William F. Slater, III, PMP, CISA, CISSP, MCSE, MCITP
IT Consultant in Data Center Management and
M.S. in Computer Information Systems
1337 N. Ashland Ave., #2
Chicago, IL 60622
United States of America
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*** Stolen Material Notice ***
MS CIS, Ver. 7,
COPYRIGHT © 2001 by the University of Phoenix
ALL RIGHTS RESERVED.
University of Phoenix Online
MASTER OF SCIENCE IN COMPUTER INFORMATION SYSTEMS VERSION 007
This handbook serves as a resource for the MS CIS, Ver. 7, College of Information Systems and Technology, University of Phoenix.
You are advised to use this handbook as a guide to effective participation in your program.
Please note: The information in this handbook is subject to change. In case of any discrepancies between the information provided here and official University of Phoenix policies, the official policies will prevail.
The Master of Science in Computer Information Systems (MS CIS) program is focused on the acquisition of information technology theory and the application of theory and practice to real world business opportunities and challenges. The courses provide current theory and knowledge of essential information technology components, as well as interpersonal and intra-organizational communication. While courses examine a broad range of information technology resources, the courses emphasize the management of such resources in order to meet an organization's challenges and goals. The program has six main threads:
· Business Management
· Business Systems Analysis and Development
· Programming Management
· Networks and Telecommunications
· The Web
The mission of the MS CIS is to graduate the professional adult learner with the following competencies:
· An ability to successfully perform and obtain desired outcomes in a variety of information system and technology environments in a business.
· An ability to provide leadership and management to develop, support, and execute the strategic use of information systems and technology to meet the mission, goals, and objectives of a business.
· An ability to apply sound business principles to maximize the effectiveness of information systems and technology physical, financial, and human resources in support of the day-to-day operations of a business.
Graduates of the MS CIS program will be able to demonstrate competency in the following areas:
· Effective communication.
· Management of hardware, software, human, and financial resources associated with information technology of an organization.
· Application of the principles of the system development life cycle.
· Comprehension of the interrelation of business and information technology.
· Awareness of the environmental factors, functional relationships, and business issues that affect information technology decisions within an organization.
· Comprehension of the dynamic nature of technology and the requisite need to maintain currency of knowledge.
· Application of information technology to solve business problems.
The MS CIS is a management degree and is not a computer science/engineering curriculum. A computer science/engineering curriculum is usually focused on the internal components of hardware and software, such as how to design computers and how to develop operating system software. In contrast, the MS CIS program focuses on the application and management of computer information systems and technology resources in business.
PROGAM LEARNING MATERIALS
A variety of learning materials are used in the MS CIS. These include:
· Textbooks and electronic textbooks
· PowerPoint® presentations
· Electronic library articles
· Web delivered self assessment tests
· In class computer with Internet connection and data projector for demonstrations
· Web delivered multimedia presentations with software simulations
· Software on the student's computer
MS CIS classes are not taught in computer labs.
Students do their hands-on work on their own computers, which allows the student to do computer work at their own convenience, in a setting of their choice, and at a time they decide. Students have technology requirements in order to enroll in UoP degree programs.
Teaching in computer labs is most common in vocational/technical training institutions, community colleges, and continuing education departments. In that environment, what is taught is specific hands-on skills such as word processing. The UoP IS&T degree programs are not vocational/technical, but apply theory to business and develop skills that are career building and are not simply hands-on training. Students who only want hands-on skills are probably better served in another educational environment.
MSCIS VER. 7 COURSE SEQUENCE AND PREREQUISITES (EFFECTIVE 07/01/01)
Human Relations & Organizational Behavior
Legal Environment of Business
Accounting for Managerial Decision Making
Systems Analysis & Development
CIS Project Planning
CMGT 555 & CSS 561
Database Concepts I
Database Concepts II
Networks/Data Communications I
Networks/Data Communications II
CIS Risk Management & Strategic Planning
All the above
MSCIS VER. 7 COURSE DESCRIPTIONS
COM 515 Managerial Communication*
This course provides new graduate students with an introduction to the graduate-level program and strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication and resources, individual and group presentation techniques, electronic research resources, introduction to the purpose and uses of the electronic portfolio, critical thinking, stress and time management, and Learning Team processes.
ORG 502 Human Relations & Organizational Behavior*
This course examines the human relations theory and practice through individual, group, and organizational performance. Topics include perspectives on organizational behavior, optimizing individual performance, leadership and power, organizational design and structure, dynamics and change, and improving organizational effectiveness.
