University of Dayton
School of Business Administration
Spring, 2019

MIS 475
Systems Design and Implementation in Teams
(MIS Senior Project II)


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This page was last modified on Thursday May 02, 2019

Dr. David Salisbury/Mr. Stephen Hall/Mr. Dev Nanda
Anderson Center, Room 104/Room 106/Room 125
937.229.5085 (Salisbury) 937.229.5436 (Hall) 937.229.2938 (Nanda) (course)
T/R 200-315 PM, MH 102
Salisbury - MTR 10-12  (email usage is encouraged) or by appointment.  Hours subject to change due to unforeseen circumstances. Changes will be communicated to students via email.  Hall and Nanda - TBA to their teams. 


Course Overview

This course is the second of two offered to students majoring in MIS as a capstone learning experience.   In this course you will complete the design and implementation of systems begun in the previous semester.

This capstone course affords you an environment in which you may draw upon your learning in previous MIS courses and apply these concepts and current best practices for the analysis, design, implementation, operation, control, and evaluation of information systems. This course features project teams of students doing systems analysis, design, and implementation of a real world MIS project. In addition, students will manage projects, maintain client relationships, assist with organizational and technology change, apply various methodologies and tools, learn to allocate time and other resources, manage project risk, work closely with team member and clients, and communicate about the development effort via written and oral means.

Course Objectives

The overall goal is to broaden and deepen each student's knowledge and skills in the development and delivery of management information systems.   Specifically students will be taught to:
  • Recognize that successful systems development is firmly rooted in responding to identified business needs within an organizational context. Successful systems analysts must have a broad understanding of and consider their clients' organizational structures, culture, human factors, and processes.
  • Apply the technical fundamentals of successful information system analysis, design, and implementation by using accepted methodologies and techniques as appropriate. 
  • Apply the principles of modern project management to planning and controlling the development of information systems, considering technical and behavioral issues.
  •  Demonstrate the ability to be an effective contributor in an information systems team setting and in interacting with clients and supervisors. 
  • Demonstrate oral presentation and written communication skills in applicable areas such as project presentations and status reports, client relationships, systems documentation, project management, team management and systems development and acquisition strategies.
As with all courses in the School of Business Administration at the University of Dayton, this course attempts to advance the University and School mission, to wit: The School of Business Administration is a learning community committed in the Catholic and Marianist tradition to educating the whole person and to connecting learning and scholarship with leadership and service in an innovative business curriculum designed to prepare ethical leaders for successful careers in a global business environment.  

Course Text & Documents

Some of you may choose to get the books at the UD bookstore.  However, it is anticipated that some will engage in whatever searches are necessary to secure the appropriate books at the lowest cost.  I am not responsible for books that do not match.   

Hoffer, J. A., George, J. F. and Valacich, J. S. (2014).  Modern Systems Analysis and Design, 7th edition, Upper Saddle River, NJ: Pearson Publishing (hereafter Hoffer/George/Valacich).  Please be aware that this is intended to be the same text as used in MIS 380; if you have a newer edition feel free to use it.  

Readings and other documents are available at Isidore, including relevant sections from UD CAP HIR Documents. 

Other materials will be distributed as necessary, either electronically (on Isidore) or in class.  Students are expected as part of their professional development (and class participation) to be active consumers of content that may aid in their growth as IS professionals.  In addition to articles identified and provided by the instructors, it is expected that students will also identify and recommend resources to the class.

All students should have a functional laptop computer with appropriate software

Course Procedures

Key concepts and accepted practices of MIS will be developed and applied through assigned readings, class discussion and project assignments. In addition, participation in a project team will offer each student the opportunity to utilize this knowledge and other applicable experiences in the enhancement/development of a real world MIS project for an organizational client. Further, students will have the opportunity to learn from the experiences of other project teams through their role of being active members of the audience during project-related presentations. 

In support of this methodology, project assignments are to be completed and handed in for review and evaluation as scheduled. All project assignments will be discussed in class.

