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Description

School: University of Houston
Department: Computer Information Systems
Course: Information Systems Applications
Professor: Mark stinnit
Term: Fall 2016
Tags:
Cost: Free
Name: Class notes
Description: For the semester
Uploaded: 12/10/2016
54 Pages 229 Views 4 Unlocks
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UH | CoT | ILT [Project Team [Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section] Use Cases and User Stories Printed: 20-Aug-13 USER STORIES 1. As [who], I want [what], so that [why]. UserStories Mark Stinnett – tmstinnett2@uh.edu Page 1 of 1UH | CoT | ILT Weekly Presentations Saved: 12-Sep-15 [Semester | CIS2334.[Section]Recommended Development Process Printed: 20-Aug-13 Project Managers & Technical Forum Leaders should consider using this process (or  something similar their teams agree on early in the semester) to prepare their  teams’ Weekly Presentations: ∙ Team: Early in the semester, the Team/Forum agrees on presentation  guidelines o What process will govern presentation preparation? o How will research work be assigned and documented? o How will presentations be organized?  Look & Feel of the slide deck (e.g., themes, colors, font families & sizes, etc.)  Expected presentation components (e.g., member intros, topic  intro, sections, demos, recap, conclusions, references, etc.)  Presentation logistics (who, what, when, where, who, how?) ∙ Lead: Organizes a Team/Forum Meeting: (Immediately following the Instructor’s Weekly Presentation assignment) ∙ Team:Organize work effort o Survey assigned topic o Define the best way to break the topic down into manageable sub topics o Agree on which sub-topics each Team/Forum member will research o Formalize presentation outline o Set a time to walk through the research & a ‘draft’ presentation ∙ TMs: Prepare Draft Slides o Research sub-topic(s)  o Develop draft slide(s), slide notes & references covering their research ∙ Team:Walk-through the draft presentation o TMs: Rehearse their draft slides  o Team:Identify any points of confusion, gaps in coverage, etc. o Lead: Calculates expected presentation duration and expands/cuts, as  needed o Lead: Assigns any additional work required to finalize presentation ∙ TMs: Finalize sub-topic slide(s), notes & references o Incorporate suggestions/additions/cuts into their draft slides, notes &  references o Forward re-drafted slides to Coordinator ∙ Coord: Finalizes presentation o Compiles slides into final presentation deck  PresentationPrepProcess Mark Stinnett – tmstinnett2@uh.edu Page 1 of 2UH | CoT | ILT Weekly Presentations Saved: 12-Sep-15 [Semester | CIS2334.[Section]Recommended Development Process Printed: 20-Aug-13 o Ensures that each slide has proper look & feel and proper spelling &  grammar o Verifies that all research is properly referenced o Publishes deck to Office 365 and submits assignment through  BlackBoard ∙ Team:Delivers presentation during class Note: Lead = Project Manager and Technical Forum Leaders, Coord = Coordinator, TM = Team  Member PresentationPrepProcess Mark Stinnett – tmstinnett2@uh.edu Page 2 of 2UH | CoT | ILT Project Team [Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section]Work and Functional Break Down StructuresPrinted: 20-Aug 13 [This template captures outline-based breakdown structures. Alternatively, the Team may create a visual  representation. Note: This is a template for 3 distinct deliverables] WORK BREAKDOWN STRUCTURE [Work Breakdown Structure is a decomposed view of the work that must be done during a project. The  project team should create as many levels as need to fully deconstruct the work, but 4-6 levels is usually  sufficient. The Project Team should provide introductory text that explains the context of the breakdown  structure, as well as explanatory text for each title – this verbiage becomes the WBS Dictionary.] 1. [Title of Level 1 component – Context] [Insert a Body Text styled explanation of each component, at each level] 1.1. [Title of 1st Level 2 component] 1.2. [Title of 2nd Level 1 component] 1.2.1.[Title of Level 3 component] 1.2.1.1. [Title of Level 4 component] WBS Mark Stinnett – tmstinnett2@uh.edu Page 1 of 1URD  • Provides a framework for: – Collecting analysis of the Is-As environments & systems – Defining the proposed To-Be environments & systems • URD is a communication document – For the client / sponsor / user – For the Design Team • Relies on numerous tools & techniques, including – Eliciting Information – Diagramming & Mapping – Decomposition Typical URD Contents • Background • Problem & Solution Statements • As-Is Context Diagram, Process Maps & Data Flow Diagrams • As-Is Use Cases / User Stories • As-Is Function / Feature Breakdown Structure • Requirements Traceability Matrix • Solution Analysis • To-Be Conceptual Data Model Your Requirements Document should include the, bold itemsUser Requirements Document (URD) an approved set of user requirements. It is a deliverable of the Requirements  Analysis stage of the SDLC. There is no set format for a URD. Typically a URD may contain: A table of contents. A revision history. An introduction. A general description of the project (including project assumptions and  dependencies). A data model. Functional requirements. Non-functional requirements (speed and time, capacity and reliability). Project delivery requirements. The purpose of a URD is to formalize the project teams understanding of the users'  requirements so that the users can review the document. Note that the data model  for the database is presented as part of the URD. This allows the data design to be  reviewed and approved by the users. Based on the review, the URD can be  negotiated and revised until the document is approved by the users. At this point,  the project team has an approved set of project requirements with which to work.UH | CoT | ILT Project Team [Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section] Statement of Scope Printed: 20-Aug-13 [The Statement of Scope is intended to provide the Client and Project Team with a clear definition of the work that will be performed. By listing applications, processes and technical components that  will be affected/changed by the project, the Project Team can better derive the overall scope – what is and what is not part of the contract with the Client. SCOPE DESCRIPTION [The Scope Description should include all known characteristics of the project’s product or service.  All details may not be known at the onset of the project and this may be progressively elaborated  as the project moves forward. This section is key as it serves as a primary reference for project  planning and execution later in the lifecycle. This section should contain descriptions of what is  included in the product or service as well as the desired outcome of the project.] … BOUNDARIES [Project boundaries are an important part of the scope statement as they identify what should be  included in the project as well as what should not be included. Without specific boundaries as a part of the project scope statement, stakeholders may disagree about what was to be included in the  project that wasn’t clearly stated.] … [General Template Recommendations: This template has been provided as a way both to reduce  the effort required to complete the CIS2334 project and to standardize deliverables for easier  instructor review and grading. You are strongly encouraged to use the format and styles, as  defined. [Only certain styles & properties have been standardized. The Calibri font was chosen because  some campus printers have had issues printing other fonts. Any defined style that does not use the Calibri font has not been modified as part of this standard. The Body Text style was created as the  standard body of text style and should be used unless circumstances require a different look & feel. The Heading styles provide 5 levels of distinct headers. The Normal style has no before/after  spacing and is good for tightly spaced bullets. [All Instruction text should be removed prior to publication or submission. The Client should never  see a document that includes these instruction comments. Finally, the templates are intended as guides. Do not allow yourself to be straight-jacketed by  them. I would encourage you to talk with the instructor prior to any major modifications, but if the  templates are hindering your ability to complete the assignment, do not hesitate to change them.]  ScopeTemplate Mark Stinnett – tmstinnett2@uh.edu Page 1 of 1UH | CoT | ILT Project Team [Name/Number] Saved: 17-Aug-15 [Semester] | CIS2334.[Section]Name: ID:  Printed: 20-Aug-13 CLIENT PROJECT – LESSONS LEARNED Concerning your experience with the project, your client and your Project Team: ∙ What worked? ∙ What didn’t work? ∙ What would you have done differently? ∙ What was your overall experience working on the project with your team? CIS2334 – LESSONS LEARNED Concerning your learning experience in CIS2334: ∙ What worked? ∙ What didn’t work? ∙ What would you have done differently? ∙ What was your overall experience working on the project with your team? Note: I will read the Lessons Learned papers last, after all other grades are posted, so be frank about your  experience over the semester. LessonsLearned_2_ Mark Stinnett – tmstinnett2@uh.edu Page 1 of 1UH | CoT | ILT University of Houston | Technology Saved: 27-Jun-16 CIS2334 Syllabus Acknowledgement Printed: 20-Aug-13 I, the undersigned, hereby acknowledge that I have online access to, have read  and understand the Syllabus for Professor Mark Stinnett's CIS 2334 – Information  Systems Applications.  Further, I acknowledge that the Syllabus serves as the governing document for  Professor Stinnett's CIS2334 class and, as such, the Syllabus contains a/an: ∙ Description of CIS2334 along with its prerequisites and intended outcomes ∙ Descriptions of the appropriate means for communicating with Professor  Stinnett  ∙ Outline of all assignments, exercises, quizzes, exams and projects & project  deliverables ∙ Schedule of all assignment, deliverable & exam due dates, and other  important university dates ∙ Overview of grading, the relative value of all gradable work  ∙ Listing of all course materials, including textbooks & technologies (both  required & optional) ∙ Summary of University policies & procedures, as they apply to the class. Further, I acknowledge that the Syllabus was reviewed in class and that I was  afforded the opportunity to ask questions or gain clarification about all aspects of  the Syllabus, and the class. Further, I acknowledge that I have online access to, have read, understand and will abide the University’s Academic Honesty Policy, and that any violations of the  Policy may result in loss of grade, a failing class grade, suspension and/or  expulsion. Further, I acknowledge that I have online access to, have read, understand and will abide the University’s polices concerning Appropriate Use of Computing resources,  and that any violations of the Policy may result in loss of grade, a failing class  grade, suspension and/or expulsion. Further, I acknowledge that circumstances may change over the course of the  semester, that assumptions used to develop the Syllabus may change, and that  the Instructor may be required to amend the Syllabus. The Instructor has agreed  to review any such changes with the class, during class, and to provide an  opportunity for questions & clarifications. SyllabusAcknowledgement Mark Stinnett – tmstinnett2@uh.edu Page 1 of 2UH | CoT | ILT University of Houston | Technology Saved: 27-Jun-16 CIS2334 Syllabus Acknowledgement Printed: 20-Aug-13 Further, I acknowledge that I may be dropped from the class if I fail to submit a  signed and dated copy of this Syllabus Acknowledgement form during the first  week of the semester. Agreed to on ________________ by: __________________________________ (signature) __________________________________ (print full name & student id) SyllabusAcknowledgement Mark Stinnett – tmstinnett2@uh.edu Page 2 of 2UH | CoT | ILT Team Project Saved: 27­Jun­16 CIS2334 Teaming Agreement for [Name of Team] Printed: 27­Jun­16 Whereas, the University of Houston (UH), College of Technology, Department of  Information & Logistics Technology, Computer Information Systems (CIS)  concentration requires that its graduates successfully complete CIS2334 -  Information Systems Applications;  Whereas, CIS2344 requires students together to work on a project ("Project"), as a  team, to build a Microsoft Access 2013 application ("Product"), and the Product  must be defined by and developed according to requirements provided by the  instructor (“Instructor”); Whereas, the class Instructor has defined specific Project deliverables and required completion dates; Whereas, the Project will require a significant investment of time and energy  ("Work"); and, Whereas, we the undersigned, desire to pool our time and talents to complete the  Project work; We, the undersigned, do hereby agree to: o Work together on the Project as a team ("Team"); o Designate one (1) member of the Team as the project manager who will serve  as the: • Final arbiter of any and all team-related issues about the Project and/or Work  assignments • "Voice of the Team" who will speak for or designate someone to speak for the team with the Instructor and/or during presentations; • Person responsible for ensuring that all deliverables are timely and properly  submitted to the Instructor for review and/or grading; o Share the burden of Work required to develop the Product and complete the  Project; o Submit an 'official' copy of the Product to the Instructor on the prescribed due  date and according to the Instructor’s submission rules; o Work together honestly and openly to resolve any differences and/or conflicts. Agreed to on _____________________ by: # Name & Id Preferred e­mail Signature & Date 1

