Kettinger W.J.,University of Memphis |
Li Y.,Columbia College at Missouri
European Journal of Information Systems | Year: 2010
Clearly defined relationships between core concepts in our field are the bedrock for building a cumulative tradition. No concepts or relationships could be more core to the Information System (IS) field than: data, information, and knowledge. Even though several models have been developed to depict the relationship between these core concepts, none provides a completely satisfying solution to resolve problems in understanding information processing and in guiding IS research and practice. In response to the limitations in existing models, a knowledge-based theory of information is extended from Langefors (1973) infological equation, suggesting that information is the joint function of data and knowledge. Specifically, the proposed theory describes data as the measurement or description of states, whereas knowledge outlines the relationship between concepts underlying those states. Information, representing a status of conditional readiness for an action, is generated from the interaction between the states measured in data and their relationship with future states predicted in knowledge. Following this logic, different forms of IS are conceptualized as the embodiments of knowledge domains capable of transforming specific categories of data into information for business operations and decision-making. The proposed model helps address controversies in previous studies and provides guidance for further research. © 2010 Operational Research Society Ltd. All rights reserved.
Wang C.,University of Missouri |
Jamison B.E.,Grasslands Field Station |
Spicci A.A.,Columbia College at Missouri
Remote Sensing of Environment | Year: 2010
Tallgrass prairie in North America has been largely converted to croplands and cool season grasslands. In Missouri, only 0.5% of the tallgrass prairie remains in a form of isolated prairie islands. This study sought to delineate prairie-native warm season grass (WSG) from cool season grass (CSG) using five ASTER images acquired on 03/11/2008, 05/12/2007, 07/12/2007, 08/16/2007 and 10/19/2007. Temporal trajectories of the normalized difference vegetation index (NDVI) and the normalized difference moisture index (NDMI) were extracted to examine temporal variation of WSG and CSG grasslands in a growth cycle. It was found that the spring-summer period revealed maximal spectral differences between these two grass types. CSG reached peak NDVI in May while WSG tended to have peak NDMI in July. NDVI was more useful than NDMI in summer-fall. The NDVI trends in this period varied with both phenology and grassland treatments such as haying and grazing, which provided additional information in WSG/CSG delineation. A hierarchical decision tree was developed to delineate WSG and CSG grasslands in a 3-tier process. The WSG lands including those publically conserved prairies were identified in the lower Osage Plain in southwest Missouri. The accuracies were about 80% and could be improved with more frequent satellite observations. The trajectory-based decision tree in this study provides a robust approach of long-term WSG/CSG mapping. © 2009 Elsevier Inc.
Li Y.,Columbia College at Missouri
Electronic Commerce Research and Applications | Year: 2014
Several types of individual information privacy beliefs have been studied in literature, but their distinctions, relationships, and behavioral impacts have yet been systematically analyzed, causing difficulties in comparing and consolidating results across literature. Based on a review on various types of privacy beliefs, this study develops a multi-level model to strengthen this concept. The model consists of three levels of privacy beliefs, including: disposition to privacy, representing a person's fundamental beliefs and overall propensity to value privacy across contexts; online privacy concern, representing a person's overall perception of privacy risks in the online environment; and website privacy concern, representing a person's perception of privacy risks on a particular website. An empirical test reveals that disposition to privacy has a positive impact on both online privacy concern and website privacy concern, and website privacy concern is the only significant predictor of intentions to disclose information and transact on a website. The study helps to synthesize individual information privacy beliefs and assists in understanding their impacts on online behavior. © 2013 Elsevier B.V. All rights reserved.
