Kevin R. Parker, Ph.D.

Contact Information

Professor of Computer Information Systems
Idaho State University
921 S. 8th Avenue, Stop 8020
Pocatello, ID 83209-8020

Phone:      208.282.4783
Fax:          208.282.4367
E-Mail:    
URL:       http://www.isu.edu/~parkerkr

Education

Doctor of Philosophy
College of Business Administration
Texas Tech University, Lubbock, Texas
1995
        Major Field: Management Information Systems
        Supporting Field: Computer Science
        Dissertation: A Holistic Profile for Information Filtering Systems     

Consulting Experience

Database Design Consultant
3/2003 
AgraServ, Incorporated
American Falls, Idaho

• Assisted with the database design phase of a pesticide application tracking system.

Web Site Design and Maintenance
10/2000 to present
Go-Kauai
Kauai, Hawaii

• Designed promotional web site, http://www.go-kauai.com, and continue to update, modify, and maintain the site.

Database Design Consultant
6/2000 to 8/2000
Docutech
Idaho Falls, Idaho

• Responsible for the database design phase of an online mortgage processing system.

Seminar Instructor
1/1988 to 8/1989
Hobbs, New Mexico

• Coordinated and presented seminars for area banking institutions and insurance firms on various productivity software packages.

Research Interests

Published Refereed Articles (Journals and Chapters)

Trimmer, K., Parker, K.R., & Schou, C. (2007). “Forcing Early Implementation of Information Assurance Precepts Throughout the Design Phase.” Journal of Informatics Education Research, 9 (1), 95-120. Link

Parker, K.R., Nitse, P.S. (2007). "Bilgi Yönetim Merkezleri Olarak Kütüphaneler." (C. Aydýn, Trans.). Journal of Turkish Librarianship, 21 (1), 88-103.

Parker, K.R. & Chao, J. (2007). "Wiki as a Teaching Tool." Interdisciplinary Journal of Knowledge and Learning Objects, (3), 57-72. Link

Davey, B. & Parker, K.R. (2006). "Language History - A Tale of Two Countries." In Impagliazzo, J. (Ed.) IFIP International Federation for Information Processing, Vol. 215 History of Computing and Education 2 (HCE2). Boston: Springer, 139-151. Link

Parker, K.R., Chao, J.T., Ottaway, T.A., & Chang, J. (2006). "A Formal Language Selection Process for Introductory Programming Courses." Journal of Information Technology Education, (5), 133-151. Link

Parker, K.R., Ottaway, T.A., & Chao, J.T. (2006). "Criteria for the Selection of a Programming Language for Introductory Courses." International Journal of Knowledge and Learning, 2 (1/2), 119-139.  Link

Parker, K.R. (2006). "Enabling Technologies for the Semantic Web." In Lytras, M.D. & Naeve, A. (Eds): Intelligent Learning Infrastructures for Knowledge Intensive Organizations: A Semantic Web Perspective. Hershey, Pennsylvania: Idea Group Publishing, 39-56.  Link

Parker, K.R. & Nitse, P.S. (2006). "Competitive Intelligence Gathering." In Schwartz, D.G. (Ed.): Encyclopedia of Knowledge Management. Hershey, Pennsylvania: Idea Group Publishing, 44-50.  Link

Parker, K.R. (2005). "Lost River Wind Riders: A Project for Teaching Database Design." Communications of the Association for Information Systems, 16 (24), 475-494.

Beachboard, J.C. & Parker, K.R. (2005). "Understanding Information Technology: What do Graduates from Business-oriented IS Curricula Need to Know?" Journal of Issues in Informing Science and Information Technology, 2, 219-236. Link

Parker, K.R., Nitse, P.S., & Flowers K.A. (2005). "Libraries as Knowledge Management Centers." Library Management Journal – Special Issue on Digital Libraries in the Knowledge Era: Knowledge Management and Semantic Web Technology, 26 (4/5), 176-189.

Parker, K.R. & Nitse, P.S. (2005). "Improving Competitive Intelligence for Knowledge Management Systems." International Journal of Internet and Enterprise Management (IJIEM) – Special Issue on Business Intelligence for Competitive Advantages, 3 (1), 24-45.

