Kevin R. Parker, Ph.D.
Chair and Professor of Computer Information Systems

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

208.282.4783
208.282.4367 (fax)

http://www.isu.edu/~parkerkr
http://cobhomepages.cob.isu.edu/parkerkr/

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

Master of Science
College of Engineering
Texas Tech University, Lubbock, Texas
1991
Major Field: Computer Science
Thesis: A Generic Life-Cycle Cost Model for an Embedded Controller

Bachelor of Arts College of Natural Sciences
University of Texas at Austin
1982
Major Field: Computer Science

Chair and Professor of Computer Information Systems
7/1999 to present
Appointed department chair in 2012.
Promoted from Associate Professor to Full Professor in 2005.
Promoted from Assistant Professor to Associate Professor in 2004.
Department of Computer Information Systems
College of Business Administration
Idaho State University, Pocatello, Idaho

• Instructed courses in Interactive Web Development.
• Instructed courses in Object-Oriented Development Using Java.
• Instructed courses in Event-driven Programming using Visual Basic.
• Instructed courses in Advanced Programming using Visual Basic.
• Instructed courses in Database Management Systems.
• Instructed courses in Database Design and Implementation.
• Instructed courses in Systems Analysis and Design.
• Instructed courses in Web Development for eCommerce.
• Instructed a CS/CIS Graduate Technology Seminar.
• Served as a member of the recruiting and interview team for new assistant professors and instructors.
• Advised students in course selection as well as career decisions.
• Received outstanding student evaluations for every semester taught.
• Received the Idaho State University College of Business Outstanding Teacher Award for 2002-2003.
• Received the Idaho State University College of Business Outstanding Research Award for 2005-2006.
• Recognized as 2011 Faculty Member of the Year by the Associated Students of Idaho State University.
• Recognized as a 2010-2011 Outstanding Master Teacher by Idaho State University.
• Recognized as a 2011-2012 Outstanding Master Teacher by Idaho State University.

Professor of Computer Science
7/2010 to present
Received joint appointment to Computer Science faculty in 2010.
Department of Computer Science
College of Science and Engineering
Idaho State University, Pocatello, Idaho

• Instructed Advanced Computer Programming for Computer Science.
• Instructed several courses that are cross listed between CS and CIS.

Visiting Professor of Information Systems
3/2007 to 4/2007
School of Information Systems
Curtin University of Technology, Perth, WA, Australia

• Conducted a research seminar on a Structured Process for Programming Language Selection.
• Conducted a research seminar on the Use of Pedagogical Agents for Core Concept Tutorials.
• Presented summary of past and ongoing research to the members of the Digital Ecosystems and Business Intelligence (DEBII) Centre, a Tier 1 University Research Centre.
• Appointed International Linkage Member of the DEBII Centre
• Participated in multiple research projects.
• See pdf report.

Contractor Consultant of Business Information Technology
2/2007 to 3/2007
School of Business Information Technology
RMIT University, Melbourne, VI, Australia

• Conducted a research symposium for the BIT faculty on a formal approach for selecting a programming language for computer programming courses.
• Conducted a roundtable discussion of the use of animated pedagogical agents to deliver review materials for students and the potential of developing a tool to facilitate the creation of such review materials.
• Assisted in teaching an Internet for Business summer course.
• Participated in multiple research projects.
• See pdf report.

Assistant Professor of Management Information Systems
8/1995 to 6/1999
Department of Decision Sciences and MIS
School of Business and Administration
Saint Louis University, St. Louis, Missouri

• Concentrated on curriculum building and course development.
• Participated in the restructuring of the undergraduate MIS curriculum.
• Played an integral role in the development of a new Master of Science in MIS program.
• Restructured and instructed courses in Systems Analysis and Design, Database Management Systems using Oracle, Emerging Technologies, and Object-Oriented Programming (both C++ and Java).
• Assisted in the development of an Advanced Internet Technologies class.
• Served as a member of the recruiting and interview team for new assistant professors and instructors.
• Advised students in course selection as well as career decisions.
• Received outstanding student evaluations for every semester taught.

Research Assistant
9/1990 to 1/1991
Department of Computer Science
College of Engineering
Texas Tech University, Lubbock, Texas

• Researched single board computer platforms for the module-level controller of a semiconductor processing system for FSI International.

Instructor 1/1985 to 8/1989
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

• Instructed courses dealing with fundamental computer science and information systems concepts, application software use, programming languages and techniques, advanced data structures, and microcomputer operating systems and usage.
• Managed the microcomputer laboratories, which included the selection of microcomputer systems and application software, as well as the supervision of student laboratory assistants.
• Spearheaded curriculum revisions and was responsible for the development of several new courses, including Microcomputer Literacy and Advanced Data Structures.
• Conducted seminars for area businesses on various productivity software packages.

Adjunct Computer Science Instructor
1/1984 to 12/1984
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

• Instructed an introductory Pascal programming course emphasizing structured programming.
• Instructed an introductory programming course explaining the fundamentals of the BASIC programming language.

Adjunct Computer Science Instructor
1/1984 to 5/1984
Department of Business Administration
University of the Southwest, Hobbs, New Mexico

• Instructed an introductory Pascal programming course on microcomputers emphasizing structured programming.

Programmer/Analyst
6/1982 to 12/1984
[Promoted from Programmer to Programmer/Analyst in 6/1983]
Systems Group
Hobbs Division
Conoco, Inc., Hobbs, New Mexico

• Independently performed 50% of all systems development activities including software analysis, design, implementation, testing, and maintenance.
• Trained users regarding technical aspects of software.
• Developed users' manuals and technical documentation.
• Responsible for various development projects including production control software, system interface packages, and report generation packages.
• Participated in the conversion from an IBM 1800 to a DEC PDP 11/34, including the design of replacement software.

Systems Assistant
6/1981 to 8/1981
Systems Group
Hobbs Division
Conoco, Inc., Hobbs, New Mexico

• Modified and upgraded existing software packages.
• Participated in the analysis and design of new software packages.

Assistant Operator/Programmer
6/1980 to 8/1980
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

• Performed computer operations.
• Evaluated and upgraded software packages.

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

• Assisted with the database design phase of a herbicide 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.

Professor of Computer Information Systems and Computer Science
7/2005 to present
Department of Computer Information Systems
College of Business Administration
Idaho State University, Pocatello, Idaho

Visiting Professor of Information Systems
3/2007 to 4/2007
School of Information Systems
Curtin University of Technology, Perth, WA, Australia

Contractor Consultant of Business Information Technology
2/2007 to 3/2007
School of Business Information Technology
RMIT University, Melbourne, VI, Australia

Associate Professor of Computer Information Systems
7/2004 to 6/2005
Department of Computer Information Systems
College of Business Administration
Idaho State University, Pocatello, Idaho

Assistant Professor of Computer Information Systems
7/1999 to 6/2004
Department of Computer Information Systems
College of Business Administration
Idaho State University, Pocatello, Idaho

Assistant Professor of Management Information Systems
8/1995 to 6/1999
Department of Decision Sciences and MIS
School of Business and Administration
Saint Louis University, St. Louis, Missouri

Research Assistant
9/1990 to 1/1991
Department of Computer Science
College of Engineering
Texas Tech University, Lubbock, Texas

Instructor
1/1985 to 8/1989
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

Programmer/Analyst
6/1983 to 12/1984
Systems Group
Hobbs Division
Conoco, Inc., Hobbs, New Mexico

Programmer
6/1982 to 6/1983
Systems Group
Hobbs Division
Conoco, Inc., Hobbs, New Mexico

Adjunct Computer Science Instructor
1/1984 to 12/1984
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

Adjunct Computer Science Instructor
1/1984 to 5/1984
Department of Business Administration
University of the Southwest, Hobbs, New Mexico

Systems Assistant
6/1981 to 8/1981
Systems Group
Hobbs Division
Conoco, Inc., Hobbs, New Mexico

Assistant Operator/Programmer
6/1980 to 8/1980
Department of Computer Science
Division of Business and Technology
New Mexico Junior College, Hobbs, New Mexico

• Stream 1: Improved Teaching of Core IT Courses
  
  

  This stream focuses on the integrated IS support of teaching.

  
  

  It includes the development of teaching cases and projects, IT-enhanced teaching approaches including virtual teaching assistants and online support for courses, the applications of Web 2.0 and social media in education, teaching techniques and content selection for IT courses, and alternative instructional strategies in an IS/IT curriculum.

  
  

  • Category 1 – Teaching Tools (Cases, Projects, etc.)
    
    

    Most of the papers in this section began as course projects, and were eventually published as a means of sharing my teaching materials. The reference list formatter was designed as a project for an object-oriented development course, and has been tested in courses using Java, VB.Net, and C#. The remaining three teaching cases were developed for use in my database courses. They were designed to capture students' interest through their unusual setting and details.

    
    

    • Parker, K.R. (2010). The reference list formatter: An object-oriented development project. Interdisciplinary Journal of Information, Knowledge, and Management, 5, 23-48.
    • Parker, K.R., Davis, T., & Ward, D.M. (2007). Herbicide damage tracking system: An IS case study. Proceedings of the North American Case Research Association, 21 (10), Keystone, Colorado, October 18-20 (p. 58).
    • 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.
    • 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.
  • Category 2 – IT-Enhanced Teaching Approaches
    
    

    This category could also be called "IT-Enhanced Delivery" in order to differentiate it from "IT-Enhanced Content" below.

    
    

    The focus of the papers in this category is on the use of IT to improve teaching. The first three papers are about the use of animated pedagogical agents in teaching. The remaining papers focus on online lecture materials and interactive learning.

    
    

    • Parker, K.R. & Davey, B. (2011). Applied learning with the virtual teaching assistant. Proceedings of the Seventeenth Americas Conference on Information Systems, Detroit, Michigan: August 4-7.
    • Davey, B. & Parker, K.R. (2010). Technology in education: An agile systems approach. Proceedings of 2010 Informing Science + Information Technology Education (InSITE) Conference, Cassino, Italy, June 21-24 (pp. 297-306).
    • 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.
    • Parker, K.R. (2002). Using and enhancing online lecture materials. Mountain Plains Journal of Business and Economics, 3.
    • Parker, K.R. (2001). Techniques to enhance online lecture materials. Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19.
    • Aytes, K. & Parker, K.R. (2001). Using the web to create a dynamic, interactive learning environment. Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19.
  • Category 3 – Applications of Web 2.0 and Social Media in Education
    
    

    The papers in this category deal with the use of social media to enhance teaching. It is a more specific branch of the previous category. The latest paper attempts to involve several types of social media in teaching, including chat, Twitter, Facebook, and wikis. The other two papers focus exclusively on wikis, the first on wikis in general and the second on wiki use in education.

    
    

    • Chao, J.C., Parker, K.R., Fontana, A. (2011). Developing A Social Media Interactive Learning Environment. Journal of Issues in Informing Science and Information Technology, 8, 323-334.
    • Parker, K.R. & Chao, J. (2008). Weaving a knowledge web with wikis. In Lytras M.D, Tennyson R.D., & Ordóñez de Pablos, P. (Eds.) Knowledge Networks: The Social Software Perspective. Hershey, Pennsylvania: IGI Global Publishing, 28-45.
    • Parker, K.R. & Chao, J. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57-72.
  • Category 4 – IT-Enhanced Content
    
    

    The papers in this category seem diverse, but all relate to the design of curriculum or course content.

