Curriculum Management System

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Curriculum Management System Page 1

Project Charter

Project Name: Curriculum Management System

Date: September 07, 2014

Version: 1.2

Author: Taon, Katyalyn S.

Guimayen, Deryl Joe

Tolentino, John Paul

Borbe, Kenneth

Morales, Jemarie


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Document Control

Change Record

Date Author Version ChangeReference

07/03/14 Guimayen,

Deryl Joe

1.0 Started

09/04/14 Guimayen,

Deryl Joe

1.1 Update some

information

09/05/14 Taon,

Katyalyn S.

1.2 Finalize

Reviewers

Sign Off

Date

Reviewer Position Sign Off

09/06/14 Project Charter Project

Manager

09/07/14

09/06/14 Project Charter Document

Specialist

09/07/14

Distribution

Copy

Number

Name


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1 Project Background

1.0 Background of the study

1.1 Problem/Opportunity Description

As from my research most of the school right now uses paper-

based on curriculum planning and isolated within individual departments.

Lack of a centralized system for curriculum planning has limited the ability

of the Curriculum Committee to assess existing coverage of certain topics

within the curriculum. This is one of the reasons of the difficulties on

developing and managing curriculum.

1.2 Benefits

Computerization of the system

Simplified transaction

A centralized curriculum

Enabling remote access to curricular materials.

Community-based faculty would be able to easily access learning

objectives in order to be able to assess the level of instruction which may

be required by students under their supervision.

1.3 The Goals

The main goal of the system is to help the curriculum management system

aiding their main function in giving systemizing transaction for easily


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provide information on the subject descriptions, subject codes, requisites

and prerequisites of a school. . Aid faculty in course design, maintenance,

and planning.

1.4 Stakeholders and Clients

Faculty Proposer (a faculty member who prepares proposal)

Departmental Curriculum Coordinator (DCC) ( a staff member who

prepares proposals)

Department Chair ( Curriculum Chair for a Department)

Dean ( The department that will be affected)

Project team (Project manager, System analyst, Developer)


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2 Project Scope

2.1 Objectives

Provide a centralized, easily accessible source of information aboutcurriculum content. Provide reliable and easily accessible

centralized storage of curricular content. Provide a single source of

information and a simplified process for providing data.

create a system that is easy and user friendly to the end user to

manipulate transaction faster and effective.

To develop and manage any number of courses and course events.

To establish a process through which curriculum is implemented,

reviewed, evaluated, and revised on a regular cycle.

Assign competency domains and disciplines to courses and

associate them with learning objectives to allow full curricular

mappings.

Course replication and rollover from one academic year to the next.

Share curricular information via xml / web services with other

standards-compliant systems.

Create robust reports from controlled curricular data.

2.2 Deliverables

A deliverable is any tangible, measurable outcome of a project. An

objective may consist of a single deliverable, or it may contain a

series of deliverables.

Objective 1name of objective from Section 2.1


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Project Deliverable Work Products/Description





2.3 Out of Scope

List items that may be related, but will not be managed as part of

this project. Consider listing items here that are:

Track distinct teaching hours by course part, category, and

objective.

Teaching hours tracking and management by instructor,

department, educational method.


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Create and manage groups and sub-groups of learners for

the curriculum.

Assign default instructors and locations to groups and

sub-groups within any cohort of learners.

Create and manage groups of instructors.

Create and manage any number of unique programs within

your authorized institution.


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3 Project Plan

3.1 Approach and Methodology

In order to develop a curriculum management system, it isnecessary to be based on the practice of a current system as well

as identifying the needs and requirements of the future working

environment.

It began with planning then analyzing the current process of the

system and the possible changes in the future. After analyzing, the

curriculum coordinator must assigned a school-based administrator

to recommend policies and rules that relate to curriculum

development; Identify system-wide curriculum development goals

and priorities related to student achievement; Provide leadership in

the development and monitoring of the Curriculum Frameworks.

Design:

Implementation:

Maintenance:

3.2 Project Timeline

I

D

Task Name Start Finish Durati

on

1 Interviews 2week

s2 Project proposal and project

teams

1week

3 Formulate scope, objective and

project plans

1week


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4 User, software and hardware

requirements identification

2week

s

5 System design 3mont

hs

6 System testing 2week

s

7 System testing revisions 1mont

h

8 System proposal to the

user/company

1week

9 System deployment

w/debugging

1mont

h

1

0

Project closeout

3.3 Success Criteria

3.4 Issues and Policy Implications

3.5 Risk Management Plan

Identify any factors that can affect the outcome of the project

including major dependencies on other events or actions. These

factors can affect deliverables, success, and completion of the

project. Record anything that can go wrong.

Define how risks will be identified and the process for escalation.

Identify the expected risks to which the project will be exposed.

Assess the likelihood of each risk occurring (probability) and its

impact on the project. Outline a plan for managing the risks; include

risk-minimization measures and contingency plans for recovery and


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damage limitation. Rate each risk probability and impact as H(igh),

M(edium) or (L)ow.

Risk Factor Probabil

ity

(H-M-L)

Impact

(H-M-L)

Risk Management

Action

Consignors

agreement

Product loss


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4 Technical Features

Provide a broaddescription of the features of the proposed application,

database, or technology. If specific products are being considered or have

been selected, please indicate. Also indicate whether you technical

direction is consistent with our PS standards.


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5 Project Organization and Staffing

Using the template provided, an organization chart, or both, list the roles,

names, and responsibilities of individuals that will be involved in the

project. If appropriate, include percentage of time and start/end dates.

Include as appropriate, the project governance. To whom does the project

manager report? What group or individuals make recommendation? Who

makes the final decisions for the project?

Define a decision escalation process.

ROLE NAMES & CONTACTINFORMATION

RESPONSIBILITIES

TIME

Executive

Sponsor

Serve as

ultimate authority

/ responsibility

for the project

Provide

strategic

direction and

guidance

Approve

changes to

scope

Identify and

secure funding

Project

Sponsor

Make

business /

approach


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decisions for the

project

Participate in

key activities

Make

resources

available

Approve

work products,

address issues,

and approve

change requests

Project

Manager

Report to

and receive

direction from

sponsors

Manage,

review, and

prioritize project

work plans

Provide

status reports

Manage

project team

Recommend

changes,


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escalate issues,

and mitigate risks

Project Team

and Members

Participate in

project activities,

including planning,

implementation of

deliverables, and

quality control

Advisors and

Resources


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6 Project Budget

Using the separate MS Excel Project Budget template, estimate the

project costs. Include one time and permanent costs for personnel,

consulting, hardware, software, and other costs (training, consultants etc.)

as applicable.