Each project team will be expected to develop and maintain a documented Project Portfolio as their MIS project progresses through the applicable phases of the Systems Development Life Cycle (SDLC) or of an alternative methodology acceptable to the instructors. Suggested contents of this portfolio would include defined products, outputs, and deliverables of the phases of the selected methodology and other documentation that communicates the progress of the assigned MIS project. This Project Portfolio will be evaluated and is expected to be a key source for the variety of designated project reports.

The use of Information Technology is an important element of this class's methodology. The classroom's podium supports needed software including multimedia. Anderson Center and Miriam Hall provide both computer labs and project team cubicles. The U.D. Learning Village and remote access capabilities provide connections from student residences. Each team will decide the best way to share documents between themselves and their clients.  The Isidore site will be used to share documents with instructors.

Student & Instructor Roles

Course participant roles will be modeled as in the prototypical consulting services organization. The roles of students and instructors are similar to those of systems analysts/consultants and systems development managers/managing partners, respectively. Students, within teams, organize, run, and conduct projects. Each team is self-organized (with defined roles) and led, and members utilize a peer evaluation to measure each team member's contributions to their project. Work is defined, assigned, and finalized via decisions made within each team. Instructors assign teams and projects. Instructors serve as course organizers and resources for teams on the term projects. Instructors are also evaluators who assess student performance (both team and individual). Please be advised that the instructors reserve the right to grade Project Team Elements (see below) differentially based on the instructors's judgment and on individual evaluations done by each team member.  Instructors review the progress of both projects (including teams) and individuals through scheduled reports, presentations, and meetings. They assess the quality of team submissions and processes, and provide advice and guidance when requested or as required by the course syllabus.

Course Assignments

A large proportion of each student's grade in this course will be assessed on the basis of the student's performance on various assignments that are expected to be completed through the semester. All assignments are to be completed by your assigned teams unless otherwise stated on the assignment. All assignments for this course are to be made via the World Wide Web, at the URL noted above, or on Isidore

Timeliness of Assignment Submission

It is important to submit assignments on time. All assignments are due on the assigned date. Late assignments will not be accepted save in the case of prior arrangement or provision of acceptable evidence (in the instructor's judgement) that justifies the absence or delay.  In any case, late assignments are subject to penalties as deemed appropriate by the instructor.

You should also be aware that your team is responsible to see that assignments are submitted properly. I am not going to be chasing people down to make certain that they have submitted their work. In addition, due to the number of assignments in a class like this, your team is also responsible to keep backups of all submitted work in case something gets lost in the shuffle.  Finally, marks which have been posted for one week are final.  Hence, you should keep track regularly of your course marks.

Finally, to discourage procrastination, I will offer no assistance on class assignments within two business days of when they are due. This policy will be strictly enforced.  If an assignment is due on Thursday (as an example) the last assistance I will render ends at 1PM on Monday - this policy will be strictly enforced this term

Class Attendance/Participation - Class  & Meeting Decorum

While there are a relatively limited number of class meetings, you should be aware that your actions in the classroom environment should demonstrate intellectual engagement in the course content, and as well respect for your classmates and for your instructor. As such, talking audibly, passing notes, and other similar juvenile behavior simply have no place in a university classroom. If you find yourself unable to avoid chatting with the person next to you, you should consider sitting elsewhere in the class. Expect to be called out when such behavior is observedYou should also understand that when we have clients or guests in for class, business casual dress (slacks and a nice shirt/blouse) is the minimal dress code.  

Other behaviors that are disruptive to others' learning involve various electronic devices. Cell phones, pagers and similar electronic communication devices should be turned off and stowed below the desk in a case or bag during all classes. While these devices are useful in their appropriate context, they create a disruption to the learning environment when they go off in class. Further, leaving the room to take a cell phone call is both inappropriate and rude, and also causes a disruption to the learning environment. As a consequence, failure to comply with this policy will result in appropriate disciplinary action, up to and including referral to university judiciaries.

Relevant to computer use (either in laptop required sections or in the lab), engaging in IM sessions, web-browsing, reading your email and other behavior of this type means that you are not paying attention to the material being discussed, and which will unfavorably affect your participation mark. Almost invariably this results in disruption to the learning environment as students who have not been paying attention find themselves behind and ask questions that have already been addressed. When you are in the classroom, you are expected to be engaged intellectually.

