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Call for Papers
Special Section: COVID-19, Learning, Pedagogy, and Educational
Systems
Communications of the Association for Information Systems
Guest editors:
Craig Van Slyke, Louisiana Tech University (
vanslyke@latech.edu)
Heikki Topi, Bentley University (
htopi@bentley.edu)
Mary Granger, George Washington University (
granger@gwu.edu)
Editorial Review Board
Toon Abcouwer, University of Amsterdam
Asli Akbulut, Grand Valley State University
Tom Case, Georgia Southern University
Carina de Villiers, University of Pretoria
Geoff Dick, St. John's University
Wafa Elgarah, Al Akhawayn University
Lee Freeman, University of Michigan - Dearborn
Alexandre Graeml, Universidade Tecnológica Federal do Paraná
Ann-Therese Hedqvist, Linnaeus University
Blake Ives, University of Houston
Lesley Land, University of New South Wales
Roderick Lee, Penn State University - Harrisburg
Alanah Mitchell, Drake University
Jeff Proudfoot, Bentley University
Guillermo Rodríguez-Abitia, Universidad Nacional Autónoma de
México
Sumarie Roodt, University of Cape Town
Jan Seruga, Australian Catholic University
Venky Shankararaman, Singapore Management University
Gary Spurrier, University of Alabama
Riana Steyn, University of Pretoria
Rhonda Syler, University of Arkansas
Andrew Urbaczewski, University of Denver and United States Air
Force Academy
Elizabeth White Baker, Virginia Commonwealth University
Overview
COVID-19 has changed the world abruptly and (possibly)
irreversibly. Higher
education has not escaped the impacts of COVID-19, with virtually
all
institutions making mid-term shifts to online delivery of courses.
In some
cases, faculty had to adapt their courses in as few as two days.
Although
jarring and challenging, the adaptation has the potential to
ultimately
strengthen information systems education as new, effective
practices and
ways of thinking emerge. At the same time, the rapid shift may
have exposed
broader ethical and practical challenges that must be addressed.
The goal
of the special issue is to provide an opportunity to share
experiences and
lessons that facilitate transfer of knowledge within our community
and,
perhaps, beyond.
No higher education stakeholders have escaped the impacts of
COVID-19.We
are interested in insights gained regarding all dimensions of this
situation, including students, courses/classes,
programs/departments,
institutions, society at large, and tools or classes of tools. We
are
interested in observations from online teaching that will inform
improvements you intend to make in in the environment you will be
facing
when you return to campus, whenever and in whatever form it may
happen. We
are open to being surprised if you have made discoveries or
created
inventions not easily captured by this short list of
possibilities.
Please note that the emphasis is on relatively short discussions
rapidly
developed and published in a timely manner to be helpful to those
in the
process of adapting to “the new normal”. This is in keeping with
the
overall *CAIS* mission of serving the IS community with useful,
timely, and
relevant ideas, opinions, and factual material.
Submission Types
We seek two types of papers for this special issue: Practice
papers and
Opinion papers.
*Practice papers* should focus on communicating effective
practices related
to adapting to the challenges faced by teaching in the time of
COVID-19.
Practice papers should emphasize providing insights and advice
that others
can put into practice. Practice papers should address the
following:
- Clear description of the problem, challenge, or opportunity
- Description of the practice that includes sufficient detail to
allow
others to adapt and apply the practice
- Discussion of your experiences
- A “lesson(s) learned” section
Some potential topics are shown below. Other relevant topics are
welcome.
- Mitigating negative impacts on students
- Adapting to fully distributed work (e.g. telework) for teaching
and
research
- Maintaining academic integrity and rigor
- Applying innovative technologies to the rapid shift to remote
learning
- Innovative approaches to teaching IT specific skills such as
coding,
testing, system integration, and the like
- Adapting accommodations for students and faculty with
disabilities
- Maintaining family-work balance
- Knowledge sharing practices among faculty and students
- Adapting administrative practices, policies, and procedures
(e.g.
faculty evaluation, promotion and tenure)
- Maintaining social connections among faculty, staff, and
students
- Adaptations of specific learning practices, such as
collaborative
learning, active learning, problem-based learning, and
project-based
learning
- Integration of synchronous and asynchronous tactics
- Facilitating exams and exam questions for online administration
- Helping students cope with rapid change
- Adapting recruiting and placement activities
- Assessment and evaluation of student learning
- Role of teaching and learning labs in the distributed context
- Providing tutoring in an on-line environment
- Effectively shifting face-to-face labs and demonstrations to
online
environments
- Leveraging online learning materials to enhance face-to-face
learning
environments
*Opinion papers* should focus on “big picture” issues that were
brought on
or exposed by the COVID-19 pandemic. The opinions expressed in
these papers
should be well developed and, where appropriate, supported by
evidence,
while keeping in mind that these are opinion pieces rather than
traditional
research papers.
The list below provides some examples of possible Opinion papers.
We
welcome other relevant topics.
- Exposing and exacerbating issues related to digital divides
- Ethical decision-making in the context of extreme time pressures
- Long-term impacts on information systems education
- Long-term impacts on information systems employment
- Impacts on diversity and inclusion in information systems
education
and the information systems profession
- Opportunities for information systems education improvement and
growth
- Relationships between information systems and other academic
disciplines
- Collaboration opportunities between institutions
*Examples of encouraged paper topics:*
- Program or course policies—difficulty assessing attendance and
participation, coping by developing an ad hoc student
self-administered
spreadsheet log, return to the classroom with multiple avenues for
demonstrating participation in class and/or online.
- Student populations—dealing with time zones and a mixture of
people
who are local and at a great distance; mixing synchronous and
asynchronous
tactics; return to the classroom with a broader array of access
points to
pedagogical materials
- Recognizing and mitigating the impact of varying contexts in
which
students are performing their work when online
- Using the impact of the pandemic as a mechanism for expanding
educational opportunities for students from a broader range of
contexts
Although our emphasis is on sharing solutions, even ones that are
not
thoroughly tested outside the specific environment in which they
were
developed, some problems that have not been solved (yet) may also
generate
stimulating thought and perhaps future prescriptive advice.
Example of not-encouraged topics:
- Issues with hiring new faculty during the pandemic
- Issues regarding whether online versus classroom teaching is
more
effective
- Issues regarding expectations from non-IS faculty for supporting
their
technology use
We are likely to favor articles that are not so specific to a
particular
location that others aren’t likely to be able to use their
lessons; but
also, not so general to education that they don’t address the
concerns of
IS, MIS, CIS, and related areas of study.
Submission and Review
Submissions should be 1,000 - 2,500 words, exclusive of
references.
Submission should be in English and follow CAIS submission
guidelines.
Author guidelines for submission to the CAIS are available at
http://aisel.aisnet.org/cais/format.html. All papers should be
submitted to
the online review system of CAIS
(
https://mc.manuscriptcentral.com/cais).
Authors should select “Special Section” as the Department.
Submissions will be subject to an initial screening for
suitability.
Suitable papers will be peer reviewed by members of the special
section
editorial review board. Based on those reviews, submissions will
be
accepted, invited for revision, or declined.
Tentative Schedule
- July 15, 2020: Submissions due
- August 15, 2020: First round review notification
- September 15, 2020: Revised papers due
- October 15, 2020: Second round review notification
- November 15, 2020: Final acceptance notification
If logistically possible, articles will be published as accepted
rather
than in a single batch.
--
Craig Van Slyke
crvanslyke@gmail.com
"See your possibilities, not your limitations."
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