IT 410 Oakland Community College Management Case Study Memo
Description
Paper Grading Rubric—Assignment #2 Case Study II–
Data/Analytics and Leadership -My Google search of the phrase, “data and ai replacing management positions” showed 1.32 million results. Nobody can be sure what the future holds—however I could argue that software (scheduling, HR/Payroll, and data analysis) and hardware (inventory scanners, laptops, smartphones) have been taking on management functions for years. What impact will Artificial Intelligence (AI) have on managerial positions? The OCC Online Library is an excellent source to utilize for all papers. The website is: http://libguides.oaklandcc.edu/find_articles NOTE: All papers must be in memo format and include a minimum of two cited sourcePapers not in memo format will have five points deducted. Papers not citing sources will have five points deducted. Papers that are not professional or lack the quality of their classmate’s papers will also have five points deducted. Papers will include two infographics (infographics data or statistics shown as visual/graphic –one of these infographics must be your creation or five points will be deducted.
REPLY TO
Netflix’s philosophy to managing their culture is thoroughly thought out and a different, effective way to make the workplace a professional, enjoyable atmosphere. A positive side to their culture would be the effectiveness of their “dream team.” They seek to keep only the best employees and constantly evaluate potential candidates for certain jobs and if they should let people go or not; they are not afraid to fire someone if they do not fit well into the team. This gives the team high standards and creates a group of growth-minded people, which every company should try to attain.
One cautionary aspect about their culture, however, is the forcing of groups. I can tell by the article that Netflix pretty much constantly has their employees working together, which can be good, but some people do their best work alone where they can concentrate on the problems by themself. According to an article by steelcase, “Introverts make up 30-50% of the workforce” (“Introverts at Work – The Quiet Ones”). While introverts do have the ability to collaborate with other employees, they sometimes need to be alone to do their work.
I admire Netflix’s concept where they value people more than rules. People will make mistakes, so instead of condemning and possibly firing someone because they broke the rule, Netflix tries to work with the person the best they can to improve their behavior as long as they still fit the dream team. Instead of having rigid rules, companies should take after Netflix, direct their employees, and encourage them to apply the company values that will build a healthy culture.
Works Cited
“Introverts at Work – The Quiet Ones.” Steelcase, 4 Oct. 2021, https://www.steelcase.com/research/articles/topics/privacy/quiet-ones/#:~:text=Introverts%20make%20up%2030%E2%80%9350%20percent%20of%20the%20workforce.
Unformatted Attachment Preview
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Online Course Syllabus
WALSH ONLINE COURSE
SYLLABUS
COURSE: IT 410 Spring 2022
PRINCIPLES OF SOFTWARE ENGINEERING
INSTRUCTOR: Mr. Tom Petz, MSIA, CISSP
PHONE (OFFICE): 248-635-7899
OFFICE HOURS: By appointment
EMAIL ADDRESS: tpetz@walshcollege.edu
Please allow 24 – 48 hours for me to respond to any email or phone calls. Most times it will be far less
than that, but if you do not hear from me in 48 hours, I might not have gotten your message. If that
happens, please send your message again. Know that one of the best parts of my job is hearing from
students and helping them with problems or clarifications, so I would love for everyone to feel
empowered to contact me when they need to!
COURSE DESCRIPTION:
This course examines the elements of software engineering practices, processes, and methodologies.
Topics include a discussion of various software development models and methodologies; software
design principles and tools; software project management, quality management, and change
management. Various aspects of software engineering practices in use in the real-world will be
explored. We will draw upon material from various sources as we review and analyze the elements of
success and failure in software engineering efforts.
PREREQUISITES:
IT 203 (From Community College)
COURSE MATERIALS:
TEXTBOOK(S):
Textbook: Python Crash Course (2nd edition)
Author: Eric Matthes
Publisher: No Starch Press
ISBN: 978-1593279288
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Students must also have a PC or Mac that they have installation rights to, as well as a stable
broadband Internet connection. You will need to install Python and Microsoft Visual Studio Code (both
are free!) on your computer in order to complete your assignments (Windows is recommended) later
in the semester (do not do this now!).
TUTORING:
A weekly tutoring lab is available on Saturday from 12 to 2 pm for this course. Tutoring Labs are
weekly meetings where students can drop in and get help from an instructor on a topic or specific
assignment. The Walsh Pearson tutoring labs are available at no cost to students as they are funded
by a grant from Richard Pearson. To attend a drop-in session Click here, log in to Navigate and then
select Appointments > Schedule an Appointment > View Drop-in Times> Select Services Needed.
Individual tutoring is also an option where students can meet for 1 hour per week per course with a
private tutor free of charge for certain Walsh courses. Tutoring availability and appointment scheduling
can be found in Navigate. Click here to log into Navigate and then select Appointments > Schedule an
Appointment > Tutoring.
All students choosing this option are responsible for following the Private Tutor Guidelines.
If the course you are looking for is not listed in Navigate, please e-mail tutoring@walshcollege.edu
TECHNICAL SUPPORT HELP:
For technical support and questions contact the Division of Online Learning at:
onlinesupport@walshcollege.edu or 248-823-1680.