Budget Item Description Budgeted Cost

One-Time Costs

One-time item 1 Description

Total One-Time Costs

Ongoing Costs

Ongoing item 1 Description

Total Ongoing Costs


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7 Appendix A- Additional Information

Additional relevant information may also be included in this request. This

information will be used to decide if 1) the project request is approved tomove forward to the project charter phase and 2) the project charter

receives approval as an approved IT project.


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CHAPTER 2 RELATED STUDIES AND SYSTEMS

2.1 Foreign Studies

2.1.1 Kansas State University

Background of the study

Information Systems is the study of applying Information Technology to

managing information and enabling communication and commerce. Under

this curriculum, IS majors will learn to build and administer computer

networks, web servers, and enterprise information systems.

Programming skills, as employed by system developers and

administrators, are included in the program. Students participate in an

internship-and-coursework program that provides background and

project work in an application domain where information systems are

applied professionally.

Internet-based information retrieval, communication, and

commerce, via courses on web page development, web-interface

design, and enterprise information systems

Systems administration, through courses on computer engineering,

computer architecture, telecommunications, and systems

administration

Software development, via courses on scripting, object-oriented

programming, data structures, and software architecture

Communication with clients and colleagues, through a

communications course sequence and the internship-and-

coursework program

The IS degree qualifies a graduate for positions in firms that require

database administrators, enterprise-information-system developers and

administrators, web-server developers, and software programmers/


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engineers. This curriculum is consistent with the ABET criteria for

Information Systems.

Curriculum Requirements (124 hours)

Core Courses (19 hours)

CIS 115 Introduction to Computing Science (3 hours)

CIS 125 Web Page Development (3 hours)

CIS 200 Fundamentals of Software Design and Implementation (4

hours)

CIS 225 Personal Computer Systems Administration (3 hours)

ECE 241 Introduction to Computer Engineering (3 hours)

CIS 300 Data and Program Structures (3 hours)

Advanced Courses (14 hours)

CIS 308 C/C++ Programming Laboratory (1 hour)

CIS 415 Computers and Society (1 hour)

CIS 501 Software Architecture and Design (3 hours)

CIS 525 Telecommunications and Data Communications Systems

(3 hours)

CIS 551 Computer Security (3 hours)

CIS 562 Enterprise Information Systems (3 hours)

Specialization Courses (6 hours)

Two courses (6 hours) from

CIS 450 Computer Architecture and Operations (3 hours)

CIS 526 Web Interface Design (3 hours)

CIS 527 Enterprise Systems Administration (3 hours)
http://www.abet.org/http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103460http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128136http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71759http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128137http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=72045http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67375http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67376http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67380http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71762http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71768http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=79609http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71843http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67381http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103461http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128138http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128138http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103461http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67381http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71843http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=79609http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71768http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71762http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67380http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67376http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67375http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=72045http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128137http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71759http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128136http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103460http://www.abet.org/


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Information Systems Environment Courses (16 hours)

CIS 595 IS Cooperative Internship (4 hours) CIS 597 Information Systems Project (3 hours)

9 additional hours of courses in an application domain where

Information Systems are employed (9 hours)

Quantitative Courses (6 hours)

MATH 205 General Calculus and Linear Algebra (3 hours)

STAT 325 Introduction to Statistics (3 hours)

Communications Courses (11-12 hours)

COMM 105 Public Speaking IA (2 hours)

COMM 106 Public Speaking I (3 hours)

Three courses (9 hours) from

COMM 322 - Interpersonal Communication (3 hours)

COMM 326 - Small Group Discussion Methods (3 hours)

LEAD 212 - Introduction to Leadership Concepts (3 hours)

MANGT 420 - Management Concepts (3 hours)

MKTG 400 - Introduction to Marketing (3 hours)

THTRE 261 - Fundamentals of Acting (3 hours)

THTRE 265 - Fundamentals of Improvisation I, II (3 hours)

Writing Courses (9 hours)

ENGL 100 Expository Writing I (3 hours)

ENGL 200 Expository Writing II (3 hours)

ENGL 417 Written Communication for the Workplace (3 hours)

Humanities and Social Sciences (18 hours)

ECON 110 Principles of Macroeconomics (3 hours)

15 hours taken from the list approved by the College of

Engineering. These courses must be chosen so that the K-State 8
http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128139http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71846http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68873http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68234http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68111http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67399http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68117http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68120http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71441http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=70963http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71006http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68141http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68143http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69525http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69529http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69637http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69127http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69127http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69637http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69529http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69525http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68143http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68141http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71006http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=70963http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71441http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68120http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68117http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67399http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68111http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68234http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68873http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71846http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128139


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requirements are satisfied. (15 hours)

Natural Sciences (3 hours)

Must satisfy theK-State 8 Natural and Physical Sciences requirement.

Unrestricted Electives (21-22 hours)

21-22 hours of additional coursework. A total of 124 hours are required for

the BS degree.

Changes from Previous Curricula

The following courses are no longer required:

-CIS 015 Undergraduate Seminar (0 hours)

-CIS 362 Introduction to Business Programming (3 hours)

-MATH 312 Finite Applications of Mathematics (3 hours)

-CMST 135 Web Page Development I (3 hours)

-CIS 301 Logical Foundations of Programming (3 hours)

-CIS 540 Software Engineering Project I (3 hours)

-CIS 543 Software Engineering Design Project (3 hours)

-CIS 450 Computer Architecture and Operations (3 hours)

-CIS 526 Web Interface Design (3 hours)

-ACCTG 231Accounting for Business Operations (3 hours)

-ENGL 516 Written Communication for the Sciences (3 hours)

-Natural Science elective (3 hours)

-Technical electives (6 hours)

-Humanities/Social Science elective (3 hours)

-Natural sicence electives with laboratory (8 hours)

The following courses have been added to this curriculum:
http://www.k-state.edu/kstate8http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67365http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67377http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68880http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67713http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71760http://catalog.k-state.edu/preview_course.php?catoid=13&coid=71770http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67381http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103461http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=70906http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69583http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69583http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=70906http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=103461http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67381http://catalog.k-state.edu/preview_course.php?catoid=13&coid=71770http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=71760http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67713http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=68880http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67377http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=67365http://www.k-state.edu/kstate8


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+CIS 125 Web Page Development (3 hours)

+CIS 225 Personal Computer Systems Administration (3 hours)

+CIS 551 Introduction to Computer and Information Security (3

hours)

+CIS 595 IS Cooperative Internship (1-4 hours)

+ENGL 417 Written Communication for the Workplace

+Communication electives (6 hours)

+Unrestricted electives (1 hour)

+IS Specialization electives (6 hours)

+IS Environment electives (9 hours)

Notes:

[New] IS specialization electives.Any 2 of the following:

CIS 450 Computer Architecture and Operations (3 hours)

CIS 526 Web Interface Design (3 hours)

CIS 527 Enterprise Systems Administration (3 hours)

[New] Information Systems Environment electives. An approved

sequence of 9 hours in an application domain where information systems

are employed.