    
    

    The first paper presents an Information Technology Pedagogical Knowledge framework intended to facilitate the design and development of IT-related curriculum. The second and fourth papers discuss the content of information technology hardware and systems software courses. The third paper presents an instructional method for validating a relational database design.

    
    

    • 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 (pp. 155-166).
    • 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.
    • 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.
    • Beachboard, J.C. & Parker, K.R. (2003). How much is enough? Teaching information technology in a business-oriented IS curriculum. Proceedings of the 2003 Americas Conference on Information Systems (AMCIS 2003), Tampa, FL: August 4-6 (pp. 3026-3031).
  • Category 5 – Alternative Instructional Strategies
    
    

    This category is closely related to the previous category, but focuses exclusively on using a model from accounting literature, the Resources-Events-Agents (REA) model, in conjunction with traditional Systems Analysis and Design modeling approaches.

    
    

    • Parker, K.R., LeRouge, C., & Trimmer, K. (2005). Alternative instructional strategies in an IS curriculum. Journal of Information Technology Education, 4, 43-60.
    • Parker, K. R., Trimmer, K., & LeRouge, C. (2005). The REA ontology to supplement teaching data flow diagrams. 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).
    • 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.
    • Trimmer, K. & Parker, K.R. (2004). Revising instructional strategies in systems analysis and design. Proceedings of the 2004 International Conference on Informatics Education Research, Washington, DC, December 10-12 (pp. 175-182).
  • Category 6 – Computing Education Trends
    
    

    This sub-stream focuses on computing education trends, including the use of historical trends to anticipate what we should be teaching today. In each of the papers we see that a historical perspective can be used to identify new issues to be considered by curriculum planners.

    
    

    • Davey, B. & Parker, K.R. (2010). Turning points in computer education. In Tatnall, A. (Ed.) IFIP International Federation for Information Processing, Vol. 325 History of Computing: Learning from the Past. Boston: Springer, 159-168.
    • Parker, K.R., Nitse, P.S., & Davey, B. (2008). History of computing education trends: The emergence of competitive intelligence. In Impagliazzo, J. (Ed.) IFIP International Federation for Information Processing, Vol. 269 History of Computing and Education 3. Boston: Springer, 113-127.
    • 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. Boston: Springer, 139-151.
• Stream 2: Impact of Developments in Information Systems on Curriculum
  
  

  This stream includes software and programming language selection in light of industry trends and learning needs, as well as information assurance in systems analysis and design.

  
  

  The focus of this research is to insure that both programming languages and software tools prepare IS/IT graduates for the real world.

  • Category 1 – Software and Language Selection
    
    

    The papers in this category propose criteria for the selection of software and programming languages for IS or IT curricula in light of industry trends and learning needs. The sub-stream started with a focus on the selection of programming languages for introductory programming courses, and later expanded to cover the evaluation and selection of software tools for use in an IS or IT curriculum. The latest paper, still under revision, investigates whether PHP-based web development courses should use PHP frameworks to guide program development and how to select an appropriate framework. The purpose of this sub-stream is not only to facilitate curriculum and course development, but also to insure that students are given the opportunity to use the most appropriate tools and languages.

    
    

    • Parker, K.R. (2010). Selecting software tools for IS/IT curricula. Education and Information Technologies (Special Issue on Information Systems Curriculum), 15 (4), 255-275.
    • 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.
    • 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.
    • Ottaway, T.A., Parker, K.R., & Chao, J.T. (2006). The selection of a language for introductory programming courses: An exploratory survey. Proceedings of the 35th Annual Meeting of the Western Decision Sciences Institute, Waikoloa, Hawaii, April 11-15 (pp. 270-272).
  • Category 2 – Information Assurance in Analysis & Design
    
    

    Information assurance is a critical part of system development, but is often viewed as an afterthought, if at all, in analysis and design courses. These papers propose an approach for enforcing secure design by using the Reference Monitor concept during the early stages of systems requirements specification.

    
    

    • Trimmer, K., Parker, K.R., & Schou, C. (2009). Functional requirements for secure code: The reference monitor and use case. Academy of Information and Management Sciences Journal, 12 (2), 113-119.
    • Trimmer, K., Parker, K. R., & Schou, C. (2008). Functional requirements: The reference monitor and use case. Proceedings of the Academy of Information and Management Sciences, Reno, Nevada: October 15-17 (p. 264).
    • 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.
    • Schou, C., Trimmer, K., & Parker, K.R. (2005). Forcing early binding of security using a design reference monitor concept in systems analysis and design courses. Proceedings of the International Conference on Informatics Education and Research, Las Vegas, Nevada: December 9-11 (pp. 321-331).
• Stream 3: Emerging Systems Development Issues
  
  

  This stream includes computing education trends, or using historical trends to anticipate what is coming next.

  
  

  It also includes research into emerging trends in development, like the Semantic Web.

  
  

  Finally, this stream considers common mistakes that web developers must be taught to avoid, including color inaccuracies and other accessibility issues.

  • Category 1 – Business Intelligence
    
    

    Business intelligence, or competitive intelligence, reflects a new use of information systems in industry. Papers in this sub-stream reflect on what BI and knowledge management involve and how IS can be used to support such efforts. Graduates should be familiar with concepts like BI in order to be adequately prepared for the profession.

    
    

    • Park, J., Fables, W., Parker, K.R., & Nitse, P. (2010). The role of culture in business intelligence. International Journal of Business Intelligence Research, 1(3), 1-14.
    • 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.
    • Parker, K.R. & Nitse, P.S. (2005). Improving competitive intelligence for knowledge management systems. International Journal of Internet and Enterprise Management – Special Issue on Business Intelligence for Competitive Advantages, 3 (1), 24-45.
    • Nitse, P.S. & Parker, K.R. (2005). Integrating knowledge management and competitive intelligence into both the retailing and services businesses. Proceedings of the 12th International EIRASS Conference on Recent Advances in Retailing and Services Science, Orlando, Florida: July 21-24.
    • 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.
    • 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.
    • 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.
    • Parker, K.R. & Nitse, P.S. (2001). Improving competitive intelligence gathering for knowledge management systems. 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).
    • Parker, K.R. & Nitse, P.S. (2000). A multi-class interest profile (M-CLIP) for online competitive intelligence systems. Proceedings of the Society of Competitive Intelligence Professionals (SCIP) Academic Conference on Competitive Intelligence: Curriculum and Research, Philadelphia, Pennsylvania: December 8.
  • Category 2 – Semantic Web
    
    

    This category is closely related to the preceding category, but adds the Semantic Web into the mix with BI and KM. Papers 1, 3, and 4 focus on the integration of the three approaches to build knowledge management centers, with papers 1 and 3 proposing the use of local libraries as knowledge management centers for small businesses. Paper 2 is a refereed text chapter that explains some of the technologies required to make a Semantic Web viable.

    
    

    • Parker, K.R., Williams, R.F, Nitse, P.S., & Tay, A. (2008). Use of the normalized word vector approach in document classification for an LKMC. Journal of Issues in Informing Science and Information Technology, 5, 513-524.
    • 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.
    • 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.
    • Nitse, P.S. & Parker, K.R. (2005). Gathering information in the digital age using the semantic web. Frontiers of e-Business Research 2005, 2, Tampere, Finland: September 26-28 (pp. 603-614).
  • Category 3 – Color Inaccuracies in eCommerce
    
    

    This sub-stream discusses the difficulty of accurately representing colors on eCommerce sites, and the remifications of settling for inaccurate colors, such as customer defections. This issue is one that aspiring developers must be made aware so as to not propagate the problem in future generations of eCommerce sites.

    
    

    • Parker, K.R., Nitse, P.S., & Tay, A. (2009). The impact of inaccurate color on customer retention and CRM. Informing Science: the International Journal of an Emerging Transdiscipline, 12, 105-112.
    • 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.
    • Nitse, P.S. & Parker, K.R. (2004). Consumer perception of color depicted on e-commerce websites: An exploratory study. 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. 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. Proceedings of The Information Technology & Global Business Research Conference, Cancun, Mexico, March 10-13 (pp. 50-56).
    • Krumwiede, D., Nitse, P.S., Parker, K.R., & Ottaway, T.A. (2003). Returning internet purchased color sensitive products: The effect on the supply chain. Proceedings of the 7th International Conference of the Decision Sciences Institute, Shanghai, China: July 4-8, 2003.
    • Nitse, P.S., Parker, K.R., Ottaway, T.A., & Krumwiede, D.W. (2002). The impact of consumer perception on e-commerce transactions. Proceedings of The International Applied Business Research Conference, Puerto Vallarta, Mexico: March 14-19.
  • Category 4 – Web Accessibility Needs
    
    

    This nascent sub-stream concentrates on web accessibility issues, such as the reading level of the content of a web site content. The first paper in this series considers the difficulties that an aging population might encounter with a government web site. Many design courses address obvious issues like the Web Accessibility Initiative – Accessible Rich Internet Applications guidelines. However, while developers can accommodate disabled users by developing screen-reader accessible sites, and can even plan to accommodate users with color blindness, they must also be taught not to overlook less obvious barriers, like readability.

    
    

    • Davey, B., Parker, K.R. & Lukaitis, A. (2011). e-Government and the elderly: A two country comparison. Proceedings of the Seventeenth Americas Conference on Information Systems, Detroit, Michigan: August 4-7.

Published Refereed Journal Articles

1. Chao, J.C., Parker, K.R., Fontana, A. (2011). Developing a social media interactive learning environment. Journal of Issues in Informing Science and Information Technology, 8, 323-334.    Link    Download
2. Park, J., Fables, W., Parker, K.R., & Nitse, P. (2010). The role of culture in business intelligence. International Journal of Business Intelligence Research, 1 (3), 1-14.    Download
3. Parker, K.R. (2010). Selecting software tools for IS/IT curricula. Education and Information Technologies (Special Issue on Information Systems Curriculum), 15 (4), 255-275.     Link    Download
4. Parker, K.R. (2010). The reference list formatter: An object-oriented development project. Interdisciplinary Journal of Information, Knowledge, and Management, 5, 23-48.   Link   Download
5. Trimmer, K., Parker, K.R., & Schou, C. (2009). Functional requirements for secure code: The reference monitor and use case. Academy of Information and Management Sciences Journal, 12 (2), 113-119.   Download
6. Parker, K.R., Nitse, P.S., & Tay, A. (2009). The impact of inaccurate color on customer retention and CRM. Informing Science: the International Journal of an Emerging Transdiscipline, 12, 105-112.    Link   Download
7. Parker, K.R., Williams, R.F, Nitse, P.S., & Tay, A. (2008). Use of the normalized word vector approach in document classification for an LKMC. Journal of Issues in Informing Science and Information Technology, 5, 513-524.    Link   Download
8. 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   Download
9. Parker, K.R. & Nitse, P.S. (2007). Bilgi yönetim merkezleri olarak kütüphaneler. (C. Aydýn, Trans.). Journal of Turkish Librarianship, 21 (1), 88-103.   Download
10. Parker, K.R. & Chao, J. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57-72. Link   Download
11. 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   Download
12. 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   Download
13. 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.   Download
14. 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   Download
15. 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.   Google Books   Download
16. Parker, K.R. & Nitse, P.S. (2005). Improving competitive intelligence for knowledge management systems. International Journal of Internet and Enterprise Management (Special Issue on Business Intelligence for Competitive Advantages), 3 (1), 24-45.   Download
17. Parker, K.R., LeRouge, C., & Trimmer, K. (2005). Alternative instructional strategies in an IS curriculum. Journal of Information Technology Education, 4, 43-60.   Link    Download
18. 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   Download
19. 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.   Link   Download
20. 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.   Download
21. 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.   Link   Download
22. 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.   Link   Download
23. Parker, K.R. (2002). Using and enhancing online lecture materials. Mountain Plains Journal of Business and Economics, 3.   Link   Download
24. 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.)   Download

