: System Analysis and Design, Database, Decision Support
Systems, Data Communications, Management Information Systems, Seminar in MIS, and Artificial
Intelligence.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Kamal, M., Qureshi, S. , and Najjar, L. (2008).“ a Global Analysis of the Effect of IT Capacity on
Development-Undrestanding Sourcing of Skills.” International Conference on Information Resources
Management (Conf-IRM) May 18-20, 2008 .Niagara Falls, Ontario, Canada.
Tarmizi H. and Najjar, L. (2007). “Rethinking E-Comerce Research by Connecting IT to Activities on Line
Community”. MWAIS, May 18-19, Springfield, IL.
Kamal, M., Zhang, Chi, Najjar, L., & Qureshi, S. (2007). “Human Development through Information &
Communication Technologies: Theoretical & Empirical Support.” Second Annual Midwest United States
Association for Information Systems Conference (MWAIS-02), May 18-19, Springfield, Illinois.
Kamal M., Zhang C., Najjar, L. and Qureshi S. (2007). “Human Development through Information &
Communication Technologies: Theoretical & Empirical Support”. MWAIS, May 18-19, Springfield, IL.
Tarmizi H. and Najjar, L. (2006). “Empirical study on Communities of Practice and E-commerce: influence
of community of practice on pricing on eBay”. (AMCIS 2006), August 10-13, Acapulco, Mexico.
Uttamchandani, R, Najjar, L, and Bishu, R.R. (2005) “Alternate Training Methods for an Optically
Measuring Inspection Device: A Comparative Study.” In the Proceedings of the 10th Annual International
Conference on Industrial Engineering – Theory, Applications and Practice Clearwater, Florida, USA.
December 7-9. pp. 474-478.
Najjar, L.and Bishu, R. (2005).” Information Quality in the Banking Industries”. Proceedings of the
Eleventh American Conference on Information Systems (AMCIS), August 10-13. Omaha, Nebraska, pp.
3190-3198.
Najjar, L. Eftekari, H. (2005). “Consumers’ Perception of the Quality Internet Banking”. Midwest
Economics Association Meetings, 69th Annual Meetings, Milwaukee, WI. March 14-17.
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
-434-

08/96-08/02 Department of Industrial Engineering
and Management Systems, University
of Nebraska-Lincoln
2/95-6/95 Department of Biometry, University
of Nebraska-Lincoln
2/89-8/89 Veterinary Diagnostic Center,
University of Nebraska- Lincoln
Guest Lecturer:
Courses taught have included Quality Control
(821), and Applied Statistics (822).
SAS Programmer:
Performed SAS programs for statistical
analysis for faculty and client research.
Involved in many projects for the College of
Dentistry and College of Agriculture.
Consulted on and performed projects
(statistical analysis and SAS programming)
for private industry in conjunction with
faculty of Biometry Department.
Analyst III:
Performed statistical analysis in
toxicology lab using Experimental
design, regression analysis (linear and
nonlinear) and non-parametric analysis
to test and validate the specific effects
of different substances on cattle.
Involved in many projects in
conjunction with Pharmaceutical
College at the University of Nebraska
Medical Center.
January 2005 Baton Rouge, LA Attending 6-day class (SAP software on
Business Process Reengineering). LSU
June 2004
Scott Center Hall, PKI
Project Management Institute (PMI).
Project Management Institute (PMI).
Work Shop on :
“Business Process Reengineering with IT”
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
1996 and
2000
Nebraska Printing and
Lithography. Fremont Nebraska
Quality improvement and data analysis.
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8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Course Coordinator for :
CIST 2500 and ISQA 4150/8206
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Committee Position Date
Library Dean Search Committee Member 2004-2007
Technology Committee Member 2003-2007
UNO Judicial Committee Member 2002-2006
IS&T Academic Committee Member 2002-2005
ISQA Undergraduate Program Committee Member 2002-2006
UNO Professional Development & Concerns Committee Member Chair 2002-2005
2006-2008
ISQA Undergraduate Program Committee Member 2009-present
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
10.1 Refereed Journals
Aghazadeh M., Najjar L., and Huq, Z. “Environment and Resolutions to Avoid Discontinuity in Supply
Chain Management” International Journal of Risk Assessment and Management. Forthcoming, 2008.
Azadmanesh A., A. Farahani, L. Najjar, “Fault Tolerant Weighted Voting Algorithms”, Int’l Journal of
Network Security, Forthcoming, 2008.
Luo, Mingchu , Najjar, L and Huang, Wenmin. “The Impact of Chinese Student School Performanceon
their Perceptions of School Ethical Climate”. Journal of Moral Education. Accepted with minor revision.
(August 2006).
Najjar, L., Schniederjans, Marc. J. (2006). “Information Quality Benchmarking: A Banking Industry Case
Study in the Product and Service Performance.” Quality and Quantity, International Journal of
Methodology. Vol. 40, No. 3, pp. 419-434.
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Luo, Mingchu , Najjar, L (2006). “The Chinese Principal Leadership Capacities as Perceived by Master
Teachers.” The Academic Leadership Journal, 4(3). Summer 2006.
Najjar, L.and Bishu, R. (2005). “Service Quality in Banking Industries”. Quality Management Journal.
Volume 12(3), pp 35-44.
Liu, L., Bishu, R., and Najjar, L. (2005). “Using the Analytical Hierarchy Process as a Tool for Assessing
Service Quality.” International Journal of Industrial Engineering and Management Systems. Vol. 4(2),
pp.129-135.
10.2 Refereed Proceedings:
Kamal, M., Qureshi, S. , and Najjar, L. (2008).“ a Global Analysis of the Effect of IT Capacity on
Development-Undrestanding Sourcing of Skills.” International Conference on Information Resources
Management (Conf-IRM) May 18-20, 2008 .Niagara Falls, Ontario, Canada.
Tarmizi H. and Najjar, L. (2007). “Rethinking E-Comerce Research by Connecting IT to Activities on Line
Community”. MWAIS, May 18-19, Springfield, IL.
Kamal, M., Zhang, Chi, Najjar, L., & Qureshi, S. (2007). “Human Development through Information &
Communication Technologies: Theoretical & Empirical Support.” Second Annual Midwest United States
Association for Information Systems Conference (MWAIS-02), May 18-19, Springfield, Illinois.
Kamal M., Zhang C., Najjar, L. and Qureshi S. (2007). “Human Development through Information &
Communication Technologies: Theoretical & Empirical Support”. MWAIS, May 18-19, Springfield, IL.
Tarmizi H. and Najjar, L. (2006). “Empirical study on Communities of Practice and E-commerce: influence
of community of practice on pricing on eBay”. (AMCIS 2006), August 10-13, Acapulco, Mexico.
Uttamchandani, R, Najjar, L, and Bishu, R.R. (2005) “Alternate Training Methods for an Optically
Measuring Inspection Device: A Comparative Study.” In the Proceedings of the 10th Annual International
Conference on Industrial Engineering – Theory, Applications and Practice Clearwater, Florida, USA.
December 7-9. pp. 474-478.
Najjar, L.and Bishu, R. (2005).” Information Quality in the Banking Industries”. Proceedings of the
Eleventh American Conference on Information Systems (AMCIS), August 10-13. Omaha, Nebraska, pp.
3190-3198.
Najjar, L. Eftekari, H. (2005). “Consumers’ Perception of the Quality Internet Banking”. Midwest
Economics Association Meetings, 69th Annual Meetings, Milwaukee, WI. March 14-17.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
11.1 Sabbatical:
Fall 2008-Present: University of Jibail, Saudi Arabia. Department of Business Administration. Teaching
courses in MIS.
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11.2 Manuscript Reviewer
Year Journal’s (or Conference) Name Topic of the articles
March 2009
March 2009
March 2009
July 2007
May 2007
May 2007
May 2007
March 2006
March 2006
June 2005
July 2004
June 2004
2009 International Conference on
Information Resources Management (Conf-
IRM)
2009 International Conference on
Information Resources Management (Conf-
IRM)
2009 International Conference on
Information Resources Management (Conf-
IRM)
Journal of Management Information
Systems (JMIS)
International Conferences On Information
Systems (ICIS 2007)
American Conferences On Information
Systems (AMCIS 2007)
American Conferences On Information
Systems (AMCIS 2007)
American Conferences On Information
Systems (AMCIS 2006)
American Conferences On Information
Systems (AMCIS 2006)
IEEE Transactions on Engineering
Management
International Journal of Information
Technology and Decision Making
IEEE Transactions on Engineering
Management
Affect and Aesthetics in ICT Design and Use.
Inter Process Communication & Prioritization to Enable Deskt
Advertisement Mechanism.
The Challenges in Establishing a Government Interoperability
Framework: The e-PING Brazilian Case
A Principal Component Analysis Approach to Web Page
Categorization.
Participants’ Repeat-Visiting Behavior in an Online Community
of Practice.
Reliability Generalization of Perceived Ease of use, Usefulness
and Behavioral Intentions.
Context, Process and Outcomes of ISD: An Allegorical Tale.
The News: Examining perceptions of information product
quality (IPQ).
Paradox of Information Quality: Do Consumers Pay More for
Premium Information on Products on E-commerce Sites?
Information-Centric Assessment of Software Metrics Practices
(second revision).
SFTIS: A Decision Support System for Tourism Demand Analys
and Forecasting.
Information-Centric Assessment of Software Metrics Practices
May 2004 2004 DSI Annual Meeting 1. An Implication of using Open Software (OSS): an
overview of OSS, and users’ and developers’
benefits and challenges.
2. Effect of Interface Style on User Perception and
Behavioral Intention.
3. Electronic Payment Systems: Foundations,
Taxonomies and Implementation Issues.
4. Personal Web Usage at the workplace: Can
it improve job satisfaction?
5. Two approaches to extract related information
from Web pages.
11.3 Research and Development Grants funded and/or completed:
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Najjar, L., Khazanchi, D., and Wolcott, P. (3/1/2008 to 3/20/2009; Completed) ."Business Database
Competitive Audit Project". Awarded a grant of $20,000 for conducting a business database audit for
InfoUSA. This project is being conducted under the auspices of the PKI Technology Development Corp
(PKITDC).
Najjar, L., Khazanchi, D., and Wolcott, P. (1/1/2005 to 3/1/2005; Completed) "Business Database
Competitive Audit Project". Awarded a grant of $14,575 for conducting a business database audit for
InfoUSA. This project is being conducted under the auspices of the PKI Technology Development Corp
(PKITDC).
11.4 Research Grants submitted and under review:
Azad Azadmanesh, Computer Science, College of IST, UNO, Lotfollah Najjar, Information Systems &
Quantitative Analysis (ISQA), College of IST, UNO. “Electronic Student Companion.” (University of
Nebraska Foundation and Student Technol;ogy Fees). February, 2007.
Azad Azadmanesh, Computer Science, College of IST, UNO, Lotfollah Najjar, Information Systems &
Quantitative Analysis (ISQA), College of IST, UNO , and Krings , director of the Survivability Laboratory
Testing at University of Idaho . “Consensus in Wireless Networks.” (NSF). March, 2006.
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Year/term Course number Course title
Credit
s
2006/Fall ISQA 9130 Multivariate Data Analysis 3 9
2007/ Spring ISQA 8196 Process Reengineering with IT 3 7
2007/Spring ISQA 4190 // 3 4
2007/Spring ISQA 8340 Advanced Regression Analysis 3 3
2007/Spring ISQA 8206 Information Quality and data 3 2
management
2007/Spring ISQA 4200 // 3 5
2007/Spring ISQA 9080 Research Directions in
3 8
Information Technology
2007/Summer ISQA 9120 Application Of Design of
Experiment
3 3
No. of
students
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2007/Fall ISQA 9130 Multivariate Data Analysis 3 4
2007/Fall Cist 2500 Introduction to Applies Statistics 3 21
for IS&T
2008/Spring CIST 2500 // (Distancd Education) 3 6
2008/Spring ISQA 9080 Research Directions in
3 15
Information Technology
2008/Spring ISQA 8196 Process Reengineering with IT 3 10
2008/Spring ISQA 4190 // 3 3
2008/Summer ISQA 9120 Application Of Design of
Experiment
3 3
13. Estimate the percentage of your time devoted to scholarly and/or research activities: ____50_%. Please give
a brief description of your major research and scholarly activities:
Information Quality, Quality Management, Data Mining, and Process Reengineering.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Stacie Petter
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Stacie Petter
Assistant Professor
Untenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Assistant Professor
Dates Held
2006 – Current
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D.
M.B.A.
B.S.
Computer
Information
Systems
Computer
Information
Systems
Computer
Science
Georgia State University 5/2006
Georgia State University 8/2002
Berry College 12/1999
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Americas Conference on Information Systems (8/2004)
Americas Conference on Information Systems (8/2005)
Seattle Innovation Symposium (10/2005)
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International Conference on Information Systems (12/2005)
International Conference on Information Systems (12/2006)
International Research Workshop on IT Project Management (12/2006)
Clicker Teaching Circle (AY 2007-2008)
Americas Conference on Information Systems (8/2007)
Project Management Institute Heartland Chapter ProDev (9/2007)
International Research Workshop on IT Project Management (12/2007)
International Conference on Information Systems (12/2007)
Clicker Teaching Circle (AY 2008-2009)
International Conference on Design Science and Information Systems & Technology (5/2008)
Midwest Conference for the Association of Information Systems (5/2008)
International Research Workshop on IT Project Management (12/2008)
International Conference on Information Systems (12/2008)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
6/2003 – Georgia State University Graduate Teaching Assistant – responsible for teaching
3/2006
undergraduate and graduate courses; teaching assistant
8/2002 –
5/2006
6/2000 –
4/2002
11/1999 –
5/2000
1/1999 –
10/1999
Georgia State University
Vista IT
Network One
Berry College
for graduate and executive MBA course
Graduate Research Assistant – responsible for
conducting research, performing literature reviews, and
writing papers with various professors in the area of
computer information systems
Senior Consultant – developed applications for clients,
performed requirements analysis and system design
Application Developer – developed and maintained
applications for internal use, performed requirements
analysis and system design
Help Desk Coordinator – managed a help desk for
centralized IT department, developed applications and
processes to support help desk
7. Consulting—list agencies and dates, and briefly describe each project:
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8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
ISQA Graduate Program Committee (0.5 hours/week)
Graduate Council (0.5 hours/week)
Graduate Council Committee B (0.5 hours/week)
Graduate Council Scholarship Committee (0.5 hours/week)
ISQA Reappointment, Promotion, and Tenure Committee (0.1 hours/week)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
ISQA Graduate Program Committee (2008 – Current)
ISQA Reappointment, Promotion, and Tenure Committee (2006 – 2008)
ISQA Faculty Recruitment Committee (2007-2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Petter, S. (2008) Managing User Expectations on Software Projects: Lessons from the Trenches,
International Journal of Project Management, 26(7).
Petter, S., DeLone, W. and McLean, E. (2008) Measuring Information Systems Success: Models,
Dimensions, Measures, and Interrelationships, European Journal of Information Systems, 17(3).
Petter, S. and Vaishnavi, V. (2008) Facilitating Experience Reuse among Software Project Managers,
Information Sciences. 178(7).
Khazanchi, D., Murphy, J.D., and Petter,S. (2008) Guidelines for Evaluating Patterns in the IS Domain,
Midwest Association for Information Systems Conference, Eau Claire, WI.
Murphy, J.D., Petter, S., Cheng, K., and Briggs, R.O. (2008) Hitting the Collaboration Target: Computer-
Guided thinkLet Selection, International Conference on Design Science Research in Information Systems
and Technology, Atlanta, GA.
Petter, S. Khazanchi, D., and Murphy, J.D. (2008) A Design Science Based Evaluation Framework for
Patterns, International Conference on Design Science Research in Information Systems and Technology,
Atlanta, GA.
Randolph, A. and Petter, S. (2008) Is it Who You Know or What You Know: Social Capital Theory in IT
Project Management, International Research Workshop on IT Project Management, Paris, France.
Petter, S., Straub, D., and Rai, A. (2007) Specifying Formative Constructs in Information Systems
Research, MIS Quarterly, 31(4).
Petter, S., Mathiassen, L, and Vaishnavi, V. (2007) Five Keys to Project Knowledge Sharing, IT
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Professional, May/June.
Petter, S. (2007) Managing User Expectations on Software Projects: Lessons from the Trenches,
International Research Workshop on IT Project Management, Montreal, Quebec, Canada.
Petter, S. (2007). A Process to Reuse Experiences via Written Narratives among Software Project
Managers, A Design Science Research Proposal Improving and Innovating Information & Communication
Technology: Design Science Research Methods and Patterns, V. Vaishnavi and W. Kuechler (Eds.), Taylor
and Francis.
Petter, S. and Vaishnavi, V. (2007) A Generic Process for Individual Knowledge Reuse: Potential
Problems and Solutions, Americas Conference on Information Systems, Keystone, CO.
Khazanchi, D. and Petter, S. (2006). “The Need for Improved IT Project Management in e-Service
Projects and Beyond,” e-Service Journal, (5:1).
DeLone, W., McLean, E., and Petter, S. (2005). Success of Information Systems: Measuring the
Effectiveness of Information Systems, Blackwell Encyclopedia of Management, 2nd edition, G.B. Davis
(Ed.), Blackwell Publishing.
Kuechler, W., Vaishnavi, V. and Petter, S. (2005). The Aggregate General Design Cycle as a Perspective
on the Evolution of Computing Communities of Interest, Computing Letters, 1(3).
Petter, S., Sevcik, G. and Straub, D. (2005). Transferring Technology to the Developing World,
Encyclopedia of Information Science and Technology, M. Khosrow-Pour (Ed.), Idea Group Publishing.
Petter, S. and Gallivan, M. (2004). Toward a Framework for Classifying and Guiding Mixed Method
Research in Information Systems, Hawai'i International Conference on System Sciences, Waikoloa, HI.
Petter, S. and Vaishnavi, V. (2004) Towards a Model to Support Knowledge Transfer among Software
Project Managers, Americas Conference on Information Systems, New York, NY.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
Managing in a Digital World STEM Grant for $4500 (2007)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Fall/2007 ISQA 3420 Managing in a Digital World 3 17
Fall/2007 ISQA 8210 Management of Software Development 3 21
Spring/ ISQA 3420 Managing in a Digital World 3 26
2007
Spring/ ISQA 8210 Management of Software Development 3 24
2007
Fall/2008 ISQA 3420 Managing in a Digital World 3 19
Fall/2008 ISQA 8210 Management of Software Development 3 27
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Spring/
2009
Spring/
2009
ISQA 3420 Managing in a Digital World 3 22
ISQA 8210 Management of Software Development 3 26
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __45___%. Please give
a brief description of your major research and scholarly activities:
Conducting research related to sharing experiences related to software project management.
Examining measures and predictors of information system success.
Developing approaches and guidelines for research methods.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: ___IS - 100__%.
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-446-

Leah Pietron
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Leah R. Pietron
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Associate Professor Fall 1991 to Present
Assistant Professor Fall 1985 to Fall 1991
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
PhD
MBA
MS
BS
Business Education/
Information Systems
Business Administration/
Economics
Business Education/
Vocational Education
Comprehensive Business
Education/ Physical
Education
University of North Dakota
August
1979
Northwest Missouri State University August
1985
University of North Dakota May 1977
Mayville State College May 1972
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
Advanced Information Systems Faculty Development Institute, Indiana University, Bloomington, IN. July
7-July 31, 1989. Certificate of Attendance. Sponsored by the American Assembly of Collegiate Schools
of Business (AACSB).
Information Systems Faculty Development Institute, St. Paul, MN. July 6-August 7, 1987. Certificate of
Attendance. Sponsored by the American Assembly of Collegiate Schools of Business (AACSB).
Continuous enrollment in courses at UNO, SANs Security Training, Seminars, etc
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5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Teaching Circles, "Web Collaboration". (2008 - 2009).
Rubrics Research Triangle (2008 to Current)
Completed the CISSP Certification Examination on November 18, 2006
Attempting the CISA Certification Examination on December 10, 2006
Attended CISSP Certification Session at PKI, Summer 2006
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
Summer
2007
Lockheed Martin
Worked on a Service-Oriented Architecture project. My
focus was on IT Goverance and SOA Policy.
May 2006 StatPak, UNO Conducting a vulnerability assessment with Dwight
Haworth on the application.
Summer/Fall Union Pacific Railroad Sarbanes-Oxley Compliance Review – worked with
2004
Company
Dwight Haworth on evaluation of the ISO/IEC
17799 evaluation and identifying deficiencies in their
documentation and controls for Sarbanes-Oxley
compliance.
Summer
2002
City of Omaha
Created the Geographical Information Systems Strategic
Plan for Omaha Police Department
Fall 2001 Pamida and ShopKo PeopleSoft Security Tree Manager - Faculty Internship
December
2000
MSI Systems Integrators Consultant – worked on the PeopleSoft installation –
focused on Human Resources application
Summer
2003
Fall and
Spring 2000
Fall 1999 and
Spring 2000
College of IS & T
Faculty Internship with Steve Stock developing Security
Policies and Procedures for the
CASE Training for PMIC – user training for analysts on
the use of Excelerator
Created and delivered faculty development workshops
on the use of media in classrooms for the College of
Business Administration
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
Summer-Fall Union Pacific
Completed Sarbanes-Oxley Compliance Asssessment
2005
Spring 2004 Werner Trucking Company Conducted a Physical Security Review
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Spring 2002-
Fall 2002
Fall 2000-
Spring 2001
Fall 2000-
Spring 2001
Omaha Police Department Developed Strategic Plan for the Geographical
Information Systems
Developed a Security Model for PeopleSoft
Pamida and ShopKo
Worked a faculty internship and created the security
tree
PeoplePlus
PeopleSoft Consulting – created documentation for the
Project Management
City of Omaha
Worked with Peter Wolcott, Donna Dufner, and Ilze
Zigurs defining the project for the City of Omaha’s
Mayor’s Hotline – this project became a service learning
project
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
University of Nebraska Online Worldwide Instructional Designers and Faculty Steering Committee
University Committee on the Advancement of Teaching
MIS Graduate Program Committee
Undergraduate Program Committee
Academic Program Committee
Proposed MS in Information Assurance
Distance Education Steering Committee
Information Assurance Undergraduate Program Committee
Information Assurance Undergraduate Program Committee
IS&T ABET Committee
Information Assurance Recruitment Committee
ISQA Assistant Professor Recruitment Committee
UNO ISACA Education Advocate
Educational Policy Advisory Committee
Distance Education Advisory Committee
Academic Planning Council
Academic Program Review for the Computer Science Department
Distance Education Director's Forum
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
IS & T Technology Committee (2003-Present)
Dean’s Expanded Executive Committee (2002-Present)
University Committee on the Excellence Teaching Award (2005-2007)
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Computer Usage and Technology Committee (2002-2005)
UNO Athletic Committee (2002-2005)
Academic Subcommittee of the Computer Usage Committee (2002-2005)
Strategic Planning Committee (2005-2008)
Accreditation and Program Committee (2005-Current)
IS & T Dean’s Search Committee (2005-2008)
ISQA Undergraduate Program Committee (2002-2007)
ISQA Graduate Program Committee (2004-2008)
ISQA Faculty Recruitment Committee (2005-2008)
Member, Colloquium for Integrative Media (2004-2005)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
"Synchronous Collaboration in Systems Development Education – Issues and Recommendations for the
Virtual Classroom.", Van Vliet, P., Pietron, L., Decision Sciences Institute.
Structured Systems Analysis, Information Warfare Journal, March 2006, by Dwight A. Haworth and Leah
R. Pietron.
Sarbanes-Oxley: Achieving Compliance by Starting with ISO 17799 by Dwight A. Haworth and Leah R.
Pietron, Published in Information Systems Management, Vol.23, No. 1, pp. 73-87. Refereed.
Alanah J. David, Mehruz Kamal, Terrance V. Schoonover, Josephine Nabukenya, Leah R. Pietron, Gert-Jan
de Vreede, Collaboration Engineering For Incident Response Planning: Process Development and
Validation, HICCS Conference, Refereed publication, January 2007.
Alanah J. David, Mehruz Kamal, Terrance V. Schoonover, Josephine Nabukenya, Leah R. Pietron, Gert-Jan
de Vreede, Incident Response Planning Using Collaboration Engineering Process Development and
Validation, ICIS Conference, WISA 2006 Workshop, Refereed publication December 2006.
Gwendolyn Kolfschoten, Gert-Jan de Vreede, and Leah Pietron, "A Training Approach for the Transition
of RepeatableCollaboration Processes to Practitioners", Refereed Proceedings for the Conference, GDN
Conference, Karlsruhe, Germany, June 2006.
Alanah J. David, Mehruz Kamal, Terrance V. Schoonover, Josephine Nabukenya, Leah R. Pietron, Gert-Jan
de Vreede, Collaboration Engineering For Incident Response Planning: Process Development and
Validation, Journal of Information Security, Refereed publication, January 2008.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
Grant, UNO Technology Grant, Development of a HDTV Classroom, $50,000, College of Information
Technology & Science, Funded ($25,000)
Grant, Distance Education Development Grant, College of Information Technology & Science, Pietron, L.,
$1,000.00, Funded, (January 11, 2009 - May 9, 2009).
Grant, Distance Education Development Grant, College of Information Technology & Science, Pietron, L.,
$1,000.00, Funded, (January 11, 2009 - May 9, 2009).
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12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 CIST 3600 Information Security and Policy 3 24
ISQA 8570 Info Security, Policy, and Ethics 3 11
ISQA 8580 Security Risk Management and Assessment 3 10
Fall 2008 ISQA 4110- Information System Analysis 3 20
001
ISQA 4110- Information System Analysis 3 26
002
ISQA 8040 An Overview of System Development 3 14
Summer 2008 ISQA 4110 Information System Analysis 3 10
Spring 2008 CIST 3600 Information Security and Policy 3 17
ISQA 8570 Info Security, Policy, and Ethics 3 12
ISQA 8580 Security Risk Management and Assessment 3 10
Fall 2007 CIST 3600 Information Security and Policy 3 13
ISQA 4110- Information System Analysis 3 18
001
ISQA 4110-
002
Information System Analysis 3 30
13. Estimate the percentage of your time devoted to scholarly and/or research activities: 25__%. Please give a
brief description of your major research and scholarly activities:
My research focus is on pedagogical issues in systems development and information security. I have
been working on two distance education articles, one virtual communities for information security, and
use of rubrics in programming classes.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%
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-452-

Sajda Qureshi
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Sajda Qureshi
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Associate Professor
Dates Held
2002-Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D London School of Economics and Political Science 1991-95
M.S Analysis, Design London School of Economics and Political Science 1989-91
and
Management of
Information
Systems
Postgrad MIS London School of Economics and Political Science 1988-89
uate
Diploma
MBA Business John Cabot University 1985-88
Administration
GCE Ordinary
Level (10
Subjects),
GCE Advanced
Level (3
Subjects).
St. Georges English School 1980-85
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
-453-