Parker, K.R., LeRouge, C., & Trimmer, K. (2005). "Alternative Instructional Strategies in an IS Curriculum." Journal of Information Technology Education, 4, 43-60. Link    PDF

Nitse, P.S., Parker, K.R., Ottaway, T.A., & Krumwiede, D.W. (2004). "The Impact of Color in the E-commerce Marketing of Fashions: An Exploratory Study." European Journal of Marketing, 38 (7/8), 898-915. Also included in Fashion Marketing: Building The Research Agenda, Bradford, West Yorkshire, UK: Emerald Group Publishing Limited. Link

Parker, K.R. (2004). "A Data Model Validation Approach for Relational Database Design Courses." Journal of Issues in Informing Science and Information Technology, 1, 813-825. PDF 

Nitse, P.S. & Parker, K.R. (2003). "Library Science, Knowledge Management, Competitive Intelligence: Archive Theory the Common Link." The Reference Librarian, 38 (79/80), 395-407.

Parker, K.R. (2003). "A Database Design Case: Teton Whitewater Kayak." Journal of Information Systems Education – Special Issue on IS Teaching Cases, 14 (3), 271-274. Abstract PDF

Nitse, P.S., Parker, K.R., & Dishman, P.L. (2003). "Multi-class Interest Profile Applications in the Intelligence Process." Marketing Intelligence and Planning, 21 (5), 263-271.

Parker, K.R. (2002). "Using and Enhancing Online Lecture Materials." Mountain Plains Journal of Business and Economics, 3.   Link

Saxby, C.L., Parker, K.R., Nitse, P.S., & Dishman, P.L. (2002). "Environmental Scanning and Organizational Culture." Marketing Intelligence and Planning, 20 (1), 28-34. Also included in the Companion Web Site for Palmer, A. (2004). Introduction to Marketing Theory and Practice. Oxford, UK: Oxford University Press. Link

Published Refereed Proceedings

Chin, K.L., Chang, E., Atkinson, D., & Parker, K.R. (2007). "Ontology-based IT Pedagogical Knowledge Framework." Proceedings of the 2007 Computer Science and Information Technology Education Conference, Mauritius, November 16-18 (155-166). Link

Parker, K.R., Davis, T., & Ward, D.M. (2007). "Herbicide Damage Tracking System: An IS Case Study." In Proceedings of the North American Case Research Association, 21 (10), Keystone, Colorado, October 18-20 (58).

Trimmer, K., Parker, K. , & Creelman, J. (2006) "Lessons Learned in a Collaborative Development Project–Documentation For Physical Therapy Education." In Proceedings of the International Conference on Informatics Education and Research, Milwaukee, WI: December 8-9 (320-336). PDF

Ottaway, T.A., Parker, K.R., & Chao, J.T. (2006). "The Selection of a Language for Introductory Programming Courses: An Exploratory Survey." In Proceedings of the 35th Annual Meeting of the Western Decision Sciences Institute, Waikoloa, Hawaii, April 11-15 (pp. 270-272).

Schou, C., Trimmer, K., & Parker, K.R. (2005). "Forcing Early Binding of Security Using a Design Reference Monitor Concept in Systems Analysis and Design Course." In Proceedings of the International Conference on Informatics Education and Research, Las Vegas, Nevada: December 9-11 (pp. 321-331).

Nitse, P.S. & Parker, K.R. (2005). "Gathering Information in the Digital Age Using the Semantic Web." In Frontiers of e-Business Research 2005, 2, Tampere, Finland: September 26-28 (pp. 603-614). PDF

Parker, K. R., Trimmer, K., & LeRouge, C. (2005). "The REA Ontology to Supplement Teaching Data Flow Diagrams." In Proceedings of the 2005 Americas Conference on Information Systems: Ontological Analysis in Systems Analysis and Design Track, Omaha, NE: August 11-14 (pp. 2793-2801).

Nitse, P.S. & Parker, K.R. (2005). "Integrating Knowledge Management and Competitive Intelligence into both the Retailing and Services Businesses." In Proceedings of the 12th International EIRASS Conference on Recent Advances in Retailing and Services Science, Orlando, Florida: July 21-24.

