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This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.

Hollywood screenwriters worry about Artificial Intelligence (AI) replacements taking over their jobs. Famous museums litigate to protect their art from AI infringement. A major retailer scraps a machine-learning based recruitment program that was biased against women. These are just a few examples of how AI is affecting the world of work, learning, and living. MIS and computer science students are among the professional groups who are embarking into careers with nebulous frontiers obscured by the outcroppings brought on by AI. Computer Science and Information System curriculum task forces have recognized the increasing ethical and professional implications developers' work can have beyond the scope of the programmers' code. In this article, the authors examine the professional, legal, and ethical implications of copyrights and algorithmic bias resulting from development of AI-enhanced applications and offer suggestions for addressing these topics in courses considering changes to the CC2020 and IS2020 Model Curriculum frameworks.

The digital world, emerging in the age of technology, presents both positive and negative aspects for every user. However, it is widely recognized that child users represent the most vulnerable group due to their ongoing cognitive and psychological development. This underscores the significance of parents acquiring digital parenting skills. This qualitative study assesses the perspectives of parents and teachers regarding digital parenting skills. Through semi-structured interview forms prepared by the researcher, interviews were conducted with 25 parents and 25 teachers whose children attend primary or secondary schools affiliated with the Ministry of National Education in the Central district of Bartin province. The data collected were analyzed using the content analysis method. The majority of both parents and teachers defined digital parenting as safeguarding children from the potential risks of the digital world. Protective measures included examples such as children not possessing their personal digital devices, imposing time limitations, parental monitoring of online activities, and open conversations with children about potential dangers. Fewer respondents acknowledged the digital world's capacity to enhance experiences and diversify learning. It was evident that parents and teachers had limited knowledge of digital parenting skills, with a notable emphasis on potential risks. The majority recognized their need for training and educational resources to enhance their capabilities. This study underscores the need for tailored training and media support designed to address adult learning needs, enabling them to serve as role models, navigate digital technologies effectively, establish connections with children, and facilitate effective communication.

This case study looks both backwards and forwards at real and potential incidents and risks created by the use of various levels of self-driving vehicles. The case provides background on autonomous vehicle technology, the legal and risk management frameworks involved, and a variety of scenarios for students to consider. The scenarios provide the foundation for discussion of autonomous vehicle introductions and operations, as well as considerations for how other new technologies may be launched.

This case asks information systems analysts to assess the cybersecurity posture of a manufacturing company. The exercise works well as a group activity in an information systems course that addresses cybersecurity controls. The case introduces guidance from the National Institute of Standards and Technology, and learners develop work products consistent with the standards. The narrative provides high-level summaries of relevant cybersecurity standards. The case is based on a real company and actual projects, but the company name and specific details have been fictionalized and made more abstract to make this case relevant even when specific technologies evolve. Through this experience, students will learn the importance of a defense-in-depth strategy for securing information systems.

The rapid progression of science and technology has brought both remarkable conveniences and innovations and potential risks to us. To address these risks within science education, this study aims to identify the tendency of students' risk perceptions across different technologies. For this purpose, we developed a survey addressing three key components of risk perception (i.e., risk recognition, risk assessment, and risk management) and the educational need for risk education. 311 responses were collected from elementary, middle, and high school students and statically analyzed. The results indicated that students showed various risk perception patterns depending on the technology. There were significant perception gaps between boys and girls regarding vaccines and antimicrobial technology. It was also found that high school students' perceptions of the benefits of the technologies were higher than elementary and middle school students' perceptions. Based on these findings, we discuss pedagogical implications for risk education in science classrooms.

As the artificial intelligence (AI) ethics field is currently working towards its operationalisation, ethics review as carried out by research ethics committees (RECs) constitutes a powerful, but so far underdeveloped, framework to make AI ethics effective in practice at the research level. This article contributes to the elaboration of research ethics frameworks for research projects developing and/or using AI. It highlights that these frameworks are still in their infancy and in need of a structure and criteria to ensure AI research projects advance in a way that respects norms and principles. This article proposes to draw from the European Union's AI Act currently in development to shape these frameworks. Although, in the current form of the draft (as of August 2023), the obligations of the AI Act do not apply to scientific research, it is most likely that they will still have a strong impact on AI research considering the need to anticipate market placement or to test new tools in real world conditions. This article investigates what the risk-based approach in the AI Act implies for research ethics and highlights some AI Act obligations of particular value to implement for ethics review processes.

Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the "multitasking while doing homework index" and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.

The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.