5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Teaching Assessment By Students, Spring 2008
Teaching Circle: Continuous Improvement in Teaching Fall 2007
HICSS 2008
HICSS 2006-2007
HICSS 2005-2006
WSIS 2005
HICSS 2004-2005
AMCIS 2005
ICIS 2005
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
2009 University of Washington Visiting Scholar, the Information School
2005 Westminster Business
School
Visiting Scholar, Department of Business Information
Management and Operations
1997-2004 Erasmus University.
Rotterdam School of
Management
Assistant Professor, Department of Information and
Decision Sciences. Taught MSc Information Management
and PhD courses, research and thesis supervision.
Visiting Professor, Rotterdam School of Management.
Taught MIS related courses for the MBA/MBI program.
Fellow, Erasmus Research in Management (ERIM).
1996 University of Arizona, School
of Business and Public
Administration
1996 Erasmus University.
Rotterdam School of
Responsibility for research and publication.
Visiting Professor
Research Fellow
Management
1992-1995 Commonwealth Secretariat Supported electronic communication, supervised and
managed projects implementing computer networks,
and the development and application of electronic group
support.
1990-1992 London School of Economics
and Political Science
1988-1989 F.S. Tyabji Chartered
Accountants
Research Assistant, LSE Research and Consultancy.
Worked on an MRC-EEC project developing an
organisational modelling tool using Coloured Petri-nets.
Information Technology Consultant. Designed
accounting system
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1986-1987 John Cabot University Manager, University Library. Supervised and trained
library assistants. General administration and
accounting. Developed library computer system.
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
2001-2007 V.O.F. Innovative Group Director. Collaborative work consulting
Support
1988 ITALSTAT Consultant, Finance Department. Implemented Monte
Carlo simulation as a method of risk analysis on the
capital budgeting system of an investment project.
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Dean's Executive Committee
Doctoral Program Committee
College Personnel Committee
Reappointment and Tenure Committee
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Graduate Council Committee B, 2005-2008
Dean's Executive Committee, 2007-2008
Doctoral Program Committee, 2007-2008
College Personnel Committee, 2006-2008
Reappointment and Tenure Committee, 2005-2008
Member Professional Development Committee, 2002-2005
Member Chancellor’s Strategic Planning Committee, 2004-2005
Chair Academic Excellence Sub-Committee, 2004-2005
Facilitator and Presenter Strategic Planning Advance, 2004-2005
Member University Committee on Research , 2004-2005
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10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Qureshi, S., Kamal, M., and P. Wolcott “Information Technology Therapy for Competitiveness in Micro-
Enterprises.” International Journal of E-Business Research. Idea Group International. Vol. 5, Issue 1.
January 2009.
Wolcott, P., Kamal, M. and S. Qureshi ”Meeting the Challenges of ICT Adoption by Micro-enterprises“.
Journal of Enterprise Information Management. Emerald. Volume 21, Issue 6. 2008.
Qureshi, S., Briggs, B. and V. Hlupic. “Value Creation from Intellectual Capital: Convergence of
Knowledge Management and Collaboration in the Intellectual Bandwidth Model”. Group Decision and
Negotiation. Vol 15, No 3. Pp:197-220. 2006.
Qureshi, S., Liu, M. and D. Vogel, "The Effects of Electronic Collaboration in Distributed Project
Management". Group Decision and Negotiation. Vol 15, No1. Pp55-75 2006.
Qureshi, S. and P. Keen. “Activating Knowledge through Electronic Collaboration: Vanquishing the
Knowledge Paradox”. IEEE Transactions in Professional Communication. Vol 48, Issue 1. Pp: 40- 54 2005.
de Vreede, G.J., Mgaya, R. and S. Qureshi. “Field Experiences with Collaboration Technology: A
Comparative Study in Tanzania and South Africa” Journal of Information Technology for Development.
Vol 10, no 3. 2004.
Qureshi, S. “Social and Economic Perspectives on the role of Information and Communication
Technology on Development.” Journal of Information Technology for Development. Vol 15, No 1. 2009.
Qureshi, S. “Assessing the Effects of Information and Communication Technologies on Development.”
Journal of Information Technology for Development. Vol 14, No 4. 2008.
Qureshi, S. " Information technology innovations for development" Journal of Information Technology
for Development. Vol 13, No 4. (p 311-313) 2007.
Qureshi, S. "Information Technology Application in Emerging Economies" Journal of Information
Technology for Development. Vol 13, No 2. 2007.
Qureshi, S. "Collaboration for knowledge networking in development." Journal of Information
Technology for Development. Vol 12, No 2. (p 87-89) 2006.
Qureshi, S. "Why is the information society important to us? The World Summit on the Information
Society in Tunis." Journal of Information Technology for Development. Vol 12, No 1. 2006.
Qureshi, S. “Off-Shore Outsourcing Across the Digital Divide”. Journal of Information Technology for
Development. Vol 11, No 1. 2005.
Qureshi, S. “E-Government and IT Policy: Choices for government outreach and policy making”. Journal
of Information Technology for Development. Vol 11, No 2. 2005.
Qureshi, S. “Movement in the Information Technology for Development Debate: How can it meet the
challenges of global competition?”. Journal of Information Technology for Development. Vol 10, No 3.
2004.
Qureshi, S., Kamal, S., and P. Keen “Knowledge Networking to overcome the Digital Divide” in King, B.
“Knowledge Management and Organizational Learning” Series on Annals of Information System
Springer. Forthcoming.
Qureshi, Sajda, and Vogel, Doug, Information Technology Application in Emerging Economies: A
Monograph of a Symposium at HICSS-40, January 2007, 72 pp ISBN TBA.
http://www.hicss.hawaii.edu/reports.htm
Qureshi, S. and P. Keen "Organizational Transformation by Activating Knowledge: The Mediating Role of
Collaboration Technologies" in Handbook of Information Technology in A. Salazar and S. Sawyer (Eds)
Organizations and Electronic Markets. World Scientific Press. Accepted for publication. 2006.
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Qureshi, S. "The Role of Information Technology for Development: Global Development Through Local
Empowerment" in Networking the Commonwealth for Development: Moving from Digital Divide to
Digital Opportunity. NDD New Media. November 2005. Pp49-52.
Davison, R.M., Harris, R.H., Qureshi, S., Vogel, D.R. and Vreede, G.J. de (Eds) Information Systems in
Developing Countries: Theory and Practice, City University of Hong Kong Press. 2005.
Qureshi, S., “Information Technology Infrastructures for Developing Countries: Key Concepts and Cases”
in Davison, R.M., Harris, R.H., Qureshi, S., Vogel, D.R. and Vreede, G.J. de (Eds) Information Systems in
Developing Countries: Theory and Practice, City University of Hong Kong Press. 2005.
Qureshi, S., Hlupic, V. and B. Briggs, “On the Convergence of Knowledge Management and Groupware”.
In: Vreede, de. G.J., Guerrero, L.A. and G.M. Raventos (Eds). Groupware: Design, Implementation, and
Use. Springer. 2004. pp25-34.
Kamal, M., Good, T.G., & Qureshi, S. Development Outcomes from IT adoption in Micro-Enterprises.
Proceedings of the 42nd Annual Hawaii International Conference on System Sciences (HICSS-42),
Waikoloa, Hawaii. January 5 – 8. 2009.
Qureshi, S., Kamal, M., and Good, T.G.. Adoption of Information Technology by Micro-enterprises:
Insights from a rural community. Proceedings of the 14th Annual Americas Conference on Information
Systems (AMCIS-14), Toronto, Canada. August 14-17, 2008.
Kamal, M., Qureshi, S. and L. Najjar “A Global Analysis of the Effect of IT Capacity on Development –
Understanding Sourcing of Skills”. 2008 International Conference on Information Resources
Management (Conf-IRM). May 18-20, 2008. Niagara Falls, Ontario, Canada.
Qureshi, S., Wolcott, P. and M. Kamal “Information Technology Therapy for Micro-enterprise Success:
Directions for Sustainable Development”. 41th Annual Hawaii International Conference on System
Sciences (HICSS'08), 2008.
Qureshi, S. and A. York, “IT Adoption by Small Businesses in Underserved Communities”. 41th Annual
Hawaii International Conference on System Sciences (HICSS'08), 2008.
Qureshi, S. and T. Lamsam-Trumbly, “Transcending the Digital Divide in Native America: A Framing
Analysis of the Effects of Information and Communication Technologies and Media on Empowerment
and Development”. 41th Annual Hawaii International Conference on System Sciences (HICSS'08), 2008.
Qureshi, S. and A. Laure-Fayard, “Virtual Teams and Development: A Language Games Perspective”.
41th Annual Hawaii International Conference on System Sciences (HICSS'08), 2008.
Qureshi, S., Keen, P. and M. Kamal." Knowledge Networking across the Social Divide: A Model for
Distributed Decision Making " Proceedings of the Thirteenth Americas Conference on Information
Systems, Keystone, USA August 9th-12th 2007.
Wolcott, P., Qureshi, S. and M. Kamal " An Information Technology Therapy Approach to Microenterprise
Adoption of ICTs". Proceedings of the Thirteenth Americas Conference on Information
Systems, Keystone, USA August 9th-12th 2007. Nominated for Best Paper Award.
Kamal, M., Zhang, Chi, Najjar, L., & Qureshi, S. Human Development through Information &
Communication Technologies: Theoretical & Empirical Support. Paper presented at the Second Annual
Midwest United States Association for Information Systems Conference (MWAIS-02), Springfield, Illinois.
May 18-19. 2007.
Qureshi, S. and A. Davis, "Managing Resistance to Organizational Change: How GSS Can Reveal Role
Related Resistance Behaviors," hicss, p. 248b, 40th Annual Hawaii International Conference on System
Sciences (HICSS'07), 2007. Nominated for Best Paper Award.
Qureshi, S., and A. Davis, " Overcoming the Digital Divide through Electronic Commerce: Harnessing
opportunities in IT for Development" 40th Annual Hawaii International Conference on System Sciences
(HICSS'07), 2007.
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Qureshi, S., Keen, P. and M. Kamal. "Knowledge Networking for Development: Building Bridges across
the Digital Divide" hicss, p. 226c In (eds) R. Sprague and J. Nunamaker The Fortieth Annual Hawaii
International Conference on Systems Sciences. IEEE Computer Society Press.2007.
Qureshi, S. and A. Davis. "The Effect of e-Commerce Development". Proceedings of the Twelfth
Americas Conference on Information Systems, Acapulco, Mexico, August 4th-6th 2006.
Qureshi, S. and A. Davis. "Assessing Resistance to Change in a Multinational Organization Using a GSS
Game". Proceedings of the Twelfth Americas Conference on Information Systems, Acapulco, Mexico,
August 4th-6th 2006.
Qureshi, S. and A. de Leeuwe., "Mobilizing Intellectual Bandwidth in a Distributed Virtual Organization:
The Missing Links." In (eds) R. Sprague and J. Nunamaker The Thirty Ninth Annual Hawaii International
Conference on Systems Sciences. IEEE Computer Society Press. 2006.
Keen, P. and S. Qureshi, "Organizational Transformation through Business Models: A Framework for
Business Model Design." In (eds) R. Sprague and J. Nunamaker The Thirty Ninth Annual Hawaii
International Conference on Systems Sciences. IEEE Computer Society Press. Best Paper Award. 2006.
Qureshi, S. and C. "Noteboom. Adaptation in Distributed Projects: Collaborative Processes in Digital
Natives and Digital Immigrants." In (eds) R. Sprague and J. Nunamaker The Thirty Ninth Annual Hawaii
International Conference on Systems Sciences. IEEE Computer Society Press. 2006.
Qureshi, S. and C. Noteboom. "An Investigation of Episodes of Global Interactivity: What Collaborative
Processes Effect the Success of Distributed Projects?." Proceedings of the Eleventh Americas Conference
on Information Systems, Omaha, NE, USA August 11th-14th 2005.
Qureshi, S. "How does Information Technology Effect Development? Integrating Theory and Practice
into a Process Model." Proceedings of the Eleventh Americas Conference on Information Systems,
Omaha, NE, USA August 11th-14th 2005.
Qureshi, S. and P. Keen, “How to Overcome the Knowledge Paradox: Activate Knowledge Identity, Not
Just Organize Information.” In (eds) R. Sprague and J. Nunamaker The Thirty Eight Annual Hawaii
International Conference on Systems Sciences. IEEE Computer Society Press. 2005.
Qureshi, S., Liu, M. and D. Vogel, “A Grounded Theory Analysis of E-Collaboration Effects for Distributed
Project Management ”. In (eds) R. Sprague and J. Nunamaker The Thirty Eight Annual Hawaii
International Conference on Systems Sciences. IEEE Computer Society Press. 2005.
Verhoef, R. and S. Qureshi, “Collaborative Infrastructures for Mobilizing Intellectual Resources:
Assessing Intellectual Bandwidth in a Knowledge Intensive Organization.”In (eds) R. Sprague and J.
Nunamaker The Thirty Eigth Annual Hawaii International Conference on Systems Sciences. IEEE
Computer Society Press. 2005.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year Course Course title Semester Class
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number hrs size
Spring 2009 ISQA Electronic Commerce 3 20
4180/8186
ISQA 8420 Managing the IS Function 3 24
Fall 2008 ISQA 4000 Information Technology for Development 3 5
ISQA 8080 Independent Study
ISQA 8420 Managing the IS Function 3 8
Spring 2008 ISQA 8060 Research Methods in MIS 3 20
ISQA Electronic Commerce 3 19
4180/8186
Fall 2007 ISQA 8060 Research Methods in MIS 3 22
ISQA 8080 Independent Study
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Maury Schoof
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Maury Schooff
Lecturer
n/a
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Instructor 1996 - 2002
Lecturer
2002 - present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
MS Operations Naval Postgraduate School 1970
Research and
Systems
Analysis
BS Chemistry Utah State University 1959
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
Fifteen of twenty-five years of Army career using and teaching the use of computers
Eleven years as a manager in a corporate information systems department
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
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6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
1995 - 1996 Bellevue University Adjunct Faculty
1993 - 1995 Embry-Riddle Aeronautical Instructor
University, Offutt Air Force
Base Campus
1978 - 1982 Kansas City Community Instructor
College, Fort Leavenworth
Campus
1977 - 1978 University of Maryland, Adjunct Faculty
Korea Campus
1985 – 1996 Fortune 50 company,
Omaha
Senior operations research analyst / Director of
Operations Analysis /
Internal consultant /
1960 -1985 Army Command and
General Staff
College
Director of Strategic Information and Financial Systems
Career Army Officer
Division Finance Officer
Installation Finance and
Accounting Officer
Deputy Director of
War Games and Analysis
Chairman, Management Committee
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
11 years of consulting in applications of information
systems to real world business problems including
software design, systems integration, installation of
systems, selection of hardware, selection of commercial
software. Consulting was done both domestically and
internationally
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8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Course
Term/year number
Spring 2009 CIST 3100-
001
CIST 3110-
001
CIST 3110-
002
CIST 3110-
850
Fall 2008 CIST 3110-
001
CIST 3110-
002
CIST 3110-
003
Spring 2008 CIST 3100-
850
CIST 3110-
001
CIST 3110-
002
Course title
Semester
hrs
Class
size
Organizations, Applications, and Technology 3 20
Information Technology Ethics 3 27
Information Technology Ethics 3 28
Information Technology Ethics 3 11
Information Technology Ethics 3 29
Information Technology Ethics 3 22
Information Technology Ethics 3 22
Organizations, Applications, and Technology 3 26
Information Technology Ethics 3 25
Information Technology Ethics 3 31
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ISQA 8420 Managing the I.S. Function 3 26
Fall 2007 CIST 1010- Foundation of IS & T 1 24
001
CIST 1010- Foundation of IS & T 1 11
002
CIST 3100- Organizations, Applications, and Technology 3 22
002
CIST 3100-
003
Organizations, Applications, and Technology 3 25
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Yong Shi
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Yong Shi
Charles W. and Margre H. Durham Distinguished
Professor of Information Technology
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Charles W. and Margre H. Durham Distinguished August 1999
Professor of Information Technology
Professor August 1998
Associate Professor August 1996
Assistant Professor August 1991
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. Management Science University of Kansas 1991
with minor in Computer
and Production System
Design
B.S. Mathematics Southwest Petroleum Institute,
Sichuan, China
1982
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
May 27-30, 2007, organized and co-chaired the 7th International Conference on Computational Science,
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Beijing, where more than 600 scholars have participated from 48 different countries.
Oct. 28-31, 2007, organized and co-chaired the 2007 IEEE International Conference on Data Mining
(ICDM 2007), Omaha, NE, USA, where more than 350 scholars have participated from 47 different
countries.
May 24-26, 2009, organized and co-chaired the International Conference on Linear Programming
Algorithms and Extensions, Haikou, Hainan, where more than 25 international leading scholars in the
field will participate.
June 21-26, 2009, organized and co-chaired the 20th International Conference on Multiple Criteria
Decision Making, where more than 250 scholars participants
Chaired Workshop on “Optimization-based Data Mining Techniques and Applications” at IEEE
International Conference on Data Mining, 2005, 2006, 2007.
Chaired Workshop on “Computational Finance and Business Intelligence” at International Conference on
Computational Science, 2004, 2005, 2006, 2007, 2008.
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
September 2003- Consulting Northrop Information Intrusion and detection
Oct. 2005 Grumman Corporation
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Committee of Doctoral Program in IT
Organized 14 committee meetings
Admitted 2 new Ph.D. students
Managed the Comps Exams
Organized committee meeting to revise the Plan of Study for the program. (Spring 2009)
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
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Doctoral Program Committee (2003-present)
Graduate Program Committee (2006-2007)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Zhang, W. R., J. H. Zhang, Y. Shi and S. S. Chen, “Bipolar Linear Algebra and YinYang-N-Element Cellular
Networks for Equilibrium-Based Biosystem Simulation and Regulation”, Journal of Biological Systems,
(Forthcoming) 2009. Refereed Journal. 33% contribution.
Yan, N., Z. Chen, Y. Shi and R. Liu “An Optimization-Based Classification Approach with the Non-additive
Measure”, International Journal of Operations and Quantitative Management, (Forthcoming) 2009.
Refereed Journal. 33% contribution.
Zhang, Z., P. Zhang and Y. Shi “A Rough Set-based Multiple Criteria Linear Programming Approach for
Improving Classification Performance”, International Journal of Operations and Quantitative
Management, (Forthcoming) 2009. Refereed Journal. 33% contribution.
Zhang, P., Y. Tian, Z. Zhang, X. Li and Y. Shi “Supportive instances for Regularized Multiple Criteria Linear
Programming Classification”, International Journal of Operations and Quantitative Management,
(Forthcoming) 2009. Refereed Journal. 33% contribution.
Zhang P., Z. Zhang, A. Li, Y. Shi, “Global and Local (Glocal) Bagging Approach for Classifying Noisy
Dataset”, International Journal of Software and Informatics, Vol.2, No.2, 181-197, 2008. Refereed
Journal. 33% contribution.
Zheng, X., L. Zhang, G. Nie and Y. Shi, “A Way to Accelerate Knowledge Management: from the
Perspective of Knowledge Potential,” Journal of Service Science and Management (Forthcoming) 2008.
Refereed Journal. 33% contribution.
Peng, Y., Kou, G., Shi, Y., and Chen, Z.,A Descriptive Framework for the Field of Data Mining and
Knowledge Discovery , International Journal of Information Technology and Decision Making, Vol. 7,
No.4, 639-682, 2008. Refereed Journal. 33% contribution.
Kou, G., Y. Peng, Z. Chen and Y. Shi “Multiple Criteria Mathematical Programming for Multi-Class
Classification and Application in Network Intrusion Detection,” Information Sciences, Vol. 179, 371–
381, 2009. Refereed Journal. 33% contribution.
Li., X., L. Zhang, P. Zhang and Y. Shi “Problems and Systematic Solutions in Data Quality,” International
Journal of Services Sciences, (Forthcoming) 2008. Refereed Journal. 33% contribution.
Peng, Y., G. Kou, Y. Shi, and Z. Chen “A Multi-Criteria Convex Quadratic Programming Model for Credit
Data Analysis,” Decision Support Systems, Vol. 44, 1016-1030, 2008. Refereed Journal. 33% contribution.
Zhang, Y., L. Chen, Z. Zhou and Y. Shi, “A Geometrical Method on Multidimensional Dynamic Credit
Evaluation”, International Journal of Information Technology and Decision Making, Vol. 7, No. 1, 103-
114, 2008. Refereed Journal. 33% contribution.
Liu, G., Z. Zhou and Y. Shi, “A Multi-Dimensional Forward Selection Method for Firms’ Credit Sale,”
Computers & Mathematics with Applications, Vol. 54, 1228-1233, 2007. Refereed Journal. 33%
contribution.
Shi, Y., X. Zhang, J. Wan, G. Kou, Y. Peng, and Y. Guo, “Comparison study of two kernel-based learning
algorithms for predicting the distance range between antibody interface residues and antigen surface”,
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International Journal of Computer Mathematics, Vol.84, 690-707,2007. Refereed Journal. 33%
contribution.
Shi, Y., X. Zhang, J. Wan, Y. Wang, W. Ying, Z. Cao, Y. Guo, “Predicting the Distance between Antibody’s
Interface Residue And Antigen To Recognize Antigen Types By Support Vector Machine”, Neural
Computing & Applications, Vol.16, 481-490, 2007. Refereed Journal. 33% contribution.
Zhang, L., Y. Shi, and X. Yang, “Association-Rule Knowledge Discovery by Using A Fuzzy Mining
Approach,” International Journal of Data Mining and Business Intelligence, (Forthcoming), Refereed
Journal. 33% contribution.
Kwak, W., Y. Shi, S. Eldridge and G Kou, “Bankruptcy Prediction for Japanese Firms: Using Multiple
Criteria Linear Programming Data Mining Approach,” International Journal of Data Mining and Business
Intelligence, (Forthcoming), Refereed Journal. 33% contribution.
Shi, Y, Y. Peng, G. Kou and Z. Chen, “Classifying Credit Card Accounts for Business Intelligence and
Decision Making: A Multiple-Criteria Quadratic Programming Approach,” International Journal of
Information Technology and Decision Making, Vol. 4, 581-600, 2005, Refereed Journal (SCI). 33%
contribution.
Zhou, Z., T. Mou and Y. Shi, “The Mathematical Structure of Credit Evaluation,” Far East Journal of
Applied Mathematics, Vol. 20, 113-119, 2005, Refereed Journal. 33% contribution.
Shi, Y., H. Yang and L. Zhang, “Promoting China’s National Competitiveness by Using Knowledge
Management and Data Mining,” China Soft Science, Vol. 176, 46-51, 2005 (in Chinese), Refereed Journal.
33% contribution.
Shi, Y., J. He, L. Wang and W. Fan, “Computer-based Algorithms for Multiple Criteria and Multiple
Constraint Levels Integer Linear Programming,” Computers & Mathematics with Applications, Vol. 49,
903-921, 2005, Major Refereed Journal (SCI). 50% contribution.
Kou, G., Y. Peng, Y. Shi, M. Wise and W. Xu, "Discovering Credit Cardholders’ Behavior by Multiple
Criteria Linear Programming", Annals of Operations Research, Vol.135, 261-274, 2005, Major Refereed
Journal (SCI). 30% contribution.
Shi, Y., R. Liu, N. Yan, and Z. Chen, “A Family of Optimization Based Data Mining Methods,” Zhang, Y
(eds.), ApWeb 2008, Progress in WWW Research and Development, LNCS 4976, pp. 26-38, 2008.
Shi, Y., R. Liu, N. Yan, and Z. Chen, “Multiple Criteria Mathematical Programming and Data Mining,” ICCS
2008, Part I: 7-17. (EI, ISTP)
Zhang, P., Y. Tian, X. Li, Z. Zhang, and Y. Shi, “Select Representative Samples for Regularized Multiple-
Criteria Linear Programming Classification,” ICCS 2008, Part II: 436-440. (EI, ISTP).
Yan, N., Z. Chen, R. Liu, and Y. Shi, “An Optimization-Based Classification Approach with the Non-additive
Measure,” ICCS 2008, Part II: 450-458. (EI, ISTP).
Zhang, Y., Z. Zhou, and Y. Shi, “A Selection Method of ETF’s Credit Risk Evaluation Indicators ,” ICCS 2008,
Part II: 459-465. (EI, ISTP).
Zhang, Z., Y. Shi, P. Zhang, and G. Gao, “A Rough Set-Based Multiple Criteria Linear Programming
Approach for Classification,” ICCS 2008, Part II: 476-485. (EI, ISTP).
Zhang, J. and Y. Shi “A Framework of Optimization Method for Classification,” Lecture Notes in OR: The
First International Symposium on Optimization and Systems Biology (OSB’07), Beijing, China, August 8–
10, 2007, 391–396. (ISPT).
Liu, R. and Y. Shi “Succinct Matrix Approximation and Efficient k-NN Classification,” IEEE ICDM 2007
Proceedings, 213-222. (EI).
Zhu, X., P. Zhang, X. Lin and Y. Shi “Active Learning from Data Streams,” IEEE ICDM 2007 Proceedings,
757-762. (EI).
He, J., G. Huang, Y. Zhang and Y. Shi “Cluster Analysis and Optimization in Color-Based Clustering for
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Image,” Workshop on Knowledge Discovery and Data Mining from Multimedia Data and Multimedia
Applications, Workshop at IEEE ICDM 2007, 213-218. (EI).
Gang, K., Y.Peng, Y. Shi, and Z. Chen, “Epsilon-Support Vector and Large-Scale Data Mining Problems”,
ICCS 2007, Part III: 874-881. (EI, ISTP)
Zhou, L., Y. Liu, J. Wang and Y. Shi “Utility-based Web Path Traversal Pattern Mining,” Workshop at IEEE
ICDM 2007, 373-378. (EI).
He, J., Y. Zhang, Y Shi, G. Huang “A Multi-criteria Decision Support System of Water Resource Allocation
Scenarios, KSEM2007. (Accepted) (LNAI) (EI, ISTP, DBLP)
He, J., G. Huang, Y. Zhang and Y. Shi “Cluster Analysis and Optimization in Color-Based Clustering for
Image,” Workshop on Knowledge Discovery and Data Mining from Multimedia Data and Multimedia
Applications, ICDM 2007. (IEEE conference)
He, J., Y. Zhang, G. Huang, Y. Shi, “Network Lifetime of Application-Specific Randomly Deployed Wireless
Sensor Networks in Arbitrary Sensor Density,” ACIS-ICIS 2007: 352-357. (EI, ISTP, DBLP)
Shi, Y., Y. Tian, X. Chen and P. Zhang “A Regularized Multiple Criteria Linear Program for Classification,”
Workshop at IEEE ICDM 2007, 253-258. (EI).
Shi, Y. and X. Li "Knowledge Management Plantforms and Intelligence Knowledge beyond Data Mining,"
in Y. Shi, D. Olson and A. Stam, eds., Advance in Multiple Criteria Decision Making and Human Systems
Management, IOS Press, Amsterdam, 272-288, 2007.
Peng, Z., Zhang , J., and Y. Shi, “A New Multi-Criteria Quadratic-Programming Linear Classification Model
for VIP E-Mail Analysis”, ICCS 2007, Part II: 499-502. (EI, ISTP)
Meihong ,Z., Y. Shi, A. Li and J. He, “A Dynamic Committee Sheme on Multiple-Criteria Linear
Programming Classification Method”, ICCS 2007, Part II: 401-480. (EI, ISTP)
Yaohui, C., A. Li, Y. Shi, “Kimberlites Identification by Classification Methods”, ICCS 2007, Part II: 409-414.
(EI, ISTP)
Zhiwang, Z., Y. Shi, “The Characteristic Analysis of Web User Clusters based on Frequent Browsing
Patterns”, ICCS 2007, Part II: 490-493. (EI, ISTP)
Jing W., Y. Liu, L. Zhou, Y. Shi, “Pushing Frequency Constraint to Utility Mining Model”. ICCS 2007, Part
III: 689-692. (EI, ISTP)
Zhan, Z., Y.Tian and Y. Shi, “Feature Selection for VIP E-Mail Accounts Analysis”, ICCS 2007, Part III: 493-
700. (EI, ISTP)
Peng,Y., G. Kou, J. Matza, Z. Chen, D. Khazanchi and Yong Shi, “Application of Classification Methods to
Individual Disability Income Insurance Fraud Detection”, ICCS 2007, Part III: 852-858. (EI, ISTP)
Li., X, L.Zhang, M. Ding, Y. Shi, J. Li, “A Combined Web Mining Model and Its Application in Crisis
Management”, ICCS 2007, Part III: 906-910. (EI, ISTP)
Li., G., Z. Zhou, X. Song, and Y. Shi, “A Fuzzy Comprehensive Evaluation Method on Firms' Credit Sale
Risk”, ICCS 2007, Part III:1062-1068. (EI, ISTP)
Zhang, L., J. Li and Y. Shi “Study on Improving Efficiency of Knowledge Sharing in Knowledge-Intensive
Organization,” WINE 2005: 816-825. 30% contribution.
Li, A. and Y. Shi “An Integrated Classification Method: Combination of LP and LDA,” WINE 2005: 758-767.
50% contribution.
Kou, G., N. Yan, Y. Peng, N. Yan, Y. Shi and Z. Chen "Network Surveillance and Multi-Group Intrusion
Classification," in J. Chen, ed., IEEE Service Systems and Service Management, International Academic
Publishers, Beijing, 841-848, 2005. 20% contribution.
Li, J. , W. Xu and Y. Shi "Credit Scoring via PCALWM" in V. S. Sunderam et al, eds., ICCS 2005, LNCS 3516,
Springer, Berlin, 531-538, 2005. 30% contribution.
Peng, Y. , G. Kou, Y. Shi, and Z. Chen "Improving Clustering Analysis for Credit Card Accounts
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Classification" in V. S. Sunderam et al, eds., ICCS 2005, LNCS 3516, Springer, Berlin, 548-553, 2005. 30%
contribution.
Peng, Y., G. Kou, Y. Shi, Z. Chen and H. Yang, ``A Comparison Study of Multiclass Classification between
Multiple Criteria Mathematical Programming and Hierarchical Method for Support Vector Machines,"
2005 ICDM Workshop: Optimization-based Data Mining Techniques with Applications, pp. 30-36, U.S.A.,
2005.
He, J., W. Yue and Y. Shi, ``Pattern Recognition for Multimedia Communication Networks Using New
Connection Models," 2005 ICDM Workshop: Optimization-based Data Mining Techniques with
Applications, pp. 37-42, U.S.A., 2005.
He, J., W. Yue and Y. Shi, ``Identification Mining of Unusual Patterns for Multimedia Communication
Networks," Abstract Proc. of Autumn Conference 2005 of Operations Research Society of Japan, pp.
262-263, 2005.
He, J., W.Yue and Y. Shi, ``A Double Helix Architecture of Knowledge Discovery System Based on Data
Grid and Knowledge Grid for Multimedia Communication Networks," Proc. of 1st Intel. Cong. of the
Intel. Federation for Systems Research, pp. 123-124, Japan, 2005
He, J., W. Yue and Y. Shi, ``Data Mining Systems of QoS Integrated Evaluation for Multimedia
Communication Networks," Proc. of IICT Symposium, Konan University, pp. 14-pp. 21, 2005.
Wang, M., J. Zheng, Z. Chen, and Y. Shi, “Classification Methods for HIV-1 Medicated Neuronal Damage,”
IEEE CSB 2005 Workshops and Poster Abstracts, Aug. 8-11, 2005, Stanford University, California, 31-32.
Pi, J., Y. Shi and Z. Chen, “Similarity and Cluster Analysis Algorithms for Microarrays Using R*-Trees,”
IEEE CSB 2005 Workshops and Poster Abstracts, Aug. 8-11, 2005, Stanford University, California, 91-92.
Peng, Y, N. Yan, G. Kou, Z. Chen and Y. Shi “Document Clustering in Antimicrobial Peptides Research,”
Proceedings of the Eleventh Americas Conference on Information Systems, Omaha, NE, USA August
11th-14th 2005, 878-887.
Peng, Y, G. Kou, Y. Shi and Z. Chen “Using Optimization-Based Classification Method for Massive
Datasets,” Proceedings of the Eleventh Americas Conference on Information Systems, Omaha, NE, USA
August 11th-14th 2005, 1446-1452.
Zhang, L., Y. Shi and X. Yang “A Fuzzy Mining Algorithm for Association-Rule Knowledge Discovery,”
Proceedings of the Eleventh America Conference on Information Systems, Omaha, NE, USA August 11th-
14th 2005, 1487-1496.
Shi, Y., W. Xu and Z. Chen, Chinese Academy of Sciences Symposium on Data Mining and Knowledge
Management (CASDMKM 2004), LNAI 3327, Springer-Verlag, 2004, 263 pages. 33% contribution.
Shi, Y., J. He, L. Wang and W. Fan, “Computer-based Algorithms for Multiple Criteria and Multiple
Constraint Levels Integer Linear Programming,” Computers & Mathematics with Applications
(forthcoming). Major Refereed Journal (SCI). 50% contribution.
Kou, G., Y. Peng, Y. Shi, M. Wise and W. Xu, "Discovering Credit Cardholders’ Behavior by Multiple
Criteria Linear Programming", Annals of Operations Research (forthcoming). Major Refereed Journal
(SCI). 40% contribution.
He, J., X. Liu, Y. Shi, W. Xu and N. Yan "Classifications of Credit Cardholder Behavior by using Fuzzy Linear
Programming", International Journal of Information Technology and Decision Making, Vol. 3, No. 4, 633-
650, 2004. Refereed Journal (SCI). 40% contribution.
Zheng, J., W. Zhuang, N. Yan, G. Kou, D. Erichsen, C. McNally, H. Peng, A. Cheloha, C.Shi, and Y. Shi,
"Classification of HIV-1 Mediated Neuronal Dendritic and Synaptic Damage Using Multiple Criteria Linear
Programming," Neuroinformatics, Vol. 2, 303-326, 2004. Major Refereed Journal (SCI). 30%
contribution.
Tang, X., Z. Zhou, C. Zhang and Y. Shi, "Multi-Objective Constrained Nonlinear Optimization: An ODE
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Approach," Information – International Inter-discipline Journal, Vol. 7, 487-495, 2004. Refereed Journal.
30% contribution.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
“Data Mining for Petroleum Exploration-Phase II,” $300,000, by BHP Billiton Co., Australia, 2008-2010.
“The attributes Structure and Measurements in the Process of Building Trust-worth Software” $100,000,
by National Science Foundation of China, Key Project,#73662243, 2008-2010.
“Revolving Charge Accounts Receivable Retrospective Analysis,” $64,959, by Nebraska Furniture Market
- a unit of Berkshire Hathaway Investment Co., Omaha, Nebraska 2008-2009.
“Data Mining for Petroleum Exploration-Phase II,” $300,000, by BHP Billiton Co., Australia, 2008-2010.
“Data Mining and Intelligent Knowledge Management: Theory and Applications,” $1,423,077, by
National Science Foundation of China, Innovative Grant,#70621001, 2007-2015.
“Data Mining and Optimization,” $150,000, by National Science Foundation of China, Key Project,
#70531040, 2006-2009.
“Data Mining for Petroleum Exploration-Phase I,” $54,500, by BHP Billiton Co., Australia, 2005-2007.
“Multiple Criteria Non-linear based Data Mining Methods and Applications,” $25,000, by National
Science Foundation of China, #70472074, 2005-2007.
“Bio-informatics Study in the Process and Changes of Antigen and Antibody,” (with Z. Cao et al.)
$316,000, by 973 Project, Chinese Department of Science and Technology, #2004CB720103, 2005-2009.
"Proactive and Predictive Information Assurance for Next Generation Systems (P2INGS),"(with J. Huff, Z.
Chen and Q. Zhu) $800,000, US Air Force Research Laboratory, Contract # F30602-03-C-0247, October
2003-April 2005.
“Data Mining and Data Warehousing: Theory and Applications in Financial Fields”, $158,536 (1.3 million
Chinese Yuan) by Chinese Department of Science and Technology, #01C26225120981, 2002-2004.
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 CIST 9990 Dissertation 1 13
ISQA 8700 Data Warehousing: Theory and Practice 3 22
Fall 2008 CIST 9040 Colloquium on IT Profession 1 5
CIST 9050 Colloquium on IT Profession 1 5
CIST 9060 Colloquium on IT Profession 1 5
CIST 9990 Dissertation 1 13
ISQA 4890 Data Warehousing and Data Mining 3 11
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Spring 2008 ISQA 8700 Data Warehousing: Theory and Practice 3 6
Fall 2007 ISQA 4010 Business Intelligence 3 12
ISQA 4890 Data Warehousing and Data Mining 3 6
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __50___%. Please give
a brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Paul van Vliet
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Paul J.A. van Vliet
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Associate Professor (8/01 – present)
Assistant Professor (1/95 – 8/01)
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. MIS Oklahoma State University 1994
M.B.A. Business Moorhead State University, Moorhead 1990
Administration
B.BI. Business
Informatics
Gelders Instituut voor HEAO, Arnhem, The
Netherlands
June 1987
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Van Vliet, P.J.A. & Pietron, L.R. (2008) Synchronous Collaboration in Systems Development Education –
Issues and Recommendations for the Virtual Classroom. 39th Annual Meeting of the Decision Sciences
Institute, Baltimore, November 22-25, 2008.
October 31, 2008: Presented at the CIST Roundtable "Using Adobe Connect for Distance and Hybrid
Courses" with Ilze Zigurs and Leah Pietron.
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August 23, 2008: Taught guest lecture titled “Overview of Decision Support Systems” to graduate
students enrolled in the Executive MBA program. Contact: Dr. Birud Sindhav, Assistant Professor of
marketing, Department of Marketing & Management, College of Business Administration.
October 22, 2008: Taught guest lecture titled “Student Groupwork: Building, Nurturing and Managing
Team Projects” to doctoral students enrolled in CIST 9050 - Colloquium on IT Teaching.
Pietron, L.R. & Van Vliet, P.J.A. (2008) Converting A Project-Based Class to An Online Class: The Dilemma
of Systems Analysis and Design. Clute Institute For Academic Research - College Teaching & Learning
Conference, Orlando, Florida, January 2-5, 2008.
Van Vliet, P.J.A. (2007) Zachman in the Classroom - Incorporating the Zachman Framework into
Information Systems Education. 38th Annual Meeting of the Decision Sciences Institute, Phoenix,
November 17-20, 2007.
March 16, 2007: Presented "Distance Education in Practice - Teaching CIST 3100" at distance education
workshop sponsored by IS&T Distance Education Steering Committee.
December 7, 2007: Presented "Succeeding (in Distance Education) with Blackboard" with Dwight
Haworth at distance education workshop sponsored by IS&T Distance Education Steering Committee.
June 20, 2007 – Guest lecturer in PSCI 8926 Advanced Topics in Political Science, Prof Steve Bullock.
Presented “The History of the Internet.”
Van Vliet, P.J.A. (2006) The Benefits of Using Real-World Projects for Systems Development Courses -
Experience & Assessment. 37th Annual Meeting of the Decision Sciences Institute, San Antonio,
November 18-21, 2006.
On April 15, 2006, in collaboration with Dr. Leah Pietron, presented a workshop on Student Groupwork
to IS&T and CBA faculty.
Van Vliet, P.J.A. (2005) Information Systems Development Courses as Preparation for the Workplace -
An Assessment. 36th Annual Meeting of the Decision Sciences Institute, San Francisco, November 19-22,
2005.
On November 8, 2005, presented “Student Groupwork: Building, Nurturing, and Managing Team
Projects” to IS&T doctoral students.
Paul J.A. van Vliet (2004) Maintaining the Relevance of Information Systems Development Education.
35th Annual Meeting of the Decision Sciences Institute, Boston, MA, November 20-23, 2004.
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
(8/91-12/94) Oklahoma State University Teaching Assistant
(1/91-12/93) Oklahoma State University Research Assistant
(8/86-6/87) KLM - Royal Dutch Airlines,
Amsterdam
Data Management Intern
7. Consulting—list agencies and dates, and briefly describe each project:
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8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Laboratory Director, PKI Group Decision Support Laboratory, located in PKI 279
Invited by Lanyce Keel to serve on UNO Distance Education Mini-Grant Evaluation Committee.
Member and Chair, IS&T Academic Committee. Re-elected as Chair, Spring 2009.
Member, IS&T Distance Education Steering Committee.
Participated in the Peter Kiewit Institute open house in February 21, 2009 by representing ISQA faculty
and programs and MIS Student Organization.
Participated in the Peter Kiewit Institute open house in October 26, 2008, by representing ISQA faculty
and programs and MIS Student Organization.
Website Administrator, ISQA Department
Coordinator for the comprehensive exams for the Masters of Science in Management Information
Systems program
Faculty advisor for the Management Information Systems Students Organization
Member, ISQA Annual Review Committee.
Member, ISQA Professional Development Committee
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Website Administrator, ISQA Department ( 2004- present)
Member, ISQA Professional Development Committee (2004-present)
Member and Chair, IS&T Academic Committee. (2005-present)
Member, IS&T Distance Education Steering Committee. (2006-present)
Laboratory Director, PKI Group Decision Support Laboratory, located in PKI 279 (2004-present)
Faculty advisor for the Management Information Systems Students Organization (2004-present)
Coordinator for the comprehensive exams for the Masters of Science in Management Information
Systems program (2004-present)
Member, ISQA Annual Review Committee (2004-present)
Member, ISQA Departmental Teaching Award Committee. (2004-2008)
Participated in the Peter Kiewit Institute open house on February 23, 2008, by representing ISQA faculty
and programs in the Group Decision Support Laboratory.
Participated in the Peter Kiewit Institute open house in February 24, 2007 and October 27, 2007, by
demonstrating the Group Decision Support Laboratory to visitors
Interviewed candidates for ISQA position at Decision Sciences Institute annual conference. (Fall 2007)
Participated in the Peter Kiewit Institute open house in October 29, 2006, by staffing the MISSO table in
the PKI atrium.
Participated in the Peter Kiewit Institute open house in February 25, 2006, by demonstrating the Group
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Decision Support Laboratory to visitors.
February 20-23, 2006; participated in IS&T shadow week, meeting with potential IS&T students.
Participated in the Peter Kiewit Institute open house in October 30, 2005, by staffing the MISSO table in
the PKI atrium.
Participated in the Peter Kiewit Institute open house in February 28, 2005, by demonstrating the Group
Decision Support Laboratory to visitors.
February 22-24, 2005; participated in IS&T shadow week, providing a tour of the PKI facility for three
potential IS&T students.
Member, ISQA Recruiting Committee. Participated extensively in interviewing 28 candidates at the
AMCIS Conference in Omaha, NE (Summer and Fall 2005)
Member, Advisory Committee for the graduate specialty track in the field of Bioinformatics of the
Pathology and Microbiology department at UNMC (2004-2005 year)
Website administrator, UNMC & UNO Bioinformatics program (2004-2005 year)
Member, ISQA Undergraduate Program Committee (Fall 2004)
Member, ISQA Graduate Program Committee (Fall 2004)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Van Vliet, P.J.A. & Leah R. Pietron (2006). Information Systems Development Education in the Real
World - A project Methodology and Assessment. Journal of Information Systems Education. Vol. 17, Nr.
3.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
University of Nebraska at Omaha, Information Technology Services, E-learning Course/Project Minigrant,
May 2006. Awarded $2,500 for the 2006-07 fiscal year
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 4120- System Design and Implementation 3 25
001
ISQA 4120- System Design and Implementation 3 18
002
Fall 2008 CIST 3100 Organizations, Application, and Technology 3 25
ISQA
4100/8106
Information Systems Architecture and
Organization
3 11
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ISQA Decision Support Systems 3 19
4730/8736
Summer 2008 ISQA 4120 System Design and Implementation 3 10
Spring 2008 ISQA 4120- System Design and Implementation 3 27
001
ISQA 4120- System Design and Implementation 3 16
002
Fall 2007 CIST 3100 Organizations, Application, and Technology 3 23
ISQA Information Systems Architecture and 3 10
4100/8106 Organization
ISQA
4730/8736
Decision Support Systems 3 14
13. Estimate the percentage of your time devoted to scholarly and/or research activities: 25 %. Please give a
brief description of your major research and scholarly activities:
My research activities focus on systems development education, the assessment of its quality, its best
practices, the development methodologies, and – lately – the transition into online education.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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-478-