Bezik, M.H., Smith, K., & Parker, K.R. (2005). "SPUD's - A Computer-Assisted Interactive Project for Use in Intermediate Accounting Courses." 2005 Western Region American Accounting Association Meeting, Sacramento, CA: April 29-30.  abstract

Parker, K. R., Trimmer, K., & LeRouge, C. (2005) "The Correspondence between the REA Ontology and Data Flow Diagrams." 2005 Western Region American Accounting Association Meeting, Sacramento, CA: April 29-30. (abstract)

Trimmer, K. & Parker, K.R. (2004). "Revising Instructional Strategies in Systems Analysis and Design." In Proceedings of the 2004 International Conference on Informatics Education Research, Washington, DC, December 10-12 (pp. 175-182).

Nitse, P.S. & Parker, K.R. (2004). "Consumer Perception of Color Depicted on E-Commerce Websites: An Exploratory Study." In Proceedings of the 11th International EIRASS Conference on Recent Advances in Retailing and Services Science, Prague, Czechoslovakia, July 10-13.

Krumwiede, D., Parker, K.R., Nitse, P.S., & Ottaway, T.A. (2004). "Customer Sensitivity to Electronically Reproduced Color Products: Its Effect on the Operation of Return Goods."  In Distribution Business Management Association Annual Conference Proceedings , Chicago, Illinois, May 18-20 (pp. 1-9).

Parker, K.R. & Nitse, P.S. (2004). "The Impact of Color Inaccuracies on E-Commerce Sites." In Proceedings of The Information Technology & Global Business Research Conference, Cancun, Mexico, March 10-13 (pp. 50-56).

Beachboard, J.C. & Parker, K.R. (2003). "How Much is Enough?  Teaching Information Technology in a Business-Oriented IS Curriculum." In Proceedings of the 2003 Americas Conference on Information Systems (AMCIS 2003), Tampa, FL: August 4-6 (pp. 3026-3031).  Nominated for "Best Paper Award." Link

Krumwiede, D., Nitse, P.S., Parker, K.R., & Ottaway, T.A. (2003). "Returning Internet Purchased Color Sensitive Products: The Effect On The Supply Chain." In Proceedings of the 7th International Conference of the Decision Sciences Institute, Shanghai, China: July 4-8, 2003. 

Ottaway, T.A. & Parker, K.R. (2002). "A Conceptual Model of Structural Adaptation in Agent-based Workflow Management Systems." In Proceedings of the 2002 Americas Conference on Information Systems (AMCIS 2002), Dallas, Texas: August 9-11 (pp. 1476-1483).

Nitse, P.S., Parker, K.R., Ottaway, T.A., & Krumwiede, D.W. (2002). "The Impact of Consumer Perception on E-Commerce Transactions."  In Proceedings of The International Applied Business Research Conference, Puerto Vallarta, Mexico: March 14-19, CD-ROM.

Parker, K.R. (2001). "Techniques to Enhance Online Lecture Materials." In Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19, CD-ROM.

Aytes, K. & Parker, K.R. (2001). "Using the Web to Create a Dynamic, Interactive Learning Environment." In Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19, CD-ROM.

LeBlanc, R. & Parker, K.R. (2001). "A Customer-Based Framework for Understanding e-Commerce Relationships." In Proceedings of the International Business & Economics Research Conference 2001, Reno, Nevada: October 8-12.  Received Best Paper Award.

Parker, K.R. & Nitse, P.S. (2001). “Improving Competitive Intelligence Gathering for Knowledge Management Systems.” In Proceedings of The 2001 International Symposium on Information Systems and Engineering (ISE'2001-Workshop: Knowledge Management Systems: Concepts, Technologies and Applications), Las Vegas, Nevada: June 25-28 (pp. 122-128).  Presentation Slides

Parker, K.R. & Nitse, P.S. (2000), “A Multi-Class Interest Profile (M-CLIP) For Online Competitive Intelligence Systems.” In Proceedings of the Society of Competitive Intelligence Professionals (SCIP) Academic Conference on Competitive Intelligence: Curriculum and Research, Philadelphia, Pennsylvania: December 8.  Presentation Slides

Presentations

Nitse, P.S. & Parker, K.R. (2007, November). "Idaho Terrorism Threat Assessment Research Center." Paper presented at the Idaho State University Research and Creative Activities Day, Pocatello, Idaho.

