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 


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 


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 


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 


Bachelor of 

Science in 

Computer Science 


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 


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. 


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 


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 


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 


Chairs and segregated salary support is not included in these figures. The Instructor 

column includes Instructors and Lecturers. 

Academic Year 2008-2009 


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 


Course Title 

Foundations of Information Science and Technology 


Ilze Zigurs 



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 


Course Title 

Introduction to Personal Computing 


Mary Levesque 





This course is an introduction to program development using Visual Basic, Excel and 

Access. 


Designed for majors in the College of IS&T and others required to take it as a pre-requisite 

for CIST 1400 


None. 


None. 



There are no unusual circumstances for this course. 


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 


3.1 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-



The course will be taught through lecture, discussions and demonstrations in the Visual Basic, 

Access and Excel applications. 


Students will be evaluated through programming assignments, Microsoft Application assignments 

(written and computer) quizzes and three exams. 

4.3 Contact hours. 

3 hours 





The grade will be based on a combination of quizzes, examinations, applications, and 

programming assignments. 



The grade will be determined from a weighted average that may resemble the following: 

Component 

Grading 

Quizzes 10% 

Exams 50% 

Program assignments 40%. 


-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 



6.1.1 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. 


Students are directed to search the World Wide Web for other relevant material. 



hours): 

CAC Category 

Core 

Hardware and software 15 


Modern programming language 18 

Analysis and Design 2 

Data management 9 

Role of IS in Organizations 

Advanced 

-38-


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. 


No coverage 


No coverage 


No coverage 


No coverage 



9/26/02 Initial ABET version Levesque 


10/13/08 Reference list updated Levesque 

-39-
















Course Title 

Introduction to Personal Computing 


Mary Levesque 







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-









presentation. 











-41-

-42-

CIST 1300 Introduction to Web Development 

Department and Course Number CIST 1300 / CSCI 1300 

Course Title 

Introduction to Web Development 


Robert Fulkerson 


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 


3.4.2 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 


3.5.2 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-


3.6.2 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 


3.7.2 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 


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. 


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) 




Modern programming language 43.5 




-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 



on their understanding of these topics (e.g. test questions, essays, oral presentations, and so forth)? 

None. 

10.0 Theoretical content 


None. 

11.0 Problem analysis 


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. 



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-














Mapping of CS Program Outcomes vs. course objectives 

Department and Course Number CIST 1300 / CSCI 1300 

Course Title 

Introduction to Web Development 









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 

-50-









presentation. 











-51-

-52-

CIST 1400 Introduction to Computer Programming 


Course Title 

Introduction to Computer Programming 




Date of Last Revision April 24, 2008 



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. 


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. 


MATH 1310 AND EITHER CIST 1100 OR CIST 1300 


Fundamental computing basics and familiarity with computer processing (input, output). Basic 

college algebra. 


None. 



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. 



-53-

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) 

-54-

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 



The material is taught through lectures based on a common set of slides, assignments and other 

documents for all instructors. 


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. 



3.0 contact hours per week 




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. 

-55-



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. 



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 


6.1.1 Java How to Program, Seventh Edition, Deitel & Deitel, 2007 


6.2.1 Thinking in Java, Fourth Edition, Bruce Eckel, 2006 

6.2.2 Java Pocket Guide, Robert Liquori, Patricia Liquori, 2008 


6.3.1 asdjklajsd 

6.3.2 Student study groups 

6.3.3 Tutoring provided by the College of IS&T 


7.0 Computing Accreditation Commission (CAC) Category Content (class time in hours) 




-56-







commented programs) to typically __0___ pages and to make __0___ oral presentations of typically 







None. 



None. 


Students must be able to identify the desired goals from a problem statement. 


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. 



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 

-57-

04/24/2008 Third draft, minor updates Fulkerson 

11/17/08 Update to include CS Program 

Outcomes table 

Fulkerson 

-58-
















Course Title 

Introduction to Computer Programming 




Date of Last Revision May 27, 2009 





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-









presentation. 











-60-

CIST 2500 Introduction to Applied Statistics for IS&T 


Course Title 

Introduction to Applied Statistics for IS&T 


Loftollah Najjar 





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. 


The course is primarily intended for College of Information Science and Technology 

(CIST) undergraduate and graduate students who need to satisfy foundation requirements. 


1.3.1 MATH 2030 or MATH 2040 or permission of advisor 


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 


None. 


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 

-61-

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. 


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 



The course uses a combination of approaches including lecturing, problem solving, contemporary 

project using a statistical packages (MINITAB and Excel), and exams 


The student will attend lectures, participate in discussion on assigned readings, complete 

assigned projects, and complete required examinations 



Three (3) hours per week. 



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% 


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- 


hours): 









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, 



No coverage. 


Contact Hours 

Descriptive Statistics 8 

Sampling and Sampling Distributions 5 

Interval Estimation 3 

Hypothesis Testing 5 

Analysis of Variance 4 

Regression Analysis 5 


11.1 Data Collections 

11.2 Data Organization 

11.3 Data Analysis 


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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. 



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. 



Course Title 

Introduction to Applied Statistics for IS&T 


Loftollah Najjar 






-65-















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 









presentation. 








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-67-

-68-

CIST 3000 Advanced Technical Writing for IS&T 


Course Title 

Advanced Composition for IS & T 


Sheri Hronek 





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. 


Undergraduate students in IS & T or other students interested in academic writing in the 

technical sciences. 


ENGL1160 (or placement in a 3 rd year writing course) 


Students should be able to demonstrate the basic writing competencies developed during 

their freshman composition course work. 



None 


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 

-69-

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 


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 



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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. 




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 




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 



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% 

-71-

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% 

-72-



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. 


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. 


6.2.1 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. 


6.3.1 Industry white papers & reports related to areas of technical research. 


-73-

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): 


Hardware and software 0 0 

Networking and telecommunications 0 0 

Modern programming language 0 0 

-74-




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 



commented programs) of typically __1-20___ pages and to make ___1__ oral presentations of typically 



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. 





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. 

-75-


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. 



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. 



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. 



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. 


5/15/08 Created Hronek 

-76-

-77-
















Course Title 

Advanced Technical Writing for IS&T 


Sheri Hronek 







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 

-78-

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 









presentation. 











-79-

-80-

CIST 3100 Organizations, Applications, and Technology 


Course Title 

Organizations, Applications and Technology 


Paul van Vliet 




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. 


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 


As of January 2007, this course is regularly offered as an online course. 


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 

-81-

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 


-82- 

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 



The primary teaching method will be discussion of chapter contents, case studies, lecture, and 

discussion questions. 


The student will attend lectures and demonstrations, participate in discussion on assigned 

readings, complete assigned projects and papers, and complete required examinations. 




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. 

-83-

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. 


hours): 



Networking and telecommunications 4 






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. 

-84-

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 


Contact Hours 

10.1 Value Chain Model 1 

10.2 Industry Competitive Forces Model 1 


Case studies are provided at the end of each of 15 chapters, providing the instructor with the opportunity 

to have the students analyze them. 


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. 



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 


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 

-85-
















Course Title 

Organizations, Applications and Technology 









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 

-86-

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 

-87-









presentation. 











-88-

CIST 3110 Information Technology Ethics 


Course Title 

Information Technology Ethics 


Leah R. Pietron 





The course will cover the development and need for issues regarding privacy and the application 

of computer ethics to information technology. 


This course is intended for undergraduate management information systems (MIS), computer 

science (CS), information assurance (IA), and bioinformatics majors. 


CIST 3110 - Organizations, Applications & Technology or equivalent. 


1.4.1 Introduction to Information Systems 

1.4.2 Review of Social, Privacy, Legal, and Ethics theory 


None 


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. 

-89-

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 


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 


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The primary teaching methods will be instructor-led discussions, student-led small group 

discussions, case studies, lecture, guest speakers, and demonstration. 


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. 


Three hours per week 





The student products will be group and individual case analysis reports, article reviews, book 

reports, quizzes, computer projects, examinations, term paper, and oral presentations. 



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% 


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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 


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. 


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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. 


hours): 




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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. 


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. 



No coverage. 


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. 


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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. 



2/14/03 Initial ABET version Pietron 


10/10/08 Major changes to outline, assignments, Schooff 

textbook. 

6/23/2009 Update of the course matrix Pietron 

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Course Title 

Information Technology Ethics 









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 


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presentation. 











-100-

CIST 3600 Information Security and Policy 


Course Title 


Information Security and Policy 






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. 


This course is intended for undergraduate information assurance (IA), management information 

systems (MIS) and computer science (CS) majors. 


1.3.1 CIST 3100 


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 


None 

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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 


3.1 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 



The primary teaching method will be discussion, programming-related projects and 

demonstrations, case studies, lecture, expert speakers and security-related application 

demonstrations. 



readings, complete assigned programming-related projects, and complete required examinations. 


