Current Issue
Volume 22, No. 3 - July, 2024
| 4 |
Are Tech Savvy Students Tech Literate? Digital and Data
Literacy Skills of First-Year College Students
Kevin Mentzer, Nichols College Mark Frydenberg, Bentley University Adam Patterson, Nichols College |
| 25 |
Teaching Case Teaching Data Literacy Using Titanic Survival Factors Mark Sena, Xavier University Thilini Ariyachandra, Xavier University |
| 36 |
Ethics-Driven Education: Integrating AI Responsibly for Academic Excellence
Chukwuemeka Ihekweazu, Sam Houston State University Bing Zhou, Sam Houston State University Elizabeth Adepeju Adelowo, St. Cloud State University |
| 47 |
Cheating Better with ChatGPT: A Framework for
Teaching Students When to Use ChatGPT and other Generative AI Bots
David R. Firth, University of Montana Mason Derendinger, University of Montana Jason Triche, University of Montana |
| 61 |
Teaching Case How Popular is Your Name? Finding the Popularity of US Names Using Big Data Visualization Frank Lee, Georgia State University Alex Algarra, Georgia State University |
| 76 |
Data Analytics Position Description Analysis:
Skills Review and Implications for Data Analytics Curricula
Queen E. Booker, Metropolitan State University Carl M. Rebman Jr., University of San Diego Hayden Wimmer, Georgia Southern University Steve B. Levkoff, University of San Diego Loreen Powell, Marywood University Jennifer L. Breese, Pennsylvania State 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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Starting in 2024, all manuscripts have been assigned a DOI# to make them more accessible to the academic community.
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