Parker, K.R. & Chao, J. (2007, June). "Wiki as a Teaching Tool." Paper presented at the meeting of the Informing Science + Information Technology Education (InSITE) Conference, Ljubljana, Slovenia.

Davey, B. & Parker, K.R. (2006, August). "Language History - A Tale of Two Countries." Paper presented at the IFIP 2nd World Conference on the History of Computing and Education (19th IFIP World Computer Congress), Santiago, Chile.

Parker, K.R., Chao, J.T., Ottaway, T.A., & Chang, J. (2006, June). "A Formal Process for Programming Language Evaluation for Introductory Courses." Paper presented at the meeting of the Informing Science + Information Technology Education (InSITE) Conference, Greater Manchester, UK.

Bezik, M.H., Smith, K., & Parker, K.R. (2006, May). "SPUD's - A Computer-Assisted Interactive Project for Use in Intermediate Accounting Courses." Paper presented at the 2006 Ohio Region American Accounting Association Meeting, Cleveland, Ohio.

Bezik, M.H., Smith, K., & Parker, K.R. (2005, August). "SPUDs: A Skills-Based, Computer-Assisted Project for Use in Financial Accounting Courses." Paper presented at the2005 American Accounting Association Annual Meeting, San Francisco, California.

Parker, K.R., LeRouge, C., & Trimmer, K. (2005, June). "Alternative Instructional Strategies in an IS Curriculum." Paper presented at the meeting of the Informing Science + Information Technology Education (InSITE) Conference, Flagstaff, Arizona.

Beachboard, J.C. & Parker, K.R. (2005, June). "Determining the Extent of Information Technology Instruction in a Business-oriented IS Curriculum."  Paper presented at the meeting of the Informing Science + Information Technology Education (InSITE) Conference, Flagstaff, Arizona.

Parker, K.R. (2004, June). "A Data Model Validation Approach for Relational Database Design Courses." Paper presented at the meeting of the Informing Science + Information Technology Education (InSITE) Conference, Rockhampton, New South Wales, Australia.

Technical Reports

Parker, K.R. (1990). "Requirements Specification for the Module Level Controller." Technical Report 3509-I, FSI International, Texas Tech University.

Parker, K.R. (1991). "Evaluation of Off-the-Shelf Equipment Meeting the Requirements Specification for the Module Level Controller." Technical Report 3509-II, FSI International, Texas Tech University.

Parker, K.R. (1995). A Holistic Profile for Information Filtering Systems. Dissertation Abstracts International,  56(5): 1567A. (UMI No. AAT 9529834).  pdf

Master's Thesis

Parker, K.R. (1991). A Generic Life-Cycle Cost Model for an Embedded Controller. Unpublished master's thesis, Texas Tech University.  pdf

Database Management Systems

Object-Oriented Development

Programming Languages

Systems Analysis and Design

Emerging Technologies

Web Development for eCommerce

Conceptualization of Learning

I believe that students, undergraduates in particular, learn best in a structured environment. Without prior experience with a topic, students often find ambiguity more intimidating than inspiring. Students are more confident when they know where they have been, where they are, and where they are going in a course, because that allows them to see how the subject material fits together into a coherent whole. In a structured environment, students know what is expected of them and can perform accordingly. 

Students also learn better in a relaxed environment. Structured or not, the classroom environment should not be too rigid. Students must feel free to ask questions without being judged, ridiculed, or intimidated. Furthermore, students should be encouraged to provide feedback on what is, and what is not, working in a class. Most importantly, students should know that their education is a partnership, and that the professor earnestly wants them to learn.

Students are characterized by various learning styles. Some learn by seeing, some by hearing, and others by doing. A professor must try to incorporate a variety of approaches in his or her lectures and assignments to connect with each type of learner. A professor must bear in mind that their personal learning style will not be optimal for all students.