[Modified] Communication Electives. 9 hours chosen from the

following:

COMM 322 - Interpersonal Communication (3 hours)

COMM 326 - Small Group Discussion Methods (3 hours)

LEAD 212 - Introduction to Leadership Concepts (3 hours)

MANGT 420 - Management Concepts (3 hours)

MKTG 400 - Introduction to Marketing (3 hours)

THTRE 261 - Fundamentals of Acting (3 hours)
http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128136http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128137http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=79609http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128139http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69637http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=69637http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128139http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=79609http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128137http://catalog.k-state.edu/preview_course_nopop.php?catoid=13&coid=128136


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THTRE 265 - Fundamentals of Improvisation I, II (3 hours)

https://www.cis.ksu.edu/programs/undergrad/is

2.1.2 Ilios curriculum management from UCFS


The Ilios Curriculum Management System addresses the needs of the

Health Professions educational community by providing a user-friendly,

flexible, and robust web application to collect, manage, analyze and

deliver curricular information. Built by and for the health professions, Ilios

supports the sharing of curriculum outcomes and materials among

programs, departments, schools and institutions, while maintaining the

flexibility to accommodate the unique practices within our diverse health

professions community. ROBUST: Ilios provides a flexible yet structured

model for mapping your curriculum across all years of training.

MULTI-SCHOOL: A single Ilios deployment provides for any number of

locations or campuses, regardless of distinction in curricula.

MULTI-DISCIPLINARY: Ilios allows for the creation and development of

curricular material structured across any number of disciplines and

programs.

INTER-PROFESSIONAL: Ilios is designed explicitly to provide IPE

support across the health professions.

STANDARDS COMPLIANT: Ilios is built to meet the MedBiquitous and

AAMC specifications for Health Professions Curriculum standards.
https://www.cis.ksu.edu/programs/undergrad/ishttps://www.cis.ksu.edu/programs/undergrad/is


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Ilios creates a longitudinal and historical view of curricula by tracking

events, learning content and activities over time. The system facilitates

day-to-day administration and delivery of program, course information and

materials to learners, curricular development, review and innovation, while

greatly reducing overhead for internal and accreditation reporting. The end

result is a unique and powerful tool to create complete and accurate

pictures of complex, integrated, multi-year curricula.

Ilios manages and tracks both learners and instructors and their

relationships to curricular materials and activities, which enables the

tracking of educational hours, roles and role transitions for curriculum

participants both internal and external to an institution. Ilios also provides

a robust, scalable delivery mechanism for calendar and scheduling

information, with direct access via fully-featured user-centric calendars to

critical course information, materials, and other educational systems and

services, such as online course environments and digital asset archives.

Ilios leverages the power of existing online learning technologies

supported at most health professions institutions. Built on open-source,

loosely coupled components, Ilios is a modular system meant to integrate

with external data sources and systems. For schools already using (or

considering the implementation of) online learning systems such as

Moodle, Blackboard or Sakai, Ilios provides a backbone of curricular


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information to make that deployment more robust and to complement the

rich online tools, activities and materials already in use.

Features

Ilios allows for the control and development of complex curricula

organized by individual departments, programs schools or institutions.

Courses may be shared across these organizations, while still maintaining

data integrity, security and intellectual property controls.

Program Management

Create and manage any number of unique programs within your

authorized institution(s)

Longitudinal tracking: control the attributes and requirements of each

unique program year by year, allowing growth and modification to each

individual matriculation group.

Competencies: Assign competency domains to programs year by year,

which will then link to the underlying courses and activities

Disciplines: Assign primary focus disciplines to each program year.

Streamlined workflow management for content review prior to public

dissemination.

Full historic audit abilities for tracking record changes and updates


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Group Management

Create and manage groups and sub-groups of learners for your

curriculum

Add any person in the system to an instructor group and designate

their role or classification

Automatically generate groups for a cohort of students, equally

proportioned from existing enrollment

Assign default instructors and locations to groups and sub-groups

within any cohort of learners

Copy existing groups and associating them freely within the curriculum

Capture learner information from external feeds (e.g. .csv upload) or

individual form entry

Assign groups to curricular activity and provide direct, secure access to

group members via the calendar

Modify groups assigned to curriculum objects and activities for each

unique instance, without altering the group in other curricular

assignments

Create and manage groups of instructors

Course Management

Create and manage any number of courses and course events for your

curriculum

Associate discrete learning objectives to courses and learning activities


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Assign competency domains and disciplines to courses and

associate them with learning objectives to allow full curricular

mappings

Control access and assignment via groups

Track distinct teaching hours by course part, category, and

objective

Associate learning materials with courses and learning objectives

Create robust reports from controlled curricular data

Course replication and rollover from one academic year to the next

Share curricular information via xml / web services with other

standards-compliant systems

Calendar Management

User-centric calendar access to all registered users

Multi-modal calendar search

Mobile views, synchronization and download of calendar

information

Direct access to online learning environments and materials via

calendar interface

Real-time alerts of schedule, location and content changes

User & ID Management

Import external feeds for enrollment and identity control


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Export internal data for enrollment to 3rd party applications

Assignment of user roles by group, or individually

Public access for non-affiliated users, and temporary or guest

access for non-permanent or casual affiliations

Workflow Management

Easy control of materials for editing, review, and

publishing/propagation

User control over who may move any piece of work from one state

to the next, ie. draft to published

Full audit capability

Data Tracking and Reporting

Full relational data reporting capacity via SQL

Teaching hours tracking and management by instructor,

department, educational method

Content hours tracking and management

Curriculum mapping

Trend reporting

Full archiving

AAMC Curriculum Inventory Export Tool suite included


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Technical Specifications

Current Recommended Minimum System Requirements:

Standard production-grade Linux or Windows server with at least 500GB

of storage available (for learning materials storage):

Apache: at least 2.2.13 (or IIS 6+)

MySQL: at least 5.0.77 with both the InnoDB and MyISAM

backing engines

PHP: at least 5.3.xmust have support for mysqli (note mysqli, as

opposed to mysql)

Ilios has been successfully implemented as a WIMP (Windows 7/2008R2,

IIS, MySQL, PHP) and WAMP (Windows 7/2008R2, Apache, MySQL,

PHP) stack for those running in a Windows environment. Documentation

will be forthcoming for interested parties.

