讲解 I S 300: Introduction to Information Systems辅导 留学生SQL 程序

I S 300: Introduction to Information Systems

Course Description and Objectives:

Modern information technologies have dramatically transformed the economic and social structures of our society. Understanding the role of information technology (IT) is critical for firms to provide competitive advantage in today’s competitive environment. These days over 50% of capital expenditures made by firms are IT-related. Knowing how to effectively manage IT is a prerequisite for successful business managers, CIOs, and CEOs. This course is designed to be an important step towards building your IT knowledge base on the road to becoming a successful manager.

The course consists of both lectures and lab sessions. The lectures will teach you the language, key concepts, and frameworks for the management of Information Systems (IS). You are expected to gain an understanding of the strategic value of IT/IS as well as their applications in today’s business environment. You will also be able to develop basic IT project management skills such as system analysis and design, project planning, implementation, and testing. The lab sessions emphasize using computers to analyze, coordinate, and solve organizational decision-making problems by providing a hands-on environment to learn various business computer applications such as Microsoft Excel, R, and MySQL. At the end of this course, I expect my students to be comfortable taking an active role in today’s dynamic IT business environment and understand the role of management in IT solutions.

Course Materials:

• Required Textbook: Management Information Systems: Managing the Digital Firm, 17th Edition, by Kenneth Laudon and Jane Laudon

• A computer with webcam, microphone, and high-speed internet access.

Grading:

Your final grade is comprised of seven components: a midterm exam, a final exam, a team project, your class participation, quizzes, and the computer lab. More detailed requirements and specifications about them will be provided in class. The composition of your final weighted grade is:

1. Exam 1 .................................................................................................................        20%

2. Exam 2 .................................................................................................................        20%

3. Team Project (Business Plan Based on an Emerging Information Technology)                      20%

4. Participation ..........................................................................................................        10%

5. Quizzes (Pre-chapter 6%, in-class 4%) .................................................................         10%

6. Computer Lab .......................................................................................................          20%

                                                                                                                           Total: 100%

Please ignore any Canvas calculations as they might reflect the wrong weight / grades.

Curve: There will be no individual exam or assignment curves. If a curve is needed on the final weighted course grades, it will be applied. If the class average is low, I typically curve up. If the class average is too high, I might curve down to satisfy the requirements of the Dean’s Office, but I have never needed to curve down the grades before in my career.

Grading Appeals / Regrading:

Any grade appeals should be summarized in an email and sent to your grader/TA or me. A written appeal is mandatory to request a regrade. If you’re emailing me, clearly indicate your class/section, name (if different than Canvas), which assignment should be regraded, and why. Do not use any other method (such as Canvas comments) for such communication. Appeals must be filed within seven days after the graded item has been returned to you. In case of a grade appeal, I regrade the entire assignment, not just the objected (appealed) part.

Exceptions to this policy may apply in the case of the final exams / projects due to deadlines for UW grade submissions.

Extenuating Circumstances (missed assignments and exams):

Unexpected events happen in life. If you miss an exam or assignment for a documentable extenuating circumstance, I typically count the average of the same grade category for the missed exam or assignment. For example, if a student misses the midterm exam for an extreme emergency, he or she can have the final exam grade count for the missed exam. This arrangement will only be given to students who are able to produce an official document within a reasonable time (within 7 days.) Examples of official extenuating circumstances are medical issues, traffic accidents, participation in university activities at the request of university authorities, death of a first-degree family member, and other compelling verifiable circumstances beyond the control of the student. Please note that work, interviews, training, vacations, friend weddings, or medical issues of second-degree relatives are not considered extenuating circumstances.

Official documents should be written in English and must cover the exam date. All non-United States documents must be authenticated and verified. I evaluate these instances on a case-by- case basis. Requesting this policy is inherently a risky move and I don’t recommend it unless there is a documented case.

Exams (individual):

There will be two exams. Exams will be in-class, in-person, on computer, and in a mixed (multiple-choice and essay) test format unless announced otherwise before the exam. Book chapters to be tested in exams are not cumulative.

Team Project (group):

Throughout this course, you and your team will develop a business plan based on an emerging information technology of your choice. There will be small deliverables every other week to ensure progress. You will present these business plans towards the end of the course.

This team project is specifically designed as open-ended to enhance your creativity and teamworking skills. I expect you to combine the theoretical material you learned in this course with a practical concept that you find appealing.

In this project, it is essential that you choose an “emerging” information technology but not a stagnant or declining one. It is also important that you identify an “information-related technology” but not something like biotechnology or pure mechanical-technology. Last but not least, the technology of your choice needs to be suitable for business use. Some examples of emerging information technologies are:

•    Adaptive Machine Learning                  •    Internet-of-Things

•    Wearable User Interfaces                     •    Edge Large Language Models

•    Blockchain (NFT, cryptocurrency)          •    Digital Twin of a Customer

•    Disinformation Security                        •    Gamification

•    Spatial Computing                                •    6G cellular network

What is a business plan based on an emerging information technology?

A business plan is a formal statement of a set of attainable business goals and the plan to reach those goals. Emerging information technologies are contemporary advances and innovations in  the information technology (IT) field. Emerging technologies provide competitive advantage for those who can come up with innovative business ideas using them. A business plan based on an emerging information technology combines these two notions to create a plan around an IT product or a service.

Business plans are decision-making tools. There is no fixed content for a business plan. Rather, the goals and audience determine the content and format of the business plan. A business plan  represents all aspects of the business planning process declaring vision and strategy alongside  sub-plans to cover marketing, finance, operations, human resources as well as a legal plan,

when required. A business plan is a summary of those disciplinary plans.

