The Campus as Learning Laboratory for Systems Analysis and Design

1. The Campus as Learning Laboratory forSystems Analysis and Design Bruce Saulnier Computer Information Systems Quinnipiac University bruce.saulnier@quinnipiac.edu

2. 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

3. The “Typical” Analysis & Design CourseContent 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

4. 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”

5. 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

6. 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

7. 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

8. 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%

9. 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

10. 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.

11. 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

12. 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.

13. 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.