The current deployment of Ilios deploys with its own native authentication

system as the default, but may be switched via the configuration file to use

shibboleth 2.4 for authentication if so desired. For further information,

please refer to the most recent read me and release notes available with

the code at our IliosGitHub page.

https://www.iliosproject.org/features
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2.1.3 Carleton University


Computer Science is about more than computers: it is the systematic

study of processes for solving problems. The computer science program

at Carleton focuses on understanding how to think about these processes,

how to program computers to carry out important tasks efficiently, and

how to apply computer science ideas to important applications.

Thecomputer science major has a core of eightcourses -- Introduction to

Computer Science, Data Structures, Mathematics of Computer Science,

Software Design, Computer Organization and Architecture, Programming

Language Design & Implementation, Algorithms, and Complexity &

Computability. Majors take these eight courses plus two electives from

advanced computer science offerings. The major concludes with a

capstone experience, known as comps, consisting of an in-depth project

undertaken by a team of students.

Since computer science plays such a key role in the physical, biological,

and social sciences, Introduction to Computer Science and Data

Structures are useful and recommended to all Carleton students who plan

careers in these areas, not just those majoring in computer science.

Finally, A & I seminars are offered on a regular basis. Recent topics have

included Cryptography, Digital Storytelling, and Arts, Interactivity, and
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Robotics. A & I seminars are independent of the introductory computer

science sequence.

Supplementing the regularly offered courses is a colloquium series at

which students, staff and visitors discuss topics of current interest. Over

the past years the speakers have included a variety of distinguished

visitors, including Turing award winners Fred Brooks and Ron Rivest.

The department is especially proud of the quality and diversity of its

computer equipment available for student use. It maintains a number of

modern computer facilities including an introductory computer science lab,

a research lab, and a student lounge. The department also owns a

number of multi-processor servers for student work. Computers in our

public labs boot both Mac and Windows, and offer a wide variety of tools

including support for dozens of programming languages, 3D graphics,

video capture, parallel processing, data mining, networks, database

programming, and Web development. All of the computing equipment

allows access to the Internet via Carletons extremely fast Internet2

connection.

There are many opportunities for the study of computer science in addition

to the regular course offerings. The department supports a strong and

active undergraduate research program. Students typically work in groups

alongside a faculty mentor during the summer, and occasionally during the

school year as well. Carleton has participated for over 20 years in the
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ACM intercollegiate programming competition, three times sending teams

to the international finals. Employment with the department is

encouraged: the department employs students as tutors, lab assistants,

and paper graders; in computer system administration and software

development; and as research assistants.

Students may plan a major in computer science in preparation for work or

further study in any of a variety of fields. In addition to graduate programs

in computer science, Carleton students pursue studies in interdisciplinary

areas such as bio informatics, linguistics, and cognitive science. Students

pursuing employment have gone to large companies such as IBM,

Microsoft, Google and Apple, as well as smaller companies such as Epic

Systems and Secure Computing.

Majors in the department develop close relationships with departmental

faculty, which is one of the important benefits that Carletons size offers. In

addition to personalized attention in academic work, students and faculty

attend social events such as picnics and bowling expeditions.

Course Information of Carleton University

CS 099:Summer Computer Science Institute

Computer science is a rich academic field that seeks to systematically

study the processes for solving problems and untangle the complexities in

the concrete physical world and the abstract mathematical world. The


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Summer Computer Science Institute (SCSI) at Carleton focuses on

understanding how to think about these processes, how to program

computers to implement them, and how to apply computer science ideas

to real problems of interest. Students at SCSI will learn how to

systematically approach problems like a computer scientist as they

engage in classroom learning, hands-on lab activities, and collaborative

guided research.6 credit; S/CR/NC; offered Staff

CS 100:Human Centered Computing

Technology permeates every aspect of our lives: how we work, play, and

communicate; our finances and health; etc. Technology can facilitate

these, or make it difficult to perform simple tasks or express what we want

to accomplish. We'll take a critical look at the interfaces between

technology and people, examining what makes these user interfaces

effective, practicing key design principles through case studies and design

projects, and discussing legal, ethical, and social issues in interface

design, particularly the accessibility, privacy, and environmental impacts.

No computer science experience is necessary.6 credit; Argument and

Inquiry Seminar, Writing Requirement, Quantitative Reasoning Encounter;

offeredFall 2014 A. Csizmar Dalal

CS 108:Life in the Age of Networks

This course investigates how the social, technological, and natural worlds

are connected, and how the study of networks sheds light on these
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connections. A network is a collection of entities linked by some

relationship: people connected by friendships (e.g., Facebook); web pages

connected by hyperlinks; species connected by the who-preys-on-whom

relationship. We will explore mathematical properties of networks while

emphasizing the efficient processing and analysis of network data drawn

from a variety of fields. Topics include: how Google works; "six degrees of

separation"; the spread of fads through society. No background in

computer science or programming is required or expected.Prerequisites:

No prerequisites. Students may not simultaneously enroll in Computer

Science 108 and Computer Science 111 in the same term, and students

who have received credit for Computer Science 111 or above are not

eligible to enroll in Computer Science 108.6 credit; Formal or Statistical

Reasoning, Quantitative Reasoning Encounter; not offered 20142015

CS 111:Introduction to Computer Science

This course will introduce you to computer programming and the design of

algorithms. By writing programs to solve problems in areas such as image

processing, text processing, and simple games, you will learn about

recursive and iterative algorithms, complexity analysis, graphics, data

representation, software engineering, and object-oriented design. No

previous programming experience is necessary. Students who have

received credit for Computer Science 201 or above are not eligible to

enroll in Computer Science 111. Students may not simultaneously enroll

for CS 108 and CS 111 in the same term.6 credit; Formal or Statistical


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Reasoning, Quantitative Reasoning Encounter; offered Fall 2014,Winter

2015,Spring 2015 Staff

CS 201:Data Structures

Think back to your favorite assignment from Introduction to Computer

Science. Did you ever get the feeling that "there has to be a better/smarter

way to do this problem?" The Data Structures course is all about how to

store information intelligently and access it efficiently. How can Google

take your query, compare it to billions of web pages, and return the

answer in less than one second? How can one store information so as to

balance the competing needs for fast data retrieval and fast data

modification? To help us answer questions like these, we will analyze and

implement stacks, queues, trees, linked lists, graphs and hash tables.

