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INFS 622-001 Systems Analysis and Design

Wed 7:10-10PM, Art and Design Building 2026

 

Instructor: C. Randall Howard, Ph. D
Office Hours: Wed., 5-7PM, Engineering Building Rm 4437 or by appointme= nt
E-mail: choward@gmu.edu
Phone: 703-899-3608

 

GTA: Anni= e Kabli
Office Hours:  By appointm= ent
E-mail: akabli@gmu.edu
Phone:  571-490-5970

Course Descri= ption
Integration of computing technologies, systems analysis, system design practices, and management criteria in the design of large-scale information management and decision-support systems. Includes cases, computing lab.

Course Objectives
INFS622 is a core-course for the CS, Applied-IT and HAP Informatics programs. Dr. Howard leverages his 30+ years of system engineering, architecture and consulting experience to run heavily mentored group interactions along with industry-relevant lecture material.   Students learn the material, and also know how to apply and connect the artifacts together by semesterÕs end.  The result is a valuable skill = that enables the students to ÒsellÓ a cohesive story that greatly increases the chance of acceptance and approval of any proposal or recommendation.  = In doing so, students learn to:

á      = Refine & apply new Òtranslation and ÒlanguageÓ skills to mediate between busin= ess & technical communities

á      = Tools to determine best fit to address the problems and shape solutions

á      = Explain rationale and recommendations to stakeholders

 <= /p>

Prerequisites= : INSF 501, 515 and 590 or equivalent, or by permission.

Textbooks:

 

Overview:

This syllabus serves as our ÒcontractÓ for the course and the semester.  Such items as the textbook, topics, learning objectives, grading, etc. are conveyed in this syllabus.  Students are expected to prepare B= EFORE class on material scheduled for each session.  This is vital to encourage participation, which is a vital element of ProfessorÕs Discretion. While the workload is designed to be as balanced throughout the semester:

Ÿ  The front part of the semester is heavier= by nature

Ÿ  There are points at which the workload is heavy though

Ÿ  It is up to the students to prepare accordingly


Other ground rules are listed in the first lecture.  These are listed to help facilitat= e a smoother running of the semester.  Students are expected to review the material and leverage it to the fullest.  Due to such a large = class, special accommodations are being made.&nbs= p;

Project work time w/ the professor will generally be available before class in room 4437 in the Engineering Building.  Appointments must be made.

Grading Guidelines:

Grade C= omponent

Weight<= o:p>

Focus

Homework Assignments*

15%

Co= re tenets in the textbook

á     &nbs= p; Homework 1 - 5 questions

á     &nbs= p; Homework 2- 20 questions

Group Project

35%

Ap= plication of material in the textbook and lectures

  • 20% presentation
  • 20% team work (as determined by team member assessments and observations= )
  • 30% description completeness
  • 30% technical soundness

Exams*

40%

Ma= terial discussed in class

á     &nbs= p; Exam 1 – 5 questions

á     &nbs= p; Exam 2  - 20 questions<= /p>

Participation

10%

The professor may engage the class in various means to encourage participation such as:

Ÿ  Attendance

Ÿ  Participation in class

Ÿ  Dialog w/ professor (in person or email= )

Ÿ  Feedback as requested (e.g. info reques= ts, surveys)

Ÿ  Class & project engagement


*NOTE: 

 

 

 

Grading Policy:=

All work must be submitted at the scheduled time and p= lace unless prior arrangements are made.  Missed reports cannot be made up without these prior arrangements. A= ll assignments will be graded on correctness as well as style and presentation. Each assignment is due on the announced date before 12 midnight, with the exception of the projects that are due before c= lass begins on presentation day. &= nbsp; There will be a 10% penalty per day for late submissions unless otherwise specified.

All submissionsÕ file names need to indicate student or group names.

<= span style=3D'mso-list:Ignore'>a.&n= bsp;    For individual submissions, use this format:

= LastName_First_Name_AssignmentName

<= span style=3D'mso-list:Ignore'>b.&n= bsp;    For group submissions, questions, etc. for the Professor,

<= span style=3D'mso-list:Ignore'>&nbs= p;            &= nbsp;           &nbs= p;   i.   &nb= sp; CLEARLY mark the subject of the item as  w/ ATTN TO PROFESSOR: subject  (I do not monitor group discussion areas)

<= span style=3D'mso-list:Ignore'>&nbs= p;            &= nbsp;           &nbs= p; ii.   &n= bsp; Send a follow-up email to the Professor t= hat the item has been posted

<= span style=3D'mso-list:Ignore'>&nbs= p;            &= nbsp;            iii.   &= nbsp; For Submissions, use this format:

Group#_ArtifactName_State (eg.,Initial, Draft, Final), Version (e.g. #)

<= span style=3D'mso-list:Ignore'>&nbs= p;            &= nbsp;            iv.   &n= bsp; Submit on groupÕs File Exchange area on Blackboard

 

ALL submissio= ns should be in MS Word, unless otherwise specified. In other words, DO NOT SU= BMIT PDFÕs – we cannot effectively provide feedback on .PDFÕs.  A 10% penalty may be assessed f= or not following these instructions!