LAW 529 Legal Environment of Business*
This course prepares the manager to make business decisions within a legal and ethical framework. Topics include the regulatory environment, contracts, business torts, partnership and corporations, anti-trust, environmental law, employment law, and ethical considerations in business.
ACC 529 Accounting for Managerial Decision Making*
This course integrates the principles of financial and managerial accounting to prepare the manager to use accounting to assess and manage the health of the organization. Topics include balance sheet, income statement, statement of cash flows, financial statement analysis, and internal analysis techniques.
CSS/561 Programming Concepts
This course covers the basic concepts of computer programming. Topics include program structure and syntax, documentation, input/output, constants and variables, calculations, logic structures, control structures, arrays, file access, and design considerations. The purpose of this course is to insure that managers have experience with computer programming in order to make more informed “build vs. buy” software decisions. The course uses C++.
CMGT 555 Systems Analysis & Development
This course provides a solid background in analysis and design techniques for business system and application software development. Although Systems Development Life Cycle (SDLC) is fundamental to the course, other methodologies and tools are examined from a managerial perspective. The course uses Microsoft Visio.
CMGT 575 CIS Project Management
This course addresses the processes and skills needed for successful project management in the computer information systems and technology environment of business. Topics include project scoping, estimating, scheduling, budgeting, tracking, and controlling. The course uses Microsoft Project.
CMGT 576 Programming Management
CSS 558 Database Concepts I
This course examines database concepts from a business perspective. Topics include data analysis, the principal data models with emphasis on the relational model, entity-relationship diagrams, logical design, data administration, and normalization. The course emphasizes organizing data resources within a business enterprise from a managerial perspective. The course uses Microsoft Visio.
CSS 559 Database Concepts II
This course continues the subject of CSS 558, Database Concepts I. The course focuses on database management systems from a business managerial perspective. MS Access, Oracle, DB2, and SQL Server are compared and contrasted. Emphasis is placed on developing a strategy for managing and organizing corporate data, including data warehousing, to support the business activities of the organization. The course uses Microsoft Access and simulations of Oracle software.
TCM 537 Networks/Data Communications I
This course provides an overview of the organization and management of the broad and evolving field of telecommunications, including both voice and data communication. Standards, architectures, topologies, and media for both traditional and high-speed local area networks are described. Networking operating systems and management are included. The course uses simulations of UNIX and Microsoft Windows software.
TCM 538 Networks/Data Communications II
This course continues the subject of TCM 537, Networks/Data Communications I. Key principles and components required to support enterprise-wide networking, including wide area networks and wireless, are described. The computer network is described and evaluated as part of an organization’s strategic plan. The Open Systems Interconnection model is emphasized. The course uses simulations of UNIX, Microsoft Windows, and Cisco software.
CMGT 585 CIS Risk Management and Strategic Planning
This course provides the knowledge and skills to develop effective short, intermediate, and long- range strategic information systems plans. Information technology security and disaster recovery plans are also examined.
*Denotes a course produced by the College of Graduate Business and Management.
UNIVERSITY OF PHOENIX LEARNING TEAMS
LEARNING TEAM PHILOSOPHY
The foundation of the University of Phoenix educational philosophy and practice is the recognition of the student who has assumed adult responsibilities of self-determination, financial independence, and professional development. The University of Phoenix focuses its attention on shared participant responsibility for self-directed learning. Throughout the University’s programs, students are expected to seek answers to questions, identify and develop resources for validating information, and take charge of their own learning processes. The programs are therefore designed to provide the structure and support necessary to encourage independence and self-direction.
Traditionally, the role of the student has been relatively passive. The educational model advocated by the University of Phoenix demands active participation by students in the educational process, thus placing substantial responsibility on the learner. The dynamic process of Learning Teams maximizes each student’s understanding and involvement in his or her degree program.
The University’s students enthusiastically support the use of Learning Teams as a learning device. By sharing learning responsibilities, more information can be disseminated among team members in a limited amount of time.
Learning Teams are groups of two to five students who meet weekly outside of class. They function as mutual support mechanisms through which students can learn, from the professional expertise of peers, more efficient problem solving. Team grades are awarded for projects completed within Learning Teams. It is therefore essential for Learning Team members to make a commitment to work together to meet course objectives and complete team assignments as instructed. Students also are held accountable, at an individual level, for contributions made toward the Learning Team’s work products.
UNIVERSITY OF PHOENIX GRADING GUIDELINES
Formal grade reports are issued to the student upon completion of each course. Grade reports indicate course taken, credits received, and grade assigned. Grades are issued for paid coursework only. A student who has failed to make payment for tuition of a course will have the grade withheld until payment is made.