Sandy Vlasnik
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Sandra Vlasnik
Lecturer
n/a
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Adjunct Instructor January 1998 – May 1999
Adjunct Instructor August 2001 – July 2005
Lecturer
August 2005 - Present
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
BS CS University of Nebraska at Omaha Dec. 1988
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
Masters in Computer Science in progress at University of Nebraska at Omaha.
Coursework completed includes:
Advanced Operating Systems
Software Specification and Design
Design and Analysis of Algorithms
Human Computer Interaction
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Workshops Attended: Reflection, Adobe Connect, Distance Learning and Rubrics
Participated in the Adobe Connect/Web Collaboration Teaching Circle (2008-2009)
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
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Dates Where Duties
2/1999 –
11/2001 and
6/2003 –
11/2003 and
1/2004 –
11/2005
Bellevue University,
Bellevue Nebraska
Instructed undergraduate introduction to programming
courses using C, C++, Java and Visual Basic.Net.
Instructed an online introduction to programming course
in Java.
Developed lesson plans, examinations, and student
projects and evaluate course work.
1/2007-
2/2007
STATPack Project, University
of Nebraska at Omaha
Utilized C++, MySQL and GTK to upgrade the STATPack
software package for use in the digital image acquisition
of lab specimens for transfer from remote sites to
central evaluation laboratories.
1989 - 1996 Harris Corporation, Bellevue
Nebraska
Employed as a Senior Software Engineer (promoted from
Software Engineer)
Analyzes, designed, implemented, tested and
maintained complex systems for the support of
electronic intelligence gathering, flight planning and
weather forecasting tasks.
7. Consulting—list agencies and dates, and briefly describe each project:
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
ISQA – UPC – committee member
Committee meets approximately twice monthly during the academic year
Evaluate issues related to the undergraduate program in MIS as needed
IS & T Technology - committee member
Committee meets once per year at a minimum
IS & T Scholarship Committee – member
Committee meets periodically to evaluate available scholarships and scholarship applicants as
needed by the college
Committee meets as needed – up to four times per month during the Spring semester
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
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ISQA UPC – January, 2008 to present
IS & T Technology Committee – January, 2007 – Present
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
none
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
none
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Fall/ 2007 CSCI 1620 Introduction to Programming II 3 31
Fall 2007 ISQA 3300 File Structures 3 22
Fall 2007 ISQA 3310 Managing the Database Environment 3 22
Fall 2007 ISQA 8050 Data Organization and Storage 3 7
Spring CSCI 1620 Introduction to Programming II 3 18
2008
Spring CSCI 1620 Introduction to Programming II 3 15
2008
Spring ISQA 3310 Managing the Database Environment 3 20
2008
Spring ISQA 8050 Data Organization and Storage 3 11
2008
Summer ISQA 3310 Managing the Database Environment 3 10
2008
Fall 2008 CSCI 1620 Introduction to Programming II 3 30
Fall 2008 CSCI 1620 Introduction to Programming II 3 15
Fall 2008 ISQA 3300 File Structures 3 14
Fall 2008 ISQA 8050 Data Organization and Storage 3 11
Spring CSCI 1620 Introduction to Programming II 3 41
2009
Spring CSCI 1620 Introduction to Programming II 3 32
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2009
Spring
2009
Spring
2009
ISQA 3310 Managing the Database Environment 3 20
ISQA 8050 Data Organization and Storage 3 5
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __0___%. Please give a
brief description of your major research and scholarly activities:
N/A
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Gerald Wagner
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
G. R. WAGNER
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Distinguished Research
Fellow
Dates Held
September 2001 to date.
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Bachelor of
Science
Pre-Veterinary
Medicine
University of Nebraska, Lincoln, Nebraska 1958
Master of
Science
Doctor of
Philosophy
with Honors
Nutrition and
Biochemistry
Statistics,
Nutrition, and
Physiology
University of Nebraska, Lincoln, Nebraska 1960
Iowa State University, Ames, Iowa, 1964 1964
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area:
Founded the International Academy for Advanced Decision Support (IAADS), organized IAADS Thought
Leaders Conferences, keynote speaker at, presentations at the Decision Sciences Institute.
Systemics, Cybertics and Informatics conference, Keynote Speaker, 2007 and 2009.
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Nebraska Educational Technology Conference, speaker, 2009.
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
July 1964 to July 1966 Swift and Company
(Esmark), Chicago,
Illinois
Head, Experimental Statistics, R&D Laboratories
Experimental design of research laboratory
experiments.
Analysis of research data.
Documentation and presentation of research
results.
Recommended new products based upon
scientific research results.
August 1966 to July
1968
August 1968 to August
1969
August 1969 to June
1978
Swift and Company
(Esmark), Chicago,
Illinois
MRI Systems, Austin, TX
College of Engineering,
University of Texas
Managed staff of 5 research statisticians.
Manager, Corporate Operations Research
Department
Started corporate Operations
Research/Management Sciences Department.
One of the first corporate OR departments in the
world.
Recruited and managed staff of 7 professional
staff members.
Initiated and implemented several large-scale
corporate modeling projects.
Vice President Consulting Services
In charge of consulting and training services for
software start-up.
Education support for enterprise database
management software product.
Developed and taught executive workshops on
Computer Based Computer Decision Making.
Head, Operations Research
Managed all departmental activities for staff of 6
Professors and administrative staff.
Taught graduate level Statistics courses.
Received several teaching honors.
Awarded several research grants.
Pioneer research on:
Computer based education.
Expert Systems.
Artificial Intelligence.
Electronic “War Rooms”.
English-like modeling systems.
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July 1978 to June 1984
Spring Semester, 1987
January 1989 to August
1991
Spring Semester 1990
September 1992 to July
1996
Execucom Systems, Inc.,
Austin, TX
University of Texas,
Management Science
and Information
Systems, Austin, TX
Collaborative
Technologies, Inc.,
Austin TX
Texas A&M University,
College Station, TX
Milagro Systems, Inc.,
Santa Fe, New Mexico
July 1999 to November WebIQ, Inc., Austin, Founder and CEO
Founder and CEO
Designed and developed the Interactive Financial
Planning System (IFPS).
Built and managed company from start up to 275
employees and $22 million in sales.
Worldwide sales channels.
Twelve hundred corporate customers in the
Fortune 1500.
Fifteen hundred academic customers worldwide.
First University Support Program for a software
company.
Venture capital investments after achieving $10
million in revenue.
Legendary success in innovative products,
recruiting and retaining exceptional people and
customer satisfaction.
Original prototypes of “electronic war rooms”
and Group Decision Support Systems.
Company acquired by GTE in 1984.
Distinguished Visiting Professor
Developed and taught graduate course on Group
Decision Support Systems.
Founder and CEO
Designed and built one of the first
groupware/group collaboration software
products (VisionQuest for real time electronic
meetings).
Built corporate infrastructure including direct
sales organization.
Venture capital backed.
Acquired by leading competitor.
Distinguished Visiting Professor
Developed and taught graduate course on Group
Decision Support Systems.
Obtained research grant to build Group Decision
Support Facility.
Supervisor and committee member on PhD
dissertation.
Faculty and student seminar series on software
entrepreneurship.
Founder and CEO
Designed software for novice computer users to
create multi-media books.
Web development tools and the Internet caused
the product to be non competitive.
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2000 Texas Designed and developed Web based group
decision support software.
Recruited employees and built infrastructure.
Delivered highly regarded product in 6 months.
Built selling partner channel that produced
$100,000 in revenue 3 months after start up of
marketing strategy.
Fulfilled all roles of President, CEO, VP of Sales
and VP of Marketing.
Venture capital backed.
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
2005 STRATCOM Advanced Decision Support Systems Workshop
2005 Union Pacific Train Scheduling Simulator
2006 Northrop Grumman Homeland Security Proposal
2007 Gallup Design and Develop Visualization Lab
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
Developed the proposal for the new Bachelor of Science degree in IT Innovation.
Developed the Entrepreneurs Track for Infotec ’09.
Developed and offered the Gallup/AIM Institute/CIS&T seminars and workshops on Web 2.0.
Developed and offered the Gallup/AIM Institute/CIS&T seminars and workshops on Data Visualization.
Formed and lead the Heartland Student Entrepreneurs group.
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
10. Principal publications during the last five years. Give in standard bibliographic format.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.:
Developed simulation and visualization software that is being used by several Universities in many
countries.
Wrote chapter for book on Decision Support Systems and Business Intelligence to be published by
Prentice Hall in 2010.
Wrote chapter for book on Intelligent Systems published b Springer, 2007.
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12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
Course
Term/year number
Spring 2009 ISQA 4000
ISQA 8080
MGMT 4000
ECON 8916
Fall 2008 ISQA 4000
ISQA 8080
MGMT 4000
ECON 8916
Spring 2008 ISQA 4000
ISQA 8080
MGMT 4000
ECON 8916
Course title
Semester
hrs
Class
size
Applied Consulting and Model Visualization 3 20
Applied Simulation and Visualization 3 20
Business Simulation Application 3 20
Fall 2007 ISQA 4000 Adv in Data Visualization 3 17
ISQA 8080 Adv in Data Visualization 3 3
13. Estimate the percentage of your time devoted to scholarly and/or research activities: 65%. Please give a brief
description of your major research and scholarly activities:
Mentor the One Innovation Place student intern program; Financial planning software targeted at
become the de facto standard for financial literacy training and counseling offered by nonprofits;
Simulation modeling and visualization software for use of Universities; International Academy for
Advanced Decision Support; Business Strategy Visioning.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the IS program: 90 % for academic year and
none in summer months.
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-488-