Forthcoming Refereed Journal Articles

– none at this time –

Refereed Chapters

1. Davey, B. & Parker, K.R. (2010). Turning points in computer education. In Tatnall, A. (Ed.) IFIP International Federation for Information Processing, Vol. 325 History of Computing: Learning from the Past. Boston: Springer, 159-168.    Download
2. Parker, K.R. & Chao, J. (2008). Weaving a knowledge web with wikis. In Lytras M.D, Tennyson R.D., & Ordóñez de Pablos, P. (Eds.) Knowledge Networks: The Social Software Perspective. Hershey, Pennsylvania: IGI Global Publishing, 28-45.    Google Books   Download
3. Parker, K.R., Nitse, P.S., & Davey, B. (2008). History of computing education trends: The emergence of competitive intelligence. In Impagliazzo, J. (Ed.) IFIP International Federation for Information Processing, Vol. 269 History of Computing and Education 3. Boston: Springer, 113-127.   Google Books   Download
4. 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. Boston: Springer, 139-151.    Download
5. 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.   Download
6. 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.   Download
7. 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. In Doherty, A.M. (Ed.) Fashion Marketing: Building The Research Agenda. Bradford, West Yorkshire, UK: Emerald Group Publishing Limited, 898-915. Also included in European Journal of Marketing, 38 (7/8), 898-915.   Download

Refereed Proceedings

1. Parker, K.R. & Davey, B. (2011). Applied learning with the virtual teaching assistant. Proceedings of the Seventeenth Americas Conference on Information Systems, Detroit, Michigan: August 4-7.  Link
2. Davey, B., Parker, K.R. & Lukaitis, A. (2011). e-Government and the elderly: A two country comparison. Proceedings of the Seventeenth Americas Conference on Information Systems, Detroit, Michigan: August 4-7.   Link
3. Davey, B. & Parker, K.R. (2010). Technology in education: An agile systems approach. Proceedings of 2010 Informing Science + Information Technology Education (InSITE) Conference, Cassino, Italy, June 21-24 (pp. 297-306).   Link
4. Trimmer, K., Parker, K. R., & Schou, C. (2008). Functional requirements: The reference monitor and use case. Proceedings of the Academy of Information and Management Sciences, Reno, Nevada: October 15-17 (p. 264).   Link   Download
5. 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 (pp. 155-166).   Link   Download
6. Parker, K.R., Davis, T., & Ward, D.M. (2007). Herbicide damage tracking system: An IS case study. Proceedings of the North American Case Research Association, 21 (10), Keystone, Colorado, October 18-20 (p. 58).   Download
7. Trimmer, K., Parker, K., & Creelman, J. (2006). Lessons learned in a collaborative development project – documentation for physical therapy education. Proceedings of the International Conference on Informatics Education Research, Milwaukee, WI: December 9-10 (pp. 320-336).   Download
8. Ottaway, T.A., Parker, K.R., & Chao, J.T. (2006). The selection of a language for introductory programming courses: An exploratory survey. Proceedings of the 35th Annual Meeting of the Western Decision Sciences Institute, Waikoloa, Hawaii, April 11-15 (pp. 270-272).   Download
9. Schou, C., Trimmer, K., & Parker, K.R. (2005). Forcing early binding of security using a design reference monitor concept in systems analysis and design courses. Proceedings of the International Conference on Informatics Education and Research, Las Vegas, Nevada: December 9-11 (pp. 321-331).   Download
10. Nitse, P.S. & Parker, K.R. (2005). Gathering information in the digital age using the semantic web. Frontiers of e-Business Research 2005, 2, Tampere, Finland: September 26-28 (pp. 603-614).   Link   Download
11. Parker, K. R., Trimmer, K., & LeRouge, C. (2005). The REA ontology to supplement teaching data flow diagrams. 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).   Link   Download
12. Nitse, P.S. & Parker, K.R. (2005). Integrating knowledge management and competitive intelligence into both the retailing and services businesses. Proceedings of the 12th International EIRASS Conference on Recent Advances in Retailing and Services Science, Orlando, Florida: July 21-24.   Download
13. 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.    Link   Download
14. 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.   Download
15. Trimmer, K. & Parker, K.R. (2004). Revising instructional strategies in systems analysis and design. Proceedings of the 2004 International Conference on Informatics Education Research, Washington, DC, December 10-12 (pp. 175-182).    Download
16. Nitse, P.S. & Parker, K.R. (2004). Consumer perception of color depicted on e-commerce websites: An exploratory study. Proceedings of the 11th International EIRASS Conference on Recent Advances in Retailing and Services Science, Prague, Czechoslovakia, July 10-13.   Download
17. 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. Distribution Business Management Association Annual Conference Proceedings, Chicago, Illinois, May 18-20 (pp. 1-9).   Download
18. Parker, K.R. & Nitse, P.S. (2004). The impact of color inaccuracies on e-commerce sites. Proceedings of The Information Technology & Global Business Research Conference, Cancun, Mexico, March 10-13 (pp. 50-56).   Download
19. Beachboard, J.C. & Parker, K.R. (2003). How much is enough? Teaching information technology in a business-oriented IS curriculum. 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   Download
20. Krumwiede, D., Nitse, P.S., Parker, K.R., & Ottaway, T.A. (2003). Returning internet purchased color sensitive products: The effect on the supply chain. Proceedings of the 7th International Conference of the Decision Sciences Institute, Shanghai, China: July 4-8, 2003.   Download
21. Ottaway, T.A. & Parker, K.R. (2002). A conceptual model of structural adaptation in agent-based workflow management systems. Proceedings of the 2002 Americas Conference on Information Systems (AMCIS 2002), Dallas, Texas: August 9-11 (pp. 1476-1483). Download
22. Nitse, P.S., Parker, K.R., Ottaway, T.A., & Krumwiede, D.W. (2002). The impact of consumer perception on e-commerce transactions. Proceedings of the International Applied Business Research Conference, Puerto Vallarta, Mexico: March 14-19.   Download
23. Parker, K.R. (2001). Techniques to enhance online lecture materials. Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19.   Download
24. Aytes, K. & Parker, K.R. (2001). Using the web to create a dynamic, interactive learning environment. Proceedings of the 2001 Mountain Plains Management Conference, Pocatello, Idaho: October 17-19.   Download
25. LeBlanc, R. & Parker, K.R. (2001). A customer-based framework for understanding e-commerce relationships. Proceedings of the International Business & Economics Research Conference 2001, Reno, Nevada: October 8-12. Received Best Paper Award.   Download
26. Parker, K.R. & Nitse, P.S. (2001). Improving competitive intelligence gathering for knowledge management systems. 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).   Download
27. Parker, K.R. & Nitse, P.S. (2000). A multi-class interest profile (M-CLIP) for online competitive intelligence systems. Proceedings of the Society of Competitive Intelligence Professionals (SCIP) Academic Conference on Competitive Intelligence: Curriculum and Research, Philadelphia, Pennsylvania: December 8.   Download

Presentations:

1. Parker, K.R. & Davey, B. (2011, August). Applied learning with the virtual teaching assistant. Paper presented at the Seventeenth Americas Conference on Information Systems, Detroit, Michigan.
2. Davey, B., Parker, K.R. & Lukaitis, A. (2011, August). e-Government and the elderly: A two country comparison. Paper presented at the Seventeenth Americas Conference on Information Systems, Detroit, Michigan.
3. Davey, B. & Parker, K.R. (2010, September). Turning points in computer education. Paper presented at the IFIP 4rd World Conference on the History of Computing and Education (21th IFIP World Computer Congress), Brisbane, Australia.
4. Davey, B. & Parker, K.R. (2010, June). Technology in education: An agile systems approach. Paper presented at the 2010 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Cassino, Italy.
5. Parker, K.R. (2010, June). The reference list formatter: An object-oriented development project. Paper presented at the 2010 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Cassino, Italy.
6. Parker, K.R., Nitse, P.S., & Tay, A. (2009, June). The impact of inaccurate color on customer retention and CRM. Paper presented at the 2009 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Macon, Georgia.
7. Parker, K.R., Nitse, P.S., & Davey, B. (2008, September). History of computing education trends: The emergence of competitive intelligence. Paper presented at the IFIP 3rd World Conference on the History of Computing and Education (20th IFIP World Computer Congress), Milan, Italy.
8. Parker, K.R., Williams, R.F, Nitse, P.S., & Tay, A. (2008, June). Use of the normalized word vector approach in document classification for an LKMC. Paper presented at the 2008 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Varna, Bulgaria.
9. 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.
10. Chin, K.L., Chang, E., Atkinson, D., & Parker, K.R. (2007, November). Ontology-based IT pedagogical knowledge framework. Paper presented at the Computer Science and Information Technology Education (CSITEd 2007) Conference, Mauritius.
11. Parker, K.R. & Chao, J. (2007, June). Wiki as a teaching tool. Paper presented at the 2007 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Ljubljana, Slovenia.
12. 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.
13. 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 2006 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Greater Manchester, UK.
14. 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.
15. 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 the 2005 American Accounting Association Annual Meeting, San Francisco, California.
16. Parker, K.R., LeRouge, C., & Trimmer, K. (2005, June). Alternative instructional strategies in an IS curriculum. Paper presented at the 2005 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Flagstaff, Arizona.
17. 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 2005 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Flagstaff, Arizona.
18. Parker, K.R. (2004, June). A data model validation approach for relational database design courses. Paper presented at the 2004 meeting of the Informing Science + Information Technology Education (InSITE) Conference, Rockhampton, New South Wales, Australia.

Technical Reports

1. Parker, K.R. (1990). Requirements specification for the module level controller. Technical Report 3509-I, FSI International, Texas Tech University.
2. 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.

Doctoral Dissertation

1. 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

1. Parker, K.R. (1991). A generic life-cycle cost model for an embedded controller. Unpublished master's thesis, Texas Tech University. pdf

• Systems Analysis and Design
• Programming Languages
• Database Management Systems
• Object-Oriented Development
• Emerging Technologies
• Web Development for eCommerce

Instructional Objectives

My objectives as a teacher are threefold: to best prepare students for the profession, to share my love of learning, and to make a difference in someone’s life. From the students’ perspective, the most important of these objectives is preparation for the profession since their goal is to gain the necessary knowledge and preparation for a job. My industry experience prior to entering academia, as well as my close ties to the local information technology (IT) community through area employers and former graduates, provide me with an awareness of what employers expect from their staff. Preparation for the profession requires the skills to pursue lifelong learning, critical and analytical thinking skills, communication skills, and the ability to use current technologies.

