The Campus as Learning Laboratory for
Systems Analysis and Design
Bruce Saulnier
Computer Information Systems
Quinnipiac University
bruce.saulnier@quinnipiac.edu
Presentation Overview
 Systems Analysis & Design Content Overview
 Systems Analysis & Design Learning Objectives
 The Traditional Approach & Limitations
 Case Study Supplements & Limitations
 Sound Pedagogy for Effective Student Learning
 The Campus as Student Learning Laboratory
- Why the Campus?
- Establishing the Campus as Laboratory
- How it Works
 Conclusions
The “Typical” Analysis & Design
Course
Content Considerations
 The Nature of the Systems Problem - “There ought
to be a better way to do this”
 Goal = Improve the “Way Things Are” (CQI)
 How = Process for Improvement
– Phases & Deliverables
– Project Teams & Steering Committee
– 4/5 Phased Process
– Solution Set:
• Business Process Automation
• Business Process Improvement
• Business Process Reengineering
Analysis & Design Learning
Objectives

More about the Students Learning a
Process for Continuous Improvement than
about the Deliverables Produced by Their
Efforts

Goal = Have Them “Do” Analysis &
Design rather than Study About Analysis &
Design
“We can no more have our students learn
the process of Analysis and Design
without having our students do Analysis
and Design than we can have our students
learn to swim without having them get in
the water”
The Traditional Approach
Text + Web Site + CD
Usually either the web site or the CD contains
some form of project management software
together with sample deliverables
Limitations
Students usually focus on learning the software
without understanding how the software supports
the continuous improvement objective
Students are not doing Analysis & Design
Case Study Supplements
Typical Format
 Move course to active learning mode
 Establish context for the problem to be solved and
identify major decisions that must be made in
solving the problem
 Usually a series of highly structured activities
which lead toward a problem solution
Limitations
 Lack of real time and space continuums
 Lack of real office politics and influence on the
range of tangible solutions
 Instructor role playing no substitute for real people
with vested interest in the system
Case Studies, at Their Best, Only Simulate Reality
Sound Pedagogy for Effective
Learning
Good Practice in Undergraduate Education*:
 Encourages Student-Faculty Contact
 Encourages Cooperation Among Students
 Encourages Active Learning
 Gives Prompt Feedback
 Emphasizes Time on Task
 Communicates High Expectations
 Respects Diverse Talents and Ways of Learning
* Chickering & Gamson, “Seven Principles for Good Practice in Undergraduate
Education”, AAHE Bulletin, Vol.l 39 (7), pp. 3-7
Learning Pyramid *
* National Training Laboratories, Bethel, Maine
Average
Retention
Rate
Lecture
5%
Reading
10%
Audio-Visual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
75%
Teach Others / Immediate Use 90%
The Campus as Learning Laboratory
Why the Campus ?
 The Only Environment that is Common to
Both All of the Students in the Class and
the Course Instructor
 Provides a Forum for Students to Do
Analysis & Design
 Students can Relate the Course Content
(Process) to their Daily Lives (BrainBased Learning)
 Quality Control can be Maintained by
Communication with the Area Contacts
on Campus
 Keeps the Instructor Informed of Current
“Hot” Issues Among the Students
Establishing the Campus as a
Classroom Learning Laboratory
Precondition – Requires significant time
commitment and political acumen on the part of
the course instructor
Conversations with Department Heads –

Instructor viewed all departments and all of our
campus as significantly contributing to our
students education

They too were thought of as educators who have
much to contribute to our students education

Need a single contact person from each
department so students would not interfere with
normal department functioning

They may realize potential benefit from the
student projects – Department contacts may
contribute to problem definition to enhance this
possibility by helping define problem and scope
of study

Nearly all departments agreed to be involved.
The Campus as Learning Laboratory
How It Works (1 of 2)
Students Form Project Teams –
Attention given to age, gender, diversity, student
academic and work schedules
Group Dynamic Discussion –
Principles for effective group work are discussed.
Students suggest major issues confronting
successful group work and help to formulate both
solutions to potential problems and strategies for
dealing with ineffective team members.
Students Suggest Area for Study Given name of contact person. Told must
interview contact person and come up with
problem definition statement agreed to by contact
The Campus as Learning Laboratory
How It Works (2 of 2)
Areas Investigated in the Last 3 Years –
On-Campus Housing Assignment; Off-Campus
Housing Assistance; Admissions; Campus Food
Service; Book Store Inventory/Ordering; Advising;
Registration; Resident & Commuter Parking, etc.
In Class students work through activities associated
with phases, and then they apply their newly
acquired knowledge to their respective projects.
Written reports are produced at the end of each phase,
and students orally present their findings and
recommendations to the entire class using
presentation software.
Department sponsors attend the oral presentations,
adding an additional dose of reality to the course.
Conclusions
 Students learning is greatly increased because they
are actively involved in the learning process in a
manner consistent with sound pedagogical
principles
 Students get “fired up” about this approach because
they are working in an area of student interest and
several of their recommendations have been
adopted by their sponsoring departments
 Sponsoring departments feel like they’re an active
participant in the students education – and, that they
receive significant benefit from the student work.
 The course has become at once both the most
enjoyable and most difficult (time consuming)
course I have ever taught.