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COURSE METHODS & OUTCOMES:
COURSE METHODS:
Lectures and Outside Readings
Demonstration Videos
Homework Assignments
Hands-on Activities
Group Work
COURSE LEARNING OUTCOMES:
After successfully completing this course you
will be able to:
Explore the software engineering phases,
processes, and techniques used in the
development of software
Examine and evaluate key aspects of
software engineering development and
umbrella phases and activities including
requirements, design, construction, testing,
maintenance, quality and security.
Integrate secure development practices into
the traditional software development
lifecycle.
Evaluate and compare agile and traditional
software development practices.
Build and run simple applications using
industry standard software.
GENERAL COURSE INFORMATION:
The approach that I take in the classroom is to treat it like we’re in a business environment. As such,
students will be expected to work individually, deadlines will be tight, and you will be given a set of
software engineering-related tasks to accomplish each week.
The course is essentially divided into two “parts”. In the first part, we will do an in-depth look at the
“art” of Software Engineering – how to know that what we are building is actually going to be used
when it’s built. In the second part, we’ll be beginning the process of learning Python, a programming
language that you will use throughout your IT program at Walsh.
It will feel a little like “starting over” once we get to part two of the course, but that’s to be expected. In
order to build the types of sophisticated graphical applications used in today’s business environments,
we need to start building a foundation that will be expanded upon in IT 412. Therefore, I do not
recommend that you wait long to take IT 412 after taking this course.
Each week, you are expected to start off by reading through the assigned textbook chapter(s) and/or
resources. If your readings contain examples (as they will later in the course), make sure you work
through them. Once you have reviewed the reading material, you need to review the lecture materials
provided in Moodle. In them, I significantly expand upon and clarify topics that the readings do not
cover – do not skip them, and make sure you work any examples you encounter along with me.
After working through the readings and the lectures, you will work through one or more handson assignments that ask you to leverage the knowledge you’re acquiring during the semester. This will
be how your learning will be assessed this term.
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Make every effort to ensure you do not fall behind; assignments later in the course require you to
apply concepts from earlier in the semester. Thus, if you fall behind early, there is no way you will
be successful as the semester progresses.
PRACTICE/LECTURE PROBLEMS
Once we begin our work with Python, you will be asked to follow along with examples from the
textbook and the lectures each week. Then, you will start working on assignments that ask you to put
what you are learning into practice.
In our course, students are required to submit all of the code they generate while working through the
assigned practice/learning resources for a grade. I will minimally be checking those submissions to
ensure that students are following along and keeping up with course material adequately.
HANDS-ON ASSIGNMENTS:
The primary way you will be assessed in this course through a significant number of “hands-on”
assignments that you will be required to complete throughout the semester. These will get you familiar
with software engineering principles as well as the Python programming language. Please make sure
you carefully read all assignment instructions carefully and double check your work before you submit
it for grading.
You will lose points if you:
Do not provide the answer I am asking for.
Fail to follow the directions for any assessment.
Do not provide information required by the assessment.
Fail to clarify instructions that might be unclear to you.
Seek unauthorized assistance on assignments.
Exercises vary in length of time to complete, so please plan your time appropriately. Students are
expected to communicate with me regarding any problems or confusion with assignments well in
advance of the due date, so please do not wait until the last minute to start working on them!
All assignments are due at 11:55 PM on the due dates specified.
CLASS SUPPORT SYSTEM:
Learning anything, let alone a programming language, takes time, practice, and perseverance. It is
virtually guaranteed that you will experience frustration as you work to grasp the nuances of the
concepts and ideas we will cover this term. Know that this is normal and part of the learning process.
That said, at no time do I want students to feel like they are all alone and cannot ask for help.
Therefore, I have established the following ways for students to get support when they run into a
problem:
When you are having trouble with an assignment or Python program, you may ask a classmate
for assistance, but do not share your work with others. Also, if someone asks you for assistance
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and you don’t know the answer, don’t try and “fake it.” Often, I see cases where students give
incorrect guidance and both students end up losing points as a result.
If you and a classmate can’t solve a problem, please ZIP up your work so far (click here for
instructions on how to ZIP files) and email it to me (cc your classmate as well) so I can look at it.
Be as specific as possible when asking a question. I will then either provide a quick solution
to the group or schedule some time with both students to discuss a solution. This way, everyone
learns!
Each week, I have opened a Q&A and Knowledge Base forum where students can clarify
assignment directions and ask for additional examples on concepts covered each week. Please
use this forum instead of emailing me directly so everyone can learn at the same time. I actively
monitor these forums for questions and will get back to you as soon as I can!
Tutoring help is also available for the course. Please note that the primary purpose of tutoring is
for remediation. Please visit https://www.walshcollege.edu/tutoring-services for more information
and scheduling. Do not use tutors from outside services; I am finding that they are not qualified
to provide assistance and are leading students astray. Please let me know immediately if you
are having any problems whatsoever with Walsh’s tutoring services.
Please note that under no circumstances are students allowed to either share their completed work
with another student or copy the completed work of another student. This is academic misconduct and
will be referred to the Academic Conduct Committee accordingly.
