Conference announcements:
Informing Science and Information Technology Education Conferences
2015, Tampa, Florida USA, July 1-5
(submission through Nov. 30, 2014)

The Informing Science Institute has two publications with case studies: the Journal of IT Education: Discussion Cases http://jitedc.org/ and Informing Faculty http://InformingFaculty.org

Informing Faculty (IF) is a repository that publishes discussion case studies about teaching or administrative situations relating to higher education, particularly relevant to faculty workshops and Ph.D. programs. The typical IF case study will feature a faculty member, administrator or student as its protagonist, and will involve a decision that impacts a higher education institution in some way. Many of our Volume 1 cases have involved the application of technology to instruction. This should not be taken as limiting. Case studies involving topics such as new programs, resolving disputes between individuals or academic units, administrative issues or university collaborations with practice would all be welcome. The cases should be open, authentic discussion cases, however, meaning: 1) open: there is normally not one “right” solution, 2) authentic: they are written about real situations (although names of parties and organizations involved may be disguised), and 3) discussion: they are constructed to present the context for a decision that needs to be made and will be the focus of classroom or online discussion.

Originally established in a journal format, in 2007 the decision was made to change the outlet to a repository. Individuals interested in submitting new cases should email Editor-in-Chief Grandon Gill directly.

The Journal of IT Education: Discussion Cases (JITE:DC) is a repository that publishes discussion case studies about situations where information technology plays a significant role. The typical JITE:DC case study will feature a manager, employee, or IT professional and will involve a decision related to IT or where the underlying presence of IT exerts a major influence. Many of our early cases either involved IT technology companies—in which case any type of decision could be the central theme of the case—or non-technology organizations facing an IT decision.


To serve as the principal source of refereed discussion cases that address the challenges faced by faculty members participating in higher education across the globe.

Message from the Editor in Chief

The Informing Faculty repository invites faculty members in higher education to submit case studies relating to situations that they or their colleagues have faced or are facing. These case studies should be designed to encourage thoughtful discussions of the issues involved, in a classroom, workshop or online setting. At the present time, our principle focus is on publishing cases addressing challenges stemming from:

  • Implementation of innovative technologies for teaching
  • Adoption of new pedagogies or procedures in a course setting
  • Developing new courses or curricula to accommodate the increasing diversity of the student body and to address regulatory issues
  • Balancing teaching and other career demands in an increasingly demanding academic environment

Cases that fall outside of these areas, but are nonetheless consistent with the overall mission of Informing Faculty, will also be considered.

 Currently, the “journal” is currently set up not to accept automated submissions. Should a potential contributor be interested in writing or adding an existing case to the repository, the Editor-in-Chief should be contacted directly.

T. Grandon Gill
Online ISSN: ISSN 1559-758X   Print ISSN: ISSN 1559-727X