• Lifelong learning is essential for anyone involved in IT because technology and tools constantly change and evolve. Thus, students must be taught how to independently learn new skills, an ability that will enable them to adapt throughout their professional lives. This ability is coveted by IT employers, who seek and treasure self-reliant employees.
• Courses must be designed to develop and hone students’ critical and analytical thinking skills. IT students must be capable of reasoning out precise solutions to unstructured problems and clearly expressing those solutions in a form that the computer can understand.
• Instructors must also provide students with an opportunity to improve their communication skills, since IT graduates will be required to interact with both those who authorize and those who use software and systems. Exercises requiring the development of software documentation and conceptual models help to supplement these skills.
• Students should also be instructed in the use of current technology and practices, since this is required for entry into the profession. However, such knowledge has long-term benefit only if students are also given sufficient grounding to adapt to new technologies over time.

---

Instructional Methods

My philosophy involves using a variety of teaching techniques to achieve the above objectives. Concentrating on teaching best practices and concepts rather than merely focusing on the latest tool requires students to learn how to reason out the different ways of implementing those concepts as required by the wide variety of IT tools, a valuable skill that facilitates lifelong learning. Assignments should be designed to reinforce course concepts, but also to simulate as closely as possible an enterprise experience. In this way not only do students receive meaningful hands-on experience, but that experience serves as a vehicle for demonstrating and practicing basic principles.

However, students must not only learn the course concepts but must also be able to apply their learning to real job situations upon graduation, so experience with tools is essential. Therefore, I believe that courses should be heavily reliant on hands-on, interactive, goal-driven active learning and project-based learning assignments. If carefully planned, homework exercises and functional projects can reinforce core concepts while at the same time providing students with experience using the latest software tools. Both “live” projects commissioned by local companies and simulated projects based on real-world companies or scenarios can be structured to insure that students gain exposure to the complexity that they will encounter upon entering the work force. In addition, projects in advanced courses should require students to work in collaborative teams, because recruiters often express a preference for students with experience working as part of a team.

IT is a challenging field in which to teach because course content must evolve to keep pace with constant technological advances. I believe that every lecture must be meticulously researched so that the instructor knows the topic thoroughly. IT courses also require that assignment specifications are painstakingly and explicitly written to insure that students gain experience with the course topics that the assignment is intended to reinforce. Further, the assignments themselves must be implemented by the professor before they are assigned to insure that the specifications do not require something that is impossible or unreasonably hard, and to provide students with an example after which to model their solution. Three of my course projects have been deemed sufficiently challenging and detailed to merit publication in international refereed journals.

I’ve always believed that the most effective teachers are those who can capture and keep students’ attention. I believe that humor can be an effective tool for keeping students interested, and one student commented on a recent evaluation, “He's funny and that keeps my attention.” Enthusiastically delivered lectures also help keep student focus. Because I have a passion for teaching and sincerely value what I teach, it is natural for me to be enthusiastic in the classroom. Students notice and respond to this. One student evaluation comment noted, “His excitement for the subject matter helped me to really like it.” Actively involving students in lectures also helps to get their attention. One of my strengths as a teacher has always been my ability to develop a strong rapport with students. I enjoy interacting with students and I always learn each student’s name as quickly as possible so I can address them by name when I ask questions in class or solicit their feedback. Knowing that they may be personally called on to participate at any time keeps their attention. Students quickly come to realize that I genuinely care about them, not just as students but as individuals. When students miss consecutive class meetings I make it a practice to send them an e-mail message to check on them. Students are encouraged to provide constructive feedback about courses, and often do so because they know that I listen and want to improve my courses. I encourage students to ask questions in class, during office hours, and via email. They know that I am available to them seven days a week. I also aggressively try to find internships and job opportunities for my students. For me, this one-on-one interaction with my students is essential for their learning and for my enjoyment of teaching. They generally seem to respond by working harder.

I also believe that it is important for teachers to practice what they preach. Many of my courses focus on web-based development, and I provide a wealth of online lecture notes that are designed to not only convey lecture material but to also provide examples of good practices and innovative ways to use information technology. Many of my notes include a “Try It!” section that allows students to try out lecture topics within the online notes. I have also developed tutorial software that uses animation and audio clips to demonstrate core concepts. Social media has been explored as a teaching aid both in my classes and in my research. Teachers must constantly strive to become better, and technology is just one tool that I harness.

---

Student Assessment

Many IT courses focus on problem-solving skills, so assignments must be designed to test students’ ability to develop solutions to unstructured problems. The more advanced the course, the more challenging the problem should be. Large projects can be divided into deliverables in order to focus on specific skills. Assignment objectives should clearly state the skills that the assignment is designed to assess and grading rubrics should be provided for every assignment or deliverable so that students know in advance exactly what is expected of them and that grading will be consistent and equitable. IT assignments can be designed such that students can easily determine if their assignments function correctly and meet assignment specifications.

---

Motivation for Teaching

I began by stating that I had three primary objectives as a teacher. However, I focused almost exclusively on the first of the three, perhaps because the other two are selfish. I want to share with students my love of learning. I want to make a difference in their lives. I find it fulfilling when former students write to tell me that they are making an immediate impression on their employers, and they attribute it to my teaching. I found it even more thrilling when an employee of an entrepreneurial former student wrote to thank me for making her job possible. 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. I take my role as an educator very seriously and work to deliver the best possible teaching product I can. I believe that teaching is a sacred trust and responsibility, and I approach each course and each student with the respect, compassion, and effort that this belief merits.

Idaho State University

• Information Systems
• Interactive Web Development
• 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
• Advanced Computer Programming using C# (Computer Science)
• 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)

Idaho State University

While at ISU, I was instrumental in the restructuring of the undergraduate CIS curriculum, and participated in the development of a new Master’s program in CIS.

I also proposed and developed, or redesigned, dozens of courses as follows:

• Course Redesign: CIS 1120 – Restructured Interactive Web Development to split course content over two courses. The first component, which will remain CIS 1120, will delve more deeply into HTML5 and CSS3. While JavaScript and interactive pages will be introduced, those concepts are no longer the focus of the course. This new focus, and the fact that HTML5 and CSS3 are not yet finalized, mean that course materials have to be developed from the ground up. (Spring 2012)
• Course Redesign: CIS 4430 – Developed an entirely new set of course materials for the Web Development for eCommerce course. Previously the course delivery was student driven, with course topics selected by the professor, but lectures were researched and presented by the students as a means of developing student research and presentation skills. However, presentation quality had degraded over the years, necessitating a new delivery model. A set of course lectures and assignments were researched and developed by the professor. In addition, the use of MySQL and PHP to generate actual online catalog pages for fully-functioning eCommerce sites was incorporated into the course. The emphasis on web entrepreneurship was increased. (Fall 2011)
• Course Redesign: CIS 4403 – Redesigned Systems Analysis and Design to bring course content up to date and to introduce a focus on the development of web-based information systems. Topics like agile development and cloud based computing were also added to course. All course materials, including lectures, assignments, and exams were developed from the ground up. (Fall 2011)
• Course Redesign: CIS 4407 – Redesigned the database course so that it was based on MySQL rather than SQL Server. This was done to integrate the course more fully with CIS 4430 (Web Development for eCommerce) as part of a thrust toward web entrepreneurship. Database manipulation using PHP was also introduced in the course, as was installation and use of the LAMP or WAMP web development frameworks. Almost all new course materials were researched and developed for this course. (Spring 2011)
• Course Redesign: CS 2282 – Modified Advanced Computer Programming for the Computer Science department to expand the coverage of object-oriented concepts and to introduce the C#.Net programming language into the curriculum. All new course materials were researched and developed for this course. (Fall 2010)
• Course Redesign: CIS 3302 – Revised our Information Systems to introduce the use of open source tools to teach students to develop a fully functional web site for a real or prototype business. This course is an introduction to IS for most non-majors, and students learned to appreciate the utility of IS when they develop something that they find useful and intriguing. At the same time, students see how information systems are interwoven throughout a successful business. All new course materials were researched and developed for this course.(Spring 2010)
• Course Redesign: CIS 2220 – Redesigned the Foundations of Computer Programming course to incorporate some of object-oriented concepts that had previously been covered in CIS 3320, since CIS 3320 was removed from the list of required courses. (Fall 2008)
• New Course: CIS 1120 (initially CIS 2299) – Designed and developed Interactive Web Development to provide students with exposure to HTML, CSS, and JavaScript, as well as to help students acquire basic programming skills. This course in effect replaced our existing introduction to programming course and was intended to use interactive web development to gently introduce both majors and non-majors to programming concepts like sequence, selection, and iteration, as well as functions, parameters, arrays, and string manipulation. All new course materials were researched and developed for this course. (Spring 2008)
• New Course: CIS 5591 – Developed a graduate seminar called CS/CIS Graduate Technology Seminar at the request of the GIS program for research-oriented graduates with an interest in new advances in computing technology. The seminar is based on analysis of articles from recent literature on emerging technology as well as new topics and challenges in software development, deployment, and use. All new course materials were researched and developed for this course. (Fall 2007)
• New Course: CIS 4407 – Developed Database Design and Implementation to replace our existing database course. This course incorporates a professional-grade multi-user relational DBMS (SQL Server) and covers advanced topics like stored procedures and triggers, advanced SQL, query optimization, and information assurance. Preprogrammed SQL using ASP.NET or VB.NET is included. All new course materials were researched and developed for this course.(Spring 2006)
• Course Redesign: CIS 4430 – Revised our Web Development for eCommerce to incorporate emerging web development technologies like Web 2.0, HTML 4.01, AJAX, XBRL, etc., as well as topics like PHP, MySQL, and ASP.Net that are not covered in other courses. (Fall 2004)
• Course Redesign: CIS 3382 – Revised Systems Analysis and Design to emphasize the systems development life cycle. Structured design approaches such as data flow diagrams are compared and contrasted to newer approaches associated with the unified modeling language (UML) to model systems. All new course materials were researched and developed for this course. This couse was later replaced by CIS 4403. (Spring 2003)
• Course Redesign: CIS 3320 – Revised Advanced Business Programming (originally CIS 2221), to emphasize critical advanced topics, including object-oriented concepts and introductory data structures. Later course revisions de-emphasized data structures to expand coverage of OO concepts. All new course materials were researched and developed for this course. A semester project using .NET was developed and refined for this course, and was eventually published in an academic journal. (Spring 2002)
• New Course: CIS 4440 – Designed and developed Object-Oriented Programming to provide students with experience using the Java programming language and to provide thorough coverage of all object-oriented design concepts. All new course materials were researched and developed for this course. This course was originally listed as CIS 4491. (Fall 2000)
• Course Redesign: CIS 4480 – Revised Database Management Systems to more thoroughly cover basic database concepts including database design techniques such as data modeling and normalization. Students design database systems, implement them, and access them using SQL queries, forms, and reports. All new course materials were researched and developed for this course. While teaching this class I developed a variety of "life-like" semester projects, two of which (Teton White Water Kayak and Lost River Wind Riders) were published in academic journals. I also formulated a data model validation approach for relational database design courses that was also published. (Fall 1999)
• Course Redesign: CIS 2200 – Revised Foundations of Computer Programming from the ground up to increase student engagement and retention, and to use an object-based language to better teach students the basics of programming including the essential concepts of sequence, selection, and iteration, as well as procedures, arrays, and string manipulation through the use of the Visual Basic.Net programming language. Problem solving techniques and analytical thinking are also emphasized. All new course materials were researched and developed for this course. (Fall 1999)

Saint Louis University

While at SLU, I helped to direct multiple restructurings of the undergraduate MIS curriculum, and contributed to the development of a new Master of Science in MIS program.