I often view teaching IT as providing a student with a set of tools and teaching them how to use them. Because technology evolves so quickly, the professor must focus on concepts rather than specific applications. To continue with the toolkit analogy, if you teach someone how to use a screwdriver they will be able to transfer that knowledge to any screwdriver, whether it is a slotted screwdriver, a Phillips screwdriver, or a Torx screwdriver. Likewise, teaching a student the concepts of sequence, selection, and iteration in a programming class will allow them to apply those concepts to any programming language by making slight changes to the syntax. If the focus is on concepts, however, students must be taught how to find details about the implementation of those concepts when required to use a particular IT tool—in effect, they should be taught how to locate pertinent resources independently and how to comprehend them. Such skills are highly valued by employers. An employee who is a self-starter is preferable to one who requires constant guidance.

Conceptualization of Teaching

When I first began teaching, a veteran professor told me that teaching is 10% education and 90% entertainment. He explained that education is not possible unless you are able to get and keep a student’s attention. When I conceptualize teaching I reflect on the master teachers who have taught me compassion, encouragement, motivation and scholarship.  I consider it a blessing to have been taught by so many outstanding educators, and I base my teaching style on their examples. A teacher must care about the students, take the time to learn their names and a little something about them, and be always willing to assist students without doing the work for them. A teacher should know his or her material thoroughly, but also be able to engage the student so as to share a love of learning. A teacher must strive to keep students engaged and engrossed even when the material is dry and technical. And finally, a teacher should be someone that the students can hold in the highest regard and emulate. A teacher is a facilitator, a motivator, and a mentor to those students who have come to them for an education.

Goals for Students

Student goals for every class must be clearly established and provided to the students on the first day of class. When I attended the Georgia State Master Teacher Program they stressed the importance of providing objectives that span the three major learning levels – the Knowledge Level, the Meaningful-Integrated Level, and the Critical Thinking Level.

My programming courses teach students analytical skills—how to analyze a problem, break it down into its component parts, and devise a solution. Such problem solving skills are critical in the real world. Toward this end, students are required to solve a variety of programming assignments. Those assignments increase in complexity as the semester progresses, in the process expanding and strengthening students’ problem solving and analytical skills. 

Students learn to analyze more complex systems and design a solution in my Analysis and Design and Database courses. The projects cover well over half the semester, and students are required to manage their time accordingly. In order to provide them with a means of managing both the current and future large projects, I teach them to break the project into deliverables, each with a specific task and target date. Further, students perform the projects as part of a team, since industry stresses so highly the ability to interact effectively in a team environment. While it is important that students understand the analysis approaches and modeling techniques that are taught in each class, those approaches change as IT evolves. However, the basic concepts of how to analyze and build a system or database, why it should be modeled and how to go about it, how to manage a large project by scheduling intermediate deliverables, and how to interact with others are critical skills when students enter the workforce. 

Implementation of the Philosophy

My classes are highly structured, with course objectives and a lecture schedule clearly spelled out in each syllabus. I prepare extensively for every lecture, thoroughly researching the topic and preparing a set of notes that I post on the web. I make it a point to know every topic thoroughly in spite of the ever-changing nature of IS. I also review journal submissions as well as textbooks in the areas in which I teach in order to stay current with changing technology. When assigning exercises, I carefully write the assignment so that it reflects realistic situations, and then I do the assignment myself in order to be sure that the directions are complete, and to insure that students do not encounter unintended difficulties. Once assignments are submitted, I generally provide a fully documented solution so that students can review the correct solution almost immediately. As noted earlier, my course projects are also structured, modularized into intermediate deliverables with individual due dates. 

Even when highly structured, classes can be fun. I enjoy interacting with students and I think that they learn better in a relaxed environment. One of my strengths as a teacher has always been my ability to develop a strong rapport with students. I remember clearly my days as an undergraduate, and I can empathize with students. Students know that I care about them, and they often respond by working harder. I always learn each student’s name as quickly as possible so I can greet them in the halls or know who they are when they ask a question in class. When students miss consecutive class meetings I often send them an e-mail message to check on them. There are no anonymous or unimportant students in my classes. 

Students are encouraged to provide constructive feedback. Students developed the Peer Evaluation form that I use to assess student contributions to the team projects. One former class did not like the form that I developed, so I challenged them to design a new form. Students also helped devise a grading system for the course projects. Feedback must be provided on intermediate deliverables, but students seldom do well because of a lack of experience. Students suggested a weighted scheme in which deliverables are grades, but count only a third of the overall project grade. I always welcome constructive suggestions, and even provide an Anonymous Course Comment form on each class web page for students who prefer not to make suggestions directly. Giving students an opportunity to help shape a course gives them a sense of ownership and empowers and motivates them.