Grading Scale:<= /b>

Letter Grade

Numerical Range<= /o:p>

A+<= /p>

97-100

A

92-96

A-<= /p>

90-91

B+<= /p>

88-89

B

82-87

B-<= /p>

80-81

C+<= /p>

78-79

C

72-77

C-<= /p>

70-71

 

 

Academic Integrity:

The integrity of the University community is affected = by the individual choices made by each of us. GMU has an Honor Code with clear guidelines regarding academic integrity. Three fundamental and rather simple principles to follow at all times are that: (1) all work submitted be your = own; (2) when using the work or ideas of others, including fellow students, give full credit through accurate citations; and (3) if you are uncertain about = the ground rules on a particular assignment, ask for clarification. No grade is important enough to justify academic misconduct. Plagiarism means using the exact words, opinions, or factual information from another person without giving the person credit. Writers give credit through accepted documentation styles, such as parenthetical citation, footnotes, or endnotes. Paraphrased material must also be cited, using MLA or APA format. A simple listing of b= ooks or articles is not sufficient. Plagiarism is the equivalent of intellectual robbery and cannot be tolerated in the academic setting. If you have any do= ubts about what constitutes plagiarism, please see me.

As in many classes, a number of projects in this class= are designed to be completed within your study group. With collaborative work, names of all the participants should appear on the work. Collaborative proj= ects may be divided up so that individual group members complete portions of the whole, provided that group members take sufficient steps to ensure that the pieces conceptually fit together in the end product. Other projects are designed to be undertaken independently. In the latter case, you may discuss your ideas with others and conference with peers on drafts of the work; however, it is not appropriate to give your paper to someone else to revise. You are responsible for making certain that there is no question that the w= ork you hand in is your own. If only your name appears on an assignment, your professor has the right to expect that you have done the work yourself, ful= ly and independently.

GMU is an Honor Code university; please see the Office= for Academic Integrity for a full description of the code and the honor committ= ee process. The principle of academic integrity is taken very seriously and violations are treated gravely. What does academic integrity mean in this course? Essentially this: when you are responsible for a task, you will per= form that task. When you rely on someone elseÕs work in an aspect of the perform= ance of that task, you will give full credit in the proper, accepted form. Anoth= er aspect of academic integrity is the free play of ideas. Vigorous discussion= and debate are encouraged in this course, with the firm expectation that all aspects of the class will be conducted with civility and respect for differ= ing ideas, perspectives, and traditions. When in doubt (of any kind) please ask= for guidance and clarification. It is = your responsibility to know and to follow MasonÕs policy on academic integrity (http://oai.gmu.edu/honor-code/masons-honor-code/).

The professor utilizes the tools such as SafeAssign (provided as part of Blackboard) to c= heck assignments against published resources AND other studentsÕ work. 

CS Deparment Honor Code Statement:

As with all GMU courses, INFS 622 is governed by the G= MU Honor Code. In this course, all assignments, exams, and project submissions carry with them an implicit statement that it is the sole work of the autho= r, unless joint work is explicitly authorized. Help may be obtained from the instructor or other students to understand the description of the problem a= nd any technology, but the solution, particularly the design portion, must be = the student's own work. If joint work is authorized, all contributing students = must be listed on the submission. Any deviation from this is considered an Honor Code violation. (© Jeff Offutt).  The Computer Science DepartmentÕs Honor Policy is in force as well, = and can be found at the following URL:  <= /span>http://cs.gmu.edu/wiki/pmwiki.php/Hon= orCode/CSHonorCodePolicies

To s= tay safe:

á      = Provide citations for your work – g= roup and individual – even if it is Òadapted fromÓ. 

á      = Do not work in groups to complete individ= ual work. 

á      = Do not copy and paste material from the t= ext except for short, pithy definitions that cannot necessarily be re-worded easily.


Disability Accommodations:

If you are a student with a disability and you need ac= ademic accommodations, please see me and contact the Disability Resource Center (D= RC) at 703.993.2474.