I also proposed and developed, or redesigned, several courses as follows:

• New Course: MIS 345 – Collaborated on the development of Advanced Internet Technologies with an adjunct instructor. This course was designed to provide students with knowledge of the components of a web-based business/storefront and how to apply the components to an intranet or extranet, as well as the programming capability to implement such a solution. The primary infrastructure components include HTML, web serving, network programming, servlets, and Java Database Connectivity. (Fall 1998)
• Course Redesign: MIS 320 – Revised Object-Oriented Programming to enhance OO coverage and to introduce the Java language. This course predated and anticipated industry movement to Java. Since course content changed completely, this course was developed from the ground up as an essentially new course. (Fall 1996)
• New Course: MIS 600 – Designed and developed a new graduate course called Managing Information Technology and Emerging Technologies that explored new technologies and their potential use in and impact on business. This course provided students with a broad-based understanding of the management of information technology in order to prepare them to manage change as the technology is implemented in the organizational environment. It also made students aware of current technological issues and how they impact his or her ability to manage. All new course materials were researched and developed for this course. (Spring 1996)
• Course Redesisgn: MIS 410 – Revised Systems Analysis and Design to increase student engagement and to emphasize the systems development life cycle. Data flow diagrams are used to model processes. All new course materials were researched and developed for this course. (Spring 1996)
• Course Redesign: MIS 430 – Revised Database Management Systems to more thoroughly cover basic database concepts including database design techniques such as data modeling using entity-relationship diagrams as well as normalization. Students design database systems, implement them using Oracle, and access them using SQL queries, forms, and reports. All new course materials were researched and developed for this course. (Fall 1995)

Idaho State University

SEMESTER	COURSE	TITLE	NUMBER OF RESPONSES	COURSE RATING	INSTR. RATING
Fall 2011	CIS 403/503 CIS 430/530	Systems Analysis & Logical Design Web Development for eCommerce	26 23	3.31 3.52	3.50 3.61
Spring 2011	CIS 120 CIS 120 CIS 407/507	Interactive Web Development Interactive Web Development Database Design and Implementation	20 8 19	3.60 3.88 3.42	3.55 3.50 3.58
Fall 2010	CIS 120 CIS 120 CIS 430/530 CS  282	Interactive Web Development Interactive Web Development Web Development for eCommerce Advanced Programming	16 11 18 5	3.88 3.91 3.18 1.60*	3.81 3.73 3.56 1.20*
Spring 2010	CIS 120 CIS 302 CIS 302	Interactive Web Development Information Systems Information Systems	24 18 24	3.67 3.56 3.77	3.58 3.22 3.50
Fall 2009	CIS 120 CIS 302 CIS 302	Interactive Web Development Information Systems Information Systems	21 13 9	3.33 2.85 3.00	3.24 3.38 3.56
Spring 2009	CIS 120 CIS 220 CIS 430/530	Interactive Web Development Foundations of Programming (VB) Web Development for eCommerce	20 7 16	3.55 2.86 3.50	3.50 3.14 3.50
Fall 2008	CIS 299 CIS 220 CIS 320	Interactive Web Development Foundations of Programming (VB) Advanced Business Programming (VB)	13 7 8	3.62 3.71 3.50	3.77 4.00 3.71
Spring 2008	CIS 299 CIS 220 CIS 320	Interactive Web Development Foundations of Programming (VB) Advanced Business Programming (VB)	13 5 8	3.38 3.80 3.75	3.50 3.80 4.00
Fall 2007	CIS 220 CIS 320 CIS 591	Foundations of Programming (VB) Advanced Business Programming (VB) CS/CIS Graduate Technology Seminar	15 3 5	3.20 3.67 3.00	3.47 3.67 3.80
Spring 2007	--	On sabbatical...	--	--	--
Fall 2006	--	On sabbatical...	--	--	--
Spring 2006	CIS 220 CIS 407/507 CIS 430/530	Foundations of Programming (VB) Database Design and Implementation Web Development for eCommerce	7 6 8	3.86 3.60 3.63	3.86 3.50 3.25
Fall 2005	CIS 220 CIS 220 CIS 491/591	Foundations of Programming (VB) Foundations of Programming (VB) Database Design and Implementation	6 5 7	3.17 3.80 3.71	3.67 4.00 3.71
Spring 2005	CIS 430/530 CIS 480/580 CIS 480/580	Web Development for eCommerce Database Management Systems Database Management Systems	12 17 8	4.00 3.71 3.88	3.92 4.00 4.00
Fall 2004	CIS 430/530 CIS 480/580 CIS 480/580	Web Development for eCommerce Database Management Systems Database Management Systems	17 9 13	3.77 3.88 3.78	3.92 4.00 4.00
Spring 2004	CIS 440/540 CIS 480/580 CIS 480/580	Object-Oriented Development Using Java Database Management Systems Database Management Systems	6 21 12	3.50 3.57 3.42	3.83 3.81 3.83
Fall 2003	CIS 320 CIS 480/580 CIS 480/580	Advanced Business Programming (VB) Database Management Systems Database Management Systems	11 23 18	3.27 3.09 3.22	3.00 3.70 3.78
Spring 2003	CIS 382 CIS 382 CIS 440/540	Systems Analysis and Design Systems Analysis and Design Object-Oriented Development Using Java	22 19 15	3.32 3.53 3.60	3.36 3.63 3.80
Fall 2002	CIS 221 CIS 480/580 CIS 480/580	Advanced Business Programming (VB) Database Management Systems Database Management Systems	7 29 8	3.43 3.48 3.75	3.86 3.71 4.00
Spring 2002	CIS 221 CIS 480/580 CIS 480/580	Advanced Business Programming (VB) Database Management Systems Database Management Systems	20 24 16	3.65 3.21 3.19	3.80 3.50 3.44
Fall 2001	CIS 220 CIS 491/591	Foundations of Programming (VB) Object-Oriented Development Using Java	16 12	3.75 3.33	3.75 3.50
Spring 2001	CIS 220 CIS 220 CIS 480/580	Foundations of Programming (VB) Foundations of Programming (VB) Database Management Systems	20 24 27	3.70 3.46 3.64	4.00 3.50 3.80
Fall 2000	CIS 491/591 CIS 480/580 CIS 480/580	Object-Oriented Development Using Java Database Management Systems Database Management Systems	21 17 22	3.20 3.29 3.32	3.65 3.71 3.73
Summer 2000	CIS 220	Foundations of Programming (VB)	15	3.33	3.67
Spring 2000	CIS 220 CIS 480/580 CIS 480/580	Foundations of Programming (VB) Database Management Systems Database Management Systems	15 12 23	3.82 3.58 3.48	3.50 3.83 3.57
Fall 1999	CIS 220 CIS 480/580 CIS 480/580	Foundations of Programming (VB) Database Management Systems Database Management Systems	21 14 22	3.59 3.86 3.31	3.62 3.86 3.59

Evaluation Scale:       1 = Very Poor   4 = Very Good
*CS Evaluation Scale: 5 = Poor           1 = Excellent

Undergraduate Courses:

• CIS 120 (formerly CIS 299) Interactive Web Development
• CIS 220 Foundations of Computer Programming using Visual Basic
• CIS 302 Information Systems
• CIS 320 (formerly CIS 221) Advanced Business Programming using Visual Basic
• CIS 382 Systems Analysis and Design
• CIS 403 Systems Analysis and Logical 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
• CS 282 Advanced Programming

Graduate Courses:

• CIS 503 Systems Analysis and Logical Design
• CIS 507 Database Design and Implementation
• CIS 530 Web Development for eCommerce
• CIS 540 Object-Oriented Development using Java
• CIS 580 Database Management Systems
• CIS 591 CS/CIS Graduate Technology Seminar

---

Saint Louis University

SEMESTER	COURSE	TITLE	NUMBER OF RESPONSES	COURSE RATING	INSTR. RATING
Spring 1999	MIS 410 MIS 430	Systems Analysis and Design Database Management Systems	35 33	4.80 4.79	4.74 4.91
Fall 1998	MIS 320 MIS 410 MIS 580 MIS 610	Object-Oriented Programming (Java) Systems Analysis and Design Object-Oriented Programming (Java) [Gr] Systems Analysis and Design [Gr]	17 37 3 11	3.44 4.54 3.66 4.92	3.82 4.68 4.67 4.92
Spring 1998	MIS 320 MIS 320 MIS 410 MIS 580	Object-Oriented Programming (Java) Object-Oriented Programming (Java) Systems Analysis and Design Object-Oriented Programming (Java) [Gr]	23 14 35 6	4.22 4.64 4.26 4.66	4.48 4.85 4.47 4.83
Fall 1997	MIS 320 MIS 410 MIS 580	Object-Oriented Programming (Java) Systems Analysis and Design Object-Oriented Programming (Java) [Gr]	29 28 2	3.90 4.14 5.00	4.21 4.44 4.50
Spring 1997	MIS 320 MIS 410 MIS 430	Object-Oriented Programming (C++) Systems Analysis and Design Database Management Systems	33 56 10	4.45 3.98 4.60	4.61 4.25 4.67
Fall 1996	MIS 320 MIS 630	Object-Oriented Programming (C++) Database Management Systems [Gr]	10 8	3.80 4.25	4.22 4.38
Spring 1996	MIS 410 MIS 600 MIS 610	Systems Analysis and Design Managing Information Technology [Gr] Systems Analysis and Design [Gr]	16 27 18	4.47 3.63 4.00	4.63 3.93 4.12
Fall 1995	MIS 430 MIS 630	Database Management Systems Database Management Systems [Gr]	23 20	* *	* *

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

* indicates deprecated 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

Fall 2011

CIS 403

• Hardworking, cooperative, friendly, and always ready to help his students. As I am an international student I had a hard time understanding languages in class notes and exam questions. Dr. Parker has always found a best way to explain it to me. I personally take him as best teacher in ISU.
• He made learning fun. Tried to find new/better ways to teach.
• He obviously put a lot of effort into preparing for lectures.
• Class has meaningful discussions. Very willing to help inside and outside of class.
• Dr. Parker is a very caring instructor. This class would be very boring if Dr. Parker was not teaching it.
• He is really helpful, inside and outside the class, and personally cares about everyone in the class.
• He is a very helpful professor and he tries his best to help out the students with anything possible. I really enjoyed his class. Very nice professor.
• Genuinely interested in topic, and also in students' understanding of the topic.
• He has a lot of experience and can describe theoretical stuff with a lot of examples from his former work.