Typical structure for a business plan presentation includes:

•    Mission and vision statements

•    Business description (A brief statement that explains what the product or service is and why it will be successful)

•    Business environment analysis

•    SWOT analysis

•    Industry background

•    Competitor analysis (Understand competitors and substitutes. Explain why your idea is different.)

•    Market analysis (Identifies the market, the business's position in it, and the competitors. It also assesses the competition and identifies market trends. Best market analyses are supported with data.)

•    Go-to-market strategy

•    Operations plan (May include supply chain and production plans)

•    Management summary

•    Financial plan (Includes financial projections, start-up costs, funding, and investor pitches. It may also include forecasted income statements, balance sheets, cash flow statements, and capital expenditure budgets)

•    Timeline and milestones

Typically, business plans are developed to attract investors. To do so, I strongly recommend

identifying a competitive product or service. Give it a cool name. Make sure it has potential. And finally, figure out the financials: decide on how much investment you need / would like.

At the end of the course, you will submit peer evaluations for your team members. Your individual grades may be adjusted based on these peer evaluations.

Participation (individual):

I will not take attendance every class. However, you will learn better if you are in class daily to   listen, take notes and have your questions answered. Course participation will be a part of your final grade. There might also be pop quizzes as a portion of the participation grade.

For participation, things I view positively include:

•    asking insightful questions about assigned readings

•    redirecting a discussion when the current point has been adequately covered

•    good analysis supported by case facts or your own experience

•    summarizing or reconciling previous comments

•    constructive disagreement

•    synthesizing and advancing the discussion

•    a good sense of humor

•    drawing generic learning points from a particular case Factors I view negatively include:

•    lack of involvement – absence, silence, detachment or disinterest

•    leading our discussion into unrelated topics

•    spending undue amount of time on minor points

•    long, rambling comments

•    making undue noise, or disturbing the lecture

•    disrespectful attitude towards the instructor and classmates

•    being unprepared, or passing on a cold call

Here are some guidelines for assessing class participation, especially when I ask a question:

Peer Evaluations (for your own teammates):

Any group assignment grade is not your individual grade until peer evaluations are counted at the end of the course. Please note that this can be especially controversial if you expect the

same grade as your teammates without showing reasonable effort.

In order to create an incentive for a fair work environment in teams, I adjust group grades with

peer evaluations. To do so, I need your help to collect data on the performance of each teammate. Here is how it works:

Each of the N members of a project team will be given 100×(N-1) points to allocate among the other members of the team. Everyone will distribute those points among their team members   EXCLUDING themselves. The individual’s peer weight will be the average of the allocations

from his or her team members (usually 100). An individual’s project grade will be the team

project’s score weighted by the individual’s peer weight. Peer evaluations suggest that peers should be evaluated on:

•    Prompt and reliable attendance at scheduled meetings or working periods

•    Getting individual sub-tasks completed on time

•    Taking on difficult tasks

•    Contributing ideas on a regular basis

•    Contributing specialized skills or knowledge

•    Facilitating effective team interaction

•    Keeping attitudes positive throughout the process

For example, let us assume you are in a five-person group and your teammates are John

Smith, Jane Brown, Mike Lee and Mary Martinez. This means you have 400 points to allocate among your teammates (because 100x(N-1) is 400, where N=5)

•    If you believe everyone contributed equally, write “John Smith: 100, Jane Brown: 100, Mike Lee: 100, Mary Martinez: 100” in the assignment submission section. (This is generally the  most common peer evaluation.)

•    If you believe Jane contributed significantly more than anyone, you can write “John Smith: 75, Jane Brown: 175, Mike Lee: 75, Mary Martinez: 75.”

•    If you believe Jane did no contribution and/or hindered your team performance, you can write “John Smith: 133, Jane Brown: 0, Mike Lee: 133, Mary Martinez: 134.”

•    Please note that all examples above add up to 400 points. Last names are required. Your

sum can be different based on the team size. After making sure you allocate points, feel free to add any notes or comments you’d like to share with me about the group performance.

Additional comments are optional.

Warning/clarifications:

•    Include the full (first, middle and last) name of your teammates, as it’s shown on Canvas.    For example, if your teammates’ name is John Smith, don’t shorten it to Joe, or even John, just write the full name as John Smith.

•    If you do not submit peer evaluations, or do not follow the directions above, your grade in team assignments may be deducted.

Quizzes (individual):

Unless otherwise announced in class, there will be four quizzes. Quizzes will be in-class, on Canvas, and in a multiple-choice test format. Follow announcements carefully.

Computer Lab Sessions (individual):

Hands-on practice is an essential part of this course and the information systems field overall. Teaching assistants will conduct lab sessions to improve your skills in contemporary

information technologies and tools. I recommend adding these skills to your resume.

AoL Quiz Requirement:

You are required to complete an Assurance of Learning (AoL) quiz for this course, which

measures how the Foster School of Business is delivering Assurances of Learning. Assurances of Learning help the Foster School evaluate how well we are teaching you and they allow us to fine-tune the curriculum to make sure we are meeting goals and objectives of the course. Additionally, the overall results help the Foster School remain accredited through the

Association to Advance Collegiate Schools of Business (AACSB).

The quiz is administered by the Undergraduate Program’s Office through Canvas. An email announcement will be sent out by the last week of the quarter. You should complete the quiz as diligently as possible so that the results are significant and impact the Foster curriculum. Thus,   you should approach the quiz as a closed note, closed book test. You should not seek assistance from other students or faculty. Please do not discuss the quiz with fellow students.