The instructor reserves the right to limit or prohibit use of any programmable devices (e.g. programmable calculators, laptop computers) and devices for communication and data storage (including but not limited to camera phones, cell phones, pagers, storage media or PDAs) at any time in the classroom. Refusal to comply with a request of this nature will result in sanctions being assessed as appropriate.

Please do not leave the class once you have chosen to attend -- it tends to be distracting for the rest of the class. If you must leave early, please sit near the door to make your departure unobtrusive, or do not attend at all. Please do not be late when you attend. Too many people coming after class starts creates a real disturbance. I reserve the right to take corrective action if it becomes a problem.

You should also be aware that being late for classes is no excuse to receive extra time on in-class activities or assignment submission deadlines. To arrive late disrupts the learning environment and, unless there is ample reason (see approved reasons, below) also demonstrates lack of respect for your classmates.  If you are late for class on a day with a required in-class activity you will have less time to complete this. Finally, when assignments are due at the start of class, arriving late to class (i.e. significantly after the assignment has been taken up) is grounds for the assignment due that day to be considered a late submission.

The instructor(s) reserve(s) the right to take corrective action if these issues create problems.

Please know that the intent of these policies is not to be unreasonable; from time to time a student may have reasonable need to leave the classroom prior to the end of class, or may have a legitimate reason that they are late. For example, he/she may be ill, may need a drink of water, may need to avail him/herself of the restroom facilities, or in winter for those driving weather can be a challenge. Further, there are emergency situations in which constant availability via electronic communication may be necessary. In this case, simply notify the instructor of the situation and a reasonable accommodation can be made.

Readings and Deliverables

While there is not a large amount of material to be covered through this course, there is a lot of stuff to do.  Hence, it is rather easy to fall behind. Please ensure that you stay current in your readings and deliverables -- it is expected that you will have read in advance the material to be covered in class on a given day, and be able to discuss it.

Communication with the instructor

While your instructors are around a lot, they are not in perpetually. Consequently, much interaction with will be through e-mail (see above).  You should also note that the course coordinator (Dr. Salisbury) intends to communicate with you via email as well.  Be certain that the email address provided to you by UD is one where you can get mail, either directly or via forwarding.  Please be aware that you should review emails from your instructors regularly as you are responsible for anything communicated via email or in class. If you miss an assignment due date or other changes because you were not in class (or don't get it via email), it is your problem.

Grading Scale and Course Components

The grading scale and grading components are presented below. If you make any of the cut-offs, you will receive that mark. For example, if you earn 930 points, you will receive an "A" for the course, or if you receive 885 points, you will receive a "B+" for the course.

MIS 475 Grading Scale

Grade Assignment

Grade Components


>=900 <930
>=870 <900
>=830 <870
>=800 <830
>=770 <800
>=730 <770
>=700 <730
>=600 <700
<600 (failure)

Individual Assignments/Exercises (365/1000 points)
Final in-class Project Presentation (in class/at Stander/at PMI) Course Participation
PMI Schedule Review
Integration/Synthesis Paper
Overall Client Individual Evaluation
Project Team Elements (635/1000 points)
Status Reports (3 per team @ 40 points each)
Pre-Implementation Deliverables
Final Implementation Deliverables
Final Project Report, Portfolio & Maintenance Deliverables
Client Acceptance Walkthrough and Project Results
MIS Advisory Board Presentation
PMI Schedule Review
Overall Client Team Evaluation



Since the marks in my classes over the long term tend to look like a normal curve, I tend not to force an artificial curve. On the odd chance that there is a curve it will be applied only on the overall grade in all sections I teach. Thus, no question of curving will be entertained until after the final. In addition, no extra credit assignments will be offered; if you are unable to perform well on what has already been assigned, your instructors don't wish to burden you with extra work.  Finally, if you are in trouble, try to demonstrate an effort to improve and ask for help. Do not fail in silence.