Li Y.,Columbia College at Missouri
Communications of the Association for Information Systems | Year: 2011
In the e-commerce environment, individuals' concerns for online information privacy play critical roles in determining their intention to use the Internet to provide personal information for services and transactions. Understanding this relationship has important implications for e-commerce. Despite much research in this area, an overarching picture of the relationship between information privacy concerns and the antecedent and consequence factors is yet to be drawn. Based on a review on empirical studies in this area, this research summarizes the conceptualizations of privacy concerns and the antecedents and consequences. An integrative framework is developed to illustrate the relationships between the factors. In this framework, a person's concern for information privacy regarding a specific e-commerce website is distinguished from his/her concern for information privacy regarding the general e-commerce environment. These two forms of privacy concerns have distinct impacts on a person's online behavior. Their relationships with multiple antecedent and consequence factors are analyzed. © 2011 by the Association for Information Systems.
Epperson A.,Columbia College at Missouri
ACM Inroads | Year: 2010
The literature on computer literacy (CI) courses in higher education was reviewed. A survey was completed of components of CI courses from three populations. Results of the literature review, survey results, and most popular CI course components are presented, along with implications for CI course revisions. © 2010 ACM.
Li Y.,Columbia College at Missouri
Decision Support Systems | Year: 2014
This study examines the impact of disposition to privacy, perceived reputation of a website, and personal familiarity with the website on a person's privacy concerns about the website. It also analyzes the key attributes of disposition to privacy and its antecedents. Using a survey, the study finds the direct impact of disposition to privacy, website reputation, and personal familiarity on website-specific privacy concerns. The impact of privacy experience on disposition to privacy is also confirmed. The moderating effects of website reputation and personal familiarity on disposition to privacy are not supported, suggesting that the three antecedents exert their impact on privacy concerns independently. The study extends the information privacy literature through the analysis of the roles of contextual factors (reputation and familiarity) in the relationship between disposition to privacy and website-specific privacy concerns. It also moves forward studies on individual disposition to privacy, calling for more attention to this critical concept. © 2013 Elsevier B.V.
Li Y.,Columbia College at Missouri
Decision Support Systems | Year: 2012
To study the formation of online consumers' information privacy concern and its effect, scholars from different perspectives applied multiple theories in research. To date, there has yet to be a systematic review and integration of the theories in literature. To fill the gap, this study reviews fifteen established theories in online information privacy research and recognizes the primary contributions and connections of the theories. Based on the review, an integrated framework is developed for further research. The framework highlights two interrelated trade-offs that influence an individual's information disclosure behavior: the privacy calculus (i.e., the trade-off between expected benefits and privacy risks) and the risk calculus (i.e., the trade-off between privacy risks and efficacy of coping mechanisms). These two trade-offs are together called the dual-calculus model. A decision table based on the dual-calculus model is provided to predict an individual's intention to disclose personal information online. Implications of the study for further research and practice are discussed. © 2012 Elsevier B.V. All rights reserved.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 610.50K | Year: 2015
Columbia Colleges Preparing Students for Careers in Chemistry, Math, and Computing Project will provide financial, academic, social support and career preparation to increase the number of students with degrees in chemistry, mathematics, and computer and information science (CIS). Recruiting efforts will focus on attracting women and minorities to pursue studies that will help to diversify the STEM workforce in South Carolina. Participants in the program will serve as role models and will inspire middle and high school students to overcome barriers that they may perceive as preventing them from pursuing a STEM major and career.
The project will recruit and support an academically talented, diverse group of 20 students with financial need to complete baccalaureate degrees in chemistry, mathematics, or CIS. The goals of the project are to raise the annual retention rate of these students from 83% to 90% and enable 80% of the participants to enter the STEM workplace or graduate school within one year of degree completion. Participants will be selected based on academic ability and financial need. Participants will be grouped in cohorts and participate together in common courses, seminars, field trips, and group dinners that will promote community building. Participants will be guided by individualized advising teams and be provided with applied learning experiences, professional development, and career coaching. This project will contribute to the knowledge of how to recruit, retain, and engage women and minorities to major and pursue careers in chemistry, mathematics, and CIS, enabling more students from these underrepresented groups to enter STEM careers.
