(This syllabus is also available for download as a pdf.) 

Instructor:	George Wyner
Email:	wynerge@bc.edu
Twitter:	@geowyn
Voice & Text:	617-871-0427
Office:	Fulton 254D (@Fulton254D) and Zoom
Office Hours:	See geowyn.com/258hours for my current office hours schedule. You can go to geowyn.youcanbook.me to schedule individual and team appointments.

 

Pre/corequisite:  ISYS3257 / CSCI2257 Database Systems and Applications

Overview

This course offers students an opportunity to gain familiarity and fluency with a set of widely used techniques for the design and improvement of information systems. The course may be of value both to students who intend to pursue careers in system development and to those who will be customers or managers of system development projects.  The course may also be of interest to those engaged in the design of businessarchitecture, who may wish to avail themselves of design techniques developed for information systems.

Central to the course is a semester long project in which students work in small teams to develop a set of requirements and a prototype for an information system which addresses business needs of an actual client.  Through this project, students have an opportunity to apply the techniques learned in the course as well as to develop important project management and organizational skills.

This class is different from most CSOM classes and perhaps CS classes as well, and that is intentional. It focuses on experiential learning.  It is meant to be more collaborative, process oriented, and self-directed than seems typical.  That is because the class is designed to be a microcosm of how systems organizations operate in the professional world.  It requires students to be more proactive than in a theory-oriented lecture class.  It also presumes that most of the work goes on outside of class as in organizations, where most of the work takes place outside of staff meetings.  While this course is not primarily focused on learning to code, you will be using development tools to build a prototype so that you can see firsthand the consequences of your design decisions and thus improve your ability to make good ones. Finally, it is important for students to realize that systems analysis and design is not a subject to be studied only by those who intend to become professional systems developers or consultants.  We will all likely be end users of information technology and therefore directly involved in creating systems requirements, if not analysis and design.

Learning Objectives

The Carroll School of Management believes its graduates should be equipped to handle the changing needs of the business community as well as the world community in which we live. To fulfill the Carroll School mission and promote successful outcomes for all its graduates, this course places emphasis on the following Carroll School learning goals, ensuring that upon graduation students will be team players; critical thinkers; and knowledgeable in both general business concepts and specific disciplines.  More specifically:

Systems analysis and design is not primarily a technical process.  It is more a human process, requiring technical, management, team development, and interpersonal skills.  However systems analysis and design does require understanding technology and mastering certain technical skills.  It follows that this course includes both technical and organizational learning objectives.  

By participating actively in this course and completing the assignments you should expect to:

1. Learn how to identify an organization’s information processing requirements.
2. Learn how to develop a detailed specification for an information system that can fulfill these requirements.
3. Learn how to use agile methods to develop a working prototype of this information system.
4. Get a sense of why a successful systems analyst needs to have a broad understanding of organizations and business processes.

In support of the more technical objectives (1 through 3 above), students will learn a set of specific techniques and methods that represent current best practice for systems analysis and design.  These techniques are primarily based on:

1. The Unified Modeling Language (UML), a visual language for describing information systems. UML is a set of diagramming techniques employed in both the analysis and design phases of object-oriented development projects.  It has emerged as a critical competency for systems analysts in today’s environment. 
2. Scrum, an agile methodology for software development.

In addition, students will learn how to use:

1. Diagramming software (most likely Lucidchart) to create UML diagrams,
2. Pivotal Tracker to manage an agile development project,
3. and Bubble to create a web-based application prototype.

In support of the more organizational objective (4 above), students will analyze business cases, engage with industry experts, and explore current thinking about agile development, organizational culture, and research on user interactions with information systems.

Course Structure

As is likely now evident, systems analysis and design has a lot of moving parts.  We need to understand technical concepts as well as organizational concepts, the structure of data, the way human beings interact with technology, how we introduce change into our lives and organizations, and how we work together to create complex information systems in an agile and effective manner.  This wide-ranging agenda can lead to a sense of the course being a bit scattered and random.  We run the risk of being left without a clear sense of how the pieces fit together.  To some extent this is the nature of systems design as a discipline and practice, but we will work to bring a sense of structure and order to this journey by dividing our semester schedule into four distinct phases:

Phase 1: Preliminaries. Classes 01–06 (August 30 through September 20). We learn the basic concepts of systems analysis and design, including why it is needed and how information systems can add value to organizations. Project teams are formed and identify a client and then a proposed information systems project for that client. We focus on the techniques needed for understanding our clients and their needs. These include the general process of requirements gathering and the specific technique of business process modeling and analysis. We explore how analyzing an organization’s business process can lead to insights about how to add value with an information system.

