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by Ken Surendran-CS Chellappa Somarajan – MIS, SEMO Ike Ehie – MG, KSU

Teaching Systems Analysis and Design in a Practical Way: A Collaborative Effort Between Computer Science and Business School. by Ken Surendran-CS Chellappa Somarajan – MIS, SEMO Ike Ehie – MG, KSU. Cross -listed SA&D Facilitation: Agenda. MIS & CS Curricula and SA&D Courses

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by Ken Surendran-CS Chellappa Somarajan – MIS, SEMO Ike Ehie – MG, KSU

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  1. Teaching Systems Analysis and Design in a Practical Way: A Collaborative Effort Between Computer Science and Business School by Ken Surendran-CS Chellappa Somarajan – MIS, SEMO Ike Ehie – MG, KSU

  2. Cross-listed SA&D Facilitation: Agenda • MIS & CS Curricula and SA&D Courses • Course objectives and Syllabi • Project-based assessment • Managing Composite team • Student feedback and analysis • Problem avoidance • Suggestions for future consideration

  3. MIS Curriculum- IS2002 Model Courses 1Analysis & Logical Design 2. Physical Design & Implementation with DBMS 3. Physical Design & Implementation with in Emerging Environ. In MIS–SA&D (MG445) System Implementation & Practice (follow on) CS Curriculum-CC2001 Under CSBOK Areas 1.Human-Computer Interaction 2. Information Management 3. Software Engineering In Applied CS – ISA&D (IS445), Software Engineering (follow on) MIS & CS Curricula

  4. MG445 (SA&D) Pre-requisite: Business Database systems and a programming course Business focus Procedure paradigm and some introduction to Object-Orientation IS445 (ISA&D) Pre-requisite: A second level IS course (with database emphasis) IT-solution implementation focus ISA&D – procedure SE – object paradigm Cross-listing MG445 and IS445

  5. Cross-listed SA&D Overview Principles and techniques used in Analysis and design aspects of system development. Uses techniques tools of procedure-centric structured methodology Some elements of OO to use Rational Rose Text: Dennis & Wixom SA&D: An Applied Approach Four areas: System planning, Requirements spec., Design spec., Implementation (GUI and prototypes)

  6. Topics Overview: SDLC, Development paradigms, Roles and skills in SDLC activities Planning: Proposal, Feasibility (cost-benefit, operational, technical), Project Plan Analysis: Strategies, Info gathering, context, process and data models (DFD – levels of DFD & EFD) Design: Architectural design, design strategies, physical models, program design, database design, I/O deign (User Interface), Test case designs

  7. Topics - Continued Implementation: Testing, implementation issues OO paradigm: UML, use-case, finding analysis classes, Interaction diagrams, class design, relationships and operations

  8. Business plus IT-Solution Focus . Implementation Analysis & Design Plan Business Focus IT-Solution Focus

  9. Assessment 50% tests and exams 50% group project Composite team (at least one CS and one MIS) of four / five. Instructor simulates a real-life case study (Transport company; educational software unit within University; Conference Registration system)

  10. Project Four phases: • Proposal plus feasibility (10%) • Requirements Spec (15%) • Design Spec. (15%) • Implementation – prototype (10%) Interview, e-mail questions used for info gathering List of deliverables for each phase (e.g. for Phase-1: current situation, system objectives, solution description, resources needed, cost-benefit – NPV, technical and operational feasibility, schedule, conclusion- risks,if any)

  11. Team Management Team leader for each phase Overall workload balance Plan - Who does what Project meetings (outside class) Project review (in class) Collaboration (Business & technical aspects) Integration of all outputs Work on mini cases – in class Tests and exams – have questions relating to project

  12. Course Facilitation Evaluation Instruments Questionnaire – Primary Exit interview - Secondary Individual reflection – Secondary (part of last phase delivery) MIS exit interview: Very positive; compete in national A&D competition; experience actual implementation Individual: work as a team; tasks best suited, learned time management, active involvement ‘I know I want to be business analyst’

  13. Questionnaire Twelve questions: project phasing, team composition, roles played, workload balance, skill balance, functioning of team, learning aspects, real-world experience, overall experience. 80% liked the idea of working in teams and 90% considered a positive experience, overall. 75% considered it offered real-world experience (real requirements, stress and strain of working with people of different personalities, background) All liked the idea of working on a single project with phased delivery. Several roles: each played at least 3 of the 8 roles

  14. Problem avoidance (Role of the instructor) • Provide realistic cases in stages • Give feedback after each phase • Alter requirements / situations slightly in the second and third phase • Bring all the teams to same level at the start of each phase • Liaise with team leader • Observe and take corrective action. • Direct team for conflict resolution.

  15. Suggestions • Let the teams learn through experience • Provide additional examples (from past class work) • Provide customized review for each team and also discuss common problems in class • Insist on quality & meeting deadlines • Ensure deadlines are met • Encourage innovative solution • Plan for in-class team meetings

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