IMPORTANT NOTE ON COURSE ASSIGNMENTS:
One of the goals of the programming courses we teach at Walsh is not just to teach you a
programming language, but how to learn other programming languages as well. We use Python
because it is popular, easier to learn than alternative languages, and useful in a variety of contexts.
However, Python comes bundled with a variety of tools and functionality that other programming
languages do not have. Also, Python tends to be a little more forgiving with sloppy syntax than other
languages are.
The reason for mentioning this is because, when students encounter problems they are unable to
solve on their own, it is common to do an Internet search or ask for help outside of the class and/or
available resources. This often leads to students using constructs we have not covered in class within
their programs, which generally leads to big issues later and prevents them from picking up other
languages as easily.
In order to prevent this from happening and keep everyone on track, please note that you are only
permitted to use resources I give you for your assignments. Anything in the readings (from links
or from the book) you have been assigned to read are good to use. Anything we cover from the
lecture is good to use. Chapters we have not covered in the book are not good to use. A construct a
tutor or programmer friend said to use is also not permitted.
Any assignment that is turned in with statements, functions, classes, etc. that we did not cover
in class will be docked 50% of the available points for the assignment. If you are not certain if
you can use something, please be sure to ask, and I will be glad to provide guidance.
COURSE FORMAT:
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This course is designed to meet 100% online. For the first three weeks, you will be expected to
complete discussion activities that will get your mind thinking about software development
concepts. Please see each assignment for specific instructions and grading information.
Once we start our look at Python, the course participation activities will drop off and I expect I will use
Zoom more to help mentor students who are struggling with learning the material.
EXTRA CREDIT:
There will be no extra credit opportunities offered during the semester. Please do not ask about
this. Be proactive about your assignments, ask questions early, watch your progress in Grades area of
the course, and email me with any questions throughout the semester.
LATE WORK AND MAKE-UP POLICY:
The policy for this course is that no late work will be accepted unless prior approval has been obtained
from me two days in advance of the due date for most cases. This policy is very strictly enforced.
It is recognized that emergency situations do arise from time to time. If such a situation does arise, I
reserve the right to ask for written documentation as proof of the problem before accepting late work.
Note that I do not consider technical issues an “emergency”. You have plenty of time to complete your
work, so I expect students to be proactive and resourceful in solving any potential problems that might
come up.
COURSE POINTS & GRADING SCALE:
COURSE POINTS:
GRADING SCALE:
Your performance in this course will be assessed
as follows:
Points
Grade
465 points and above = A
Points
450 – 464 points
= A-
Practice/Lecture Problems
50
435 – 449 points
= B+
Participation Activities
40
415 – 434 points
=B
410
400 – 414 points
= B-
500
385 – 399 points
= C+
365 – 384 points
=C
350 – 364 points
= C-
Assessment
Hands-on Assignments
Total
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335 – 349 points
= D+
315 – 334 points
=D
300 – 314 points
= D-
299 points and below = F
ILLEGAL USE OF COURSE MATERIALS:
All Moodle course materials—including but not limited to quizzes, exams, lecture content,
assignments, and discussion posts—are the property of Walsh and subject to copyright. Posting
Walsh materials to any public platform, including social media, tutoring, or collaborative websites, is
an infringement of copyright and will be treated as Academic Misconduct. Walsh’s Academic
Misconduct Policy can be found in the Academic Policies and Requirements section of the Walsh
Student Handbook.
11-WEEK ASSIGNMENT SCHEDULE:
WEEK
BEGINS
THIS WEEK’S
TOPICS
Course
Opens
3/25
Course and
Syllabus
open
Read the Syllabus
Causes of
Bad Software
Change
Management
Software
Development
Models
Read through
materials/links in the
Week 1 module.
Mental Models
Assignment
Knowing Your Users
Assignment
Participation Activity 1
Due next Monday before
11:55 PM:
Performing
Research
Developing
Personas
Read through
materials/links in the
Week 2 module.
Developing Personas
Assignment
Participation Activity 2
Due next Monday before
11:55 PM:
Scenarios to
Requirements
Application
Design
Frameworks
Read through
materials/links in the
Week 3 module.
Context Scenarios and
Requirements
Due next Monday before
11:55 PM:
1
3/28
2
4/4
3
4/11
ASSIGNED THIS WEEK
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DUE
Mental Models
Assignment
Knowing Your Users
Assignment
Participation Activity 1
Developing Personas
Assignment
Participation Activity 2
Context Scenarios and
Requirements
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Assignment
Participation Activity 3
4
4/18
Assignment
Participation Activity 3
Design
Principles
and Patterns
Designing
Good
Behavior
Visual
Interface
Designs and
Standards
Read through
materials/links in the
Week 4 module.
Interface Design
Assignment
5
4/25
Software
Development
Tools
Building Your
Python
Development
Environment
Code
Versioning
and Source
Control
Read through
Due next Monday before
materials/links in the
11:55 PM:
Week 5 module.