School Disaster Risk Reduction Management (SDRRM) plays a crucial role in ensuring that learners, teachers and other school personnel are safe on the school premises. This study evaluated how well coastal schools in Cluster VII of the Division of Pampanga, Philippines had implemented a school disaster risk reduction management system. This study used the descriptive research method. Respondents to the study were seventy-four (74) public school teachers during the school year 2020-2021. In this research, the following findings were obtained: The respondents assessed safe learning facilities, school disaster management, risk reduction and resilience education and coastal school safety procedures. However, among these categories "coastal school safety procedures" got the lowest overall mean score. Additional findings showed that there is no discernible variation in the degree of SDRRM implementation across the respondent schools. This means that these schools have uniformity in implementing school disaster risk reduction management. It is recommended that schools maintain uniformity in the implementation of DRR policies.

Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).

The aim of this study was to analyze the entrepreneurial self-efficcy (ESE) of teacher training students at ULM. This study uses an exploratory sequential mixed-methods approach (ESMMA) to an understanding of the entrepreneurial self-efficacy of economics education students of Universitas LambungMangkurat (ULM), Indonesia to find ways to become successful entrepreneurs. ESMMA analysis uses two research phases, namely the first stage is qualitative analysis with techniques namely data collection, display and conclusion). In the second phase, quantitative analysis was carried out using techniques namely quantitative data collection and data analysis. Data were obtained through developing entrepreneurial self-efficacy research questions: How can entrepreneurs manage stress during work?; Do entrepreneurs have original ideas in developing products?; Does the entrepreneur have a good relationship with anyone?; How do entrepreneurs analyse market opportunities, recruit employees, and be innovative to achieve success?. The results show that students have different personalities so that each decision for entrepreneurship is made in different ways. The analysis found that students need to develop risk management and uncertainty management skills, innovation management and product development skills, and interpersonal and network management to succeed in business competition.

Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and who grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. This paper focuses on the effectiveness of integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards, and teach them to identify and apply relevant standards based on the locally driven, whole community nature of disaster preparedness, response, and recovery. Education using standards-based curriculum and the competencies that result will be key to readiness for tomorrow's graduates.

This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.

A workshop in environmental sustainability was organized to develop the skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, & educating people. The study aimed to compare current opinion of participants in environmental sustainability. After a short notification in the print medias and websites; students, teachers, and local people expressed their interested and joined in an environmental sustainability workshop organized in the Department of Education, Assam University, Silchar, India. Non-parametric Kruskal-Wallis H test used to assess the mean differences in the opinion of the participants in environmental sustainability. It resulted that the participants who were actively participated have no differences in their opinion in skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, & educating people.

While Internet of Things (IoT) devices have increased in popularity and usage, their users have become more susceptible to cyber-attacks, thus emphasizing the need to manage the resulting security risks. However, existing works reveal research gaps in IoT security risk management frameworks where the IoT architecture -- building blocks of the system -- are not adequately considered for analysis. Also, security risk management includes complex tasks requiring appropriate training and teaching methods to be applied effectively. To address these points, we first proposed a security risk management framework that captures the IoT architecture perspective as an input to further security risk management activities. We then proposed a hackathon learning model as a practical approach to teach hackathon participants to apply the IoT security risk management framework. To evaluate the benefits of the framework and the hackathon learning model, we conducted an action research study that integrated the hackathon learning model into a cybersecurity course, where students learn how to apply the framework. Our findings show that the IoT-SRM framework was beneficial in guiding students towards IoT security risk management and producing repeatable outcomes. Additionally, the study demonstrated the applicability of the hackathon model and its interventions in supporting the learning of IoT security risk management and applying the proposed framework to real-world scenarios. [Note: The page range (555-588) shown on the PDF is incorrect. The correct page range is 555-587.]

The University of Georgia (UGA) has a training requirement for adults working with youth. To meet this requirement for Georgia 4-H and Extension Master Gardener volunteers, a standardized online training module was created and delivered across program areas. Volunteers were surveyed to evaluate training effectiveness and experience. Understanding of UGA youth protocols and service preparedness increased after training for both volunteer groups, though preparedness may be affected by life stage, engagement in youth service roles, and/or comfort with virtual training. The module was considered accessible and convenient by respondents, thus providing a successful approach for offering trainings across program areas.

