SIS Courses Descriptions
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(3) Principles, selection, and use of computer-based information management applications. Software idenftification and task appropriate uses. Telecommunications, utilities, and memory management systems. Multiple operating systems and technology for national network connections. Information services via computers.
(3) This will be a required course for Information Science majors. It is an introductory course covering information representation, organization and retrieval, human information seeking and interaction; information consumer, information ethics and information literacy.
3) This will be a required course for Information Science majors. It provides the student with an overview of the field and its typical applications. The student learns key terminology and components of computer hardware, software, operating systems, systems development methods, management information systems, and using application software and the Internet. Explores computing history, software, web technologies, basic network security, information security, information assurance and future trends in information technology. Labs are modularly designed to meet specific program needs such as basic unix commands and fundamental understanding of programming processes and productivity software skills.
(3) Introduction to the Internet and World Wide Wed technologies and practices. Topics include the history and development of the World Wide Web and the Internet; standards-compliant markup and tools for creation of markup (e.g., XHTML and style sheets); introductory webpage and website design.
(3) This course covers the architecture, design, and regulation of the Internet, including topics of intellectual property, privacy, security, censorship, e-commerce, and other information policies, laws, and ethics as well as related research on the societal implications of the Internet.
(3) Information as a critical resource for research and decision-making. Emphasis on planning, executing, and evaluating information searches. Focus on topic of student's major.
(3) This will be a required course for Information Science majors. This course is an introduction to the user centered design paradigm from a broad perspective including conducting user research, gathering requirements, planning and developing intuitive, user-friendly product design. User research theories and techniques for placing user needs at the forefront of each stage of the design process will be taught. This course also serves as an introduction to the UX/Usability concentration.
(3) Materials for children in leisure time or classroom activities. Criteria for selecting books, magazines, recordings, films, and related materials. Storytelling and other devices for encouraging reading.
(3) The impact of the Information Age on society and the everyday lives of individuals, in the contexts of worklife, health, finance, and social interaction. Emphasizes information literacy skills and personal information management techniques to cope effectively with information overload, disinformation, propaganda, and fraud. Concepts include managing one's online presence, social media use, information privacy, the economics of information, individuals as content creators, self-publishing, environmental scanning, evaluating online information, and gatekeeping.
(3) Examines how expression of gender and race affect, and are affected by, information technologies. Course considers how information technologies interact with race and gender in various contexts: high-technology workplaces; classification and information organization; cultures of computing; and library and information-centered environments. The course is framed by two broad, interrelated concepts - the expression of identity (individual and group) in cyberspace and the "digital divide", and reviews theoretical background in the social studies of gender, race, technology, and knowledge.
(3) This is a required course for Information Science majors. Introduction to object-oriented programming using Python with emphasis on data structures, in-built functions, user-defined variables, design, syntax, and control structures for processing and visualizing datasets. Prerequisite: INSC 210
(3) This is a required course for Information Science majors. Introduction to information management in organizations, flow of information, and analysis of business process. Theories and skills associated with group work, project management and organization effectiveness will be covered in this course. Workforce preparedness for graduates of the program will also be covered. Prerequisite: INSC 201
(3) The course introduces the student to the process of database development, including data modeling, database design, and database implementation. Students learn basic interactive SQL for both data definition and queries. Students practice design skills by developing a small database project. Prerequisite: INSC 210
(3) History of writing and various methods of bookmaking.
