University of Wisconsin—Eau Claire College of Business

Plan for Assessing the Information Systems Major

 

 

This document defines the plan for assessing the learning goals of the Information Systems (IS) major at UW—Eau Claire. The IS Curriculum Committee at the University of Wisconsin—Eau Claire continually assesses the learning goals of the IS major. This means the Curriculum Committee establishes learning goals consistent with the Department mission and the needs of its stakeholders. The Committee gathers and analyzes data that reflect Department performance in achieving measurable outcomes associated with each learning goal. Progress toward the goals is recognized and rewarded; regression from them is recognized and remediated. Each italicized term in this statement is defined next.

 

The IS Curriculum Committee consists of all tenured and tenure-track IS faculty. Its purpose is to create and maintain the IS curriculum. It is the main governing body for all Department assessment activities. It is headed by the Department chair and meets at least four times per year.

The IS Curriculum is the body of learning activities the IS faculty require of IS students. Learning activities include in-class experiences, academic and career advising, internships, collaborative research, and distance education. Curriculum units are regular IS courses or their functional equivalents such as Internet courses, graduate modules, workshops, etc.; for simplicity in writing, curriculum units are referred to as courses.

The courses relevant to this document are those required in the IS major. Please note that this document is not a comprehensive statement on curriculum or course development procedures, nor is it a plan for general Department evaluation; it defines assessment only of learning goals of the IS major.

 

Learning goals are specific statements of the verbal information, intellectual skills, cognitive strategies, or attitudes (per Gagne, 1985) that the Curriculum Committee identifies as the main targets for student learning in the IS major. Learning goals are formed consistent with the Department mission and the needs of Department stakeholders.

 

The Department mission summarizes the overall purpose of the IS Department. It exists within the context of the mission of the College, which in turn exists within the mission of UW-Eau Claire. Here are two statements of the mission, one brief and one complete:

 

Brief Mission Statement:

EDUCATE majors

EXTEND content to non-majors

ADVANCE the field through research

SERVE the field and community

 

Complete Mission Statement:

The Department of Information Systems exists to educate qualified students in the theory and practice of designing, developing, and managing computer-enhanced information systems in businesses and other organizations. To this end, the Department employs terminally qualified faculty, augmented by qualified instructional staff as needed, to provide excellent instruction to IS majors, minors, certificate seekers, and other qualified undergraduate and graduate students. Instruction includes in-class experiences, academic and career advising, internships, collaborative research, and distance education. With support from the College, University, and private businesses, the Department assures continued instructional excellence by providing to its faculty appropriate physical and technological facilities and ongoing support for research, publication and presentation, conference and workshop attendance, and faculty sabbaticals as feasible.

 

Stakeholders are people and groups that the IS Curriculum Committee recognizes as having a legitimate interest in the organization and operation of the Department. Stakeholders are presently defined as the IS faculty and staff; UWEC students, potential students, and IS alumni; relevant administrators in the College, University, and UW system; employers and potential employers of IS students and alumni; and relevant accrediting agencies and other regulatory bodies. In this document, the term business is used in its most inclusive sense: any human organization that exists to provide a product or service. For assessment of the IS major, the Department stakeholders are operationally defined as

 

  • the IS Curriculum Committee,
  • IS majors and other students in IS courses,
  • the College of Business Dean’s Council, and
  • the IS Industry Advisory Committee.

 

Gathering and analyzing data are two closely related activities. Data Gathering means developing and administering instruments to measure the outcomes associated with each learning goal. Data analysis means inspecting and aggregating the results of data gathering both quantitatively and qualitatively, reporting these data aggregations to Department stakeholders at least annually, and making judgments from the data about the efficiency and effectiveness of Department progress toward identified learning goals.

 

Outcomes are measurable indicators of progress toward learning goals. Examples of outcomes are faculty opinion of organization of the major, student performance on tests and term projects in required courses, student opinions of their experiences in required courses, administrative decisions regarding IS faculty performance in servicing the major, and IS Industry Advisory Committee opinion of the IS major curriculum and students. Outcomes assessed either inside or outside the IS Department can be used as determined by the IS Curriculum Committee.

 

Rewards are benefits to the IS Department and its stakeholders that either accrue naturally or are deliberately given as a result of progress toward the learning goals. Examples are education, collegiality, facilities enhancements, remuneration increases, graduation, permanent employment, employment promotions, etc. Rewards for progress toward the learning goals are recommended at least annually by the IS Curriculum Committee.

