acm-header
Sign In

Communications of the ACM


121 - 130 of 225 for bentley


Status of information systems accreditation

Accreditation standards have been developed for BS programs in Information Systems and have been widely reviewed. The standards drew heavily on the existing computer science accreditation standard and recent curriculum efforts in information systems. The effort was facilitated by support from the National Science Foundation (NSFDUE 9812278). Recently CSAB approved the process to accredit IS programs and that accreditation will begin in Fall 2002.

2001-02-01
https://dl.acm.org/ft_gateway.cfm?id=364811&dwn=1

Information ethics in a responsibility vacuum

The authors start with the premise that the field of information technology is not a "profession," because it is missing some of the defining characteristics of a profession. In particular, the authors claim the field is impotent in terms of certification and meaningful sanctions for unprofessional behavior. Furthermore, unlike "true" professions, leadership (with the frequent exception of IT in academia) is more often than not in hands of someone who has not come "up through the ranks" and therefore does not enjoy peer status.Handicapped by lack of credentialing, the inability to deal effectively with unprofessional behavior, and non-peer leadership, the resulting power vacuum has led to a responsibility vacuum, which in turn complicates issues of information ethics.The authors then argue that the IT field, whatever it considers itself to be, or is perceived by society to be, has a responsibility to society to disclose its position on ethical issues: to proclaim or disclaim such positions if there is consensus or acknowledge disagreement within the field in the absence of consensus. Specifically, there arises as societal obligation to "own up" to the realities of our not being a profession and such implications as our inability to deal with unprofessional behavior.The authors conclude that information ethicists must not only assist the field in identifying ethical issues and formulating appropriate positions, but they must also lobby the field regarding the importance of keeping society informed on the existence, non-existence, or evolution of such positions; and directly alert society, on behalf of the field, to the existence, non-existence, or evolution of such positions. In particular, the authors assert that any progress the field can make in resolving ethical jurisdiction---who gets to have say in matters of information ethics---will have an immense positive impact on the future of information ethics, contribute significantly to progress in matters of legal jurisdiction, and may even assist the field in resolving its identity.

2000-12-31
https://dl.acm.org/ft_gateway.cfm?id=506749&dwn=1

The development of cooperation: five years of participatory design in the virtual school

During the past five years, our research group worked with a group of public school teachers to define, develop, and assess network-based support for collaborative learning in middle school physical science and high school physics. From the outset, we committed to a participatory design approach. This design collaboration has now existed far longer than is typical of participatory design endeavors, particularly in North America. The nature of our interactions, and in particular the nature of the role played by the teachers has changed significantly through the course of the project. We suggest that there may be a long-term developmental unfolding of roles and relationships in participatory design.

2000-08-01
https://dl.acm.org/ft_gateway.cfm?id=347731&dwn=1

Proposed information systems accreditation criteria (panel session)

This panel will discuss the background leading to the decision to develop a Draft Criteria for accreditation of Information Systems programs, the current status of the Draft Criteria, feedback received from presentations at a number of conferences and on a web-based survey, and a brief description of future plans for the project. Time will be allotted for questions from the audience.

2000-03-01
https://dl.acm.org/ft_gateway.cfm?id=331899&dwn=1