Faculty members are required to forward final grades to the University for processing within seven days of completion of the course.
UNIVERSITY OF PHOENIX APPROVED STYLE GUIDE
The College of Information Systems and Technology has selected The Little, Brown Compact Handbook as its approved style guide. Students are expected to purchase this reference book before the first course of their program and to refer to it throughout the program when preparing papers or reports.
UNIVERSITY OF PHOENIX PERFORMANCE STANDARDS
STANDARDS FOR WRITTEN WORK
Written communication is an essential tool for any professional. As with any skill, writing well is the result of practice followed by feedback, and the use of relevant and appropriate sources. Therefore, the quality of writing is graded as part of every written assignment at the University of Phoenix. Students should follow the following guidelines when preparing a paper. However, your faculty members may have particular requirements of their own. At the beginning of each class, be certain to ask the faculty member whether he or she has other and/or additional criteria for writing assignments.
Content and Development
· All key elements of the assignment are covered in a substantive way.
· Content is comprehensive, accurate, and persuasive.
· Major points are stated clearly, are supported by specific details, examples, or analysis, and are organized logically.
· Where appropriate, the paper supports major points with theory relevant to the development of the ideas, and uses the vocabulary of the theory correctly.
· Theory and practice are integrated; the writer is able to link theories to practical experience (i.e., application to an actual work setting).
· Research is adequate and timely for the topic.
· The context and purpose of the writing is clear (e.g., critique, research, sample memo, or business plan).
· The structure of the paper is clear and easy to follow.
· The paper’s organization emphasizes the central theme or purpose and is directed toward the appropriate audience.
· Ideas flow in a logical sequence.
· The introduction provides sufficient background on the topic and previews major points.
· Paragraph transitions are logical and reinforce the flow of thought throughout the paper.
· The conclusion is logical and flows from the body of the paper.
· The conclusion reviews the major points.
· The paper, including citations and the reference page, follows guidelines given here and in the University of Phoenix-approved style guide.
· The paper is laid out effectively and uses reader-friendly aids (e.g., sections, summaries, table of contents, indices, and appendices), when appropriate.
· The paper utilizes references appropriately.
· Features such as headings and italics aid in the readability of the paper and are not overused.
· The paper is neat, with attention given to format requirements.
Grammar, Punctuation, and Spelling
· Rules of grammar, usage, and punctuation are followed.
· Spelling is correct.
Readability and Style
· Sentences are complete, clear, and concise.
· Sentences are well constructed, with consistently strong, varied structure.
· Sentence transitions reinforce the flow of thought.
· Words used are precise and unambiguous.
· The tone is appropriate to the content and assignment.
Refer to the approved writing and style guide for answers to further questions about language usage, grammar, punctuation, mechanics, and accepted reference notation. Students are expected to purchase this reference book before the first course of their program and to use it throughout the program.
Weekly Summary (Online and Directed Study Modalities)
Online and Directed Study students are expected to produce a brief (150 words or less) report each week, summarizing what they learned from the readings, research, and discussion activities during the week. Each weekly summary is due at the end of the class week. For details on this assignment, refer to the instructions that are presented each week by the faculty member. A summary is not required for the final week of the course.
STANDARDS FOR PRESENTATIONS
Organization and Structure
· The presentation is well-organized, clear, and effectively structured.
· Team presentations are integrated rather than a disjointed series of individual presentations.
· The topic is researched adequately.
Effective Use of Microsoft®PowerPoint®
Individuals as well as Learning Teams will use Microsoft® PowerPoint® or a similar software program to deliver their presentations. Students are expected to use generally accepted presentation practices including:
· No more than five lines of text per slide
· Five-to-seven words per line
· Use of simple, elegant graphics
· Use of the “notes” feature to record notes for the speaker, rather than attempting to include too much information on one slide
· If using special effects, visual or audio, a recommended frequency is once every five slides
Students may want to prepare overhead transparencies from their PowerPoint® or similar software slides to be prepared in the event of equipment unavailability or failure.
Content of Presentation
· Content of presentation follows the paper on which it is based (if applicable).
· The topic is relevant and addresses the specifications of the assignment.
· The content is comprehensive, accurate, and believable.
· Key points are noted and presented logically.
· Non-verbal gestures are appropriate to the purpose of the presentation and flow of ideas.
· Confidence and knowledge of content are evident.
· Audience is engaged, when appropriate, in a professional manner.