3.0 





The student products will be article reviews, projects, examinations, and oral presentations. 



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. 


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– 



6.1.1 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) 


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 


relevant to topics in systems analysis and design. The process is particularly important in keeping 

current with technology and new methodologies. 


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): 


Data structures 

Computer organization and architecture 12 

Algorithms and software design 

Concepts of programming languages 


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 



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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. 


10.1 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 


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. 


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. 





10/14/08 Update to course title, description and Pietron 

prerequisites 

6/23/2009 Updated course objectives to BIS program 

objectives 

Pietron 

-107-
















Course Title 

Information Security and Policy 






X –Contributing relationship 



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 

-108-

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 

-109-









presentation. 











-110-

CIST 4360 Foundations of Information Assurance 

Department and Course Number CIST 4360 CSCI 4360-001 CSCI 8366-001 

Course Title 

Foundations of Information Assurance 


Blaine Burnham and Robin Gandhi 



Semester Offered Fall 2009 



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. 


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. 


1.3.1 Introduction to information assurance (IASC 1100, CIST 3600, or instructor permission). 

1.3.2 Computer networking (CSCI 3550 or ISQA 3400, or instructor permission). 


1.4.1 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. 


None 

-111-



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. 


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 



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. 


The students will be involved through exams, homework, projects, and discussions with each 

other. 



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. 



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 


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 


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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. 


6.2.1 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. 


Additional materials and online resources will be identified for students at the beginning of the 

course and as the course progresses. 


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) 



Computer organization and architecture 5 5 

Algorithms and software design 10 5 

Concepts of programming languages 5 


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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. 


Embedded in material covered throughout the course. 


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 


Students experience analysis of information assurance problems through class examples, homework 

exercises, and semester project report. 


The semester long project will provide the students with hands-on experience with tools and techniques 

for information assurance. 



02/20/2009 Initial ABET version Robin Gandhi 

05/26/2009 Corrected the CSCI Course No. Robin Gandhi 

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Course Title 

Foundations of Information Assurance 


Blaine Burnham and Robin Gandhi 







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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presentation. 











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CIST 4370 

Security Administration 

Department and Course Number CIST 4370/IASC 4370 

Course Title 

Host Security Administration Using Windows 


Stephen Nugen 


Date of Last Revision Feb 17, 2009 



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. 


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. 


1.3.1 Computer networking (CSCI 3550 or ISQA 3400, or instructor permission). 


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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None 


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. 


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 



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The primary teaching methods will be lecture, discussion, demonstrations, lab 

exercises, and reading assignments. 


Students will attend lectures and demonstrations, participate in discussions, 

complete and submit lab and other assignments, and complete required 

examinations. 



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% 


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– 


6.1 Textbooks and/or other required readings used in course. No required textbook. 


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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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 



Computer organization and 

2 

6 

architecture 

Algorithms and software design 3 



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. 


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. 


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. 



02/17/2009 Revised ABET version Nugen Prerequisites changed. 

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Department and Course Number CIST 4370/IASC 4370 

Course Title 

Host Security Administration Using Windows 


Stephen Nugen 


Date of Last Revision Feb 17, 2009 





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. 


to write system administration 

scripts. 


to configure operating system 

services. 


to configure and manage Windows 

domains, including domain user 

credentials. 


to securely configure and manage 

Windows networking and host 

firewall. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

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presentation. 











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CIST 4540 

Computer Security Management 


Course Title 



Dwight Haworth 





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. 


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. 


1.3.1 CIST 4360 – Foundations of Information Assurance 

1.3.2 or permission of the instructor. 


1.4.1 Familiarity with computer hardware and system software. 

1.4.2 Familiarity with the glossary of computer security. 


None. 


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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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 



4.1.1 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. 


The student will attend lectures and demonstration, participate in discussion on assigned 

readings, take required quizzes, complete assigned projects, and complete required 

examinations 



Three contact hours per week 




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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Component Grading 

Quizzes 10% 

Two Examinations 50% 

Assignments 40%. 


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- 


hours): 







Role of IS in Organizations 4.5 




_____ minutes duration. Include only material that is graded for grammar, spelling, style, and so forth, as 

well as for technical content, completeness, and accuracy. Each graduate student will submit one paper 

of at least 15 pages (excluding front- and back-matter). 





None 



None. 



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. 



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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11/15/08 Projects Changed DAH CC Toolbox Not Available 

-135-
















Course Title 



Dwight A. Haworth 







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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presentation. 











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CSCI 1620 

Introduction to Computer Science II 

Department and Course Number CSCI 1620 

Course Title 



John Clark 


Date of Last Revision December 12, 2008 


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. 


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 


None 


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. 


3.1 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 



This course is presented primarily through lectures. 


The student in this course will analyze algorithms, code object oriented and linear data structure 

programs, write programs, and work on group projects. 


Three hours per week 

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5.0 5.0 Evaluation 


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. 


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 


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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) 


Data structures 15 

Computer organization and architecture 

Algorithms and software design 10 



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 


The importance of testing algorithms is made clear to students. Examples of algorithm failure 

and the impact of these failures are presented. 


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. 

-143-

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 


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. 


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. 



02/20/1998 Original version Clark 

06/13/2003 Cleanup, ABET-specific material Wileman 

12/2/2008 Cleanup, ABET-specific material Clark 

-144-















Department and Course Number CSCI 1620 

Course Title 



John W. Clark 







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 

-145-

Trees and binary search trees S X 









presentation. 











-146-

ISQA 3150 Principles of Quantitative Analysis 

Department and Course Number ISQA 3150 

Course Title 

Principles of Quantitative Analysis 


Yong Shi 





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. 


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. 


CIST 1100 and CIST 2500 


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. 


None 



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; 

-147-

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. 


3.1 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 



The primary teaching methods will be lectures. 


-148- 

Contact hours 

The student will attend lectures, participate in discussion, complete required 

examinations, homework and the class project. 



Three (3) hours per week 


specifying distinction between undergraduate and graduate, if applicable. For Laboratory 






Components 

Grading 

Exams 60% 

Class Project 25%

Class Participation / Homework 15% 


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 



6.1.1 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) 


None 


None 


None 


hours): 




-149-






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 


accuracy. 


No coverage 


Please list the types of theoretical material covered, and estimate the time devoted to such 

coverage. 

Hours 

10.1 Linear Programming 12 



10.4 Multi-criteria Decision Making 6 

10.5 Decision Analysis 6 



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. 


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. 

-150-



12/2002 Initial ABET version Shi 


10/09/07 Update of resource material Shi 

10/02/08 Review completed Shi 

-151-
















Course Title 

Principles of Quantitative Analysis 


Yong Shi 







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 

-152-









presentation. 











-153-

-154-

ISQA 3210 Advanced Technology for Personal Productivity 


Course Title 

Advanced Technology for Personal Productivity 







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). 


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. 


CIST 1100 


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 


None 

-155-


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. 


3.1 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 



Contact hours 

The primary teaching methods include lectures, hands-on demonstrations, and guidance 

on the semester projects. 


Students will attend lectures, complete homework assignments, and unit projects 


-156-






Operating Systems Exercises 

End User Analysis project 

Office XP/2000 Word, Excel, Access, and PowerPoint projects 

E-Commerce Web Design Project 



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% 


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 

-157-



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) 


6.2.1 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 


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 



Additional course content, either with pages developed especially for this course or with 

links to additional course materials, will be provided during the semester. 


None. 

7.0 (IS Program) Estimate Computing Accreditation Commission (CAC) Category Content (class time 

in hours): 

-158-










quizzes, or commented programs) to typically __15-50___ pages and to make __1___ oral 



accuracy. 


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. 



coverage. 

No coverage. 


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). 

-159-

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. 


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. 





10/13/08 Update to course description and 

prerequisites 

Pietron 

-160-















Course Title 

Advanced Technology for Personal Productivity 









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 









presentation. 











-162-

ISQA 3250 Intermediate Quantitative Analysis 


Course Title 

Intermediate Quantitative Analysis 


Yong Shi 





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. 



understand the advanced Quantitative Analysis. It is one of elective courses for 

undergraduates who wish to pursue Knowledge Management, Data Mining and Business 

Intelligence. 


1.3.1 CIST 1100 

1.3.2 CIST 2500 

1.3.3 ISQA 3150 

1.3.4 or equivalent 







process. 


-163-

None 



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. 


Contact hours 


3.2 Transportation Models: Part I 6 

3.3 Transportation Models: Part II 6 


3.5 Goal Programming 6 

3.6 Simulation 6 

3.7 Markov Processes 6 

3.8 Dynamic Programming 6 



The primary teaching methods will be lectures. 






-164-









Components 

Grading 

Exams 60% 

Class Project 25% 



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 



6.1.1 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) 


-165-

None 


None 


None 


hours): 










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 


accuracy. 


No coverage 



coverage. 