To provide more detail, the following is offered:


The individual component of the course evaluation will be based upon the four following elements, totalling 400/1000 points:

1. Project Presentation (75 points)

Each student will be required during the term to present project-related materials to the class during one scheduled time.  The presentation will include material from the Maintenance Phase, Final Project Report, and Portfolio. This will be graded and associated with project requirements (see items 2.6 and 2.7 under Team Project Management Requirements in the separate MIS 475 Project Guidelines document that is available in Isidore).  Your presentation will be recorded. Your team will be expected to hand in a self-critique of its presentation within a week following your presentation.

2. Attendance & Participation (125 points)

Attendance, general participation, peer evaluations, and generalized faculty observations are explained below.

Attendance:  (30/125 points)

This mark is based on the fairly simple premise that if you don't show up you can't participate.  There are plausible reasons for missing, but these are limited in number and significant in impact.  I refer you to the the course policies on absence, below.  If it's not on the list it had better be something good and it had better be taken up with the instructor in advance.

Generally Acceptable Excuses for Rescheduling Exams, Late Assignments, etc.

  • Verifiable Illness
  • Death/Major Illness in the immediate family.
  • Required attendance at another university event.

Note: It is conceivable there are other acceptable excuses not previously anticipated, but you must receive permission from the instructor personally in advance.

General participation:  (30/125 points)

Participation is an important part of this class, given the emphasis on project-based activities, discussion, and review of peer work. Class participation will be observed and graded. Individual participation in class meetings (when held) will be scored thusly; -1 for missing, 0 for simply attending, 2 for saying something interesting or participating in a meaningful way.  The minimum possible points earned by a student are zero (0) points.   Please be advised that these sorts of scorings are not absolute - coming into class and saying something just to get the points is not particularly helpful.  Be active and engaged, show up when you're supposed to, keep up with things, and speak up when you have something to say  and your class participation will turn out fairly well.

Participation includes, but is not limited to, the following examples:

With respect to participation, attending and being on time are important aspects.  Due to a tendency toward laxness about timeliness and attendance, the following policy will be in place for Spring, 2019, save for situations that are approved as noted above (e.g. illness, death in the family, required attendance at another university-sponsored event). 

For students who are up to 15 minutes late to any scheduled class meeting, 10% of the attendance and participation grade will be forfeited for each incident.  For students who are over 15 minutes late, they will be deemed missing and will forfeit 25% of the attendance and participation grade for each incident.  Further, faculty are empowered to take this into account for other aspects of the grade that feature participation (e.g. in General Faculty Evaluation, below).

Peer Evaluations: (40/125 points)

Each team will be expected to use a group peer evaluation form to measure each member's (including their own) level of participation and contribution to his or her team. As part of the preparation for each scheduled status report (see below for description), team members will be required to use their peer evaluations to develop a personal evaluation (e.g., a log of individual contributions, strengths, and areas for development) for inclusion in the written assessment. These group peer evaluations will be used as an input in determining individual participation grades as well as the Project Team elements of the grade.

General Faculty Evaluation: (25/125 points)

Please be aware that the faculty are reasonably observant and tend to notice things such as who does the most speaking in a meeting, who seems prepared, who comes by the office when the team needs something, who answers emails sent to the team, etc.  These sort of generalized observations will impact on individual participation grades. 

3. Client Individual Evaluation (40 points)

During the middle and end of the term, the client will be asked to evaluate each project team member relative to the project deliverables, conduct, and communications of the project's execution during the Fall term.  These forms are available in the course's Isidore site.

4. PMI Review Individual Evaluation (25 points)

When the PMI Schedule Review is held, team members will be evaluated based on their active participation in that meeting.  This includes but is not limited to making comments, asking questions, or noting feedback from the evaluator.

