The Proceedings of the Information Systems Education Conference 2002: §254c Home Papers/Indices prev (§254b) Next (§254d)

Paper (refereed) IT Education: Best Practices

Recommended Citation: Surendran, K, I C Ehie, and C R Somarajan. Teaching Systems Analysis and Design in a Practical Way: A Collaborative Effort Between Computer Science and Business School. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §254c. ISSN: 1542-7382.

Teaching Systems Analysis and Design in a Practical Way: A Collaborative Effort Between Computer Science and Business School

Refereed

Ken Surendran    [a1] [a2]
Department of Computer Science
Southeast Missouri State University    [u1] [u2]
Cape Girardeau, Missouri, USA    [c1] [c2]

Ike C. Ehie    [a1] [a2]
Department of Management
Kansas State University    [u1] [u2]
Manhattan, Kansas, USA    [c1] [c2]

Chellappan Somarajan    [a1] [a2]
Department of Management and Management Information Systems
Southeast Missouri State University    [u1] [u2]
Cape Girardeau, Missouri, USA    [c1] [c2]

Nowadays, most Management Information Systems (MIS) Curricula include a course in Systems Analysis and Design (SA&D) followed by a project course involving system implementation. The SA&D course focuses on the earlier phases of the System Development Life Cycle (SDLC), and these days, it is delivered using either or both of the Procedure Centric and Object Oriented paradigms. In the Computer Science (CS) Curricula, usually, a two-part Software Engineering (SE) course is offered which consists of analysis and design in the first course and a system development project in the second course. One of the objectives of all these courses is to prepare the students for the real world challenges of system development. For this reason, system development projects are used in these courses for assessment purposes. In this paper, the authors discuss the merits of teaching a cross-listed SA&D course to both the MIS and the Applied CS majors that enhances the simulated real-world experience. First, they discuss how they designed the course for meeting the essential requirements of the two majors and then explain how they made use of the class diversity to simulate real-world experience through team-based project assignments. Based on the students' feedback, the authors share their findings concerning the effectiveness of this strategy and provide suggestions for further improvements.

Keywords: cross-listed course, real-world experience, systems analysis and design

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