Academic standards in the United States advocate for the integration of science, and technology and engineering (T&E) content and practices within the elementary grades (ITEEA, 2020; NGSS Lead States, 2013). However, elementary educators often receive limited preparation for developing and facilitating safer hands-on science and T&E learning experiences (Love, 2017a), which can contribute to their reluctance to integrate science and T&E instruction. This study addresses the issue by examining changes in elementary pre-service teachers' (PSTs) views toward safety and perceived preparation to safely infuse design-based science and T&E instruction following participation in an integrative science, technology, engineering, and mathematics (STEM) education (Wells & Ernst, 2015) methods course. A cohort of 27 elementary PSTs were split into two class sections. The control group participated in a safety jigsaw lesson the first day of classes, whereas the experiment group participated in a safety warm-up activity at the beginning of every class throughout the 15-week semester. Findings indicate all participants reported significant gains in self-efficacy and expected outcomes toward safety, views about the percentage of time elementary integrative STEM lessons should include hands-on learning experiences, perceived knowledge of integrative STEM safety concepts, and perceived ability to safely teach integrative STEM lessons. Further analyses revealed no significant differences between the two class sections. Results suggest that, in addition to emphasizing and demonstrating required safety protocols before any activity, varying strategies used to embed safety instruction in methods courses can significantly increase elementary PSTs' views toward safety in integrative STEM education.

Adolescent smoking is dangerous. This study examined the self-assessment of risk factors to expose student teachers to smoking, compared the scores of health belief model structures in experimental and control groups, and summarized the poster and slogan campaign to prevent smoking. The experimental and control groups (n=30 each) were selected using eligibility criteria and simple random sampling. Three-part questionnaires were used to collect information that was analyzed based on mean, minimum, maximum, percentage, and paired sample t-test data. The key findings were: 1) student teachers in the experimental and control groups had smoked 1-2 cigarettes in the past (20% and 6.67%, respectively). In addition, for both the groups, cigarettes were readily available at convenience stores in residential areas (63.34% and 83.34%, respectively), their fathers smoked (16.67% and 20%, respectively), and their peers persuaded them to smoke (16.67 % and 23.30 %, respectively); 2) the health belief model demonstrated that both the experimental and control groups at 8 weeks had comparable pre-post findings for susceptibility (p=0.000 and p=0.049, respectively), perceived severity (p=0.000 and p=0.063, respectively), perceived benefits (p=0.000 and p=0.065, respectively), perceived barriers (p=0.000 and p=0.703, respectively), and cure to action (p=0.000 and p=0.070, respectively); and 3) The main study "Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes" worked on anti-smoking posters and slogans. The 8-week education program with events could enhance experimental group health beliefs. Thus, student teacher smoking prevention efforts should incorporate posters and slogans.

The study explored the conduct of a service learning (SL) activity by senior high school students (N=110) in disseminating information about Disaster Readiness and Risk Reduction (DRRR) to community participants (N=139). Senior high school students from a public sector senior high school in the Philippines conducted a community service learning activity. Before conducting the service learning activity, students determined the familiar disasters that the community participants commonly experienced and then developed the DRRR brochure. Students compiled their DRRR learning into a brochure and used it to discuss disaster mitigation with the community. Researchers used standardised tests and survey forms to determine the participants' pre and post-knowledge, skills and attitudes toward disasters. Quantitative results showed that both the student and community participants perceived that the service learning activity had allowed them to gain more knowledge on disaster mitigation with an overall Disaster Related Knowledge Questionnaire (DRKQ) of p<0.05. Likewise, Civic Action and Skills Questionnaire (CASQ) revealed that the activity helped the students to improve their communication and social skills and the community participants' leadership skills at p<0.05. The qualitative data showed that both the students and the community participants better understood the DRRR concepts and perceived that the service learning activity had benefited and taught them disaster mitigation.

From Colorado and Connecticut to Florida and Texas, school shootings have struck the U.S. education system. In response, there has been a proliferation of policies, programs, and practices to make schools safer. We term this phenomenon the fortification of schools. Fortification entails prioritizing and instituting various structures, resources, and routines that militarize schools; defines "safety" as a function of the school building; and positions educators as responders to gun violence. Thus, fortification asks educational administrators, teachers, and staff to work in new ways. To expose and better understand the policies, resources, and practices associated with fortification, we apply theories of structuration and racialized organizations. In so doing, we illuminate how fortification is continually shaped by systemic racism. Our discussion of fortification explains racialized dimensions of school safety policy implementation, operationalizes facets of structure-agency theory, and provides recommendations for practitioners and scholars concerned with responses to school shootings.

Real-life threats are at the root of all possible threats to be encountered on the Internet. All risk headings for the Internet are situations that can be encountered in real life. Therefore, we should pay attention to the risks of the virtual world by learning to use the internet consciously, safely and effectively, and by teaching our children this, just as we make efforts to protect our children from all these dangers in real life. In this research, the role of the family in children's use of digital media, the risks and solutions according to age groups, and the effect on the development of the child are discussed.

Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants. The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.

