Current Issue
Volume 22, No. 1 - May, 2024
| 4 |
Using Constructive Alignment, eduScrum and Tableau to Teach Managerial Analytics
Matthew Boyne, Point Loma Nazarene University |
| 13 |
An Experiential Learning Approach to the Introduction to Business Course
Bret J. Wagner, Western Michigan University Melissa Intindola, Bucknell University |
| 30 |
The Perceptions of Undergraduate Students Associated with a Career in Technology –An Analysis by Academic Year
Kenneth J. Sousa, Bryant University |
| 47 |
Developing a Data Analytics Practicum Course
Neelima Bhatnagar, University of Pittsburgh at Greensburg Victoria Causer, University of Pittsburgh at Greensburg Michael J. Lucci, University of Pittsburgh at Greensburg Michael Pry, University of Pittsburgh at Greensburg Dorothy M. Zilic, University of Pittsburgh at Greensburg |
| 70 |
Teaching Case: The Agile Student Practice Project: Simulating an Agile Project in the Classroom for a Real-World Experience David M. Woods, Miami University Regionals Andrea Hulshult, Miami University Regionals |
| 82 |
Analytics for an Audience of Healthcare Professionals: Curriculum Design and Student Perceptions
Jennifer Xu, Bentley University Monica Garfield, Bentley University |
About ISEDJ
ISSN#: 1545-679X
The Information Systems Education Journal (ISEDJ) is a peer reviewed journal published five to six times per year that focuses on IS education including (but not limited to) model curriculum, outcomes assessment, distance education challenges, capstone and service learning projects, security, and information system research toward educators. Accepted papers are peer reviewed to determine quality and level of contribution. This submission process is integrated with the annual ISCAP Conference (Information Systems & Computing Academic Professionals)
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We are proud to announce that there were 17,823 downloads of ISEDJ manuscripts from the
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During the first half of 2023, over 7,400 ISEDJ articles were downloaded.
Starting in 2024, all manuscripts have been assigned a DOI# to make them more accessible to the academic community.
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