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

• Course objectives and Syllabi

• Project-based assessment

• Managing Composite team

• Student feedback and analysis

• Problem avoidance

• Suggestions for future consideration

MIS & CS CurriculaMIS Curriculum- IS2002Model 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-CC2001Under CSBOK Areas1.Human-Computer

Interaction2. Information

Management3. Software EngineeringIn Applied CS – ISA&D

(IS445), Software Engineering (follow on)

Cross-listing MG445 and IS445

• 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-listed SA&D OverviewPrinciples and techniques used in Analysis

and design aspects of system development.Uses techniques tools of procedure-centric

structured methodologySome elements of OO to use Rational Rose Text: Dennis & Wixom SA&D: An Applied

ApproachFour areas: System planning, Requirements

spec., Design spec., Implementation (GUI and prototypes)

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

Topics - Continued

Implementation: Testing, implementation issues

OO paradigm: UML, use-case, finding analysis classes, Interaction diagrams, class design, relationships and operations

Business plus IT-Solution Focus

Plan Analysis & DesignImplementation

.

Business Focus IT-Solution Focus

Assessment

50% tests and exams50% 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)

ProjectFour phases:

1. Proposal plus feasibility (10%)2. Requirements Spec (15%)3. Design Spec. (15%)4. Implementation – prototype (10%)

Interview, e-mail questions used for info gatheringList 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)

Team ManagementTeam leader for each phaseOverall workload balancePlan - Who does whatProject meetings (outside class)Project review (in class)Collaboration (Business & technical aspects)Integration of all outputsWork on mini cases – in classTests and exams – have questions relating to project

Course Facilitation EvaluationInstruments

Questionnaire – PrimaryExit interview - SecondaryIndividual 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’

QuestionnaireTwelve 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

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.

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