5. Individual Synthesis/Integration Paper (100 points)

Part of your experience here at UD has involved, not only courses in your chosen major, but courses in the School of Business Administration and in the University Common Academic Program.  As all of these elements are designed to blend together to comprise part of what you have become during your experience at UD, one element of this course asks you to integrate and synthesize these experiences into a document that emphasizes at least three of the UD CAP Habits of Inquiry and Reflection (HIR) Student Learning Objectives.  A required element is for you to address your ideas of vocation.  Vocation is more than your understanding what kind of job you will have; it is about your understanding the kind of life and career choices you will make, and how your career will help define not just what you do but who you are.  There are six other HIR learning objectives; besides vocation you are asked to consider how the experience in MIS 475 brings together any two of Scholarship, Faith, Diversity, Community, Practical Wisdom, and Critical Evaluation of the Times.  Which ones you will choose will depend on your personal educational experiences; any student in the SBA should be able to address Practical Wisdom and Scholarship, but if, for example, a student is a Religious Studies major that student may choose to discuss Faith.  We will discuss these things in class, then you will write your paper drafts.  Those completing the drafts and scoring greater than 80% have the option to consider this assignment completed.   


The individual component of the course evaluation will be based upon the four following elements, totaling 600/1000 points:

1.  Graded Status Reports & Meetings (120 points)

There are 3 graded status reports (see item 4.1 in the separate MIS 465 Project Guidelines document).  These are generally due via a printed copy and electronically (i.e., posted to the Isidore site) not later than 1 pm the class day before scheduled Instructor-Team Meetings. These status reports are similar to reports that a professional consulting/project team would submit to its development manager, regarding progress, scheduled activities, issues to address, team dynamics, and a record of client communications.

2-4      Deliverables (275 points)

Teams are assessed based on the quality of the project work products (e.g., such as any prototype and document deliverables) reflected in the three main written project reports (see items 4.2, 4.4, and 4.5 in the separate MIS 465 Project Guidelines document, which are expected for your information system analysis and design project.  These reports are to be professionally written for both your clients and your instructors.  All project team reports must be submitted electronically (i.e., posted to the Isidore site) as well as in one hard copy. Also, your client will have an opportunity to not only sign-off on the acceptability of these reports, but will also be given an opportunity to provide the instructors with formal feedback on them.

5.  Client Acceptance Walkthrough (90 points)

Each team will participate in a review where an external review team assesses their work. See item 4.4.5 in the separate MIS 465 Project Guidelines document. There will be a group grade assigned to each group member.

6. Client Evaluation of Team (75 points)

During the middle and end of the term, the client will be asked to evaluate the project team relative to the project deliverables, conduct, and communications during the project's execution during the Fall term.  The form is available in the course�s Isidore site.

7. PMI Review Team Evaluation (25 points)

Each team will participate in a review where an external review team assesses their schedules. See item 2.3 in the separate MIS 475 Project Guidelines document.

8. MIS Advisory Board Presentation (50 points)

At the scheduled MIS Advisory Board Presentations, each project team will be expected to discuss, and where appropriate display their project's purpose and functions to inform the attendees and attract attention to their scheduled presentation.  For content requirements, refer to item 2.9 in Team Project Management Requirements in the separate MIS 475 Project Guidelines document.  Individual team members must attend and present to receive these points.


Each individual is required, for successful course completion, to fill out and submit the MIS Program Evaluation Survey, which will be distributed later, and to participate in a scheduled debriefing session to provide feedback on the MIS curriculum.


There will be various times throughout the term where you will have independent team sessions for part of or the whole class period.  These sessions are meant for you to work on your project either on campus or at your client's site.  If you will be working on campus you will be expected to arrange for a place to work.  You can reserve cubicles in the team rooms in AN 128 for this purpose.  MH 102, the classroom assigned for this course, may also be available on days we don't have other class activities there.  Check with Dr. Salisbury regarding availability.


1. The group team member peer evaluations must be submitted by the team members to the instructor.  Each team member will submit to the instructor separately his/her individual peer evaluations on the same date as each status report submission. In the event a team member is evaluated poorly, a meeting between the team and the instructor (as observer) should be anticipated, during which the team will resolve any inconsistencies in the evaluations, and the member(s) of concern will be constructively confronted, with proposed remediation devised.  Evaluations are meaningless if they cannot be used to create improvement, so we expect you to provide sufficient feedback to team members over the semester as well as prepare peer evaluations that will have a positive impact on team performance as well as help address/resolve concerns. If the peer evaluation results indicate a peer is performing poorly, the group needs to constructively confront the poorly performing team member, verbally and before the status report meetings, and encourage him/her to improve participation.  The poorly performing team member must indicate in their personal evaluation what he/she is going to do to correct the poor performance.  In addition, the team member will be given a lower grade than the rest of the group on the project team elements that were due during the period covered in the status report (e.g. up to 0 % on project team elements during this period).  If there is no improvement the instructor will intervene as appropriate. 