(3) This is the introductory course for the UXD concentration in the BSIS degree. In this course students will learn about the fundamentals, theories of what is user experience, what constitutes the field of study, research methods and applications of User experience. Students will also be exposed to the functional, aesthetic and experience design process and its role in usability. Prerequisite: INSC 311
(3) This is an advance course in the UXD concentration in the BSIS degree. This course specifically covers usability testing process and methods used for usability testing. Upon completion of this course students will be able to run usability tests using multiple simple and advance protocols and develop assessment reports for websites or mobile content. (Card Sorting, Charrettes, Cognitive Walkthroughs, Contextual Task Analysis, Facilitated Brainstorming, Focus Groups, Heuristic Evaluation, One-on-One Interviews, Participatory Design, Surveys). Prerequisite: INSC 430
(3) This course will introduce students to the analytics and metrics tools in User experience, their scope and usage, how to analyze and interpret data to form UX recommendations. Students will master basic concepts and acquire analytics skills. Prerequisite: INSC 430
(3) In this course students will learn how to combine their technical and social skills to understand how users interact with systems and how system design can be improved. Interface evaluations and prototype development using multiple tools will be covered. Understanding of the human computer interaction process will be essential in creating improved interfaces. Prerequisite: INSC 430.
(3) Introduces concepts and techniques for the interdisciplinary study of information, organizations, technology, and individuals, sometimes referred to as knowledge management. Topics include characteristics of data, information and knowledge; introduction to knowledge management; sensemaking in organizations; organizational learning; intellectual capital; communities of practice; ecological approaches; knowledge acquisition, representation and sharing; uses of information technology for information and knowledge management; and roles of professionals in managing information management initiatives.
(3) Introduces World Wide Web and related Internet technologies (e.g., XHTML, XML, CSS) and how they are used to solve organizational, individual, discipline-specific and social problems. Topics include the history of and the role of Internet standards in the design of information systems; metadata; principles and practices of standards-compliant, accessible Web design; informatics. (RE) Prerequisite(s): 301. Comment(s): With consent of instructor, prior knowledge may satisfy prerequisite.
(3) Introduction to the design of the representational systems and interaction paradigms required of effective information systems. Topics include taxonomy creation; interface design; and techniques for design testing. Comment(s): With consent of instructor, prior knowledge may satisfy prerequisite.
(3) Principles and practices of applying advanced techniques and standards to organizational, individual, discipline specific, and social information problems; applications in discipline specific branches of informatics. Topics include semantic Web technologies; server- and client-side scripting; and the use of databases in Web-based information systems. Comment(s): With consent of instructor, prior knowledge may satisfy prerequisite.
(3) The course offers hands-on experience for developing database applications using a major database management system. Students learn how to create and manipulate database objects, including tables, views and sequences; develop program units using SQL; and implement client applications such as forms and reports. The course provides students with firsthand experience developing prototype client/server applications. Prerequisite: INSC 360 & INSC 384
(3) This course will cover data analytics techniques and tools in various context such as social media, marketing and communities. Students will master basic concepts and process of data analytics; learn how to extract, transform, and load big data into systems; mine data to discover hidden patterns and knowledge. Prerequisite: INSC 384
(3) This course offers basic principles and techniques in data analytics; methods for the collection of, storing, accessing, and manipulating standard-size and large datasets. Data visualization is the visual representation of data in the form of visuals, such as charts, maps, graphs, and diagrams. This course introduces the fundamental principles that inform data visualization: creative processes, cognitive thinking and semiotics. Prerequisite: INSC 384
(Formerly INSC 495 Special Topics)
The role of information technology and best practices for data management in the context of environmental science. The nature of the scientific method and research, emphasizing techniques for informing scientific research. How data quality and access affect environmental decision making, policy creation, and large-scale problem solving, such as for climate change or environmental disasters. Concepts include data collection, management, and sharing; the data life cycle; environmental modeling and data visualization; metadata creation; big data, citizen science.
(3) May not be repeated. Consent of instructor.
(3) Detailed study of a specialized area of information studies or information technology. Topics vary by semester.
(3) Opportunity to translate theory into practice under guidance of qualified information professionals. Prereq: Completion of required and pertinent advanced courses relevant to student’s practicum design. Written consent of advisor and approval of advisor. May be repeated. Maximum 6 hours. S/NC only.
(1-15) P/NP only.