Kerry Ward
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Kerry Ward
Assistant Professor
Non-tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Associate Professor
3. Degrees with fields, institutions, and dates
Dates Held
August 2005 – Present
Degree Field Institution Date
PhD MIS Indiana University, Bloomington, IN, Dec. 2005
MBA Finance/MIS University of Notre Dame, Notre Dame, IN May 1999
BS Business Indiana University, Indianapolis, IN May 1992
(Accounting)
BA Psychology Wabash College, Crawfordsville, IN May 1985
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
International Conference on Information Systems (2008)
Academy of Management Annual Meeting (2008)
Third Annual Midwest Conference of the Association for Information Systems (2008)
International Conference on Information Systems (2007)
Academy of Management Annual Meeting (2007)
International Conference on Information Systems (2006)
International Conference on Information Systems (2005)
Teaching Circle on Information Technology for Instruction (2005-2006)
Americas Conference on Information Systems (2005)
International Conference on Information Systems (2004)
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6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
2000 – 2005 Kelley School of Business Associate Instructor
1997 – 2002 Avarus Network Solutions CFO and part owner
1996 – 1998 Slattery and Holman, P.C.,
Indianapolis, IN
Senior Accountant
Implemented accounting systems for clients,
including establishment of chart accounts,
set up of prior accounting information and
training of client personnel
In charge responsibilities for clients including
budgeting, quarterly compilation, review of
payroll and other tax and accounting
functions
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
1999 – 2000 Management Solutions
Group, Deloitte & Touché,
LLC, Dallas TX
Senior Consultant
Performed package selection projects
Cleaned up dysfunctional ERP
implementations
Worked with computer forensic group
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Member of the University Committee on for the Advancement of Teaching (UCAT)
Member of the professional development committee
Member of graduate program committee
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Member of the University Committee on for the Advancement of Teaching (UCAT) (2006 – 2009)
Member of the professional development committee (2007-2010)
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Member of graduate program committee (2006-2009)
IA Recruiting Committee (2007-2008)
ISQA Recruiting Committee (2007-2008)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Ward, Kerry W. Brown, Susan A. and Massey, Anne P. (2005) Organizational Influences on Attitudes in
Mandatory Systems Use Environments: A Longitudinal Study, International Journal of Business
Information Systems. 1(1&2), (33% Contribution)
Hoff, Greg, Fruhling, Ann and Ward, Kerry W. (2008) Requirement Prioritization Decision Factors for
Agile Development Environments, Proceedings of the 2008 Americas Conference on Information
Systems, (Toronto). (10% Contribution)
Ward, Kerry W., Rees, Jackie and Adu, Prince (2008) Research in Progress: Evaluating the Role of Risk
Models in Information Assurance, Proceedings of the Third Midwest United States Association for
Information Systems, (Eau Claire) (50%)
Street, Christopher T. and Ward, Kerry W. (2007) Threats to Validity and Reliability in Longitudinal Case
Study Timelines, Proceedings of the Academy of Management Annual Meeting, Philadelphia, PA. (50%
Contribution) – Nominated for Best Paper Award and included in Conference Proceedings
Ward, Kerry W. (2004) Generalizing the Theory of Alignment as Guided Adaptation and the Role of
External Change in the Alignment Factor Adaptation Process, International Conference on Information
Systems (ICIS) Doctoral Consortium, (Washington, D.C.)
Ward, Kerry W. (2001) Impact of Industry and Industry Position on IT Focus: An Alternative IT Value
Model, Proceedings of the 2001 Americas Conference on Information Systems, (Boston).
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
4/05 – 12/05 Doctoral Student Grant in Aid of Research $1,000
9/04 – 12/04 Center for International Business Education Research $2,500
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Course
Semester Class
Term/year number Course title
hrs size
Spring 2009 ISQA 3400 Business Data Communications 3 20
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ISQA 8060 Research in MIS 3 26
Fall 2008 ISQA 3400 Business Data Communications 3 16
ISQA 8060 Research in MIS 3 29
Spring 2008 ISQA 3400 Business Data Communications 3 24
ISQA 8060 Research in MIS 3 20
Fall 2007 CIST 3110- Information Technology Ethics 3 28
001
CIST 3110-
002
Information Technology Ethics 3 27
13. Estimate the percentage of your time devoted to scholarly and/or research activities: ___50__%. Please give
a brief description of your major research and scholarly activities:
Research interests include IS strategy, Information Assurance, IT infrastructure, and organizational
impacts of information technology. Experience includes seven years consulting and public accounting
with Deloitte and Touché and PriceWaterhouseCoopers.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Peter Wolcott
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Peter Wolcott
Associate Professor
Tenured
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Associate Professor August 2001-present
Assistant Professor August 1995 – August 2001
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D. MIS University of Arizona 1993
B.A. Computer Dartmouth College 1984
Science
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
Difficult Dialogue “Begin to Develop Cross-Cultural Relationships”, April 8, 2008.
2008 National CASTL Summer Institute: Developing Scholars of Teaching and Learning. June 5-7, 2008
Attended a three-day workshop “GIS for Web Developers” led by Scott Davis and hosted by Raytheon.
August 26-28, 2008.
Attended ½ day workshop entitled “XBRL: Opportunities and Challenges”, Creighton University, College
of Business, September 8, 2008.
“Best Assessment Practices Symposium IX” at Rose-Hulman Institute of Technology, Terre Haute,
Indiana, April 12-13, 2007. Learned a great deal about ABET-accreditation related assessment practices.
Conducted a 20-hour workshop on Database Administration for a group from ITS, April 30-May 3
“The Learning Horizon: Blending Design, Assessment, and Technology” at UNO, May 15-16, 2007.
“CSAB Computing Accreditation Workshop”, October 5, 2007, Tampa, FL. The workshop was designed
to familiarize those involved with accreditation of the new accreditation criteria.
“Cultural Competency 101: Starting Points and Definitions”, at the Center for Human Diversity, Feb. 13,
2008, Omaha, NE. I attended the workshop to gain new skills and insights that would help me and my
students develop relationships with microenterprise owners and others in North Omaha and elsewhere
in the city.
UNO Speech Center workshop “Incorporating Student Presentations Into Your Class”, presented by
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Marlina Howe, January 26, 2007
EDUCAUSE workshop “Assessing the Efficacy of Technology in Promoting Student Learning: Principles
That Anchor Effective Inquiry”, presented by Peggy L. Maki (LSU), September 15, 2006
Oracle Technical Exchange Meeting “Oracle 10g Technology Update: Oracle Service Oriented
Architecture and Oracle Times Ten In-Memory Database,” hosted by Northrup Grumman, Sept. 27,
2006.
Developed three-part on-line lectures on “Data Warehousing, OLAP, and Related Topics” using Camtasia
and Flash. These lectures were designed for and delivered to Agder University College as a guest lecture
in a course entitled “Advanced Database Systems”. 2006
Defining graduate certificates in Project Management, Information Assurance, and Systems Analysis and
Design. There certificates were approved and went into effect Fall 2006.
Developed a dual-degree MBA/MS MIS in conjunction with the College of Business. Proposal approved
& went into effect Fall 2006.
Organized a “GIS Curriculum Workshop” that drew together two dozen GIS practitioners and educators
from the private and public sectors, at the municipal, county, state, and national levels for a 4-hour
workshop to discuss the requirements for a geographic information systems curriculum. Workshop was
held on December 9, 2005
January 18, 2005. Attended the faculty development workshop entitled “Digital Natives”
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
7. Consulting—list agencies and dates, and briefly describe each project
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Member, Distance Education Advisory Council
Member, UNO Assessment Team
Chair, University-wide selection committee for the Peter Kiewit Student Entrepreneurial Award and the
Walter Scott Entrepreneurial Business Award
Chair, ABET Accreditation Steering Committee
Member, Distance Education Steering Committee
Member, Recruiting Committee, CS HPC Position
Director of the Masters of MIS Program
9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Faculty Senate (2005-2007)
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Co-Chair, Library and Learning Resources Committee (Spring 2007)
Member, Distance Education Advisory Council (2005-2007)
Faculty Senate liason to the Faculty Task Force to Design a Common Course Evaluation Instrument
(Spring, 2007)
Assessment mentor for Academic and Student Affairs (Spring 2007)
IT for Development poster presented at the UNO Strategic Planning Forum, March 2, 2007
Member, Institutional Research Advisory Council (AY 2007)
Member, University-wide selection committee for the Peter Kiewit Student Entrepreneurial Award and
the Walter Scott Entrepreneurial Business Award (CY 2008)
Chair, ABET Accreditation Steering Committee (2004-present)
IS&T Personnel Committee (2007-2008)
Distance Education Steering Committee (2007-2008)
Director of the Masters of MIS Program (2005-)
Member, AQIP Advisory Committee for the myMAPP ePortfolio Action Project (2005-2007)
IS&T Academic Committee (2004-2006)
IS&T Personnel Committee (2004-2006)
IS&T Technology Committee (2004-2006)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Qureshi, S., Kamal, M., and P. Wolcott “Information Technology Therapy for Competitiveness in Micro-
Enterprises.” International Journal of E-Business Research. Idea Group International. 5(1), 117-140
January-March 2009.
Wolcott, P., Kamal, M. and S. Qureshi “Meeting the Challenges of ICT Adoption by Micro-enterprises”.
Journal of Enterprise Information Management. Emerald. Volume 21, Issue 6. 2008.
Qureshi, S., Kamal, M., & Wolcott, P. (2008). Information Technology Therapy for Micro-enterprise
Success: Directions for Sustainable Development. Hawaii International Conference on System Sciences,
Hawaii. Jan. 7-10.
Wolcott, P., Qureshi, S., & Kamal, M. (2007). An Information Technology Therapy Approach to Microenterprse
Adoption of ICTs. Americas Conference on Information Systems (AMCIS), Keystone, CO. Aug.
10-12.
Abdelaal, A, Kalmal, M., and Wolcott, P. “Employing Social Capital by Small & Medium Enterprises to
Bear Fruit from Wireless Communications,” Midwest AIS 2007.
"Local E-Government in Norway: Current Status and Emerging Issues," Scandinavian Journal of
Information Systems, (17, 2), 2005, pp.41-84.
http://www.cs.aau.dk/SJIS/journal/volumes/volume17/no2/05flaketal.pdf. (with Leif Flak, Dag Olsen)
"The Provision of Internet Services in India," In Information Systems in Developing Countries, Davison,
R.M., Harris, R.W., Qureshi, S., Vogel, D.R. and de Vreede, G.J. Eds.), University of Hong Kong Press, Hong
Kong, 2004.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
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“Nebraska eTeams for Microenterprise Economic Development” with Sajda Qureshi, Teresa Lamsam,
John Bartle, Ken Kriz, Scott Tarry, Bob Bernier. University of Nebraska Foundation. ($114,494).
Najjar, L., Khazanchi, D. and Wolcott, P. (12/15/2008 to 5/13/2009). "Business Database Competitive
Audit Project". Awarded a grant of $17,603 for conducting a business database audit for InfoUSA.
UCAT funding (2008) to purchase ABET material on rubric development ($149) with Leah Pietron and
Dwight Haworth.
UCAT funding to attend the 2008 National CASTL Institute, June 4-7th, Omaha, NE. ($350)
Najjar, L., Khazanchi, D. and Wolcott, P. (1/1/2005 to 5/31/2005). "Business Database Competitive Audit
Project". Awarded a grant of $14,575 for conducting a business database audit for InfoUSA. This project
was conducted under the auspices of the PKI Technology Development Corp (PKITDC).
12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year Course number Course title
Semester
hrs
Class
size
Spring 2009 ISQA 8410-001 Database Management 3 25
Fall 2008 ISQA 4300/8306 Database Administration 3 20
ISQA 4000/8080 IT for Development 3 10
Summer 2008 ISQA 8410-101 Database Management 3 24
Spring 2008 ISQA 8410-001 Database Management 3 17
ISQA 8410-850 Database Management 3 6
Fall 2007 ISQA 4300/8306 Database Administration 3 15
ISQA 4000/8080 IT for Development 3 5
13. Estimate the percentage of your time devoted to scholarly and/or research activities: __100___%. Please
give a brief description of your major research and scholarly activities:
Research: My major stream of research at the moment is in the area of IT for Development. The focus
of the research is on how to facilitate the adoption of information technologies by microenterprises to
bring about economic, social, and human development.
Scholarly activities: In addition to teaching responsibilities, primarily in the area of database
management and administration, and IT for development, I am the director of the MS MIS program and
the chair of the ABET accreditation steering committee. In the latter role, I manage assessment and
accreditation activities for the College of IS&T.
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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Chi Zhang
1. Name, current academic rank, and tenure status:
Name:
Rank:
Tenure Status:
Chi Zhang
Lecturer
n/a
2. Date of original appointment to this faculty, followed by dates and ranks of advancement:
Title
Dates Held
Lecturer
August 2007-Present
Instructor August 2001-May 2007
Adjunct Faculty May 2001-June 2001
Graduate Assistant May 1999-May 2001
3. Degrees with fields, institutions, and dates
Degree Field Institution Date
Ph.D.
M.Sc.
M.S.Ed.
B.Sc.
Candidate in
Information
Technology
Computer
Science
Instructional
Technology
Educational
Technologies
University of Nebraska at Omaha 2004-
Present
University of Nebraska at Omaha 2000
University of Nebraska at Kearney 1998
Beijing Normal University, China 1990
4. If you do not have an advanced degree in the program area, describe any course work you may have taken, or
other ways in which you have achieved competence in the program area; there is no necessity to repeat
information here that is contained in later sections of this document.
5. Conferences, workshops, and professional development programs in which you have participated in the last 5
years to improve teaching and professional competence in the program area: (LIST DATA FOR Fall 2004 –
Spring 2009)
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Presented and Attended research conferences (AMCIS 2005, 2007, 2008; ICIS 2007, PACIS 2008, MWAIS
2006, 2007, 2008; Big XII+ IS doctoral students Symposium 2008)
Attended research development activities (UNL Research Fair 2005)
Attended faculty development workshops (Adobe Connect Workshop 2008, Second Life 2008)
Attended CS workshops and CMIT research round table sessions to get to know colleagues’ research
interests (2005-2006)
Participated in blackboard training programs
6. Other related computing experience including teaching, industrial, governmental, etc. (where, when,
description and scope of duties):
Dates Where Duties
August 1996-
May 1998
University of Nebraska at
Kearney
Graduate Assistant
Providing technology assistance in Instructional
Technology Center and providing trainings to faculty,
staff and students. Maintaining department web pages.
7. Consulting—list agencies and dates, and briefly describe each project:
Dates Agency Project
May 1997-
August 1998
University of Nebraska at
Kearney
Computer Consultant
Providing technology assistance, updating office
computer systems, recommending purchases, providing
new application trainings to staff, working with public
computer labs, and creating web pages for the Nebraska
Student Union and student organizations.
8. For the academic year in which the Self Study was written list your assigned duties other than for teaching,
(committee membership, advising, etc.) with average hours per week. Indicate which, if any, carry extra
compensation. If you are course coordinator for courses taught by other than full-time or part time faculty,
please indicate here which courses.
(LIST DATA FOR Fall 2008 – Spring 2009)
Undergraduate Program Committee Member, Department of Computer Science
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9. For the four years preceding the Self Study, list all department, college, and/or university committees of which
you are/were a member including year(s) served:
(LIST DATA FOR Fall 2004 – Spring 2008)
Undergraduate Program Committee Member, Department of Computer Science (2007 - Present)
Peer Review Committee Member (2007)
IS&T Graduate Affairs (2005)
Merit Raise Committee (2005)
10. Principal publications during the last five years. Give in standard bibliographic format.
(LIST DATA FOR Fall 2004 – Spring 2009)
Zhang, C & Zigurs, I (2009), An Exploratory Study of the Impact of a Virtual Learning World Learning
Environment on Student Interaction and Learning Satisfaction, America’s Conference on Information
Systems, AMCIS 2009, San Francisco, CA. August 6-9, 2008.
Zhang, C (2009), Comparing Sense of Classroom Community and Learning Satisfaction in a Virtual World
Learning Environment, Midwest Association for Information Systems Conference, MWAIS 2009,
Madison, SD. May 22-23, 2008.
Zhang, C (2009), An Exploratory Study of the Impact of a Virtual Learning World Learning Environment
on Sense of Classroom Community and Learning Satisfaction, China Summer Workshop on Information
Management, CSWIM 2009, Guangzhou, China. June 27-28, 2009.
Zhang, C & Zigurs, I (2008), Learning in Virtual Worlds: Understanding the Impact on Social and Cognitive
Processes in Learning, Midwest Association for Information Systems Conference, MWAIS 2008, Eau
Claire, WI. May 23-24, 2008.
Tarmizi, H, Payne, M., Noteboom, C., Zhang, C., Steinhauser, L., Vreede, G.-J. de and Zigurs, I. (2007)
Technical and Environmental Challenge of Collaboration Engineering in Distributed Environments. E-
Service Journal, Vol 6, No.1, Fall 2007.
Zhang, C. (2007). Theory and Practice: Review Technology-Mediated Learning Research. Midwest
Association for Information Systems Conference, MWAIS 2007, Springfield, Illinois.
Kamal, M., Zhang, C., Najjar, L., and Qureshi, S. (2007). Human Development through Information &
Communication Technologies: Theoretical & Empirical Support. Midwest Association for Information
Systems Conference, MWAIS 2007, Springfield Illinios.
Tarmizi, H., Payne, M., Noteboom, C., Steinhauser, L., Vreede, G.-J. de and Zigurs, I. (2006). Technical
and Environmental Challenge of Collaboration Engineering in Distributed Environments. Proceedings of
the 12th International Workshop, CRIWG 2006, September 17-21, 2006, Medina del Camp, Spain.
Noteboom, C., Zhang, C., Tarmizi, H., Steinhauser, L., Payne, M., Vreede, G.-J. de and Zigurs, I. (2006).
Research as Teaching and Teaching as Research: Reflections on a Virtual Team Project. Midwest
Association for Information Systems Conference, MWAIS 2006, May 5-6, Grand Rapids, Michigan.
Tarmizi, H., Steinhauser, L., Payne, M., Noteboom, C., Zhang, C., Vreede, G.-J. de and Zigurs, I. (2006). A
Gaming Laboratory to Study Distributed Collaboration Processes. Proceedings of Collaboration
Engineering Workshop at Hawaii International Conference on System Sciences, HICSS 2006, Kauai, HI.
11. Other scholarly activity during the last 5 years: grants, sabbaticals, software development, etc.: (LIST DATA
FOR Fall 2004 – Spring 2009)
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12. Courses taught this and last academic year term-by-term. This year is the academic year in which this Self-
Study report is prepared; the last year was the year prior to this. If you were on sabbatical leave, please enter
the information for the year prior to the sabbatical. Please list each section of the same course separately.
(LIST DATA FOR Fall 2007 – Spring 2009)
Term/year
Course
number Course title
Semester
hrs
Class
size
Spring 2009 CIST 2500- Intro to Applied Stats for IS&T 3 23
001
CIST 2500- Intro to Applied Stats for IS&T 3 22
002
CSCI 2710 Intro to Digital Design Principles 3 10
Fall 2008 CIST 2500- Intro to Applied Stats for IS&T 3 24
850
CIST 3100- Organizations, Applications and Technology 3 25
850
CSCI 2710- Intro to Digital Design Principles 3 13
001
CSCI 2710- Intro to Digital Design Principles 3 7
002
Summer CSCI 2710 Intro to Digital Design Principles 3 11
2008
Spring 2008 CSCI 2710- Intro to Digital Design Principles 3 19
001
CSCI 2710- Intro to Digital Design Principles 3 16
002
Fall 2007 CIST 2500 Intro to Applied Stats for IS&T 3 25
CSCI 1500 Beginning Programming 3 11
CSCI 2710- Intro to Digital Design Principles 3 13
001
CSCI 2710-
002
Intro to Digital Design Principles 3 11
13. Estimate the percentage of your time devoted to scholarly and/or research activities: _____%. Please give a
brief description of your major research and scholarly activities:
14. If you are a part time faculty member or a full-time faculty member without full-time commitment to the
program, state what percentage of full-time you are assigned to the program: _____%.
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APPENDIX 4 – CURRENT LIST OF SERIALS TITLES
Current List of Serials Titles for Information Science & Quantitative Analysis (ISQA)
Communications of the Association for Information Systems
Computer Security Journal
Data Base for Advances in Information Systems
DECISION SCIENCES - Membership
DECISION SCIENCESDecision support systems.
Electronic Commerce World
E-Service Journal
IEEE transactions on engineering management.
Information & management.
Information economics and policy.
Information resources management journal.
Information systems management.
Information systems research : ISR : a journal of the Institute of
INFORMS journal on computing.
Intelligent enterprise.
International Journal of E-collaboration
International Journal of Electronic Commerce
International Journal of Information Technology and Decision Making
International journal of operations and quantitative management : IJOQM.
International Journal of Project Management
Journal of Computer Information Systems
Journal of Information Warfare
Journal of management information systems : JMIS.Journal of organizational and end user computing.
(ONLINE ONLY).
Journal of software maintenance and evolution.
Journal of the Association for Information Systems
Management science.
MIS quarterly.
Omega.
Telecommunications policy.
Select Engineering Titles
Computer (ONLINE ONLY).
Electronic Design (ONLINE ONLY).IEEE Computer Graphics and Applications (ONLINE ONLY).
IEEE Spectrum (ONLINE ONLY).
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APPENDIX 5 – STRATEGIC PLAN FOR INFORMATION TECHNOLOGY SERVICE
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INFORMATION TECHNOLOGY SERVICES
Information Technology Services
Strategic Plan
September 2008
through
September 2010
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AGENCY CONTACT INFORMATION
Primary Agency IT Contact
(List the person responsible for IT in the agency.)
Name John Fiene
Title Associate Vice Chancellor for Technology
Phone 402-554-3670
Email jfiene@unomaha.edu
Information Technology Services (ITS) Contact List
Title Name Email Address
Director of
Academic
Computing
Director of
Administrative
Services
Director of
Information
Technology
Infrastructure
Director of IT Project
Management
Assistant Director of
Academic
Lanyce Keel
Bret Blackman
Steve Lendt
Joyce Crockett
Jay Killion
lkeel@unomaha.edu
bblackma@unomaha.edu
slendt@unomaha.edu
jcrocket@unomaha.edu
jaykillion@unomaha.edu
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Computing
Business Manager Alice Villone avillone@unomaha.edu
Manager of
Academic
Partnership in
Instruction and
Distance Education
Manager of
Customer Services
Shelley Schafer
Matt Galardi
sschafer@mail.unomaha.edu
mgalardi@unomaha.edu
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Information Technology Services Mission, Vision and Values
Mission
Information Technology Services (ITS) provides technology leadership by bringing the knowledge
assets of the world to the campus via high-speed computer networks. ITS facilitates the innovative
use of technology for instruction, research, and outreach via user-centered services and by
stimulating a culture of academic discovery that contributes to the world-wide academic community.
Vision
ITS develops effective partnerships with the colleges, administrative units, student organizations, and
central administration to provide needed collaboration for building technology infrastructure, and
providing complementary services. These partnerships address both the principles of economies of
scale and personalized services through the coordination of centralized and distributed IT
professionals at UNO. Although our goal is innovation, work is done simultaneously at four levels to
build the necessary infrastructure as a foundation. Today’s innovation becomes tomorrow’s
integration.
The application of technology is simultaneously performed at four levels:
Automation:
Integration:
creating efficient methods of handling routine tasks that allow greater effort to be
focused on the UNO academic mission.
re-engineering to effectively combine shared functions into streamlined
processes that fulfill multiple purposes and reduce redundant efforts.
Communication: enhancing collaboration by diminishing the effect of geographical distances for
both synchronous and asynchronous dialog: one to one, in groups, and to the
world.
Innovation:
simply using technology to achieve what was previously not possible.
Values
ITS shares the values of the office of Academic and Student Affairs and holds the following values:
Measuring success through the achievements of students, faculty, and staff.
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Creating flexible partnerships with campus units to achieve the appropriate balance of
complimentary centralized and de-centralized functions and services.
Extending the principles of shared governance and shared accomplishments.
Enhancing the welfare, talents, and futures of ITS employees and expanding professional
development.
Encouraging involvement in professional IT associations in education and industry consistent
with staff development plans.
Promoting good stewardship through efficient utilization of resources.
Exercising good judgment through effective applications of technology.
Facilitating meaningful partnerships in our community to enhance learning through the
appropriate use of technology.
Leading proactively in the use of technology to solve problems.
Encouraging the use of technology as a communication tool.
Fostering the use of technology in support of lifelong learning.
Embracing diversity as an effective model of the university’s working environment.
Aligning ITS policies, procedures, and behaviors with the highest professional ideals of ethics
and legality.
Protecting the privacy and integrity of the information resources of the academic community
1. Current Assets (Sections 1.1 through 1.4)
Overview of the UNO Campus and Technology Services
UNO is a comprehensive public university located on 89 acres in the heart of Nebraska’s biggest city
with more than 400 faculty offering 95 baccalaureate degrees, 66 advanced degrees including 6 doctoral
programs. UNO is the NU system’s metropolitan university, which means it provides a multitude of
activities and service learning opportunities in a wide variety of settings that are designed to meet the
needs of the UNO students and the community.
The value of UNO investment in information technology is substantial and must be considered critical to
the daily operations of the organization. Technology is thoroughly integrated into every function of the
university and it is critically important to accomplish the university mission. The most valuable assets are
the knowledge and social capital that are developed in our information technology professionals and
users of information technology that allow the university to work together to perform our mission.
UNO Information Technology Services (ITS) is responsible for providing technology leadership by
facilitating the UNO community’s access to network resources that enhance academic excellence and
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administrative effectiveness. ITS strives to achieve effective partnerships with the colleges,
administrative units, and student organizations. These partnerships simultaneously address the principle
of economies of scale and personalized services to students, faculty, staff, and community.
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Campus Customers/Partners
Statistics in this section copied from the UNO 2007 Fact Book published by UNO Institutional Research
14,156 Undergrad & Grad Students 235 Graduate Assistants
487 Full-time Faculty 393 Part-time Faculty
799 Full-time staff 46 Part-time staff
70,000 Active Pages - Website
Development/ Support
Administrative Information Services
15,000 Students Every Semester Using
E-BRUNO (Electronic Better Registration
University of Nebraska at Omaha)
150,000+ Page Views Each Week on Main
UNO Web Page
30,000 Daily Transactions using E-BRUNO
Students
250,000 NU ID’s (adding more each day) 5000+ Courses Annually Graded Using E-
BRUNO/Faculty
30,000 Active Identities 125+ SIS Updates Applied Yearly
30+ Web Template Users 1500+ Ad Hoc WebFocus Reports & 270
Production Reports
1 Datamart 30+ End User WebFocus Support
1,000,000+ Lines of COBOL Code
Supported
1 Mainframe Student Information System
(SIS) Supported
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4 Distance Education Synchronous Video
Facilities
Client Services
4,600 PC/Mac Workstations; 100
UNIX/Linux Workstations on Campus
90 Discipline Specific Labs/Computer
Classroom indirect support
42 Kiosk Stations
9 Open Labs w/525 Workstations Support for Over 40 Software Products
(http://www.unomaha.edu/its/software.php)
Hi-Tech Rooms on Campus:
Auditoriums: 16
3 Partnerships for 6 Community Labs
Conference: 21
Labs: 80
Lecture: 183
Total 300
20,000 Helpdesk Calls/Walk-ins (Yearly)
Distance Education
Academic Partnership for Instruction
Training, Instructional Design,
Multimedia and Web Support
10 DE Programs Supported 107 Training courses taught annually
164 DE Courses supported annually 800+ attendees at training sessions
annually
20 New DE Courses supported annually 15 faculty received instructional design
consulting
3,800 DE Student Enrollments annually 15 Multimedia presentations/projects/
documentation
11,700+ DE Student Credit Hours annually 13 Websites created and/or consulted
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McAfee: Anti- Virus and Anti-Spyware for
Campus and Home (Students, Faculty and
Staff)
Microsoft: Office, Desktop Operating
system and Servers (Campus Use and
Faculty/Staff Home)
Site Licenses
Statistical and Mathematical Campus
Use:
1. Maple
2. Minitab
3. SAS
4. SPSS
AutoCAD: University of Nebraska
Macintosh: OS10
Not Site License - Special prices for
campus use:
Adobe Reseller Campus use
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Significant ITS Custom Applications
Students, faculty and staff use customized technology daily to meet their needs. ITS continuously
collaborates with our clients to provide the optimum technology support that integrates software and
support services. The following list are the significant custom applications developed by UNO ITS that
includes “middleware” to integrate commercial systems with existing ones and web based systems to
support critical University requirements.
myUNO (Blackboard 8.0)/SIS
The myUNO (Blackboard) course management system was upgraded to version 8.0 the spring of 2008. This
version enhanced the level of integration with UNO’s SIS system and improved system performance and
stability.
Weboffice/myFolder
Platform Development Tools Support
Windows 2003
Windows Active
Directory
In-house IS staff
UNO has created an integrated and enhanced campus-wide file storage system with a unique web
enabled method of access. By integrating campus standard products such as Microsoft Server, web
browser support and SSL web encryption as well as custom integration software, the UNO campus
now has a departmental document storage system called weboffice that is available to any UNO
department, and an individual document storage system called myFolder that is available to all UNO
faculty, staff and students. The real value of these integrated systems is easy access to documents
from any Internet connected computer.
Identity Management
Campus wide web based systems and forms supported by ITS use a shared account name and
password called the UNO NetID. Custom identity management services include NetID
provisioning/de-provisioning, LDAP population, password resets and creation of University wide
unique identifiers (NU ID). Identity Management processes are being migrated to Sun
Microsystems’s Identity Management Suite.
Sungard SCT - Student Information System (SISPLUS)
UNO’s Student Information System (SIS) supports the core academic business needs of UNO
students. SIS includes Admissions, Records and Registration, Billing and Financial Aid modules.
UNO has created custom enhancements to the base SIS system to meet campus specific policies.
E-BRUNO for Students
Platform
Development Tools Support
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Red Hat Linux PHP, C, Hllapi In-house IS staff
E-BRUNO for Students is UNO's web-based enrollment services system. With E-BRUNO for
Students, students can use their NU ID and PIN to log in and obtain grades, current class schedules,
register for classes, pay tuition via credit card, accept financial aid and much more. E-BRUNO for
Students provides students with web access to UNO’s Student Information System.
(https://ebruno.unomaha.edu/login.html)
E-BRUNO for Faculty
Platform
Development Tools Support
Red Hat Linux PHP, C, Hllapi In-house IS staff
With E-BRUNO for Faculty, a UNO web-based system, faculty can use their NU ID number and PIN
to log in and obtain class rosters, submit course grades and give permits and authorizations, along
with a host of special Blackboard functions. (https://ebruno.unomaha.edu/php/facstaff/)
Datamart
Platform
Development Tools Support
Red Hat Linux Web Focus, mySQL In-house IS staff
UNO developed a campus Datamart, built with data from the Student Information System, to meet
census-reporting requirements.
Short Term Loan System (STLS)
Platform
Development Tools Support
Red Hat Linux Postgres, PHP In-house IS staff
UNO developed a STLS to meet the needs of short-term student loans from the Student Accounts
office.
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Data Exchange
Below are the major entities outside of the NU System that ITS exchanges data with.
Entity
JSA Technologies
National Student Loan Program
(NSLP)
U.S. Department of Education
National Student Clearinghouse
U.S. Immigration and Customs
Enforcement (ICE)
Dragonfly Athletics
General Revenue Corporation
Credit World Services
CashNet
Internal Revenue Service
Various Banks
Description
Web based deposits for Cbord ID card system
Financial Aid loan services
Financial Aid processing
Degree and enrollment verification
Student and Exchange Visitor Program (SEVP)
Athletic Management System
Collection of past due student tuition and fees
Collection of past due student tuition and fees
Student Accounts system
1098 tax reporting
Student refunding
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Technical Architecture
Our goal is information availability whenever and wherever (24x7 access, ubiquitous/pervasive, and in
real-time where appropriate). Our choice will be via industry standards, higher education best practices
and using products and solutions providing lower Total Cost of Ownership (TCO) and best services to
the whole campus.
This table is technical in nature and explains the technical architecture ITS will be following over the next
two years. The following web site will assist in defining terms listed in this table. http://webopedia.com/
Legacy Current Future
Currently in
Research
Hardware/Servers
Gigabit & multi-Gigabit network
backbone X X
Dynamic Disk Storage (SAN)
Dell/Intel servers X X
IBM RS 6000 Limited Limited
IBM S/390 Mainframe – Based X Limited
Intel Based (PC) X X
Wireless networking access X X
Data Bases
IBM DB2/UDB (Database
2/Universal Database) X X Limited
IBM VSAM (Virtual Storage
Access Method) X Limited Limited
Sun Enterprise LDAP Directory
(Lightweight Directory Access
Protocol) X X
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Legacy Current Future
Currently in
Research
Lotus Notes document and
tracking database
Limited
Microsoft Active Directory X X
Microsoft SQL (Structured Query
Language) server X X
Open source DB (Postgres,
MYSQL) X X
Oracle
X
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Legacy Current Future
Currently in
Research
Server Software
Apache web server X X
iWay ETL Manager X X
Oracle Application Server
X
Microsoft IIS server for web
enabled applications X X
PHP (Php: Hypertext
Preprocessor) for web enabled
applications X X
Tomcat X X
Hibernate X X
Web DAV (Distributed Authoring
And Versioning) X X
WebFOCUS Reporting Server X X
Lotus Notes X X
Blackboard X X
Server Operating Systems
Cisco router language IOS X X
VMware X X
IBM zOS X Limited
Redhat Linux on Intel X X
Microsoft 200x Server X X
Languages
C/CGI (Computer Graphics
Interface) X Limited
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Legacy Current Future
Currently in
Research
COBOL (Common Business-
Oriented Language) X X Limited
CSS X X
HLLAPI (High Level Language
Application Program Interface)
screen scraping X X Limited
JAVA /J2EE X X
JavaScript X X
PHP (Php: Hypertext
Preprocessor) Web-scripting
language X X
Structured Query Language
(SQL) X X
WebFOCUS X X X
XHTML
(HyperTextMarkupLanguage) X X
XML
(EXtensibleMarkupLanguage) X X
Oracle PL/SQL
X
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Legacy Current Future
Currently in
Research
Application Development Methodologies and Toolsets
ANT Build Tool for Java X X
Configuration Mgmt Tools (UNIT
testing, etc) X X
Eclipse IDE X X
NetBeans IDE X X
Spring X X
Struts X X
UML X X
Web based Content Mgmt
Systems X X
Web Services X X
Application Delivery Methodologies/Protocols
IBM DB2 (DataBase 2) Connect X X
JDBC (Java DataBase
Connectivity) X X
LDAP (Lightweight Directory
Access Protocol) X X
iWay Data Adapters X X
ODBC (Open
DataBaseConnectivity) X X
SOAP (Simple Object Access
Protocol) X X
UDDI (Universal Description,
Discovery and Integration) X X
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Legacy Current Future
Currently in
Research
WAP (Wireless Application
Protocol) /WML (Wireless Markup
Language) X X
WSDL (Web Services Description
Language) X X
XML (EXtensible Markup
Language) X X
Rich Content Protocols (Video/Audio)
Direct Analog and Digital Video
over fiber X X
H.323 X X
MPEG4 over IP X X
NEB*SAT H.261 Limited Limited
Windows Media Player
Quicktime
Flash X X X
Project Management tools
c.support X X
Microsoft Excel X X
Daptiv X X
Subversion X X
Jira Issue Tracking X Limited
Lotus Notes Team Room
Limited
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Legacy Current Future
Currently in
Research
Authentication and Security
TippingPoint IPS X X
FTP X Limited
LDAP with Unique Username X X
PGP X X
Photo ID card with Database X X
PIN (Personal Identification
Number) X X
SAP Personnel Number X Limited
SFTP/SCP X X
SSH Secure Shell X X
SSL/TLS Secure Socket Layer X X
Student ID (SSN) Limited Limited
Foundstone Vulnerability Mgt X X
UNO NetID X X
NU ID X X
VPN Virtual Private Network Limited X
Sun IdM Suite X X
Wireless VPN Limited X X
McAfee Anti-virus and Spyware X X
McAfee Enterprise Policy
Orchestrator (EPO)
X
Cisco Firewalls X X
VLANS X X
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Legacy Current Future
Currently in
Research
Security Event Management
X
Network Environment
General Description
Information Technology Services professionally manages many of the 'mission critical' computer systems
on campus. These include centralized email servers, centralized file servers, campus inter- and intranetworks,
including local and wide area networks, Internet and World-Wide-Web communications,
application delivery systems, academic and research systems, instructional delivery systems including
web-based mediums, and streaming media systems in support of the campus-wide academic mission.
The desktop management software being used is Altiris - http://www.altiris.com/ .
The LAN monitoring tools used are:
What’s Up Gold http://www.whatsupgold.com/
Tipping Point http://www.tippingpoint.com/
Pakateer http://www.netequalizer.com/appe.htm
Foundstone http://www.foundstone.com/us/index.asp
Netmri http://www.netcordia.com/
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Network Devices
Current
Planned – See
narrative below
Firewalls (Hardware) 3
Wireless Access Points 116
Video Cameras (USB)*
IP Phones** 35
POP Servers 0
Web Servers
Windows 2003
Red Hat Linus
34***
35****
Application Delivery (e.g. Citrix,
Terminal Services servers)
(Specify)
Remote Desktop Connection
80
* UNO has many video cameras across the campus to enhance security and will continue to add in
the appropriate places.
** ITS is currently testing the use of VOIP. The UNO Telecommunications department has set up
VOIP for the Chili Greens location.
*** This only includes ITS-owned & operated systems and 18 of the 34 are running on VMWare
**** This only includes ITS-owned & operated systems and 29 of the 35 are running on VMWare
With the physical expansion of the UNO campus to the south (Pacific and Center streets) the expansion
of all IT services will be impacted and we are involved in the planning of this growth. On average there
has been a 10% expansion of web servers, but with our use of VMware this growth may change.
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Future Direction & Intent
Campus IT in the next biennium is likely to be heavily influenced by the implementation of a new student
information system across the university system. Such systems represent the core academic business
processes of a campus and tend to affect the overall direction and technical architecture of the institution.
Both vendors under current consideration use Oracle, as the underlying technology and therefore it
becomes core to the IT operations of the campus for development of interfaces to other campus systems
as well as for future application development.
In addition, the unprecedented campus physical expansion and renovations planned in the next two
years similarly mandate re-thinking overall campus infrastructure on a new scale. This may include
campus network re-design with consideration of a fiber ring from the Dodge Campus to the Center
Campus to assure appropriate business continuity. Another factor contributing to network infrastructure
design is ongoing convergence of voice, video and data applications on the IP-based network as well as
ubiquitous wireless access that includes a variety of mobile devices.
In response to environmental sustainability, limited capital resources and staffing limitations, UNO ITS is
in the process of re-inventing the campus data center. Server virtualization is achieving significant
savings in electrical costs, server hardware expenses, and system administration costs. Elimination of
major system printing through an output management system and electronic system distribution of output
allows the elimination of larger system printers, their associated electrical and maintenance costs as well
as paper and other supplies. These steps allow the data center to be managed exclusively by the
systems administration staff with no computer operators. Further work in the “greening” of the data
center will continue to produce similar benefits in the next two years.
Regulatory mandates as well as best practice diligence triggers continued attention to data security and
privacy concerns. While much has been done to address these issues, it is ongoing and dynamic in
ways that will continue to make it a priority into the foreseeable future. One of the attendant issues is
identity management. The university has purchased the Sun Identity Management system, which will
continue to be implemented and refined over the next two years. Continuity Planning will be further
enhanced by the virtualization of alternative site operations.
The Academic Partnership for Instruction (API), a division of ITS continues to provide strategic and
operational support to distance education and to dedicate efforts in integrating emerging technologies
with innovative pedagogy, assessment and instructional design for individual faculty and campus
organizations including the Center for Faculty Development, Teaching Circles, the University Committee
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for the Advancement of Teaching, the Faculty Senate Educational and Resources and Services
Committee, and the Distance Education Advisory Committee.
The increasing viability of Software as a Service and the potential for aspects of infrastructure as a
service will play a role in future IT acquisitions. Project management and elements of business continuity
are currently done in this way and the ongoing evaluation of the success of this approach will continue.
2. Staff and Training
Personnel
Information Technology Services has 45 full time employees with 19 part time student workers.
Depending on the project outside contractors can be involved.
IT Related Training
Summarize the agency’s efforts to address training needs relating to information technology, including
training for IT staff and users.
Yearly performance reviews require ITS employees in conjunction with their manager work on personal
development plans that includes training requirements. Employees receive $250 a year to supplement
their personnel development plans. This money is used to contribute toward attending conferences, join
national technical organizations, and subscribe to technology journals, or purchase books or tools that
support new skill development. Training activities include:
All staff has attended local and national conferences and belongs to national technology
associations.
ITS API staff utilizes a course development model that includes presenting new technology
training courses to ITS staff prior to offering them to the campus. This process provides the ITS
instructor with the opportunity to practice and ITS staff with the opportunity to learn about new
technology.
ITS ADIS staff attended 10 days of Sun Identity Management training.
Each year ITS participates in NU tech day, a system-wide one day workshop for technology
professionals.
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In the last year, the focus of training has been on project management. The newly developed ITS
office of project management has developed and implemented extensive training for senior staff,
project management champions and the staff at large.
Technology training for the campus community consists of formal presentations about upgrades of
campus supported software such as Microsoft 2007, new applications such as the UNO ePortfolio
system used for faculty and staff annual performance appraisals or the campus webpage template, and
new instructional technologies such as clickers. Additionally, ITS staff provides small group and
individual training upon request.
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APPENDIX 6 – COLLEGE OF IS&T SYSTEM OVERVIEW
COLLEGE OF INFORMATION SCIENCE AND TECHNOLOGY
College of Information Science &
Technology
Systems Overview
January 2009
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TABLE OF CONTENTS
CONTACT INFORMATION .................................................................................... 3
COMPUTING SUPPORT MODEL ............................................................................ 3
MISSION AND VALUES ........................................................................................ 4
NETWORK CONNECTIVITY AND CONFIGURATION ..................................................... 5
CLASSROOM, LAB, AND RESEARCH COMPUTERS ...................................................... 9
PRINTING....................................................................................................... 11
VIRTUALIZATION REPORT .................................................................................. 14
SERVER INFORMATION .................................................................................. 16
SOFTWARE LIST – CLASSROOM AND LABS .......................................................... 22
MICROSOFT DEVELOPER NETWORK ACADEMIC ALLIANCE...................................... 24
RESEARCH LABS AND PROJECTS ....................................................................... 25
WEBSITES .................................................................................................. 33
POLICIES, PROCEDURES, AND GUIDELINES FOR TECHNOLOGY USAGE ........................ 38
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College of IS&T Systems and Support Contact Information
Location and Hours of Operation
Location: PKI 356B
Phone: (402)554-4932
Emergency Pager: (402)888-2927
Emergency Email Address: 4028882927@atsbeep.com
Hours of Operation: Monday-Friday 8:00am - 5:00pm
Primary IT Contact
Name
Michael Grove
Title
Director
Phone 402-554-2790
Email
mrgrove@unomaha.edu
Email Contact List
The Director will be updating an email list of systems contacts. The list will be used to provide general IT
related updates and information to agencies.
Name Title Email Address Phone
James Harr Research Systems Manager jharr@unomaha.edu 554-3219
Joseph Hrabak Production Systems Manager chrabak@unomaha.edu 554-3340
Mohammad Shafiullah Research Systems Manager mshafiullah@unomaha.edu 554-2973
Computing Support Model
The members of the Systems Staff at the College of Information Science and Technology are dedicated
to providing quality support for faculty, staff, and students. We provide assistance with software
installation and troubleshooting, account creation, departmental purchases, printer installation,
hardware repair, security, server configuration and maintenance, backups, web development, and much
more.
Our approach is different than the standard IT support model. Our team pairs up with faculty, staff, and
researchers forming a true symbiotic relationship. We learn about the project or research being
performed, and work to envision new ways to achieve technological goals. In return, the traditional
researcher or program director receives a fully documented computing solution. This allows both
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partners in the process to grow in their understanding of the material, and to develop new and
innovative ways to provide IT solutions.
College of IS&T Mission and Values
Mission
The College of Information Science and Technology (IS&T) represents the joint efforts of the University
of Nebraska, the State of Nebraska, and private industry to address the growing global needs for
knowledgeable professionals in the area of Information Technology. The college is striving to develop
areas of national prominence in bioinformatics, wireless networks/mobile computing, management
information systems, information assurance, project management, decision support systems &
visualization, collaboration science, theoretical and applied computing. The college mission is:
To provide comprehensive up-to-date education of the highest quality in the various areas of
information science and technology to individuals at the Metropolitan Omaha, state, national
and international level.
To engage in basic and applied research activities to be carried out by students and faculty of the
college with collaboration of other University of Nebraska units as well as profit and non-profit
organizations.
To equip college graduates with the knowledge and expertise to contribute significantly to the
work force and to continue to grow professionally.
To partner with other university units in the development and utilization of information
technology in teaching and service activities.
To partner with local, state, national and international entities in the resolutions of information
technology problems and issues.
In order to accomplish the college's mission and vision, the faculty and staff will strive to achieve the
following three strategic goals:
1. Keep students at the center of all college efforts;
2. Strive to achieve the highest academic excellence; and
3. Actively lead and collaborate with academic, business and community entities in various projects
related to IS&T.
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Values
The college's overarching philosophy is exemplified by the value statement, "No student will go
unassisted or unchallenged." The college is focused on reaching the next level of information technology
innovation through collaboration. This collaboration is fostered by the presence of the college in the
Peter Kiewit Institute and is materializing in the form of research, teaching and service/outreach
initiatives in partnership with our stakeholders in the community (government, public and private
sector), other academic units across the University of Nebraska at Omaha and the rest of the University
of Nebraska System.
College of IS&T Network Connectivity
There are two Gigabit network ports in each faculty and staff office. If you are experiencing trouble with
your connectivity, please call us at 554-4932. There is also a VPN available and wireless access
throughout the building. See the text below for more information.
VPN
The College of IS&T has a Virtual Private Network available for faculty and staff. Connecting to the VPN
allows you to access your files, connect to network shares, print from the wireless network, and more.
Instructions on connecting to the VPN are listed below.
1. Download the IS&T VPN Client. ** If you have a modem in your computer you will need to disable
this. This can be done by opening up the Control Panel and going to Device Manager -> Network
Adapters, then locate your modem and Right-click -> Disable.
2. Navigate to the directory where you saved the file. Double click it to install the application.
3. Click 'Yes' to install the VPN client.
4. Check the box to save a shortcut on your desktop.
5. Double click the 'IS&TVPN - Shortcut' on your desktop to connect to the VPN.
6. You will see a box popup with the UNO logo. Type in your IS&T username and password,
followed by PKI-IST in the 'logon domain' box. (To connect faster in the future, you may check the
'Save Password' or 'Connect Automatically' boxes.)
7. Click connect.
8. You may see your connection status at anytime or disconnect by double clicking the 'IS&TVPN -
Shortcut' on your desktop.
Connecting to My Office PC: Remote Desktop
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You may control your office computer from a remote location, as long as you are connected to the VPN.
This allows you to have full access to your computers files, printers, programs, etc. See instructions
below.
1. Install the IS&T VPN Client - see instructions above
2. Windows XP: Click Start --> Run --> type 'mstsc' without the quotes, press enter
3. Windows Vista: Click the Windows button (Formerly Start) --> type 'mstsc' without the quotes,
press enter
4. Type the name of your computer in the computer field when the remote desktop box appears
and press enter
(example: computer-name.ist.unomaha.edu)
5. You may find your computer name by going to the control panel and clicking 'System'
Wireless Network
The College of IS&T provides unencrypted wireless network access based on common 802.11 standards.
Currently there are 30 active access points providing PKI with nearly 100% wireless coverage.
How to use it
You'll need a computer or other portable device with 802.11 wireless networking capability either built
in or with a wireless network card installed. If you do not have or are not sure if your computer or device
has 802.11 wireless networking capabilities, check with the company or person from whom you
obtained the item.
Set your SSID network name of 'unowireless'.
The wireless network will attempt to automatically assign the computer or device a network number
using DHCP. You may need to turn the computer or device off and back on so it seeks a network
number. If your computer or device does not have a fairly current version of a standard Windows or Mac
operating system, there may be some special steps that system requires you to perform before being
able to use wireless networking with that device. Check the website or call the technical support number
for the device if you're not sure.
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College of IS&T Network Configuration
Physical Equipment:
15 Network Switches
1 Core Router
1000 Network Ports
35 Wireless Access Points
Over the past 6 months IS&T Systems has facilitated several network architecture changes in the pursuit
of better service to computer users in both performance and security. This portion of the document
explains the changes that have been made through the past year.
The use of network address translation to increase security
There are several reasons why NAT is common place in current networks. The two most prominent
reasons are a shortage of available IP address space and an implicit firewall policy. The network at PKI
uses mixed NAT and public IP addressing. Each has its benefits, but it can also cause problems. The
following diagram is a small part of our network 12 months ago.
Private Lab
Networks
Private NAT
Router
PKI Building
Network
PKI Core
Router
Internet
Private
Workstations
Public Workstations
and Servers
IS&T made extensive use of private addressing for research networks. The primary goal was to increase
security and that was a success. However, several drawbacks arose. Nearly all traffic is forced through
the Private NAT router. While the NAT router operates at 1000Mbps and UNO’s Internet connection
runs at 100Mbit, a majority of burst traffic occurs to/from servers inside PKI. The limited scalability of
this solution soon became apparent; the NAT router becomes the bottleneck in our design.
To mitigate the bottleneck issue, IS&T took several heavily used servers and multi-homed them. That is
gave them addresses on both public and private networks. While this solution works, it is far from
optimal. It increases management overhead, requires several non-standard tweaks to DNS to keep
clients connecting to the appropriate adapter on a server, and some applications simply don’t function
right under this set up, in particular any application requiring a license server. This is ignoring the fact
that humans do make occasional mistakes and a mistake configuring a DNS entry can render the service
it pertains to useless until it is fixed.
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Transitioning back to all public addresses was not an option and remains so to this day. Several labs use
network sniffers as educational tools and UNO policy dictates that these networks must be isolated on
the layer 1 and 2 network level. A new approach was needed to maintain security, improve
performance, and simplify server management.
A new approach – Internally routable private addresses
IS&T Systems came up with a new network model to solve these issues without increasing our security
footprint. We wanted to make full use of the PKI Core. It has the capability to route 1.2Tbps, and has
20Gbps fiber links to the edge switches. Compare this to the 1Gbps the NAT router offers, it is a
phenomenal improvement. We came to the conclusion that we needed to make use of the core router
and policy routing to increase performance and decrease management overhead. The following diagram
illustrates our new model, which, excluding a few minor details, has been implemented fully.
Private
Workstations
PKI Border
Router
PKI Building Network
(including the PKI-Core router)
Internet
Public Workstations
and Servers
Private NAT
Router
The new model calls for the core to handle all routing in the building. Private and Public networks are
handled the same. The difference comes when a workstation or server makes a request destined for the
Internet. The core router uses policy routing to forward public addresses directly to the PKI Border
router as usual. However, private addresses are routed to the Private NAT router, now placed at the
border of the PKI network. NAT only occurs for packets destined for the Internet or North Campus. The
performance increases and simplification of server management became immediately visible to the IS&T
systems staff.
The networks’ bottlenecks have been eliminated and the NAT router is no longer saturated on a daily
basis, research networks are still isolated from the rest of the network using VLAN technology, server
-536-

configuration has become significantly simpler, and the NAT router is now able to handle the load
without any question of performance.
-537-

