How do we defme success in our graduates; how do we measure success; how do we predict success; and how can w.e teach for success? Which is the paradigm to introduce programming concepts to novices-structured or object-oriented or do our students need to learn programming concepts? Since AACSB is focusing more on assessment and outcomes ofteaching endeavors, how can we determine what our students are learning? Are we employing the best methods for measurement? What do we, as educators, expect from our students? Do our expectations coincide with what the students and their parents expect? Do the expectations of our current students correspond to their real-world careers? More students are attending universities, should they be concentrating in the information systems field? What can be done to attract students to the field? Do they have the interest and aptitude to problem solve? Do the age, race, and sex ofour students influence their success? Do the age, race, and sex ofthe instructor influence students' success?
In the ever ending quest for improving courses and helping our students to not only gain meaningful careers, but to become life long learners, there are many questions! There are many more; you can imagine questions for which you would like answers. The articles in this issue will address some ofthe above questions, answer some that were missed, and, perhaps, raise some new questions.
On another note---IAIM has become an SIGED ofAlS. In the near future, expect HER to be one ofthe selected AlS journals. More work for Tom Case, Carol Waller, the associate editors, and the reviewers. More articles on information systems education-and its importance. Thanks for the support of all.
Mary J. GrangerReturn to the Table of Contents