 

Remediation is changing the means by which the learning goals are achieved; it also involves changing the learning goals, their associated outcomes, and/or the means by which the outcomes are measured and analyzed. Examples are course content changes, adding or deleting courses from the IS curriculum, changes in learning activities, professional development for IS faculty or staff, changes in IS Department stakeholders, and changes in data gathering, analysis, and/or reporting techniques. Recommendations for remediation of regression from the learning goals are offered at least annually by the IS stakeholders.

 


Figure 1 graphically presents the cycle for assessing learning goals of the IS Major as a cycle that begins with consideration of the Department mission statement.
The figure includes the following points: All final decisions regarding major-assessment activities are approved by the IS Curriculum Committee. Assessment instruments are obtained/developed and administered by individual IS faculty or their designees in or in association with courses required in the IS major. The IS Department chair analyzes and reports the data at least annually. IS Department stakeholders evaluate the report and recommend rewards and remediation to the IS Curriculum Committee at least annually.

 

 

LEARNING GOALS FOR THE IS MAJOR

 

Below are listed the learning goals for the IS major; courses required in the major are listed in parentheses after goals they address.

 

Learning Goal Assumed at admission to the major:

0)       Use end-user computing tools appropriately for personal productivity.

 

Learning Goals Addressed in IS 240 (and reemphasized in other IS courses):

1)       Effectively communicate about information systems concepts using correct terminology.

2)       Adhere to student-oriented IS ethics while a student, and correctly explain professional IS ethics.

3)       Appreciate the role of IS in businesses and other organizations.

4)       Appreciate the role of the IS professional in the IS field.

5)       State and defend a reasonable position on a significant IS issue.

 

Learning Goals Addressed in the IS major core:

6)       Design and develop stand-alone business software applications (IS 304).

7)       Use the Systems View to understand and apply whole system development methods such as the Systems Development Life Cycle (IS 310).

8)       Model business data requirements, and develop corresponding database applications (IS 344).

9)       Design and defend, at a business-requirements level, feasible enterprise-wide data networks (IS 345).

10)   Manage the understanding, development, and use of information systems by end users (IS 460).

 

Learning Goals Addressed in the IS business analysis emphasis:

11)   Demonstrate the ability to develop and administer information systems security policies as they apply to personnel, facilities, business processes, and information infrastructure (IS 365).

12)   Use the Systems View to understand and apply object-oriented systems analysis & design methods such as the Universal Modeling Language (IS 411).

13)   Manage information systems development projects (IS 455).

 

Learning Goals Addressed in the IS systems development emphasis:

14)   Design and develop advanced business software applications (IS 314).

15)   Demonstrate in-depth knowledge of the state of the art in network management and security. (IS 375).

16)   Design and develop Web-enabled, 3-tier software applications using Service-Oriented Architecture (IS 450).

 

 

OUTCOMES FOR EACH LEARNING GOAL OF THE IS MAJOR

 

Measurable learning outcomes suitable for assessment are listed next below each goal of the IS major. Note that no outcomes are listed here for the College or University learning goals. This is because non-IS College and University resources are already devoted to assessing those goals.

 

Learning Goal Assumed at admission to the major:

0)       Use end-user computing tools appropriately for personal productivity.

a)       Students demonstrate facility with end-user computing tools in their course work.

b)       Students take a computer literacy exam in a proctored environment.

 

Learning Goals Addressed in IS 240 and other IS major-required courses:

1)       Effectively communicate about information systems concepts using correct terminology.

a)       Instructors provide learning experiences in information systems concepts and terminology.

b)       Students make audio-visual presentations on information systems concepts using correct terminology.

c)       Students write reports or other assignments on information systems concepts using correct terminology.

d)       Students take exams in a proctored environment.

2)       Adhere to student-oriented IS ethics while a student, and correctly explain professional IS ethics.

a)       Instructors provide learning experiences in IS ethics.

b)       Instructors document student behavior they discover to be inconsistent with IS and UWEC ethics standards.

c)       Students write or present about professional IS ethics.

3)       Appreciate the role of IS in businesses and other organizations.

a)       Instructors provide learning experiences in the role of IS in businesses and other organizations.

b)       Students write or present on the value IS adds to business and other organizations.

c)       Students write or present on the structure and placement of IS in businesses and other organizations.