CIS 430

• Parker always goes the extra mile for his students. He is willing to make time for office hours and to meet with you when problems arise. His class notes are amazing and you can tell he takes a lot of time to prepare for lectures. This is one of the unique things that sets him apart from other faculty.
• Dr. Parker takes pains to help the students understand how everything happens or comes together in real world.
• Subject matter expert, brought real-world examples and experience to the classroom.
• He's funny and that keeps my attention.
• Truly cares about students.
• Able to convey topics in an understandable way.
• He is really helpful and cares about each student.
• Excitement about material, willingness to help and teach.
• His willingness to bend over backwards to help you accomplish homework.
• Very animated, lighthearted, cares about the students, and remembers names.
• Dr. Parker is very approachable and definitely wants his students to succeed.

Spring 2011

CIS 120

• Professor Parker is passionate about life. This passion is infectious.
• Went the extra mile to help students understand what was being taught.
• Dr. Parker has a great sense of humor and is excellent at explaining principles of programming.
• Helpful, kind, and happy. Easy to get ahold of and quick responses.
• Information was delivered with many helpful examples.
• - - -
• Dr. Parker was always available for help. Dr. Parker cares about how his students are performing and tries to help if struggling. Best instructor I have had.
• Great sense of humor, very personable, genuinely cared about the students, was available – literally all hours of the day through email etc. Out of all the zillion classes I've taken, by far one of the best teachers I've ever had.
• Professor Parker is willing to go out of his way for students that ask for help.
• Very helpful and approachable. Went way out of his way to help students understand material.
• So helpful and understanding. Cares about our learning. Funny and charismatic, knowledgeable.
• His sense of humor really made the class more enjoyable.
• He is very funny. I like how fun he makes the class. I also like that he is prompt with responding to emails. He is always available.
• He was very knowledgeable and interested in what he taught. He was also honest and upfront about the amount of work involved.

CIS 407

• Dr. Parker really knows his stuff. He has worked in the real world. It shows. Also his class preparation is in a league of its own. His notes are fantastic.
• His background and experience lend a lot to learning the material, He also puts a lot of effort into his notes and teaching.
• Real-world experience and examples of how this is used by real companies in the workplace.
• He is really knowledgeable in teaching this class and he really works hard.
• Parker is very quick to respond to questions and he cares about his students.

Fall 2010

CIS 120

• Parker is the best professor ever!
• Just an amazing guy and instructor.
• Made class fun and interesting; very willing to help in any way possible.
• He put a lot of effort into course materials and cared about how students did in the class.
• Super available all the time to answer questions and offer help.
• He has a great teaching method and really puts in the extra time to prepare examples and notes for our class.
• I learned a lot from the online lecture notes.
• He taught well, and kept the class interesting by joking and having fun.
• I really felt free to ask him questions, and he helped me a lot.
• Lots of fun, kept interest up.
• Answers questions in a way that points us in the right direction, yet doesn't just tell us the answer directly, allowing us to think.
• He always finds the best way to describe things to students. He is very friendly and always well prepared in his classes.
• Notes are online and he is always willing to help further understand the material.
• - - -
• Very helpful – helps students understand material – keeps discussion on topic but light enough to be comfortable for everyone.
• [I liked] the amount of time spent preparing and the availability of the information.
• Great lectures!
• He was extremely interactive; he was extremely fair in grading.
• Dr. Parker is a very good instructor. He explains well and helps students when they have problems with the topic taught or the assignment problems.
• He enjoys what he does!

CIS 430

• What's not to like?
• Such a great professor.
• Innovative way of teaching.
• Has a fun learning environment and relaxed atmosphere; easily approachable; one of the few instructors that truly has students' best interest in mind.
• Helpful and promoted a good learning experience.
• Parker always has a positive attitude.
• Really helpful teacher and always available when you need help.
• Friendly, energetic, caring about students.
• Good approach to teaching.
• Great organization skills; keeps the course well organized.

CS 282

• no comments available...

Spring 2010

CIS 120

• Dr. Parker obviously has a passion for the subject and is very enthusiastic and fun during lectures while still being informative.
• All course work, i.e., assignments, quizzes, and exams were designed not only to assess competence, but provided opportunities for learning.
• Fun and gave great examples and always willing to help.
• Very accessible! He was the most approachable and helpful professor I've ever had. Not only did he encourage questions, he almost expected them.
• I really appreciate his passion for teaching and desire to help everyone succeed.
• I liked how Parker was laid back and made class enjoyable. Very willing to help...
• Good attitude/sense of humor. Taught curriculum in a way we could learn and understand. Very helpful. Makes you feel he wants you to pass.
• His overall concern for his students and his great helpfulness.
• He was very willing and available to give assistance.
• The way he presented the material was very engaging.
• Easy to talk to and get a hold of outside class.
• Very friendly, easy to talk to / ask questions.

CIS 302

• Parker is a teacher who cares deeply about how his students perform. Very refreshing.
• The instructor was very friendly and knowledgeable in the area of CIS. He was helpful in answering questions.
• He is passionate about teaching and works hard to give us real world, applicable knowledge.
• He kept me interested in the class. It made me look forward to coming.
• He makes sure to keep the students' attention. He is funny while making sure that the content is covered in an efficient and interactive manner.
• He is very knowledgeable and is very willing to answer questions. Very friendly, which helps set a positive learning environment.
• His enthusiasm and knowledge about the subject and the practical business information he taught. Helps students a lot.
• Very outgoing. Loves what he does and always willing to help.
• Very approachable. Never made me feel stupid for asking a stupid question.
• I liked how he really cared about students. He listened and took into account our opinions.
• He really cares about his students. Makes learning fun.
• His willingness to tease and have fun with his students. He seemed to genuinely care about us.
• He was laid back and easy to talk to and always willing to help.
• He's understanding and explains things well.
• He has a great sense of humor. He is always cheerful and excited to teach.
• He is always around to help. He explains things in detail and tries to make the class as beneficial as possible.
• Parker keeps his students engaged and learning.
• Very funny. Had students' best interests at heart.
• Willing to do what is best for students. Cared that they learn, and learn effective, relevant material.
• I enjoyed his humor and how open he was to our feedback whether positive or negative. He was always available through email and was prompt at answering any questions presented.
• I really liked his enthusiasm and excitement about the material and its usefulness.
• His openness and understanding.
• I liked what we learned how to do, it was very interesting and helpful to learn.

Fall 2009

CIS 120

• I think this class and the professor are both perfect!
• His enthusiasm about the subject and his willingness to help students in and outside of class.
• He always wants students to learn and is funny.
• Really wants students to learn material and do well. Really interested in student feedback, always listens and tries to help everyone.
• He was always willing to help when I was stuck on a program. He was funny.
• He likes his job and it is easy to tell. Motivated teachers motivate students.
• Very funny, great sense of humor. Made the learning experience enjoyable and pleasant. Regularly kept us informed via email.
• Good sense of humor, responds to emails quickly, willingness to help after class.
• Always willing to help even outside of class. He really cares about helping you understand the material and succeed.
• He was helpful and took a lot of his own free time to answer questions.
• Very in touch with his students and willing to help them learn. Very clear notes and examples.
• He is friendly, personable, and cares about students. Nice guy. Good communication with students. Likes to help students.

CIS 302

• Energetic, fun, made things interesting.
• Good sense of humor. Very knowledgeable, good working experience brought into the classroom.. Didn't waste our time with "busy" projects. Relates to students well.
• Approachable, realistic, and some cross between witty and insane!
• He has a great sense of humor that makes class a bit more interesting.
• Made class enjoyable and worthwhile.
• He made class interesting and entertaining and still taught us the material.
• He is a cool dude!
• He understood individual students' needs and circumstances and would do his best to cater to those needs.
• He is willing to look deeper than other instructors and remove all the crap.
• He had a good sense of humor which made lectures more interesting.
• Dr. Parker cares about his students and is always available.
• Always had a good attitude and made class fun to attend.
• Dr. Parker is enthusiastic about the subject. He is pleasant and energetic when it comes to his teaching. He is excellent with communicating expectations to students and responding to emails.
• He was both interested in the subject matter and very available outside of class.

Spring 2009

CIS 120

• Best professor I've had. Knows the material very well, helps students, and very nice. I wish other CoB professors would learn a little from Dr. Parker.
• Very funny - very encouraging. Challenged us but gave us all the resources needed to meet the challenge.
• I've never learned so much from one course in one semester.
• Down to earth; explains thoroughly.
• I liked that he really understood what the topics in the class were about. He made the class interesting and fun. I liked that if I had a problem with an assignment he was willing to help.
• He explained the information well and was always willing to help you.
• I liked everything about the course.
• He was open to help the students understand the material better.
• Very easy to talk to and has a great sense of humor. He also makes himself available for his students at all times.
• He was very approachable, helpful, encouraging. I have enjoyed the class because of the instructor.
• Dr. Parker made the class fun and educational at the same time.
• His sense of humor, willingness to help students, having notes and assignments available early, making video demos to help explain things to students, his technical knowledge, answering emails in a quick and timely manner.
• Dr. Parker really explained thing thoroughly and was always there if you needed help.
• He has a great sense of humor, made the lectures easier to understand with effective analogies and metaphors.

CIS 220

• He is good at explaining and is fun to take class with.
• Very useful analogies used to explain theory behind programming.
• Very helpful with instructions and e-mailing; interactive with class members.

CIS 430

• Easy to talk to and always willing to help.
• Very fun, well organized, understanding, great teacher – everything.
• I really enjoy his enthusiasm for the topic and how much he really cares about his students.
• He really likes working with students.
• I liked how it touches every major subject related to eCommerce. There are a lot of thing I learned from this, and I liked the fact that the class was student driven.
• Dr. Parker is very knowledgeable and willing to help. He also makes the class fun, which adds to the learning environment.
• The breadth of the subject matter kept the course interesting.
• He always makes sure that the students have the correct knowledge and his class is enjoyable.
• This class is great and should be required for anyone that wants to do Internet programming and eCommerce. It covers so much knowledge that is necessary in an ever-growing field.

Fall 2008

CIS 299 (CIS 120)

• Dr. Parker was available if you needed help.
• Great personality; very available; very interested in students.
• Instructor made things that are normally very boring fun.
• He made class fun and taught the info very well. He was very accessible and willing to help with any problems.
• I love his sense of humor and enthusiasm for the subject.
• He seems to be very helpful to students when needed. Takes suggestions from students.
• His patience and understanding with the variety of student personalities in the class. He is very easy to talk with.
• He is very understanding, helpful, and always prepared. He replies to emails very fast, and is very flexible with appointments.

CIS 220

• He keeps class entertaining and cares about the students doing well.
• Good sense of humor; easy to get along with.
• Very understanding; communicates well with the class; makes learning fun; takes time for the students.
• His notes rock and he is very friendly.

CIS 320

• Dr. Parker is very knowledgeable about the subject. He is an excellent teacher and used examples to tie in the concepts. He is always willing to make time for students and help however he can.
• Concerned about the students; humorous.
• He has a wonderful attitude toward the students and teaching. Everything is explained in plain terms as necessary.
• He does his best to use real world analogies to assist comprehension of the concepts.
• He is very organized, very very helpful inside and outside the class. I emailed him at 2 in the morning and he answered my questions. I think he is the best.
• Always made learning fun, and helped challenge me to do my best work.