Students who have received credit for a course for which Computer

Science 201 is a prerequisite are not eligible to enroll in Computer

Science 201.Prerequisites: Computer Science 111 or consent of the

instructor.6 credit; Formal or Statistical Reasoning, Quantitative

Reasoning Encounter; offeredFall 2014,Winter 2015,Spring 2015 Staff

CS 202:Mathematics of Computer Science

This course introduces some of the formal tools of computer science,

using a variety of applications as a vehicle. You'll learn how to encode

data so that when you scratch the back of a DVD, it still plays just fine;

how to distribute "shares" of your floor's PIN so that any five of you can
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withdraw money from the floor bank account (but no four of you can); how

to play chess; and more. Topics that we'll explore along the way include:

logic and proofs, number theory, elementary complexity theory and

recurrence relations, basic probability, counting techniques, and

graphs.Prerequisites: Computer Science 111 and Mathematics 111; or

permission of instructor.6 credit; Formal or Statistical Reasoning; offered

Fall 2014,Spring 2015 J. Miles

CS 208:Computer Organization and Architecture

Computer processors are extraordinarily complex systems. The fact that

they work at all, let alone as reliably as they do, is a monumental

achievement of human collaboration. In this course, we will study the

structure of computer processors, with attention to digital logic, assembly

language, performance evaluation, computer arithmetic, data paths and

control, pipelining, and memory hierarchies.Prerequisites: Computer

Science 111 or consent of the instructor.6 credit; Formal or Statistical

Reasoning; offeredWinter 2015 J. Ondich

CS 231:Computer Security

Hackers, phishers, and spammers--at best they annoy us, at worst they

disrupt communication systems, steal identities, bring down corporations,

and compromise sensitive systems. In this course, we'll study various

aspects of computer and network security, focusing mainly on the

technical aspects as well as the social and cultural costs of providing (or
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not providing) security. Topics include cryptography, authentication and

identification schemes, intrusion detection, viruses and worms, spam

prevention, firewalls, denial of service, electronic commerce, privacy, and

usability.Prerequisites: Computer Science 201 or 202 or 2086 credit;

Formal or Statistical Reasoning; offeredFall 2014 J. Ondich

CS 251:Programming Languages: Design and Implementation

What makes a programming language like "Python" or like "Java?" This

course will look past superficial properties (like indentation) and into the

soul of programming languages. We will explore a variety of topics in

programming language construction and design: syntax and semantics,

mechanisms for parameter passing, typing, scoping, and control

structures. Students will expand their programming experience to include

other programming paradigms, including functional languages like

Scheme and ML.Prerequisites: Computer Science 201 or permission of

instructor.6 credit; Formal or Statistical Reasoning; offered Fall 2014,

Spring 2015 D. Musicant

CS 252:Algorithms

A course on techniques used in the design and analysis of efficient

algorithms. We will cover several major algorithmic design paradigms

(greedy algorithms, dynamic programming, divide and conquer, and

network flow). Along the way, we will explore the application of these

techniques to a variety of domains (natural language processing,
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economics, computational biology, and data mining, for example). As time

permits, we will include supplementary topics like randomized algorithms,

advanced data structures, and amortized analysis.Prerequisites:

Computer Science 201 and either Computer Science 202 or Mathematics

236.6 credit; Formal or Statistical Reasoning; offered Fall 2014, Winter

2015 J. Miles,D. Liben-Nowell

CS 254:Computability and Complexity

An introduction to the theory of computation. What problems can and

cannot be solved efficiently by computers? What problems cannot be

solved by computers, period? Topics include formal models of

computation, including finite-state automata, pushdown automata, and

Turing machines; formal languages, including regular expressions and

context-free grammars; computability and uncomputability; and

computational complexity, particularly NP-completeness.Prerequisites:

Computer Science 111 and either Computer Science 202 or Mathematics

236.6 credit; Formal or Statistical Reasoning; offeredWinter 2015,Spring

2015 D. Liben-Nowell,A. Rafferty

CS 257:Software Design

It's easy to write a mediocre computer program, and lots of people do it.

Good programs are quite a bit harder to write, and are correspondingly

less common. In this course, we will study techniques, tools, and habits

that will improve your chances of writing good software. While working on
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several medium-sized programming projects, we will investigate code

construction techniques, debugging and profiling tools, testing

methodologies, UML, principles of object-oriented design, design patterns,

and user interface design.Prerequisites: Computer Science 201 or

consent of the instructor.6 credit; Formal or Statistical Reasoning; offered

Fall 2014,Spring 2015 J. Ondich,J. Miles

CS 321:Artificial Intelligence

How can we design computer systems with behavior that seems

"intelligent?" This course will examine a number of different approaches to

this question, including intelligent search computer game playing,

automated logic, machine learning (including neural networks), and

reasoning with uncertainty. The coursework is a mix of problem solving

and computer programming based on the ideas that we

discuss.Prerequisites: Computer Science 201, additionally Computer

Science 202 or Mathematics 236 are strongly recommended.6 credit;

Formal or Statistical Reasoning; offeredWinter 2015 A. Rafferty

CS 322:Natural Language Processing

Computers are poor conversationalists, despite decades of attempts to

change that fact. This course will provide an overview of the computational

techniques developed in the attempt to enable computers to interpret and

respond appropriately to ideas expressed using natural languages (such

as English or French) as opposed to formal languages (such as C++ or
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Lisp). Topics in this course will include parsing, semantic analysis,

machine translation, dialogue systems, and statistical methods in speech

recognition.Prerequisites: Computer Science 201 and 202 or permission

of the instructor.6 credit; Formal or Statistical Reasoning; not offered

20142015.