· Delivery time is used well. Presentation is not rushed.
· Speaker(s) adhere(s) to the time limit.
Presentations for the online environment consist of submitting, via e-mail attachment, the Microsoft PowerPoint slides supporting the presentation, and the text to accompany the presentation of the summary slide.
Questions and Comments
· Audience feedback is solicited.
· Audience questions are effectively addressed and correctly answered.
Oral Presentation Rating Sheet
Organization and structure.
Presentation is well organized, clear and effectively structured.
If this is a group presentation, it is integrated rather than a disjointed series of individual presentations.
Topic is researched adequately.
Effective use of visual aids.
Visual aids are clear and effective.
Visual aids contribute to a focused and integrated presentation.
Content of presentation.
Content of presentation clearly follows written paper on which it is based.
The topic is relevant and addresses the specifications of the assignment.
The content presented is comprehensive, accurate, and believable.
Key points are noted and presented logically.
Style and presentation.
Non-verbal gestures are appropriate to the purpose of the presentation and flow of ideas.
Confidence and knowledge of content are evident.
Audience is engaged, when appropriate, in a professional manner.
Delivery time is used well. Presentation is not rushed.
Time limit is adhered to.
Question and comments.
Audience feedback is solicited.
Audience questions are effectively addressed and correctly answered.
STANDARDS FOR LEARNING TEAM WORK
· The Learning Team Charter is completed during the first week of the course (classroom modality only).
· Members develop perspective and goals for the team as a whole.
· Members develop effective work plans, meeting schedules, and assignments.
· Members are clear about goals for work products.
· Members develop and agree upon standards of performance for team members.
· Members effectively manage conflict within the team and resolve problems.
· Members share workload equally.
· Members build consensus and effectively share in decision-making.
· Products of the team process (presentations, papers) are cohesive and present the image of a single product rather than a collection of individual products.
· Tasks are completed on time and meet established requirements.
· The Learning Team Log is completed after each meeting (classroom modality only).
STANDARDS FOR IN-CLASS GROUP EXERCISES
Organization and Participation
· The group appears to be well organized.
· All members of the group participate in the exercise.
· Cooperation is evident and consensus is achieved.
· Instructions are followed and all expected outcomes are completed.
· The group demonstrates understanding of the exercise and its objectives.
· Alternatives are effectively explored and analyzed.
· Recommendations are logical and clear and based upon the foregoing analysis.
· Students draw upon course readings and materials as well as personal experiences.
· The presentation is lively and informative, with effective use of visual aids (if appropriate).
· Confidence and knowledge of content are evident.
· All issues and recommendations are effectively addressed.
· Presentation time is used effectively.
· Audience feedback is solicited and discussion is generated.
· Questions and issues are effectively addressed and correctly answered.
UNIVERSITY OF PHOENIX ATTENDANCE POLICY
Attendance at class meetings is required. Any absence will affect a student’s course grade. Since the University’s teaching/learning model relies on group interaction, an absent student does not gain the benefit of class involvement and does not contribute to the learning of other students in the class. The faculty member will not issue a grade, other than W or WF, to students with more than one absence in a course. This includes Learning Team meetings. Students who do not comply with the University’s attendance requirements are not eligible to receive credit for the course. Please refer to the University of Phoenix Student Catalog for more information and for the specific attendance requirements in the various distance learning environments.
THE UNIVERSITY LIBRARY
THE UNIVERSITY OF PHOENIX APPROACH TO LIBRARY SERVICES
As a busy working professional, you know how difficult it can be to travel to a distant library and to match your schedule to library building hours. To accommodate your needs, we offer our library services online.
The core of our Library Web site is the Online Collection, a collection of databases available to all students and faculty at any time and from virtually any location where an Internet connection is available. In addition to our Online Collection, the Library maintains selected links to other worthwhile sites on the Web and provides services related to user education and research assistance.
WHAT IS IN THE ONLINE COLLECTION?
Thousands of scholarly journals and periodicals holding millions of full-text articles relevant to your UOP degree program are contained in the databases. In addition, financial reports on over 10,000 public companies and a variety of directories and other reference publications are available. The databases included in the Online Collection are commercial products held by the University under a licensing agreement with content providers; you will not find these databases freely available to the general public like Web pages found through an Internet search engine.
GETTING STARTED WITH THE ONLINE COLLECTION
To get started using the Online Collection, follow these steps:
· Visit the Student and Faculty Web site at http://student.uophx.edu/ or http://faculty.uophx.edu. This is the same Web site you may have already used to obtain course modules, grades, and other University of Phoenix resources and services.