Spring 2008

CIS 299 (CIS 120)

• Thank you for all that you've done for me this semester between help on the programs and everything else. I really appreciate all the time you put in for each of us as individuals. It means a lot!
• He's always accessible via email at just about any (literally) time of the day and [you] get a response back in 5 minutes.
• He is very knowledgeable about the subject and gives a good lecture.
• He is a friendly, enthusiastic and well prepared for the class. I appreciate him sitting in front of the computer and sending replies to our emails to solve our problems as late as 2 am.
• Friendly, eager to help out with any questions, gives good examples. Takes time for students. Hilarious!!! My favorite professor I've ever had.
• It is something I've never done before, so this is a completely new experience. I have learned so much with the way it has been presented and feel more prepared for CIS 220.
• Very good notes. Funny and helpful.
• Willing to work with students.
• His enthusiasm for teaching the material.

CIS 220

• Humorous, friendly.
• His teaching is very effective. Examples given are very basic and easy to understand. Other CIS instructors I have had talk in a very advanced manner, which is hard to follow.
• He is a funny guy. He is willing to admit when he is not sure of something and finds out for you.
• I have been programming in various languages for many years. I was self-taught and good at getting the job done. Dr. Parker's teaching style helped me to learn how to program with code maintenance and good coding paradigms in mind. Excellent instructor!!!

CIS 320

• Very knowledgeable in what he teaches.
• Very enthusiastic about class. Knowledgeable about subject matter.
• I liked working on one major project throughout the semester. It allowed us to experience working on a large project.
• His ability to involve all of his students. He makes you feel like you are a part of the class.
• Was always available for questions and always did his best to answer questions fully.
• Dr. Parker is able to explain the concepts well and the examples he used were great.
• The homework programs were fun and matched the concepts being taught well.
• Explained the material well and helped students. Was always available for questions.
• He answers email questions SUPER quickly and responds to them thoroughly. Lecture notes cover everything necessary.
• I liked how the assignments were connected together.

Fall 2007

CIS 220

• He is funny and tries to be helpful. He shows great demonstrations and examples of code that we are learning.
• I like the projects that were assigned.
• He is excited about teaching. He is very encouraging and helpful. His teasing keeps class light and fun, which a class should partially be.
• He was organized in his class presentations and made class fun through his sense of humor.
• Very friendly and prompt with helping students.
• He is funny, doesn't let students get bored.
• Knows the material well, made it understandable, was easy to contact if I had questions.
• Always willing to help via email, meetings, always asking what he can do to improve.
• Great humor, lots of experience.
• Programs were really helpful to grasp the material.
• His willingness to help. His excitement for [the] subject matter helped me to really like it.
• The challenge of it. I had never done any programming before and this class helped me to really like it.
• He REALLY knows his stuff. He is very prepared for class and he is helpful to students. I really liked his sense of humor and how he conducted the classes.
• I liked that the assignments were challenging but doable.
• I liked having the notes available online in an easy-to-find setup.
• You have to figure stuff out rather than simple memorization.
• Very positive attitude, very enthusiastic. Seems well versed in subject matter.

CIS 320

• Very friendly, flexible.
• Excited and enthusiastic, very knowledgeable.
• He listened to our suggestions and changed the way he taught to ensure that we understood what he was teaching.

CIS 591

• Encouraged participation.
• He knows what he is teaching.
• He has a good sense of humor.
• Covers a wide range of topics.
• He is a funny guy and makes us enjoy class even more.

Spring 2006

CIS 220

• Willing to help, easy to get a hold of, always available.
• Enthusiasm toward the subject matter, he is always available if you need help.
• He is cool, funny, and very understanding and likeable.
• The manner in which the material was covered.
• His sense of humor, good use of analogies, always quick to respond to emails, very helpful.
• Learned a lot.
• Friendly and knowledgeable. I really liked the online notes; they are thorough and accurate.
• The way he jokes around while he teaches.
• Helped to explain theories that I didn't understand that well.

CIS 407

• His teaching style.
• The notes are clear and easy to understand.
• He was extremely entertaining.
• He was VERY willing to help his students. He answers emails even late at night, when students' frustration can be very high. Also, his classes are fun, while still challenging.
• The fact that I finally understand what ERDs are....Previous classes had confused me a great deal on that topic.
• Good relationship with students.
• Very interesting and will be useful to me.

CIS 430

• Upbeat, fun, interactive learning environment.
• He made the course entertaining. He was always helpful.
• Flexible, joking around, helpful to students and always available.
• I learned a lot – probably the funnest [sic] upper division class I've had.
• The organization of the course; it really leveraged the knowledge of everyone in the course.

Fall 2005

CIS 220

• He is probably the best instructor I’ve had at ISU.
• Dr. Parker is an awesome teacher. This is a hard class, but he is positive and helps students succeed. He makes a boring subject more interesting.
• Truly seems to care about the success of his students; always keeps his knowledge current; answers all questions promptly and with diligence.
• He is probably going to be one of the most memorable instructors I will have had. He expects high quality work, but it is worth the effort.
• He cares about the success of the students – it really shows.
• He made the class interesting and the material easier to understand.
• Very informative, has fun with the class, interesting teaching style.
• The instructor made sure we knew the information we learned in this class well and always answered questions we had real fast.
• I think this course really helped my critical thinking by challenging us with problems for us to solve that we figure out ourselves rather than looking it up in a text book and following the same routine every time.
• The notes were detailed and informative. Class lectures were helpful; we learned something from the class.
• Was always approachable for questions.
• Dr. Parker is great.
• Always very available outside the class to help.
• The course is very challenging, but the reward is greater because of it.
• His organization and effort – probably more time spent improving lectures than any other professor.
• The website for this class is very useful.

CIS 491

• The ability to communicate the material to his students; his attitude towards teaching.
• Created a relaxed atmosphere. He is awesome.
• He’s friendly, funny, and makes class a fun experience.

Spring 2005

CIS 430

• Great personality, good knowledge of material, very available to work with. Give Doc Parker a raise! He deserves it!
• He’s great at helping with questions, very friendly, makes it easy to come to him with problems, helps make things easier to understand.
• His willingness to go the extra mile for all of his students. He also tries very hard to respond to all emails, even late at night!

CIS 480

• Parker was an excellent instructor. He helped me get over my fears of CIS.
• Made class fun.
• Friendly, explained concepts well, concerned about the welfare of the students.
• He keeps class interesting.
• His enthusiasm, knowledge, and ability to connect with all students.
• He was by far the best instructor I have had in my CIS courses. He makes very complicated stuff easy to understand – great teaching skills which many of the other CIS professors lack.
• Very organized; easy to learn due to structure.
• Excited about course material, gets students involved and excited as well.
• Teaches very well.
• He is always making sure he is available, by email or in person to help students. Also, he teaches in a manner that makes class time enjoyable and concepts easy to understand.
• He presented the material in an interesting and entertaining way. This helped me to remember the mundane.
• Ability to make class interesting when dealing with information that could be deemed as boring.
• Created a relaxed atmosphere.
• Upbeat, loves the topic.
• His enthusiasm was great. Easy to speak with. Keep this teacher!!!
• Great sense of humor and very knowledgeable about the subject. He made class interesting and a fun learning environment.
• His willingness to help students; his preparedness for class sessions; his ability to communicate and explain the material adequately.

Fall 2004

CIS 430

• He is funny and always able to make students focus.
• He makes things interesting and has a good sense of humor.
• His willingness to work with students.
• He was very well organized and gave us plenty of time to research and do our projects. He is the best teacher in the CIS department!!
• Classes are structured to be informative and interesting. I wish all classes were designed like this.
• Student-centered teaching and learning.
• Class was fun and he encouraged interaction in the class with his personality and by his willingness to listen to our comments.
• He made the class interesting. Easy to talk to.
• Works with you – very personable.
• He knew how to make the class interesting and fun.

CIS 480

• His desire to teach and ability to connect with students. Parker has been one of my best professors ever.
• He made class interesting and he was willing to recap stuff without getting mad. He tried to teach in a manner that all could understand.
• Great attitude and commitment to students. Was very energetic. Seemed to care about the students.
• Cares about the students.
• He’s friendly, he knows the material well, he’s very available outside class for help.
• Good humor and clear explanations.
• Relates well to students. Ended class when we got glassy eyed without cutting content. Excellent notes that we could download.
• Very effective and excellent teacher.
• His enthusiasm made a rather bland topic fun and made you want to come to class.
• I felt he cared about each student and how they did in class.
• Dr. Parker is an excellent instructor. He always made class enjoyable. He presented information in a way that made it easy to understand.
• He is very enthusiastic about teaching.
• Out-stinkin-standing!
• Dr. Parker knows the subject well. He is a talented professor who made discussions interesting. He is very helpful in answering questions. He is also enthusiastic about learning, which made the class more enjoyable.
• Introduced levity while teaching. It helps keep you interested.
• He makes boring material interesting. Love his illustrations.
• His sense of humor and his knowledge and control over the course. He made the course seem real with great analogies.
• He was very energetic. He was very organized. You knew exactly what he expected of you.
• Very approachable and willing to help.
• Great sense of humor and he uses it to help us understand the material.
• His ability to make computers and DBMS seem fun, even though they are boring.

Spring 2004

CIS 440

• Good notes
• He is a very entertaining teacher.

CIS 480

• Willingness to help students and answer email.
• I appreciate his sense of humor, his willingness to be resourceful, and his desire for students to stretch and learn.
• Good teacher – knows a lot about real world application.
• He had a good sense of humor and adjusted his lectures according to class signals.
• Knew his stuff.
• He knows his stuff and is very excited about teaching.
• Great attitude.
• Laughs with us and is organized and teaches well.
• Does a great job teaching difficult information.
• Great attitude. Made it fun to learn.
• He was very thorough with his presentations.
• You are fun.
• Made class interesting and fun.
• His personality – he’s very flexible and willing to help. Also the notes he has are helpful.
• Willingness to help. Openness.
• He has lots of energy, very helpful.
• Good sense of humor; willing to help.
• Very willing to help us if we had problems.
• He was very clear with the lectures and explained all of the concepts concisely.
• He has a good teaching style and makes the class interesting. He is also very willing to help students outside of class when they have questions.

Fall 2003

CIS 320

• Very knowledgeable and willing to go out of his way to help.
• Dr. Parker answers emails quicker than a jackrabbit can run.
• Dr. Parker's notes are the best I have ever seen.
• I liked how the instructor put a lot of time into trying to find out how to make the information as clear as possible, and how to help us understand fully what we need to know.
• Lecture and notes were laid out and presented clearly.
• His class notes were very thorough and he has a very good attitude. He was always enthusiastic about the class.
• The class assignments were practical and had real-world application.
• His high mount of involvement and participation. He put a lot of work into the course, and it showed. I've never had a teacher I could email and get a response back within minutes, even if it was 1 or 2 in the morning.
• He had very extensive notes available for us on the Internet.
• Easy to contact outside of class via email; willingness to meet with students outside of class time.