(3-15) Required for the student not otherwise registered during any semester when student uses university facilities and/or faculty time before degree is completed. May not be used toward degree requirements. May be repeated. S/NC only.
(3) Research methods in a variety of information environments; primary and secondary research; research project design; research results interpretation; analysis of published research; techniques supporting research process.
(3) Builds an environment for capstone learning experiences. Integrates core knowledge of information science and related fields to build a strong knowledge base. Develops necessary IT skills for ePortfolios. To showcase learning outcomes and professional growth. Identifies and fosters competences for career success.
(3) Generation, production, management, dissemination, and use of information. Roles of information in society, information seeking and user behavior, information industry, economics of information products and services, technological and organizational change, information professions, and issues. Required Course.
(3) Explores the creation, distribution and growth of geospatial data, highlighting their uses and misuses. Structured as an applications-based course where students learn how geospatial technologies are used to turn geospatial data into maps, tables and imagery through hands-on exercises and laboratory work.
(3) The structure and organization of intellectual content regardless of format. Emphasis on how content is created, exchanged, and stored so it can be found. Includes standards and best practice for describing and characterizing intellectual content. Required Course.
(3) Basic library-oriented cataloging and classification techniques, tools, and supporting operations. Descriptive cataloging, choice and form of non-subject entries, subject heading work, general classification, authority control, bibliographic utilities, online library catalogs.
(3) Cataloging of all non-book materials using RDA rules and OCLC's Biobliographic Formats and Standards to create machine readable catalog records for maps, videos, recorded music, realia, graphic materials, electronic resources, continuing resources, microforms and three-dimensional artifacts.
(3) Philosophies, standards, and procedures for manual and automatic document indexing, back-of-the-book indexing, vocabulary control, thesaurus construction, and abstracting.
(3) Information access, retrieval, and use. Information seeking, user interfaces, information services and tools. Database structure, search engines, query logic, and evaluation of retrieval system performance. Required Course.
(3) Information sources in political science, sociology, psychology, geography, history, anthropology, business, and education. Scholarly communication of social scientists.
(3) Information sources in engineering, physical and life sciences.
(3) Information sources in philosophy, religion, fine arts, performing arts, literature, and language. Scholarly communication of humanists.
(3) Selection, acquisition, organization, and utilization of government information in variety of formats from legislative, judicial and executive branches of federal, state, local, and international government and inter-governmental agencies.
(3) Bibliographic, non-bibliographic, full-text databases, e.g., non-bibliographic formula and structure databases, contents-page/full-text databases, patents; document delivery alternatives, evaluation, and testing.
(3) Covers classic theories of knowledge and theories of first and second-generation knowledge management paradigms. Introduces related disciplines and the knowledge lifecycle, types of knowledge, organizational learning, intellectual capital, communities of practice, knowledge ecologies, knowledge audits, knowledge sharing repurposing of information, uses of information technology, and roles of information professionals in developing knowledge management initiatives.
(3) Social consequences of information and communication technologies (ICT) at micro (e.g., personal level), meso (e.g., organizational level) and at macro level (e.g., information society studies), and applications of ICT for businesses, government, and society are covered by the umbrella term "social informatics." It is a highly multi-disciplinary area worth exploring, since it will expose you to a range of contemporary global issues and phenomena shaped by ICT-mediated information.
(3) Introduces the concepts related to geographic information librarianship. To understand geographic/cartographic competencies. To master the basic concepts of geospatial data discovery and collection development of cartographic resources. To practice the metadata creation of geospatial. To explore issues related to geographic information policy of GIS related services.
(3) Principles and practice of gathering and synthesizing business intelligence, including competitive intelligence, environmental scanning, and issues management: information evaluation and synthesis; role of strategic information in modern organizations.
(3) Evolution of scientific and technical communication; current trends; role of formal and informal communications; major STI organizations and their roles.
(3) Focuses on the interdisciplinary field of environmental informatics. Explores collection, classification, storage, retrieval, dissemination, integration and visualization of environmental information. Reviews the role of computer technology including geographic information systems.