2. All teams and individuals must turn in written assignments as scheduled; otherwise they will be penalized at the instructor's discretion.

3. Teams scheduled to make their project presentations are expected to dress and conduct the presentations as though they were actually making a presentation in a business setting.  The presentation and audience response should be thoroughly professional.

4. Each team is required to turn in a document reviewing each of its own recorded presentations within a week following the presentation. This review should consist of an individual self-critique by each team member of his/her own performance as well as a group assessment of the overall performance. This critique is most easily accomplished while viewing the recording of the presentation and considering feedback provided by the audience. The critique should, at a minimum, describe your presentation's purpose and desired results and address the things you did well; areas needing improvement; and planned self-improvement efforts.  The instructors will provide appropriate feedback.

5. Failure to turn in any required, ungraded items (such as presentation reviews and peer evaluations) on time will result in penalties. Failure to turn them in by the end of the term will result in zero points on Course Participation.

6. MS Project (latest version) is available via Microsoft DreamSpark. If you require MS Project, contact your faculty advisor.  All teams are required to use MS Project (or equivalent software) to support the documentation of their project schedules.

Academic Dishonesty

I refer you to the UD Honor Pledge:

I understand that as a student of the University of Dayton, I am a member of our academic and social community; I recognize the importance of my education and the value of experiencing life in such an integrated community.  I believe that the value of my education and degree is critically dependent upon the academic integrity of the University community, and so in order to maintain our academic integrity, I pledge to:

  • Complete all assignments and examinations according to the guidelines provided to me by my instructors
  • Avoid plagiarism and any other form of misrepresenting someone else's work as my own
  • Adhere to the Standards of Conduct as outlined in the Academic Honor Code.  

In doing this, I hold myself and my community to a higher standard of excellence, and set an example for my peers to follow.  Instructors shall make known, within the course syllabus, the expectations for completing assignments and examinations at the beginning of each semester. Instructors shall discuss these expectations with students in a manner appropriate for each course.

You should also note that the way individuals carry out their roles as a members of a project team could jeopardize the other members of the team with respect to academic misconduct. Specifically, if a team member fails to participate in the manner called for, and appends his/her name to the team's final product, each member of the team is deemed to have been academically dishonest. Thus, it is in each team member's interests to make certain that all team members participate appropriately, and to bring any occurrences of inadequate participation on the part of other members to my attention. Please be aware that the team defines adequate participation; it is reasonable to assume that on a given portion of the assignment some members will contribute more than others. However, this should balance out, and on the bulk of the assignments the level of participation should be equitable for all so that all team members receive a good educational experience.

Please be aware that, as your instructor, I will vigorously pursue the prosecution of academic dishonesty. In instances where such misconduct is proven, I will invoke University of Dayton policy to the fullest extent, which is to say I will seek an "F" in the course. Please consult the most recent edition of the "Student Handbook" for further information on Student Code of Conduct and Academic Policies.

Intellectual Property Rights

The advent of websites such as Course Hero forces your instructor to issue a reminder regarding the intellectual property rights of various persons or organizations, including but not limited to your instructor, any guest speakers and course text author's rights. You should be aware that 
ALL assignments, examinations, worksheets, problems, projects, documents, recordings, or other materials distributed or used in this course cannot be reproduced, distributed, or transmitted in any form or by any means, including but not limited to scanning, photographing, copying, uploading, or other electronic methods, without the prior written permission of the instructor or copyright holder.  Any violation of this notice may result in a charge of academic dishonesty, academic penalties, other University disciplinary action, and/or legal recourse.