4)       Appreciate the role of the IS professional in the IS field.

a)       Students complete an IS-oriented service learning project.

b)       Students engage IS faculty in academic and career advising.

c)       Students write or present on career path options for IS Professionals.

d)       Students join and participate in IS professional societies.

e)       Students complete IS internships.

f)        Students utilize the placement tools of UWEC Career Services.

g)       Students obtain full-time employment in the IS field after graduation.

5)       State and defend a reasonable position on a significant, unresolved IS issue.

a)       Students write or present on significant, unresolved IS issues.

 

Learning Goals Addressed in IS major-required courses other than IS 240:

6)       Design and develop stand-alone business software applications. (304, 314)

a)       Instructors provide learning experiences in designing and developing stand-alone business software applications.

b)       Students document software design specifications using UML and the object-oriented approach.

c)       Using an object-oriented integrated development environment, students develop software that meets object-oriented design specifications.

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

7)       Model business data requirements, and develop corresponding database applications. (344)

a)       Instructors provide learning experiences in modeling business data requirements and developing corresponding database applications.

b)       Students document business data models using DFD’s and the Entity-Relationship model.

c)       Using a relational database management system and other appropriate software tools, students develop database applications to correspond to a business data model.

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

8)       Design and defend, at a business-requirements level, feasible enterprise-wide data networks. (345)

a)       Instructors provide learning experiences in designing and defending, at a business-requirements level, feasible enterprise-wide data networks.

b)       Using industry-standard tools and symbols, students document the design of a feasible enterprise-wide data network at the business-requirements level.

c)       Students present and defend their design of a feasible enterprise-wide data network at the business-requirements level.

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

9)       Use the Systems View to understand and apply whole system development methods such as the Systems Development Life Cycle. (310, 411)

a)       Instructors provide learning experiences in analyzing the information requirements of organizations by using the structured approach and the object-oriented paradigm and by modeling business processes, software logic, data architecture, and user-computer interaction.

b)       Students document IS designs with appropriate modeling techniques, including DFDs, ERDs, and UML.

c)       Students take a comprehensive exam in a proctored environment.

10)   Design and develop Web-enabled, 3-tier software applications. (450)

a)       Instructors provide learning experiences in designing and developing Web-enabled, 3-tier software applications.

b)       Using UML and the object-oriented approach, students document the design of a Web-enabled, 3-tier software application.

c)       Using an object-oriented integrated development environment, students develop a Web-enabled, 3-tier software application.

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

11)   Manage a system development project to create an original information system for a real client. (460)

a)       Instructors provide learning experiences in managing system development projects.

b)       Using industry-standard tools and symbols, students develop project management documents to show that they planned and managed the execution of a complete information system development project via the System Development Life Cycle or another industry-standard project management paradigm.

c)       Students show the information system developed in the project they managed.

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

12)   Demonstrate in-depth knowledge of the state of the art in one of the five main IS content areas: system design, system development, database management, network management, and end-user computing. (375, 384, 410, 411, 475, 460, 491, electives)

a)       Instructors provide learning experiences in in-depth knowledge of the state of the art in one of the five main IS content areas.

b)       Students write or present on the state of the art in one of the five main IS content areas.

 

 

ASSESSMENTS FOR EACH LEARNING OUTCOME OF THE IS MAJOR

 

Six types of assessment instruments naturally emerge from the foregoing list of outcomes: course syllabi, student writings and presentations, memos to student advising files, student opinion questionnaires, optional learning activities, and student performance on exams. Each of these is explained next.

 

Course syllabi are what one would expect them to be: they document the anticipated content and procedures for a particular course. Syllabi do not, by their existence, guarantee any particular learning outcome, but the absence of a learning outcome from a syllabus where it would naturally be expected is certainly noteworthy in assessment activities.

 

Student writings and presentations are assignments in the IS courses, often but not always summative experiences such as term projects, which represent student learning in the content area. All students’ work for assignments designated as assessments is stored in the UWEC E-Portfolio system so as to be accessible on demand as long as needed. (The contents of the E-Portfolio system are also available to the students who authored it as well as to assessment personnel.) Although writings and presentations are identified at all levels of the IS curriculum for inclusion in the E-Portfolio system, student products from the highest-level applicable course are favored because of the summative nature of assessment.