Hours 



10.3 Goal Programming 6 

10.4 Markov Processes 6 

10.5 Dynamic Programming 6 

-166-


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. 




desirability. 



Fall 2001 Created Shi 






Course Title 

Intermediate Quantitative Analysis 


Yong Shi 






-167-















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 









presentation. 





-168-







-169-

-170-

ISQA 3300 File Structures for Information Systems 


Course Title 

File Structures for Information Systems 







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. 


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. 


CSCI 1620 - Introduction Computer Science II. 


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. 


None. 


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. 

-171-


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 



4.1.1 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. 



readings, take required quizzes, complete assigned projects, and complete required 

examinations. 



Three contact hours per week 




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) 

-172-



Component Approx. 

Weight 

Quizzes 10% 

Two Examinations 50% 

Assignments 40%. 


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) 


hours): 










commented programs) to typically _____ pages and to make __0___ oral presentations of typically _____ 







None 



File processing theory 1.5 

Probability theory (Poisson Distribution) 1.5 



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. 



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. 

-174-



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. 


3/25/08 Update content and required textbook Haworth 

5/30/09 Update student outcomes and map 

outcomes to Program outcomes 

Haworth 

-175-
















Course Title 

File Structures for Information Systems 









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 

-176-









presentation. 











-177-

-178-

ISQA 3310 Managing the Database Environment 


Course Title 

Managing the Database Environment 


Peter Wolcott 





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. 


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. 


1.3.1 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. 


1.4.1 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 


None 

-179-


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. 


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 

-180-



The primary teaching methods are lectures, discussion, and in-class demonstrations. Both the 

normal class meeting and the Internet-only teaching are available. 


The student attends lectures, participate in the class discussion and complete assignments, 

required examinations and the semester database project. 



Three hours per week. 




Students participate in the class discussion and complete assignments, required examinations and 

the semester database project. 



Components Grading 

Exams 30% 


Project 15% 

Participation 5% 


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- 

-181-

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. 


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. 



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 

-183-
















Course Title 

Managing the Database Environment 


Peter Wolcott 







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 

-184-

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 

-185-









presentation. 











-186-

ISQA 3400 Business Data Communications 


Course Title 

Business Data Communications 


Kerry Ward 





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. 


This course is required for those students pursuing undergraduate and graduate degrees. It is one 

of the required courses for BIS degree. 




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 


None 


2.1 Learn data communications principles and service operations with computers and 

telecommunication systems for operational analysis and decision making. 

-187-

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. 


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 


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The primary teaching methods will be interactive lectures, article discussions and actual cases. 


The student will attend lectures, participate in in-class discussion, complete quizzes, exams, 

assignments and the semester project. 







Students will complete quizzes, exams, assignments and semester projects. 



Component 

Grading 

Exams 37.5% 

Quizzes 6.25% 

Class Participation 6.25% 

Class Assignments 12.5% 

Class Project Report 25% 

Final Exam 12.5% 


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. 


No coverage 


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) 


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. 


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. 



6/12/03 Prerequisite from CSCI 2010 to 2110. 

Course Change Form 2/21/03 

Wild Course 2010 no longer required for 

degree. 


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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Course Title 

Business Data Communications 


Kerry Ward 







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 


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presentation. 











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-194-

ISQA 3420 Managing in a Digital World 


Course Title 

Managing in a Digital World 


Stacie Petter 





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. 


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. 


CIST 3100 or permission from the instructor 


None 


None 



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. 


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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The primary teaching methods will include class discussion, case study, and lecture. 


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. 



3 hours 




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. 



The grade base for the course for undergraduate students will consist of the following: 

Available points 

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Exams 35% 



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. 


6.3.1 Schermerhorn, J. R., Jr. (2004 or current edition). Core Concepts of Management. John 

Wiley & Sons, Inc. 


Guest speakers or other current articles from reputable journals, magazines, or media outlets. 


Same as above. 



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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 



commented programs) of typically __2-3___ pages and to make __1___ oral presentations of typically 







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. 



-200-

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 



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. 



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. 



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. 

-201-
















Course Title 

Managing in a Digital World 


Stacie Petter 







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 

-202-

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 


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 

-203-









presentation. 











-204-

ISQA 3520 Graphic User Interface Design 


Course Title 

Graphical User Interface Design 


Sidney Davis 





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. 


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. 


1.3.1 ISQA 3210 Advanced Technology for Personal Productivity (students should have at least 

a basic understanding of how to create Web-based applications) 


1.4.1 Introduction to Personal Computing 


None 


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. 


3.1 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 



The primary teaching methods will be lectures and in-class discussions. 


The student will attend lecture, participate in discussion on assigned readings, complete quizzes, 

exams, the interface design project, and homework. 



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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. 



Components 

Grading 

Quizzes 10% 

Homework 5% 


Exams 30% 

Team Project 

35% 

Assignments 

Interface Design 

5% 

Report and 

Presentation 

Software projects 10% 


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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6.1.1 Sharp, H., Rogers, Y., Preece, J. (2007). Interaction Design, Second Edition, John Wiley & 

Sons, Ltd. (ISBN: 978-0-470-01866-8). 


None 


Web-based resources on computer interface design. 


None 


hours): 









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. 


No coverage. 

-208-


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 


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. 


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) 



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. 


10/12/08 Complete reworking of course content Davis Completely revamped course 

description to reflect most current 

content and teaching methods 

-209-
















Course Title 

Graphical User Interface Design 


Sidney Davis 







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 

-210-









presentation. 











-211-

-212-

ISQA 4010 Business Intelligence 


Course Title 

Business Intelligence 


Yong Shi 





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. 



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. 


1.3.1 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 







process. 

1.5 1.4 Unusual circumstances of the course. 

-213-

None 



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 


Contact hours 


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 



The primary teaching methods will be lectures and group discussions. 







-214-








Components 

Grading 

Exams 60% 




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 



6.1.1 Amrit Tiwana, Knowledge Management Toolkit, Prentice Hall, 2002. (or more 

recent text) 


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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6.3.1 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 


None 


in hours): 










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 


accuracy. 


No coverage 



coverage. 

10.1 Data Mining 

10.2 Expert System 

-216-


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. 




desirability. 



6/12/03 Change prerequisites as needed. Wild 

Course change form 5/15/03. 




Course Title 

Business Intelligence 


Yong Shi 






-217-















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 

-218-









presentation. 











-219-

-220-

ISQA 4100 Information Systems Architecture and Organization 


Course Title 

Information Systems Architecture & Organization 


Paul J.A. van Vliet 





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. 


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. 


1.3.1 CIST 3100 - Organizations, Applications, and Technology 

1.3.2 ISQA 3310 - Managing the Database Environment 


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. 


None 


2.1 Understand the issues involved in architecting the information systems infrastructure in 

medium- and large-sized organizations. 

-221-

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. 


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 



The primary teaching methods will include lectures, discussion, and guidance on the 

group project. 


-222-

Students will attend lectures, participate in the in-class discussion, complete the 

individual presentation assignment, complete individual assignments, and participate in 

the group 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. 



Component 

Grading 

Presentation 30% 

Individual Assignments 30% 

Team Project 30% 



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 



6.1.1 Eberhardt Rechtin & Mark W. Maier. The Art of Systems Architecting, 2nd Edition 

CRC Press, 2000 (or more recent text) 


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) 


Additional handouts may be used when deemed necessary by the instructor. 


None 


in hours): 









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. 

-227-


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. 


Zachman Framework for Information Systems/Enterprise Architecture (4 hours) 


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. 


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. 



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. 


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 

-228-

-229-
















Course Title 

Information Systems Architecture & Organization 









Understand the issues involved in 

architecting the information systems 

infrastructure in medium- and large-sized 


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 


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presentation. 











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-232-

ISQA 4110 Information Systems Analysis 


Course Title 

Information Systems Analysis 







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. 


This course is intended for undergraduate MIS majors who wish to study topics on 

systems analysis and design. 


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) 


1.4.1 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 


None 


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. 


-234- 

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 



The primary teaching methods include lectures, in-class exercises, software tutorials, and 

guidance on the semester project. 


Students will attend lectures, complete in-class exercises and quizzes, complete two 

examinations, complete and present class projects. 







Students will complete in-class exercises and quizzes, take two examinations, complete 

and present class projects. 



Component 

Grading 

In-class Exercises and Quizzes 5% 



Class Presentation 5% 


Points Grade 

97% - 100% A+ 

90% - 96% A 

87% - 89% B+ 

80% - 86% B 

-235-

77% - 79% C+ 

70% - 76% C 

67% - 69% D+ 

60% - 66% D 

0% - 59% F 

-236-



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. 


6.2.1 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 


Additional course content, either with pages developed especially for this course or with 

links to additional course materials, will be provided during the semester. 


None. 

-237-


in hours): 










quizzes, or commented programs) to typically _5-25____ pages and to make __1___ oral 



accuracy. 


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. 


None. 


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. 

-238-


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. 