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o What process will govern presentation preparation?



Don't forget about the age old question of mymsum

TeamingAgreement Mark Stinnett – tmstinnett2@uh.edu Page 1 of 2UH | CoT | ILT Team Project Saved: 27­Jun­16 CIS2334 Teaming Agreement for [Name of Team] Printed: 27­Jun­16 6

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TeamingAgreement Mark Stinnett – tmstinnett2@uh.edu Page 2 of 2UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. Notes from Meeting with Assistant to the Dean ∙ Each year, we educate more than 40,750 students in more than 300 undergraduate  and graduate academic programs, on campus and online. ∙ Founded in 1927, the University of Houston is the leading public research university in the vibrant international city of Houston. ∙ I think these learning objectives are categorized in some way; it would be nice to get  a report showing how learning objectives are organized. ∙ More than 5,700 students are pursuing their degrees within the College of Technology. ∙ Our undergraduates choose from 120 majors and minors offering over 3000 courses.  At the graduate level, we offer 139 masters, 54 doctoral, and three professional  degree programs. With a total of 3,760 faculty members, the University’s student-to faculty ratio is 10.9. ∙ The Catalog contains the course number, college, pre-requisites & co-requisites, credit hours, department, section numbers, instructors, and semester or session. ∙ The Catalog references a course description and the learning objectives students can  expect to achieve during the class. ∙ The College offers 22 different undergraduate and graduate degree programs across  four different departments, and several certificate programs for a wide variety of  professions. ∙ The College offers students the ability to complete many of those undergraduate  degrees, graduate degrees and certificate programs via distance education. ∙ The University maintains a catalog of all courses offered. ∙ UH awards more than 8,000 degrees annually, with more than 230,000 alumni. Notes from Meeting with the Department Chair & Assistant Chair ∙ 600+ student are seeking degrees through the Computer Information System  concentration. ∙ During the Spring of 2016, CIS is expecting 800 students to register for 11 courses  with a total of 20 sections . ∙ I’m not sure how well it will work if we try to capture data about course, sections,  instructors & learning objectives independently, so I would suggest that we combine  data entry forms some way that makes it easier to connect all the dots correctly. ∙ If at all possible, we should have this up and running within a semester. ∙ Including department leadership, there are about 60 faculty members in the College  of Technology. ∙ Over 1,900 students are pursuing their degrees in four distinct areas of concentration  through the Department of Information and Logistics Technology . ∙ The catalog is an read-only, web-based resource maintained by the University’s IT  department and can be changed only through a formal amendment process involving  leadership from the area of concentration, the department, the college and the  University. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 1 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ We try to design our courses so students get hands-on experience working on teams  to complete exercises, assignments and projects.  Notes from Focus Group of Instructional Coordinators ∙ A change made to one section must be replicated across all sections being taught. ∙ I’m not sure there is a University limit, but if we have fewer than 3 learning objectives, I’m not sure there is any point in having the class. ∙ If we turn this into a learning exercise for the students, we need to be certain we use  a standard software development methodology. ∙ Instructors teaching multiple sections of the same class must maintain independent  BlackBoard instance of the class for each section. ∙ It is the instructor’s responsibility to ensure that the learning objectives for each  course are effectively taught during the semester and that students are given  assignments that will help them achieve mastery of the material. ∙ One of the most critical performance criterion for our classes measure the degree to  which the stated learning objectives are met. ∙ The instructor must create these exercises, assignments & quizzes or use instruments from the prior semester. ∙ There are only 4 different types of learning objectives; those mandated by the state,  primary & secondary objectives we agree on as a group and supporting objectives not directly related to the course. ∙ This doesn’t seem like a good project for the database classes, so I would suggest we  work it through CIS2334 which means we need to use a tool like MS Access. ∙ We can’t have instructors inadvertently walking on their peers work, so we need some kind of security. ∙ Because all CIS students will concentrate on different flavors of the same subject, it is  critical that they develop a common vocabulary for discussion their field(s) of study. ∙ Many CIS classes include students working as teams to complete a project. In some  cases, these are semester-long projects with deliverables to real-world clients. ∙ One of the great benefits our instructors derive from the publisher’s course materials  is the supplemental information. They have additional readings, exam questions,  exercises, classroom discussion topics, etc. ∙ I cannot really require that all instructors use the same source for terms & definitions;  because, instructors must have the freedom to teach their classes they way they  think best. ∙ One of our goals as a program is to ensure that our graduates are ready to go, Day  One. To that end, we try to use our course work, esp. team projects, to simulate real world experiences. ∙ One of our classes, in particular, has a requirement that the project teams track each  team member’s work on each deliverable – week-by-week – throughout the semester.  Each week, in fact, each team reports on their progress, including how team member  spent their time. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 2 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. Notes from Focus Group of Tenured & Tenured-Track Professors ∙ BlackBoard does not provide a means by which instructors can easily organize lesson  materials, exercises, assignments & quizzes to support the course’s learning  objectives. ∙ Different instructors teach the same class are unable to ensure that their materials,  exercises, assignments and/or quizzes remain consistent across different sections  without manually modifying each section. ∙ Sometimes, it seems like students master the professional concepts more easily than  the hands-on work. Because, they have been learning from textbooks throughout  their educational careers, memorizing material for an exam is second nature.  Organizing themselves to complete a class project – and to track progress against a  plan – is more challenging, it seems. ∙ If we are going to build something in-house, we should have the students do the work  as part of the class work; that would make for a terrific learning experience. ∙ Instructors spent several weeks prior to the start of classes and hours each week  updating BlackBoard to reflect the work being done in class. ∙ You have probably already heard about the problems we have had in the past with  different instructors defining the same or similar concepts in different ways. ∙ A key objective of any degree program is to graduate students who understand the  jargon of their profession. ∙ There are so many ways to give students a good working knowledge of the  technologies they will encounter in the workplace. There just isn’t a good way for  professors to capture those opportunities and tweak & re-use them semester after  semester. Project is a perfect example. Sitting here, right now, I can think of a dozen  projects for student teams, but it takes so much time to prep a project for a class, I  don’t have time for anything I’m not planning to teach this semester. Notes from Focus Group of Instructional & Visiting Professors ∙ Because I teach multiple courses, could I ask the app to show me just the sections &  learning objectives for specific courses and specific semesters. ∙ Getting the BlackBoard Grade Book set up correctly can take hours of work – then you must duplicate that work for every section. ∙ If we don’t have a way to see what sections we are teaching, I’m not sure how helpful  the application would be. ∙ There is no way to synchronize materials, exercises, assignments, quizzes, due date,  etc. across different section of the same class. ∙ This sounds like a way to make things easier for instructors, so the University can  have us teach more sections – I teach 4 and that’s the max anyone should teach. ∙ When a BlackBoard instances is copied forward from a prior semester, there are no  tools for automatically updating lesson, assignment or quiz dates to reflect the  semester calendar – each lesson, assignment and/or quiz must be modified manually  and independently. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 3 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ I frequently find that my CIS4375 students have a different understanding of some of  the terms I am accustomed to using in the business world. ∙ I keep thinking about how much of the material from the textbooks is actually  available on-line. It would be nice to assign on-line materials, but YouTube videos  don’t have supporting materials. ∙ Even without considering the rapid changes in the industry, it is a serious challenge to maintain a consistent set of terms & definitions across classes and semesters. ∙ Our programming classes usually have some student or team project – to build an  app. Today, each team must figure out how to keep track of bugs/defects. Some  don’t even bother tracking defects; they just fix what they can. ∙ Because I can spend hours developing a vocabulary quiz, I tend to not change the  quizzes from semester to semester – even though I am sure students have access to  quizzes from earlier semesters. ∙ One of the things I try to do is to provide students with templates for their project  work. This lets them focus on the content instead of developing a document format.  