 

Student opinion surveys are of two types. The first is the oft-cited though oft-maligned “in-class evaluation” of content, instruction, and facilities. This type of instrument is valuable in assessment, but too much must not be made of the data it generates. That is, student opinions are what it solicits, and student opinions are what it yields. This type of survey is useful for understanding student perceptions of what is useful or not in a course, but it is not useful for objectively assessing the value of a course or the student learning that resulted. Thus, student opinion survey data are included here as a gauge of student perception only.

 

The second type of survey is a graduating student exit survey. It is administered in the capstone course and serves as a check of the other student opinion surveys. It has the same limitations as the other surveys but can be helpful in giving a summative view of otherwise potentially myopic per-course survey results.

 

Optional learning activities are of four types: advising, internships, career placement activities, and professional society participation. These types of activities are considered evidence of the extent to which students take personal responsibility for their education and career. Seeking career advice out of class is evidence that students are looking beyond the confines of their major requirements to add value to their education. Completing an internship is evidence that students are investigating how to make of their education a meaningful contribution to society. Career placement activities such as Registering with CareerLink and interviewing with recruiters, either on or off campus, is evidence that students are taking personal responsibility for their transition from student to professional. Membership and participation in a professional society before graduation is evidence that students have begun to identify with their field as a profession rather than simply as a job category and that they will lead in developing IS as a discipline throughout their professional lives.

 

Student performance exams are of two types in IS major-assessment: a basic computer literacy exam and a comprehensive multiple-choice exam. The computer literacy exam is a way to assess the presently held assumption that students learn a given level of end-user computing skill prior to taking classes at UWEC; the externally developed and nationally normed exam presently designated is the Internet and Computing Core Certification (IC³) from Certiport (http://www.certiport.com/yourPersonalPath/ic3Certification/).

 

The comprehensive multiple-choice exam is an externally developed measure of student mastery of verbal information, intellectual skills, and cognitive strategies in the IS field. This exam is the Information Systems Core (IS-CORE) exam developed and maintained by the Center for Computing Education Research (CCER) and is based on the IS 2002 Model Curriculum developed jointly by the Association for Computing Machinery (ACM), the Association for Information Systems (AIS), and the Association of Information Technology Professionals (AITP).

 

Assessment instruments for each learning outcome are listed next. At the end of this list, Table 1 shows the same information in tabular format.

 

Learning Goal Assumed at admission to the major:

0)       Use end-user computing tools appropriately for personal productivity.

a)       Students demonstrate facility with end-user computing tools in their course work.

i)         E-Portfolio entries created with end-user computing tools from the following IS required courses: 240, 310, 345, 411, 460

b)       Students take a computer literacy exam in a proctored environment.

i)         IC3 exam

 

Learning Goals Addressed in IS 240 and other IS major-required courses:

1)       Effectively communicate about information systems concepts using correct terminology.

a)       Instructors provide learning experiences in information systems concepts and terminology.

i)         Current course syllabi for the following IS courses: 240, 310, 344, 345, 411, 450, 460

ii)       Student opinion surveys from the following IS courses: 240, 310, 344, 345, 411, 450, 460

b)       Students make audio-visual presentations on information systems concepts using correct terminology.

i)         E-Portfolio entries from the following IS courses: 344, 345, 411, 450, 460

c)       Students write reports or other assignments on information systems concepts using correct terminology.

i)         Written reports or other assignments in E-Portfolio from the following IS courses: 240, 310, 345, 411, 460

d)       Students take exams in a proctored environment.

i)         IC3 exam

ii)       IS-CORE exam

2)       Adhere to student-oriented IS ethics while a student, and correctly explain professional IS ethics.

a)       Instructors provide learning experiences in IS ethics.

i)         Current syllabi for the following IS courses: 240, 460

ii)       Student opinion surveys from the following IS courses: 240, 460

b)       Instructors document student behavior they discover to be inconsistent with IS and UWEC ethics standards.

i)         Memos of ethics breaches on file with the UWEC associate dean of students

c)       Students write or present about professional IS ethics.

i)         E-Portfolio entries from the following IS course: 460

3)       Appreciate the role of IS in businesses and other organizations.

a)       Instructors provide learning experiences in the role of IS in businesses and other organizations.

i)         Current syllabi for the following IS courses: 240, 310, 411, 460

ii)       Student opinion surveys from the following IS courses: 240, 310, 411, 460

b)       Students write or present on the value IS adds to business and other organizations.

i)         E-Portfolio entries from the following IS courses: 240, 310, 411, 460

c)       Students write or present on the structure and placement of IS in businesses and other organizations.