11/2/02 Initial ABET version created Pietron 


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 

-239-














Mapping of IS Program Outcomes vs. Course Objectives 


Course Title 

Information Systems Analysis 









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 

-240-

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 

-241-









presentation. 











-242-

ISQA 4120 System Design and Implementation 


Course Title 

Information Systems Design & Implementation 







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. 


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. 


1.3.1 ISQA 4110 Information Systems Analysis 

1.3.2 ISQA 3310 Managing the Database Environment 


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 


None 


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. 

-243-

2.3 Be able to critically assess systems development alternatives. 

2.4 Be able to develop high quality systems documentation. 


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 



The primary teaching methods will include lectures, discussion, and intense guidance on 

the systems development project. 


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. 







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. 

-244-



Component 

Grading 

Exams 33.3% 

Project milestones 33.3% 

Final project and presentation 33.3% 



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 


6.1.1 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) 


6.2.1 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) 

-245-

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) 



6.4 Current bibliography of resources for student’s information. 

None. 


in hours): 






Data management 1.5 



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. 


-246-

The concept of ethical behavior in the role as system developer is discussed throughout. 



coverage. 

No coverage 


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. 


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. 



10/3/02 Initial ABET version van Vliet 


9/13/07 Document updated as needed Van Vliet 

10/12/2008 Updated Section 8.0 to more accurately Van Vliet 

reflect course administration 

-247-
















Course Title 

Information Systems Design & Implementation 









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 

-248-









presentation. 











-249-

-250-

ISQA 4150 Advanced Statistical Methods for IS&T 


Course Title 

Advanced Statistical Methods for IS&T 


Lotfollah Najjar 





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. 


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 




1.4.1 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. 


None 


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. 

-251-


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 




Contact hours 

A combination of faculty and student lectures on textbook and journal research. 


Students will attend the lectures, participate in discussions, complete projects and 

homework. 







Students complete computer projects and homework. 



Component 

Grading 

Projects 62.5% 

Homework 25.0% 

Attendance &Participation 12.5% 

-252-


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- 


in hours): 










quizzes, or commented programs) to typically _10____ pages and to make ___1__ oral 



accuracy. 


No coverage. 



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 


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. 

-254-


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. 



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” 


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 

-255-
















Course Title 

Advanced Statistical Methods for IS&T 









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 

-256-









presentation. 











-257-

-258-

ISQA 4180 Electronic Commerce 


Course Title 

Electronic Commerce 


Sajda Qureshi 





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. 


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. 


1.3.1 ISQA 3400 or equivalent. 



None 


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. 


Contact time 

-259-

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 



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. 


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. 







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. 



-260-

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% 



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- 



hours): 










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.). 


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. 


The course deals with various concepts and terms of Electronic Commerce (12 contact hours). 


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- 

-262-

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. 


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. 


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). 

-263- 

Sajda 

Qureshi 

Sajda 

Qureshi 

Sajda 

Qureshi 


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. 

-264-
















Course Title 

Electronic Commerce 


Sajda Qureshi 







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 

-265-









presentation. 











-266-

ISQA 4190 Process Reengineering with Information Technology 


Course Title 

Process Reengineering with Information Technology 







Business process reengineering issues are examined. Reengineering concepts and methods 

are introduced. Additional special project(s) are required. SAP will be introduced. 


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. 



1.3.2 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 


None. 


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 

-267-


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 



The primary teaching method will be discussion, case studies, lecture, guest speakers, 

using SAP, and demonstration. 







-268-




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. 



Exam 1 100 

Exam 2 100 

Exam 3 100 

Assignments 100 

Journal Article Presentation 50 

Process Reengineering Project 100 

Class Participation 50 

-269-

Total 600 


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. 


hours): 








8.0 Oral and Written Communication 

Every student is required to submit at least __3__ written reports (not including exams, tests, quizzes, or 


___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. 


9.1 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 


11.1 Work flow analysis 

11.2 Analysis for redundancy, and unproductive and wasteful processes 

12.0 Solution Design 

Redesign organizational processes 



11/11/02 Initial ABET version Dufner 


-271-

7/10/03 Change prerequisites – Course Change 

Form – 5-15-03 


Form – 7/10/03 


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-
















Course Title 

Process Reengineering with Information Technology 









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-









presentation. 











-274-

ISQA 4200 Information and Data Quality Management 


Course Title 

Information and Data Quality Management 







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. 


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. 


1.3.1 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 


None. 


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 

-275-

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 



3.1 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 



The primary teaching methods will include class discussion, case study, lecture, and guest 

speakers. 







-276-




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 


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%) 


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- 





relevant to DQ/IQ topics. 


hours): 














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. 


10.0 Theoretical Content Hours 

10.1 Salience determination 3 


11.1 Work flow analysis 

11.2 Analysis for redundancy, and unproductive and wasteful processes 


12.1 Redesign organizational processes 

-278-



03/10/06 Initial ABET version Najjar 

ABET cleanup 

Wolcott 

-279-
















Course Title 

Information and Data Quality Management 









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 


S 

X X S 

S S S X 

X 

S 

X 

X 




-280-





presentation. 











-281-

-282-

ISQA 4300 Database Administration 


Course Title 

Database Administration 


Peter Wolcott 





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. 


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. 


1.3.1 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 


None 


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. 

-283-

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 


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 



The primary teaching methods will be lecture, in-class demonstrations, and in-class 

exercises 



readings, complete assigned projects, and complete required examinations 




-284-




Students will complete a sequence of assignments desired to provide hands-on exposure to 

the topics discussed in class, and take two examinations. 




Exams 35% 




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- 



6.1.1 Watson, J. 2008. OCA Oracle Database 11g: Administration I Exam Guide. McGraw-Hill. 


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. 

-285-


6.3.1 Oracle Technet: http://technet.oracle.com 

6.3.2 http://pipetalk.revealnet.com/~dba 

6.3.3 http://www.lazydba.com/ 


6.4.1 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): 










commented programs) to typically _____ pages and to make ___0__ oral presentations of typically _____ 




No coverage. 

-286-


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 


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. 


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. 



5/21/02 Initial ABET version Wolcott 


10/3/07 Updated resource material 

Wolcott 

Minor updates to content & organization 

9/30/08 Update of the reading list & reference list Wolcott 

-287-
















Course Title 

Database Administration 


Peter Wolcott 







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 

-288-

activities. 

Secure the database and manage users. 

X 









presentation. 











-289-

-290-

ISQA 4380 Distributed Technologies and Systems 


Course Title 

Distributed Technologies and Systems 


Peter Wolcott 





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. 


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. 


1.3.1 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 


1.4.1 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 


None 


1.1 Define the terms Distributed Computing System and Internet Technology; 

-291-

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. 


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 



The primary teaching methods will be in-class lectures sample integration problems done in 

groups and demonstrations. 


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 




-292-




Students will complete exams, assignments, and projects. 



Components 

Grading 

Exams 40% 


Project 22% 



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- 


None 


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. 


hours): 










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. 


-294-

No coverage. 


10.1 Distributed Systems Fundamentals 3.0 


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. 


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. 

-295-



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 


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 

-296-
















Course Title 

Distributed Technologies and Systems 


Peter Wolcott 







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 

-297-

Describe how to implement a modest size 

web application 

X 

X 









presentation. 











-298-

ISQA 4590 IT Audit and Control 

Department and Course Number ISQA 4590/ISQA 8596 

Course Title 

IT Audit and Control 


Deepak Khazanchi 





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. 


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. 


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. 


1.4.1 Basic Accounting 

1.4.2 Introduction to Auditing 

1.4.3 Information Security and Policy 


None 



2.1 Understand the concept of business risks and the management of business risk 

-299-

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. 


List of major topics to be covered in chronological sequence (specify number of Contact Hours on each). 

Contact Hours 


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 



The primary teaching methods will include class discussion, case studies, lecture, guest speakers, 

and demonstration. 





3 hours 

-300-





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. 



The grade base for the course for undergraduate students will consist of the following: 

-301-

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% 


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. 


6.3.1 Hollander, Denna, and Cherrington (1996). Accounting, IT and Business Solutions. Irwin. 


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 

-303-

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. 









Role of IS in Organizations 15 15 










We will cover the standards for IT audit and control established by professional associations such as ISACA 

and AICPA. (Time: 6 hours). 







-304-



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 

-305-
















Course Title 

IT Audit and Control 









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 









presentation. 











-307-

-308-

ISQA 4730 Decision Support Systems 


Course Title 

Decision Support Systems 







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. 


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. 


1.3.1 CIST 3100 or equivalent 


1.4.1 Working knowledge of business foundations. 

1.4.2 Working knowledge of computer information systems. 


None 


2.1 Understand the nature of decision making and of decision makers, as well as the need for decision 

support. 

-309-

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. 


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 



The primary teaching methods will be lectures and the in-class discussion. 