Mason Diversity Statement:=

George Mason University promotes a living and learning environment for outstanding growth and productivity among its students, fac= ulty and staff. Through its curriculum, programs, policies, procedures, services= and resources, Mason strives to maintain a quality environment for work, study = and personal growth.

An emphasis upon diversity and inclusion throughout the campus community is essential to achieve these goals. Diversity is broadly defined to include such characteristics as, but not limited to, race, ethnicity, gender, religion, age, disability, and sexual orientation. Diver= sity also entails different viewpoints, philosophies, and perspectives. Attentio= n to these aspects of diversity will help promote a culture of inclusion and belonging, and an environment where diverse opinions, backgrounds and pract= ices have the opportunity to be voiced, heard and respected.

The reflection of MasonÕs commitment to diversity and inclusion goes beyond policies and procedures to focus on behavior at the individual, group and organizational level. The implementation of this commitment to diversity and inclusion is found in all settings, including individual work units and groups, student organizations and groups, and classroom settings; it is also found with the delivery of services and activities, including, but not limited to, curriculum, teaching, events, advising, research, service, and community outreach.

Acknowledging that the attainment of diversity and inc= lusion are dynamic and continuous processes, and that the larger societal setting = has an evolving socio-cultural understanding of diversity and inclusion, Mason seeks to continuously improve its environment. To this end, the University promotes continuous monitoring and self-assessment regarding diversity. The= aim is to incorporate diversity and inclusion within the philosophies and actio= ns of the individual, group and organization, and to make improvements as need= ed.

Privacy:

Students must use their MasonLive email account to rec= eive important University information, including messages related to this class.= See http://masonlive.gmu.edu for more information.

If you have special circumstances arise that may imped= e your performance in the class, please let me know.  Your situation will be held in the strictest of confidence.  It m= ay require informing my TA or administration as needed so that they can also support you as well.  Mason of= fers a great deal of help in many areas, but we cannot help unless we know.

Course Princi= ples:

Principle ID

Exam  #

Session # (OBE)

 

1<= /p>

 

 

Theme: The Business of Systems Analysis and Design

1.1

E1

S2

Bridg= e the story between business and technical staff (via a common vision)

1.2

E1

S4

Take = the ÒBusinessÓ back to IT[Howard].  Put the ÒIÓ back into ÒITÓ [Aiken]

1.3

E1

S3

Under= stand what is commonly understandable by the business stakeholders

1.4

E2

S7

Devel= op mechanisms (e.g. AoA) to make complicated and contentious discussions eas= ier & Decompose the story into logical pieces.

1.5

E1

S1

SSAD practices add value

1.6

E1

S1

A SDL= C is not the same as a SDM

1.7

E1

S1

There= is no guaranteed success in an IT project

1.8

E2

S8

Devel= opment options need to fit the environmentÕs needs

1.9

E1

S5

Ident= ify & use the primary scenarios in your environment

1.10

E2

S8

Analy= sis and development evolves over time

1.11

E2

S12

Under= stand the level of effort across life-cycle phases

1.12

E2

S12

Match= the right staff to the right tasks

1.13

E1

S3

Be pr= oactive and engaging vs. reactive and aloof

1.14

E2

S13

Change requires persistence

2=

 

 

Theme: The Data of System of Systems Analysis= and Design

2.1

E1

S2

Data = is the most important tier (vs. UI or Application)

2.2

E2

S6

Sampl= e - Principle: Data models depict our business environments=

2.3

E2

S6

Conce= ptual Data Models are important to business people

2.4

E2

S6

Logic= al Data Models help translate business needs to technical specifications

2.5

E2

S6

Data = models are an ongoing and developing process

2.6

E2

S6

Data modeling is powerful when leveraged correctly throughout the SDLC

2.7

E2

S11

Under= stand how data is used throughout the organization

3=

 

 

Theme: The Tools of Systems Analysis and Desi= gn

3.1

E1

S2

Lever= age diagrams to convey critical points (e.g. Scope) as to not get lost in verbiage. Make sure points donÕt get lost either–use obvious callou= ts and annotations.

3.2

E1

S1

Succe= ssful solutions take more than technology!

3.3

E1

S2

DFDÕs= have syntax rules (and semantic guidelines)

3.4

E2

S12

Recog= nize your ÒtoolsÓ (or artifacts)

3.5

E2

S8

Encap= sulation is central to modern architectures

3.6

E1

S5

Use C= ases help identify prototypical scenarios

3.7

E2

S10

Story= boarding provides dividends

3.8

E1

S4

There= are many ways to get requirements for many situations

3.9

E2

S9

Cloud computing is here to stay!