For me, it increases the standardization of deliverables, which makes it easier to  grade – and to grade consistently. ∙ One template I’ve not provided would give them a standard way to track time. If they had that, they could more easily report progress, see who is (and who is not) pulling  their fair share of the weight, and see which deliverables still need work (and which  are complete). Notes from Focus Group of Adjunct Professors ∙ During the Fall 2015 semester, there were five CIS2334 sections with approximately  158 students and 2 faculty members - 1 full-time and 1 adjunct. ∙ Even though the course concepts aren’t that difficult to teach, it is hard to stay in  synch with the full-time instructors – to cover the same material, have similar  exercises & assignments, and give similar exams. ∙ If we are going to link course and learning objectives, we should go ahead and get all  the pertinent data about a course from the Registrar’s systems. ∙ It would be helpful if the application capture instructor information and linked us to  the sections we are teaching. ∙ One of the hardest things for me, as an adjunct, is understand what the instructional  coordinators want me to cover. They define exercises, assignments and projects I can use, but I must always figure these things out myself. It would be nice if we had a  repository with all the supporting information, so I could just read – instead of trying  to figure it out. ∙ As fast as technology changes, it is becoming critically important that students be  able to converse fluently with industry practitioners during networking events and  interviews. ∙ I can’t believe how much time project teams spend fixing the same bug over and  over. It is like one team member doesn’t know what his/her fellow team members are Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 4 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. doing. Although, debugging is part of the process and students need exposure –  debugging the defect is just a waste of time. Notes from Focus Group of Recent Graduates ∙ I feel like I got a good education and am well prepared for the job market, but it  seems like I could have gotten more. ∙ It always seemed like BlackBoard was missing something or had something wrong. ∙ Some of the instructors just teach from a slide deck they have been using for years;  because, they say, it is just too hard to incorporate changes into all the material &  assessments. ∙ On my first job interview after graduation, I was surprised to learn that I had been  using a technology term incorrectly. ∙ Except for the Analysis & Design classes, every semester, it seemed like, every class  had a different set of projects we had to work on. I think it would have been helpful to have a consistent set of projects that we worked with throughout our time here. You  know, exercises, assignments and projects that related to one another, regardless  which class or who was teaching it. ∙ We used MS Excel to track progress and team member time – and that worked ok –  but it is just so easy to enter something in the wrong place and, without even knowing it, create a huge problem! ∙ It seems like we should all be speaking the same lingo when we leave here. ∙ I know the field is changing rapidly, but there must be a better way to keep the  instructors in-synch with one another. ∙ I loved the programming classes! That’s why CIS is my major. But, where I work, we  have a standard tool for capturing and tracking defects. Here, I had to re-invent that  tool for every class. What a pain! ∙ We struggled, at times, to get the progress reports right. There were so many moving parts and the professors want to know, every week, who did what, what was finished,  where we were having trouble, how much work was left. It was just a challenge  figuring all of that out. Notes from Focus Group of Students ∙ It is hard to know exactly what to study to make a good grade. ∙ If I understand correctly, there is a pretty standard set of deliverables for IT (and  especially software) projects. At the end of the semester, it would be nice to see a  standard solution for the assignments were given. ∙ It sounds like the app will primarily benefit the instructors; it would be nice to be able  to see the learning objectives for the different courses. ∙ My project teams have tried several different ways of tracking defects. Some work  ok, some don’t. Seems like there should be a tool we could use, but the licensing fees are probably too high. ∙ Professors don’t always post all the content we need for exercises, assignments &  exams on BlackBoard or, maybe, the dates are wrong & we just can’t see it. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 5 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ Sometimes the grading seems a little arbitrary. ∙ It can be confusing when two professors use the same or similar terms to describe the same thing. Notes from Focus Group of Graduate Students & Teaching Assistants ∙ I’ve had to deal with moving BlackBoard objects across semesters, so it would be nice if there was a way to copy or re-associate courses & learning objectives with a new  semester and then activate the new semester and deactivate the old. ∙ It can be difficult to know what the instructor(s) are expecting from assignments –  sometimes I’ll grade an entire assignment and the professor will have me grade it  again because s/he was looking for something specific that I didn’t check. ∙ Trying to grade assignments using BlackBoard is slow and tedious. ∙ Grading project work is hard. Every professor assigns slightly different work and  every student or team create an entirely different solution. If we standardize some of  the deliverables we expected students to include in their work product, it would  improve the effectiveness of our grading. ∙ Some instructors are older and not as ‘in touch’ with their field of study as they think. ∙ Most of the professors know their material cold. In some of the classes, they could  just come to class and talk about their experiences. But, how do you assess how well  students understood the material? There is no bank of questions and answers we can test against – just the textbook quizzes. ∙ Old words have come to have new meanings. ∙ In my professor’s programming classes, I would like to be able to see what defects the teams are dealing with. This would help me better understand the feedback my prof  needs for his class. ∙ More standardization would certainly making grading easier and more consistent.  Even within the same class, different students & teams used different formats &  content for their work. One of the professors provides a bunch of templates. That  makes things easier, but I worry whether the students shouldn’t be doing this work as  part of the assignment. Notes from Focus Group of Administrative & Support Staf ∙ Any application that interacts with the University’s systems and/or BlackBoard must  be up 100% of the time. ∙ At the beginning of each semester, BlackBoard is loaded with a roster of students  enrolled in each section. ∙ At the beginning of each semester, BlackBoard, at the discretion of the instructor, is  loaded with an instance of a prior semester section . ∙ BlackBoard assists instructors with the organization of their gradebook and students  with tracking assignments and progress. ∙ BlackBoard does not use web technologies that allow browsers to manage individual  page elements, so changes frequently require a screen refresh which makes the  system cumbersome. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 6 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ BlackBoard is a web-based, hosted solution meaning that all interfaces are navigated  via a browser. ∙ I know I’ll get calls from the instructors, so I need a way to see all the data – and to  sort & filter it based on the questions I get. ∙ I would hate for instructors to set up their semesters incorrectly; could the support  staff see how they’ve defined semesters? Better yet, can the app ensure that the  beginning & ending dates are reasonable?. ∙ The instructor is able to add, change and/or delete BlackBoard elements including  course content, exercises, assignments, and tests & quizzes. ∙ The instructor may change the opening, due & closing dates for exercises,  assignments & quizzes. ∙ The students are automatically added to a gradebook containing all exercises,  assignments and quizzes. ∙ The University uses BlackBoard Learn as its learning management system. Fa16_2334_InterviewNotes_1_ Mark Stinnett – tmstinnett2@uh.edu Page 7 of 7. .UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 General ∙ Leading Software Maniacs, LLC: o Knowledge Areas, Process Groups, and Processes: Part 1 o Knowledge Areas, Process Groups, and Processes: Part 2 ∙ LinkedIn SlideShare: o Depok, Jawa Barat:  Introduction to Framework  Project Integration Management ∙ Northwestern University: Information Technology: Project Framework ∙ ProjectManager.com: o Bridge, Jennifer:  What is the Project Management Life Cycle  Top Project Deliverables o Deen, Devin: Typical Project Phases Define & Plan Proposal ∙ Inc.com: James, Geoffrey: How to Write a Winning Proposal ∙ ProjectManager.com: Deen, Devin: How To Write A Winning Project Proposal ∙ Rochester Institute of Technology: Writing a Successful Proposal ∙ TechRepublic: Bizvortex Consulting Group: Bogorad, Ilya ,  6 essential elements for a winning business case. ∙ WhatIs.com: Ivy Wigmore: How to write a business case document. Elevator Pitch ∙ YouTube: o Westfall, Chris:  Elevator Pitch Essentials, Stop Saying “Umm”  The Art of the Elevator Pitch o Stanford School of Business Think Fast, Talk Smart: Communication Techniques o THINKR: 6 Elevator Pitches for the 21st Century Charter ∙ Leading Software Maniacs, LLC: Project Charter Fundamentals ∙ LinkedIn SlideShare: Pratama, Yudha: Develop Project Charter ∙ YouTube:  o Dodd, Jason : How to Create a Project Charter o ProjectManager.com: How to Write a Project Management Charter CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 1 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 Project Management Plan ∙ LinkedIn SlideShare: o Helms, Jerry: Project Management Best Practices o Manning, Mitchell Sr.: Project Management Basics ∙ ProjectManager.com: o ProjectManager.com: Bridges, Jennifer: 5 Steps to Project Management Planning ∙ YouTube: Project Manager.com: o Bridges, Jennifer: PM Basics for Beginners: 13 Simple PM Tips o Bridges, Jennifer: Project Management & Project Planning ∙ Vargas, Ricardo: PMBOK5 Process Flows Communications Matrix ∙ Leading Software Maniacs, LLC: Communications Planning Overview ∙ LinkedIn SlideShare: o Connoisseur Solutions: Sharma, Pankaj: Project Communications Management o Depok, Jawa Barat: Project Communications Management ∙ Project Management Docs: Communications Management Plan ∙ PMI: PMBOK: Communications Management ∙ YouTube o ProjectManager.com:  Improving Your Project Management Communication  Project Communication Plan: Key to Effective Communication in  Projects o ChangeQuest (Ad): Communication Skills in Project Management Stakeholder Register (Power/Interest Matrix) ∙ Leading Software Maniacs, LLC: Stakeholders: And Why You Need Them ∙ LinkedIn SlideShare: o Birmingham Metropolitan College: Raybould, Steve -  Associate Lecturer: Stakeholder Analysis o Consult 101 Pty Ltd: Subramaniam, Anand: Lean  Transformation Consultant; Stakeholder Analysis ∙ PMI: PMBOK: Stakeholder Management ∙ ProjectManager.com: Bridges, Jennifer:  How to Manage Stakeholder Expectations ∙ YouTube: BA-Experts: How to Identify Stakeholders for IT Projects ARCI Matrix ∙ IT Process Maps: ITIL TACI Matrix ∙ Leading Software Maniacs, LLC: Responsibility Assignment Matrix  Explained ∙ LinkedIn SlideShare: Depok, Jawa Barat: Project Human Resource  Management CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 2 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 ∙ MSDN: Using MS Project to define RACI Matrix ∙ PMI: PMBOK: Human Rsources Management ∙ ProjectManager.com: Bridges, Jennifer: The Project Manager &  Team Roles ∙ WordPress: RACI Charts: RACI Charting ∙ YouTube: RACI Project Channel: RACI explained its simple yet  powerful Status Reporting ∙ ProjectManager.com: Bridges, Jennifer:  o Project Management Reports: Top 5 o How to Write Effective Project Reports ∙ TechRepublic: Mochal, Tom: Manage Project Expectations through  Status Reporting ∙ University of California, Berkeley: Project Status Instructions ∙ YouTube: ProjectManager.com: Deen, Devin: What Goes into a Project Management Status Report Scope Baseline ∙ PMI: PMBOK: Scope Management ∙ ProjectManager.com o Bridges, Jennifer: How to Baseline Project Scope o Deen, Devin: How to Control Scope on Projects Statement of Scope ∙ John Wiley & Sons: For Dummies: What to Include in a Project Scope Statement ∙ Leading Software Maniacs, LLC: Scope Definition the Easy Way ∙ LinkedIn SlideShare: Depok, Jawa Barat: Project Scope  Management ∙ Wikipedia: Scope Statement ∙ YouTube: Whitt, Jennifer & Kellen, Tom: How to Scope Your Project Work Breakdown Structure & Dictionary ∙ John Wiley & Sons: For Dummies: How to Create a Work Breakdown Structure ∙ Leading