Source Control
Get your Python
Assignment
Development
Environment Built
Source Control
Assignment
Live Zoom session 4/25
starting at 6 PM
6
5/2
Variables and
Simple Data
Types
Working with
Lists
Read and do examples in Due next Monday before
chapters 2 through 4 of
11:55 PM:
Python Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Variables and Simple
Variables and Simple
Data Types Assignment
Data Types Assignment
Working with Lists
Working with Lists
Assignment
Assignment
7
5/9
If Statements
Read and do examples in Due next Monday before
chapter 5 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Working with Condition
Working with Condition
Statements Assignment
Statements Assignment
8
5/16
Dictionaries
User Inputs
While Loops
Read and do examples in Due next Monday before
chapters 6 and 7 of
11:55 PM:
Python Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Dictionaries Assignment
Dictionaries Activity
User Input Assignment
User Input Activity
While Loops Assignment
While Loops Activity
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Due next Monday before
11:55 PM:
Interface Design
Assignment
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5/23
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Functions
Read and do examples in Due next Monday before
chapter 8 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Functions Activity
Functions Activity
10
5/30
Classes
Read and do examples in Due next Monday before
chapter 9 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Classes Activity
Classes Activity
11
6/6
No new
topics
assigned this
week – enjoy
your break!
Course
evaluations
are
available in
Moodle
Note: The instructor reserves the right to modify syllabus information if necessary. Students will be
notified of any changes to the syllabus.
WALSH MISSION STATEMENT
Walsh provides a transformative business education that combines theory, application, and
professional experience to prepare graduates for successful careers.
ACCREDITATION INFORMATION
Walsh is accredited by The Higher Learning Commission (HLC) and The Accreditation Council for
Business Schools and Programs (ACBSP). For more information please visit
https://www.walshcollege.edu/accreditation
KEY SEMESTER DATES
Please click this link to view key semester dates, including add/drop dates and the last day to
withdraw from the course.
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CENTER FOR TEACHING AND LEARNING
The Center for Teaching and Learning (CTL) at Walsh is here to ensure students have the necessary
resources to be successful with their educational goals. To contact the CTL, please send an email to:
CTL@walshcollege.edu
The CTL is a valuable resource for students to:
Attend communication workshops designed to improve writing skills or get assistance with APA
formatting with coaching and resources available virtually.
Enhance public speaking skills, with dedicated space for practicing and recording individual and
team presentations (especially ideal for online class presentation requirements).
Group and individual tutoring as well as special topic seminars are available in a variety of
subjects.
Mentorship opportunity for students to connect with business professionals in their area of
interest.
Throughout the semester, look for announcements about special events coordinated with Career
Services, Student Life, business leaders, and outside consultants for networking and enhancing one’s
executive presence.
Currently all services and resources are available virtually in various formats.
TUTORING SERVICES
The following Tutoring Services are available to all Walsh students free of charge:
Richard E. Pearson Student Success Tutoring Labs for accounting, communications (writing and
oral presentation), finance, information technology and quantitative methods
Student Success Tutoring Lab English Language Enhancement (ESL and English skill-building
support)
Walsh College Accounting Fundamentals Course (AFC) is available to all Walsh students.
Contact Professor Joe Lipiec at jlipiec@walshcollege.edu if you have any questions about
access to or content in AFC.
Individual and Group Tutoring available for students virtually for certain courses
To learn more: https://www.walshcollege.edu/tutoring-services
STATEMENT REGARDING PROFESSIONAL CONDUCT
Walsh students are expected to conduct themselves in a manner that is conducive to continued
growth toward a business and/or professional career. Each student is expected to access classes
regularly and to be fully prepared. All students are expected to act professionally and with a high
degree of ethical conduct while applying themselves fully to the job of learning. All communications
are expected to be conducted in a professional manner, whether written or oral. It is the student’s
obligation to know and observe all Walsh policies and procedures and to keep current by reading the
materials posted on bulletin boards and/or printed in publications of Walsh.
STUDENT LEARNING OUTCOMES ASSESSMENT (SLOA)
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Walsh works to ensure that its graduates are able to add value to the business community and to
become successful professionals and leaders. One way to deliver that value is to embed the
knowledge, skills, abilities, and behaviors that Walsh has identified as Core Competencies into the
coursework of every degree. The three Walsh Core Competencies are: Communication Skills,
Problem Solving Skills, and Mastery of a Business Discipline. A selection of core competencies are
chosen on an annual basis for assessment and a variety of measures are used collectively to assess
student achievement. These measures include standardized tests; student, alumni, and employer
surveys; and course embedded assignments.
STATEMENT REGARDING ACADEMIC CONDUCT
Walsh expects students to conduct themselves in a manner that is professional, ethical, honest, and in
accordance with generally recognized standards of academic conduct. Academic Misconduct
includes, but is not limited to, plagiarism (including unauthorized self-plagiarism), cheating, deliberate
misrepresentation or deception in academic matters. If any administrator, faculty, staff or student body
member suspects a student is engaging in academic misconduct that person MUST report it to the
Academic Conduct Committee (AcademicConduct@WalshCollege.edu), which will examine the
evidence, determine whether the student is a repeat offender, and impose the appropriate disciplinary
action and/or remediation. Formal documentation of the infraction will be noted in the student’s file.
Walsh takes Academic Misconduct matters very seriously. You can read about Walsh’s policies and
procedures in the Walsh Student Handbook (look for the Academic Misconduct section found on the
Academic Policies and Requirements page).