The student will attend lectures, participate in the discussion on assigned readings, 

complete the individual assignments and exams, and participate in a group project. 



-310-





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. 




Exams 33.3% 

Assignments 33.3% 

Team Project 33.3% 


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 



-311-

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. 


6.2.1 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) 

-312-

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) 




None 


in hours): 







-313-



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. 


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. 


Hours 

9.1 Decision Theory 3 

9.2 Quantitative Analysis, basic statistics, linear programming. 3 

9.3 Principles of artificial intelligence 3 



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. 


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. 



10/10/02 Initial ABET version Van Vliet 


9/13/2007 Updated syllabus contents; changed Van Vliet 

-314-

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 

-315-
















Course Title 

Decision Support Systems 









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 


-316-








presentation. 











-317-

-318-

ISQA 4880 Systems Simulation and Modeling 


Course Title 

System Simulation and Modeling 


Yong Shi and Lotfollah Najjar 





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. 


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 


1.3.1 CIST 1400 

1.3.2 ISQA 3400 

1.3.3 CIST 2500 or equivalent 


1.4.1 Basic computer programming 

1.4.2 Basic applied statistics for IS&T 


None 


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 

-319-

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. 


-320- 

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 



The teaching methods include lectures, discussions, and actual cases. 


Students will attend the lectures, participate in in-class discussions, complete exams and projects. 







Students will complete two regular take-home exams, class projects and reports. 



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- 









Every student is required to submit at least ___1_ written reports (not including exams, tests, quizzes, or 





No coverage 



Hours 

10.1 Simulation principles 15 

10.2 Probability Distributions 3 


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. 





Spring 2002 Initial ABET version Ghahramani 


10/9/07 Update of resource material and course 

coordinator 

Shi 

-322-

-323-
















Course Title 

System Simulation and Modeling 


Yong Shi and Lotfollah Najjar 







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 

-324-









presentation. 











-325-

-326-

ISQA 4890 Data Warehousing and Data Mining 

Department and Course Number ISQA/CSCI 4890 

Course Title 

Data Warehousing and Data Mining 


Yong Shi 





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. 


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. 


1.3.1 ISQA 3310 or CSCI 4850 


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 


None 

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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 


3.1 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 



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. 


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. 



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The student products will be the assignments, group discussion, projects, examinations, 

and project presentations. 



Components Grading 


Homework 10% 

Projects 35% 

Exams 50% 


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. 


6.2.1 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. 




in hours): 










quizzes, or commented programs) to typically ___5__ pages and to make __1___ oral 



accuracy. 


-331-

No coverage 



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 


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. 





10/7/03 Initial ABET version Shi 




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Department and Course Number ISQA 4890/ CSCI 4890 

Course Title 

Data Warehousing and Data Mining 


Yong Shi 







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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presentation. 











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ISQA 4900 Internet Systems Development 

Department and Course Number ISQA-4900/CSCI-4900 

Course Title 

Internet Systems Development 


Matt Payne 





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. 


Students pursing either a BIS or BCS degree with the Internet Technologies (iT) 

concentration who have achieved junior or senior standing. 


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 


1.4.1 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. 


None 


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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. 


Contact hours 


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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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. 


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. 






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. 




Exams 20% 

Homework 30% 

Final Exam 20% 

Project 30% 


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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) 


in hours): 





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quizzes, or commented programs) to typically _____ pages and to make __1___ oral 



accuracy. 


No coverage. 


Concepts of applications and infrastructure architecture, including physical and logical 

architecture, and component-based construction of software systems (6 hours) 


Students will learn to conduct analysis using an object-oriented paradigm. 


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. 



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. 


10/13/08 Added homework, presentation, and Matt 

textbook. Replaced ORBs with SOA. Payne 

-340- 

Currently, web services and 

SOA are more common than 

ORBs in the field.















Department and Course Number ISQA-4900/CSCI-4900 

Course Title 

Internet Systems Development 


Matt Payne 







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 

-341-









presentation. 











-342-

ISQA 4910 Introduction to Project Management 


Course Title 

Introduction to Project Management 


Donna Dufner 




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). 


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 



1.3.3 Or equivalent 



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. 



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 



The primary teaching method will be discussion, case studies, lecture, guest speakers, and 

demonstration. 



readings, complete assigned projects and papers, and complete required examinations 



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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. 


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. 



Research Report 30% 


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 





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 


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 


6.4.16 Wideman, R. (ed.) Project & Program Risk Management. Newtown Square, PA: Project 


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7.0 (IS Program) Estimate Computing Accreditation (CAC) Category 






Data Management 




commented programs) to typically __10+___ pages and to make __1___ oral presentations of typically 




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. 


10.0 Theoretical Content 

Hours 

10.1 Earned Value Analysis 2 


11.1 Critical Path 

11.2 Earned Value Analysis 


12.1 Project Plan 

12.2 Risk Assessment and control 

12.3 Project schedule control through earned value analysis 

12.4 Lifecycle development 



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. 

-347-

7/10/03 Change course description – Course Change 

form 10-15-02 

10/16/08 Changed description, objectives. Updated 

reference list 

Wild 

Dufner 

-348-
















Course Title 

Introduction to Project Management 


Donna Dufner 







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 

-349-

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 

-350-









presentation. 











-351-

-352-

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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-354-

Hesham Ali, Dean 

1. Name, current academic rank, and tenure status: 

Name: 

Rank: 

Tenure Status: 

Hesham H. Ali 


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 


Assistant Professor, 

Department of 


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): 

-355-

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: 


10. Principal publications during the last five years. Give in standard bibliographic format. 


-356-

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. 


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 


Bioinformatics Algorithms 3 11 

Summer 2008 CSCI 8325 Data Structures 3 1 

Spring 2008 

CSCI 

4150/8156 

MATH 

4150/8156 



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: 




Tenured 


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 



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 




N/A 



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 



N/A 


N/A 






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 




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) 



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. 



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). 





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 

-369-



-370-

Ilze Zigurs, ISQA Department Chair 


Name: 

Rank: 


Ilze Zigurs 


Tenured 


Title 


Dates Held 

August 2001 - Present 



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 






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). 

-371-

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 









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 




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 



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). 



“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). 





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 



-374-

40% 


program, state what percentage of full-time you are assigned to the program: _n/a___%. 

-375-

-376-

John Clark 


Name: 

Rank: 


John W. Clark 

Instructor 

n/a 


Title 

Instructor 

Dates Held 

January 1999-Present 



B.S. 

Computer 

Science 

University of Nebraska at Omaha September 1994 - 

May 1998 




-377-



Spring 2009) 




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. 


See Item #6 above. 

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Course 

Semester Class 


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 


002 

CSCI 1840 Advanced Topics in C 3 32 

-379-


Summer 2008 CSCI 1620 Introduction to Computer Science II 3 15 


Spring 2008 CSCI 1620- Introduction to Computer Science II 3 23 

001 


002 


003 

CSCI 2840 C++ & Object Oriented Programming 3 13 

Fall 2007 CSCI 1620- Introduction to Computer Science II 3 22 

001 


002 

CSCI 1840 Advanced Topics in C 3 25 


13. Estimate the percentage of your time devoted to scholarly and/or research activities: __0___%. Please give a 



program, state what percentage of full-time you are assigned to the program: 50% CIST core; 50% CS. 

-380-

Sidney Davis 


Name: 

Rank: 


Sidney Davis 

Associate Professor 

Tenured 


Title 

Dates Held 

Assistant Professor August 2000 – March 2003 

Associate Professor March 2003 -- present 



B.M. Music Indiana University 1974 

MBA Business Southern Illinois University -- Carbondale 1983 

Ph.D. MIS Indiana University 1989 






Spring 2009) 

December 2005, HCI Research in MIS Workshop, Las Vegas Nevada 



-381-







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) 




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 





-382-





Term/year 

Course 

number Course title 

Semester 

hrs 

Class 

size 

Fall 2007 ISQA 3520 User Interface Design 3 11 


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 




Fall 2008 CIST 3100 Organizations, Applications, and Technology 3 24 

Spring 2009 ISQA 3400 Data Communications 3 23 





Editor and reviewer for 3 journals. Ad hoc reviewer for some journals. Served as committee chair for 

Master’s student. 



-383-

-384-

G J de Vreede 


Name: 

Rank: 


Gert-Jan de Vreede 


Tenured 


Title 


Dates Held 

2002-Present 



PhD Delft University of Technology 1991-1995 

MSc Information Delft University of Technology 1986-1991 

Systems 






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) 


-385-

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 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 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”. 



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 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). 






2006- Director, Center for 

Collaboration Science 

2006 University of Pretoria Visiting Professor 

-386-


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 


Heineken Breweries in Zoeterwoude 

1991 Hoogovens Analysis of the design, development, and 


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 






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 

-387-




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) 



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 

-388-

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. 

-389-

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. 

-390-

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 

-391-

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. 