(3) An overview of health sciences libraries, including management, collection development, reference, and current trends. Topics include the role of health sciences libraries/information specialists, relevant management and administrative issues, collection development and related matters, reference and information sources and services, consumer health and literacy, the process of evidence-based practice, and current information trends related to biomedical science.
(3) Mission, status, and history of federal libraries and federal information center work in various settings across the three branches of government; trends in employment, government dissemination efforts, information policy, information technology, and government's impact on services in other types of libraries/information centers.
(3) Supervisory, management and leadership concepts, strategies, and techniques applicable to information professionals working in libraries, archives, records management, and other information organizations.
(3) Planning, implementing, and evaluating school library programs. Curricular involvement, role of technology, site-based management, relationships with district and state services.
(3) Mission, status, and history of academic libraries and academic librarianship in community colleges, colleges, and universities; trends in higher education, information technology, and government’s impact on public, technical, and administrative services.
(3) Specialized information agencies and services, with emphasis on client-centered systems in the profit and not-for-profit sectors.
Examines evolving role of special librarians with attention given to methodology for associating information services with the particular requirements of organizations. Virtual field visits are an integral part of the course.
(3) Development, roles, political environment, governance, organization, fiscal management, services, marketing, and performance evaluations.
(3) Theory, strategy, design, and practice in providing instructional services and technology for end users of information and information systems. Includes practical experience.
(3) Develops grant-writing and strategic relationship management skills for information professionals who may benefit from external funding opportunities and proposals. Creates and manages community partnerships to provide innovative information services to various constituencies such as underserved populations, public libraries, special libraries, and others in diverse information-related environments.
(3) Selecting and preserving a variety of items (tangible and intangible) to meet needs of particular users; community analysis; policies and procedures; evaluation; purchasing.
(3) Explores the lifecycle, value-added management and maintenance of scholarly and scientific digital content. Examines the diverse set of skills to select, execute and administer a range of approaches and procedures across the lifecycle of digital objects, from conceptualization, creation, appraisal and selection, and ingest through preservation, storage, access, use and re-use. Digital curation occurs across a broad array of professional, disciplinary and organizational contexts. Introduces principles and practices to inform digital curation planning and practice for application in a variety of organizational settings, including archives, libraries, museum, data centers, and other cultural heritage and information agencies.
(3) Objectives and functional elements of records systems, archival programs, management information systems and techniques within various types of organizations. Management of information internal to organizations.
(3) Technological and social aspects of electronic publishing and digital libraries. Technologies and standards that enable electronic publishing and digital libraries. History of electronic publishing and digital libraries and their impact on user needs and information provision.
(3) Critical survey of books and related materials for children, development of genres. Evaluation, selection, and utilization for school and public libraries.
(3) Critical survey of books and related materials for young adults; personal, vocational, and recreational needs and interests. Evaluation, selection, and utilization for school and public libraries.
(3) Philosophy and objectives of public and school library services for children and young adults. Reading, listening, and viewing guidance for individuals and groups. Program planning, implementation, and evaluation. Prereq: 571 or 572
(3) Examines strategies and procedures for developing programs in libraries. The course provides public service librarians with the knowledge and skills to create, evaluate, and improve programs with some emphasis on reader’s advisory.
(3) Examines texts and materials for youth that reflect the contemporary settings and lives of young people from all over the world. This course will review the scholarship of literature and film to determine how to recognize stereotypes; how to understand publishing worlds; and how to recognize universal themes that transcend ethnicity, religion, gender, class, and nationhood.
(3) Explores storytelling as a communications tool in information agencies and other types of corporate and not-for-profit organizations. Students will learn the history of storytelling, various types of stories, and best practices for gathering and telling stories.
(3) Provides guidance for selecting and using quality picture books, wordless books, graphic novels and other media for teachers and librarians. Will focus on cross-curricular with an emphasis on using these materials in traditional and nontraditional ways to enhance student learning for grades K-12.