College of IS&T Classroom, Lab, and Research Computers
The Systems Staff maintains classrooms and computer labs that directly support academic and research
endeavors of the College. Each lab is unique in function, and customized to suit student, faculty, and
staff needs. Students, faculty, and staff may login using their UNO netID. Lab hours are posted outside
of each room. For software installation requests, please contact us at any time.
All computer labs and classrooms have Dell® Precision 390 workstations with the following
specifications:
Intel® Core 2 Duo 2.66Mhz processor
160GB Hard Drive
2GB of RAM
NVIDIA® Quadro FX 3500 Video Card
7 USB ports
3 fire wire ports
Audio jacks in the front and rear
DVD/RW Drive
Below is a list of classroom and lab functions, number of seats, and number of computers.
Room Purpose Seats Computers
PKI155 Classroom 45 1
PKI157 Classroom 23 1
PKI158A Public Computer Lab 50 50
PKI158C IST&E Student Computer Lab 42 40
PKI158G “WOW” Room 10 8
PKI158K Data Mining Lab 20 10
PKI160 Instructional Technology Center - Distance Learning 44 1
PKI161 Instructional Technology Center - Distance Learning 26 1
PKI164 Instructional Technology Center - Distance Learning 56 1
PKI172a Dean's Conference Room 8 1
PKI252 Classroom 45 1
PKI256 Classroom 40 1
PKI259 Graduate Student Lab 9 9
PKI260 Instructional Technology Center 45 45
PKI261 Classroom 35 1
PKI263 Classroom 34 1
PKI269 Instructional Technology Center 30 30
PKI270 Classroom 30 1
PKI274 PhD Student Lab 13 13
PKI276 Instructional Technology Center 30 30
PKI277 Conference Room 8 1
PKI278 Instructional Technology Center for Networking 16 16
PKI 279 Instructional Technology Center 30 3
-538-

PKI285A STEAL Lab 3 8 8
PKI335 Classroom 28 1
PKI350 STEAL Lab 1 40 40
PKI355 Graduate Student Lab 2 2
PKI356A One IP Lab 20 7
PKI356C Adjunct Faculty 3 3
PKI357 E-Learning Lab 2 2
PKI356B Systems Office 12 30
PKI359 Classroom 44 1
PKI360 W.I.N.D.S. Research Lab 4 4
PKI361 STEAL Lab 2 25 25
PKI362 CMANTIC Research Lab 4 5
PKI366 Chronoscope Research Lab 5 5
PKI366A Systems Storage 0 4
PKI367 IS&T Attic 12 12
PKI370 MOSAIC Research Lab 4 4
PKI374 Metaverse Research Lab 6 6
PKI375 Multimedia Production Lab 15 15
PKI377 Classroom 30 1
PKI378 Bioinformatics Research Lab 6 6
PKI383 Classroom 32 1
PKI387 Classroom 25 25
Faculty/Staff Office Computers/Laptops 90 120
Laptops Group Decision Support/Systems Checkout 0 24
Totals 1086 607
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College of IS&T Printing
Faculty and Staff Printing
There are two Konica Minolta 750 printers available for Faculty and Staff use. They are located in rooms
170 and 270, and have scanning, copying, and stapling functionality built in. These printers are
automatically installed when you login to your office computer using the IS&T domain. To locate them
on your Windows computer open your control panel and click printers.
Student Printing
All students with a valid UNO Net ID and MavCard may use the printer in lab 158a. For more
information, see instructions here. Graduate and PhD students may print in your respective labs and
offices. If you are experiencing trouble printing, please call us at 554-4932.
Wireless Printing
Faculty and Staff members may print from the wireless network; however you must be connected to our
VPN. After connecting to the VPN, click the install printers link. The 1st and 2nd floor faculty printers will
install automatically.
(Type PKI-IST\your-username and your domain password when prompted)
Step 1) Install IS&T VPN (Windows XP and Vista)
1. Download the IS&T VPN Installer. ** If you have a modem in your computer you will need to
disable this. This can be done by opening up the Control Panel and going to Device Manager ->
Network Adapters, then locate your modem and Right-click -> Disable.
2. Navigate to the directory where you saved the file. Double click it to install the application.
3. Click 'Yes' to install the VPN client.
4. Check the box to save a shortcut on your desktop.
5. Double click the 'IS&TVPN - Shortcut' on your desktop to connect to the VPN.
6. You will see a box popup with the UNO logo. Type in your IS&T username and password,
followed by PKI-IST in the 'logon domain' box. (To connect faster in the future, you may check the
'Save Password' or 'Connect Automatically' boxes.)
7. Click connect.
8. You may see your connection status at anytime or disconnect by double clicking the 'IS&TVPN -
Shortcut' on your desktop.
Step 2) Install IS&T Printers (Windows XP and Vista)
1. Download the IS&T Printer Installer.
2. Navigate to the directory where you saved the file. Double click it to install the application.
3. Setup should take anywhere from 10 - 60 seconds. You can watch the status of the installation by
going to your Control Panel and opening up the printers folder.
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4. You will receive a success message if the printers install properly, and error message if the install
fails. If you do receive an error message, please contact the systems office at 554-4932.
Below is a list of all printers managed by IS&T Systems. Printers with an * indicate a shared device.
Location
Model
PKI 158A* HP LaserJet 4200n (2)
PKI 170*
Konica Minolta Magicolor
PKI 170B HP Photosmart 1215
PKI 172 HP Laserjet 2200
PKI 172B HP Laserjet 4050
PKI 172C
HP Deskjet 970cxi
PKI 172C HP LaserJet 2200
PKI 172E HP DeskJet 5600
PKI 173A HP Laserjet 4050
PKI 173C Dell 1720
PKI 173D HP LaserJet 2200
PKI 173E HP Officejet 6300
PKI 174C
HP Laserjet 2200DN
PKI 174E HP LaserJet 1018
PKI 174F HP Photosmart 1215
PKI 174G HP PSC 2400
PKI 174H HP LaserJet 4050
PKI 174I HP LaserJet 2200
PKI 175A HP Color Laserjet 4500
PKI 175A
HP Officejet G55
PKI 175c
HP DeskJet 970 CXi
PKI 175D HP LaserJet 3330
PKI 175E HP Laserjet 2100
PKI 176B HP LaserJet 1022
PKI 176C HP DeskJet 5100
PKI 176D*
Magicolor 2300DL
PKI 176D
Konica Minolta 2300DL
PKI 176E HP LaserJet 1022
PKI 177A HP Photosmart 1215
PKI 177A
HP LaserJet4050 Series PS
PKI 177B HP OfficeJet 7400
PKI 177C
HP PhotoSmart C5180
PKI 177D HP Laserjet 2200
PKI 259* HP Laserjet 4050
-541-

PKI 260* HP Laserjet 4050
PKI 269*
HP LaserJet 4350tn Printer
PKI 274*
HP Laserjet 2015DN
PKI 275B
HP LaserJet 1100 Series
PKI 276*
HP LaserJet 4350tn Printer
PKI 279* HP Laserjet 4050
PKI 280A*
HP 4050N
PKI 280B HP Laserjet 4050
PKI 280C HP Color Laserjet 5500
PKI 281A
HP Color Laserjet 2600N
PKI 281C NEC SuperScript 870
PKI 281D HP Color LaserJet 1000
PKI 281E
Hp LaserJet 1320 Series
PKI 282B HP PhotoSmart 1215
PKI 282C HP LaserJet 2200
PKI 282D
HP Professional 2000C
PKI 282E HP LaserJet 2420
PKI 282F HP LaserJet 2200
PKI 282G
HP LaserJet 2100TN
PKI 282H HP LaserJet 3030
PKI 282I HP LaserJet 3030
PKI 283B HP PhotoSmart 1215
PKI 283E
HP DeskJet 895C Series
PKI 284A HP PhotoSmart 1215
PKI 284B HP LaserJet 1022
PKI 284C HP LaserJet 1022
PKI 284D hp LaserJet 1320
PKI 284E HP LaserJet 2200
PKI 285A HP PhotoSmart 1215
PKI 286*
HP Laserjet 5550 Color Printer
PKI 355*
HP 2100TN
PKI 356B*
HP LaserJet 4050 Series PS
PKI 360* HP Laserjet 2420
PKI 362*
HP LaserJet 2420 PS
PKI 375 *
Sharp Color Printer
PKI 378* HP LaserJet 2200
PKI 391* HP Laserjet 8100
-542-

College of IS&T Virtualization Report – January 2009
During the summer of 2008, the PKI Foundation did a round of server upgrades for the College of IS&T, the
College of Engineering, and the PKI Infrastructure group. Virtualization had started to take a foothold in the IT
industry as a cost effective IT tool, so it was debated as to whether to continue using our physical server layout
that we had in the past, or forge ahead with this new technology. After several in depth discussions, it was
decided that all 3 entities would push forward with virtualization. This document gives a broad technical overview
of the college of IS&T’s virtualization infrastructure.
Virtualization Software
VMware Infrastructure Enterprise was chosen after a product demo. It proved to be stable, flexible, and was the
industry standard for x86 virtualization at the time (and still is as of this document’s publish date). VMware
supports a wide variety of features that increase the performance of the virtualization farm. A brief summary of
these features follows:
VMware Virtual Center – A centralized console for managing all aspects of the virtualization
cluster.
VMFS – Shared storage file system that runs over Fiber Channel or iSCSI SAN Fabrics.
VMotion/SVMotion – Ability to move a live virtual machine from one ESX host to another
without rebooting, downtime, or loss of data.
DRS – Distributed Resource Scheduling. A service that uses VMotion to balance physical server
load to provide optimum VM performance.
VMware HA – A service that monitors hardware health metrics and will evacuate VMs from a
host if hardware failure is eminent.
VMware Consolidated Backup – An API for backup software to efficiently back up virtual
machines over the SAN without impacting the performance of the cluster.
Performance metrics to measure bottlenecks for cluster performance to help ensure peak
performance.
VMware Converter Enterprise – Software to convert existing physical servers into virtual servers.
Virtualization Hardware
After reviewing configuration options, 4 Dell 2950 servers were chosen with 8 processor cores, 32GB of ram, and
6x1 gigabit network connections. The servers were built with reliability and performance in mind. iSCSI was
chosen as a SAN protocol as it fit into our existing network infrastructure, proved to be more cost-effective than
Fiber-Channel, and is displacing Fiber-Channel as the industry standard storage protocol.
PKI donated space on the EMC CLARiiON to the virtualization farm. The CLARiiON has redundant power, network,
data paths, and data movers. In short, any component can fail without a SAN outage. An EMC AX4-5i was
purchased as a secondary storage medium for backup.
Current State
At the end of the summer 2008 semester, the VMware cluster was set up and testing began. The cluster endured
several tests of SAN component failure, network failure, hardware failure (memory errors, etc) and still remained
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stable. During the fall semester of 2008, virtualization was implemented and IS&T’s existing server infrastructure
was converted over to virtual machines. IS&T maintains a few core servers outside the VMware cluster to keep
vital services operating if the cluster were to suffer a complete failure.
Traditionally, new server hardware requires a fresh Operating System install which lengthens the time required to
implement hardware upgrades. This is no longer true and is a great benefit of Virtualization. The decoupling of
hardware upgrades and software upgrades has greatly increased the flexibility and productivity of IS&T Systems.
When the next round of hardware upgrades come through, a rolling upgrade can and will be performed. That is
upgrade hardware piece by piece while keeping all the VMs operational. This significantly reduces the amount of
time spent on hardware upgrades and allows software upgrades to be performed at a more appropriate time.
Performance
The virtualization cluster has performed beyond expectations. For the month of December 2008, CPU load
averaged 11.3% and peaked at 30%; Memory utilization averaged 66%. The cluster currently runs 48 virtual
machines (production, research, and internal R&D VMs). It is important to emphasize that for virtualization
clusters to maintain optimal performance, resource utilization should peak at 80% or below.
Power consumption has been drastically decreased and while metrics for SAN and network are not available, but
the cluster nodes utilize only 800 watts of power total, over a 3 fold reduction in power utilization. This has also
reduced the cooling requirements for the production server room. While IS&T does not directly pay for power, it
is an important contribution to keeping the university utility costs down.
The next section of the document will list all IS&T servers, both virtual and physical.
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College of IS&T Servers
The Systems Staff maintains numerous servers that directly support academic and research endeavors of the
College. Each server is unique in function, and customized to suit student, faculty, staff, or project needs.
Production Virtual Machines (16)
VM Hostname Description Contacts
altiris
Deployment Server: Altiris Deployment Server,
Deepfreeze Enterprise Server, DHCP Services for the
Network
-545-
James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
bfdc1 Domain Controller for the Blackforest site James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
bfdc2 Domain Controller for the Blackforest site James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
cistvss IST Systems internal SharePoint server Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
exchange Mail server Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
license1
license2
Licensing server for OPNet, MATLAB, any pooled license
software we have.
Redundant license server for MATLAB, any pooled license
software we have.
James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
manage Production Domain Controller, Production print server Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
metis
Production Domain Controller; McAfee E-Policy
Orchestrator Server; Temporary license server for OPNet
Joe Hrabak
chrabak@mail.unomaha.edu

James Harr
jharr@ist.unomaha.edu
pf1 NAT Router for private network addresses James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
pf2 Redundant NAT router James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
six 2008 test domain controller Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
sus
Windows Server Update Services (Manages software
updates for Microsoft products)
Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
svn Subversion (revision control) server James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
vpn VPN Server Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
windows-web Primary Production Web Server Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
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College of IS&T Production Non-VM Servers (112 including 56 Blackforest nodes)
VM/Non-VM
Hostname
Short Description
Contacts
acm
Web & Project server for the UNO ACM Association of
Computing Machinery Chapter
-547-
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
Erin Cox tygrr.v2@gmail.com
apollo Community Outreach Production Zac Fowler
zfowler@unomaha.edu
atticfw Community Outreach Firewall Zac Fowler
zfowler@unomaha.edu
azureus Course development server Joe Hrabak
chrabak@mail.unomaha.edu
bfnfs Blackforest Cluster Network File System Server James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
biigserver Bioinformatics Development server (Non-VM) James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
biigserver2 biigserver replacement James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
biobase Bioinformatics Course and Development server (Non-VM) James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
bioshare Bioinformatics Sun Storage (Non-VM) Mohammad Shafiullah
mshafiullah.ne@gmail.com
Josh Johnston
mociyl@gmail.com
blackforest Blackforest Cluster Web interface (Non-VM) James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
blizzard
Student development server for Programming on the
Internet
Robert Fulkerson
robert.fulkerson@gmail.com
chronoscope Text Mining Lab server (Non-VM) Mohammad Shafiullah
clabsvn
CLAB (Collaborative Laboratory for Applied Bioinformatics)
SVN server (Non-V M)
mshafiullah.ne@gmail.com
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
cmjsp Chad Meyer’s Japanese study web application Mohammad Shafiullah
mshafiullah.ne@gmail.com

Chad Meyer
chadmeyer001@gmail.com
csalpha Computer Science server (Non-VM) Stan Wileman
stanw@unomaha.edu
Csalpha2 Computer Science server (Non-VM) Stan Wileman
stanw@unomaha.edu
Csalpha3 Computer Science server (Non-VM) Stan Wileman
stanw@unomaha.edu
db Community Outreach Database Server Zac Fowler
zfowler@unomaha.edu
callisto Community Outreach Development Server Zac Fowler
zfowler@unomaha.edu
df
Web server for the KEWI (Knowledge Engineering and Web
Intelligence) Group
-548-
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
Josh Johnston
mociyl@gmail.com
elearning Production Faculty/Staff Streaming Media Server Joe Hrabak
chrabak@mail.unomaha.edu
esx1 Clustered Virtual Server Farm Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
esx2 Clustered Virtual Server Farm Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
esx3 Clustered Virtual Server Farm Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
esx4 Clustered Virtual Server Farm Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
flashcom Community Outreach Streaming Media Server Zac Fowler
zfowler@unomaha.edu
gsaf Gene Sequence Analysis Facility legacy server at UNMC Mohammad Shafiullah
mshafiullah.ne@gmail.com
hive
College of IST Ubuntu, CentOS, and OpenBSD mirror (Non-
VM)
James Harr
jharr@ist.unomaha.edu
istaudit Nessus Scanner Server Josh Johnston
mociyl@gmail.com
Mohammad Shafiullah
mshafiullah.ne@gmail.com
James Harr
jharr@ist.unomaha.edu

ist-file College of IST user network shares server (Non-VM) Joe Hrabak
chrabak@mail.unomaha.edu
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
irc Systems Administrators’ communication server James Harr
jharr@ist.unomaha.edu
jrt Software Engineering course server James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
Josh Johnston
mociyl@gmail.com
karp2 Dr. Chundi’s text mining research server James Harr
james.harr@gmail.com
Mohammad Shafiullah
mshafiullah.ne@gmail.com
kitty Clone of blizzard for testing purposes Bob Fulkerson
rfulk@unomaha.edu
klab
private Wiki for CLAB (Collaborative Laboratory for Applied
Bioinformatics) (Non-VM)
-549-
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
lb1 NAT Router for the Blackforest Cluster (Non-VM) James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
lb2
Redundant NAT Router for the Blackforest Cluster (Non-
VM)
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
mascot Web server for the Bioinformatics tool Mascot Mohammad Shafiullah
mshafiullah.ne@gmail.com
missouri Community Outreach Webserver Zac Fowler
zfowler@unomaha.edu
mp1 Bioinformatics course server (for Mark Pauley) (Non-VM) Mohammad Shafiullah
mshafiullah.ne@gmail.com
mp2 Bioinformatics course server (for Mark Pauley) (Non-VM) Mohammad Shafiullah
mshafiullah.ne@gmail.com
necro Linux Server BackupPC solution James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
oracle Database course server Joe Hrabak
chrabak@mail.unomaha.edu
padev Web server for the tool for the pattern discovery and Joe Hrabak