Term/year 

Course 


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 


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 


3 4 





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-394-

Ken Dick 


Name: 

Rank: 


Kenneth L. Dick 

Senior Research Fellow 

Not tenure track 


Title 

Dates Held 




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 






Spring 2009) 



-395-


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 



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 






IS & T, Executive Committee 

IST & E, New Building Committee 

IST & E, Joint Chair Committee 

IS&T / Metropolitan Community College Collaboration 

-396-




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) 





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) 





Term/year 

Course 


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 


Summer 2008 CSCI 3550 Communication Networks 3 11 

CSCI 8555 Communication Networks 3 1 

ISQA 3400 Business Data Communications 3 3 

-397-

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 






-398-

Donna Dufner 


Name: 

Rank: 


Donna Dufner 


Tenured 


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 



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. 

-399-



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. 



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 


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 

-401-

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 


2007 Booz, Allen and 

Hamilton 


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. 







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 




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 



-403-

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. 

-404-

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 



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 

-405-

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 





Term/year 

Spring 

2007 

Spring 

2007 

Course 



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 


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. 

-406-

2008 

Spring 

2008 

Fall 2008 

ISQA 

4000-001 

and 099 

Service 

Learning 

ISQA 4000- 

99 

Honors 

Colloquium 



footnote 3) 



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 



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. 


program, state what percentage of full-time you are assigned to the program: __IS 100_%. 

-407-

-408-



Name: 

Rank: 


Robert A. Fulkerson 

Assistant Instructor 

Not Applicable 


Title 

Dates Held 

Assistant Instructor 8/1995 



BS CompSci Creighton University 5/1993 




Additional work toward MS in Computer Science at Creighton University, 1993 - 1995. All coursework 

completed except for 6 hours. 



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 

-409-









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 




Computer Science Undergraduate Programming Committee, Fall 2004 – Spring 2008 

Computer Science Merit Raise Committee, Spring 2008 





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. 

-410-





Term/year 

Course 


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 


I am working with Drs. Wolcott, Haworth and Pietron researching the use of rubrics in grading CIST 1400 

programs. 



-411-

-412-

Ann Fruhling 


Name: 

Rank: 


Ann L. Fruhling 


Tenured 


Title 

Dates Held 

Instuctor Fall, 1998 

Assistant Professor Fall, 2003 

Associate Professor Fall, 2008 



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 






Spring 2009) 

Hawaiian International Conference for System Sciences – 2003-2009 

-413-

America Conferences for Information Systems – 2002 – 2009 

International Conference for Information Systems 2006, 2008 

American Medical Informatics Association conference 2005 




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, 




2004-2008 Northrup Grumman USSTRATCom C2SES – Innovation Team – Research 

Scholar 






Undergraduate Program Committee 

Doctoral Program Committee 

Chair, First IS&T Graduation Honors Ceremony 

Academic Committee 

Technology Committee 

RPT Committee 

ADROCA, ORTICA 

-414-






Academic Committee 

UCAT 

University – wide Gender Equity committee 



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), 

-415-

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% 


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% 


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. 



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 


Response project – 

Expansion. - 2005 

$82,500 Nebraska Health 

and Human 

Services 


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 


Response project – Aug 2004 


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 


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 





Term/year 

Course 


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 

-418-

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. 



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. 


program, state what percentage of full-time you are assigned to the program: _____%. Not applicable 

-420-

Martina Greiner 


Name: 

Rank: 


Martina E. Greiner 

Assistant Professor 

Non-tenured 


Title 


Dates Held 

8/18/2008 - Present 



PhD 

Dipl. 

Oec 

Business 

Administration 

Business 


and Economics 

The University of Georgia 2008 

The University of Hohenheim, Germany 2000 






Spring 2009) 

Joined Clicker-Circle, UNO Academic Year 2008-2009 

Evaluating and Learning Adobe Connect for use in the Classroom/ Virtual Office Hours 




-421-






ISQA Professional Development Committee (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 

-422-

Southern Association for Information Systems (SAIS) Feb 27-28, 2004 







Term/year 

Course 


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 



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. 



-423-

-424-



Name: 

Rank: 




Tenured 


Title 


Dates Held 

1990-Present 



Ph.D. MIS Texas Tech University 1990 

B.S. General United States Air Force Academy, Colorado 1963 

Science 






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-




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. 



1981-1982 Gyeong-Gi, Seoul, Korea 

Technical Education 

Research Center 

Curriculum Consultant. Designed and assisted with 

implementation of undergraduate computer information 

systems curriculum. 






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 




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) 



Haworth, D.A. and Pietron, L.R. Sarbanes-Oxley: Achieving compliance by starting with ISO 17799. 

Information Systems Management, 23 (2006), 1, 73-87 







Term/year 

Course 


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 




Summer CIST 2500 Intro to Appliet Stats for IS & T 3 11 

2008 

Spring 2008 ISQA 3300 File Structures for Information Systems 3 4 




Fall 2007 ISQA 3300 File Structures for Information Systems 3 7 








-428-

Mary Levesque 


Name: 

Rank: 


Mary L. Levesque 


NA 


Title 

Temporary Assistant 

Instructor 


Dates Held 

01/01/2000 – 08/31/2002 

09/01/2002 – present 



BA Music Duchesne College of the Sacred Heart, Omaha Aug. 1968 




15 years of programming and instruction at Mutual of Omaha 

Completed CIST 1100 (C++ version) at UNO 



Spring 2009) 

None 

-429-




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 



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. 






Course Coordinator for CIST 1100 

Course Coordinator for CSCI 1000 




-430-

None 



None, although I authored one article for a genealogy magazine and assisted with another. 



None 





Term/year Course number Course title 

Semester 

hrs 

Class 

size 

Fall 2007 CIST 1100 001 Introduction to Computing 3 22 



Fall 2007 CSCI 1000 004 Computer Literacy with Applications 3 14 

Spring 08 CIST 1100 001 Introduction to Computing 3 18 


Spring 08 CSCI 1000 004 Computer Literacy with Applications 3 15 





Fall 2008 CSCI 1000 006 Computer Literacy with Applications 3 30 






-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. 



-432-



Name: 

Rank: 




Tenured 


Title 

Dates Held 

Instructor 8/89-8/99 

Lecturer 8/99-8/01 

Assistant Professor 08/01 – 08/07 

Associate Professor 08/07- Present 



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-




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. 



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. 




-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” 



1996 and 

2000 

Nebraska Printing and 

Lithography. Fremont Nebraska 

Quality improvement and data analysis. 

-435-






Course Coordinator for : 

CIST 2500 and ISQA 4150/8206 




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 



10.1 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. 

-436-

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. 



11.1 Sabbatical: 

Fall 2008-Present: University of Jibail, Saudi Arabia. Department of Business Administration. Teaching 

courses in MIS. 

-437-

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) 



IRM) 



IRM) 

Journal of Management Information 

Systems (JMIS) 

International Conferences On Information 

Systems (ICIS 2007) 

American Conferences On Information 

Systems (AMCIS 2007) 







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: 

-438-

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. 





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 

-439-

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 


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 


Information Quality, Quality Management, Data Mining, and Process Reengineering. 



-440-

Stacie Petter 


Name: 

Rank: 


Stacie Petter 


Untenured 


Title 


Dates Held 

2006 – Current 



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 






Spring 2009) 

Americas Conference on Information Systems (8/2004) 


Seattle Innovation Symposium (10/2005) 

-441-

International Conference on Information Systems (12/2005) 


International Research Workshop on IT Project Management (12/2006) 

Clicker Teaching Circle (AY 2007-2008) 


Project Management Institute Heartland Chapter ProDev (9/2007) 



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) 






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 


-442-






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) 




ISQA Graduate Program Committee (2008 – Current) 

ISQA Reappointment, Promotion, and Tenure Committee (2006 – 2008) 

ISQA Faculty Recruitment Committee (2007-2008) 



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 

-443-

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. 



Managing in a Digital World STEM Grant for $4500 (2007) 





Term/year 

Course 


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 

-444-

Spring/ 

2009 

Spring/ 

2009 

ISQA 3420 Managing in a Digital World 3 22 

ISQA 8210 Management of Software Development 3 26 



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. 


program, state what percentage of full-time you are assigned to the program: ___IS - 100__%. 

-445-

-446-

Leah Pietron 


Name: 

Rank: 




Tenured 


Title 

Dates Held 

Associate Professor Fall 1991 to Present 

Assistant Professor Fall 1985 to Fall 1991 



PhD 

MBA 

MS 

BS 

Business Education/ 


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 




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 

-447-



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 




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 




Summer-Fall Union Pacific 

Completed Sarbanes-Oxley Compliance Asssessment 

2005 

Spring 2004 Werner Trucking Company Conducted a Physical Security Review 

-448-

Spring 2002- 

Fall 2002 

Fall 2000- 

Spring 2001 

Fall 2000- 

Spring 2001 

Omaha Police Department Developed Strategic Plan for the Geographical 


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 






University of Nebraska Online Worldwide Instructional Designers and Faculty Steering Committee 

University Committee on the Advancement of Teaching 

MIS Graduate 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 




IS & T Technology Committee (2003-Present) 

Dean’s Expanded Executive Committee (2002-Present) 

University Committee on the Excellence Teaching Award (2005-2007) 

-449-

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) 



"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. 