Software Manics, LLC: Work Breakdown Structure Basics ∙ Wikipedia: Work Breakdown Structure ∙ YouTube o Golding, Stephen: Top Tips for Developing a WBS o ProjectManager.com: Bridges, Jennifer: What is a Work Breakdown Structure Work Plan & Gantt Chart ∙ Leading Software Maniacs, LLC o Schedule Planning Basics (1) CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 3 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 o Schedule Planning Basics (2) ∙ LinkedIn SlideShare: Depok, Jawa Barat: Project Time Management ∙ PMI: PMBOK: Time Management ∙ ProjectManager.com o Deen, Devin:   How to Estimate Tasks and Dependencies  How to Get a Realistic Schedule  How to Use a Gantt Chart  How to Find Slack in Your Project Schedule  How to Chart the Critical Path o Bridges, Jennifer:   How to Schedule a Project  How to Link Tasks on a Project  How to Chart Your Project's Critical Path - Project  Management Training  Why Filling Timesheets Is Not That Bad Budget ∙    Depok, Jawa Barat: LinkedIn SlideShare: Project Cost Management ∙    Leading Software Maniacs, LLC: Cost Management Basics ∙    PMI: PMBOK: Cost Management Risks & Issues Register ∙ Leading Software Maniacs, LLC: o Risk Management Fundamentals o Triple Constraint Gets Redefined ∙ LinkedIn SlideShare: Depok, Jawa Barat: Project Risk Management ∙ PMI: PMBOK: Risk Management ∙ ProjectManager.com: Bridges, Jennifer:  o What is Project Risk? o Project Risk Management: Plotting & Managing Risk in Projects o Project Management: How to Manage Project Issues o What is Project Risk Management o 7 Steps for Managing Project Issues Quality Control & Quality Assurance ∙    Leading Software Maniacs, LLC: Quality Planning Techniques ∙    LinkedIn SlideShare: Depok, Jawa Barat: Project Quality  Management ∙    ProjectManager.com: Bridger, Jennifer: Meeting Quality Targets on  Projects CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 4 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 Analyze & Design General Business Analysis ∙ YouTube o BA-Experts: Overview of BA for IT o BA-Experts: What Techniques Do BAs Use? o BA-Experts: Business Problem Analysis Drives Business  Requirements (1) o BA-Experts: Problem Analysis Uncovers Business Requirements  (2) o BA-Experts: Reducing Uncertainty o BA-Experts: BA and System Development Methodologies o BA-Experts: BA and Waterfall Methodologies o VirtualStrategist: How to perform a SWOT Analysis for your organization Business Models ∙ Harvard Business Review: What is a Business Model? ∙ Investopedia: o Business Model Explained o Porter’s 5 Forces Model ∙ Lean Stack: Lean Canvas ∙ Wikipedia: Business Model Data Modeling ∙ 1KeyData: o Conceptual Data Model o Logical Data Model o Physical Data Model  o Data Model Comparisons ∙ IBM: IBM’s Role in Computing History ∙ InfoAdvisers: Data Models ∙ Oracle: SQL Developer Data Modeler User’s Guide: Data Modeling for a Small Database ∙ Wikipedia: ∙ History of Accounting ∙ Data Modeling ∙ YouTube: o BA-Experts: Business Data Modeling: Getting Informational  Requirements for IT o Niels Henrik Juul Hansen: Data Modeling – An Introduction Database Design ∙ YouTube: Langer, Dr. Art: CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 5 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 o Logic Data Modeling 1: Introduction o Logic Data Modeling 2: Candidate Keys o Logic Data Modeling 3: Normalization o Logic Data Modeling 4: Normalization Example o Logic Data Modeling 5: 1st Normal Form o Logic Data Modeling 6: 2nd  Normal Form o Logic Data Modeling 7: 3rd Normal Form o Logic Data Modeling 8:  Entity Relationship Diagram, Part 1  Entity Relationship Diagram, Part 2 Analysis & Design Deliverables Application Design ∙ Indiana: Screening and Referral Tool: Technical Design Document ∙ Northwestern University: Information Technology:  Detailed Technical Design Template ∙ udemy.com: Software Design Document Template Components ∙ Wikipedia: Software Design Document MockUps / UI Design Macros/Business Logic ∙ Toolbox.com: Bryce, Tim: What is a Good Program Spec? Data Migration Specs Test Plan ∙ Wikipedia: Test Plan ∙ YouTube: Le Doux, James: Software Test Management Overview for  Managers ∙ ProjectManager.com: Bridges, Jennifer: 3 Reasons to Plan for  Testing ∙ TutorialsPoint: What is a Test Plan? As-Is and To-Be Artifacts/Documents Functional Decomposition ∙ Wikipedia: Decomposition (computer science) ∙ TutorialsPoint: Functional Decomposition Process Maps & Data Flow Diagrams ∙ YouTube ∙ Steve Heye: Quick Overview of Process Mapping ∙ Martha Begley Schade: Basics of Mapping a Process ∙ Arizona State University: Business Process Models (w Swim Lanes) in Visio ∙ BA-Experts: Process Analysis for Requirements Discovery CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 6 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 ∙ BA-Experts: How to Draw a Rigorous Physical Process Model ∙ BA-Experts: From Rigorous Physical Process Model to Context-Level  DFD ∙ BA-Experts: How to Draw a Data Flow Diagram ∙ BA-Experts: Exploding or Leveling Processes on a DFD ∙ Doug H – Create a Swim Lane Flowchart in Visio ∙ StraightLine: Zabel, Mark: Process Mapping ∙ Operational Excellence: Messegee, Alan: How to Create  Process Map ∙ LinkedIn SlideShare: Anand Subramaniam - Process Mapping  ∙ UK NHS Institute for Innovation & Improvement: Process Mapping – An Overview ∙ Wikipedia – Business Process Mapping ∙ UK Crown Prosecution Services – Guide to Process Mapping &  Improvement Use Cases & User Stories ∙ Agile Alliance – User Stories ∙ Mountain Goat Software: Cohn, Mike: User Stories ∙ ProjectManager.com: Deen, Devin: Project Story Mapping Defined ∙ Wikipedia – User Story ∙ YouTube: BA-Experts: Hathaway, Tom o What is a Use Case? o BA Using User Stories (1) o User Stories: What, Not How (2) o Writing User Stories that Are in Scope (3) o How to Avoid Ambiguity in User Stories (4) o Non-Functional Requirements Add Value to User Stories Data Models Data Model - Conceptual  ∙ YouTube ∙ Fudge, Michael: Conceptual Data Modeling Explained ∙ Soper, Dr Daniel: Data Modeling and the ER Model ∙ Walsh, Ken: Conceptual Data Modeling with ERD ∙ Techopedia: Conceptual Data Model - Entity Data Model - Logical  o 1KeyData: Logic Data Model o YouTube: o Jozwik, Joseph: Visio 2010 Crows Foot ERD o Langer, Dr. Art: See Database Design o Soper, Dr. Daniel: Data Modeling in Visio 2013 o Huntanar: Entity Relationship Modeling CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 7 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 o Wikipedia: Logical Data Model Requirements Traceability Matrix ∙ Leading Software Maniacs, LLC: o Requirements Collecting Techniques ∙ YouTube: BA-Experts o What are Business, Stakeholder and Solution Requirements? o Business Process Analysis for Requirements Discovery o Requirements Prioritization: 2 Simple Techniques Build & Test Microsoft Office Office 365 ∙ Microsoft o Overview of the New Office 365 o Getting Started with Office 365 o For Small Businesses 1, 2, 3, 4, 5 o 15 Minute Webinars (requires registration) ∙ The Register – Office 365 Tutorial ∙ w3schools – HTML Tutorials Excel ∙ UH SkillSoft ∙ Excel Data Analysis For Dummies, 3rd Edition By: Stephen L. Nelson,  Elizabeth C. Nelson ∙ Microsoft ∙ Product Description ∙ What’s New in MS Excel 2013 ∙ MS Office Training Courses ∙ 8 Best Tutorials on Excel Charts ∙ Import Data into Excel 2013 ∙ Create a Data Model in Excel ∙ YouTube  ∙      Sali Kaceli o Excel 2016 Tutorial: A Comprehensive Guide on Excel for Anyone,  o ExcelIsFun o Tour of ExcelIsFun o Highline Excel 2016 Class: Comprehensive Excel o Excel Basics Series o Digital Workbooks CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 8 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 PowerPoint ∙ Microsoft: ∙ Product Description ∙ Features & Benefits ∙ What's New in PowerPoint 2013 ∙ Basic Tasks ∙ PowerPoint 2013 Word ∙ Microsoft ∙ Product Description ∙ Features & Benefits ∙ What’s New in MS Word 2013 ∙ Training Courses ∙ w3schools: HTML Tutorials Visio ∙ Microsoft: ∙ Product Description ∙ Features & Benefits ∙ What’s New in Visio 2013 ∙ Getting Started ∙ Beginner's Guide ∙ Basic Tasks ∙ YouTube: Rosato, Jennifer: Visio 2013 Conceptual Data Modeling Project ∙ Microsoft ∙ Product Description ∙ Features & Benefits ∙ What’s New in Project 2013 ∙ What’s New in Project 2013 ∙ Project Management Road Map ∙ MSDN: Using MS Project to define RACI Matrix Microsoft Access ∙ Microsoft: Support: Access 2013 Training Courses  ∙      What’s New in Access 2013 ∙ Webinar: Intro to Access 2013 ∙ Design and build tables for a database (Access basics, part 1) ∙ Create table relationships (Access basics, part 2) CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 9 of 10UH | CoT | ILT Saved: 16­Jul­16 CIS2334 Online Resources Printed: 14­Oct­13 ∙ Introduction to queries (Access basics, part 3 ) ∙ Create your first Access 2013 database ∙ Use criteria in your Access 2013 queries ∙ YouTube: PC Learning Zone: Ross, Richard: ∙ Microsoft Access 2013 Tutorial Level 1 Part 00 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 01 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 02 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 03 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 04 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 05 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 06 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 07 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 08 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 09 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 10 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 11 of 12 ∙ Microsoft Access 2013 Tutorial Level 1 Part 12 of 12 Accept & Deploy Acceptance Testing ∙ TutorialsPoint:  ∙ What is Acceptance Testing? ∙ What is User Acceptance Testing? ∙ Wikipedia: Acceptance Testing Presentation & Demonstration ∙ Harvard Business Review: Anderson, Chris: How to Give a Killer Presentation ∙ National Institutes of Health: Bourne, Philip: Ten Simple Rules for Making Good Oral Presentations ∙ Princeton: Martonosi, Bahar: How to Give a Good Presentation ∙ ProjectManager.com: Bridges, Jennifer: How to Deliver a Great Presentation ∙ TEDBlog: 10 Tips on How to Make Slides that Communicate Your Idea, from TED’s  In-House Expert Sign-Of ∙ ProjectManager.com: Bridges, Jennifer: How to Close a Project CIS2334_OnlineResources160715 Mark Stinnett – tmstinnett2@uh.edu Page 10 of 10UH | CoT | ILT Project Team – [Team Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section] Project Charter Printed: 20-Aug-13 [Project Charters provide decision makers with enough information to authorize work on a project.  The Charter imparts authority to the designated project manager to develop a project management plan and funding request. At the start of a Charter, it would be helpful to summarize the project’s  purpose.]  BUSINESS BACKGROUND [For management to make an informed decision, the project team must provide background about  the organization for which the project is undertaken. This may be a corporation, a department or a  work unit. The Business Background focuses on the context of the project.] PROBLEM STATEMENT [The problem statement should state the business problem clearly & succinctly, but should provide  decision makers with enough information to understand how the Proposed Solution will address the  problem.] PROPOSED SOLUTION [The proposed solution should describe the solution and the way in which it solves the stated  problem.] HIGH-LEVEL REQUIREMENTS [To be successful a product must meet the client’s needs. While detailed requirements are  developed during the Analysis Phase, the Project Team should include a list of high-level  requirements (high-level functions & features)] # Requirement Description Source Priori ty (HML )