usage in virtual project management
chrabak@mail.unomaha.edu
pegasus Community Outreach Development Server Zac Fowler
zfowler@unomaha.edu
phpmysql
Joe Hrabak
chrabak@mail.unomaha.edu
phylogeny
Bioinformatics course
server (for Dhundy Bastola)
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
rain
Rheumatoid Arthritis Investigational Network web server Mohammad Shafiullah
research
(Non-VM)
College of IST research Windows Terminal Server (Non-
VM)
mshafiullah.ne@gmail.com
James Harr
jharr@ist.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
sp1
Motif Tools Assessment Project Development server (for
Dan Quest) (Non-VM)
Mohammad Shafiullah
mshafiullah.ne@gmail.com
sp2
Redundant Motif Tools Assessment Project Development
server (for Dan Quest) (Non-VM)
Mohammad Shafiullah
mshafiullah.ne@gmail.com
ssp Sharepoint server Joe Hrabak
chrabak@mail.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
vulcan Student Programming/Web development James Harr
jharr@ist.unomaha.edu
Joe Hrabak
chrabak@mail.unomaha.edu
Mohammad Shafiullah
mshafiullah.ne@gmail.com
zenoss Monitoring server Mohammad Shafiullah
mshafiullah.ne@gmail.com
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College of IS&T Classroom and Lab Software List – Spring 2009
The College of IS&T has various software available for faculty, staff, and student use in our classroom and labs. Applications with an * indicates site license or open source.
Software Package 155 157 158a 158c 158k 160 161 164 260 261 269 270 276 278 279 357 359 375 383 387 391
Adobe Reader* x x x x x x x x x x x x x x x x x x x x
Adobe Acrobat Professional 8
x
Adobe Creative Suite
x
Adobe Photoshop CS3
x
Adobe Creative Suite 4 Web Prem
AllFusion Suite 7* x x x x x x x x x x x x x x x
ArcView GIS 3.3
x
Camtasia Studio 5
x
CN 3D 4.1 x x x
Clickers* x x x x x x x x x x x x x x x x x x x x
Clickers PowerPoint* x x x x x x x x x x x x x x x x x x x x
ColdFusion Studio
x
Eclipse* x x x x x x x
Firefox* x x x x x x x x x x x x x x x x x x x x
Flash Player* x x x x x x x x x x x x x x x x x x x x
Gimp 2.0* x x x
Gnu Prolog* x x x
Google Earth* x x x
Homesite 4.5* x x x
IBM Rational Requisite Pro x x
Java* x x x x x x x x x x x x x x x x x x x x
Jcreator x x x
Maple x x
MapWin x x
Matlab
x
Maya 7.0
x
McAfee Anti-Virus* x x x x x x x x x x x x x x x x x x x x
Microsoft Internet Explorer* x x x x x x x x x x x x x x x x x x x x
Microsoft Office 2007* x x x x x x x x x x x x x x x x x x x x
Microsoft Project 2007 x x x x x x x x x x x x x x x x x x x x
Microsoft Visio 2007 x x x x x x x x x x x x x x x x x x x x
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Microsoft Visual Studio 2005* x x x x x x x x
Microsoft Visual Studio 2008* x x x x x
Microsoft Visual Studio 6* x x x
Microsoft Silverlight* x x x x x x x x x x x x x x x x x x x x
Microsoft SQL Server x x x
Multisim 7 x x x
Multisim 8 x x x
Netbeans IDE 5.5* x x x
OpNet
x
Oracle x x x x x x x x x x x x x x x x x x
PC Alert* x x x x x x x x x x x x x x x x x x x x
Pov-Ray 3.6 x x x
Primo PDF* x x x x x x x x x x x x x x x x x x x x
Putty* x x x x x x x x x x x x x x x x x x x x
Python* x x x x
Quicktime Player* x x x x x x x x x x x x x x x x x x x x
QT by Trolltech 4.1.1 x x x
Real Player* x x x x x x x x x x x x x x x x x x x x
SAP Front End* x x x
SAS* x x x x x x
See5
x
Shockwave Player* x x x x x x x x x x x x x x x x x x x x
SPSS x x
SQL Yog x x x
SWI Prolog x x x x x x x x x x x x x x x
Terragen x x x
Visual Ham
x
Visual Logic x x
Visual Prolog x x x
WinSCP* x x x x x x x x x x x x x x x x x x x x
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Other Software Available at the College of IS&T
MSDNAA
The Microsoft Developer Network Academic Alliance is a program that the College of IS&T
subscribes to that allows us to offer free Microsoft software to Faculty, Staff, and students that
have majors or minors declared in Computer Science, MIS, Bioinformatics, and Information
Assurance. Below is a current list of available software. For more information, go to
http://www.ist.unomaha.edu/msdnaa . If you would like to provide this to your students,
please send us a class list and course number.
Expression Studio
Microsoft Groove 2007
Microsoft InfoPath 2007
Microsoft OneNote 2007
Microsoft Project Professional 2007
Microsoft SharePoint Designer 2007
Microsoft SQL Server 2005 Standard Edition - 32-bit - DVD
Microsoft Visio Professional 2007
Microsoft Visual Studio 2008 Professional
Windows Server 2003 R2 Enterprise - 2 Discs
Windows Server 2003 Standard Edition
Windows Server 2003 Web Edition
Windows Server 2008
Windows Services for UNIX
Windows Vista Business (32 and 64bit)
Windows XP Professional (32 and 64bit)
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College of IS&T Research Labs and Projects
BioCMS
Website: https://biodev.ist.unomaha.edu
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Overview:
BioCMS is a prototype version of a Content Management System developed for enhancing the
bioinformatics researcher experience. This project is being undertaken by the Genetic Sequence
Analysis Facility at the College of IS&T at the University of Nebraska at Omaha using WebGUI.
Bioinformatics Lab
Location: PKI378
Director: Dr. Hesham Ali, Dean
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Equipment:
5 Dell Desktops
1 Mac Desktop
1 Printer
Flat Screen LCD TV
Overview:
Bioinformatics merges computer and information science with the study of genetic information and
biological structures. Bioinformatics allows researchers to open new windows of insight into our genetic
makeup, providing pathways to understanding disease processes and creating novel diagnostic and
treatment strategies. There is an immense and growing need for experts in this field, in order to
capitalize on the growing body o knowledge regarding the genome.
Blackforest Cluster
Location: PKI158B
Director: Mike Grove
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com, James Harr –
jharr@unomaha.edu
Website: http://blackforest.gds.unomaha.edu/
Equipment:
56 IBM Servers
3.2 TB Centralized Storage
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Overview:
The Blackforest Computing Cluster was funded through the National Science Foundation's Biomedical
Research Infrastructure Network, and is located in the College of Information Science and Technology at
the University of Nebraska at Omaha. The Blackforest is one of four clusters in Nebraska funded through
BRIN, each capable of utilizing the computational power of the others in times of need.
Currently the Blackforest Cluster at the University of Nebraska at Omaha consists of forty nodes, which
run MPICH. MPICH is a freely available, portable implementation of MPI, the Standard for messagepassing
libraries. Message passing is a paradigm used widely on certain classes of parallel machines
especially those with distributed memory. There is also a proprietary web interface solution we call
"Nazo". This interface allows chemical and biomedical researchers to manage their interaction with the
cluster in a simple, easy to understand manner. All results are stored locally, so that researchers can
retrieve any query/job run in the past. In addition, researchers can apply to house their own custom
BLAST databases on the cluster, for faster searches with near real-time updatability.
Chronoscope
Location: PKI366
Director: Dr. Parvathi Chundi
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Equipment:
3 Dell Desktops
1 IBM Desktop
1 Server(IBM)
Overview:
The objective of this project is to extract temporal information by constructing several time
decompositions (time points). Now we are studying the time decomposition problem in the context of
medical research abstracts. We extract temporal information pertaining to a disease or an organism by
constructing several time decompositions of research abstracts and by correlating the meta-information
associated with the abstracts. This experimental study will demonstrate the effectiveness of the time
decomposition method on research journal articles in the medical domain.
CMJSP
Website: http://cmjsp.ist.unomaha.edu/
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Overview:
This site is designed to help intermediate and advanced students of the Japanese language further
develop their language skills. It works by having the user create lists of kanji or words they wish to study
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and then using these lists in review applets. Words can be added to lists by either directly finding words
in the Dictionary, to performing queues on the database to find words that match your criteria. Once
you have a list with all the words you want, go to the Review section to review it.
i3Bio
Website: http://i3bio.gds.unomaha.edu/
Technical Contact: James Harr – jharr@unomaha.edu
Overview:
Advances in medicine such as organ and bone marrow transplantation have increased the number of
people who are immuno-compromised and susceptible to mycobacterial infections. Mycobacteria in
general and Mycobacterium tuberculosis specifically are known as the great imitators in clinical
medicine because the symptoms that they cause resemble numerous other diseases. The ability to
detect and identify microbial pathogens rapidly for optimal patient management is limited by growthbased
phenotypic testing methods now used in the microbiology laboratory. This limitation is of greatest
challenge for the evaluation of those pathogens that grow slow, those that require specialized methods
for detection and identification, and for those emerging pathogens that have become more common in
current clinical practice. Organisms commonly associated within this group include, but are not limited
to the Mycobacterium species and fungi.
Cmantic Lab – Collaborative Multi-Agent Networking Technologies and
Intelligent
Location: PKI362
Director: Dr. Raj Dasqupta
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Website: http://prithviraj.dasgupta.googlepages.com/cmanticlabpage
Equipment:
4 Dell Desktops
1 Printer
Overview:
This research lab focuses on the following major topics: multi-agent systems, swarmed robotics and
game theory and computational economics.
Led by Dr. Raj Dasgupta, the research focus for the group is in developing technologies for coordinating
individual resource-constrained components to behave collectively and collaboratively as a single, largescale
distributed system. A major application is controlling a team of mobile mini-robots using multiagent
algorithms. The unique contribution of this research has been to integrate market-based
techniques for multi-robot coordination with swarm-based techniques for robot control.
We are currently developing technologies for coordinating individual resource-constrained components
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to behave collectively and collaboratively as a single, large-scale distributed system. One of our major
applications is controlling a team of mobile mini-robots using multi-agent algorithms to collaboratively
perform complex tasks in an unknown environment. The unique contribution of our research has been
to integrate market-based techniques for multi-robot coordination with swarm-based techniques for
robot control.
The Collaborative Multi-Agent Networking Technologies and Intelligent Coordination Lab is located at
the Peter Kiewit Institute, Room 362.
Data Mining Lab
Location: PKI158K
Director: Dr. Yong Shi
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Website: http://prithviraj.dasgupta.googlepages.com/cmanticlabpage
Equipment:
9 Dell Desktops
Overview:
The data mining research laboratory was set up by NU foundation to support research and teaching on
data warehousing and data mining, and to allow students, faculty, and industry fellows to conduct
application-oriented projects for analytic customer relationship management (CRM), bioinformatics and
other real-world applications. The multidisciplinary nature of these projects means that the laboratory
will significantly enhance the collaboration in the departments of IS&T: Computer Science and
Information System and Quantitative Analysis, and between IS&T and other university units, such as the
College of Engineering and Technology in the PKI building, the College of Business Administration at
UNO, UNMC, and numerous business and industry for joint research and teaching activities in data
mining.
E-learning Lab
Location: PKI357
Director: Dr. Leah Pietron
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Website: http://elearning.ist.unomaha.edu
Equipment:
1 Dell Desktop
1 Mac Desktop
Web cameras
Headsets with voice
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Overview:
The E-Learning Lab is designed for faculty and staff to create classroom material (Videos/Lectures) for
online and distance education.
Group Decision Support Lab
Location: PKI279
Director: Dr. GJ deVreede
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Equipment:
22 Dell Laptops
1 Dell Desktop
3 Projectors
Overview:
The Group Decision Support Lab is an active high-tech meeting room with facilities which enhance faceto-face
meetings in the room, as well as computer-mediated collaborations involving participants
worldwide. The lab contains presentation, display, and communication technologies which enhance the
information exchange for all meeting participants. Research efforts in the Group Decision Support Lab
address meeting facilitation, meeting participation, information exchange, and document collaboration.
MTAP
Website: http://biobase.ist.unomaha.edu
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Overview:
Automated regulatory motif detection is a fundamental problem in molecular biology. Currently, there
are more than 80 different tools for identification of cis-regulatory motifs. Consequently, it is extremely
difficult for the molecular biologist to know which tools are effective even on the most simple of
genomes. A root cause of this is a lack of good datasets for benchmarking. Recently, Tompa et al. (2005)
proposed a dataset and complementary benchmark for eukaryotes. In this work, we expand upon this
study by introducing a complementary dataset and benchmark for Escherichia coli and Bacillus subtilis.
Using RegulonDB and DBTBS as our true positives, we evaluated sensitivity, specificity and other
important statistics for prokaryote motif detection programs. Even though this domain is less
challenging than eukaryotes, our preliminary data shows that current motif detection programs still fall
short of accurate detection of regulatory motifs in prokaryotes. We therefore believe that there is still a
great opportunity for improvement in motif discovery methods.
Metaverse Lab – Second Life
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Location: PKI374
Directors: Dr. Khazanchi, Dr. Ilze Zigurs
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Website: http://slurl.com/secondlife/IS&T%20Nebraska%20Omaha/131/26/37
Equipment:
4 IBM Desktops
1 Dell Desktop
Flat Screen LCD TV
Headsets
Overview:
Metaverses are fully immersive 3-dimensional virtual worlds in which people interact as avatars with
each other and with software agents, using the metaphor of the real world but without its physical
limitations. The ubiquitous availability of high speed Internet access has spurred enormous interest in
virtual worlds like SecondLife and World of Warcraft, both in terms of user gaming and potential as a
new technological platform for global virtual collaboration. These environments allow for richer, more
engaging collaboration but their capabilities have yet to be studied and explored in depth. The lab was
setup with seed funding from the NU Foundation Tech Fee grant of $200,000 with the primary goal to
sustain a cross-disciplinary and collaborative effort that focuses on leveraging virtual world technology
capabilities for facilitating e-learning and conducting research and development in such immersive,
multi-participant 3D environments. Students and faculty in the lab work on creative projects in
collaboration with other UNO colleges while building on research already conducted under the
supervision of Drs. Khazanchi and Zigurs over the past year. The overall research goal of the lab is to
enhance virtual team and virtual project management practice in the context of these new technology
environments.
Multi-Media Lab
Location: PKI375
Technical Contact: Zac Fowler – zfowler@unomaha.edu
Equipment:
10 Dell Desktops
5 Macintosh
Keyboards
Tape Decks
Recording devices
Modeling and Simulation Lab
Location: PKI370
Director: Dr. Mahadevan Subramaniam
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
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Equipment:
4 Dell Desktops
1 Printer
Overview:
The Modeling, Simulation and Automated Inference Center (MOSAIC) conducts collaborative
instruction, research, and development in the areas of modeling, simulation, visualization, and
verification of complex interdisciplinary applications domains including transportation, public health,
intelligent buildings, web, and financial data studies. The laboratory will address the following research
problems that are cross-cutting across several simulation applications.
Omaha Wireless
Website: http://omahawireless.unomaha.edu
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Overview:
Omaha Wireless Network is a grassroots effort proposed by a group of students at the University of
Nebraska at Omaha to build a wireless Metropolitan Area Network (MAN) in Omaha, Nebraska, extend
it to the rural areas of Nebraska and beyond. This is an attempt to provide free, ubiquitous wireless
connectivity to the community. The goal is to build a self-sufficient wireless network that can be used for
various services that may be found on the Internet: web, mail, chat, gaming and resource sharing. Such a
network will not depend on the Internet for content or connectivity. Instead, it can work in conjunction
with the Internet to supplement ways for one to better use connectivity. Users on this wireless network
who wish to share their bandwidth may function as Internet Service Providers (ISPs) and provide access
to the Internet.
Security Technology Evaluation and Analysis Laboratories (STEAL)
Location: PKI350
Director: Dr. Bill Mahoney
Technical Contact: Lucas Wentz – lwentz@unomaha.edu
Equipment:
25 Dell Desktops
Internal, air gapped network
Overview:
The Nebraska University Consortium on Information Assurance (NUCIA) supports three labs.STEAL One is
designed to be an open laboratory for students to use both for coursework and individual exploration.
The lab is fully configurable, with many different operating systems and application sets to choose from.
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Our goal is to create a flexible environment that can be used to create or simulate any desired computing
capability or environment.
STEAL Two has been designed to be a hands-on instructional laboratory. It has been sized to allow entire
classes (max 28 participants) to collectively engage in academic Information Assurance exercises of all
kinds. As with STEAL One, the lab has been designed to be completely flexible, to allow users to simulate
most any type of environment imaginable. A set of dedicated servers provides backbone services, such
as DNS, DHCP, PXE, TFTP, routing, and the like. Each of these services is configurable as well, in order to
allow for more accurate simulations.
STEAL three is a place where NUCIA students, scholars, student workers, Etc congregate and work.
Designed as a lounging area, STEAL 3 generally has a "laid-back" atmosphere where people can relax and
discuss IA topics, get answers to questions from faculty and attend meetings and ad-hoc information
assurance events.
Statpack – (Secure telecommunications application terminal)
Location: PKI364
Technical Contact: Mike Grove – mrgrove@unomaha.edu
Director: Dr. Ann Fruhling
Website: http://statpack.org/
Overview:
The STATPack (Secure Telecommunications Application Terminal) system is an Emergency Response
system for the Public Health Microbiology Laboratories. The STATPack Laboratory is fully equipped to
support this project. The laboratory has 3 client/production computer systems configured for
production support and training, 4 developer work stations for programming and testing, and 3
development servers with version control software and server development tools for unit testing,
integration testing and system testing.
Winds Lab – Wireless infrastructure for networks of distributed systems
Location: PKI360
Director: Dr. Jong – Hoon Youn
Technical Contact: Mohammad Shafiullah - mshafiullah.ne@gmail.com
Website: http://motes.ist.unomaha.edu
Equipment:
Flat screen LCD TV
5 IBM Desktops
1 Mac Desktop
1 Printer
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Overview:
The Wireless Infrastructure for Networks of Distributed Sensors (WINDS) laboratory is specifically
designed to include sensor network testbeds for supporting research activities for the college and other
research groups in Nebraska. The main goal of the research in this lab is to provide an innovative and
comprehensive research and development program that result in solutions for high-speed wireless data
network connectivity problems in rural as well as urban Nebraska. In particular, the following four
objectives have been identified for the lab's research efforts.
Develop a wireless network laboratory with testbeds and a working prototype of a highperformance
wireless data network infrastructure for supporting research, education, and
services in wireless sensor networks.
Investigate solutions for a number of research problems in wireless sensor networks, which have
inhibited complete utilization of high-speed wireless data network technology in critical
applications in agriculture, transportation and bio-security in Nebraska.
Employ wireless networks solutions in various real-world applications.
The Wireless Infrastructure for Networks of Distributed Sensors (WINDS) Lab is located at the Peter
Kiewit Institute, Room 360.
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College of IS&T Websites
The Systems Staff maintains numerous websites that directly support academic and research endeavors
of the College. Each website is unique in function, and customized to suit student, faculty, staff, or
project needs.
Community Outreach/Web Development
Website Description Location Contacts
www.ist.unomaha.edu College of IS&T Linuxweb Roni Myers
aia.ist.unomaha.edu
Society of American Institute of
Architects - Omaha Chapter Job
Shadow
Linuxweb
Roni Myers
Kris Nelson, Leo A
Daly
alumni.ist.unomaha.edu College of IS&T Alumni Linuxweb Roni Myers
cmi.unomaha.edu
Juvenile Justice Institute Case
Management Inventory System
Linuxweb Roni Myers
Tomas Helikar
insider.ist.unomaha.edu College of IS&T Newsletter Linuxweb Roni Myers
istlive.unomaha.edu IS&T Live Linuxweb Roni Myers
www.lewisandclarkne.org Nebraska Lewis and Clark Linuxweb Zac Fowler
Bicentennial Commission
americanhistory.unomaha.edu Teaching American History for
Students
Linuxweb Zac Fowler, Steve
Bullock
tahg.org
Teaching American History
(MOCC)
Linuxweb Zac Fowler, Steve
Bullock
theomahaproject.org Teaching American History (OPS) Linuxweb Zac Fowler, Steve
Bullock
world.unomaha.edu International Studies Website Linuxweb Zac Fowler, Deepak
Khazanchi, Mary
Ellen Turner
lewisclarkandbeyond.com/org/net Lewis, Clark and Beyond Linuxweb Zac Fowler
attic.ist.unomaha.edu IS&T Attic website Linuxweb Zac Fowler
skype.ist.unomaha.edu Skype Trial Blog for IS&T College Linuxweb Zac Fowler
mena.unomaha.edu IS&P MENA Exchange blog Linuxweb Zac Fowler
unmcpda.ist.unomaha.edu
Terrecom.ist.unomaha.edu
UNMC PDA project: mobile SQL
replication service and portal
website
Local company development
website
UNMCPDA
Windows-web
Zac Fowler, Deepak
Khazanchi, Lynne
Buchanan (UNMC)
Roni Myers, Zac
Fowler
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Research/Course Websites
Website Description Location Contacts
http://acm.ist.unomaha.edu
Web server for the UNO ACM
Association of Computing
Machinery Chapter
acm
James Harr
Mohammad
Erin Cox
http://biobase.ist.unomaha.edu
https://blackforest.gds.unomaha.edu
http://cmjsp.net
http://gsaf.unmc.edu
http://hive.ist.unomaha.edu
https://jrt.ist.unomaha.edu:9443
http://clab.ist.unomaha.edu
http://gsaf.ist.unomaha.edu
https://klab.ist.unomaha.edu
http://mascot.ist.unomaha.edu/mascot
http://biigserver.ist.unomaha.edu/
http://ccliwiki.ist.unomaha.edu
http://ccli.ist.unomaha.edu
Web server hosting wiki pages
for the Motif Tools
Assessment Project
Blackforest Cluster Web
Interface
Website hosting Chad
Meyer’s Japanese Study
Program
Gene Sequence Analysis
Facility legacy server at UNMC
hosting the GCG Seqweb
website
Website hosting College of IST
Ubuntu, CentOS, and
OpenBSD mirror
IBM Rational Jazz Team
Concert website for Harvey
Siy’s Software Engineering
course
Public wiki website for CIST
Collaborative Laboratory for
Applied Bioinformatics
Wiki website for the Gene
Sequence Analysis Facility
Internal wiki website for CIST
Collaborative Laboratory for
Applied Bioinformatics
Website hosting the
Bioinformatics tool Mascot
Website hosting home pages
for different Bioinformatics
undergraduate, graduate and
Ph.D. students.
Wiki website for the
Integrated Curriculum for
Bioinformatics project
Website for Integrated
Curriculum for Bioinformatics
project
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biobase
blackforest
reslin
gsaf
hive
jrt
klab
klab
klab
mascot
biigserver
mp1
mp1
Mohammad
Daniel Quest
James Harr
Mohammad
James Harr
Mohammad
Mohammad
James Harr
Mohammad
Dhundy Bastola
Jay Hannah
Mohammad
Dhundy Bastola
Jay Hannah
Mohammad
Dhundy Bastola
Jay Hannah
Mohammad
Mohammad
James
Mohammad
Mark Pauley
Mohammad
Mark Pauley
Mohammad
http://ccli_test.ist.unomaha.edu Development wiki for mp1 Mark Pauley

http://mp1.ist.unomaha.edu/blast
Integrated Curriculum for
Bioinformatics project
Website hosting the
wwwblast bioinformatics tool
mp1
Mohammad
Mark Pauley
Mohammad
http://mp2.ist.unomaha.edu/blast
http://phylogeny.ist.unomaha.edu
https:// rain.ist.unomaha.edu
http://df.ist.unomaha.edu/main/
Another website hosting the
wwwblast bioinformatics tool
Wiki website for
Bioinformatics course by
Dhundy Bastola
Rheumatoid Arthritis
Investigational Network web
server
Website for Knowledge
Engineering and Web
Intelligence project
mp2
phylogeny
rain
df
Mark Pauley
Mohammad
Dhundy Bastola
Mohammad
Abhijeet Maskey
Dhundy Bastola
Mohammad
Bill Mahoney
Haifeng Guo
Qiuming Zhu
Ryan Nickell
Matt Payne
Peter Hospodka
William Sousan
James Harr
Mohammad
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Production/Course Websites
Website Description Location Contacts
itd.ist.unomaha.edu
The Journal of Information
Technology for Development
windows-web
criwg.ist.unomaha.edu
accreditation.ist.unomaha.edu
Collaboration Researchers’
International Workshop
windows-web
windows-web
Joseph Hrabak, GJ
deVreede
Joseph Hrabak, GJ
deVreede
Joseph Hrabak, Peter
Wolcott
IS&T ABET Page
windows-web Joseph Hrabak, Jerry
viadesign.ist.unomaha.edu Design & Development
Wagner
faculty.ist.unomaha.edu Faculty pages windows-web Joseph Hrabak
archive.ist.unomaha.edu ISQA Archives windows-web Joseph Hrabak
Joseph Hrabak,
Modeling, Simulation and
Mahadevan
mosaic.ist.unomaha.edu Automated Inference Center windows-web Subramaniam
support.ist.unomaha.edu IS&T Systems and IT Support windows-web Joseph Hrabak
Khazanchi.ist.unomaha.edu Deepak Khazanchi's homepage windows-web Joseph Hrabak
cphi.ist.unomaha.edu
Consortium for Publich Health
Informatics
windows-web
Joseph Hrabak, Ann
Fruhling
cist.ist.unomaha.edu CIST Advisory Committee cistvss
Joseph Hrabak, George
Royce
NWINDS.ist.unomaha.edu
Nebraska Wireless Infrastructure
for Networks of Distributed
Sensors
windows-web
Mohammad Shafiullah,
Jon Youn
amcis2005.isqa.unomaha.edu AMCIS Conference windows-web
Joseph Hrabak, Peter
Wolcott
gstech.ist.unomaha.edu Student workshop windows-web Joseph Hrabak
sponsorsim.ist.unomaha.edu PM Simulation for Sponsors windows-web
The Institute for Collaboration
ics.ist.unomaha.edu
Science
windows-web
cmit.unomaha.edu
iaads.unomaha.edu
Center for Management of
Information Technology
International Academy for
Advanced Decision Support
windows-web
windows-web
Joseph Hrabak, Deepak
Khazanchi
Joseph Hrabak, GJ
deVreede
Joseph Hrabak, Deepak
Khazanchi
Joseph Hrabak, Jerry
Wagner
omahawireless.unomaha.edu Omaha Wireless Project windows-web Mohammad Shafiullah
dm.ist.unomaha.edu Data Mining windows-web Joseph Hrabak, Yong Shi
msdnaa.ist.unomaha.edu Microsoft Academic Alliance windows-web Joseph Hrabak
isqa.unomaha.edu ISQA Departmental Site windows-web
Joseph Hrabak, Paul
VanVliet
Joseph Hrabak, Paul
istis.unomaha.edu Information Technology Council windows-web VanVliet
-566-

secondlife.ist.unomaha.edu Metaverse Project windows-web Roni Myers, John Murphy
misso.unomaha.edu MIS Student Group windows-web Joseph Hrabak
phpmyadmin.ist.unomaha.edu PHP Admin Site windows-web Roni Myers
cisco.ist.unomaha.edu Cisco Networking Course windows-web Joseph Hrabak, Bill Pulte
gatech.ist.unomaha.edu Student workshop windows-web Joseph Hrabak
sigitpm.ist.unomaha.edu
Special Interest Group for
Information Technology Project
Management
windows-web
Joseph Hrabak, Deepak
Khazanchi
-567-
Joseph Hrabak, Deepak
Khazanchi
cmit_mutual.ist.unomaha.edu Project Management windows-web
cbctech.ist.unomaha.edu Summer Camp windows-web Roni Myers
Nebraska Health Information
nhip.ist.unomaha.edu
Project
windows-web
divtech.ist.unomaha.edu Summer Camp windows-web Roni Myers
Joseph Hrabak, Ann
Fruhling
mosaic.unomaha.edu Global Diffusion of the Internet windows-web
Joseph Hrabak, Peter
Wolcott
mymail.ist.unomaha.edu CIST Exchange Email exchange Joseph Hrabak
nucia.unomaha.edu NUCIA homepage helm Lucas Wentz
pietron.ist.unomaha.edu Leah Pietron Course Site cistvss Joseph Hrabak
Redirect for
ist.unomaha.edu - manage www.ist.unomaha.edu manage Joseph Hrabak
Redirect for
ist.unomaha.edu - metis www.ist.unomaha.edu metis Joseph Hrabak
systems.ist.unomaha.edu Systems Office Portal ssp Joseph Hrabak
vulcan.ist.unomaha.edu Vulcan Server Help/FAQ vulcan
sharepointdev.ist.unomaha.edu
Sharepoint Portal / wolcott's
class??
azureus
groyce.ist.unomaha.edu Groyce Sharepoint Portal azureus
James Harr, Joseph
Hrabak
Joseph Hrabak, Peter
Wolcott
Joseph Hrabak, George
Royce
blizzard.ist.unomaha.edu Web Dev Class Server Info Page blizzard
Bob Fulkerson, Joseph
Hrabak
elearning.ist.unomaha.edu
CIST Online Class Multimedia
Server elearnining Joseph Hrabak
teamnet.ist.unomaha.edu Teamnet teamnet Azad, Joseph Hrabak
pattern Tool for Deepak padev
Joseph Hrabak, Pujak
Arora
Capstone Course Sharepoint
Joseph Hrabak, Ann
portal8950.ist.unomaha.edu
portal8950b.ist.unomaha.edu
squishy.ist.unomaha.edu
Portal
Capstone Course Sharepoint
Portal
Resource Site for Bob's Web
Programming Class
portal8950
portal8950
blizzard
Fruhling
Joseph Hrabak, Ann
Fruhling
Bob Fulkerson, Joseph
Hrabak