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. 


de Vreede, Collaboration Engineering For Incident Response Planning: Process Development and 

Validation, Journal of Information Security, Refereed publication, January 2008. 



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). 

-450-





Term/year 

Course 


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 


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. 


program, state what percentage of full-time you are assigned to the program: _____% 

-451-

-452-

Sajda Qureshi 


Name: 

Rank: 


Sajda Qureshi 


Tenured 


Title 


Dates Held 

2002-Present 



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 


GCE Ordinary 

Level (10 

Subjects), 

GCE Advanced 

Level (3 

Subjects). 

St. Georges English School 1980-85 




-453-



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 




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 


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 

-454-

1986-1987 John Cabot University Manager, University Library. Supervised and trained 

library assistants. General administration and 

accounting. Developed library computer system. 



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. 






Dean's Executive Committee 


College Personnel Committee 

Reappointment and Tenure Committee 




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 

-455-



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. 

-456-

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. 

-457-

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 


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 


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. 







Term/year Course Course title Semester Class 

-458-

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 





-459-

-460-

Maury Schoof 


Name: 

Rank: 


Maury Schooff 

Lecturer 

n/a 


Title 

Dates Held 

Instructor 1996 - 2002 

Lecturer 

2002 - present 



MS Operations Naval Postgraduate School 1970 

Research and 

Systems 

Analysis 

BS Chemistry Utah State University 1959 




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 



Spring 2009) 

-461-




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 



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 

-462-

















Course 


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 









-463-

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 






-464-

Yong Shi 


Name: 

Rank: 


Yong Shi 

Charles W. and Margre H. Durham Distinguished 

Professor of Information Technology 

Tenured 


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 



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 






Spring 2009) 

May 27-30, 2007, organized and co-chaired the 7th International Conference on Computational Science, 

-465-

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. 





September 2003- Consulting Northrop Information Intrusion and detection 

Oct. 2005 Grumman Corporation 






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) 




-466-

Doctoral Program Committee (2003-present) 

Graduate Program Committee (2006-2007) 



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”, 

-467-

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 

-468-

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. 


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 

-469-

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, `À 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, `Ìdentification 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, `À 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 

-470-

Approach," Information – International Inter-discipline Journal, Vol. 7, 487-495, 2004. Refereed Journal. 




“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. 





Term/year 

Course 


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 

-471-

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 





-472-



Name: 

Rank: 




Tenured 


Title 

Dates Held 

Associate Professor (8/01 – present) 

Assistant Professor (1/95 – 8/01) 



Ph.D. MIS Oklahoma State University 1994 

M.B.A. Business Moorhead State University, Moorhead 1990 


B.BI. Business 

Informatics 

Gelders Instituut voor HEAO, Arnhem, The 

Netherlands 

June 1987 






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. 

-473-

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. 




(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 


-474-






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 




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 

-475-

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) 



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. 



University of Nebraska at Omaha, Information Technology Services, E-learning Course/Project Minigrant, 

May 2006. Awarded $2,500 for the 2006-07 fiscal year 





Term/year 

Course 


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 


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. 



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-478-

Sandy Vlasnik 


Name: 

Rank: 


Sandra Vlasnik 

Lecturer 

n/a 


Title 

Dates Held 

Adjunct Instructor January 1998 – May 1999 

Adjunct Instructor August 2001 – July 2005 

Lecturer 

August 2005 - Present 



BS CS University of Nebraska at Omaha Dec. 1988 




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 



Spring 2009) 

Workshops Attended: Reflection, Adobe Connect, Distance Learning and Rubrics 

Participated in the Adobe Connect/Web Collaboration Teaching Circle (2008-2009) 



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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. 







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 




-480-

ISQA UPC – January, 2008 to present 

IS & T Technology Committee – January, 2007 – Present 



none 



none 





Term/year 

Course 


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 


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 


2009 


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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 


N/A 



-482-

Gerald Wagner 


Name: 

Rank: 


G. R. WAGNER 


Title 

Distinguished Research 

Fellow 

Dates Held 

September 2001 to date. 




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 





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. 

-483-

Nebraska Educational Technology Conference, speaker, 2009. 




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. 


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. 


Designed software for novice computer users to 

create multi-media books. 

Web development tools and the Internet caused 

the product to be non competitive. 

-485-

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. 



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 





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. 




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. 

-486-




Course 


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. 


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 


Name: 

Rank: 


Kerry Ward 


Non-tenured 


Title 



Dates Held 

August 2005 – Present 


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 






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) 


Academy of Management Annual Meeting (2007) 



Teaching Circle on Information Technology for Instruction (2005-2006) 

Americas Conference on Information Systems (2005) 


-489-




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 



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 






Member of the University Committee on for the Advancement of Teaching (UCAT) 

Member of the professional development committee 

Member of graduate program committee 




Member of the University Committee on for the Advancement of Teaching (UCAT) (2006 – 2009) 

Member of the professional development committee (2007-2010) 

-490-

Member of graduate program committee (2006-2009) 

IA Recruiting Committee (2007-2008) 

ISQA Recruiting Committee (2007-2008) 



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). 



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 





Course 


Term/year number Course title 

hrs size 

Spring 2009 ISQA 3400 Business Data Communications 3 20 

-491-

ISQA 8060 Research in MIS 3 26 

Fall 2008 ISQA 3400 Business Data Communications 3 16 


Spring 2008 ISQA 3400 Business Data Communications 3 24 


Fall 2007 CIST 3110- Information Technology Ethics 3 28 

001 

CIST 3110- 

002 


13. Estimate the percentage of your time devoted to scholarly and/or research activities: ___50__%. Please give 


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. 



-492-

Peter Wolcott 


Name: 

Rank: 


Peter Wolcott 


Tenured 


Title 

Dates Held 

Associate Professor August 2001-present 

Assistant Professor August 1995 – August 2001 



Ph.D. MIS University of Arizona 1993 

B.A. Computer Dartmouth College 1984 

Science 






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 

-493-

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” 



7. Consulting—list agencies and dates, and briefly describe each project 






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 




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) 



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. 



-495-

“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). 





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. 



-496-

Chi Zhang 


Name: 

Rank: 


Chi Zhang 

Lecturer 

n/a 


Title 

Dates Held 

Lecturer 

August 2007-Present 

Instructor August 2001-May 2007 

Adjunct Faculty May 2001-June 2001 

Graduate Assistant May 1999-May 2001 



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 






Spring 2009) 

-497-

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 




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. 



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. 






Undergraduate Program Committee Member, Department of Computer Science 

-498-




Undergraduate Program Committee Member, Department of Computer Science (2007 - Present) 

Peer Review Committee Member (2007) 

IS&T Graduate Affairs (2005) 

Merit Raise Committee (2005) 



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. 



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Term/year 

Course 


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 


002 

Summer CSCI 2710 Intro to Digital Design Principles 3 11 

2008 

Spring 2008 CSCI 2710- Intro to Digital Design Principles 3 19 

001 


002 

Fall 2007 CIST 2500 Intro to Applied Stats for IS&T 3 25 

CSCI 1500 Beginning Programming 3 11 


001 

CSCI 2710- 

002 

Intro to Digital Design Principles 3 11 





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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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-502-

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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-505-

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 



Services 


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. 

-510-

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 

-511-

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 

-512-

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 

-513-

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 


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 


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 


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. 

-515-

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 

-516-

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 

-517-


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 

-518-


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 

-519-


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 

-520-


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 

-521-


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 

-522-


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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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/ 

-524-

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. 

-525-

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 

-526-

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. 

-527-

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. 

-528-

APPENDIX 6 – COLLEGE OF IS&T SYSTEM OVERVIEW 

COLLEGE OF INFORMATION SCIENCE AND TECHNOLOGY 

College of Information Science & 

Technology 

Systems Overview 

January 2009 

-529-

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 

-531-

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 


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. 

-532-

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 

-533-

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. 

-534-

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. 

-535-

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 


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 



PKI172a Dean's Conference Room 8 1 



PKI259 Graduate Student Lab 9 9 

PKI260 Instructional Technology Center 45 45 





PKI274 PhD Student Lab 13 13 


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 


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 


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 


PKI378 Bioinformatics Research Lab 6 6 



Faculty/Staff Office Computers/Laptops 90 120 

Laptops Group Decision Support/Systems Checkout 0 24 

Totals 1086 607 

-539-

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. 


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. 


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. 

