The Campus as Learning Laboratory forSystems Analysis and Design

Bruce Saulnier

Computer Information Systems

Quinnipiac University

bruce.saulnier@quinnipiac.edu

Presentation Overview

Systems Analysis & Design Content Overview

Systems Analysis & Design Learning Objectives

The Traditional Approach & Limitations

Case Study Supplements & Limitations

Sound Pedagogy for Effective Student Learning

The Campus as Student Learning Laboratory

- Why the Campus?

- Establishing the Campus as Laboratory

- How it Works

Conclusions

The “Typical” Analysis & Design Course

Content Considerations

The Nature of the Systems Problem - “There ought to be a better way to do this”

Goal = Improve the “Way Things Are” (CQI)

How = Process for Improvement

– Phases & Deliverables

– Project Teams & Steering Committee

– 4/5 Phased Process

– Solution Set:

• Business Process Automation

• Business Process Improvement

• Business Process Reengineering

Analysis & Design Learning Objectives

More about the Students Learning a Process for Continuous Improvement than about the Deliverables Produced by Their Efforts

Goal = Have Them “Do” Analysis & Design rather than Study About Analysis & Design

“We can no more have our students learn the process of Analysis and Design without having our students do Analysis and Design than we can have our students learn to swim without having them get in the water”

The Traditional Approach

Text + Web Site + CD

Usually either the web site or the CD contains some form of project management software together with sample deliverables

Limitations

Students usually focus on learning the software without understanding how the software supports the continuous improvement objective

Students are not doing Analysis & Design

Case Study Supplements

Typical Format Move course to active learning mode Establish context for the problem to be solved and

identify major decisions that must be made in solving the problem

Usually a series of highly structured activities which lead toward a problem solution

Limitations Lack of real time and space continuums Lack of real office politics and influence on the

range of tangible solutions Instructor role playing no substitute for real people

with vested interest in the system

Case Studies, at Their Best, Only Simulate Reality

Sound Pedagogy for Effective Learning

Good Practice in Undergraduate Education*:

Encourages Student-Faculty Contact

Encourages Cooperation Among Students

Encourages Active Learning

Gives Prompt Feedback

Emphasizes Time on Task

Communicates High Expectations

Respects Diverse Talents and Ways of Learning

* Chickering & Gamson, “Seven Principles for Good Practice in Undergraduate

Education”, AAHE Bulletin, Vol.l 39 (7), pp. 3-7

Learning Pyramid ** National Training Laboratories, Bethel, Maine

Average

Retention

Rate

Lecture 5%

Reading 10%

Audio-Visual 20%

Demonstration 30%

Discussion Group 50%

Practice by Doing 75%

Teach Others / Immediate Use 90%

The Campus as Learning LaboratoryWhy the Campus ?

The Only Environment that is Common to Both All of the Students in the Class and the Course Instructor

Provides a Forum for Students to Do Analysis & Design

Students can Relate the Course Content (Process) to their Daily Lives (Brain-Based Learning)

Quality Control can be Maintained by Communication with the Area Contacts on Campus

Keeps the Instructor Informed of Current “Hot” Issues Among the Students

Establishing the Campus as a Classroom Learning Laboratory

Precondition – Requires significant time commitment and political acumen on the part of the course instructor

Conversations with Department Heads – Instructor viewed all departments and all of our

campus as significantly contributing to our students education

They too were thought of as educators who have much to contribute to our students education

Need a single contact person from each department so students would not interfere with normal department functioning

They may realize potential benefit from the student projects – Department contacts may contribute to problem definition to enhance this possibility by helping define problem and scope of study

Nearly all departments agreed to be involved.

The Campus as Learning LaboratoryHow It Works (1 of 2)

Students Form Project Teams –

Attention given to age, gender, diversity, student academic and work schedules

Group Dynamic Discussion –

Principles for effective group work are discussed. Students suggest major issues confronting successful group work and help to formulate both solutions to potential problems and strategies for dealing with ineffective team members.

Students Suggest Area for Study -

Given name of contact person. Told must interview contact person and come up with problem definition statement agreed to by contact

The Campus as Learning LaboratoryHow It Works (2 of 2)

Areas Investigated in the Last 3 Years –

On-Campus Housing Assignment; Off-Campus Housing Assistance; Admissions; Campus Food Service; Book Store Inventory/Ordering; Advising; Registration; Resident & Commuter Parking, etc.

In Class students work through activities associated with phases, and then they apply their newly acquired knowledge to their respective projects.

Written reports are produced at the end of each phase, and students orally present their findings and recommendations to the entire class using presentation software.

Department sponsors attend the oral presentations, adding an additional dose of reality to the course.

Conclusions

Students learning is greatly increased because they are actively involved in the learning process in a manner consistent with sound pedagogical principles

Students get “fired up” about this approach because they are working in an area of student interest and several of their recommendations have been adopted by their sponsoring departments

Sponsoring departments feel like they’re an active participant in the students education – and, that they receive significant benefit from the student work.

The course has become at once both the most enjoyable and most difficult (time consuming) course I have ever taught.