i)         E-Portfolio entries from the following IS courses: 240, 310, 411, 460

4)       Appreciate the role of the IS professional in the IS field.

a)       Students complete an IS-oriented service learning project.

i)         Records from UWEC Service Learning Center

b)       Students engage IS faculty in academic and career advising.

i)         Graduating student self report on exit survey

ii)       PACs required of all IS majors

c)       Students write or present on career path options for IS Professionals.

i)         E-Portfolio entries from the following IS courses: 240, 460

d)       Students join and participate in IS professional societies.

i)         SIM-AITP membership records

e)       Students complete IS internships.

i)         Grade rolls from the following IS course: 420

f)        Students utilize the placement tools of UWEC Career Services.

i)         Records of students registered with CareerLink

ii)       Records of students signing up for interviews through Career Services

g)       Students obtain full-time employment in the IS field after graduation.

i)         Graduating student self report on exit survey

ii)       Alumni survey

5)       State and defend a reasonable position on a significant, unresolved IS issue.

a)       Students write or present on significant, unresolved IS issues.

i)         E-Portfolio entries from the following IS courses: 240, 460

 

Learning Goals Addressed in IS major-required courses other than IS 240:

6)       Design and develop stand-alone business software applications. (304, 314)

a)       Instructors provide learning experiences in designing and developing stand-alone business software applications.

i)         Current syllabi from the following IS courses: 304, 314

ii)       Student opinion surveys from the following IS courses: 304, 314

b)       Students document software design specifications using UML and the object-oriented approach.

i)         E-Portfolio entries from the following IS courses: 304, 314

c)       Using an object-oriented integrated development environment, students develop software that meets object-oriented design specifications.

i)         E-Portfolio entries from the following IS courses: 304, 314

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

i)         IS-CORE exam

7)       Model business data requirements, and develop corresponding database applications. (344)

a)       Instructors provide learning experiences in modeling business data requirements and developing corresponding database applications.

i)         Current syllabi from the following IS course: 344

ii)       Student opinion surveys from the following IS course: 344

b)       Students document business data models using DFD’s and the entity-relationship model.

i)         E-Portfolio entries from the following IS courses: 344, 460

c)       Using a relational database management system and other appropriate software tools, students develop database applications to correspond to a business data model.

i)         E-Portfolio entries from the following IS courses: 344, 460

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

i)         IS-CORE exam

8)       Design and defend, at a business-requirements level, feasible enterprise-wide data networks. (345)

a)       Instructors provide learning experiences in designing and defending, at a business-requirements level, feasible enterprise-wide data networks.

i)         Current syllabi from the following BTEL course: 345

ii)       Student opinion surveys from the following BTEL course: 345

b)       Using industry-standard tools and symbols, students document the design of a feasible enterprise-wide data network at the business-requirements level.

i)         E-Portfolio entries from the following BTEL course: 345

c)       Students present and defend their design of a feasible enterprise-wide data network at the business-requirements level.

i)         E-Portfolio entries from the following BTEL course: 345

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

i)         IS-CORE exam

9)       Use the Systems View to understand and apply whole system development methods such as the Systems Development Life Cycle. (310, 411)

a)       Instructors provide learning experiences in analyzing the information requirements of organizations by using the structured approach and the object-oriented paradigm and by modeling business processes, software logic, data architecture, and user-computer interaction.

i)         Current syllabi from the following IS courses: 310, 411

ii)       Student opinion surveys from the following IS courses: 310, 411

b)       Students document IS designs with appropriate modeling techniques, including DFDs, ERDs, and UML.

i)         E-Portfolio entries from the following IS courses: 310, 411

c)       Students take a comprehensive exam in a proctored environment.

i)         IS-CORE exam

10)   Design and develop Web-enabled, 3-tier software applications. (450)

a)       Instructors provide learning experiences in designing and developing Web-enabled, 3-tier software applications.

i)         Current syllabi from the following IS course: 450

ii)       Student opinion surveys from the following IS course: 450

b)       Using UML and the object-oriented approach, students document the design of a Web-enabled, 3-tier software application.

i)         E-Portfolio entries from the following IS course: 450

c)       Using an object-oriented integrated development environment, students develop a Web-enabled, 3-tier software application.

i)         E-Portfolio entries from the following IS course: 450

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

i)         IS-CORE exam

11)   Manage a system development project to create an original information system for a real client. (460)

a)       Instructors provide learning experiences in managing system development projects.