STATEMENT REGARDING ETHICAL STANDARDS
The Walsh academic community will maintain the highest ethical standards in our quest for academic
excellence. We will not lie, cheat, steal, or claim credit for the ideas and work of others. We commit to
respecting the intellectual property of others and will always acknowledge the authorship of intellectual
property in all forms.
STATEMENT REGARDING THE FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) requires institutions to protect and secure all
student education records, including electronic records. This includes e-mails between a student and
an instructor related to the student’s course work. Therefore, all communication related to a student’s
course work must be sent from one of the student’s official Walsh e-mail accounts to an instructor’s
official Walsh e-mail account (mail.walshcollege.edu or alumni.walshcollege.edu) – that is, in the
Walsh Portal or in the student’s Walsh online course. The instructor will provide you with his/her
correct e-mail account for this course.
If an e-mail relating to a student’s course work is sent from a non-Walsh e-mail account, the instructor
will respond only to the student’s appropriate Walsh e-mail account. Students are responsible for
checking their Walsh e-mail account regularly to ensure that it does not become full and result in
undeliverable messages.
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Online Course Syllabus
WALSH ONLINE COURSE
SYLLABUS
COURSE: IT 410 Spring 2022
PRINCIPLES OF SOFTWARE ENGINEERING
INSTRUCTOR: Mr. Tom Petz, MSIA, CISSP
PHONE (OFFICE): 248-635-7899
OFFICE HOURS: By appointment
EMAIL ADDRESS: tpetz@walshcollege.edu
Please allow 24 – 48 hours for me to respond to any email or phone calls. Most times it will be far less
than that, but if you do not hear from me in 48 hours, I might not have gotten your message. If that
happens, please send your message again. Know that one of the best parts of my job is hearing from
students and helping them with problems or clarifications, so I would love for everyone to feel
empowered to contact me when they need to!
COURSE DESCRIPTION:
This course examines the elements of software engineering practices, processes, and methodologies.
Topics include a discussion of various software development models and methodologies; software
design principles and tools; software project management, quality management, and change
management. Various aspects of software engineering practices in use in the real-world will be
explored. We will draw upon material from various sources as we review and analyze the elements of
success and failure in software engineering efforts.
PREREQUISITES:
IT 203 (From Community College)
COURSE MATERIALS:
TEXTBOOK(S):
Textbook: Python Crash Course (2nd edition)
Author: Eric Matthes
Publisher: No Starch Press
ISBN: 978-1593279288
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Online Course Syllabus
Students must also have a PC or Mac that they have installation rights to, as well as a stable
broadband Internet connection. You will need to install Python and Microsoft Visual Studio Code (both
are free!) on your computer in order to complete your assignments (Windows is recommended) later
in the semester (do not do this now!).
TUTORING:
A weekly tutoring lab is available on Saturday from 12 to 2 pm for this course. Tutoring Labs are
weekly meetings where students can drop in and get help from an instructor on a topic or specific
assignment. The Walsh Pearson tutoring labs are available at no cost to students as they are funded
by a grant from Richard Pearson. To attend a drop-in session Click here, log in to Navigate and then
select Appointments > Schedule an Appointment > View Drop-in Times> Select Services Needed.
Individual tutoring is also an option where students can meet for 1 hour per week per course with a
private tutor free of charge for certain Walsh courses. Tutoring availability and appointment scheduling
can be found in Navigate. Click here to log into Navigate and then select Appointments > Schedule an
Appointment > Tutoring.
All students choosing this option are responsible for following the Private Tutor Guidelines.
If the course you are looking for is not listed in Navigate, please e-mail tutoring@walshcollege.edu
TECHNICAL SUPPORT HELP:
For technical support and questions contact the Division of Online Learning at:
onlinesupport@walshcollege.edu or 248-823-1680.
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COURSE METHODS & OUTCOMES:
COURSE METHODS:
Lectures and Outside Readings
Demonstration Videos
Homework Assignments
Hands-on Activities
Group Work
COURSE LEARNING OUTCOMES:
After successfully completing this course you
will be able to:
Explore the software engineering phases,
processes, and techniques used in the
development of software
Examine and evaluate key aspects of
software engineering development and
umbrella phases and activities including
requirements, design, construction, testing,
maintenance, quality and security.
Integrate secure development practices into
the traditional software development
lifecycle.
Evaluate and compare agile and traditional
software development practices.
Build and run simple applications using
industry standard software.
GENERAL COURSE INFORMATION:
The approach that I take in the classroom is to treat it like we’re in a business environment. As such,
students will be expected to work individually, deadlines will be tight, and you will be given a set of
software engineering-related tasks to accomplish each week.
The course is essentially divided into two “parts”. In the first part, we will do an in-depth look at the
“art” of Software Engineering – how to know that what we are building is actually going to be used
when it’s built. In the second part, we’ll be beginning the process of learning Python, a programming
language that you will use throughout your IT program at Walsh.
It will feel a little like “starting over” once we get to part two of the course, but that’s to be expected. In
order to build the types of sophisticated graphical applications used in today’s business environments,
we need to start building a foundation that will be expanded upon in IT 412. Therefore, I do not
recommend that you wait long to take IT 412 after taking this course.