Phase 2: Business Case. Classes 07–11 (September 22 through October 6). In this phase, teams focus on a preliminary analysis of client needs in order to better define the scope and direction of the project. This analysis culminates in a preliminary business case for the project. Key techniques to support this work include: learning to capture proposed information system functionality as a set of use cases, as well as understanding how to address the challenge of navigating the organizational changes necessitated by (and precipitated by) the introduction of a new information system. We also begin our preparations for the prototyping work of phase 3 by reviewing and further developing our data modeling skills and beginning work on a model of the data required for the information systems we will prototype.

Phase 3: Sprints. Classes 12–24. (October 12 through November 22). This phase is where the detailed work of prototyping takes place. We use Bubble.io, a low code development tool, to build out prototypes for our client projects. We use the Scrum agile development methodology to structure our work into three development sprints each roughly two weeks in duration. We learn how to write user stories to capture small chunks of development work, and to manage and prioritize a backlog of these user stories. Each sprint involves planning, development, and reflection in the form of sprint retrospectives. Some class sessions are set aside for teamwork. Other sessions cover how to use Bubble, as well as key concepts and methods for doing this development work, including a discussion of user interface design and the concept of user experience (UX). A key deliverable during this phase takes place on Demo Day, when each team shows its prototype to the class.

Phase 4: Deliverables. Classes 25–28. (November 29 through December 08). In the final phase of the course, we briefly cover some additional topics relevant to carrying out systems design at scale in the real world. The focus of this phase, however, is the delivering of the team projects including a written project deliverable incorporating a revised business case and design documentation, as well as a working prototype. The last two days include in class project presentations, in which each team presents the case for the value of its information system and demonstrates how the prototype can deliver that value.

A detailed class schedule can be found at the end of this syllabus.

Course Materials

There is one required case reading for the course:

• 1-888-Junk-Van

This case can be purchased from the Harvard Business Publishing website(hbsp.harvard.edu/import/852888).  The total cost is $4.25.

In addition, there are a number of articles that will be made available through online course reserves and links to web resources.

Website

The course website is hosted on Canvas (bc.edu/lms).  You can jump directly to this course by going to geowyn.com/258.  Canvas will include an updated version of the course schedule along with detailed directions on how to complete and submit all course assignments.

Gradescope

I will be using Gradescope for grading and assignment feedback.  Most assignments will be submitted through Gradescope (not Canvas), and grades and comments will be returned through Gradescope. As soon as grades are posted, you will be notified immediately so that you can log in and see your feedback. While I will use Gradescope to provide you with feedback, grades will always be posted to Canvas as well, so you can check your course grade on Canvas at any time.  I will be providing instructions on how to access Gradescope and how to submit assignments and access your feedback.

Grading

General notes about course grading:

An A in this course is 95% or higher.  An A grade will be reserved for those students who deliver exceptional work across all assignments.  Numeric cut offs for course grades are as follows:

Grade	Range
A	95% to 100%
A-	90% to < 95%
B+	87% to < 90%
B	83% to < 87%
B-	80% to < 83%
C+	77% to < 80%
C	73% to < 77%
C-	70% to < 73%
D+	67% to < 70%
D	63% to < 67%
D-	60% to < 63%
F	0% to < 60%

 

B/Zero Grading

Some assignments in this course (Exercises and Sprint Deliverables) will be graded on what I call a B/Zeroscale.  Students who achieve a grade of B or higher on the assignment will receive full points.  Any grade less than B will receive zero points.  Think of this as pass/fail, where pass is a B.  I encourage you to get feedback on your work in class and in office hours so you can be sure you are submitting work that meets or exceeds the B minimum.  When an assignment uses B/Zero grading, this will be clearly stated.  Other assignments will be graded “as usual.”