o How will research work be assigned and documented?



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SUMMARY OF MILESTONES & DELIVERABLES [The Charter should include a high-level list of known milestones & deliverables, along with  expected completion dates. For our purposes, most milestones & deliverables have been specified  by the instructor, but the project team and the client may have additional requirements which  should be listed.] # Milestone/Deliverable Expected Completion Date 1 Charter 17 Sep 2015 2

3

4

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CharterTemplate Mark Stinnett – tmstinnett2@uh.edu Page 1 of 3UH | CoT | ILT Project Team – [Team Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section] Project Charter Printed: 20-Aug-13 INITIAL STAKEHOLDER REGISTER & AGREEMENT TO PROCEED ∙ All parties agree that the Charter reasonably reflects their understanding of  the current situation, the defined problem & proposed solution, assumptions  & constraints under which the team will operate, and the expected due dates for key deliverables; ∙ All parties understand that the project is a class exercise for a UH, College of  Technology, Computer Information Systems undergraduate course which is  intended, primarily, as a vehicle for teaching UH students about software  development; and, ∙ Project Team members understand that they have an obligation to work with  the client to deliver a ‘best effort’ MS Access product which satisfies both: o Client requirements (which will be defined in the Requirements  Traceability Matrix), o Class requirements (as defined in the Project Requirements document); ∙ Client Sponsor authorizes the Project Team to begin working on a Statement  of Scope, Work Breakdown Structure and Work Plan, which will provide an  overall structure for managing the software development effort. Stakeholder Register & Agreement to Proceed Role Name Signature & Date Client Sponsor:

Project Manager:

Coordinator:

Analyst:

Designer:

Developer:

Tester:


o How will presentations be organized?