(3) Evolution, trends, capabilities, and limitations of technologies applied to information capture, storage, preservation, access, and distribution. (Note: Former course number 585, effective Fall 2016.)
(3) Scholarly and community-based electronic communications. National and international standards, tools, resources; identification, analysis, evaluation, and management of tools and resources; construction of local technologies as developed and applicable. Prerequisite: 580 or instructor's consent.
(3) Information systems used in libraries and information agencies. Emphasizes planning, evaluation and system implementation. Covers usability engineering, interface design, and human computer interaction.
(3) Introduces the study of youth informatics. Presents essential concepts of the study of youth and informatics. Explores the connection between youth, technology, and community. Project-driven with intensive experiential learning components. (New course, effective Fall 2016)
(3) Defining data needs, data structures, role of operating systems in data management, file organization, database management systems, logical data models, internal data models, database administration and evaluation. Design and implementation of application using database management system.
(3) Covers strategies for mining the Web, Web engines and directories, cognitive accessibility, Web design and development, and usability engineering.
(3) Survey of human-computer interaction and introduction to human and technological factors of importance to design of usable information systems. Basic phenomena of human perception, cognition, memory, and problem solving, and relationship to user-centered design. Methods and techniques for interaction design and evaluation.
(3-6) Prereq: Consent of instructor. May be repeated. Maximum 18 hrs.
(3-6) Prerequisite: Consent of instructor. May be repeated. Maximum 6 hrs.
(3) Introduces the concepts big data and data analytics as an emerging field. To address the opportunities and challenges of big data in academics, businesses, sciences, the Web, etc. To understand the nature of big data analytics and their various contexts. To master basic concepts and process of data analytics. To design analytics initiatives/proposals. To practice data mining techniques and skills (ETL). To explore data modeling and visualizing. Prerequisite: INSC 584 Database Management Systems or equivalent. Consent of the instructor.
(3) Explores key areas in youth informatics. Seminar includes discussion of basic, applied, and evaluative research and projects at the national and international levels. Covers research trends in youth informatics. Provides a forum for presentation and criticism of past and current research by students.
(3) Advanced research techniques under supervision of staff research director whose area coincides with interests of student. Prereq: Consent of advisor and research director. May be repeated. Maximum 6 hours. Satisfactory/No Credit grading only.
Participation Approval form for Graduate Research Participation
(9) Planned professional semester; full day school library work and classroom observation activities. S/NC
(2 or 4) Prescribed activities to gain competencies in a school library information center setting. Must be taken twice. May be repeated. Maximum 6 hrs. S/NC only.
(3) Introduces fundamental concepts, methods, and practices in information architecture for virtual space. Focuses on organization, navigation, labeling, and searching of Web sites and intranets, as well as user experience.
(3) Provides hands-on experience with creating websites using latest web site design tools and techniques as well as a theoretical insight into emerging trends and techniques. Emphasizes understanding the basics of web design, website creation and evaluation. Covers basics of usability testing and search engine optimization. Prerequisite: 581 or instructor's consent.
(3-6) Opportunity to translate theory into practice under guidance of qualified information professionals. Prereq: Completion of required and pertinent advanced courses relevant to student’s practicum design. Minimum 3.0 cumulative GPA. Written consent of advisor and approval of practicum coordinator. May be repeated. Maximum 6 hours. S/NC only.
(3) Theories, research, and traditional practices of information representation, organization, and access, and retrieval. Research opportunities and methods in information sciences. Relationship to and interaction of information sciences with other disciplines.
Explores social media’s influence on society, organizations, and individuals. It discusses the enabling technologies which encompass a wide variety of formats and which allow users to easily cross platforms. The theories and methods used to study social media are critically analyzed and discussed.
(3) Survey of major theories and studies in information science. Enrollment is limited to students in College of Communication and Information or consent of instructor.