CIS 480

• He was upbeat and witty; knowledgeable.
• Very thorough in explaining topics.
• Explains very well.
• He has a very effective teaching style and does not give lectures in a monotone voice.
• He goes the extra mile outside and inside of class.
• Very amicable and approachable.
• Well prepared, knew what he was talking about. Willing to help students which is rare at this university.
• Good notes. Not only a professor but a friend also. Cares about being a teacher.
• Very willing to help, even at odd times of the day.
• Professor's notes were extremely helpful.
• He is well organized and has good people skills.
• Teaching style, openness to the class and the willingness to answer questions.
• Flexible; understood the student's perspective.
• His concern for students.
• He is always ready and willing to help. you can tell he enjoys his work, and he portrays that to the students.
• Dr. Parker took the time to make sure everyone understood the material and the requirements for the assignments. Help was always available either through the professor or additional materials he made available.
• Eager to help; willing to help; provided students with needed resources.
• He is willing to work with each student as long as is needed to get the concepts across.
• Dynamic personality and knows his material.
• Dr. Parker is very approachable. He cares a lot about what/how the students learn.
• He is very helpful and knowledgeable.
• Parker does an excellent job of teaching. We need more teachers like him....
• He was well prepared and spent a lot of time helping students and preparing helpful information on the web. A very good professor.
• Clear and precise; well-prepared; available after class for consultation.
• Good teaching practices; takes an interest in students; friendly, approachable, and available.
• He is really concerned about his students and wants us to learn. [The class] has good notes. Dr. Parker is a hard worker and does stuff to help us out – notes. I think Doc P is the man!!
• Dr. Parker is a personable instructor. He is willing to stand to students and help them. I think that students feel comfortable asking him for help in understanding course material and project problems. Parker is a great instructor.
• Friendly, helpful, dedicated, nice. The notes are great.
• The instructor was very dedicated to our learning process. He made himself available for questions.
• He tries to make ALL information interesting and he makes himself available as much as possible.
• He made the course enjoyable and made the course subjects easier to learn.
• Dr. Parker did a good job making his students feel that he was interested in their well being. I appreciated his prompt email responses.

---

Email Comments:

Thank you, Dr. Parker,

You have been a great teacher, and I consider you a personal friend. I appreciate that you expect your students to stretch, search, and apply what is taught in class. Of course, that can make assignments more difficult, but I have paid a lot of money for my education, and expect to actually learn something. I become irritated when a class becomes nothing more that a hoop or monkey-see-monkey-do.

Graduating has filled me with mixed emotions. I am excited to move on to graduate school (assuming that I am accepted), but I am also sad to leave all of the friends that I have made along the way. I will never forget the kindness and genuine concern that you have shown me over the years. Thank you so much, and best wishes to you and your family.

David Roberts

---

Dr. Parker -

I was a student last fall in your CIS 120 class and I just wanted to compliment the quality of your course. I have since transferred to another university where I am currently enrolled in an information system course with elements of Web Design and I am leaps and bounds ahead of all of the other students because of the content of your course. I am easily able to create web pages with javascript to the amazement of my peers. I specifically compliment your projects/assignments. Even though they were at times hard, I learned the most from them and know that your teaching style, though challenging, has been very beneficial to me.

Thanks

Chad Allen

---

Dr. P,

You will always be one of the great people I'll think about from ISU. I wish all my professors cared as much about me really learning as you did. Thanks!

Jacque Korenke

---

I just wanted to sincerely thank you for all your help with our project (especially tonight when we were keeping you from your dinner). As much as that project really SUCKED (and it really did suck at times) I really did learn a whole lot. Our group was grrrreat, I made three really good friends out of the whole thing (it's amazing how well you can bond over DFDs and HTML at 2am in the morning). It's weird to think that I didn't even know Katie and Becky before this semester, and now I don't think I'll be able to take another MIS class without them. Anyway – I just wanted to really thank you and let you know that I have enjoyed your class this semester (and I am not trying to suck up either). I really mean it.

Thanks Again!

Cortnaye Hammond

---

Thanks a lot for being a dedicated teacher and a great guy. I'm sure all the skills I have learned in the MIS curriculum will help me in my job at AT&T Solutions out east. Thanks again!

Dan Matzat

---

I just wanted to thank you for taking the time to talk and help me through this project. I have had my share of professors that just didn't care and never wanted to help out.

Cesar Keller

---

In my opinion you are one of the few teachers that care about his students. I appreciate everything that you have done. I want you to understand that this is the opinion of a majority of us.

Thank you

Chetan Gandhy

---

It has genuinely been a pleasure being taught by you. The most I have taken away from the MIS program has been from your classes. Your classes were harder than hell but I ended up learning a lot from them. You are truly an asset to the MIS program at SLU. This e-mail is in a way thanking you for all the hard work you put in teaching these classes and giving you a pat on your back. Keep on teaching.

Jamal Jumani

---

I just wanted to drop you a quick email to let you know that everything you taught us in SAD is right on. Not that I ever doubted you...just that the real world is hard to imagine after 16 years of constant schooling. I just got back from training with Arthur Andersen and I was pleasantly surprised at how much I already knew, even as a snot-nosed rookie.

John Williams III

---

Hi, I wanted to thank you for having the impact you did on my future. Your classes were the deciding factor if I was going to be an MIS major or not. I liked C, but never thought I would be able to major in the whole MIS thing cuz I did not understand very much. I also remember buying the books for your classes and thinking it was probably the biggest waste of money since I would drop the classes and have to figure out a new major (talk about self-confidence). But, anyways, I know sometimes all the teacher hears is the crabbing about the quizzes, programs, homework, and tests they give (sounds familiar), but I just wanted to tell you that I appreciated everything you have done for me in the past.

Priscilla Lim

---

Well, it is all over. I finally graduated. I just wanted to say thanks for being a wonderful teacher. I enjoyed being in your classes and all. You and your classes are what made me decide that I wanted to major in MIS. Thanks for everything and keep up the good work.

Priscilla Lim

---

I wanted to tell you that everything that you said was true about using the stuff we learned in the MIS classes at SLU. I have already, in the first two weeks, encountered data flow diagrams, task flow diagrams, flowcharts, normalization, and just about everything else that you clowns in the DEPARTMENT taught me. Basically I just wanted to be added to the list of people to tell you that you were right.

Drew Davis

---

I just recently took a job as a software engineer doing database work. I work on an ORACLE based product doing customer customizations and use much of the education I obtained in your database class. I truly enjoyed your class, as well as your teaching style. It had a great influence over me, and has helped me to obtain and enjoy the position I have now. I guess what I'm trying to say is thanks. You've given me much and I appreciate that.

Norbert Kuchenmeister

---

You told us that you appreciated the hard work that our class did this semester. I would like to express to you my appreciation for the dedication that you put into the MIS program. Thinking of the evaluation you told us that one of your past students wrote for you, I would like to say that if you are indicative of the rest of the professors in the MIS department, then I am damn proud of graduating from it!

Tim Koehler

---

I also wanted to thank you. Not to be sappy, but you really are a great teacher. You get the students excited about what they are learning and how they are learning it. And you teach them stuff that actually applies to the business world.

Cindy Bastean, formerly with Ernst & Young

---

I just wanted to tell you that you are the MIS department at SLU and that you are a great professor (doctor). I've learned a lot from you and Java has sparked a programming interest in me.

Thank you Dr. Parker for your time and commitment.

Brad Argetsinger

---

...know that you are one of the only teachers that I feel I can have fun with, meaning you understand our generation.

Chris Smith

Editorial

• Former editor of Journal of Information Technology Education (2005-2008).
• 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.
• Session chair for the InSITE (Informing Science + IT Education) 2009 conference.
• 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 McGraw-Hill, Course Technology, Addison-Wesley, Prentice-Hall, Wiley, D.C.Heath and Company, and West Publishing Company.
• Program Committee member of the First Online Metadata and Semantics Research Conference (MSR'05).
• Program Committee member of the InSITE (Informing Science + IT Education) 2004 conference.

Professional

• International-Linkage Member of Curtin University of Technology's Tier 1 University Research Centre – Digital Ecosystems and Business Intelligence (DEBII).
• External peer reviewer for Al-Balqa Applied University 2011 Promotion and Tenure Committee.
• External peer reviewer for Missouri Western State University Steven L. Craig School of Business 2010 Promotion Committee.
• External peer reviewer for the Jordan University of Science and Technology Department of Computer Information Systems 2009 Promotion Committee.
• External peer reviewer for the University of Idaho College of Business and Economics 2008 Promotion and Tenure Committee.
• External peer reviewer for the University of Nevada, Reno College of Business Administration 2007 Promotion and Tenure Committee.
• External referee for Curtin University of Technology 2007 Promotion Committee.
• Outside evaluator for the University of New Mexico-Gallup 2005 Rank and Tenure Committee.
• External peer reviewer for the Purdue University College of Technology 2002 Promotion Committee.

University

• Member of Athletic Advisory Board
• Member of Campus Safety Council
• Former member of the Campus Planning Council
• Former member of the Technology Mediated Instruction Incentive Group
• Served as Graduate Faculty Representative in 2004 (Educational Leadership), 2005 (Educational Leadership), and 2009 (Mechanical Engineering).
• 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.

College

• Former chair and current member of the Faculty Support Committee
• Coordinator for United Way for ISU College of Business (2000-2008).
• 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.
• Athletic Recruiting Liaison.
• Member of Promotion and Tenure Committees in 2001, 2003, 2006, 2008, 2009.
• Member of MBA Orals Committees in 2002, 2003, 2004, 2005, 2006, 2007, 2009.
• Member of recruitment committees for assistant professors and instructors at Idaho State University (1999, 2000, 2004).
• Member of recruitment committees for assistant professors and instructors at Saint Louis University (1996, 1996, 1997, 1998).
• Advised students in course selection as well as career decisions.
• Founder and Faculty Advisor of the MIS Club student group at Saint Louis University for three years.

Dissertation & Thesis Committees

• Jiri Kadlec
  College of Science and Engineering
  Idaho State University
  Dissertation Title: Design, Development, and Usability Assessment of Hydrologic Information System Tools with Case Studies in the Czech Republic
  Committee Member
• 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
• ACM Special Interest Group on Computer Science Education
• North American Case Research Association
• ACM Special Interest Group on Information Retrieval (former member)
• Institute of Electrical and Electronics Engineers (former member)
• IEEE Computer Society (former member)
• Decision Sciences Institute (former member)

Honors & Awards

• Recognized as a 2011-2012 Outstanding Master Teacher by Idaho State University.
• Recognized as 2011 Faculty Member of the Year by the Associated Students of Idaho State University.
• Recognized as a 2010-2011 Outstanding Master Teacher by Idaho State University.
• Received the ISU College of Business 2005-2006 Outstanding Research Award.
• Received the ISU College of Business 2002-2003 Outstanding Teacher Award.
• Nominated for and selected as ACM Senior Member, recognizing demonstrated performance that sets members apart from their peers.
• Nominated for Idaho State University Distinguished Teacher Award of 2008-2009.
• Nominated for Idaho State University Distinguished Teacher Award of 2005-2006.
• Received Best Paper award at the 2006 Informing Science + Information Technology Education (InSITE) Conference
• 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 & Fellowships

• Curtin University of Technology Research Fellowship, 2007
• 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

Requires a PDF viewer. Click either image for a free download.

Printable Vita (pdf)