3.10

E2

S13

Pick = the right implementation strategies for the right environment

3.11

E2

S8

Know = when to pick which mechanism: Use cases or DFDs?

3.12

E1

S2

Know = your interfaces (as in the DFDÕs)

3.13

E2

S11

Frame= the code for difficult logic

3.14

E2

S8

Gener= alizations promote extensibility

3.15

E2

S11

Decis= ion support systems take historical data to help w/ decisions about the futur= e

 

 

 

Schedule:

Week#<= /span>

Date

Session Focus

Reference Material

Deadlines

1

1/22

<= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt;font-family:Wingdings;mso-fareast-font-family:W= ingdings; mso-bidi-font-family:Wingdings'>Ÿ Course Overview

<= span style=3D'font-size:10.0pt;font-family:Wingdings;mso-fareast-font-family:W= ingdings; mso-bidi-font-family:Wingdings'>Ÿ Systems Analysis Overview

<= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o  

o   o  

o   <= span style=3D'font-size:10.0pt;font-family:Calibri;mso-ascii-theme-font:minor-= latin; mso-hansi-theme-font:minor-latin'>8/30 Teams and Subjects

2

1/29

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3

2/5

<= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o  

o&= nbsp;  Chapter 2 Project Selection And Management

o&= nbsp;  <= span style=3D'font-size:10.0pt'>1st Homework<= /p>

 

4

2/12

o   o   o   o  

o&= nbsp;  Chapter 3 Requirements Determination

o   <= span style=3D'font-size:10.0pt;font-family:Calibri;mso-ascii-theme-font:minor-= latin; mso-hansi-theme-font:minor-latin'>Core Foundations<= /p>

 

5

2/19

o   o   o  

o&= nbsp;  Chapter 4= Use Case Analysis

 

 

6

2/26

o   o   o  

o&= nbsp;  Chapter 6= Data Modeling

o&= nbsp;  PS: Data Modeling 601

o   <= span style=3D'font-size:10.0pt'>Midterm Exam

 

7

3/5

o   o   <= span style=3D'font-size:10.0pt;font-family:Wingdings;mso-fareast-font-family:W= ingdings; mso-bidi-font-family:Wingdings'>Ÿ Analysis of Alternatives

<= span style=3D'font-size:10.0pt;font-family:Wingdings;mso-fareast-font-family:W= ingdings; mso-bidi-font-family:Wingdings'>Ÿ Presentation Tips

o   o  

 

o   <= span style=3D'font-size:10.0pt;font-family:Calibri;mso-ascii-theme-font:minor-= latin; mso-hansi-theme-font:minor-latin'>Analysis Draft

 

 

3/= 12

Spring Break

 8

3/19

o   o   o  

o&= nbsp;  Chapter 7 Moving Into Design

o&= nbsp;  Chapter 1= 4 The Movement To Objects

<= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt'>Analysis Proposal ÒFinalÓ<= span style=3D'font-size:10.0pt;font-family:"Courier New";mso-fareast-font-fami= ly: "Courier New"'>o   <= span style=3D'font-size:10.0pt;font-family:Calibri;mso-ascii-theme-font:minor-= latin; mso-hansi-theme-font:minor-latin'>Mid-Semester Checkpoint (online survey)=

 

9

3/26

o   o   o  

o  

o&= nbsp;  <= span style=3D'font-size:10.0pt'>2nd Homework

 

10

4/2

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o  

o   <= span style=3D'font-size:10.0pt'> 

11

4/9

o   o   o  

o   o&= nbsp;  Chapter 1= 1 Data Storage Design

 

12

4/16

o   o   o  

o   o  

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Design Artifacts & Presentation Drafts

 

13

4/23

o   o   o  

 

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Final Exam

 

14

4/30

o   Analysis = & Design Proposal Presentations

 

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Analysis Proposal

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Design Proposal

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Presentations

o&= nbsp;  <= span style=3D'font-size:10.0pt'>Course  & Project Member Evaluations

 

15

5/7

<= ![if !supportLists]>o   <= ![if !supportLists]>o   <= ![if !supportLists]>o   <= ![if !supportLists]>o  

 

 <= /p>

 

 

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INFS 622 – C. Randall Howard, Ph.D         &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;          Fall 2013

 

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INFS622 Fall 2013 Syllabus V1.0 FinalPage 1 of 8

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