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[General Template Recommendations: This template has been provided as a way both to reduce  the effort required to complete the CIS2334 project and to standardize deliverables for easier  CharterTemplate Mark Stinnett – tmstinnett2@uh.edu Page 2 of 3UH | CoT | ILT Project Team – [Team Name/Number] Saved: 8-Jan-16 [Semester] | CIS2334.[Section] Project Charter Printed: 20-Aug-13 instructor review and grading. You are strongly encouraged to use the format and styles, as  defined. [Only certain styles & properties have been standardized. The Calibri font was chosen because  some campus printers have had issues printing other fonts. Any defined style that does not use the Calibri font has not been modified as part of this standard. The Body Text style was created as the  standard body of text style and should be used unless circumstances require a different look & feel. The Heading styles provide 5 levels of distinct headers. The Normal style has no before/after  spacing and is good for tightly spaced bullets. [All Instruction text should be removed prior to publication or submission. The Client should never  see a document that includes these instruction comments. Finally, the templates are intended as guides. Do not allow yourself to be straight-jacketed by  them. I would encourage you to talk with the instructor prior to any major modifications, but if the  templates are hindering your ability to complete the assignment, do not hesitate to change them.] CharterTemplate Mark Stinnett – tmstinnett2@uh.edu Page 3 of 3UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. Notes from Meeting with Assistant to the Dean ∙ Each year, we educate more than 40,750 students in more than 300 undergraduate  and graduate academic programs, on campus and online. ∙ Founded in 1927, the University of Houston is the leading public research university in the vibrant international city of Houston. ∙ I think these learning objectives are categorized in some way; it would be nice to get  a report showing how learning objectives are organized. ∙ More than 5,700 students are pursuing their degrees within the College of Technology. ∙ Our undergraduates choose from 120 majors and minors offering over 3000 courses.  At the graduate level, we offer 139 masters, 54 doctoral, and three professional  degree programs. With a total of 3,760 faculty members, the University’s student-to faculty ratio is 10.9. ∙ The Catalog contains the course number, college, pre-requisites & co-requisites, credit hours, department, section numbers, instructors, and semester or session. ∙ The Catalog references a course description and the learning objectives students can  expect to achieve during the class. ∙ The College offers 22 different undergraduate and graduate degree programs across  four different departments, and several certificate programs for a wide variety of  professions. ∙ The College offers students the ability to complete many of those undergraduate  degrees, graduate degrees and certificate programs via distance education. ∙ The University maintains a catalog of all courses offered. ∙ UH awards more than 8,000 degrees annually, with more than 230,000 alumni. Notes from Meeting with the Department Chair & Assistant Chair ∙ 600+ student are seeking degrees through the Computer Information System  concentration. ∙ During the Spring of 2016, CIS is expecting 800 students to register for 11 courses  with a total of 20 sections . ∙ I’m not sure how well it will work if we try to capture data about course, sections,  instructors & learning objectives independently, so I would suggest that we combine  data entry forms some way that makes it easier to connect all the dots correctly. ∙ If at all possible, we should have this up and running within a semester. ∙ Including department leadership, there are about 60 faculty members in the College  of Technology. ∙ Over 1,900 students are pursuing their degrees in four distinct areas of concentration  through the Department of Information and Logistics Technology . ∙ The catalog is an read-only, web-based resource maintained by the University’s IT  department and can be changed only through a formal amendment process involving  leadership from the area of concentration, the department, the college and the  University. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 1 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ We try to design our courses so students get hands-on experience working on teams  to complete exercises, assignments and projects.  Notes from Focus Group of Instructional Coordinators ∙ A change made to one section must be replicated across all sections being taught. ∙ I’m not sure there is a University limit, but if we have fewer than 3 learning objectives, I’m not sure there is any point in having the class. ∙ If we turn this into a learning exercise for the students, we need to be certain we use  a standard software development methodology. ∙ Instructors teaching multiple sections of the same class must maintain independent  BlackBoard instance of the class for each section. ∙ It is the instructor’s responsibility to ensure that the learning objectives for each  course are effectively taught during the semester and that students are given  assignments that will help them achieve mastery of the material. ∙ One of the most critical performance criterion for our classes measure the degree to  which the stated learning objectives are met. ∙ The instructor must create these exercises, assignments & quizzes or use instruments from the prior semester. ∙ There are only 4 different types of learning objectives; those mandated by the state,  primary & secondary objectives we agree on as a group and supporting objectives not directly related to the course. ∙ This doesn’t seem like a good project for the database classes, so I would suggest we  work it through CIS2334 which means we need to use a tool like MS Access. ∙ We can’t have instructors inadvertently walking on their peers work, so we need some kind of security. ∙ Because all CIS students will concentrate on different flavors of the same subject, it is  critical that they develop a common vocabulary for discussion their field(s) of study. ∙ Many CIS classes include students working as teams to complete a project. In some  cases, these are semester-long projects with deliverables to real-world clients. ∙ One of the great benefits our instructors derive from the publisher’s course materials  is the supplemental information. They have additional readings, exam questions,  exercises, classroom discussion topics, etc. ∙ I cannot really require that all instructors use the same source for terms & definitions;  because, instructors must have the freedom to teach their classes they way they  think best. ∙ One of our goals as a program is to ensure that our graduates are ready to go, Day  One. To that end, we try to use our course work, esp. team projects, to simulate real world experiences. ∙ One of our classes, in particular, has a requirement that the project teams track each  team member’s work on each deliverable – week-by-week – throughout the semester.  Each week, in fact, each team reports on their progress, including how team member  spent their time. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 2 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. Notes from Focus Group of Tenured & Tenured-Track Professors ∙ BlackBoard does not provide a means by which instructors can easily organize lesson  materials, exercises, assignments & quizzes to support the course’s learning  objectives. ∙ Different instructors teach the same class are unable to ensure that their materials,  exercises, assignments and/or quizzes remain consistent across different sections  without manually modifying each section. ∙ Sometimes, it seems like students master the professional concepts more easily than  the hands-on work. Because, they have been learning from textbooks throughout  their educational careers, memorizing material for an exam is second nature.  Organizing themselves to complete a class project – and to track progress against a  plan – is more challenging, it seems. ∙ If we are going to build something in-house, we should have the students do the work  as part of the class work; that would make for a terrific learning experience. ∙ Instructors spent several weeks prior to the start of classes and hours each week  updating BlackBoard to reflect the work being done in class. ∙ You have probably already heard about the problems we have had in the past with  different instructors defining the same or similar concepts in different ways. ∙ A key objective of any degree program is to graduate students who understand the  jargon of their profession. ∙ There are so many ways to give students a good working knowledge of the  technologies they will encounter in the workplace. There just isn’t a good way for  professors to capture those opportunities and tweak & re-use them semester after  semester. Project is a perfect example. Sitting here, right now, I can think of a dozen  projects for student teams, but it takes so much time to prep a project for a class, I  don’t have time for anything I’m not planning to teach this semester. Notes from Focus Group of Instructional & Visiting Professors ∙ Because I teach multiple courses, could I ask the app to show me just the sections &  learning objectives for specific courses and specific semesters. ∙ Getting the BlackBoard Grade Book set up correctly can take hours of work – then you must duplicate that work for every section. ∙ If we don’t have a way to see what sections we are teaching, I’m not sure how helpful  the application would be. ∙ There is no way to synchronize materials, exercises, assignments, quizzes, due date,  etc. across different section of the same class. ∙ This sounds like a way to make things easier for instructors, so the University can  have us teach more sections – I teach 4 and that’s the max anyone should teach. ∙ When a BlackBoard instances is copied forward from a prior semester, there are no  tools for automatically updating lesson, assignment or quiz dates to reflect the  semester calendar – each lesson, assignment and/or quiz must be modified manually  and independently. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 3 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ I frequently find that my CIS4375 students have a different understanding of some of  the terms I am accustomed to using in the business world. ∙ I keep thinking about how much of the material from the textbooks is actually  available on-line. It would be nice to assign on-line materials, but YouTube videos  don’t have supporting materials. ∙ Even without considering the rapid changes in the industry, it is a serious challenge to maintain a consistent set of terms & definitions across classes and semesters. ∙ Our programming classes usually have some student or team project – to build an  app. Today, each team must figure out how to keep track of bugs/defects. Some  don’t even bother tracking defects; they just fix what they can. ∙ Because I can spend hours developing a vocabulary quiz, I tend to not change the  quizzes from semester to semester – even though I am sure students have access to  quizzes from earlier semesters. ∙ One of the things I try to do is to provide students with templates for their project  work. This lets them focus on the content instead of developing a document format.  For me, it increases the standardization of deliverables, which makes it easier to  grade – and to grade consistently. ∙ One template I’ve not provided would give them a standard way to track time. If they had that, they could more easily report progress, see who is (and who is not) pulling  their fair share of the weight, and see which deliverables still need work (and which  are complete). Notes from Focus Group of Adjunct Professors ∙ During the Fall 2015 semester, there were five CIS2334 sections with approximately  158 students and 2 faculty members - 1 full-time and 1 adjunct. ∙ Even though the course concepts aren’t that difficult to teach, it is hard to stay in  synch with the full-time instructors – to cover the same material, have similar  exercises & assignments, and give similar exams. ∙ If we are going to link course and learning objectives, we should go ahead and get all  the pertinent data about a course from the Registrar’s systems. ∙ It would be helpful if the application capture instructor information and linked us to  the sections we are teaching. ∙ One of the hardest things for me, as an adjunct, is understand what the instructional  coordinators want me to cover. They define exercises, assignments and projects I can use, but I must always figure these things out myself. It would be nice if we had a  repository with all the supporting information, so I could just read – instead of trying  to figure it out. ∙ As fast as technology changes, it is becoming critically important that students be  able to converse fluently with industry practitioners during networking events and  interviews. ∙ I can’t believe how much time project teams spend fixing the same bug over and  over. It is like one team member doesn’t know what his/her fellow team members are Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 4 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. doing. Although, debugging is part of the process and students need exposure –  debugging the defect is just a waste of time. Notes from Focus Group of Recent Graduates ∙ I feel like I got a good education and am well prepared for the job market, but it  seems like I could have gotten more. ∙ It always seemed like BlackBoard was missing something or had something wrong. ∙ Some of the instructors just teach from a slide deck they have been using for years;  because, they say, it is just too hard to incorporate changes into all the material &  assessments. ∙ On my first job interview after graduation, I was surprised to learn that I had been  using a technology term incorrectly. ∙ Except for the Analysis & Design classes, every semester, it seemed like, every class  had a different set of projects we had to work on. I think it would have been helpful to have a consistent set of projects that we worked with throughout our time here. You  know, exercises, assignments and projects that related to one another, regardless  which class or who was teaching it. ∙ We used MS Excel to track progress and team member time – and that worked ok –  but it is just so easy to enter something in the wrong place and, without even knowing it, create a huge problem! ∙ It seems like we should all be speaking the same lingo when we leave here. ∙ I know the field is changing rapidly, but there must be a better way to keep the  instructors in-synch with one another. ∙ I loved the programming classes! That’s why CIS is my major. But, where I work, we  have a standard tool for capturing and tracking defects. Here, I had to re-invent that  tool for every class. What a pain! ∙ We struggled, at times, to get the progress reports right. There were so many moving parts and the professors want to know, every week, who did what, what was finished,  where we were having trouble, how much work was left. It was just a challenge  figuring all of that out. Notes from Focus Group of Students ∙ It is hard to know exactly what to study to make a good grade. ∙ If I understand correctly, there is a pretty standard set of deliverables for IT (and  especially software) projects. At the end of the semester, it would be nice to see a  standard solution for the assignments were given. ∙ It sounds like the app will primarily benefit the instructors; it would be nice to be able  to see the learning objectives for the different courses. ∙ My project teams have tried several different ways of tracking defects. Some work  ok, some don’t. Seems like there should be a tool we could use, but the licensing fees are probably too high. ∙ Professors don’t always post all the content we need for exercises, assignments &  exams on BlackBoard or, maybe, the dates are wrong & we just can’t see it. