Neural networks have been called “more important than the atomic bomb” and have received a major funding commitment from DARPA. Nevertheless, it is difficult to find even a mention of neural network concepts and applications in many computer science or information systems curricula. In fact, few computer science or information systems faculty are aware of the profound implications of neurocomputing on the future of their field. This paper contends that neural networks must be a significant part of any artificial intelligence course. It illustrates how neural network concepts can be integrated into traditional artificial intelligence course material. Two programming packages for simulating neural networks on personal computers are recommended.

This paper examines the use of the Geometric Arithmetic Parallel Processor (GAPP) IC systolic array chip as the major processing element in the design and construction of a high-speed, parallel, relational database machine. This chip is of particular interest because it is one of the first commercially available systolic array chips. A brief review of the architectural features of the GAPP is presented. Parallel algorithms for handling basic relational database operations-simple queries, joins, and sorts-are presented. Building blocks of cascaded systolic arrays are developed to implement these algorithms. A database machine architecture to incorporate these building blocks is described and compared to existing designs.

Information Systems is a rapidly growing, fully recognized profession which will continue to expand. Currently, the need for people with a solid foundation in information systems far exceeds the supply; this is well documented in a number of recent articles. For an information systems degree program to remain viable, however, it must be reevaluated periodically to ensure that the course offerings are both current with respect to the available technology, and of real value to the student who will be applying his acquired skills and knowledge in industry, government, or university. One topic area of information systems which has been, largely, ignored until recently is data communications. This field has been recognized as a valuable tool to our students; therefore, it has been included as one of the core requirements for our undergraduates. This course stresses the management information systems aspects of data communications. The pedagogical objectives of the course are that the student be able to analyze, design, implement, and evaluate data communications applications in a business system environment. The structure and content of such a data communications course is presented. Sufficient detail is given so that similar courses can be adapted to fit into a computer science curriculum, with slight changes in emphasis, or incorporated directly into an existing information systems program.

The tremendous demand for education in the use and application of computers and computer based systems in business, commerce and government has led to the establishment of Information Systems Departments and to the option of an Information Systems concentration in established Computer Science Departments. In fact, the Information Systems degree is now becoming one of the fastest growing and most popular in the area of computer education. This report is presented to the Computer Science and Information Systems education community as a preliminary proposal of ideas on which to base an accreditation standard. It was developed with the background that many Information Systems departments are incorporated in Schools and Colleges of Business, and an attempt was made to have the standard consistent with the American Association of Colleges and Schools of Business accreditation guidelines. The successful future of Information Systems depends on a firm foundation for graduating students; this work is directed towards offering a minimal or floor program for the Information Systems bachelors degree.

Information Systems is one of the most dynamic and important professions of the 80's. There are a number of colleges and universities that offer baccalaureate degrees in this field. However, because of Information Systems' dynamic nature, many of these programs are now out of date. In this paper a modern, comprehensive curriculum leading to a baccalaureate degree in Information Systems is presented. This curriculum was developed in response to the needs of the student population and the requirements of industry. The curriculum was designed by first identifying career paths followed by students that graduate with an Information Systems degree from San Diego State University and then analyzing the areas of knowledge required. In addition, an effort was made to anticipate the future directions of the field of information systems in terms of need and technology. Relying on this study, plus feedback from graduates and employers, five major paths were determined. They were Applications Programming, Systems Analysis, Information Systems Management, Automated Administrative Systems, and Graduate Bound (students who would directly pursue further graduate study). To serve these related, but varied, areas, a common core of courses, as well as specific courses for each track, were developed. These core and specialty area courses are described.

The role of the computer in engineering practice is ever increasing. The computer performs such tasks as: simple calculations; on line data recording and synthesis; acting as a control unit providing feedback; statistical analysis of large data sets; information retrieval and storage; and the simulation of large complex systems.

The first course in Computer Science is often one of the most difficult to teach. A large number of students enroll, many with widely different aptitudes and backgrounds, so that the traditional lecture/presentation techniques aimed at the average miss the majority. A number of alternates have been proposed to overcome this problem. One of these is Individually Prescribed Instruction (I P I). Using I P I, the course material is initially partitioned into a number of discrete units and given to a student one unit at a time. The student reviews the material contained in the unit and then takes a written “assessment” to gage his mastery of the concepts. The assessment is evaluated immediately and if the student was successful the next unit is given, otherwise he simply “recycles” the material. By this means the student can progress at his own pace. The material in this course has been broken down into seven units. In addition to the written material, the student has access to student tutors, faculty instructors and video taped teaching aids. This paper reviews the organization, construction and experience with using the I P I approach over the past two years. Results to date indicate that this method can be highly successful, if administered to a proper subset of the student population.