This study assesses the impact of five years of community level activities in the Pomona Youth and Family Master Plan (PYFMP) on four school-related risk and protective factors including academic failure, low school commitment, school opportunities for prosocial involvement, and school rewards for prosocial involvement. The intervention and assessment were guided by an integrated conceptual framework which combined social cognitive theory and the risk and protective factors approach. The study conducted same and independent group comparisons of school-related risk and protective factors in 2005-06 (N = 3,967), and 2009-10 (N = 2,693). Two-proportion z-tests were performed at an alpha of 0.05 in four methods of comparative analysis including the following: same students, inter-grade change, same grade, and overall 2005-06 to 2009-10 comparisons. Trends for both school opportunities for prosocial involvement and academic failure were positive on all methods of analysis. Results for school rewards for prosocial involvement and low school commitment showed both negative and positive trends. There is a likelihood the interventions contributed to observed variations between baseline and follow-up because parents, teachers, and students were participants in community intervention activities; there were no other major community initiatives; and there is a convergence of data patterns across methods of comparative analysis and assessed factors. Specific recommendations are provided for community intervention program implementers in Pomona and other poorly resourced communities.

This research study explored the advanced financial management competencies of graduate school students in business administration, specifically focusing on investment evaluation and analysis, risk management and hedging, and financial statement analysis and performance evaluation. The study aimed to understand how these competencies contribute to informed investment decision-making and the financial success of organizations. The research utilized a case study approach to examine the students' mastery of these themes and their application in practical situations. The study found that hands-on learning, technology utilization, and continuous learning were essential components in developing advanced financial management skills. However, the research also identified gaps in the understanding of ethical considerations in financial decision-making, as well as the impact of technological advancements and the effectiveness of educational approaches. The study concludes by highlighting the need for future research to address these gaps and enhance our understanding of these critical themes in finance.

With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals' roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.

As the twenty-first century advances technologically, the era is also becoming notorious for the rise of organized cybercrime and attacks on business information and operations. Company data and intellectual property are considered the "New Oil" that generates value for organizations and their constituents. With the escalating number of cybersecurity incidents, businesses--especially small and medium-sized enterprises (SMEs)--are increasingly at risk of compromise and economic debilitation. Therefore, current and future business students would benefit from awareness of unfamiliar measures, such as cyber insurance, which can potentially reduce the devastating effects of a cyber incident. In this paper, the authors describe cyber insurance, present a framework that could be incorporated into the classroom to teach risk management techniques, and provide exercise resources.

The Youth Enjoy Science -Teach To Beat Cancer program funded by the National Cancer Institute utilizes the resources of the Case Western Reserve University School of Medicine and Case Comprehensive Cancer Center to provide experiences and training for grade 6-12 teachers so that they are expertly equipped to develop curricular approaches to take back to their classrooms to enhance science education, introduce concepts of cancer biology, encourage cancer risk reduction activities, foster disparity elimination and to motivate middle and high school students to pursue careers in biomedical sciences and cancer research. The program focuses on four aspects of teacher engagement and education: (1) Research Engagement, (2) Curriculum Development, (3) Risk Reduction and Disparity Elimination, and (4) Advocacy for Cancer Research and Cancer Research Careers. This program has been crucial to achieve the National Cancer Institute's goal of educating students from diverse backgrounds underrepresented in biomedical research in the Cleveland area as each teacher influences a significant number of students in their classrooms each year, and are introducing students to cancer biology, exciting them to consider careers in cancer prevention, diagnosis, control, treatment, and research. This article provides an overview of the program including its impact on the teachers and their students.

In mid-July 2020, the social media site Twitter had over 100 of its most prominent user accounts start to tweet requests to send Bitcoin to specified Bitcoin wallets. The requests promised that the Bitcoin senders would receive their money back doubled, as a gesture of charity amidst the COVID-19 pandemic. The attack appears to have been carried out by a small group of hackers, leveraging social engineering to get access to internal Twitter support tools. These tools allowed the hackers to gain full control of the high-profile user accounts and post messages on their behalf. The attack provides many paths for investigation into the prevention, response, and impacts of cybersecurity breaches.

As the skills and competencies needed by Information Systems (IS) undergraduates continues to grow, various IS professional societies have developed recommendations which are updated on a periodic basis. These recommendations known as 'model curricula' are a guide for faculty and institutions to consider when developing or evaluating the effectiveness of their program. This research is based on the IS2010 Model Curriculum to determine their adoption rates by schools that currently offer a major or concentration in IS. Based on the evaluation of over 300 schools and using the IS2010 model as a benchmark, the key findings include that of the six recommended upper-level core courses, four had above a 50% adoption rate, while the remaining two were adopted by less than 30% of the schools surveyed. It is interesting to note that the IS2020 Model (in draft at the time of this research) reflects the rapid change to the needs of employers and includes concepts from the software development, security, and analytics courses as core competencies. These were missing from the IS2010 Model core competencies. Our findings suggest that, in a technology field like Information Systems, a 10 year refresh rate to model curriculum is too long a period to wait as employer demands change more frequently.