CS 324:Data Mining

How does Google always understand what it is you're looking for? How

does Amazon.com figure out what items you might be interested in

buying? How can categories of similar politicians be identified, based on

their voting patterns? These questions can be answered via data mining, a

field of study at the crossroads of artificial intelligence, database systems,

and statistics. Data mining concerns itself with the goal of getting a

computer to learn or discover patterns, especially those found within large

datasets. We'll focus on techniques such as classification, clustering,

association rules, web mining, collaborative filtering, and

others.Prerequisites: Computer Science 201. Additionally, Computer

Science 202 or Mathematics 236 strongly recommended.6 credit; Formal

or Statistical Reasoning, Quantitative Reasoning Encounter; offeredWinter

2015 D. Musicant

CS 331:Computer Networks

The Internet is composed of a large number of heterogeneous,

independently-operating computer networks that work together to
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transport all sorts of data to points all over the world. The fact that it does

this so well given its complexity is a minor miracle. In this class, we'll study

the structure of these individual networks and of the Internet, and figure

out how this "magic" takes place. Topics include TCP/IP, protocols and

their implementations, routing, security, network architecture, DNS, and

emerging applications and technologies such as peer-to-peer networking,

WiFi, and WiMax.Prerequisites: Computer Science 201 or consent of

instructor6 credit; Formal or Statistical Reasoning; not offered 20142015

CS 332:Operating Systems

The thing that we call a computer is actually a complex collection of

interacting devices. To ensure that these devices work together effectively

without excessive human intervention, people have developed operating

systems software that coordinates the behavior of the devices and gives

programmers ways to control those devices. This course will address the

fundamental problems that operating systems need to solve, including

those concerned with process management, file organization, memory

management, and input/output control. We will also study the structure of

the Linux operating system.Prerequisites: Computer Science 208 or

consent of the instructor.6 credit; Formal or Statistical Reasoning; not

offered 20142015


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Extended departmental description for CS 332

If you're working in the lab, you might be editing a file while waiting for a

program to compile. Meanwhile, the on-screen clock ticks, a program

keeps watch for incoming e-mail, and other users can log onto your

machine from elsewhere in the network. Not only that, but if you write a

program that reads from a file on the hard drive, you are not expected to

concern yourself with turning on the drive's motor or moving the read/write

arms to the proper location over the disk's surface. Coordinating all this

hardware and software is the job of the operating system.

In this course we will study the fundamental problems faced by operating

system designers. We will look at inter-process communication, memory

management, file systems, and input/output in general and in the context

of particular operating systems. We will also study some parts of the Linux

source code.

CS 334:Database Systems

Database systems are used in almost every aspect of computing, from

storing data for websites to maintaining financial information for large

corporations. Intrinsically, what is a database system and how does it

work? This course takes a two-pronged approach to studying database

systems. From a systems perspective, we will look at the low-level details

of how a database system works internally, studying such topics as file

organization, indexing, sorting techniques, and query optimization. From a


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theory perspective, we will examine the fundamental ideas behind

database systems, such as normal forms and relational

algebra.Prerequisites: Computer Science 201 or consent of the

instructor.6 credit; Formal or Statistical Reasoning; offered Fall 2014 D.

Musicant

CS 338:Digital Electronics

Fun fact: Computers can be built up entirely from a collection of

transistors. This course will begin the process of doing just that. From

transistors we'll build logic gates. From logic gates, we'll build RAM and

adders. With adders, we'll build arithmetic logic units, and so on, up to

microprocessors. Corequisite: Computer Science 338L.Prerequisites:

Computer Science 208.6 credit; Formal or Statistical Reasoning; offered

Winter 2015 A. Exley

CS 342:Mobile Application Development

Software used to stay on the desktop where you put it. Now, we carry

multi-purpose computational devices in our pockets. Mobile computers

raise a host of software design challenges, with constrained visual spaces,

touch screens, GPS sensors, accelerometers, cellular access, and

cameras all in one device. More challenges come from the idea of an "app

store," a five-year-old experiment that has changed the way developers

and computer users think about software. In the context of a few app

development projects, this course will focus on mobile computing's design
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patterns, user interface principles, software development methodologies,

development tools, and cultural impact.Prerequisites: Computer Science

204 or 2576 credit; Formal or Statistical Reasoning; offeredSpring 2015

J. Ondich

CS 344:Human-Computer Interaction

The field of human-computer interaction addresses two fundamental

questions: how do people interact with technology, and how can

technology enhance the human experience? In this course, we will explore

technology through the lens of the end user: how can we design effective,

aesthetically pleasing technology, particularly user interfaces, to satisfy

user needs and improve the human condition? How do people react to

technology and learn to use technology? What are the social, societal,

health, and ethical implications of technology? The course will focus on

design methodologies, techniques, and processes for developing, testing,

and deploying user interfaces.Prerequisites: Computer Science 201 or

consent of instructor.6 credit; Formal or Statistical Reasoning, Quantitative

Reasoning Encounter; offeredSpring 2015 A. Csizmar Dalal

CS 348:Parallel and Distributed Computing

As multi-core machines become more prevalent, different programming

paradigms have emerged for harnessing extra processors for better

performance. This course explores parallel computation (programs that

run on more than one core) as well as the related problem of distributed
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computation (programs that run on more than one machine). In particular,

we will explore the two major paradigms for parallel programming, shared-

memory multi-threading and message-passing, and the advantages and

disadvantages of each. Other possible topics include synchronization

mechanisms, debugging concurrent programs, fork/join parallelism, the

theory of parallelism and concurrency, parallel algorithms, cloud

computing, Map/Reduce, GPU programming, transactional memory, and

memory models.Prerequisites: Computer Science 2016 credit; Formal or

Statistical Reasoning; not offered 20142015

CS 352:Advanced Algorithms

A second course on designing and analyzing efficient algorithms to solve

computational problems. We will survey some algorithmic design

techniques that apply broadly throughout computer science, including

discussion of wide-ranging applications. A sampling of potential topics:

approximation algorithms (can we efficiently compute near-optimal

solutions even when finding exact solutions is computationally

intractable?); randomized algorithms (does flipping coins help in designing

faster/simpler algorithms?); online algorithms (how do we analyze an

algorithm that needs to make decisions before the entire input arrives?);

advanced data structures; complexity theory. As time and interest permit,

we will mix recently published algorithmic papers with classical

results.Prerequisites: Computer Science 252 or permission of instructor.6

credit; Formal or Statistical Reasoning; not offered 20142015


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CS 361:Evolutionary Computing and Artificial Life

An introduction to evolutionary computation and artificial life, with a special

emphasis on the two way flow of ideas between evolutionary biology and

computer science. Topics will include the basic principles of biological

evolution, experimental evolution techniques, and the application of

evolutionary computation principles to solve real problems. All students

will be expected to complete and present a term project exploring an open

question in evolutionary computation.Prerequisites: Computer Science

2016 credit; Formal or Statistical Reasoning; offered Spring 2015 S.

