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IS 316 Computer Systems Analysis and Design II
Grotzky, John



Park University Course Syllabus
Instructor:
email:
phone:
Term: John Grotzky
John.grotzky@hill.af.mil
586-5925
Jan 10 – Mar 6, 2005



Park University Vision
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Park University Mission
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Course Description
The student will continue to study concepts and methods used in a system development life cycle. In addition, the student will gain practical experience by working on various projects. The student will learn how to use a CASE tool. Suggested prerequisite: IS315.
I. Overview and Course Goals
Our course is called “Systems Analysis & Design II”. This course is designed to introduce the student to the analysis and design processes used in business and industry. The course seeks to provide the student with a firm background in the approaches, terminology, methodologies, and components of information technology systems development. IS316 is a continuation of IS315.
I give a weekly quiz during the first 15-minutes of class on Tuesday. Quizzes will be on the reading assignments. Assignments on individual chapters will be due at the beginning of class each Tuesday. Individual projects will be due at the first of class each Thursday. There will be a midterm and final exam.
The lecture schedule is provided under the class meeting and exam schedule.

II. Course Objectives
Upon completion of this course, the student should be able to:
1. Identify stakeholders and describe their roles and individual needs in system development.
2. Understand the Information Systems professional and the user's role in system development in order to achieve user acceptance and a solution that fits both the user's needs and satisfies the business objective.
3. Evaluate strengths/weaknesses and applicable roles of several strategies/methodologies for design of information systems including Model Driven, RAD, Agile, OO development, and Prototyping.
4. Identify problem/opportunity/directive, cause/effect and business requirements for a given problem scenario.
5. Understand and explain the project management life cycle, approaches to scheduling, measuring of project progress and relationship to the system development life cycle.
6. Identify the responsibilities of the Project Manager and discuss why they are important to the success of the project.
7. Practice systems analysis traditional tasks:
• Problem analysis
• Requirements analysis
• Decision analysis
8. Build process and data models for analysis within the system development life cycle.
9. Differentiate between logical and physical models.
10. Build communication skills, both oral and written as well as teamwork.


III. Required Texts/Materials

Kendall and Kendall, Systems Analysis and Design, 6th Edition, ISBN 0-13-118879, with Visible Analyst 7.5 CD


IV. Class Meeting and Exam Schedule

Date Chapter Topic
Jan 11 10 Welcome/Introduction
Chapter 10 – Preparing the Systems Proposal

Jan 13 10 Chapter 10 (continued)

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Jan 18 11 Quiz 1
Assignment 1 Due
Chapter 11 – Designing Effective Output

Jan 20 12 Project 1 Due
Chapter 12 – Designing Effective Input

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Jan 25 13 Quiz 2
Assignment 2 Due
Chapter 13 – Designing Databases

Jan 27 13 Project 2 Due
Chapter 13 (continued)

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Feb 1 14 Assignment 3 Due
Chapter 14 – Designing User Interfaces

Feb 3 - MIDTERM EXAM.

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Feb 8 15 Assignment 4 Due
Chapter 15 – Designing Accurate Data Entry Procedures

Feb 10 15 Project 3 Due
Chapter 15 (continued)

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Feb 15 16 Quiz 3
Assignment 5 Due
Chapter 16 – Quality Assurance Through Software Engr.

Feb 17 16 Project 4 Due
Chapter 16 (continued)

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Feb 22 17 Quiz 4
Assignment 6 Due
Chapter 17 – Successfully Implementing the Info System

Feb 24 18 Project 5 Due
Chapter 18 – OO Systems Analysis and Design using UML

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Mar 1 18 Quiz 5
Assignment 7 Due
Chapter 18 (continued)

Dec 15 - FINAL EXAM




V. Course Policies
Class participation is expected, students are expected to come to all classes and be on time. Roll will be checked at each class meeting and a short quiz will be given the first 15 minutes of each Monday class. Classes missed for legitimate reasons (e.g. illness, TDY) are excusable; however, the student is expected to make up the missed class work by the next class period. Two unexcused absences are excessive and will be reported to the Military Resident Center Administrator. TDY orders must be given to the instructor or turned in to the school office.
VI. Grading Policy
Attendance 5%
Class Participation 5%
Quizzes on Readings 10%
Assignments/Individual Projects 35%
Midterm Exam 20%
Final Exam 25%

A = 90- 100%
B = 80-89%
C = 70-79%
D = 60-69%
F = < 60%
Submission of Late Work: No late work will be accepted, except for extenuating circumstances.

VII. Academic Honesty
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of the Park University academic honesty policies, which can be found on page 101 of the Park University Undergraduate Catalog.