Grade Breakdown

The course grade will be based on the following items, each of which will be explained below:

Exercises	30%
Midterm	10%
Final Exam	15%
Class Participation	5%
Sprint Deliverables	5%
Project Presentation	5%
Final Project Deliverable	30%
Total	100%

 

Exercises. Exercises are intended as a quick check of your understanding and a chance to immediately apply what you are reading and learning. Exercises may involve a brief written answer or a diagramming or technology exercise.  Each exercise is worth 5 points and is graded on a B/Zero scale (see explanation above). A student can resubmit an improved version of any assignment that did not meet the B threshold.  If the resubmit meets the threshold, full credit will be awarded for the assignment. Note that at most one resubmit is allowed per assignment.  Instructions on how to resubmit will be provided on Canvas.

Midterm.  The purpose of the midterm is both to assess your learning of course topics and to provide you with some constructive feedback on where you need to go deeper into the material.  Note that the midterm accounts for a smaller percentage of the course grade than in most classes; this is reflective of the focus in ISYS4258 on project-based, experiential learning.  The midterm will be a take home exam that focuses primarily on UML modeling techniques such as activity diagrams and class diagrams and will be made available mid-semester with a due date one week later.  More details about the midterm and how to prepare for it will be provided as the date approaches.  

Final Exam.  The purpose of the final exam is to provide one final assessment of your learning of course topics. As with the midterm, the percentage of the grade is smaller than in many courses because of the unique focus of ISYS4258 on project-based, experiential learning.  The final is cumulative in that it may include all topics covered in the course, but the main focus of the final will be on “the big picture,” including reflections on the team project and insights about the overall development process.  The final will be a take home exam and will be made available on the last day of class (Wednesday, December 8).  The final will be due at the end of the following week at midnight on Friday, December 17.

Class Participation.  Class participation is worth 5% of the grade and will be graded on a scale of 1 to 10.  The class participation grade is based on your contribution to the classroom experience, including class discussion as well as posting on class discussion boards. If you are concerned that your voice is absent from class discussion (in class or online) either because of absence or any other reason, please reach out so we can devise a strategy for you to leverage online options for adding to our classroom conversation.  Note: Although class attendance remains as valuable and important as ever, you should not attend class if you do not feel healthy and well that day. If you feel ill, you should not attend class, and you will not be penalized for missing class.

Team Project.  The team project is the keystone of the course and this is reflected in the large weight given to the project grade.  Student teams will each identify a client with information system needs and will develop a project proposal, design documents, and a prototype for a system to address those needs.  The project grade is based on several components: 

• A final project deliverable consisting of design documents, planning documents, a business case, and a prototype.
• A final in-class project presentation in which each team makes the business case for its project.
• A set of sprint deliverables delivered throughout the semester.

The sprint deliverables are intended to give teams initial feedback on the various components of the final deliverable.  Examples of such deliverables are first versions of the business case, use cases, and data model.  Deliverables will also include project status reports and sprint plans and retrospectives (the format for these will be provided during the semester). Each sprint deliverable is worth 5 points and will be graded on a B/Zero scale (see explanation above).  Note that deliverables which “meet expectations” for a first draft will get the full 5 points but will also receive feedback on how to further improve the deliverable.  This feedback can be invaluable in developing a strong final deliverable.  A grade of 5 points does not mean there is no room for improvement in the next version! A team can resubmit an improved version of any assignment that did not meet the B threshold.  If the resubmit meets the threshold, full credit will be awarded for the assignment. Note that at most one resubmit is allowed per assignment.  Instructions on how to resubmit will be provided on Canvas.

Team Evaluations

Given that the project represents a team effort, a team evaluation will be completed by each student at the end of the semester assessing the relative contributions of all team members both to the team’s product and its process.  The evaluation form and instructions on how to complete it will be provided later in the semester.  I will, if necessary, adjust individual project grades up or down to reflect the consensus of each team on members who contributed significantly more or less than expected.