-540-

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 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 269* 

HP LaserJet 4350tn Printer 

PKI 274* 

HP Laserjet 2015DN 

PKI 275B 

HP LaserJet 1100 Series 

PKI 276* 

HP LaserJet 4350tn Printer 


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 282D 

HP Professional 2000C 


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 284D hp LaserJet 1320 


PKI 285A HP PhotoSmart 1215 

PKI 286* 

HP Laserjet 5550 Color Printer 

PKI 355* 

HP 2100TN 

PKI 356B* 

HP LaserJet 4050 Series PS 


PKI 362* 

HP LaserJet 2420 PS 

PKI 375 * 

Sharp Color Printer 

PKI 378* HP LaserJet 2200 


-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 

-543-

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. 

-544-

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 


Joe Hrabak 


bfdc2 Domain Controller for the Blackforest site James Harr 


Joe Hrabak 


cistvss IST Systems internal SharePoint server Joe Hrabak 


James Harr 


exchange Mail server Joe Hrabak 


James Harr 


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 


Joe Hrabak 


Mohammad Shafiullah 

mshafiullah.ne@gmail.com 

James Harr 


Joe Hrabak 




manage Production Domain Controller, Production print server Joe Hrabak 


James Harr 


metis 

Production Domain Controller; McAfee E-Policy 

Orchestrator Server; Temporary license server for OPNet 

Joe Hrabak 

chrabak@mail.unomaha.edu

James Harr 


pf1 NAT Router for private network addresses James Harr 




pf2 Redundant NAT router James Harr 




six 2008 test domain controller Joe Hrabak 


James Harr 


sus 

Windows Server Update Services (Manages software 

updates for Microsoft products) 

Joe Hrabak 


James Harr 


svn Subversion (revision control) server James Harr 




vpn VPN Server Joe Hrabak 


James Harr 


windows-web Primary Production Web Server Joe Hrabak 


James Harr 


-546-

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 




Erin Cox tygrr.v2@gmail.com 

apollo Community Outreach Production Zac Fowler 

zfowler@unomaha.edu 

atticfw Community Outreach Firewall Zac Fowler 


azureus Course development server Joe Hrabak 


bfnfs Blackforest Cluster Network File System Server James Harr 




biigserver Bioinformatics Development server (Non-VM) James Harr 




biigserver2 biigserver replacement James Harr 




biobase Bioinformatics Course and Development server (Non-VM) James Harr 




bioshare Bioinformatics Sun Storage (Non-VM) Mohammad Shafiullah 


Josh Johnston 

mociyl@gmail.com 

blackforest Blackforest Cluster Web interface (Non-VM) James Harr 




blizzard 

Student development server for Programming on the 

Internet 


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) 


James Harr 




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 


Csalpha3 Computer Science server (Non-VM) Stan Wileman 


db Community Outreach Database Server Zac Fowler 


callisto Community Outreach Development Server Zac Fowler 


df 

Web server for the KEWI (Knowledge Engineering and Web 

Intelligence) Group 

-548- 

James Harr 




Josh Johnston 


elearning Production Faculty/Staff Streaming Media Server Joe Hrabak 


esx1 Clustered Virtual Server Farm Joe Hrabak 


James Harr 




James Harr 




James Harr 




James Harr 


flashcom Community Outreach Streaming Media Server Zac Fowler 


gsaf Gene Sequence Analysis Facility legacy server at UNMC Mohammad Shafiullah 


hive 

College of IST Ubuntu, CentOS, and OpenBSD mirror (Non- 

VM) 

James Harr 


istaudit Nessus Scanner Server Josh Johnston 




James Harr 

jharr@ist.unomaha.edu

ist-file College of IST user network shares server (Non-VM) Joe Hrabak 


James Harr 




irc Systems Administrators’ communication server James Harr 


jrt Software Engineering course server James Harr 




Josh Johnston 


karp2 Dr. Chundi’s text mining research server James Harr 

james.harr@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 




lb1 NAT Router for the Blackforest Cluster (Non-VM) James Harr 




lb2 

Redundant NAT Router for the Blackforest Cluster (Non- 

VM) 

James Harr 




mascot Web server for the Bioinformatics tool Mascot Mohammad Shafiullah 


missouri Community Outreach Webserver Zac Fowler 


mp1 Bioinformatics course server (for Mark Pauley) (Non-VM) Mohammad Shafiullah 


mp2 Bioinformatics course server (for Mark Pauley) (Non-VM) Mohammad Shafiullah 


necro Linux Server BackupPC solution James Harr 




oracle Database course server Joe Hrabak 


padev Web server for the tool for the pattern discovery and Joe Hrabak

usage in virtual project management 


pegasus Community Outreach Development Server Zac Fowler 


phpmysql 

Joe Hrabak 


phylogeny 

Bioinformatics course 

server (for Dhundy Bastola) 

James Harr 




rain 

Rheumatoid Arthritis Investigational Network web server Mohammad Shafiullah 

research 

(Non-VM) 

College of IST research Windows Terminal Server (Non- 

VM) 


James Harr 




sp1 

Motif Tools Assessment Project Development server (for 

Dan Quest) (Non-VM) 



sp2 

Redundant Motif Tools Assessment Project Development 

server (for Dan Quest) (Non-VM) 



ssp Sharepoint server Joe Hrabak 




vulcan Student Programming/Web development James Harr 


Joe Hrabak 




zenoss Monitoring server Mohammad Shafiullah 


-550-

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 

-551-

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 

-552-

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 


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 


Director: Dr. Parvathi Chundi 


Equipment: 


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/ 


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 


Director: Dr. Raj Dasqupta 


Website: http://prithviraj.dasgupta.googlepages.com/cmanticlabpage 

Equipment: 


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: 


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 


Director: Dr. Leah Pietron 


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 


Director: Dr. GJ deVreede 


Equipment: 

22 Dell Laptops 


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 


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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Directors: Dr. Khazanchi, Dr. Ilze Zigurs 


Website: http://slurl.com/secondlife/IS&T%20Nebraska%20Omaha/131/26/37 

Equipment: 

4 IBM Desktops 


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 


Technical Contact: Zac Fowler – zfowler@unomaha.edu 

Equipment: 


5 Macintosh 

Keyboards 

Tape Decks 

Recording devices 

Modeling and Simulation Lab 


Director: Dr. Mahadevan Subramaniam 


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Equipment: 


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 


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) 


Director: Dr. Bill Mahoney 

Technical Contact: Lucas Wentz – lwentz@unomaha.edu 

Equipment: 


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) 



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 


Director: Dr. Jong – Hoon Youn 


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 


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 


Jay Hannah 

Mohammad 


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 


Rheumatoid Arthritis 

Investigational Network web 

server 

Website for Knowledge 

Engineering and Web 

Intelligence project 

mp2 

phylogeny 

rain 

df 

Mark Pauley 

Mohammad 


Mohammad 

Abhijeet Maskey 


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 


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 


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 


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 


International Academy for 

Advanced Decision Support 

windows-web 

windows-web 

Joseph Hrabak, Deepak 

Khazanchi 


deVreede 


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 

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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 


Khazanchi 

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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 


Fruhling 

mosaic.unomaha.edu Global Diffusion of the Internet windows-web 


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 


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 


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 


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. 

-569-

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. 

-570-

. 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 

-571-

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. 

-575-

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. 

-576-

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. 


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 

-577-

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 


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. 

-579-

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 


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. 


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. 

-581-

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 

-582-

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. 

-583-

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 



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. 



3.3 Most Sensitive: Trade secrets & marketing, operational, personnel, financial, source code, & 

technical information integral to the success of our company 



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. 

-584-

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. 




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. 


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. 


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. 

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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. 


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. 

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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. 

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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 

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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. 


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. 


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 


Important 


unimportant 

Unimportant 



Important 


unimportant 

Unimportant 


Poorly 

Very poorly 

Very well prepared 

Well prepared 

Neither well prepared nor 

poorly prepared 

Poorly prepared 

Very poorly prepared 


Well prepared 





Having good team skills 

Having strong ethical 

principles 

Designing, implementing, 

delivering or managing 

technological solutions to 

organizational problems or 

opportunities 


Important 


unimportant 

Unimportant 



Important 


unimportant 

Unimportant 



Important 


unimportant 

Unimportant 



Well prepared 






Well prepared 






Well prepared 





Building and/or using current 

techniques, skills, & tools 

appropriate to your job. 


Important 


unimportant 

Unimportant 


-609- 


Well prepared 





Engaging in continuing Very important Very well prepared

professional development 

(e.g. classes, workshops, 

seminars, conferences, selflearning) 

Important 


unimportant 

Unimportant 


a. 

Well 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 


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 


4. Access to the library’s system for locating and obtaining information is adequate. 


Classroom Equipment 

5. The equipment available in classrooms where you teach is adequate for your teaching needs. 


Faculty Offices 

Labs 

6. Your office enables you to meet your responsibilities and professional needs 


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-

BIS Self-Study Appendices - University of Nebraska Omaha

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