Additional Learning Support for Students

The University of Dayton and your instructor are committed to providing equal access to its educational opportunities for all our students, including those in need of accommodation due to disability.  Students who believe they have such need are invited to meet with your instructor privately to discuss specifics.  Formal disability-related accommodations are determined by the Office of Student Learning Support using specific guidelines.  As a consequence, it is important that a student needing accommodation be registered with SLS and notify your instructor of your eligibility for such accommodation with a signed SLS Self-Identification Form.  With this, and in consultation with the SLS, your instructor will devise the appropriate accommodation(s) for your need.

Even if you do not have special needs per se, you may find resources provided by the Office of Student Learning Support helpful, with a variety of services to assist you in achieving academic success at the university, including study skills classes and workshops, tutoring and consultations, et cetera. 

Five Easy Ways to Raise Your Grade

  • Show up when/where your supposed to be.
  • Ask questions.
  • Read and follow all written directions.
  • Turn in all assignments; a very low mark is better than a zero, and a zero is better than a null.
  • Work constructively with your team. 

Changes to the Syllabus

Since the main objective of this class is for you to learn relevant and useful stuff. I reserve the right to alter the syllabus as necessary to meet this goal. Any such changes will be announced, in class, and will be explained.


I took this position because I enjoy teaching. I genuinely care about you and your progress in the class. If you have a problem, complaint, comment, concern, etc., please schedule an appointment or drop in during open office hours.

Schedule--Subject to review and change.
Any documents and templates may be found on Isidore

Days highlighted in pink are those non-class days for which either assignments are due or events of interest are held.

Class Date

Anticipated Topics

Readings, Speakers, Topics & Items Due Student - Client - Instructor



T 15

Course introduction
Instructor Team Meetings
Prepare for client/team meetings (Status Report 4)
W 16   Status Report 4 NLT 3PM or day before Status Report Meeting
R 17 Instructor-Team-Client Status Meetings  4
113 Anderson Center (Salisbury)

Team 1-200
Team 2-225
Team 3-250

Hall and  Nanda teams meet on their client/advisor schedules. 
All project clients attend their teams' status meetings
T 22 Instructor-Team-Client Status Meetings 4 for all teams not yet completed.
Independent Team Session for all other teams.
R 24 Independent Team Session  
T 29 Independent Team Session
R 31 Class Section on Integrating/Synthesizing UD Education Experience with MIS 475 CAP HIR SLO document
Paper Assignment
Paper marking rubric


T 5 Independent Team Session  
R 7 Independent Team Session
M11 UD Spring Career Fair Even if you already have a job you ought to go.  Good networking.  However, if you document to Dr. Salisbury (new email dated after January 1, 2019) your employment status (include employer, city and if you've accepted) you can skip this one.  If you DON'T have a job, you should be here, and if you haven't documented as described above it's required.
T 12 Independent Team Session  
W 13 Digital Mixer @ Wright State University - 400-600 PM @ Apollo Room, Wright State Student Union Even if you already have a job you ought to go.  Good networking.  This one will be considered a class miss regardless of status (unless you go to the other one).  UD provides a bus to take students there.

R 14

Independent Team Session Schedules & Deliverable 4/PID drafts due NLT 5PM
T 19 Independent Team Session  
R 21 Independent Team Session  
T 26 Independent Team Session
Deliverable 4/Pre-Implementation Deliverables (PID) due NLT 5PM
Client acknowledgement of receipt of Deliverable 4/PID due NLT 5PM
R 28 Independent Team Session Status Report 5 DUE NLT 3 PM or on day before status report. 