I also strive to be highly available to students, even outside of office hours. I am almost always available by e-mail, even during the late night hours when students are more likely to working on their homework. My office hours are generally very busy, as both current and former students drop by to visit or ask advice.

I am a very demanding professor, but I place even higher demands on myself. I received an excellent undergraduate degree in the computing sciences from the University of Texas at Austin, and I see no reason why I should not provide my students with an education of comparable quality. I am passionate about my job. I find it so rewarding when former students write to tell me that they are making a good impression on their employers, and they attribute it to my teaching. To know that you have had a positive impact on even one individual’s life makes all the hard work and preparation worth the effort.

Previous Courses

Idaho State University

• Systems Analysis and Design
• Database Management Systems (undergraduate and graduate)
• Database Design and Implementation using SQL Server
• Foundations of Computer Programming using Visual Basic
• Advanced Business Programming using Visual Basic
• Object-Oriented Development using Java (undergraduate and graduate)
• Web Development for eCommerce (undergraduate and graduate)
• CS/CIS Graduate Technology Seminar
• Special Problems in Computer Information Systems
• Special Problems in Business Administration (MBA)

Saint Louis University

• Systems Analysis and Design (undergraduate and graduate)
• Database Management Systems (undergraduate and graduate)
• Object-Oriented Programming Techniques (undergraduate and graduate)
• Managing Information Technology – Emerging Technologies (graduate)

Teaching Evaluations

Evaluation Scale: 1 = Very Poor     4 = Very Good

Undergraduate Courses:

• CIS 220 Foundations of Computer Programming using Visual Basic
• CIS 320 (formerly CIS 221) Advanced Business Programming using Visual Basic
• CIS 382 Systems Analysis and Design
• CIS 407 Database Design and Implementation
• CIS 480 Database Management Systems
• CIS 430 Web Development for eCommerce
• CIS 440 (formerly CIS 491) Object-Oriented Development using Java
• CIS 492 Special Problems in Computer Information Systems
• CIS 591 CS/CIS Graduate Technology Seminar

Graduate Courses:

• CIS 507 Database Design and Implementation
• CIS 530 Web Development for eCommerce
• CIS 540 Object-Oriented Development using Java
• CIS 580 Database Management Systems

Saint Louis University

Evaluation Scale: 1 = Very Poor 3 = Average 5 = Very Good

* indicates incompatible evaluation scale

Undergraduate Courses:

• MIS 320 Object-Oriented Programming using C++/Java
• MIS 410 Systems Analysis and Design
• MIS 430 Database Management Systems

Graduate Courses:

• MIS 580 Object-Oriented Programming using C++/Java
• MIS 600 Managing Information Technology: Emerging Technologies
• MIS 610 Systems Analysis and Design
• MIS 630 Database Management Systems

Service

Professional & Editorial

• Editor of Journal of Information Technology Education.
• Member of the Editorial Board of the Interdisciplinary Journal of Information, Knowledge and Management.
• Information Technology Management Track Chair for the North American Case Research Association (NACRA) 2007 Annual Meeting.
• International-Linkage Member of Curtin University of Technology's Tier 1 University Research Centre - Digital Ecosystems and Business Intelligence (DEBII).
• Reviewer for IEEE’s Transactions on Software Engineering, International Journal of Internet and Enterprise Management, Electronic Commerce Research Journal, International Journal of Electronic Commerce and Business Media, Communications of the ACM, Electronic Markets, and Mountain Plains Journal.
• Reviewed papers for the AMCIS 2002 Intelligent Agents Track, the AMCIS 2003 Education Track, ICIS 2001, the 2004, 2005, 2006, and 2007 Informing Science + IT Education Joint Conferences, and the 2006, 2007, and 2008 Hawaii International Conference on Systems Science (HICSS).
• Reviewed texts for D.C.Heath and Company, West Publishing Company, McGraw-Hill, Course Technology, Addison-Wesley, Prentice-Hall, and Wiley.
• Served as an external peer reviewer for the Purdue University College of Technology Promotion Committee.  
• Served as an outside evaluator for the University of New Mexico-Gallup Rank and Tenure Committee.
• Served as an external peer reviewer for the University of Nevada, Reno College of Business Administration Promotion and Tenure Committee. 
• Served as external referee for 2007 Curtin University of Technology Promotion Committee.