i)         Current syllabi from the following IS course: 460

ii)       Student opinion surveys from the following IS course: 460

b)       Using industry-standard tools and symbols, students develop project management documents to show that they planned and managed the execution of a complete information system development project via the System Development Life Cycle or another industry-standard project management paradigm.

i)         E-Portfolio entries from the following IS course: 460

c)       Students show the information system developed in the project they managed.

i)         E-Portfolio entries from the following IS course: 460

d)       Students take a comprehensive multiple-choice exam in a proctored environment.

i)         IS-CORE exam

12)   Demonstrate in-depth knowledge of the state of the art in one of the five main IS content areas: system design, system development, database management, network management, and end-user computing. (375, 384, 410, 411, 475, 460, 491, electives)

a)       Instructors provide learning experiences in in-depth knowledge of the state of the art in one of the five main IS content areas.

i)         Current syllabi from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives

ii)       Student opinion surveys from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives

b)       Students write or present on the state of the art in one of the five main IS content areas.

i)         E-Portfolio entries from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives

Table 1. Assessments of IS Major by Outcome and Learning Goal

GOAL CATEGORY

GOAL

OUTCOME

ASSESSMENT

Learning Goal Assumed at admission to the major

Use end-user computing tools appropriately for personal productivity.

Students demonstrate facility with end-user computing tools in their course work.

E-Portfolio entries created with end-user computing tools from the following IS required courses: 240, 310, 345, 411, 460

 

 

Students take a computer literacy exam in a proctored environment.

IC3 exam

 

 

 

 

Learning Goals Addressed in IS 240 and other IS major-required courses

Effectively communicate about information systems concepts using correct terminology.

Instructors provide learning experiences in information systems concepts and terminology.

Current course syllabi for the following IS courses: 240, 310, 344, 345, 411, 450, 460

 

 

 

Student opinion surveys from the following IS courses: 240, 310, 344, 345, 411, 450, 460

 

 

Students make audio-visual presentations on information systems concepts using correct terminology.

E-Portfolio entries from the following IS courses: 344, 345, 411, 450, 460

 

 

Students write reports or other assignments on information systems concepts using correct terminology.

Written reports or other assignments in E-Portfolio from the following IS courses: 240, 310, 345, 411, 460

 

 

Students take multiple-choice exams in a proctored environment.

IC3 exam

 

 

 

IS-CORE exam

 

Adhere to student-oriented IS ethics while a student, and correctly explain professional IS ethics.

Instructors provide learning experiences in IS ethics.

Current syllabi for the following IS courses: 240, 460

 

 

 

Student opinion surveys from the following IS courses: 240, 460

 

 

Instructors document student behavior they discover to be inconsistent with IS and UWEC ethics standards.

Memos of ethics breaches on file with the UWEC associate dean of students

 

 

Students write or present about professional IS ethics.

E-Portfolio entries from the following IS course: 460

 

Appreciate the role of IS in businesses and other organizations.

 

Instructors provide learning experiences in the role of IS in businesses and other organizations.

Current syllabi for the following IS courses: 240, 310, 411, 460

 

 

 

Student opinion surveys from the following IS courses: 240, 310, 411, 460

 

 

Students write or present on the value IS adds to business and other organizations.

E-Portfolio entries from the following IS courses: 240, 310, 411, 460

 

 

Students write or present on the structure and placement of IS in businesses and other organizations.

E-Portfolio entries from the following IS courses: 240, 310, 411, 460

 

Appreciate the role of the IS professional in the IS field.

Students complete an IS-oriented service learning project.

Records from UWEC Service Learning Center

 

 

Students engage IS faculty in academic and career advising.

Graduating student self report on exit survey

 

 

 

PACs required of all IS majors

 

 

Students write or present on career path options for IS Professionals.

E-Portfolio entries from the following IS courses: 240, 460

 

 

Students join and participate in IS professional societies.

SIM-AITP membership records

 

 

Students complete IS internships.

 

Grade rolls from the following IS course: 420

 

 

Students utilize the placement tools of UWEC Career Services.

Records of students registered with CareerLink

 

 

 

Records of students signing up for interviews through Career Services

 

 

Students obtain full-time employment in the IS field after graduation.

Graduating student self report on exit survey

 

 

 

 Alumni survey

 

State and defend a reasonable position on a significant, unresolved IS issue.

Students write or present on significant, unresolved IS issues.