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 5 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ Sometimes the grading seems a little arbitrary. ∙ It can be confusing when two professors use the same or similar terms to describe the same thing. Notes from Focus Group of Graduate Students & Teaching Assistants ∙ I’ve had to deal with moving BlackBoard objects across semesters, so it would be nice if there was a way to copy or re-associate courses & learning objectives with a new  semester and then activate the new semester and deactivate the old. ∙ It can be difficult to know what the instructor(s) are expecting from assignments –  sometimes I’ll grade an entire assignment and the professor will have me grade it  again because s/he was looking for something specific that I didn’t check. ∙ Trying to grade assignments using BlackBoard is slow and tedious. ∙ Grading project work is hard. Every professor assigns slightly different work and  every student or team create an entirely different solution. If we standardize some of  the deliverables we expected students to include in their work product, it would  improve the effectiveness of our grading. ∙ Some instructors are older and not as ‘in touch’ with their field of study as they think. ∙ Most of the professors know their material cold. In some of the classes, they could  just come to class and talk about their experiences. But, how do you assess how well  students understood the material? There is no bank of questions and answers we can test against – just the textbook quizzes. ∙ Old words have come to have new meanings. ∙ In my professor’s programming classes, I would like to be able to see what defects the teams are dealing with. This would help me better understand the feedback my prof  needs for his class. ∙ More standardization would certainly making grading easier and more consistent.  Even within the same class, different students & teams used different formats &  content for their work. One of the professors provides a bunch of templates. That  makes things easier, but I worry whether the students shouldn’t be doing this work as  part of the assignment. Notes from Focus Group of Administrative & Support Staf ∙ Any application that interacts with the University’s systems and/or BlackBoard must  be up 100% of the time. ∙ At the beginning of each semester, BlackBoard is loaded with a roster of students  enrolled in each section. ∙ At the beginning of each semester, BlackBoard, at the discretion of the instructor, is  loaded with an instance of a prior semester section . ∙ BlackBoard assists instructors with the organization of their gradebook and students  with tracking assignments and progress. ∙ BlackBoard does not use web technologies that allow browsers to manage individual  page elements, so changes frequently require a screen refresh which makes the  system cumbersome. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 6 of 7. .UH | CoT | ILT Helper Applications Saved: 15-Feb-16. CIS2334 Interview Notes Printed: 15-Feb-16. ∙ BlackBoard is a web-based, hosted solution meaning that all interfaces are navigated  via a browser. ∙ I know I’ll get calls from the instructors, so I need a way to see all the data – and to  sort & filter it based on the questions I get. ∙ I would hate for instructors to set up their semesters incorrectly; could the support  staff see how they’ve defined semesters? Better yet, can the app ensure that the  beginning & ending dates are reasonable?. ∙ The instructor is able to add, change and/or delete BlackBoard elements including  course content, exercises, assignments, and tests & quizzes. ∙ The instructor may change the opening, due & closing dates for exercises,  assignments & quizzes. ∙ The students are automatically added to a gradebook containing all exercises,  assignments and quizzes. ∙ The University uses BlackBoard Learn as its learning management system. Fa16_2334_InterviewNotes Mark Stinnett – tmstinnett2@uh.edu Page 7 of 7. .UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16 Syllabus Acknowledgement – Individual Assignment The attached Syllabus Acknowledgement form must be printed, reviewed carefully, and signed & dated. By signing & submitting the form, you agree that you have  read, understand and have had an opportunity to discuss the CIS2334 syllabus. Further, you agree that you have read, understand, and have been given an  opportunity to discuss the University’s Academic Honesty and Appropriate Use  Policies, and that you agree to abide by the terms of these policies. Scan and submit the signed & dated Syllabus Acknowledgement form through the  BBL assignment by 7am of the 2nd  day of class. Reading Assignments All four texts are available on-line through UHAccess\SkillSoft. The Instructor will  announce & review any changes in-class and via BlackBoard announcements. • Microsoft Excel 2013 for Business Analysts – 8/23: Ch 1-4 Importing, Exporting Tables – 8/30: Ch 5-7 Pivot Tables & Charts – 11/8: Ch 8-9 Commands & Formulas – 11/15: Ch 13 Logical & Lookup Functions – 11/22: Ch 14 Analysis Tools • Planning/Scheduling Using Microsoft Project 2013 – 9/6: Ch 1-3 Introduction, Navigating, Options – 9/13: Ch 4-5 Create, Calendars, Tasks – 9/20: Ch 6-7, 9 Tasks, Outlines & Dependencies • Microsoft Access 2013 Step by Step  – 10/4: Ch 1-2 Databases & Tables – 10/11: Ch 7, 10 Queries, Imports & Exports – 10/18: Ch 11 Navigation – 10/25: Ch 3-4 Forms & Displays – 11/1: Ch 5-6 Reports & Integrity • Microsoft Visio, Core Essentials, Exercise Workbook – 9/27: Ch 1-2, 5 Basics, Drawing, Arranging Quiz Schedule • Microsoft Excel 2013 for  Business Analysts – 30 Aug Chapters 1-4 – 6 Sep Chapters 5-7 – 15 Nov Chapters 8-9 – 22 Nov Chapter 13 • Planning and Scheduling Using  Microsoft Project 2013 – 13 Sep Chapters 1-3 – 20 Sep Chapters 4-5 • Microsoft Access 2013 Step by  Step – 11 Oct Chapters 1-2 – 18 Oct Chapters 7, 10 – 1 Nov Chapters 3-4 – 8 Nov Chapter 5-6 F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 1 of 9UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16 • Microsoft Visio 2013 Core  Essentials, Exercise Workbook Project Deliverables Teaming Agreements – Team Assignment – 4 Oct Chapters 1-2, 5 Using the Instructor’s template, the Project Manager should: ∙ Complete the Roster ∙ Make any necessary adjustments to the language of the Agreement ∙ Print a single copy of the Agreement ∙ Have each Project Team Member read, agree to and sign a single Teaming  Agreement ∙ Publish a copy to the Team’s Office 365 site By signing the Teaming Agreement, each Team Member agrees to abide by its  terms. Submit a fully executed copy of the Teaming Agreement through the BBL  assignment. Project Charter – Team Assignment Your Charter is a 2-3 page overview of your proposed project and should include: ∙ Business Space o Description of the business, as a whole, and of the business problem,  specifically o Description of the proposed solution & how it addresses the problem o High-level list of business requirements ∙ Technical Space o Expected themes (or categories of data) and their relationships o Milestone & deliverable completion/acceptance dates ∙ Team Member Contact Information o First & Last Name and Known As o Primary Role o E-mail address & best phone number ∙ Signatures Reflecting a Commitment to Proceed o Team members agree to deliver a product meeting the agreed upon  requirements o Team & Sponsor agree that work can begin Submit deliverable(s) through the BBL assignment. Project Work Plan – Team Assignment The Project Work Plan (Work Plan) consists of: ∙ WBS & Dictionary F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 2 of 9UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16 ∙ Work Plan ∙ Statement of Scope Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit deliverable(s) through the BBL assignment. Prioritized User Requirements – Team Assignment The User Requirements Document (URD) is a collection of the following project  artifacts/documents: To-Be artifacts/documents o Process Maps o Requirements Traceability Matrix Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit deliverable(s) through the BBL assignment. Conceptual Data Model The Conceptual Data Model is a high-level (conceptual) diagram of all entities  required by the application and of their relationships to one another. Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit deliverable(s) through the BBL assignment. Logical Data Model o logical data models o Crow's Foot diagram showing all relations, including:  Keys & attributes  Relationships between relations o Definition of all attribute constraints Definition of all referential integrity constraints Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit deliverable(s) through the BBL assignment. Finished Product – Team Assignment Product Specific Requirements The final MS Access database application must meet the following minimum  criteria: Tables:  ∙ A minimum of five (5) tables… o Including intersection tables o Not including lookup tables ∙ Tables must have enough data (min. 8 records each) to demonstrate  application functionality; F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 3 of 9UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16 ∙ At least four table relationships, all of which must have referential integrity  enforced. Queries: ∙ At least five queries (total) appropriate to the database requirements; o Minimum of 1 query with an input prompt providing criteria for the query o Minimum of 1 query using aggregate functions to calculate key statistics o Minimum of 2 queries must retrieve data from multiple tables o Minimum of 2 SQL queries  Minimum of 1 SQL query selecting data from a minimum of 2 tables Forms: ∙ All the necessary forms for inputting & displaying data in your database, as  required by your client.  ∙ Minimum of 1 form based on a parent-child table relationship Reports: ∙ At least four reports (total) for data output; o At least two reports must be based on a multiple-table query; o At least one report must display grouped data. User Interface: ∙ Provide a user interface (menu/switchboard) to access the features of the  application. Macro ∙ Minimum of 1 macro to import a .txt, .csv or .xlsx file. Excel Connectivity: ∙ Real-time connection from MS Excel to your application database. ∙ Use MS Excel and live MS Access data to: o Create an Excel version of your grouped data report o Use Excel to filter your grouped data to show only one group o Create a chart showing useful management information  o Create a pivot table relating a minimum of 2 fields from a query and  providing useful management information Final Presentation – Team Assignment As a way to simulate a final client presentation and to demonstrate that each  Team’s applications meets the minimum CIS2334 project requirements, each Team  will give a formal presentation during the last week of class. Consider the following guidelines as you prepare your presentations. Presentation Guidelines o Minimum 20 minutes and maximum 30 minute presentation, including  Q&A o Every team member must speak for a minimum of 2 minutes o All team members attire must be business casual F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 4 of 9UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16 o All team members must stand/sit at the head of the class during the  entire presentation Demonstration Guidelines o Briefly explain what the demonstration will cover before beginning the  demonstration o Show how the product satisfies key requirements o Show how the product satisfies all CIS2334 project requirements Slide Deck Guidelines o Refer to the slide deck template for format & content suggestions o Include bulleted speaker notes for each slide Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit deliverable(s) through the BBL assignment.  Final Report – Team Assignment o Executive Summary o Teaming Agreement o Charter o Work Plan o User Requirements Document o Conceptual and Logical Data Models Saved to DVD (2 complete copies) o Finished Product o Final Report o Presentation Slide Deck Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit the deliverable through the BBL assignment. Peer Evaluations Students will assess their teammates’ level of participation once each month (4  times). The evaluation tool asks several questions about the quality of each  teammates’ contribution to the team’s success. For each question, you will  allocate 100 points across your teammates. Lessons Learned – Individual Assignment ∙ Each student must submit a 1 page summary of lessons learned during the  semester – 1 page should cover the Client Project Experience ∙ Both summaries should follow the same format  o Header  Name & Student ID F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 5 of 9UH | CoT | ILT Saved: 12-Aug-16 CIS2334 Assignments Master Printed: 12-Aug-16  Date  [Semester] - CIS2334. [Section#]  Project Team Name o Content  What worked?  What did not work?  What would you do  differently?  What would you insist on  keeping the same next  time?  Other  comments/suggestions? F16_2334AssignmentMaster_1_ Mark Stinnett – tmstinnett2@uh.edu Page 6 of 9Note: ONLY the Instructor will read this document – please, be frank and  professional. Each of these artifacts/documents has a template in the BBL Project Templates  folder. Submit the deliverable through the BBL assignment. Team Presentations Deliverables, WBS, Activities, Work Plan ∙ Deliverables o Explain the concept of a project deliverable o Identify several deliverables for the In-Class Project ∙ Work Breakdown Structure o Define WBS and discuss its value to a project team o Show the class a simple WBS diagram or outline & explain how it was  constructed ∙ Activities o Identify some of the activities required to complete a deliverable o Explain why understanding why listing deliverable tasks is important to  the success of your project ∙ Work Plan o Define the concept of a project work plan and explain its value to the In Class Project o Discuss the relationship between the Work Plan, Deliverables,  Decomposition, and the WBS User Stories, Prioritized User Requirements, CDM ∙ User Stories o Explain the concept of User Stories and describe their importance to the  In-Class Project o Give a simple example of a User Story for the In-Class Project ∙ Prioritized User Requirements Document o Define a User Requirement and explain the value of collecting &  prioritizing them o Describe the purpose for the RTM and walk the class through the RTM  template ∙ Entities & Relations o Define the concept of data modeling and explain the importance of a  good data model to the In-Class Project o Explain the concept of an entity and discuss how understanding entities  benefits the In-Class Project o Explain what it means for two entities to be related and describe 3 types  of relationships ∙ Conceptual Data Model o Explain the concept of a CDM and discuss its use o Show an example of a simple CDMLDM, Tables & Attributes, QBE ∙ Logical Data Model o Define the concept of entity-relationship diagramming (ERD) and discuss  its importance to the In-Class Project o Define the concept of a logical data model and explain how it is different  from a CDM o Show an example of a simple ERD using Crow's Foot notation ∙ Tables o Explain the concept of a table and how it differs from an entity o Describe the major components of an MS Access table  Keys, attributes & data types, required fields, default field values o Keys & Relations  Define the concept of keys and of primary & foreign keys  Explain how primary & foreign keys are related ∙ MS Access Query-by-Example o Use the Query Wizard to create a simple query  o Show how to sort & filter the result set using the MS Access on-screen  tools SQL, Forms & Reports, Navigation ∙ SQL o Define SQL and discuss its purpose & history o Explain the syntax and positioning of the key clauses of a SQL statement o Show how to develop a SQL query using the MS Access tool set ∙ SELECT ... FROM o Demonstrate a simple SELECT statement ∙ SELECT ... BY o Demonstrate how to use SQL to produce an ordered data set o Show how to sort on multiple fields and explain the order of precedence ∙ SELECT ... WHERE o Demonstrate how to use SQL to produce a filtered data set o Show how to filter on multiple fields and explain the order of precedence ∙ MS Access Forms & Reports o Demonstrate creating a simple MS Access form based on a table o Demonstrate creating a simple MS Access listing based on a table ∙ MS Access Switchboard/Navigation Menu o Locate the Switchboard Manager and show how to add it to MS Access'  short-cut menu o Use the Switchboard Manager to create a simple menu system with 1  form & 1 report Final Presentation: Organization, Demonstration, Visual Appeal ∙ Final Presentation o Show how each Project Team's Final Presentation should cover:  Business Environment  Problem/Opportunity Space Solution Space including ∙ Process maps of key activities ∙ Overview of both CDM & LDM  Solution Requirements  Survey of the Requirements Traceability Matrix showing how/where  each requirement was met  Key issues encountered and how they were handled ∙ Demonstration o Show how each Project Team's Final Presentation should cover:  Look & Feel and Navigation  Physical Data Model  Key forms & reports  Any special features and/or characteristics of the finished product Defect Tracking Project User Stories 1 1 User Requirements Requirements Traceability Matrix Document Context Diagram 2 Process Map  2 CIS2334 Team 5 Department of Information & Logistics TechnologyUH | CoT | ILT CIS 2334 USER STORIES Defect-Tracking Project User Requirements Saved: 20-Aug 16 Printed: 20- 