Goings

Extended departmental description for CS 361

Have you ever wished that instead of spending 2 hours writing a program

to solve a difficult problem you could instead just tell the computer to do

the work and go play Ultimate Frisbee for 2 hours knowing the solution will

be waiting for you when you return? One of the goals of artificial

intelligence is to be able to view the computer as a black box, you simply

give it the problem you want to solve, and it gives you the answer, without

you needed to understand all of the internal workings. Evolutionary

computation seeks to create this black box by harnessing the power of

Darwinian evolution to solve computational problems. Instead of

programming a solution, the user simply initializes a population of very

simple (and probably very bad) solutions, and then sits back while the
http://www.carleton.edu/cgi-bin/enroll/full/S2015?CS?361https://apps.carleton.edu/curricular/cs/faculty/#sgoingshttps://apps.carleton.edu/curricular/cs/faculty/#sgoingshttps://apps.carleton.edu/curricular/cs/faculty/#sgoingshttps://apps.carleton.edu/curricular/cs/faculty/#sgoingshttps://apps.carleton.edu/curricular/cs/faculty/#sgoingshttp://www.carleton.edu/cgi-bin/enroll/full/S2015?CS?361


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population evolves until a good solution appears. Evolutionary

Computation (EC) has shown promise in evolving novel solutions to real-

world problems, such as antennas actually deployed on Nasa satellites,

neural controllers for legged robots, and programs that choose sound

investments, however EC is a current active field of research with many

open questions to be answered. In this course students will develop a

broad understanding of developing and analyzing current evolutionary

computation systems, and develop a deeper understanding of at least one

specific evolutionary computation topic through a research project.

CS 399:Senior Seminar

As part of their senior capstone experience, majors will work together in

teams (typically four to seven students per team) on faculty-specified

topics to design and implement the first stage of a project. Required of all

senior majors.Prerequisites: Senior standing. Students are strongly

encouraged to complete Computer Science 252 and either Computer

Science 204 or 257 before starting Computer Science 399.3 credit;

S/CR/NC; Does not fulfill a curricular exploration requirement; offeredFall

2014 Staff

CS 400:Integrative Exercise

Beginning with the prototypes developed in the Senior Seminar, project

teams will complete their project and present it to the department.

Required of all senior majors.Prerequisites: Computer Science 399.3
http://www.carleton.edu/cgi-bin/enroll/full/F2014?CS?399http://www.carleton.edu/cgi-bin/enroll/full/F2014?CS?399http://www.carleton.edu/cgi-bin/enroll/full/F2014?CS?399http://www.carleton.edu/cgi-bin/enroll/full/F2014?CS?399


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credit; S/NC; Does not fulfill a curricular exploration requirement; offered

Winter 2015 Staff

https://apps.carleton.edu/curricular/cs/courses/

2.1.4 Aarhus School of Business, Denmark

Project Management increasingly shapes workplace communication,

especially when technical communicators participate in cross-disciplinary

development teams. This paper looks at the future of project management

in technical communication and argues for a communicative approach to

project management for technical communication students. The Project

Management course in the International Bachelor Program of Marketing

and Management Communication at the Aarhus School of Business is

described, and the implications for technical communication curricula are

discussed. Keywords: Project Management, genre, technical

communication. Introduction As corporate structures shift to include an

increasing number of cross-functional projects, the demand for project

management knowledge which prepares undergraduate students to

function effectively in this environment increases as well. To address the

issue of preparing students to function in a project-based environment, a

communications approach to project management is defined as an

approach focused on both genres for documentation used to manage

projects and the situatedness of project management documents in

organizational structures, cultures, and knowledge management

processes. This paper will describe the project management course used
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in the International Marketing and Management BA program at the Aarhus

School of Business based on this communications approach, give

examples of student responses to the curriculum, and recommend ways of

integrating project management processes and documents into technical

communication curricula. The communications approach to project

management is framed by an understanding of the rhetorical situations

found in project-based environments. Bakhtin points out the connection

between speech genres and spheres of human activity, and Miller

describes genres as social action. These links between genre and action

at the theoretical level provide an entry point into Project Management

practices and documentation genres as responses to both the content and

situation involved in any given project. As project management documents

emerge from the activity inherent in getting projects done, helping

students see beyond the document structures to include the connections

between formats in documents and organizational contexts offers a view

of project management as a rhetorical process, which, in turn, gives

students a robust set of tools to understand project management from

multiple perspectives. In addition to genre, the connections between

project management and knowledge management are explored in order

to allow students to consider organizational issues regarding the

sustainability and continuity of knowledge within organizations in a project-

based environment. The communications approach to project

management offers not only a means for incorporating rhetoric into the


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way in which project management is taught, but also an argument for

incorporating project management documentation into the technical

communication curriculum because the rhetorical foundation helps make a

connection between project management documents The Future of

Project Management in Technical Communication: Incorporating a

Communications Approach Constance E. Kampf Aarhus School of

Business, [email protected] and the proposals from which they

emerge. As project management races the organizations in which our

students will work into the future, we have the opportunity to give technical

communication students a head start by including project management

genres and helping our students make the connection to basic concepts in

technical communication. This paper defines the communications

approach to Project Management, describes the course, and offers

implications for the technical communication curriculum. Defining the

Communications Approach to PM The communications approach to

project management shifts the emphasis from project management

documents as planning and accountability tools to project management

documents as genres for action situated in a rhetorical context. This

emphasis comes from an approach to understanding projects as rhetorical

constructssolutions to problems agreed upon by the people working on

them, and as such projects can be understood as rhetorical situations.

Miller defines situation as social constructs that are the result of

definition. The relevant definitions for project management documents


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include not only the generic set of project management documents, but

also the definition of the project itself within the organizational and social

contexts around it. Project Management documents can be understood as

a set of genres used for organization and accountability in a project.