T5 Instructor-Team-Client Status Meetings 5
113 Anderson Center (Salisbury)

Team 1-200
Team 2-225
Team 3-250

Hall and Nanda teams meet on their client/advisor schedules. 
Clients attend in person or via phone
lient Evaluation #1 request from instructor to client NLT 5PM
R 7 Instructor-Team-Client Status Meetings 5 for all teams not yet completed.
Independent Team Session for all other teams.
Clients attend in person or via phone
Client Change Requests for Deliverable 4 due NLT 4:30pm (preferably by status meeting) to team and faculty

F8   Updated/corrected schedules and Deliverable 4 drafts due for PMI Review by 4PM (optional)
T 12 Spring Break - No Class Updated/corrected schedules and Deliverable 4 drafts due for PMI Review by 4PM (mandatory - absolutely must have date as PMI folks need time to read the stuff before the PMI sessions - just put them in the Google Drive with descriptive names and let Dr. Salisbury know they're there)

R 14

Spring Break - No Class Evaluation #1 due NLT 430 PM actually on Friday, 15 March.
T 19 Schedule Reviews II with PMI.
Meetings will be for 20 minutes; the extra five minutes is for transition.
Anderson Center 113
Team 1-200
Team 2-225
Team 3-250

Miriam Hall 102

Team 4-200
Team 5-225
Team 6-250

Independent Team Session for all other teams.

R 21

Schedule Reviews II with PMI.
Meetings will be for 20 minutes; the extra five minutes is for transition. 
Anderson Center 113
Team 7-200
Team 8-225
Team 9-250

Miriam Hall 102

Team 10-200

Independent Team Session for all other teams.
T 26 Independent Team Session PMI Discussion Write-Ups DUE NLT 3PM
R 28 Independent Team Session Status Report 6 DUE NLT 3PM or on day before status report. 
April T 2 Instructor-Team Status Meetings 6
113 Anderson Center (Salisbury)

Team 1-200
Team 2-225
Team 3-250

Hall and Nanda teams meet on their client/advisor schedules. 
Clients attend in person or via phone
R4 Instructor-Team Status Meetings  6 for all teams not yet completed.
Independent Team Session for all other teams.
Clients attend in person or via phone
T9 Independent Team Session
R11 Independent Team Session
T16 Project Presentations (in regular classroom)
Tyler Technologies 200 PM
Triad Technologies 230 PM
20 minutes for presentation, 10 minutes for questions
All teams required attendance
Presentation Slides Due (need copies for 3 faculty members)

Deliverable 5/Final Implementation Deliverables NLT 3PM
Client Evaluation 2 Form sent by instructor


Easter Break - No Class  
T23 Project Presentations (in regular classroom)
Crane Consumables  200 PM
Air Force Institute of Technology 230 PM
20 minutes for presentation, 10 minutes for questions

All teams required attendance
Work Product / System to Client
Presentation Slides Due (need copies for 3 faculty members)
W 24 Stander Symposium (yes, Wednesday)

Session 1 - 100-200 PM Miriam Hall 207*
Seepex 100-120 (10 minutes questions)
MacAulay-Brown 130-150 (10 minutes questions)

Session 2 - 220-320 PM Miriam Hall 207*
Ohio Health 220-240 (10 minutes questions)
VARtek 250-310 (10 minutes questions)

*VARtek & Seepex have been swapped. 
Presentation Slides Due (need copies for 3 faculty members)
R 25 Acceptance Walkthrough and Client Evaluation @Client Site TBD
PMI Presentations @ River Campus, evening time TBD
Dayton Children's first presentation
Riverside Research second presentation
20 minutes for presentation, 10 minutes for questions
Final Project Report, Portfolio, Peer Evaluation, & Maintenance Report due day before AWT at 5PM
Final Documentation to Client
Presentation Slides Due (need copy for 1 faculty member)

Stander/PMI/Final Class Presentation Review Due NLT 130PM
T 30 Acceptance Walkthrough and Client Evaluation @Client Site TBD Final Documentation to Client
Stander/PMI/Final Class Presentation Review Due NLT 130PM
May R 2 Acceptance Walkthrough and Client Evaluation @Client Site TBD Final Documentation to Client
Stander/PMI/Final Class Presentation Review Due NLT 130PM
  F 3 Final Presentations to MIS Advisory Board Final Presentations
Client Evaluation #2 due
Client Final Sign-Off due
Class party at location TBD.  
May T 7 Final Exam Period - 10:10 AM-12:00 PM
(from UD Final Exam Schedule)
Program Evaluation Survey (in class)

ALL assignments are due at (or before) the START of class.