Agency: NSF | Branch: Standard Grant | Program: | Phase: AISL | Award Amount: 249.94K | Year: 2011
Through the Scientists for Tomorrow pathways project, The Science Institute at Columbia College in Chicago will test a model for preparing non-science major, pre-service elementary school teachers to deliver three ten-week informal science education modules to youth in after school programs. The initiative will bring engineering concepts, environmental science, and technology to approximately 240 urban Chicago youth (ages 10-14 years old) and their families. The Science Institute will partner with eight minority serving community based organizations and the Museum of Science and Industry, the Field Museum, and the Garfield Park Conservatory Alliance to develop and implement all aspects of the program. The goals of the program are two-fold. First, the project will develop and implement a high-quality STEM based afterschool program for under-represented youth in STEM. Second, the professional development and experience implementing the curriculum with youth in the local communities and within informal science education (ISE) institutions will extend and enrich the pre-service teachers STEM content and pedagogical knowledge base and better prepare them to teach science in formal and informal settings.
Thirty teachers will receive specialized professional development through a seminar, course, and other support mechanisms in order to best support the implementation of the modules, while building their STEM content expertise, confidence, and pedagogical knowledge. Each module has a different STEM content focus: alternative energy (fall), the physics and mathematics of sound and music (winter), and environmental science (spring). At the end of each module, a culminating youth-led presentation will be held at one of the partnering Chicago museums. Youth will be encouraged to participate in all three modules. The formative evaluation will be conducted by the Co-Principal Investigators. Pre and post assessments, artifact reviews, and interviews will be used for the summative evaluation, which will be conducted by an external evaluator at the Illinois Institute of Technology.
The project deliverables include: (a) a teacher training program, (b) an after school curriculum, and (c) media tools - DVDs, website. Over the grant period, the project intends to reach 120 youth each year, over 100 family and community members, and 30 teachers. The larger impact of this project will be the development of a scalable model for bringing relevant STEM content and experiences to youth, their families, and non-science major pre-service teachers. As a result of this project, a cadre of pre-service teachers will have: (a) increased their STEM content knowledge, (b) gained experience presenting STEM content in informal settings, (c) learned effective approaches to deliver hands-on STEM content, and (d) learned to use museum and other ISE resources in their teaching. In fact, after the grant period nearly half of the teachers will continue to work at the centers as part-time instructors, fully supported by the partnering community centers.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ITEST | Award Amount: 216.79K | Year: 2011
US college and universities are experiencing a dramatic decline in enrollment of computing majors, despite a predicted, rapid increase in future jobs in the computer science (CS) and information technology (IT) sectors. This reflects a decline in the number of students taking the AP computer science exam. To address this issue, this project will build statewide networks of college, middle school, and high school faculty who will offer workshops and provide continuing support during the academic year.
The networks will be set up in three different states (North Carolina, South Carolina, and Mississippi). College and university faculty will work directly with middle school and high school teachers in teaching and learning innovative and effective ways of introducing computing and computer programming, and in incorporating computational thinking into other disciplines. This project scales up a previous, successful collaborative project for students and teachers using the Alice 3D programming environment. The approach focuses on a strong core of fundamental programming concepts and problem-solving techniques in an object-oriented, interactive environment. The projects external evaluation will include the collection of qualitative and quantitative data on teacher instruction and students enrollment and performance.
The project will train approximately 265 teachers directly, and provide support for master teachers to provide subsequent training for other teachers in their home districts. This project has the potential to increase the amount and effectiveness of instruction in object-oriented programming concepts and problem-solving to a large number of middle school and high school students. By training middle school and high school teachers in the proposed approach, and by providing support networks and building community, the project should be able to impact students throughout three states. Developed curricular materials will be stored in an online, searchable database to be freely available to all teachers. In making computing, computer science, programming, and computational thinking more attractive to middle school and high school students, the project team expects to encourage more students to major in STEM, and particularly computing, at the college level.