# User Story I.1 As an Instructor, I need some kind of guide or reference for building a  bug/defects tracking app, so that I can instruct my students on how to  make one. I.2 As an Instructor, I need a system for students to be able to keep track  of any bugs they find, so that each students spends less time fixing  them. G.1 As a Graduate Student, I would like to have had a standard capturing  and tracking defect system, so that I didn't have to make one for each  class I had. S.1 As a Student, I want to be able to log information on what kind of bugs I run into, so that other students can see it and have knowledge of it. S.2 As a Student, I feel as though there should be a standard tool we could use to track defects that does not have a prohibitive licensing cost. T.1 As a Teaching Assistant, I would like an application that would let me  see what the students are working on, so that I can make a report for  the professor over the students’ progress. T.2 As a Teaching Assistant, I need a way to sort and filter all the data I  see from students, so I can make a report that elaborate on what  needs to be addressed to the professor.

We also discuss several other topics like uiuc chlh 101

REQUIREMENTS TRACEABILITY MATRIXPage 2 of 4 Defect-Tracking UH | CoT | Saved: 20-Aug ILT 16 Project CIS 2334 User Requirements Printed: 20- CONTEXT DIAGRAM PROCESS MAP WORK IN PROGRESSPage 3 of 4 # User Story I.1 As an Instructor, I need some kind of guide or reference for building a  bug/defects tracking app, so that I can instruct my students on how to  make one. I.2 As an Instructor, I need to establish role for team projects, so that  each students uses their time effectively. G.1 As a Graduate Student, I would like to have a standard capturing and  tracking defect system, so that I don't have to make one for each class I have. S.1 As a Student, I want to be able to log information on what kind of bugs I run into, so that other students can see it and have knowledge of it. S.2 As a Student, I would like know if there is a way to get some kind of  tool to track defects, so that we can either invest or raise money for  one. T.1 As a Teaching Assistant, I would like an application that would let me  see what the students are working on, so that I can make a report for  the professor over the students progress. T.2 As a Teaching Assistant, I need a way to sort and filter all the data I  see from students, so I can make a report that elaborate on what  needs to be addressed to the professor.

Don't forget about the age old question of untstat

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