Each week, you are expected to start off by reading through the assigned textbook chapter(s) and/or
resources. If your readings contain examples (as they will later in the course), make sure you work
through them. Once you have reviewed the reading material, you need to review the lecture materials
provided in Moodle. In them, I significantly expand upon and clarify topics that the readings do not
cover – do not skip them, and make sure you work any examples you encounter along with me.
After working through the readings and the lectures, you will work through one or more handson assignments that ask you to leverage the knowledge you’re acquiring during the semester. This will
be how your learning will be assessed this term.
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Make every effort to ensure you do not fall behind; assignments later in the course require you to
apply concepts from earlier in the semester. Thus, if you fall behind early, there is no way you will
be successful as the semester progresses.
PRACTICE/LECTURE PROBLEMS
Once we begin our work with Python, you will be asked to follow along with examples from the
textbook and the lectures each week. Then, you will start working on assignments that ask you to put
what you are learning into practice.
In our course, students are required to submit all of the code they generate while working through the
assigned practice/learning resources for a grade. I will minimally be checking those submissions to
ensure that students are following along and keeping up with course material adequately.
HANDS-ON ASSIGNMENTS:
The primary way you will be assessed in this course through a significant number of “hands-on”
assignments that you will be required to complete throughout the semester. These will get you familiar
with software engineering principles as well as the Python programming language. Please make sure
you carefully read all assignment instructions carefully and double check your work before you submit
it for grading.
You will lose points if you:
Do not provide the answer I am asking for.
Fail to follow the directions for any assessment.
Do not provide information required by the assessment.
Fail to clarify instructions that might be unclear to you.
Seek unauthorized assistance on assignments.
Exercises vary in length of time to complete, so please plan your time appropriately. Students are
expected to communicate with me regarding any problems or confusion with assignments well in
advance of the due date, so please do not wait until the last minute to start working on them!
All assignments are due at 11:55 PM on the due dates specified.
CLASS SUPPORT SYSTEM:
Learning anything, let alone a programming language, takes time, practice, and perseverance. It is
virtually guaranteed that you will experience frustration as you work to grasp the nuances of the
concepts and ideas we will cover this term. Know that this is normal and part of the learning process.
That said, at no time do I want students to feel like they are all alone and cannot ask for help.
Therefore, I have established the following ways for students to get support when they run into a
problem:
When you are having trouble with an assignment or Python program, you may ask a classmate
for assistance, but do not share your work with others. Also, if someone asks you for assistance
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and you don’t know the answer, don’t try and “fake it.” Often, I see cases where students give
incorrect guidance and both students end up losing points as a result.
If you and a classmate can’t solve a problem, please ZIP up your work so far (click here for
instructions on how to ZIP files) and email it to me (cc your classmate as well) so I can look at it.
Be as specific as possible when asking a question. I will then either provide a quick solution
to the group or schedule some time with both students to discuss a solution. This way, everyone
learns!
Each week, I have opened a Q&A and Knowledge Base forum where students can clarify
assignment directions and ask for additional examples on concepts covered each week. Please
use this forum instead of emailing me directly so everyone can learn at the same time. I actively
monitor these forums for questions and will get back to you as soon as I can!
Tutoring help is also available for the course. Please note that the primary purpose of tutoring is
for remediation. Please visit https://www.walshcollege.edu/tutoring-services for more information
and scheduling. Do not use tutors from outside services; I am finding that they are not qualified
to provide assistance and are leading students astray. Please let me know immediately if you
are having any problems whatsoever with Walsh’s tutoring services.
Please note that under no circumstances are students allowed to either share their completed work
with another student or copy the completed work of another student. This is academic misconduct and
will be referred to the Academic Conduct Committee accordingly.
IMPORTANT NOTE ON COURSE ASSIGNMENTS:
One of the goals of the programming courses we teach at Walsh is not just to teach you a
programming language, but how to learn other programming languages as well. We use Python
because it is popular, easier to learn than alternative languages, and useful in a variety of contexts.
However, Python comes bundled with a variety of tools and functionality that other programming
languages do not have. Also, Python tends to be a little more forgiving with sloppy syntax than other
languages are.
The reason for mentioning this is because, when students encounter problems they are unable to
solve on their own, it is common to do an Internet search or ask for help outside of the class and/or
available resources. This often leads to students using constructs we have not covered in class within
their programs, which generally leads to big issues later and prevents them from picking up other
languages as easily.
In order to prevent this from happening and keep everyone on track, please note that you are only
permitted to use resources I give you for your assignments. Anything in the readings (from links
or from the book) you have been assigned to read are good to use. Anything we cover from the
lecture is good to use. Chapters we have not covered in the book are not good to use. A construct a
tutor or programmer friend said to use is also not permitted.
Any assignment that is turned in with statements, functions, classes, etc. that we did not cover
in class will be docked 50% of the available points for the assignment. If you are not certain if
you can use something, please be sure to ask, and I will be glad to provide guidance.
