Table of Contents

• Computing education in academia: toward differentiating the disciplinesEd Anthony. 1-8 [doi]
• Comparing undergraduate degrees in information technology and information systemsGregory W. Hislop. 9-12 [doi]
• A multidisciplinary information management and systems program: pearl or peril?Daniel W. Cooke. 13-22 [doi]
• Dynamic enterprises demand advanced curricula in software development and managementDeborah G. Coleman, Stephen J. Zilora. 23-27 [doi]
• Preparing the new information technology professional in VirginiaMichael Peterson, Keith Morneau, Ashraf Saad. 28-30 [doi]
• Software management as an information technology knowledge areaHan Reichgelt, Vladan M. Jovanovic. 31-36 [doi]
• Using project-based learning to teach object oriented application developmentEugenia Fernandez, David M. Williamson. 37-40 [doi]
• The impact of prior experience in an information technology programming course sequenceEdward Holden, Elissa Weeden. 41-46 [doi]
• Implementation of alternative pacing in an introductory programming sequenceKeith J. Whittington, Dianne P. Bills, Lawrence W. Hill. 47-53 [doi]
• Using UML and agile development methodologies to teach object-oriented analysis & design tools and techniquesJeffrey Brewer, Leslie Lorenz. 54-57 [doi]
• How we won the battle but lost the war in software engineeringLaVon Green. 58-61 [doi]
• Lab management strategies for IT database curriculumElissa M. Weeden, Gary R. Scarborough, Dianne P. Bills. 62-66 [doi]
• Creating remotely accessible "virtual networks" on a single PC to teach computer networking and operating systemsMark Stockman. 67-71 [doi]
• Employing new advances in IP videoconferencing to enhance teaching and learning through the use of a hybrid distance learning courseDerek Knutsen, Eric Knutsen, Erick Slazinski. 72-75 [doi]
• Strategic decisions on technology selections for facilitating a network/systems laboratory using real options & total cost of ownership theoriesKimfong Lei, Phillip T. Rawles. 76-92 [doi]
• The use of network simulation to enhance network curriculumSylvia Perez-Hardy. 93-95 [doi]
• A study on critical thinking, cognitive learning style, and gender in various information science programming classesNancy S. Grant. 96-99 [doi]
• MUPPETS: multi-user programming pedagogy for enhancing traditional studyAndrew M. Phelps, Kevin J. Bierre, David M. Parks. 100-105 [doi]
• From theories to actions: a proposal for a new course on enterprise information systems integrationKimfong Lei, Julie R. Mariga, Benjamin R. Pobanz. 106-110 [doi]
• Projecting IT education into the real worldLaVon Green. 111-114 [doi]
• A freshman course in emerging information technologiesSusan L. Miertschin, Cheryl L. Willis. 115-118 [doi]
• A unique experiential model for teaching network administrationSylvia Perez-Hardy. 119-121 [doi]
• Understanding gendered attrition in IT programsElizabeth Lawley, Tona Henderson. 122-125 [doi]
• The case for history in the information technology curriculumP. K. Ebert, Payton Glore. 126-129 [doi]
• The law: issues for the information technology educatorRebecca H. Rutherfoord. 130-134 [doi]
• Focus tracks: specializing in IT educationWilliam Owen. 135-138 [doi]
• Creativity in the information technology curriculum proposalRobert B. Sweeney. 139-141 [doi]
• Classroom and support innovation using IP video and data collaboration techniquesJim Leonard, Elizabeth Riley, E. Michael Staman. 142-150 [doi]
• A learning and assessment tool for web-based distributed educationMisook Heo. 151-154 [doi]
• Many cooks improve the broth: developing an inter-institutional, online, bachelor of science degree in information technologyJoanne Dehoney, Larry Booth, Kam Fui Lau, Han Reichgelt, Rebecca H. Rutherfoord, Jeff Stewart. 155-159 [doi]
• A perspective on fulfilling the expectations of distance educationMariana Hentea, Mary Jo Shea, Lisa Pennington. 160-167 [doi]
• How to creatively communicate Microsoft.NET technologies in the IT curriculumLouise Chaytor, Soleda Leung. 168-173 [doi]
• A case for the study of software management within a broad information technology curriculumDaniel Shoemaker, Vladan M. Jovanovic, Antonio Drommi. 174-179 [doi]
• The many facets of HCIEvelyn P. Rozanski, Anne R. Haake. 180-185 [doi]
• Utilizing CPTOnline to upgrade the computer and information technology curriculumEd Sullivan. 186-188 [doi]
• Service engineering for core optical networksLance C. Hassan, Joseph R. Bumblis. 189-195 [doi]
• Education at the seams: preparing students to stitch systems together; curriculum and issues for 4-year IT programsJoseph J. Ekstrom, Barry M. Lunt. 196-200 [doi]
• NJIT's sandbox: an industry/education partnership for IT developmentRobert S. Friedman, James A. M. McHugh, Fadi P. Deek. 201-205 [doi]
• It training assessment and evaluation: a case studyPaul D. Coverstone. 206-215 [doi]
• Applying skills standards to the development of multi-institution information technology programsOscar Gutierrez, Deborah Boisvert. 216-221 [doi]
• Successful knowledge transfer and project deployment in a service learning programJon Reid, Erick Slazinski. 222-225 [doi]
• Urban empowerment: a successful example of service learningLouise Chaytor. 226-230 [doi]
• Organizing a tech camp for teachersJoy Starks. 231-233 [doi]
• The forest and the trees: using oracle and SQL server together to teach ANSI-standard SQLGary B. Randolph. 234-236 [doi]
• Digital asset management using a native XML database implementationShalaka Natu, John Mendonca. 237-241 [doi]
• Teaching data warehousing to undergraduates: tales from the warehouse floorErick D. Slazinski. 242-248 [doi]
• Information system security curricula developmentEd Crowley. 249-255 [doi]
• Security education within the IT curriculumCharles Border, Ed Holden. 256-264 [doi]
• Forensic course developmentLuther Troell, Yin Pan, Bill Stackpole. 265-269 [doi]
• Developing a public key infrastructure for use in a teaching laboratoryPhillip T. Rawles, Kristoffer A. Baker. 270-276 [doi]