MBA607 Systems Analysis and Design

for S1P 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


MBA 607 Systems Analysis and Design


S1P 2013 DL


"Dr. Steve" Hallman


Dir of Program Assessment &  Ast Prof of MIS


Master, IT

Office Location

9th Floor Downtown KC-MO

Office Hours

9:00-4:00 Tue through Fr

Daytime Phone

816-559-5688 Office


Web Page

Semester Dates

 Jan 14- March 10th 2013

Class Days


Class Time



MIS 605 (can take at the same time)

Credit Hours


Additional 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.
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FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
MBA 607 Systems Analysis and Design: This course focuses on in-depth assessment of the methodology tools, and techniques involved in designing an information system for an enterprise, including a detailed study of the systems development life cycle. The course requires reviewing and analyzing cases and exercises. A final project will be required, including analysis and design of an actual information system.

Educational Philosophy:

My pedagogical stance has evolved through full engagement with my students and ongoing participation in faculty development. We are all teachers and students in intellectual development. As students, we are responsible for trusting the curriculum and following the course rubrics. As teachers, we are facilitators responsible for providing the necessary tools and environment for student learning. Combined, these approaches result in students who feel their intellectual diversity is respected, who apply critical thinking to learning objectives, and who are excited about the overall learning experience. I applied my philosophy in physical environments since 1991, and online platforms successfully. I have taught online for over 10-years and see this platform as the wave of the future for adult learners. 

Online teaching allows professors to present information in a variety of formats. Generally, I apply a Socratic teaching style in online discussion boards and when writing comments to assignments. A Socratic approach asks for more detail, critical reflection and synthesis when responding to questioning. This style encourages students to learn solid research skills and to develop confidence in the positions taken. Students manifest a deeper understanding of the questions posed which expands the discussion outside of linear parameters. Socratic discussions also promote students to respectfully disagree and justify their assumptions. I believe, particularly when teaching adult students, it is important to stimulate intellectual abilities while ensuring equitable relations remain intact. Adult students have myriad real world experiences that reinforce the learning for everyone in the course. It is important to welcome these worldviews and never stop learning.

The syllabus and learning rubrics should clearly set the standards for the course. This means the professor should exact these standards in regular announcements and emails to present an overview of the week’s expectations. Each week I post an announcement of the unit’s learning outcome, the chapter to read and the assignment accompanying the learning, even if these tasks are listed elsewhere. It is important to grade assignments within 48 hours of submission for many reasons. Primarily, students learn better with immediate grading because the activity is still fresh in the mind. In accelerated online courses the students are working on the next assignment directly after turning an assignment and need to know if they are correctly building upon previous assumptions. It is my task to give each student an equal opportunity to learn and excel in the course. I respond to emails within 24 hours (24-48 hours on weekends).

Response Times and Turn-around Times to Course Events: Email: 24 hours
Assignments: 48 hours

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the seven phases of the systems development life Cycle;
  2. Summarize the different Software development methodologies, such as rapid Prototyping methodology; extreme Programming(XP) methodology; and Agile methodology
  3. Describe the desired features and operations of the system including screen layout, business rules, Process diagrams, Pseudo Code; and others documentations
  4. Cases will be reviewed and analyzed to reinforce lecture

Core Assessment:

Class Assessment:

Students will be able to track their grade throughout the course.  Standards for each assignment will be given in advance.

Each student is responsible for:

  • Completing weekly Reading Assignments.
  • Submitting responses to the Weekly Discussion Questions, and performing "Peer Reviews" of other students' responses.
  • Submitting completed Hands-on Exercises.
  • Submitting individual and group assignments for the weekly Group Project assignments.
  • Completing Weekly Reading Review Quizzes.
  • Taking and completing both the Midterm and Final Examinations.
  • Completing a Final Project based upon the key concepts contained within the course.


Grading is based upon the following framework involving a potential of 1000 points for each student premised upon the following components:
Grading points A= 1000-900 points, B=899-800, C=799-700, D=699-650, F=649-0



Weekly Points

Total Points


Participation *




Assignments (7)




Weekly Quizzes (7)







Final Project



Final Exam





Late Submission of Course Materials:

Each week's work must be completed by the due dates specified for that week. Assignments received after their stated due dates will incur a 10% reduction in your score for each three days (or fraction thereof) that your assignment is late.

ABSOLUTELY NO WORK can be accepted after the last day of the term.

Classroom Rules of Conduct:

Online Etiquette: All your Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an Online course. What you put into an Online course reflects on your level of professionalism. Netiquette is a set of guidelines for how individuals communicate over the Internet. The important concept here is that students respect one another.

Course Topic/Dates/Assignments:

Week #  /   Topics

1 (Week)
Chapter 1:
The Systems Development Environment
Chapter 2: The Origins of Software
Chapter 3: Managing the Information Systems Project

2 (Week)

Chapter 4: Identifying and Selecting Systems Development Projects
Chapter 5:
Initiating and Planning Systems Development Projects

3 (Week)

Chapter 6: Determining System Requirements
Chapter 7: Structuring System Process Requirements

4 (Week)
Chapter 8:
Structuring System Data Requirements
Midterm Examination

5 (Week)

Chapter 9: Designing Databases
Chapter 10:
Designing Forms And Reports

6 (Week)

Chapter 11: Designing Interfaces and Dialogues
Chapter 12:
Designing Distributed and Internet Systems

7 (Week)
Chapter 13:
 System implementation
Chapter 14: Maintaining Information Systems 

8 (Week)

Final Exam
Final Project

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22


Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Dr. Steve has over 20 years of teaching, academic administration, and curriculum development experience at the college and university levels. My teaching specialties include Management Information Systems and Computer Information Systems courses, which I have taught at both undergraduate and graduate levels. 

He has developed training partnerships, implemented software workshops, and designed several technology projects for Fortune 1000 businesses within southeastern Michigan and northern Indiana....


This material is protected by copyright and can not be reused without author permission.

Last Updated:1/8/2013 4:28:25 PM