Standard project management documents include: Project charter, Work

breakdown structure, Network Diagram with Critical Path and Gantt Chart

These documents function as tools for collective action in a project. Their

effectiveness depends on the context in which they were created, the buy-

in to the project plan by the people doing the work and the way in which

they are used and maintained to reflect progress on the project. As

Bakhtin argues for the connection between spheres of activity and

genres, we can use his perspective to link the activity of managing a

project to the genres of project management documents. Relevant theory

which can help us make this link includes Wengers concept of

Communities of Practice, Seely Browns Social Life of Information, and

Storytelling in Organizations as well as Knowledge Management theory.

As students work with these theoretical constructs, they are asked to

make the link between the rhetorical situation and the content choices,

structure and distribution for project management documents. Course

Description and Results The Project Management Course at the Aarhus

School of Business is a required course for the International Bachelor in

Marketing and Management Communication. The course covers the

project management document structures, explains how they are situated


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in organizations, and offers readings to help students reflect on the

rhetorical situation. The course plan is included in Appendix A. The course

was offered over 8 weeks to a group of 60 students, meeting twice a week

for 2 hours. The students were graduating seniors (semester students in

the Danish system) as well as some exchange students. The first class in

each week gave students the project management concepts, and included

reflective exercises for discussing and incorporating communication theory

into the concepts. The subsequent class gave the students case studies to

analyze and discuss. We also used a course management system to give

students a place to post their reflections on the readings and answers to

questions asking them to incorporate their communication course work

into the project management structures and concepts presented in class.

Each week the best reflection was chosen by the instructor, and the

students who wrote it were asked to share their work and rewarded in

class. The course activities included using the project management

document structure to organize their senior papers, and presenting a

practice case study as a mock final exam. The final exam was the only

place where students could receive a grade for the course, as per the

Danish Higher Education system. The final exam consisted of a half hour

oral defense, during which each student presented their solution to 0-

7803-9778-9/06/$20.00 2006 IEEE. the case by using the project

management genres and incorporating knowledge management

recommendations into their project description. This exam was graded by


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both the instructor and an external rater, and the grade was given to the

student along with feedback during the last five minutes of the exam time.

The students did an excellent job of challenging the project management

concepts, and the brightest of them were able to explain in their final exam

how communication practices and knowledge management concepts were

part of their decisions to organize the work, and define the problem. For

example, several students used Wengers concept of Communities of

Practice to define the work as not only accomplishing the project but also

putting measures in place to support communities of practice which would

provide ongoing support after the project was complete. Curricular

Implications for Technical Communication Technical communications

students, through their strong background in the rhetorical situation, are

capable and in some ways uniquely qualified to be able to synthesize their

communication knowledge with the genres in project management

processes. Technical communicators can benefit from being exposed to

Project Management practices in a classroom where they are encouraged

to synthesize their knowledge of communication and rhetorical theories

with concrete practices from the business world. This can be done in a

separate course, or it could be incorporated into a grant seeking or

proposal writing course. Project Management is not only an emerging field

it is also part of organizational structures in which most technical

communicators will work after graduation. Learning about Project

Management processes and structures will give them the tools to


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understand the rhetorical situations into which they are going more

effectively, so that they can participate in projects with more awareness of

the genres and situatedness of project management documents.

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CHAPTER 3 RISK MITIGATION, MONITORING AND MANAGEMENT PLAN

1.0 Introduction

The goal of the risk mitigation, monitoring and management plan is to identify as

many potential risks as possible. The development team will create a plan to

avoid this risk. To determine what the potential risks are, Curriculum

Management System must be evaluated. After it has been evaluated the project

will then be analyzed to determine any project-specific risks.

1.1 Scope and intent of RMMM activities

When all risks have been identified, the system will then be evaluated to

determine their probability of occurrence and how Curriculum ManagementSystem (CMS) will be affected if they do occur. The development team plan will

then be made to avoid each risk, to track each risk, to determine if it is more or

less likely to occur and to plan for those risks they should occur.

1.2 Risk management organization role

Software development will monitor their progress and project status

consistently to identify present and future risks as quickly and accurately

as possible.

Customer will keep their eyes on the system for additional risks that the

developer did not recognize.

Software development must be well-informed in the equipment they will be

using and others that is accessible to them.

Client must informed the development in all the details of the system

2.0 Risk Description

2.1 Risk Table

2.1.1 Description of Risk m


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Product Size:

Inadequate estimation of project time, cost, scope and other

resources. If project manager exceed in estimation of time and

available budget. If it finds difficult on determining scopes of the

project if available resources are not enough to complete the

project.

Business Impact Risks:

Businesses today are facing an unprecedented rate of change. This

business change has a direct impact on our software development.

Every request of the business to improve quality requires developer

to make software changes. These changes introduce defects that

can seriously damage softwares portfolio sharing the same codes.

Customer Risks:

If the customer agrees to spend time in formal requirements

gathering meetings to identify project scope but didnt attend

regularly. If the customer fails to establish rapid communication

links with the developer.

Process Risks:

If developers were not involved in the requirements analysis and

definition phase, then the requirements document may be not

understandable by them. Hence, they will be unable to start their

design on a solid knowledge of the system requirements, and thus

they may develop a design for a system other than the intended

one.


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Technology Risks:

The project may involve the use of new technologies that has not

been use before. If developers may find it difficult to deal with these

technologies the project will fail.

Development Risks:

If the tools are not enough to complete the system, the system

cannot be implemented using the current available technology

where the project involves the use of new technology. If these alike

projects were posed it may threaten the project from being

implemented successfully, wherein the developers may suffer from

the technology change risks.

Employee Risks:

Inexperienced developers in the selected programming language. If

the selected programming language was very sensitive and has

bad-quality compilers and debuggers, then the programmers may

occur many syntax errors , the resultant code might be complex

and ambiguous, wrong functions, properties and user interfaces

might be developed.

2.1.2 Probability and Impact for Risk

Category Risks Probability Impact

Product Size Mis-estimation of product size 40% 1

Business Impact Business fast changes 20% 3

Customer Risks Customer fails to participate 30% 2

Process RisksDeveloper failed to understand

the whole process40% 1

Technology Risks Technology changes 20% 3

Development Insufficient resources

Documents

Curriculum Management System