Executive Memorandum No. 16
Policy for Responsible Use of University Computers and Information Systems
OFFICE OF THE PRESIDENT Executive Memorandum No. 16
1. Purpose
It is the purpose of this Executive Memorandum to set forth the University's administrative policy and
provide guidance relating to responsible use of the University's electronic information systems.
2. General
The University of Nebraska strives to maintain access for its faculty, staff, students, administrators and
Regents (the "users") to local, national and international sources of information and to provide an
atmosphere that encourages sharing of knowledge, the creative process and collaborative efforts within
the University's educational, research and public service missions. Access to electronic information
systems at the University of Nebraska is a privilege, not a right, and must be treated as such by all users
of these systems. All users must act honestly and responsibly. Every user is responsible for the integrity
of these information resources. All users must respect the rights of other computer users, respect the
integrity of the physical facilities and controls, and respect all pertinent license and contractual
agreements related to University information systems. All users shall act in accordance with these
responsibilities, and the relevant local, state and federal laws and regulations. Failure to so conduct
oneself in compliance with this Policy may result in denial of access to University information systems or
other disciplinary action.
The University of Nebraska is a provider of a means to access the vast and growing amount of
information available through electronic information resources. The University of Nebraska is not a
regulator of the content of that information and takes no responsibility for the content of information,
except for that information the University itself and those acting on its behalf create. Any persons
accessing information through the University of Nebraska information systems must determine for
themselves and their charges whether any source is appropriate for viewing.
Accepting any account and/or using the University of Nebraska's information systems shall constitute an
agreement on behalf of the user or other individual accessing such information systems to abide and be
bound by the provisions of this Policy. The University may restrict or prohibit the use of its information
systems in response to complaints presenting evidence of violations of University policies or state or
federal laws. When it has been determined that there has been a violation, the University may restrict
or prohibit access by an offending party to its information systems through University-owned or other
computers, remove or limit access to material posted on University-owned computers or networks, and,
if warranted, institute other disciplinary action.
3. Definitions
For purposes of this policy the following definitions shall apply:
a. Electronic communications shall mean and include the use of information systems in the
communicating or posting of information or material by way of electronic mail, bulletin boards,
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World Wide Web (internet), or other such electronic tools.
b. Information systems shall mean and include computers, networks, servers and other similar devices
that are administered by the University and for which the University is responsible. "Networks" shall
mean and include video, voice and data networks, routers and storage devices.
c. Obscene with respect to obscene material shall mean (1) that an average person applying
contemporary community standards would find the material taken as a whole predominantly appeals to
the prurient interest or a shameful or morbid interest in nudity, sex, or excretion, (2) the material
depicts or describes in a patently offensive way sexual conduct specifically set out in Neb. Rev. Stat. §§
28-807 to 28-809, as amended, and (3) the material taken as a whole lacks serious literary, artistic,
political, or scientific value.
4. Permitted Uses
University Business Use and Limited Personal Use.
University information systems are to be used predominately for University-related business. However,
personal use is permitted so long as it conforms with this Policy and does not interfere with University
operations or an employee user's performance of duties as a University employee. As with permitted
personal use of telephones for local calls, limited personal use of information systems does not
ordinarily result in additional costs to the University and may actually result in increased efficiencies.
Personal use of any University information system to access, download, print, store, forward, transmit
or distribute obscene material is prohibited. UNDER ALL CIRCUMSTANCES, PERSONAL USE BY
EMPLOYEES MUST COMPLY WITH SUBSECTION b. OF THIS SECTION AND SHALL NOT CONFLICT WITH AN
EMPLOYEE'S PERFORMANCE OF DUTIES AND RESPONSIBILITIES FOR THE UNIVERSITY. Personal use may
be denied when such use requires an inordinate amount of information systems resources (e.g. storage
capacity).
Prior Approval Required for Personal Use for Outside Consulting, Business or Employment.
Personal use of University information systems resources or equipment by any user for personal
financial gain in connection with outside (non-University) consulting, business or employment is
prohibited, except as authorized for employees by Section 3.4.5 of the Bylaws of the Board of Regents.
Employee personal use in conjunction with outside professional consulting, business or employment
activities is permitted only when such use has been expressly authorized and approved by the University
Administration or the Board of Regents, as appropriate, in accordance with the requirements of said
Section 3.4.5 of the Bylaws.
5. Access
Unauthorized access to information systems is prohibited. No one should use the ID or password of
another; nor should anyone provide his or her ID or password to another, except in the cases necessary
to facilitate computer maintenance and repairs. When any user terminates his or her relation with the
University of Nebraska, his or her ID and password shall be denied further access to University
computing resources.
6. Misuse of Computers and Network Systems
Misuse of University information systems is prohibited. Misuse includes the following:
Attempting to modify or remove computer equipment, software, or peripherals without proper
authorization.
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Accessing without proper authorization computers, software, information or networks to which the
University belongs, regardless of whether the resource accessed is owned by the University or the abuse
takes place from a non-University site.
c. Taking actions, without authorization, which interfere with the access of others to information
systems.
d. Circumventing logon or other security measures.
e. Using information systems for any illegal or unauthorized purpose.
f. Personal use of information systems or electronic communications for non-University consulting,
business or employment, except as expressly authorized pursuant to Section 3.4.5 of the Bylaws of the
Board of Regents.
g. Sending any fraudulent electronic communication.
h. Violating any software license or copyright, including copying or redistributing copyrighted software,
without the written authorization of the software owner.
i. Using electronic communications to violate the property rights of authors and copyright owners. (Be
especially aware of potential copyright infringement through the use of e-mail. See the provisions under
"E-Mail" contained in this Policy.)
j. Using electronic communications to harass or threaten users in such a way as to create an atmosphere
which unreasonably interferes with the education or the employment experience. Similarly, electronic
communications shall not be used to harass or threaten other information recipients, in addition to
University users.
k. Using electronic communications to disclose proprietary information without the explicit permission
of the owner.
l. Reading other users' information or files without permission.
m. Academic dishonesty.
n. Forging, fraudulently altering or falsifying, or otherwise misusing University or non-University records
(including computerized records, permits, identification cards, or other documents or property).
o. Using electronic communications to hoard, damage, or otherwise interfere with academic resources
available electronically.
p. Using electronic communications to steal another individual's works, or otherwise misrepresent one's
own work.
q. Using electronic communications to fabricate research data.
r. Launching a computer worm, computer virus or other rogue program.
s. Downloading or posting illegal, proprietary or damaging material to a University computer.
t. Transporting illegal, proprietary or damaging material across a University network.
u. Personal use of any University information system to access, download, print, store, forward, transmit
or distribute obscene material.
v. Violating any state or federal law or regulation in connection with use of any information system.
7. Privacy
a. User Privacy Not Guaranteed. When University information systems are functioning properly, a user
can expect the files and data he or she generates to be private information, unless the creator of the file
or data takes action to reveal it to others. Users should be aware, however, that no information system
is completely secure. Persons both within and outside of the University may find ways to access files.
ACCORDINGLY, THE UNIVERSITY CANNOT AND DOES NOT GUARANTEE USER PRIVACY and users should
be continuously aware of this fact.
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. Repair and Maintenance of Equipment. Users should be aware that on occasion duly authorized
University information systems technological personnel have authority to access individual user files or
data in the process of performing repair or maintenance of computing equipment the University deems
is reasonably necessary, including the testing of systems in order to ensure adequate storage capacity
and performance for University needs. Information systems technological personnel performing repair
or maintenance of computing equipment are prohibited by law from exceeding their authority of access
for repair and maintenance purposes or from making any use of individual user files or data for any
purpose other than repair or maintenance services performed by them.
c. Response to a Public Records Request, Administrative or Judicial Order or Request for Discovery in the
Course of Litigation. Users should be aware that the Nebraska public records statutes are very broad in
their application. Certain records, such as unpublished research in progress, proprietary information,
personal information in personnel and student records are protected from disclosure. However, most
other University records contained in electronic form require disclosure if a public record request is
made. Users should remember this when creating any electronic information, especially e-mail. Also,
users should be aware that the University will comply with any lawful administrative or judicial order
requiring the production of electronic files or data stored in the University's information systems, and
will provide information in electronic files or data stored in the University's information systems in
response to legitimate requests for discovery of evidence in litigation in which the University is involved.
d. Response to Misuse of Computers and Network Systems. When for reasonable cause, as such cause
may be determined by the Office of the Vice President and General Counsel, it is believed that an act of
misuse as defined in section 6 above has occurred, then the chief information services officer serving
Central Administration or serving the relevant campus may access any account, file or other data
controlled by the alleged violator and share such account information, file or other data with those
persons authorized to investigate and implement sanctions in association with the misuse of the
University's computer and information systems. Should any of the chief information service officers
reasonably believe that a misuse is present or imminent such that the potential for damage to the
system or the information stored within it, is genuine and serious (e.g. hacking, spamming or theft), then
the chief information officer may take such action as is necessary to protect the information system and
the information stored in it, including the denial of access to any University or non-University user,
without a determination from the Office of the Vice President and General Counsel regarding
reasonable cause; provided however, that the chief information officer shall contact the Office of the
Vice President and General Counsel as soon as possible to confirm that any protective actions taken
were appropriate and within the parameters of this executive memorandum. Executive Memorandum No. 16
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e. Access to Information Concerning Business Operations. Employees regularly carry out the business
functions of the University using the University's information systems. business records, inquiries and
correspondence are often stored such that individuals may control the access to particular information
stored within the University's information system. Should any employee become unavailable, be
incapacitated due to illness or other reasons, or refuse to provide the information necessary to carry out
the employee's job responsibilities in a reasonably timely manner, then following consultation with and
approval by the Office of the Vice President and General Counsel, the chief information officer of Central
Administration or of the relevant campus may access the employee's records in order to carry out
University business operations on behalf of the unavailable or uncooperative employee.
8. E-mail
a. Applicability. ALL POLICIES STATED HEREIN ARE APPLICABLE TO E-MAIL. E-mail should reflect careful,
professional and courteous drafting-particularly since it is easily forwarded to others. Never assume that
only the addressee will read your e-mail. Be careful about attachments and broad publication messages.
Copyright laws and license agreements also apply to e-mail.
b. E-mail Retention. E-mail messages should be deleted once the information contained in them is no
longer useful. When e-mail communications are sent, the e-mail information is stored in one or more
backup files for the purposes of "disaster recovery", i.e. inadvertent or mistaken deletions, system
failures. In order to provide for the recovery of deleted e-mail, while maintaining efficient use of storage
capabilities, e-mail information on backup files shall be retained for a period of time not to exceed seven
days.
9. Web Pages
The Central Administration and each University campus may establish standards for those Web Pages
considered to be "official" pages of the University. All official Web Pages shall contain the administrative
unit's logo in the header and footer in order to identify it as an official University of Nebraska Web Page.
No other Web Pages shall be allowed to use University of Nebraska logos without the express
permission of the University.
Originators of all Web Pages using information systems associated with the University shall comply with
University policies and are responsible for complying with all federal, state and local laws and
regulations, including copyright laws, obscenity laws, laws relating to libel, slander and defamation, and
laws relating to piracy of software.
The persons creating a Web Page are responsible for the accuracy of the information contained in the
Web Page. Content should be reviewed on a timely basis to assure continued accuracy. Web Pages
should include a phone number or e-mail address of the person to whom questions/comments may be
addressed, as well as the most recent revision date.
10. Notification
This Policy shall be published in all employee and faculty handbooks and student catalogs, and placed on
the World Wide Web in order to fully notify users of its existence.
11. Application and Enforcement
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This Policy applies to all administrative units of the University of Nebraska. The Central Administration
and each University campus is encouraged to provide supplemental policy guidance, consistent with this
Policy, designed to implement the provisions herein.
Each University campus shall be responsible for enforcing this Policy in a manner best suited to its own
organization. It is expected that enforcement will require cooperation between such departments as
computer systems administration, human resources, affirmative action, academic affairs and student
affairs. Prior to any denial of access or other disciplinary action, a user shall be provided with such due
process as may be recommended by the University's Office of the General Counsel.
Reference: August 28, 2001
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IS&T Systems Policies, Procedures, and Guidelines for
Technology Usage
**All policies and guidelines are for internal usage only, and act as an extension of and remain
subordinate to Executive Memorandum 16
Guidelines on Anti-Virus Processes
Recommended processes to prevent virus problems:
Always run the standard, supported anti-virus (McAfee) software is available from the download
site. Download and run the current version; download and install anti-virus software updates as
they become available.
NEVER open any files or macros attached to an email from an unknown, suspicious or
untrustworthy source. Delete these attachments immediately, then "double delete" them by
emptying your Trash.
Delete spam, chain, and other junk email without forwarding, in accordance with the
University's Computer Usage Policy .
Never download files from unknown or suspicious sources.
Avoid direct disk sharing with read/write access unless there is absolutely a business
requirement to do so.
Always scan a media (floppy disks, CD-ROMs, DVD-ROMs, USB devices) from an unknown source
for viruses before using it.
Back-up critical data and system configurations on a regular basis and store the data in a safe
place.
If lab testing conflicts with anti-virus software, run the anti-virus utility to ensure a clean
machine, disable the software, and then run the lab test. After the lab test, enable the anti-virus
software. When the anti-virus software is disabled, do not run any applications that could
transfer a virus, e.g., email or file sharing.
New viruses are discovered almost every day. Periodically check your anti-virus software for
updates.
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Automatically Forwarded Email Policy
1.0 Purpose
To prevent the unauthorized or inadvertent disclosure of sensitive company information.
2.0 Scope
This policy covers automatic email forwarding, and thereby the potentially inadvertent transmission of
sensitive information by all employees, vendors, and agents operating on behalf of the College of
Information Science and Technology at the University of Nebraska Omaha.
3.0 Policy
Employees must exercise utmost caution when sending any email from inside the College of Information
Science and Technology at the University of Nebraska Omaha to an outside network. Unless approved
by an employee's manager, email will not be automatically forwarded to an external destination.
Sensitive information, as defined in the Information Sensitivity Policy, will not be forwarded via any
means, unless that email is critical to business and is encrypted.
4.0 Definitions
Terms
Email
SMTP.
Forwarded email
Definitions
The electronic transmission of information through a mail protocol such as
Programs such as Eudora and Microsoft Outlook use SMTP.
Email resent from internal networking to an outside point.
Sensitive information Information is considered sensitive if it can be damaging to the College of
Information Science and Technology at the University of Nebraska Omaha or its reputation or standing.
Unauthorized Disclosure The intentional or unintentional revealing of restricted information to
people who do not have a need to know that information.
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Database Password Policy
1.0 Purpose
This policy states the requirements for securely storing and retrieving database usernames and
passwords (i.e., database credentials) for use by a program that will access a database running on one of
the College of Information Science and Technology at the University of Nebraska Omaha’s networks.
Computer programs running on the College of Information Science and Technology at the University of
Nebraska Omaha's networks often require the use of one of the many internal database servers. In
order to access one of these databases, a program must authenticate to the database by presenting
acceptable credentials. The database privileges that the credentials are meant to restrict can be
compromised when the credentials are improperly stored.
2.0 Scope
This policy applies to all software that will access a College of Information Science and Technology at the
University of Nebraska Omaha multi-user production database.
3.0 Policy
3.1 General
In order to maintain the security of the College of Information Science and Technology at the University
of Nebraska Omaha's internal databases, access by software programs must be granted only after
authentication with credentials. The credentials used for this authentication must not reside in the
main, executing body of the program's source code in clear text. Database credentials must not be
stored in a location that can be accessed through a web server.
3.2 Specific Requirements
3.2.1. Storage of Data Base User Names and Passwords
Database user names and passwords may be stored in a file separate from the executing body of
the program's code. This file must not be world readable.
Database credentials may reside on the database server. In this case, a hash number identifying
the credentials may be stored in the executing body of the program's code.
Database credentials may be stored as part of an authentication server (i.e., an entitlement
directory), such as an LDAP server used for user authentication. Database authentication may
occur on behalf of a program as part of the user authentication process at the authentication
server. In this case, there is no need for programmatic use of database credentials.
Database credentials may not reside in the documents tree of a web server.
Pass through authentication (i.e., Oracle OPS$ authentication) must not allow access to the
database based solely upon a remote user's authentication on the remote host.
Passwords or pass phrases used to access a database must adhere to the Password Policy.
3.2.2. Retrieval of Database User Names and Passwords
If stored in a file that is not source code, then database user names and passwords must be read
from the file immediately prior to use. Immediately following database authentication, the
memory containing the user name and password must be released or cleared.
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The scope into which you may store database credentials must be physically separated from the
other areas of your code, e.g., the credentials must be in a separate source file. The file that
contains the credentials must contain no other code but the credentials (i.e., the user name and
password) and any functions, routines, or methods that will be used to access the credentials.
For languages that execute from source code, the credentials' source file must not reside in the
same browse able or executable file directory tree in which the executing body of code resides.
3. Access to Database User Names and Passwords
Every program or every collection of programs implementing a single business function must
have unique database credentials. Sharing of credentials between programs is not allowed.
Database passwords used by programs are system-level passwords as defined by the Password
Policy.
Developer groups must have a process in place to ensure that database passwords are
controlled and changed in accordance with the Password Policy. This process must include a
method for restricting knowledge of database passwords to a need-to-know basis.
4.0 Definitions
Term
Definition
Computer language A language used to generate programs.
Credentials
Something you know (e.g., a password or pass phrase), and/or something that
identifies you (e.g., a user name, a fingerprint, voiceprint, retina print). Something you know and
something that identifies you are presented for authentication.
Entitlement
The level of privilege that has been authenticated and authorized. The privileges
level at which to access resources.
Executing body
program.
Hash
The series of computer instructions that the computer executes to run a
An algorithmically generated number that identifies a datum or its location.
LDAP
Lightweight Directory Access Protocol, a set of protocols for accessing
information directories.
Module
A collection of computer language instructions grouped together either logically
or physically. A module may also be called a package or a class, depending upon which computer
language is used.
Name space
A logical area of code in which the declared symbolic names are known and
outside of which these names are not visible.
Production
implemented or tested.
Ethics Policy
Software that is being used for a purpose other than when software is being
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1. Overview
The College of Information Science and Technology systems staff at the University of
Nebraska Omaha’s purpose for this ethics policy is to establish a culture of openness, trust
and integrity in business practices. Effective ethics is a team effort involving the
participation and support of every systems employee. All employees should familiarize
themselves with the ethics guidelines that follow this introduction.
The systems staff is committed to protecting employees, partners, vendors and the company
from illegal or damaging actions by individuals, either knowingly or unknowingly. When the
systems staff addresses issues proactively and uses correct judgment, it will help set us apart
from competitors.
The College of Information Science and Technology will not tolerate any wrongdoing or
impropriety at anytime. We will take the appropriate measures act quickly in correcting the
issue if the ethical code is broken. Any infractions of this code of ethics will not be tolerated.
2. Purpose
Our purpose for authoring a publication on ethics is to emphasize the employee’s and
consumer’s expectation to be treated to fair business practices. This policy will serve to
guide business behavior to ensure ethical conduct.
3. Scope
This policy applies to employees, contractors, consultants, temporaries, and other workers at
College of Information Science and Technology systems staff, including all personnel
affiliated with third parties.
4. Policy
4.1. Executive Commitment to Ethics
4.1.1. Managers within College of Information Science and Technology systems staff
must set a prime example. In any business practice, honesty and integrity must be
top priority for executives.
4.1.2. Executives must have an open door policy and welcome suggestions and concerns
from employees. This will allow employees to feel comfortable discussing any
issues and will alert executives to concerns within the work force.
4.1.3. Executives must disclose any conflict of interests regard their position within
College of Information Science and Technology.
4.2. Employee Commitment to Ethics
4.2.1. The College of Information Science and Technology systems employees will treat
everyone fairly, have mutual respect, promote a team environment and avoid the
intent and appearance of unethical or compromising practices.
4.2.2. Every employee needs to apply effort and intelligence in maintaining ethics value.
4.2.3. Employees must disclose any conflict of interests regard their position within the
College of Information Science and Technology.
4.2.4. Employees will help to increase customer and vendor satisfaction by providing
quality product s and timely response to inquiries.
4.3. Company Awareness
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4.3.1. Promotion of ethical conduct within interpersonal communications of employees
will be rewarded.
4.3.2. The College of Information Science and Technology systems staff will promote a
trustworthy and honest atmosphere to reinforce the vision of ethics within the
organization.
4.4. Maintaining Ethical Practices
4.4.1. The College of Information Science and Technology systems staff will reinforce
the importance of the integrity message and the tone will start at the top. Every
employee, manager, director needs consistently maintain an ethical stance and
support ethical behavior.
4.4.2. Systems employees should encourage open dialogue, get honest feedback and
treat everyone fairly, with honesty and objectivity.
4.4.3. College of Information Science and Technology systems staff has established a
best practice disclosure committee to make sure the ethical code is delivered to all
employees and that concerns regarding the code can be addressed.
4.5. Unethical Behavior
4.5.1. Systems employees will avoid the intent and appearance of unethical or
compromising practice in relationships, actions and communications.
4.5.2. Harassment or discrimination will not be tolerated.
4.5.3. Unauthorized use of company trade secrets & marketing, operational, personnel,
financial, source code, & technical information integral to the success of our
organization will not be tolerated.
4.5.4. College of Information Science and Technology will not permit impropriety at any
time and we will act ethically and responsibly in accordance with laws.
4.5.5. Systems employees will not use organizational assets or business relationships for
personal use or gain.
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Extranet Policy
1.0 Purpose
This document describes the policy under which third party organizations connect to College of
Information Science and Technology networks for the purpose of transacting business related to the
College of Information Science and Technology.
2.0 Scope
Connections between third parties that require access to non-public College of Information Science and
Technology resources fall under this policy, regardless of whether a Telco circuit (such as frame relay or
ISDN) or VPN technology is used for the connection. Connectivity to third parties such as the Internet
Service Providers (ISPs) that provide Internet access for the College of Information Science and
Technology or to the Public Switched Telephone Network does NOT fall under this policy.
3.0 Policy
3.1 Pre-Requisites
3.1.1 Security Review
All new extranet connectivity will go through a security review with the College of Information Science
and Technology’s system staff. The reviews are to ensure that all access matches the business
requirements in a best possible way, and that the principle of least access is followed.
3.1.2 Third Party Connection Agreement
All new connection requests between third parties and the College of Information Science and
Technology require that the third party and the College of Information Science and Technology
representatives agree to and sign the Third Party Agreement. This agreement must be signed by
management of the Sponsoring Organization as well as a representative from the third party who is
legally empowered to sign on behalf of the third party. The signed document is to be kept on file with
the relevant extranet group. Documents pertaining to connections into College of Information Science
and Technology labs are to be kept on file with the College of Information Science and Technology’s
systems staff.
3.1.3 Business Case
All production extranet connections must be accompanied by a valid business justification, in writing,
that is approved by a project manager in the extranet group. Lab connections must be approved by the
College of Information Science and Technology. Typically this function is handled as part of the Third
Party Agreement.
3.1.4 Point Of Contact
The Sponsoring Organization must designate a person to be the Point of Contact (POC) for the extranet
connection. The POC acts on behalf of the Sponsoring Organization, and is responsible for those portions
of this policy and the Third Party Agreement that pertain to it. In the event that the POC changes, the
relevant extranet Organization must be informed promptly.
3.2 Establishing Connectivity
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Sponsoring Organizations within the College of Information Science and Technology that wish to
establish connectivity to a third party are to file a new site request with the proper extranet group. The
extranet group will engage College of Information Science and Technology systems staff to address
security issues inherent in the project. The Sponsoring Organization must provide full and complete
information as to the nature of the proposed access to the extranet group and the College of
Information Science and Technology, as requested.
All connectivity established must be based on the least-access principle, in accordance with the
approved business requirements and the security review. In no case will the College of Information
Science and Technology rely upon the third party to protect the College of Information Science and
Technology’s network or resources.
3.3 Modifying or Changing Connectivity and Access
All changes in access must be accompanied by a valid business justification, and are subject to security
review. Changes are to be implemented via corporate change management process. The Sponsoring
Organization is responsible for notifying the extranet management group and/or the College of
Information Science and Technology when there is a material change in their originally provided
information so that security and connectivity evolve accordingly.
3.4 Terminating Access
When access is no longer required, the Sponsoring Organization within the College of Information
Science and Technology must notify the extranet team responsible for that connectivity, which will then
terminate the access. This may mean a modification of existing permissions up to terminating the circuit,
as appropriate. The extranet and lab security teams must conduct an audit of their respective
connections on an annual basis to ensure that all existing connections are still needed, and that the
access provided meets the needs of the connection. Connections that are found to be depreciated,
and/or are no longer being used to conduct College of Information Science and Technology business,
will be terminated immediately. Should a security incident or a finding that a circuit has been
deprecated and is no longer being used to conduct the College of Information Science and Technology
business necessitate a modification of existing permissions, or termination of connectivity, the College
of Information Science and Technology and/or the extranet team will notify the POC or the Sponsoring
Organization of the change prior to taking any action.
4.0 Definitions
Terms
Definitions
Circuit
For the purposes of this policy, circuit refers to the method of network access,
whether it's through traditional ISDN, Frame Relay etc., or via VPN/Encryption technologies.
Sponsoring Organization The organization who requested that the third party have access into
the College of Information Science and Technology.
Third Party
A business that is not a formal or subsidiary part of the College of Information
Science and Technology.
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Information Sensitivity Policy
1.0 Purpose
The Information Sensitivity Policy is intended to help employees determine what information can be
disclosed to non-employees, as well as the relative sensitivity of information that should not be
disclosed outside of the College of Information Science and Technology without proper authorization.
The information covered in these guidelines includes, but is not limited to, information that is either
stored or shared via any means. This includes: electronic information, information on paper, and
information shared orally or visually (such as telephone and video conferencing).
All system employees should familiarize themselves with the information labeling and handling
guidelines that follow this introduction. It should be noted that the sensitivity level definitions were
created as guidelines and to emphasize common sense steps that you can take to protect College of
Information Science and Technology Confidential information (e.g., Confidential information should not
be left unattended in conference rooms).
Please Note: The impact of these guidelines on daily activity should be minimal.
Questions about the proper classification of a specific piece of information should be addressed to your
manager. Questions about these guidelines should be addressed to the College of Information Science
and Technology systems manager.
2.0 Scope
All College of Information Science and Technology information is categorized into two main
classifications:
College of Information Science and Technology Public
College of Information Science and Technology Confidential
College of Information Science and Technology Public information is information that has been declared
public knowledge by someone with the authority to do so, and can freely be given to anyone without
any possible damage to the College of Information Science and Technology.
College of Information Science and Technology Confidential contains all other information. It is a
continuum, in that it is understood that some information is more sensitive than other information, and
should be protected in a more secure manner. Included is information that should be protected very
closely, such as student information, development programs, and other information integral to the
success of the organization. Also included in College of Information Science and Technology Confidential
is information that is less critical, such as telephone directories, general corporate information,
personnel information, etc..
A subset of College of Information Science and Technology Confidential information is “College of
Information Science and Technology Third Party Confidential" information. This is confidential
information belonging or pertaining to another corporation which has been entrusted to the College of
Information Science and Technology by that company under non-disclosure agreements and other
contracts. Examples of this type of information include everything from joint development efforts to
vendor lists, customer orders, and supplier information. Information in this category ranges from
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extremely sensitive to information about the fact that we've connected a supplier / vendor into the
College of Information Science and Technology's network to support our operations.
College of Information Science and Technology personnel are encouraged to use common sense
judgment in securing College of Information Science and Technology Confidential information to the
proper extent. If an employee is uncertain of the sensitivity of a particular piece of information, he/she
should contact their manager
3.0 Policy
The Sensitivity Guidelines below provides details on how to protect information at varying sensitivity
levels. Use these guidelines as a reference only, as College of Information Science and Technology
Confidential information in each column may necessitate more or less stringent measures of protection
depending upon the circumstances and the nature of the College of Information Science and Technology
Confidential information in question.
3.1 Minimal Sensitivity: General organizational information; some personnel and technical
information
Marking guidelines for information in hardcopy or electronic form.
Note: any of these markings may be used with the additional annotation of "3rd Party
Confidential".
Marking is at the discretion of the owner or custodian of the information. If marking is desired,
the words "College of Information Science and Technology Confidential" may be written or
designated in a conspicuous place on or in the information in question. Other labels that may be
used include "College of Information Science and Technology Proprietary" or similar labels at
the discretion of your individual business unit or department. Even if no marking is present,
College of Information Science and Technology information is presumed to be "College of
Information Science and Technology Confidential" unless expressly determined to be College of
Information Science and Technology Public information by a College of Information Science and
Technology employee with authority to do so.
Access: College of Information Science and Technology employees, contractors, people with a
business need to know.
Distribution within the College of Information Science and Technology: Standard interoffice
mail approved electronic mail and electronic file transmission methods.
Distribution outside of College of Information Science and Technology internal mail: U.S. mail
and other public or private carriers approved electronic mail and electronic file transmission
methods.
Electronic distribution: No restrictions except that it is sent to only approved recipients.
Storage: Keep from view of unauthorized people; erase whiteboards, do not leave in view on
tabletop. Machines should be administered with security in mind. Protect from loss; electronic
information should have individual access controls where possible and appropriate.
Disposal/Destruction: Deposit outdated paper information in specially marked disposal bins on
College of Information Science and Technology premises; electronic data should be
expunged/cleared. Reliably erase or physically destroy media.
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Penalty for deliberate or inadvertent disclosure: Up to and including termination, possible civil
and/or criminal prosecution to the full extent of the law.
3.2 More Sensitive: Business, financial, technical, and most personnel information
Marking guidelines for information in hardcopy or electronic form.
Note: any of these markings may be used with the additional annotation of "3rd Party
Confidential". As the sensitivity level of the information increases, you may, in addition or instead
of marking the information " College of Information Science and Technology Confidential" or
“College of Information Science and Technology Proprietary", wish to label the information "
College of Information Science and Technology Internal Use Only" or other similar labels at the
discretion of your individual business unit or department to denote a more sensitive level of
information. However, marking is discretionary at all times.
Access: College of Information Science and Technology employees and non-employees with
signed non-disclosure agreements who have a business need to know.
Distribution within the College of Information Science and Technology: Standard interoffice
mail approved electronic mail and electronic file transmission methods.
Distribution outside of College of Information Science and Technology internal mail: Sent via
U.S. mail or approved private carriers.
Electronic distribution: No restrictions to approved recipients within the College of Information
Science and Technology, but should be encrypted or sent via a private link to approved
recipients outside of College of Information Science and Technology premises.
Storage: Individual access controls are highly recommended for electronic information.
Disposal/Destruction: In specially marked disposal bins on College of Information Science and
Technology premises; electronic data should be expunged/cleared. Reliably erase or physically
destroy media.
Penalty for deliberate or inadvertent disclosure: Up to and including termination, possible civil
and/or criminal prosecution to the full extent of the law.
3.3 Most Sensitive: Trade secrets & marketing, operational, personnel, financial, source code, &
technical information integral to the success of our company
Marking guidelines for information in hardcopy or electronic form.
Note: any of these markings may be used with the additional annotation of "3rd Party
Confidential". To indicate that College of Information Science and Technology Confidential
information is very sensitive, you may should label the information “College of Information
Science and Technology Internal: Registered and Restricted", " College of Information Science
and Technology Eyes Only", " College of Information Science and Technology Confidential" or
similar labels at the discretion of your individual business unit or department. Once again, this
type of College of Information Science and Technology Confidential information need not be
marked, but users should be aware that this information is very sensitive and be protected as
such.
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Access: Only those individuals (College of Information Science and Technology employees and
non-employees) designated with approved access and signed non-disclosure agreements.
Distribution within the College of Information Science and Technology: Delivered direct -
signature required, envelopes stamped confidential, or approved electronic file transmission
methods.
Distribution outside of College of Information Science and Technology internal mail: Delivered
direct; signature required; approved private carriers.
Electronic distribution: No restrictions to approved recipients within the College of Information
Science and Technology, but it is highly recommended that all information be strongly
encrypted.
Storage: Individual access controls are very highly recommended for electronic information.
Physical security is generally used, and information should be stored in a physically secured
computer.
Disposal/Destruction: Strongly Encouraged: In specially marked disposal bins on College of
Information Science and Technology premises; electronic data should be expunged/cleared.
Reliably erase or physically destroy media.
Penalty for deliberate or inadvertent disclosure: Up to and including termination, possible civil
and/or criminal prosecution to the full extent of the law.
4.0 Definitions
Terms and Definitions
Appropriate measures
To minimize risk to the College of Information Science and Technology from an outside business
connection. College of Information Science and Technology computer use by competitors and
unauthorized personnel must be restricted so that, in the event of an attempt to access College of
Information Science and Technology information, the amount of information at risk is minimized.
Configuration of College of Information Science and Technology -to-other business connections
Connections shall be set up to allow other businesses to see only what they need to see. This involves
setting up both applications and network configurations to allow access to only what is necessary.
Delivered Direct; Signature Required
Do not leave in interoffice mail slot; call the mail room for special pick-up of mail.
Approved Electronic File Transmission Methods
Includes supported FTP clients and Web browsers.
Envelopes Stamped Confidential
You are not required to use a special envelope. Put your document(s) into an interoffice envelope, seal
it, address it, and stamp it confidential.
Approved Electronic Mail
Includes all mail systems supported by the College of Information Science and Technology systems staff.
These include, but are not necessarily limited to, Lotus Notes and Microsoft Exchange. If you have a
business need to use other mailers contact the appropriate support organization.
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Approved Encrypted email and files
Techniques include the use of DES and PGP. DES encryption is available via many different public domain
packages on all platforms. PGP use within the College of Information Science and Technology is done via
a license. Please contact the appropriate support organization if you require a license.
Company Information System Resources
Company Information System Resources include, but are not limited to, all computers, their data and
programs, as well as all paper information and any information at the Internal Use Only level and above.
Expunge
To reliably erase or expunge data on a PC or Mac you must use a separate program to overwrite data,
supplied as a part of Norton Utilities. Otherwise, the PC or Mac's normal erasure routine keeps the data
intact until overwritten. The same thing happens on UNIX machines, but data is much more difficult to
retrieve on UNIX systems.
Individual Access Controls
Individual Access Controls are methods of electronically protecting files from being accessed by people
other than those specifically designated by the owner. On UNIX machines, this is accomplished by
careful use of the chmod command (use man chmod to find out more about it). On Mac’s and PC's, this
includes using passwords on screensavers, such as Disklock.
Insecure Internet Links
Insecure Internet Links are all network links that originate from a locale or travel over lines that are not
totally under the control of the College of Information Science and Technology.
Encryption
International issues regarding encryption are complex. Follow organizational guidelines on export
controls on cryptography, and consult your manager and/or corporate legal services for further
guidance.
One Time Password Authentication
One Time Password Authentication on Internet connections is accomplished by using a onetime
password token to connect to College of Information Science and Technology's internal network over
the Internet. Contact the systems staff for more information on how to set this up.
Physical Security
Physical security means either having actual possession of a computer at all times, or locking the
computer in an unusable state to an object that is immovable. Methods of accomplishing this include
having a special key to unlock the computer so it can be used, thereby ensuring that the computer
cannot be simply rebooted to get around the protection. If it is a laptop or other portable computer,
never leave it alone in a conference room, hotel room or on an airplane seat, etc. Make arrangements to
lock the device in a hotel safe, or take it with you. In the office, always use a lockdown cable. When
leaving the office for the day, secure the laptop and any other sensitive material in a locked drawer or
cabinet.
Private Link
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A Private Link is an electronic communications path that the College of Information Science and
Technology has control over its entire distance. For example, all College of Information Science and
Technology networks are connected via a private link.
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Lab Anti-Virus Policy
1.0 Purpose
To establish requirements which must be met by all computers connected to College of Information
Science and Technology (IS&T) lab networks to ensure effective virus detection and prevention.
2.0 Scope
This policy applies to all IS&T lab computers that are PC-based or utilize PC-file directory sharing. This
includes, but is not limited to, desktop computers, laptop computers, file/ftp/tftp/proxy servers, and any
PC based lab equipment such as traffic generators.
3.0 Policy
All IS&T PC-based lab computers must have IS&T 's standard, supported anti-virus software installed
(McAfee) and scheduled to run at regular intervals. In addition, the anti-virus software and the virus
pattern files must be kept up-to-date. Virus-infected computers must be removed from the network
until they are verified as virus-free. Systems Managers are responsible for creating procedures that
ensure anti-virus software is run at regular intervals, and computers are verified as virus-free. Any
activities with the intention to create and/or distribute malicious programs into IS&T networks (e.g.,
viruses, worms, Trojan horses, e-mail bombs, etc.) are prohibited, in accordance with the Computer Use
Policy.
Refer to IS&T 's Anti-Virus Recommended Processes to help prevent virus problems.
Noted exceptions: Machines with operating systems other than those based on Microsoft products are
exceptions at the current time.
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Password Policy
1.0 Overview
Passwords are an important aspect of computer security. They are the front line of protection for user
accounts. A poorly chosen password may result in the compromise of the College of Information Science
and Technology's (IS&T) entire corporate network. As such, all IS&T employees (including contractors
and vendors with access to IS&T systems) are responsible for taking the appropriate steps, as outlined
below, to select and secure their passwords.
2.0 Purpose
The purpose of this policy is to establish a standard for creation of strong passwords, the protection of
those passwords, and the frequency of change.
3.0 Scope
The scope of this policy includes all personnel who have or are responsible for an account (or any form
of access that supports or requires a password) on any system that resides at any IS&T facility, has
access to the IS&T network, or stores any non-public IS&T information.
4.0 Policy
4.1 General
All system-level passwords (e.g., root, enable, NT admin, application administration accounts,
etc.) must be changed on at least a quarterly basis.
All production system-level passwords must be part of the IS&T administered global password
management database.
All user-level passwords (e.g., email, web, desktop computer, etc.) must be changed at least
every six months. The recommended change interval is every four months.
User accounts that have system-level privileges granted through group memberships or
programs such as "sudo" must have a unique password from all other accounts held by that
user.
Passwords must not be inserted into email messages or other forms of electronic
communication.
Where SNMP is used, the community strings must be defined as something other than the
standard defaults of "public," "private" and "system" and must be different from the passwords
used to log in interactively. A keyed hash must be used where available (e.g., SNMPv2).
All user-level and system-level passwords must conform to the guidelines described below.
4.2 Guidelines
A. General Password Construction Guidelines
Passwords are used for various purposes at the IS&T. Some of the more common uses include: user level
accounts, web accounts, email accounts, screen saver protection, voicemail password, and local router
logins. Since very few systems have support for one-time tokens (i.e., dynamic passwords which are only
used once), everyone should be aware of how to select strong passwords.
Poor, weak passwords have the following characteristics:
The password contains less than eight characters
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The password is a word found in a dictionary (English or foreign)
The password is a common usage word such as:
o Names of family, pets, friends, co-workers, fantasy characters, etc.
o Computer terms and names, commands, sites, companies, hardware, software.
o The words "UNO", " IS&T ", "Omaha", “password” or any derivation.
o Birthdays and other personal information such as addresses and phone numbers.
o Word or number patterns like aaabbb, qwerty, zyxwvuts, 123321, etc.
o Any of the above spelled backwards.
o Any of the above preceded or followed by a digit (e.g., secret1, 1secret)
o Blank password
Strong passwords have the following characteristics:
Contain both upper and lower case characters (e.g., a-z, A-Z)
Have digits and punctuation characters as well as letters e.g., 0-9, !@#$%^&*()_+|~-
=\`{}[]:";'?,./)
Are at least eight alphanumeric characters long and is a passphrase (Ohmy1stu9).
Is not a word in any language, slang, dialect, jargon, etc.
Are not based on personal information, names of family, etc.
Passwords should never be written down or stored on-line. Try to create passwords that can be
easily remembered. One way to do this is create a password based on a song title, affirmation,
or other phrase. For example, the phrase might be: "This May Be One Way To Remember" and
the password could be: "TmB1w2R!" or "Tmb1W>r~" or some other variation.
NOTE: Do not use either of these examples as passwords!
B. Password Protection Standards
Do not use the same password for IS&T accounts as for other non- IS&T access (e.g., personal ISP
account, option trading, benefits, etc.). Where possible, don't use the same password for various IS&T
access needs. Select a separate password to be used for an NT account and a UNIX account.
Do not share IS&T passwords with anyone, including administrative assistants or secretaries. All
passwords are to be treated as sensitive, Confidential IS&T information.
Here is a list of "dont's":
Don't reveal a password over the phone to ANYONE
Don't reveal a password in an email message
Don't reveal a password to the boss
Don't talk about a password in front of others
Don't hint at the format of a password (e.g., "my family name")
Don't reveal a password on questionnaires or security forms
Don't share a password with family members
Don't reveal a password to co-workers while on vacation
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If someone demands a password, refer them to this document or have them call someone in the
Information Security Department.
Do not use the "Remember Password" feature of applications (e.g., Lotus Notes, Outlook, and Netscape
Messenger).
Again, do not write passwords down and store them anywhere in your office. Do not store passwords in
a file on ANY computer system (including Palm Pilots or similar devices) without encryption.
Change passwords at least once every six months (except system-level passwords which must be
changed quarterly). The recommended change interval is every four months.
If an account or password is suspected to have been compromised, report the incident to IS&T systems
managers and change all passwords.
C. Application Development Standards
Application developers must ensure their programs contain the following security precautions.
Applications:
should support authentication of individual users, not groups.
should not store passwords in clear text or in any easily reversible form.
should provide for some sort of role management, such that one user can take over the
functions of another without having to know the other's password.
should support TACACS+ , RADIUS and/or X.509 with LDAP security retrieval, wherever possible.
5.0 Definitions
Terms
Definitions
Application Administration Account Any account that is for the administration of an application
(e.g., Oracle database administrator, ISSU administrator).
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Personal Communication Devices and Voicemail Policy
1.0 Purpose
This document describes Information Security's requirements for Personal Communication Devices and
Voicemail for the College of Information Science and Technology. (IS&T)
2.0 Scope
This policy applies to any use of Personal Communication Devices and IS&T Voicemail issued by IS&T or
used for IS&T business.
3.0 Policy
3.1 Issuing Policy
Personal Communication Devices (PCDs) will be issued only to IS&T personnel with duties that require
them to be in immediate and frequent contact when they are away from their normal work locations.
For the purpose of this policy, PCDs are defined to include handheld wireless devices, cellular
telephones, laptop wireless cards and pagers. Effective distribution of the various technological devices
must be limited to persons for whom the productivity gained is appropriate in relation to the costs
incurred.
Handheld wireless devices may be issued, for operational efficiency, to IS&T personnel who need to
conduct immediate, critical IS&T business. These individuals generally are at the executive and
management level. In addition to verbal contact, it is necessary that they have the capability to review
and have documented responses to critical issues.
3.2 Bluetooth
Hands-free enabling devices, such as the Bluetooth, may be issued to authorized IS&T personnel who
have received approval. Care must be taken to avoid being recorded when peering Bluetooth adapters,
Bluetooth 2.0 Class 1 devices have a range of 330 feet.
3.3 Voicemail
Voicemail boxes may be issued to IS&T personnel who require a method for others to leave messages
when they are not available. Voicemail boxes must be protected by a PIN which must never be the
same as the last four digits of the telephone number of the voicemail box.
3.4 Loss and Theft
Files containing confidential or sensitive data may not be stored in PCDs unless protected by approved
encryption. Confidential or sensitive data shall never be stored on a personal PCD. Charges for repair
due to misuse of equipment or misuse of services may be the responsibility of the employee, as
determined on a case-by-case basis. The cost of any item beyond the standard authorized equipment is
also the responsibility of the employee. Lost or stolen equipment must immediately be reported.
3.5 Personal Use
PCDs and voicemail are issued for IS&T business. Personal is allowed but should be limited.
3.6 PCD Safety
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Conducting telephone calls or utilizing PCDs while driving can be a safety hazard. Drivers should use
PCDs while parked or out of the vehicle. If employees must use a PCD while driving, IS&T requires the
use of hands-free enabling devices.
4.0 Definitions
Term
Bluetooth
Definition
Bluetooth is an industrial specification for wireless personal area networks
(PANs), also known as IEEE 802.15.1. Bluetooth provides a way to connect
and exchange information between devices such as personal digital
assistants (PDAs), and mobile phones via a secure, globally unlicensed
short-range radio frequency. Source: Wikipedia
Confidential or sensitive data All data that is not approved for public release shall be considered
confidential or sensitive.
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Power Outage Policy and Procedures for Production Systems
I. Current Building Situation During a Power Outage
a. A pair of 40kVA battery backup units operating in parallel will maintain power to the
equipment located in: 158B, 158R, 166, 158C, 158A, and the building keycard security
system.
b. The building’s emergency generator should cut in automatically during a power outage.
However, the transfer switch appears to be incorrectly installed, which requires an
occasional manual start.
c. Building blast/fire doors will close during a power outage
d. Faculty wall power outlets are not on UPS or generator power by default.
e. Backup cooling units located in server rooms are NOT on the UPS, and will disengage
when power fails.
II.
Policies and Priorities
a. The following priorities are to be maintained during a power outage:
1. A monitoring device inside the 158R server room that will collect critical
operating environment and status data will be active at all times. This unit
must have keyboard, mouse, and display access maintained at all times.
2. Power to Primary and Backup Domain Controllers must be maintained at all
times, unless operational failure is imminent due to environmental conditions.
3. Power to Domain Name Servers must be maintained at all times, unless
operational failure due to environmental conditions is imminent.
4. Power to File Servers must be maintained for 30 minutes past the start of the
outage, to allow faculty, staff, and students, time to save any open files.
5. Power to E-mail servers must be maintained at all times, unless operational
failure due to environmental conditions is imminent.
6. Power to Certificate Servers must be maintained at all times, unless
operational failure is imminent due to environmental conditions.
7. All other production servers not mentioned above will be shut down 15
minutes after the start of the power outage, following the defined
procedures.
b. The following personnel are to be notified immediately at the onset of a power outage.
Notification should be of an automatic nature, provided by a monitoring service:
1. Senior Systems Managers
2. Production Systems Managers
3. Research Systems Managers
c. The following personnel are to direct the implementation of procedures during a power
outage. These personnel are listed in order of required response:
1. Assistant Production Systems Managers
2. Senior Production Systems Managers
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3. College Computing Director/Dean’s Office
d. In the event that insufficient College personnel are available to respond to the power
outage, the Senior Systems Manager for the College of Engineering Technology should
be contacted by the Senior Production Systems Managers to request aid.
e. Each individually cooled environment (i.e. 158B, 158R, etc) should remain isolated from
the remainder of the cooled environments for as long as possible.
f. When power is restored to the building, a waiting period of 5 minutes should be
observed to ensure that a subsequent power failure will not occur.
g. When powering up equipment after a power failure, the following priorities should be
observed. Each category should be completely restored before the next category is
begun.
1. Network Infrastructure
2. Primary Domain Controllers
3. Backup Domain Controllers
4. Domain Name Servers
5. File Servers
6. E-mail and Certificate Servers
7. All other systems
h. After power failure ends, e-mail notification should be sent to all students, faculty, and
staff to alert them to the occurrence. Systems Managers should prioritize data and
system recovery over all other assignments for a minimum of two hours after a power
failure.
III.
Procedures for Power Outages
These procedures are intended to be followed in order by the person assuming
responsibility during a power outage.
1. Facilities Management and Planning should be notified of the outage. If not during
normal working hours (8:00 a.m. to 6:00 p.m.) Campus Security should be notified.
During notification, manual verification of the generator’s start should be requested.
2. All College Production and Research Managers should be notified of the outage.
3. CET Systems managers should be notified of the outage.
4. Wide-area notification mechanisms should be utilized to notify Faculty, Staff and
Students connected to College computing resources of the imminent shutdown of those
resources, and the time frame for that shutdown. Notifications should be repeated
every 15 minutes during the wait/notification period.
5. Alternative cooling mechanisms should be located and brought to standby positions
near all critical locations. The following locations have priority in the following order:
o 158G – UPS Battery Room
o 158R – Production Systems Server room
o 158B – Research Systems Room
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6. After the required notification and wait period, all non-critical systems should be
powered down.
7. After the required notification and wait period, all File Servers should be shut down.
8. Environmental factors within the monitored areas should be constantly watched. If
environmental conditions continue to deteriorate, alternate cooling mechanisms should
be implemented.
9. Should dangerous conditions occur, a notification/wait period of 15 minutes should be
instituted. Should dangerous conditions continue, affected critical systems should be
powered down in the following order:
o Backup Domain Controllers
o E-mail and Certificate Servers
o Domain Name Servers and Primary Domain Controllers.
10. Upon Power restoration, systems should be restored according to policy.
11. All Systems manager should be notified of the end of the outage.
12. Notification should be sent to all Faculty, Staff, and Students, detailing the power
outage, the duration, and any known effects of the outage, including damaged
equipment and procedures for reporting problems to the Systems Office.
13. For a minimum of two hours following the outage, Systems Repair Priority should be
allocated to data and systems recovery first.
14. A report should be sent from the responsible systems manager to the rest of the
systems managers detailing the outage, duration, effects, and any suggested changes to
better respond to future outages.
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Server Malware Protection Policy
1.0 Overview: The College of Information Science and Technology (IS&T) is entrusted with the
responsibility to provide professional management of clients servers as outlined in each of the contracts
with its customers. Inherent in this responsibility is an obligation to provide appropriate protection
against malware threats, such as viruses and spyware applications. Effective implementation of this
policy will limit the exposure and effect of common malware threats to the systems they cover.
2.0 Purpose: The purpose of this policy is to outline which server systems are required to have antivirus
and/or anti-spyware applications.
3.0 Scope: This policy applies to all servers that IS&T is responsible to manage. This explicitly includes
any system for which IS&T has a contractual obligation to administer. This also includes all server
systems setup for internal use by IS&T staff, regardless of whether IS&T retains administrative obligation
or not.
4.0 Policy: IS&T operations staff will adhere to this policy to determine which servers will have antivirus
and/or anti-spyware applications installed on them and to deploy such applications as appropriate.
4.1 ANTI-VIRUS
All servers MUST have an anti-virus application installed that offers real-time scanning protection to files
and applications running on the target system if they meet one or more of the following conditions:
Non-administrative users have remote access capability
The system is a file server
NBT/Microsoft Share access is open to this server from systems used by non-administrative
users
HTTP/FTP access is open from the Internet
Other “risky” protocols/applications are available to this system from the Internet at the
discretion of the IS&T systems managers
All servers SHOULD have an anti-virus application installed that offers real-time scanning protection to
files and applications running on the target system if they meet one or more of the following conditions:
Outbound web access is available from the system
4.2 MAIL SERVER ANTI-VIRUS
If the target system is a mail server it MUST have either an external or internal anti-virus scanning
application that scans all mail destined to and from the mail server. Local anti-virus scanning
applications MAY be disabled during backups if an external anti-virus application still scans inbound
emails while the backup is being performed.
4.3 ANTI-SPYWARE
All servers MUST have an anti-spyware application installed that offers real-time protection to the target
system if they meet one or more of the following conditions:
Any system where non-technical or non-administrative users have remote access to the
system and ANY outbound access is permitted to the Internet
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Any system where non-technical or non-administrative users have the ability to install
software on their own
4.4 NOTABLE EXCEPTIONS
An exception to the above standards will generally be granted with minimal resistance and
documentation if one of the following notable conditions apply to this system:
The system is a SQL server
The system is used as a dedicated mail server
The system is not a Windows based platform
5.0 Definitions:
TERM DEFINITION
Server For purposes of this policy, a server is any computer system residing in the physically
secured data center owned and operated by IS&T. In addition, this includes any system
running an operating system specifically intended for server usage as defined by the
IS&T systems staff that has access to internal secure networks. This includes, but is not
limited to, Microsoft Server 2000 and all permutations, Microsoft Server 2003 and all
permutations, any Linux/Unix based operating systems, and MAC operating systems
that external users are expected to regularly connect to and VMS.
Malware
Spyware
Software designed to infiltrate or damage a computer system without the owner's
informed consent. It is a blend of the words "malicious" and "software". The expression
is a general term used by computer professionals to mean a variety of forms of hostile,
intrusive, or annoying software or program code.
Broad category of software designed to intercept or take partial control of a computer's
operation without the informed consent of that machine's owner or legitimate user.
While the term taken literally suggests software that surreptitiously monitors the user, it
has also come to refer more broadly to software that subverts the computer's operation
for the benefit of a third party.
Anti-virus Software
Consists of computer programs that attempt to identify, thwart and eliminate computer
viruses and other malicious software (malware).
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Server Security Policy
1.0 Purpose
The purpose of this policy is to establish standards for the base configuration of internal server
equipment that is owned and/or operated by the College of Information Science and Technology. (IS&T)
Effective implementation of this policy will minimize unauthorized access to IS&T proprietary
information and technology.
2.0 Scope
This policy applies to server equipment owned and/or operated by IS&T, and to servers registered under
any IS&T -owned internal network domain.
This policy is specifically for equipment on the internal IS&T network. For secure configuration of
equipment external to IS&T on the DMZ, refer to the Internet DMZ Equipment Policy.
3.0 Policy
3.1 Ownership and Responsibilities
All internal servers deployed at IS&T must be owned by an operational group that is responsible for
system administration. Approved server configuration guides must be established and maintained by
each operational group, based on business needs and approved by IS&T Director of IT. Operational
groups should monitor configuration compliance and implement an exception policy tailored to their
environment. Each operational group must establish a process for changing the configuration guides,
which includes review and approval by the IS&T Director of IT.
Servers must be registered within the corporate enterprise management system. At a minimum,
the following information is required to positively identify the point of contact:
o Server contact(s) and location, and a backup contact
o Hardware and Operating System/Version
o Main functions and applications, if applicable
Information in the enterprise management system must be kept up-to-date.
Configuration changes for production servers must follow the appropriate change management
procedures.
3.2 General Configuration Guidelines
Operating System configuration should be in accordance with approved systems guidelines.
Services and applications that will not be used must be disabled where practical.
Access to services should be logged and/or protected through access-control methods, when
possible.
The most recent security patches must be installed on the system as soon as practical, the only
exception being when immediate application would interfere with business requirements.
Trust relationships between systems are a security risk, and their use should be avoided. Do not
use a trust relationship when some other method of communication will do.
Always use standard security principles of least required access to perform a function.
Do not use root when a non-privileged account will do.
-599-