· If you have not already used this Web site, register as a new user.
· If you need assistance with registration for the Student and Faculty Web site or have forgotten your password, contact University of Phoenix Technical Support toll free at 1-877-832-4867.
· After logging in to the Student and Faculty Web site, select the links “University Library” and then “Online Collection."
· Select an appropriate database and begin your search.
SPECIFIC RESOURCES FOR IS&T PROGRAMS
For best results, use at least two or three of the following databases:
· In EBSCOhost: MasterFILE Premier and Academic Search Elite
· In InfoTrac: Computer Database, General BusinessFile ASAP, and PROMT
Avoid searching with sentences and long phrases. Focus on two or three keywords instead. Keywords are usually nouns and verbs which add unique meaning to your search. Words such as “a,” “the,” prepositions, and conjunctions are not counted as keywords. Keywords can be single words or two-word phrases if the two words regularly occur as a fixed phrase.
Join different keywords together with “and” to bring two or more different concepts into the search. “And” makes all the keywords it joins into mandatory terms that must appear in each article retrieved. For example, “market share and windows nt” will produce better results than “market share of windows nt.”
Join synonyms, closely related keywords, or alternate spellings of keywords with “or.” “Or” allows either keyword or both keywords to appear in the articles retrieved. For example, “laptop or notebook” will find more results than either “laptop” or “notebook” alone because the “or” allows either keyword or both keywords to appear in the articles retrieved.
“And” and “or” can be combined for best results. When doing so, always put “or” and the keywords before and after it in parentheses. Not doing so may produce unintended results. For example, “utilities and (freeware or shareware)” will look for articles about utilities available as freeware or shareware.
Use wildcards to account for different word endings. For example, develop* will find results mentioning developer, developers, developing, development, etc. The EBSCOhost and InfoTrac databases use an asterisk (*) as a wildcard. ProQuest uses a question mark (?). Wildcards can be used with any keywords in the search and incorporated into searches involving “and” and “or.” For example, “java and (develop* or program*)” will look for articles about programming or developing Java applications. Variants of the words develop and program will be included by the wildcards.
SELECTED READINGS PAGES
In addition to the Online Collection resources for research by topic, the University Library also maintains selected readings pages for individual courses. These pages provide direct links to articles relevant to the course curriculum. In many cases, direct links to relevant organizations are also offered. Look for a link to a selected readings page, if available for your course, in your course module.
Library online services specialists and librarians are ready to help you become a more successful researcher. Examples of the types of assistance the University Library can provide include the following:
· Recommending specific Online Collection databases to locate various types of information
· Offering guidance on how to identify keywords and combine keywords effectively for successful research
· Providing referrals to Web sites outside the Online Collection and to other valuable sources of information
· Assisting in locating specific articles and documents
· Advising University Library users on how to best print, save, or email the material they find in the Online Collection
· Providing literature searches for students without Internet access
ADDITIONAL RESOURCES FOR HELP
The Library Handbook includes detailed information and helpful tips on conducting research. Download a copy of the handbook from http://ecampus.phoenix.edu.
“Ask a Librarian” is a feature on the pages of the University Library Web site that allows you to direct specific reference or research strategy questions to University Library staff.
The User Guides area of the University Library Web site contains many helpful guides, including our one-page “Quick Tips” documents with overviews of research recommendations for specific subject areas.
HOW TO CONTACT THE UNIVERSITY LIBRARY
U.S. and Canada 1-800-366-9693
Worldwide +1-480-966-5050 Ext. 4127
Web sites http://student.uophx.edu
Hours 8 a.m. – 9 p.m. (Mountain Standard Time)
Monday through Friday (except holidays)
Please keep in mind that the University Library does not support other University of Phoenix Web-based services. For assistance in accessing the Student and Faculty Web site, downloading course modules, taking the online proficiency tests, viewing grades and schedules, and using other non-library services, students and faculty members should contact the University’s Internet Technical Support Department toll free at 1-877-832-4867.
In addition, University Library staff cannot assist with questions regarding admissions or financial aid. For assistance in these areas, please contact the campus at which you are enrolled.
OTHER REQUIREMENTS AND STANDARDS
The student should read the University Catalog. The University of Phoenix has established a number of requirements and standards. Some are:
· Student Technology Requirements
· Code of Student Responsibility
· Standards of Student Behavior
· Students Right to Privacy
· Ethical Standards
|© 1998-2001 University of Phoenix. All Rights Reserved.|
Last Updated on Sunday, July 11, 2004