COURSE FORMAT:
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This course is designed to meet 100% online. For the first three weeks, you will be expected to
complete discussion activities that will get your mind thinking about software development
concepts. Please see each assignment for specific instructions and grading information.
Once we start our look at Python, the course participation activities will drop off and I expect I will use
Zoom more to help mentor students who are struggling with learning the material.
EXTRA CREDIT:
There will be no extra credit opportunities offered during the semester. Please do not ask about
this. Be proactive about your assignments, ask questions early, watch your progress in Grades area of
the course, and email me with any questions throughout the semester.
LATE WORK AND MAKE-UP POLICY:
The policy for this course is that no late work will be accepted unless prior approval has been obtained
from me two days in advance of the due date for most cases. This policy is very strictly enforced.
It is recognized that emergency situations do arise from time to time. If such a situation does arise, I
reserve the right to ask for written documentation as proof of the problem before accepting late work.
Note that I do not consider technical issues an “emergency”. You have plenty of time to complete your
work, so I expect students to be proactive and resourceful in solving any potential problems that might
come up.
COURSE POINTS & GRADING SCALE:
COURSE POINTS:
GRADING SCALE:
Your performance in this course will be assessed
as follows:
Points
Grade
465 points and above = A
Points
450 – 464 points
= A-
Practice/Lecture Problems
50
435 – 449 points
= B+
Participation Activities
40
415 – 434 points
=B
410
400 – 414 points
= B-
500
385 – 399 points
= C+
365 – 384 points
=C
350 – 364 points
= C-
Assessment
Hands-on Assignments
Total
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335 – 349 points
= D+
315 – 334 points
=D
300 – 314 points
= D-
299 points and below = F
ILLEGAL USE OF COURSE MATERIALS:
All Moodle course materials—including but not limited to quizzes, exams, lecture content,
assignments, and discussion posts—are the property of Walsh and subject to copyright. Posting
Walsh materials to any public platform, including social media, tutoring, or collaborative websites, is
an infringement of copyright and will be treated as Academic Misconduct. Walsh’s Academic
Misconduct Policy can be found in the Academic Policies and Requirements section of the Walsh
Student Handbook.
11-WEEK ASSIGNMENT SCHEDULE:
WEEK
BEGINS
THIS WEEK’S
TOPICS
Course
Opens
3/25
Course and
Syllabus
open
Read the Syllabus
Causes of
Bad Software
Change
Management
Software
Development
Models
Read through
materials/links in the
Week 1 module.
Mental Models
Assignment
Knowing Your Users
Assignment
Participation Activity 1
Due next Monday before
11:55 PM:
Performing
Research
Developing
Personas
Read through
materials/links in the
Week 2 module.
Developing Personas
Assignment
Participation Activity 2
Due next Monday before
11:55 PM:
Scenarios to
Requirements
Application
Design
Frameworks
Read through
materials/links in the
Week 3 module.
Context Scenarios and
Requirements
Due next Monday before
11:55 PM:
1
3/28
2
4/4
3
4/11
ASSIGNED THIS WEEK
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DUE
Mental Models
Assignment
Knowing Your Users
Assignment
Participation Activity 1
Developing Personas
Assignment
Participation Activity 2
Context Scenarios and
Requirements
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Assignment
Participation Activity 3
4
4/18
Assignment
Participation Activity 3
Design
Principles
and Patterns
Designing
Good
Behavior
Visual
Interface
Designs and
Standards
Read through
materials/links in the
Week 4 module.
Interface Design
Assignment
5
4/25
Software
Development
Tools
Building Your
Python
Development
Environment
Code
Versioning
and Source
Control
Read through
Due next Monday before
materials/links in the
11:55 PM:
Week 5 module.
Source Control
Get your Python
Assignment
Development
Environment Built
Source Control
Assignment
Live Zoom session 4/25
starting at 6 PM
6
5/2
Variables and
Simple Data
Types
Working with
Lists
Read and do examples in Due next Monday before
chapters 2 through 4 of
11:55 PM:
Python Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Variables and Simple
Variables and Simple
Data Types Assignment
Data Types Assignment
Working with Lists
Working with Lists
Assignment
Assignment
7
5/9
If Statements
Read and do examples in Due next Monday before
chapter 5 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Working with Condition
Working with Condition
Statements Assignment
Statements Assignment
8
5/16
Dictionaries
User Inputs
While Loops
Read and do examples in Due next Monday before
chapters 6 and 7 of
11:55 PM:
Python Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Dictionaries Assignment
Dictionaries Activity
User Input Assignment
User Input Activity
While Loops Assignment
While Loops Activity
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Due next Monday before
11:55 PM:
Interface Design
Assignment
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5/23
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Functions
Read and do examples in Due next Monday before
chapter 8 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Functions Activity
Functions Activity
10
5/30
Classes
Read and do examples in Due next Monday before
chapter 9 of Python
11:55 PM:
Crash Course
Practice/Lecture
Practice/Lecture
Problems
Problems
Classes Activity
Classes Activity
11
6/6
No new
topics
assigned this
week – enjoy
your break!
Course
evaluations
are
available in
Moodle
Note: The instructor reserves the right to modify syllabus information if necessary. Students will be
notified of any changes to the syllabus.