• Attempts to game the evaluation system (e.g. punishing another team member because of a personal issue) are generally very easy to detect and are not rewarded.
• Small differences in contribution will not affect your grade. Adjustments are reserved for big differences.
• Downward adjustments are reserved only for cases in which someone did not carry their share of the team project to a significant extent. In the case of a team where everyone was “all in” but some people worked even harder, then no one would receive a lower grade, but some team member(s) might receive an even higher grade.
• I consider the evaluations to be confidential and will treat them as such.

If at any point in the semester you have concerns about team issues, please bring them to my attention.

All that said, it is worth bearing in mind that students in ISYS4258 are generally very favorable about the team project as a key learning experience, and learning to work effectively on a system development team will be an important and positive part of our learning this semester.

Recording Classes

This class will be recorded by the instructor to assist students enrolled in the class who miss any sessions due to an excused absence, such as illness. In addition, the recordings can be a resource for all students who would like to review the material covered in class. All recordings will be stored within the Canvas site and will only be available for viewing by members of this course. Students may not record/stream video or audio, or take photos in the classroom, or share portions of any recorded video or audio of the class with anyone outside the class except with the written permission of the instructor and such other permissions as may be required by law or University policies. 

To access lectures, go to the Panopto Recordings link on the left-hand navigation menu.  Note that the recording runs between 3:00 and 4:15pm.  If class ends early, the recording will still be running.  If you have any concerns about lectures being recorded in general or for any particular session, please let me know.  I can always edit or delete any part of any recording session.

Academic integrity

The pursuit of knowledge can proceed only when scholars take responsibility and receive credit for their own work. Recognition of individual contributions to knowledge and of the intellectual property of others builds trust within the University and encourages the sharing of ideas that is essential to scholarship. Similarly, the educational process requires that individuals present their own ideas and insights for evaluation, critique, and eventual reformulation. Presentation of others' work as one's own is not only intellectual dishonesty, but it also undermines the educational process.

All students are expected to understand the university’s policy about academic integrity; it can be found at: Undergraduate Academic Integrity Policy and Procedures. Any violations of this policy will result in the student receiving penalties as prescribed by the university.

Specific guidance for this course: In this course many of the assignments will involve teamwork, and our learning process will hopefully be highly collaborative, but be sure that individual assignments including exams represent your own work.

Use of Laptops and Other Devices

The success of the class depends on all of us being fully engaged.  I ask that you treat your electronic devices as you would in an important business meeting in which you are highly visible.  The challenge is that we will be making frequent use of laptops in class for group activities and hands on use of technology. 

Please restrict your use of devices to what is absolutely needed for class purposes.  When you are not using your laptop, I suggest you keep it closed.  Cell phones and tablets should be silenced and, where possible, you should enable do not disturb or turn off notifications.  If you are going to be distracted by a vibrating phone, please turn it off completely. 

Given that research suggests that students learn more when they take notes by hand rather than using a computer, consider experimenting with written notes.

If you have an urgent need to use your device during class time, please be discrete about it and respect those around you.  If you need to briefly leave the class in order to attend to urgent business, that would be preferable to staying in class and distracting others.  I reserve the right to adjust the class participation grade in response to classroom use of devices that creates a distraction for me or other students.   If you have any questions or concerns about this policy please raise them.

Accommodations for Students

If you are a student with a documented disability seeking reasonable accommodations in this course, please contact Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family Learning Center regarding learning disabilities and ADHD, or Rory Stein, (617) 552-3470, rory.stein@bc.edu, in the Disability Services Office regarding all other types of disabilities, including temporary disabilities. Advance notice and appropriate documentation are required for accommodations. If you are feeling stressed, having challenges managing your time, sleep, or making choices around alcohol and food, the Office of Health Promotion (OHP) offers Individual and Group Health Coaching appointments with a trained Health Coach. Please reach out by going to the Health Promotion website or walk over to Gasson 025 and talk with a staff member. University resources can be found at this link: Accommodations.

Technology Support

You may call the BC Technology Help Center at (617) 552-HELP (4357), email help.center@bc.edu, use live tech support chat, or visit the Technology Help website at www.bc.edu/help. Staff at the BC Help Center are always available to help you. You can get technology help regardless of where you buy your computer. 

Class Schedule

To see the schedule of topics and readings, please see the Course Schedule (also shown on the course home page).