If a methodology for secure channel connection is available (i.e., technically feasible), privileged
access must be performed over secure channels, (e.g., encrypted network connections using
SSH or IPSec).
Servers should be physically located in an access-controlled environment.
Servers are specifically prohibited from operating from uncontrolled cubicle areas.
3.3 Monitoring
All security-related events on critical or sensitive systems must be logged and audit trails saved
as follows:
o All security related logs will be kept online for a minimum of 1 week.
o Daily incremental backups will be retained for at least 1 month.
o Weekly full backups of logs will be retained for at least 1 month.
o Monthly full backups will be retained for a minimum of 2 years.
Security-related events will be reported to IS&T systems managers, who will review logs and
report incidents to the IS&T Director of IT. Corrective measures will be prescribed as needed.
Security-related events include, but are not limited to:
o Port-scan attacks
o Evidence of unauthorized access to privileged accounts
o Anomalous occurrences that are not related to specific applications on the host.
3.4 Compliance
Audits will be performed on a regular basis by authorized organizations within the College.
Audits will be managed by the IS&T systems managers, in accordance with the Audit Policy.
Every effort will be made to prevent audits from causing operational failures or disruptions.
Audits will not be used for purposes of scanning faculty, staff, and student personal data.
4.0 Definitions
Term
DMZ
Server
Definition
De-militarized Zone. A network segment external to the corporate production network.
For purposes of this policy, a Server is defined as an internal IS&T Server. Desktop
machines and Lab equipment are not relevant to the scope of this policy.
-600-

Teaching Assistant, Graduate Assistant, PhD Student, and Student
Worker Acceptable Computer Use Policy
The positions this document is directed towards are by their nature desirable and prestigious positions
for students to hold. This also implies that the positions are only awarded to those students who have
the maturity to also bear the responsibility implied in these positions. This document enacts into
College policy those responsible behaviors before signing this policy. After signing this policy,
responsible behavior will be expected. The College of Information Science and Technology, in many
cases, provides student workers, graduate assistants, PhD students, and teaching assistants with a
computer to use in the normal course of performing their day to day work. These computers are
provided for the express purpose of performing College business. College computer users should be
aware these are not personal systems, but rather are intended as utility systems that will be used in
many cases by several people during a given day. IN the interest of providing a reliable service and one
in which College computer users are abiding by ethical standards and the laws in effect where this
computer use takes place, this acceptable us policy has been implemented. These policies are not
intended for computers used in research projects or by Faculty. Student users of University computer
systems agree to the following conditions. Failure to comply with this agreement and the documents
reference in this agreement will result in loss of access to these systems and/or services, and possible
other disciplinary or legal action.
May not use these systems to harass or threaten individuals or groups or to create a hostile
environment.
May not store or transfer copyrighted material without the consent or public release by the
legal owner of that material, including but not limited to software, pictures, video, audio, and
written material as defined by the United States Copyright Office in this document:
http://lcweb.loc.gov/copyright
May not access or attempt to access computing resources without proper authorization,
including unauthorized use of someone’s account and password.
May not send or present potentially damaging computer software, including but not limited to
computer viruses, and computer worms.
May not use these systems for unsolicited bulk distribution of material or information to off
campus systems, including but not limit to mass email. May not use University systems or
network resources for distribution of copyrighted computer software, images, music, video or
documents unless expressly permitted by the copyright holder.
My not load or run peer-to-peer applications that are intended for the distribution of software
or digital media (music, video, or text). These applications include, but are not limited to Audio
Galaxy, Napster, Bear Share, Lime Wire, mIRC, Bit Torrent, Azureus, and similar systems.
May not store information or use these systems in any ways that violate state or federal laws or
University of Nebraska policies including executive memorandum 16
http://www.nebraska.edu/about/exec_memo16.pdf .
May not sue these systems for commercial, business or any for-profit use without documented
permission from the systems administrator and the individual to whom that administrator
reports. The documented permission requirement shall include UNO Lotus Notes email or
printed and signed documents.
May not run additional services without documented permission from the official administrators
of the system.
-601-

May not use these systems, the services on these systems or the network, to capture private
information or content from other systems or to probe for system and service vulnerabilities
without documented permission from the systems
Continued on Next Page
administrator of target systems. Loading of software used for these purposes such as network
sniffers, password crackers, and port scanners onto University systems is sufficient cause to
assume this activity is taking place and to cause disciplinary action to be taken.
If an investigation takes place, you understand that any and all of your UNO accounts and
computer use may be subject to review by a designated system administrator and/or UNO
Student Affairs and/or UNO security organizations, as accounts are considered to be the
property of the University of Nebraska Omaha. Your accounts may be disabled during any
investigation.
Signed: ______________________________________________________________________________
Printed Name: _______________________________________
Date: __________________________
Witnessed: __________________________________________
Date: __________________________
-602-

Virtual Private Network (VPN) Policy
1.0 Purpose
The purpose of this policy is to provide guidelines for Remote Access IPSec or L2TP Virtual Private
Network (VPN) connections to the College of Information Science and Technology (IS&T) corporate
network.
2.0 Scope
This policy applies to all IS&T employees, contractors, consultants, temporaries, and other workers
including all personnel affiliated with third parties utilizing VPNs to access the IS&T network. This policy
applies to implementations of VPN that are directed through an IPSec Concentrator.
3.0 Policy
Approved IS&T employees and authorized third parties (customers, vendors, etc.) may utilize the
benefits of VPNs, which are a "user managed" service. This means that the user is responsible for
selecting an Internet Service Provider (ISP), coordinating installation, installing any required software,
and paying associated fees. Further details may be found in the Remote Access Policy.
Additionally,
1. It is the responsibility of employees with VPN privileges to ensure that unauthorized users are
not allowed access to IS&T internal networks.
2. VPN use is to be controlled using either a one-time password authentication such as a token
device or a RADIUS/ldap system with a strong passphrase.
3. When actively connected to the corporate network, VPNs will force all traffic to and from the PC
over the VPN tunnel: all other traffic will be dropped.
4. Dual (split) tunneling is NOT permitted; only one network connection is allowed.
5. VPN gateways will be set up and managed by IS&T systems network operational groups.
6. All computers connected to IS&T internal networks via VPN or any other technology must use
the most up-to-date anti-virus software that is the corporate standard (McAfee); this includes
personal computers.
7. VPN users will be automatically disconnected from IS&T 's network after thirty minutes of
inactivity. The user must then logon again to reconnect to the network. Pings or other artificial
network processes are not to be used to keep the connection open.
8. The VPN concentrator is limited to an absolute connection time of 72 hours.
9. Users of computers that are not IS&T-owned equipment must configure the equipment to
comply with IS&T's VPN and Network policies.
10. Only IS&T-approved VPN clients may be used.
11. By using VPN technology with personal equipment, users must understand that their machines
are a de facto extension of IS&T's network, and as such are subject to the same rules and
regulations that apply to IS&T -owned equipment, i.e., their machines must be configured to
comply with IS&T’s Security Policies.
4.0 Definitions
Term
IPSec Concentrator
Definition
A device in which VPN connections are terminated.
-603-

Wireless Communication Policy
1.0 Purpose
This policy discusses access to College of Information Science and Technology (IS&T) research networks
via wireless communication mechanisms. Only wireless systems that meet the criteria of this policy or
have been granted an exclusive waiver by IS&T systems managers in conjunction with the PKI Network
Administrator are approved for connectivity to IS&T's networks.
2.0 Scope
This policy covers all wireless data communication devices (e.g., personal computers, cellular phones,
PDAs, etc.) connected to any of IS&T 's internal networks. This includes any form of wireless
communication device capable of transmitting packet data. Wireless devices and/or networks without
any connectivity to IS&T’s networks do not fall under the purview of this policy.
3.0 Policy
3.1 Register Access Points and Cards
All wireless Access Points / Base Stations connected to IS&T research networks must be registered and
approved by the IS&T Director of IT in conjunction with the PKI Network Administrator. These Access
Points / Base Stations are subject to periodic penetration tests and audits. All wireless Network
Interface Cards (i.e., PC cards) used in laptop or desktop computers must be registered with IS&T
systems staff and the PKI Network Administrator.
3.2 Approved Research Projects
All wireless LAN projects for research must be approved by the Dean of the College of Information
Science and Technology.
3.3 Technical Implementation/Virtual LAN
All approved projects must be planned and implemented by the IS&T systems staff in conjunction with
the PKI Network Administrator. All computers with wireless LAN devices for research projects must
utilize an approved VLAN. All implementations must not interfere with the production (“unowireless”)
network.
3.4 Setting the SSID
The SSID must be registered with IS&T systems staff and the PKI Network Administrator. The SSID
shall not be named “unowireless”. The SSID shall not contain any identifying information such as
student or employee name, or product identifier.
4.0 Definitions
Terms
User Authentication
VLAN
“unowireless”
Definitions
A method by which the user of a wireless system can be verified as a legitimate
user independent of the computer or operating system being used.
a method of creating independent logical networks within a physical network.
The University of Nebraska Omaha production wireless network.
-604-

APPENDIX 7 – ASSESSMENT DATA COLLECTION
This appendix contains examples of the instruments used to collect assessment data, or extracts of
reports that reflect the assessment data. The complete set of assessments may be accessed at:
http://accreditation.ist.unomaha.edu/
To log in, use the username: pki-ist\abet
and password: accreditus2
-605-

Program Objectives
Advisory Board
-606-

Student Focus Group
Questions for Student Focus Group 2008-10-24
Initial Evaluation of Courses
1. To what extent do you feel that the courses that you took are a valuable part of the curriculum?
2. To what extent do you feel that you learned a lot in the courses that you took?
Feedback on Courses
For each course, students identified strengths, weaknesses, their own preparedness, and improvements.
Curriculum Improvements
How can we improve the undergraduate curriculum?
Staying Power
What would it take for you to stay at IS&T and enter the graduate program?
-607-

Alumni Web Survey
Introduction
Thank you for taking the time to respond to this survey. The purpose of this survey is to get feedback
from alumni of the College of IS&T on two important items:
How well the program prepared you for a career in an IT-related profession, and
How the program might be improved to better prepare current and future students.
Your opinions are a vital part of our on-going efforts to improve our programs.
Survey
1. Please indicate the undergraduate program from which you graduated:
a. BS Information Systems
b. BS Computer Science
c. BS Bioinformatics
2. Which of the following have you participated in within the last year (choose all that
apply)?
a. Self-paced tutorial
b. Conferences
c. Workshops
d. Training courses
e. College courses
f. Other (explain)
3. Have you taken any graduate courses since you received your bachelor’s degree?
a. Yes
b. No
4. Have you completed a graduate program (e.g. MS, PhD) since you received you
bachelor’s degree?
a. Yes
b. No
5. For each of the following, (1) Indicate how important each has been to your work life,
and (2) how well the undergraduate program prepared you to do it.
How important to your How well did the
work life?
undergraduate program
prepared you to do it?
Understanding the role of
information systems in the
context of the entire
Very important
Important
Neither important nor
-608-
Very well
Well
Neither well nor poorly

organization
Having strong analytic,
problem solving, and critical
thinking skills
Having good interpersonal
communication skills
unimportant
Unimportant
Very unimportant
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
Poorly
Very poorly
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Having good team skills
Having strong ethical
principles
Designing, implementing,
delivering or managing
technological solutions to
organizational problems or
opportunities
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Building and/or using current
techniques, skills, & tools
appropriate to your job.
Very important
Important
Neither important nor
unimportant
Unimportant
Very unimportant
-609-
Very well prepared
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
Engaging in continuing Very important Very well prepared

professional development
(e.g. classes, workshops,
seminars, conferences, selflearning)
Important
Neither important nor
unimportant
Unimportant
Very unimportant
a.
Well prepared
Neither well prepared nor
poorly prepared
Poorly prepared
Very poorly prepared
6. In your opinion, how well do the program outcomes listed below indicate what a graduate
from the program should know or be able to do?
a. Very well
b. Well
c. Neither well nor poorly
d. Poorly
e. Very poorly
Students will have an ability to apply knowledge of computing and mathematics appropriate to
the discipline.
Students will understand the local and global role of IS in supporting and enabling processes and
strategies at the individual, organizational, and societal level.
Students will communicate effectively to a range of audiences through listening and through
oral, written, and visual presentation.
Students will work effectively in a team environment and collaborate with others to accomplish
a common goal.
Students will understand and apply appropriate types of computer-based tools to support
communication.
Students will understand and apply professional, legal, and ethical standards of conduct.
Students will understand and model organizational processes and data.
-610-

Students will design, integrate, implement, and evaluate a computer-based system, process,
component, or program to meet desired needs.
Students will manage projects.
Students will manage IS with a specified application environment.
Students will manage change.
Students will recognize the need for continuing professional development.
7. How could this list be improved? (open ended)
8. Are there some topics or learning experiences that were missing from the program when
you were in it that you feel should be a part of the program today?
9. Envisioning the evolution of the role of information technologies in our world over the
next five years, are there particular topics, issues, trends, tools, or practices that you feel
we should pay particular attention to?
10. Please suggest some changes not mentioned elsewhere that, if implemented, would
improve the quality of the program from which you graduated.
-611-

Survey of Graduates
1. From which program are you graduating?
a. Bachelor of Science in Bioinformatics
b. Bachelor of Science in Computer Science
c. Bachelor of Science in Information Assurance
d. Bachelor of Science in Information Systems
2. In the year following graduation, I will
a. Stay in Nebraska
b. Leave Nebraska
c. Don’t know
3. In the year following graduation, I am going to (check all that apply):
a. Attend graduate school
i. At UNO
ii. Elsewhere
b. Work in the IT field
i. I am currently employed in IT (provide job title)
ii. I have an offer for a job in IT (provide job title)
iii. I am searching for a job in IT
c. Work in a non-IT field
d. Other (specify)
e. Don’t know
4. Which of the following types of professional development do you plan on taking within the next
year? (Check all that apply)
a. College course
b. Training course
c. Workshop
d. Self-paced tutorial (e.g. web-based)
e. Other (specify)
5. Please provide one or more suggestions for improving the undergraduate program from which
you are graduating.
-612-

College Statistics Report
Objective #2: Students receiving a bachelor’s degree from the College of IS&T are employed in a job that makes use of their education
Measure Data collected AY 2002-2003 AY 2003-2004 AY 2004-2005 AY 2006-2007
UO2.M4 Retention rates (CS) Fall-to-fall retention rates for full-time,
73% 77% 88% 84%
Retention rates (IS) degree-seeking freshmen taking courses
82% 90% 100% 73%
Retention rates (Total) within IS&T
75% 80% 89% 80%
UO2.M5 Minority retention rates (CS) Fall-to-fall retention rates for first-time,
75% 86% 100% 67%
Minority retention rates (IS) full-time minority degree-seeking students 100% 100% n/a 100%
Minority retention rates
(Total)
within IS&T
78% 88% 100% 71%
Objective #6: Students, faculty, and staff in the College of IS&T participate in community and professional outreach
Measure Data collected 2002 2004 2005 2006
UO6.M2 Internships
Number of internships (calendar year) 84 79 64 56
Number of firms involved 54 51 (est)
Number of internship opportunities
91 324 476 1176
offered from Career Resource Center
(calendar year)
Number of Career Resource Center
200 (est) 430 600 750
partner organizations
UO6.M9 Funding from the community Dollar amount $ 452,943 $ 1,100,000
Number of funded projects 11 19
Access to education Number of distance education enabled
25 20 1 3
UO6.M12
course sections
Number of students enrolled in distance ed
263 34 1 15
courses
UO6.M13 Events encouraging Number of events 15 22 22 13
participation of underrepresented
Number of individuals involved 585 438 719 932
groups
Objective #7: Resources available in the College of IS&T are appropriate to the programs offered and are used in an
efficient and effective manner.
Measure Data collected AY 2002-2003 AY 2004-2005 AY 2005-2006 AY 2006-2007
UO7.M1 Human Resources
Student/Faculty ratio 31 27 23 21
Faculty/Admin support staff (FTE) ratio 7.4 6.8 6.3 6.5
Faculty/ Tech support staff (FTE) ratio 12.3 5.2 6.3 5.6
Student/Tech support staff (FTE) ratio 379 143 145 115
Student/ Advisor (FTE) ratio 413 412 387 357
Student/ Admin support (FTE) ratio 227.4 185.6 145 133.8
UO7.M3 IS&T financial assistance/ student ratio 0 $ 16.98 $ 18.90 $ 22.18
Financial Resources Annual budget for physical and human $ 5,364,108 $ 6,058,836 $ 6,726,702 $ 7,300,862
UO7.M4
resources in IS&T
UO7.M7 Physical Resources
Number of sections of IS&T classes 459 471 443 268
Number of sections IS&T classes not
22 22 13 6
offered at PKI because of space
constraints
UO7.M9
Number of students enrolled in IS&T /
workstations ratio
3.5 2.9 2.7 2.5
-613-

Faculty Annual Reviews
Objective #4
Objective #5
Objective #6
2003 2005 2007 2009
Faculty in the College of IS&T contribute to the advancement of their disciplines through
scholarly activity
Peer-reviewed journal articles 20 15 22 28
Peer-reviewed proceedings 29 16 35 37
Conference presentations 11 14 13 8
Book chapters 7 18 9 10
Monographs / Books 2 3 2 2
Editorial board service 22 25 24 30
Other editorial activity (e.g. conference
section chair) 20 18 20 13
Grants funded (No.) 12 19 11 13
Grants funded ($) $ 374,507 $ 422,339 $ 1,643,474 $ 891,207
Grants submitted (unfunded) 20 3 10 21
Scholarly activity with direct relevance to UG
students 6 1 0 38
Faculty and staff in the College of IS&T regularly update their professional knowledge and skills
and continually develop and enhance programs to meet the needs of our students and
community.
Count of professional development activities
related to courses in various categories 2 5 13 20
Count of professional development activities
related to advising & support 0 0 1 0
New courses 12 15 6 1
Courses with major change 6 12 11 6
Courses with minor change 26 11 10 32
Students, faculty, and staff in the College of IS&T participate in community and professional
outreach.
Number of projects with external clients
(graduate) 49 58 16 12
Number of projects with external clients
(undergraduate) 30 24 22 26
Membership in corporate, professional,
advisory, or civic boards 6 2 2 0
Professional publications and media
appearances 1 0 5 0
Speaches to popular conferences, civic
groups, meetings 15 9 13 22
Training, consulting, technology transfer
activities 1 3 4 4
Contributions to other institutes 1 8 1 1
Volunteer work 10 1 0 1
-614-

Faculty Questionnaire
General
1. With which department are you affiliated?
Library Facilities
1. The library resources are adequate to enable you to meet your responsibilities and professional needs.
2. The process by which you may request the library to order books or subscriptions is adequate
[Strongly Agree/Somewhat Agree/Neither/Somewhat Disagree/Strongly Disagree/No Opinion]
3. The professional librarians and library support staff adequately support your responsibilities and professional needs
[Strongly Agree/Somewhat Agree/Neither/Somewhat Disagree/Strongly Disagree/No Opinion]
4. Access to the library’s system for locating and obtaining information is adequate.
[Strongly Agree/Somewhat Agree/Neither/Somewhat Disagree/Strongly Disagree/No Opinion]
Classroom Equipment
5. The equipment available in classrooms where you teach is adequate for your teaching needs.
[Strongly Agree/Somewhat Agree/Neither/Somewhat Disagree/Strongly Disagree/No Opinion]
Faculty Offices
Labs
6. Your office enables you to meet your responsibilities and professional needs
[Strongly Agree/Somewhat Agree/Neither/Somewhat Disagree/Strongly Disagree/No Opinion]
7. The special purpose labs (e.g. those on the 3rd floor) are adequate to meet your needs.
Support Staff
8. The number of support staff is adequate to enable you to meet your responsibilities and professional needs.
Comment
If you wish, please elaborate on any answer given above.
-615-

Task list, resource list
Economic Feasibility Analysis
Statement of work
Enterprise model
Workflow
Baseline Project Plan
Meeting minutes, other comm.
process model
IDEF0
use cases
work flow
Tracking GANTT
Update of project plan
IDEF1X ER Diagram
Database Design
Computer Architecture Design
Control plan
Interface design
Structure Charts (proprietary software)
Testing plan
Implementation plan
Maintenance plan
Documentation
System construction/prototyping
Final GANTT diagram
Rework of Economic Feasibility Analysis
Post project evaluation
Correspondence between original
requirements analysis and final deliverables
Group presentation
Program Outcomes
Capstone project review
M2 M4 M5 M6 M8 M9
M1 M3 M7 Other
PROJECT:
EVALUATOR:
DATE:
U - Unsatisfactory
E - Emerging
P - Proficient
D - Distinguished
NO - Not Observed
Objective (a) Students w ill have an ability to apply know ledge of computing
and mathematics appropriate to the discipline.
Objective (b) Students w ill have a broad organizational and real-w orld
perspective
(1) Understand the local and global role of information systems in supporting
and enabling processes and strategies at the individual, organizational, and
societal level
Objective (c) Students w ill have strong analytic, problem solving, and critical
thinking skills
(1) Apply traditional and contemporary analysis and design techniques to
identify and analyze organizational problems or opportunities, formulate
appropriate strategies and solutions using information technologies, and
evaluate the effectiveness of propos
Objective (d) Students w ill have good interpersonal communication, team
skills, and strong ethical principles
(1) Communicate effectively to a range of audiences through listening and
through oral, written, and visual presentation
(2) W ork effectively in a team environment and collaborate with others to
accomplish a common goal.
(3) Understand and apply appropriate types of computer-based tools to
support communication.
(4) Understand and apply professional, legal, and ethical standards of
conduct
Objective (e) Students w ill be able to design, implement, deliver, and
manage technological solutions to organizational problems or to take
advantage of opportunities.
(1) Understand and model organizational processes and data
(2) Design, integrate, implement, and evaluate a computer-based system,
process, component, or program to meet desired needs.
(3) Manage projects.
(4) Manage information systems within a specific application environment
(5) Manage organizational change
(6) Manage project change
Principal strengths:
Principal weaknesses:
Suggestions for improving the content or pedagogy of ISQA 4110 and ISQA 4120:
-616-

Writing sample
-617-

Topic area exam
ISQA 3300 File Structures
-618-

CIST 2500 Statistics
-619-

Ethics case study
-620-