pedagogical approach to teaching network design princ iples. Discussion of the symbolic language will occur in a future articl Below we propose a pedagogical framework for teaching introductory data communications and net working concepts to Management Information Systems(MIS) undergraduate majors within a business school setting. We believe that the innovative nature of the framework lies in the selection of topics to cover and in the novel juxtaposition of dcn theory and practical, case-oriented work. This mono graph is based on the experiences of the authors, which spans over 45 years of combined information systems industry and academic experience Background MIS undergraduate dCn textbooks generally present theoretical material well and sometimes supple- ommendations provide foundational precepts on which to base a DCn course, the need to provide the n ment it with mini-cases, which often do not provide a unifying linkage between theory and practice. this linkage is required to meet the IS 97 and Is 2002 draft recommendations. While we believe that the rec- type of hands-on training(installation, configuration and operations experiences) suggested in IS20026 is not supported in the literature. For example, IS practitioners feel that network planning skills are the most important topic in a senior-level DCn course, while academics rated it third after awareness of TCP/P and the ability to use the internet (Johnson, Stallard, Tanner, 1999). Our framework is de- igned to provide those planning and design skills. Further, we believe that teaching planning and design skills are appropriate in a business school setting The dCn course is included in all known model curricula for information systems education, specifi cally is 97 and IS 2002 which our framework is modeled after. dcn course recommendations for these two frameworks can be seen in Table 1 DCN Course Recommendations from and IS2002. We believe our proposed framework substantially covers the recommended curriculum, without the need for hands ab er Furthermore, the approach presented below provides for teaching business school students the following skills the ability to analyze the business needs of an organization and apply the correct networking solu- a high level technical background which allows them to conceptualize a network and specify its components the ability to design and document a large network, convey that design to managers in an understand able way and the ability to work network ers and technicians to the successful impl tation and on going maintenance of a ne twork We believe these skills to be sine qua non of a graduating MIS student 1146Teaching Data Communications and Networking 1146 pedagogical approach to teaching network design principles. Discussion of the symbolic language will occur in a future article. Below we propose a pedagogical framework for teaching introductory data communications and net￾working concepts to Management Information Systems (MIS) undergraduate majors within a business school setting. We believe that the innovative nature of the framework lies in the selection of topics to cover and in the novel juxtaposition of DCN theory and practical, case-oriented work. This monograph is based on the experiences of the authors, which spans over 45 years of combined information systems industry and academic experience. Background MIS undergraduate DCN textbooks generally present theoretical material well and sometimes supple￾ment it with mini-cases, which often do not provide a unifying linkage between theory and practice. This linkage is required to meet the IS’97 and IS’2002 draft recommendations. While we believe that the rec￾ommendations provide foundational precepts on which to base a DCN course, the need to provide the type of hands-on training (installation, configuration and operations experiences) suggested in IS2002.6 is not supported in the literature. For example, IS practitioners feel that network planning skills are the most important topic in a senior-level DCN course, while academics rated it third after awareness of TCP/IP and the ability to use the internet (Johnson, Stallard, & Tanner, 1999). Our framework is de￾signed to provide those planning and design skills. Further, we believe that teaching planning and design skills are appropriate in a business school setting. The DCN course is included in all known model curricula for information systems education, specifi￾cally IS’97 and IS’2002 which our framework is modeled after. DCN course recommendations for these two frameworks can be seen in Table 1 DCN Course Recommendations from and IS'2002. We believe our proposed framework substantially covers the recommended curriculum, without the need for hands￾on lab experiences. Furthermore, the approach presented below provides for teaching business school students the following skills: · the ability to analyze the business needs of an organization and apply the correct networking solu￾tions; · a high level technical background which allows them to conceptualize a network and specify its components; · the ability to design and document a large network, convey that design to managers in an understand￾able way and · the ability to work network engineers and technicians to ensure the ensure the successful implemen￾tation and on going maintenance of a ne twork. We believe these skills to be sine qua non of a graduating MIS student