Researchers have suggested that up to 50 % of the effort in development of information systems is devoted to user interface development (Douglas, Tremaine, Leventhal, Wills, & Manaris, 2002; Myers & Rosson, 1992). Yet little study has been performed on the inclusion of important interface and human-computer interaction topics into a current information technology related curriculum. Particularly the IS (Information Systems) discipline has shown little interest in identifying and clarifying those topics and techniques that should be included in its curriculum. This paper reviews the literature in all areas of computing and information systems and sciences to determine importance of human-computer interaction and define interface topics that are generally regarded as most important for technology students. A review of classic, pedagogical and current HCI (human-computer interaction) literature is performed in this work. Within the broad category of HCI two major subcategories emerge--People and Process. Within these subcategories, twelve specific topic areas are identified. The topics are Interface Requirements, Interface and GUI (Graphical User Interface) Design, Interface Analysis, Assessment and Evaluation, Design Psychology, Human Behavior and Abilities, Implementation, Collaboration, Communications, and Teamwork, Costs/Benefits, Testing, Prototyping, and Disability. Each of these areas is vitally important to the future system designer. This study next reviews specific hands-on assignments to explore the topics identified. The computer science curriculum as proposed by the "Joint IEEE Computer Society/ACM Task Force" includes many of these important areas. The Information Systems Model curriculum only makes passing reference to HCI and Interface Design. The author currently teaches a junior level course in Organization and Design of Information Systems: User and System Principles. For the most part, this is a course in interface design and human-computer interaction. The author has incorporated the twelve key concepts in both lecture materials as well as specific hands-on activities. The activities include HCI Gone Wild which challenges the students to prepare a fanciful, out-of-the-box interface to a common product or application. Sound exercise considers new uses and inclusion of an underutilized human sense. Expert elicitation explores the challenges of requirements analysis. User interface forces students to develop prototypes with disability issues in mind. Evaluation requires development of high level assessment, testing and communication skills so essential in interface design. The positive student evaluations of both the exercises and the course suggest that the materials and assignments are stimulating high interest and appreciation for the complexities of designing with the user in mind. Further course improvements that will be incorporated as a result of multiple semester feedback include more focus on subtleties of new technologies such as wireless, portals, and web services as well as inclusion of game design to even more actively engage students. (Contains 4 tables.)