Academic dishonesty in the School of Online Learning includes but is not limited to:
• Plagiarism occurs when a writer represents another person’s words or ideas as his/her own. Most often, plagiarism results when writers fail to enclose direct quotations in quotation marks; fail to include citations in the text or as footnotes; and/or fail to furnish a reference/works consulted list to accompany researched writing.
• Cheating occurs when the integrity of an activity or examination is compromised through dishonesty or deceit. Cheating includes unsanctioned student collaboration or the use of unsanctioned collateral materials. Cheating includes exchanging information about proctored examinations, quizzes, or other class activities that are designed to be completed independently.
• Misrepresentation involves providing false information in an academic assignment, furnishing false or misleading information to instructors or other University personnel, or presenting misleading or fabricated data as valid.
In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to the Online Academic Director who will then investigate the charge. Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park University.

VIII. Attendance
Professors are required to keep attendance records and report absences throughout the term. Excused absences can be granted by the instructor for medical reasons, school sponsored activities, and employment-related demands including temporary duty. The student is responsible for completing all missed work. Any student failing to attend class for two consecutive weeks, without an approved excuse from their instructor, will be administratively withdrawn and notified via email that you have been withdrawn and a grade of "WH" will be recorded. An attendance report of "P" (present) will be recorded for students who attend class
For more details on Park University on page 100 of the Park University Undergraduate Catalog.

IX. Student Resources
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Park University Online Bookstore - Select "Distance Learning - Graduate," or "Distance Learning Internet," and then click on the appropriate course code (ex. AC 201, PA 501) to see the list of required and optional texts for each course that you are enrolled in.
Advising - Park University would like to assist you in achieving your educational goals. Your Campus Center Administrator can provide advising to you, please contact them for assistance. If you need contact information for your Campus Center, click here.
Online Tutoring Services - Park University has arranged for Online students to receive five hours of free access to Online tutoring and academic support through Smarthinking. If you would like Online tutoring, please contact me to receive their recommendation and information on how to access the Online tutoring.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Online Classroom Technical Support - For technical assistance with the Online classroom or your proctor form, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275).
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email the Park Helpdesk or call 800-927-3024.

X. My Bio
John Grotzky is an electrical engineer for the Department of Defense and an Adjunct Professor of Computer Science at Park University. As an electrical engineer, he works in the area of automatic test equipment on a new development project called the Unmanned Threat Emitter (UMTE). UMTE requires both hardware and software analysis and design. At Park University, he teaches Intro to Computers, Management Information Systems, Business Applications, Computers & Society, and Systems Analysis and Design I and II.
Mr. Grotzky earned a B.S. in Electrical Engineering from Utah State University in 1990, a B.S. in Computer Science from Weber State University in 1994, and an MBA from the University of Utah in 1997.
Mr. Grotzky started teaching for Park in 2001 and considers teaching to be a very satisfying profession. His other interests include hiking, mountain biking, fly fishing and backcountry skiing. He is married with 3 children and considers his family to be his greatest accomplishment.
Phone: (W) 586-5925, (H) 627-8603
E-mail: john.grotzky@hill.af.mil








XI. My Educational Philosophy
"The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men."
-Bill Beattie
Learning Concepts
It is a new world out there! The opportunities to learn are greater than ever. The internet and computer technology are breaking down learning barriers and providing an opportunity for everyone to become educated. It is my hope that students will see the incredible opportunities that are available to become educated. Not filled with memorized facts, but using their minds to engage in critical thinking and to form their own educated opinions.
I believe the access to information will light a fire in students and make them realize the unlimited potential they have to succeed. This potential for success will produce one of the important factors needed in becoming successful in whatever you pursue – motivation! A motivated student will put their best effort into their academic, professional and personal pursuits.
Teaching Concepts
My primary role as a teacher is to provide a superior learning experience for the students. I believe that a healthy relationship between the teacher and students as “essential to successful teaching.” I believe it is important for the students to develop a relationship with other students. In a face-to-face classroom, I introduce myself and provide some basic information to the students. This information usually includes a name, current employer, hometown, and hobbies. This begins the process of building a sense of community in the classroom. This sense of community will make the students feel like they belong and foster the learning process.
The course material is presented in an organized manner with specific goals outlined. I will create a learning atmosphere using a variety of teaching methods. The methods will include videos, computer and internet resources, group or individual projects and teacher led discussions.
I want students to leave my classes feeling like they have learned what they should have learned. I also want them to come away with an understanding that if they apply themselves to the task at hand, they will succeed.
Goals for Students
I have 3 primary goals for students. First, I want them to think critically, both in my class as well as in all other aspects of their lives. Secondly, I want them to understand the opportunities that exist in this information oriented society and to spark a desire to pursue these opportunities. Third, and most important, I want them to enjoy the learning experience and to continue it for the rest of their lives.