WALSH MISSION STATEMENT
Walsh provides a transformative business education that combines theory, application, and
professional experience to prepare graduates for successful careers.
ACCREDITATION INFORMATION
Walsh is accredited by The Higher Learning Commission (HLC) and The Accreditation Council for
Business Schools and Programs (ACBSP). For more information please visit
https://www.walshcollege.edu/accreditation
KEY SEMESTER DATES
Please click this link to view key semester dates, including add/drop dates and the last day to
withdraw from the course.
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CENTER FOR TEACHING AND LEARNING
The Center for Teaching and Learning (CTL) at Walsh is here to ensure students have the necessary
resources to be successful with their educational goals. To contact the CTL, please send an email to:
CTL@walshcollege.edu
The CTL is a valuable resource for students to:
Attend communication workshops designed to improve writing skills or get assistance with APA
formatting with coaching and resources available virtually.
Enhance public speaking skills, with dedicated space for practicing and recording individual and
team presentations (especially ideal for online class presentation requirements).
Group and individual tutoring as well as special topic seminars are available in a variety of
subjects.
Mentorship opportunity for students to connect with business professionals in their area of
interest.
Throughout the semester, look for announcements about special events coordinated with Career
Services, Student Life, business leaders, and outside consultants for networking and enhancing one’s
executive presence.
Currently all services and resources are available virtually in various formats.
TUTORING SERVICES
The following Tutoring Services are available to all Walsh students free of charge:
Richard E. Pearson Student Success Tutoring Labs for accounting, communications (writing and
oral presentation), finance, information technology and quantitative methods
Student Success Tutoring Lab English Language Enhancement (ESL and English skill-building
support)
Walsh College Accounting Fundamentals Course (AFC) is available to all Walsh students.
Contact Professor Joe Lipiec at jlipiec@walshcollege.edu if you have any questions about
access to or content in AFC.
Individual and Group Tutoring available for students virtually for certain courses
To learn more: https://www.walshcollege.edu/tutoring-services
STATEMENT REGARDING PROFESSIONAL CONDUCT
Walsh students are expected to conduct themselves in a manner that is conducive to continued
growth toward a business and/or professional career. Each student is expected to access classes
regularly and to be fully prepared. All students are expected to act professionally and with a high
degree of ethical conduct while applying themselves fully to the job of learning. All communications
are expected to be conducted in a professional manner, whether written or oral. It is the student’s
obligation to know and observe all Walsh policies and procedures and to keep current by reading the
materials posted on bulletin boards and/or printed in publications of Walsh.
STUDENT LEARNING OUTCOMES ASSESSMENT (SLOA)
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Walsh works to ensure that its graduates are able to add value to the business community and to
become successful professionals and leaders. One way to deliver that value is to embed the
knowledge, skills, abilities, and behaviors that Walsh has identified as Core Competencies into the
coursework of every degree. The three Walsh Core Competencies are: Communication Skills,
Problem Solving Skills, and Mastery of a Business Discipline. A selection of core competencies are
chosen on an annual basis for assessment and a variety of measures are used collectively to assess
student achievement. These measures include standardized tests; student, alumni, and employer
surveys; and course embedded assignments.
STATEMENT REGARDING ACADEMIC CONDUCT
Walsh expects students to conduct themselves in a manner that is professional, ethical, honest, and in
accordance with generally recognized standards of academic conduct. Academic Misconduct
includes, but is not limited to, plagiarism (including unauthorized self-plagiarism), cheating, deliberate
misrepresentation or deception in academic matters. If any administrator, faculty, staff or student body
member suspects a student is engaging in academic misconduct that person MUST report it to the
Academic Conduct Committee (AcademicConduct@WalshCollege.edu), which will examine the
evidence, determine whether the student is a repeat offender, and impose the appropriate disciplinary
action and/or remediation. Formal documentation of the infraction will be noted in the student’s file.
Walsh takes Academic Misconduct matters very seriously. You can read about Walsh’s policies and
procedures in the Walsh Student Handbook (look for the Academic Misconduct section found on the
Academic Policies and Requirements page).
STATEMENT REGARDING ETHICAL STANDARDS
The Walsh academic community will maintain the highest ethical standards in our quest for academic
excellence. We will not lie, cheat, steal, or claim credit for the ideas and work of others. We commit to
respecting the intellectual property of others and will always acknowledge the authorship of intellectual
property in all forms.
STATEMENT REGARDING THE FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) requires institutions to protect and secure all
student education records, including electronic records. This includes e-mails between a student and
an instructor related to the student’s course work. Therefore, all communication related to a student’s
course work must be sent from one of the student’s official Walsh e-mail accounts to an instructor’s
official Walsh e-mail account (mail.walshcollege.edu or alumni.walshcollege.edu) – that is, in the
Walsh Portal or in the student’s Walsh online course. The instructor will provide you with his/her
correct e-mail account for this course.
If an e-mail relating to a student’s course work is sent from a non-Walsh e-mail account, the instructor
will respond only to the student’s appropriate Walsh e-mail account. Students are responsible for
checking their Walsh e-mail account regularly to ensure that it does not become full and result in
undeliverable messages.
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