E-Portfolio entries from the following IS courses: 240, 460

 

 

 

 

Learning Goals Addressed in IS major-required courses other than IS 240:

Design and develop stand-alone business software applications.

 

Instructors provide learning experiences in designing and developing stand-alone business software applications.

Current syllabi from the following IS courses: 304, 314

 

 

 

 

Student opinion surveys from the following IS courses: 304, 314

 

 

Students document software design specifications using UML and the object-oriented approach.

E-Portfolio entries from the following IS courses: 304, 314

 

 

Using an object-oriented integrated development environment, students develop software that meets object-oriented design specifications.

E-Portfolio entries from the following IS courses: 304, 314

 

 

Students take a comprehensive multiple-choice exam in a proctored environment.

IS-CORE exam

 

Model business data requirements, and develop corresponding database applications.

Instructors provide learning experiences in modeling business data requirements and developing corresponding database applications.

Current syllabi from the following IS course: 344

 

 

 

Student opinion surveys from the following IS course: 344

 

 

Students document business data models using DFD’s and the entity-relationship model.

E-Portfolio entries from the following IS courses: 344, 460

 

 

Using a relational database management system and other appropriate software tools, students develop database applications to correspond to a business data model.

E-Portfolio entries from the following IS courses: 344, 460

 

 

Students take a comprehensive multiple-choice exam in a proctored environment.

IS-CORE exam

 

Design and defend, at a business-requirements level, feasible enterprise-wide data networks.

Instructors provide learning experiences in designing and defending, at a business-requirements level, feasible enterprise-wide data networks.

Current syllabi from the following BTEL course: 345

 

 

 

Student opinion surveys from the following BTEL course: 345

 

 

Using industry-standard tools and symbols, students document the design of a feasible enterprise-wide data network at the business-requirements level.

E-Portfolio entries from the following BTEL course: 345

 

 

Students present and defend their design of a feasible enterprise-wide data network at the business-requirements level.

E-Portfolio entries from the following BTEL course: 345

 

 

 

Students take a comprehensive multiple-choice exam in a proctored environment.

IS-CORE exam

 

Use the Systems View to understand and apply whole system development methods such as the Systems Development Life Cycle.

Instructors provide learning experiences in analyzing the information requirements of organizations by using the structured approach and the object-oriented paradigm and by modeling business processes, software logic, data architecture, and user-computer interaction.

Current syllabi from the following IS courses: 310, 411

 

 

 

Student opinion surveys from the following IS courses: 310, 411

 

 

Students document IS designs with appropriate modeling techniques, including DFDs, ERDs, and UML.

E-Portfolio entries from the following IS courses: 310, 411

 

 

Students take a comprehensive exam in a proctored environment.

IS-CORE exam

 

Design and develop Web-enabled, 3-tier software applications.

Instructors provide learning experiences in designing and developing Web-enabled, 3-tier software applications.

Current syllabi from the following IS course: 450

 

 

 

Student opinion surveys from the following IS course: 450

 

 

Using UML and the object-oriented approach, students document the design of a Web-enabled, 3-tier software application.

E-Portfolio entries from the following IS course: 450

 

 

Using an object-oriented integrated development environment, students develop a Web-enabled, 3-tier software application.

E-Portfolio entries from the following IS course: 450

 

 

Students take a comprehensive multiple-choice exam in a proctored environment.

IS-CORE exam

 

 

Manage a system development project to create an original information system for a real client.

Instructors provide learning experiences in managing system development projects.

 

 

 

Current syllabi from the following IS course: 460

 

 

 

Student opinion surveys from the following IS course: 460

 

 

Using industry-standard tools and symbols, students develop project management documents to show that they planned and managed the execution of a complete information system development project via the System Development Life Cycle or another industry-standard project management paradigm.

E-Portfolio entries from the following IS course: 460

 

 

Students show the information system developed in the project they managed.

E-Portfolio entries from the following IS course: 460

 

 

Students take a comprehensive multiple-choice exam in a proctored environment.

IS-CORE exam

 

Demonstrate in-depth knowledge of the state of the art in one of the five main IS content areas: system design, system development, database management, network management, and end-user computing.

Instructors provide learning experiences in in-depth knowledge of the state of the art in one of the five main IS content areas.

Current syllabi from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives

 

 

 

Student opinion surveys from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives

 

 

Students write or present on the state of the art in one of the five main IS content areas.

E-Portfolio entries from the following IS courses: 375, 384, 410, 411, 475, 460, 491, major electives