College & University

• Chair of Student Recruitment Committee
• Chair of the Faculty Support Committee
• Member of Athletic Advisory Board
• Member of the Campus Planning Counsil
• Coordinator for United Way for ISU College of Business (2000-2006).
• Former Member of the Web Course Incentive Group (Technology Mediated Instruction Incentive) at Idaho State University.
• Served as a member of the recruiting and interview team for new assistant professors and instructors at both Idaho State University (1999, 2000, 2004) and Saint Louis University (1996, 1996, 1997, 1998).
• Advised students in course selection as well as career decisions.
• Established and acted as Faculty Advisor for the MIS Club student group at Saint Louis University for three years.
• Served as a member of the Saint Louis University Computer Science Advisory Committee which analyzed the impact of the consolidation of multiple campuses and its impact on the respective computer based programs.

Dissertation & Thesis Committees

• K.L. Chin
  School of Information Systems
  Curtin University of Technology
  Dissertation Title: An Ontology-based Approach to the Organization of IT Educational Knowledge and an Application to IS Curriculum Design
  Associate Supervisor

• Roy Morien
  School of Information Systems
  Curtin University of Technology
  Dissertation Title: Agile System Development: Theory and Practice
  Associate Supervisor

• Kit Na Goh
  GIS Training and Research Center
  Idaho State University
  Thesis Title: Developing A Geo-Spatial Search Tool Using A Relational Database Implementation of the Geo FGDC CSDGM Model
  Committee Member
   

Association for Information Systems (AIS)

Association for Computing Machinery (ACM)

Informing Sciences

ACM Special Interest Group on Management Information Systems (SIGMIS)

ACM Special Interest Group on Computer Science Education (SIGCSE)

North American Case Research Association

Honors/Awards

• Received the Idaho State University College of Business 2005-2006 Outstanding Research Award.
• Received the Idaho State University College of Business 2002-2003 Outstanding Teacher Award.
• Received Best Paper award at the 2005 Informing Science + Information Technology Education (InSITE) Conference
• Received Best Paper award at the 2004 Informing Science + Information Technology Education (InSITE) Conference.
• Received Best Paper Award at the International Business & Economics Research Conference 2001.
• Nominated for Best Paper award at the 2003 Americas Conference on Information Systems.
• International Who’s Who of Information Technology
• Upsilon Pi Epsilon – Honor Society for the Computing Sciences
• Golden Key National Honor Fraternity
• Who's Who Among Students in American Junior Colleges
• Psi Theta chapter of Phi Theta Kappa, a national honor fraternity (President)

Grants

• Idaho State University College of Business Reuttgers Grant: "Pedagogical Database Development," 2003 
• Idaho State University College of Business Reuttgers Grant: "Using Technology to Teach Accounting - Computer Assisted Critical Thinking," 2002
• Idaho State University College of Business Reuttgers Grant: "An Instrument For The Selection Of A Programming Language To Be Used In Introductory And Advanced Programming Classes," 2002
• Saint Louis University School of Business and Administration Summer Research Grant: "A Metadata Approach for Mapping Electronic Resources: Cataloging Research Materials On the Web," 1998
• Saint Louis University School of Business and Administration Summer Research Grant: "Enhanced Internet Search Techniques: An Alternative Push Technology," 1997 
• Saint Louis University School of Business and Administration Summer Research Grant: "A Multi-Class User Definition for Information Filtering," 1996 

• Curriculum design
• Course development
• Training and instruction in information systems and computer science topics
• Programming language expertise
• Software analysis, design, implementation, and maintenance
• Object-oriented design
• Database design
• SQL and SQL*Plus
• SQL Server
• Oracle Designer 2000
• Systems analysis and design tools
• Software feasibility studies
• User interface design
• User training
• Artificial intelligence systems design

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• Printable Vita (pdf)

• Abbreviated Vita (pdf)