|
|
PUAD 626: Information Resources Management
|
 | |
| |
| |
| |
| |
| |
|
Basic computer competency. Students should be familiar with their PC operating system (Win98SE or higher), e-mail, Microsoft Office, and the Internet.
The primary objective of this course is to provide students with information management knowledge and skills that are directly and immediately applicable in the public sector workplace. To that end, three threads run through the course:
Translation. In their book, Andersen and Dawes persuasively argue —
The new breed of information managers must have skills traditionally defined in three separate domains of expertise… They are technical data processing management; traditional management skill such as substantive expertise, organizational skills, and administrative abilities; and specialized knowledge of the policy context of government operations. (p. 2)
It has been my experience that these three groups talk past each other. It is my hope that at the conclusion of the course, students will have a sufficient understanding of each domain’s perspective and jargon to facilitate communication between them within their organizations.
Organizational Problem Solving. Case studies are used extensively to hone students’ abilities to apply the theory and readings to practice, and to recognize not only the technical, but the organizational, economic, and political potential pitfalls that confront IT innovators in the public sector.
Skills and Technical Problem Solving.
Individuals known for finding solutions to their organization’s technical and
information-related problems are (usually) rewarded, at least in the long-haul.
| Students will have the opportunity to learn Microsoft Access (an office desktop database system) while learning to use a new desktop computer application on their own. Extensive use of the Internet, as well as creating a WWW “Home Page” will be required. |
| Surprisingly, a few students reach this point and don't understand basic
computing terminology or concepts. To make sure we all are on the same
page, I have recently added a text that provides a concise, but
readable, explanation of current technology basics.
NOT YET UPDATED -- Course Outline (Tentative) -- NOT YET UPDATED
The 95% of your grade attributable to written assignments (including tutorial and projects) will be based on the highest-graded 29 points (out of a total of 33 possible) you receive. The 2 grading points for Feb. 3 will not be dropped. When calculating the final grade, the instructor reserves the right to include (not drop) or exclude (drop) the grade from any assignment(s) that violate the University’s Academic Integrity Policy.
|
The tutorial has two objectives.
Workplace Preparation. Microsoft Access is the PC database system used most often in the public sector workplace. It is a skill current and prospective employers desire.
Self Confidence. For the remainder of your career, you will confront the need to learn new technology tools. Yet, technology training is not something which the public sector does well. An important objective of this exercise is to demonstrate that you can learn new technology on your own.
Adamski, J.J. & Finnegan, K.T. (2002), New Perspectives on Microsoft Access 2002, Comprehensive, Cambridge, MA: Course Technology, [ISBN: 0-619-02089-X; <http://www.course.com>].
Center for Technology in Government (2001), Insider's Guide to Using Information in Government, Albany, NY: Univ. at Albany. [<http://www.ctg.albany.edu/guides/usinginfo/index.htm>]
Stair, R.M. & Reynolds, G.W. (2003), Fundamentals of Information Systems, 2nd Ed., Cambridge, MA: Thompson Learning, [ISBN: 0-619-06491-9; <http://www.course.com>].
Vaskevitch, D. (1995), Client/Server Strategies: A survival guide for corporate reengineers, 2nd Ed., Foster City, CA: IDG Books. (Don't purchase early.)
Musciano, C., & Kennedy, B. (2002), HTML & XHTML: The Definitive Guide, 5th Ed., Cambridge, MA: O’Reilly & Assoc., Inc. [ISBN: 0-596-00382-X]
Additional reserve readings will be required. Most of these readings will be on the Web or through Langsdale Library's electronic reserves.
To access Langsdale Library's electronic reserves, go to [<http://langsdale.ubalt.edu/reserve/>],
follow the instructions, when it asks, enter the course number
"puad.626.185" and, when asked, give the course password.
I will usually be available at one of my two offices (Schaefer Center, Rm. 300F or Dean's Office, AC200) Tuesdays, 5:00 – 7:00 pm. (Mary Horka, the Department Secretary in the St. Paul St. Building can usually track me down during office hours -- feel free to ask her for help.)
Appointments are encouraged; students with appointments will be given preference during office hours. My office phone number is (410) 837-6195, it will "roll over" to “voice mail” after about 4 rings. I check my messages regularly, and will get back to you promptly. I often can be reached at the office in the early evening and on Sundays.
In general, I do not believe fixed office hours best serve the interests of advanced and non-traditional students. I am always willing to meet with students individually, or in small groups, at mutually convenient times. (In fact, I usually prefer times other than office hours, and can often find time on the same day you call.) Feel free to call or e-mail.
The course includes a combination of in-class, case study exercises, lectures, and discussions. Students are expected to come to class prepared to contribute to and participate in class discussions.
Graduate students are responsible for learning all of the assigned material, whether or not the material is subsequently covered in class. Graduate courses presume students have completed the assigned readings prior to coming to class. Class discussions, in-class exercises, and lectures assume familiarity with the material. The purpose of class time is to expand on the material, cover critical issues in depth, and clear up confusion, not to reiterate or regurgitate the readings.
I estimate the readings and assignments will take, on average, approximately 10 hours per week outside of class. Needless to say, this cannot be accomplished by setting aside a couple of hours on Wednesday night!
Grades for the course are calculated as follows:
|
Assignments |
95% |
|
Class participation |
5% |
Grading of the assignments will be based on both content and style (i.e., neatness and accuracy count -- make sure it is pretty enough to hand in to your boss, even/especially the Access assignments). Case study memos will be typed, with one-inch margins, using 11 point Times New Roman (or equivalent) font.
Late assignments. Access tutorial assignments will not be accepted more than one week late. Other assignments will not be accepted more than two weeks late. The last assignment will not be accepted late. Late assignments will be penalized by 7 points (out of 100) if turned in within one week of the due date, and by 14 points (out of 100) if turned in within two weeks of the due date.
I do not believe examinations are the best way to capture what you’ve learned. Unfortunately, I have found it necessary to institute a “minimum competency” quiz in this course. The quiz will constitute a little more than 15% of your final grade.
The norms and rules of academic integrity
will be vigorously and strictly enforced.
Plagiarism and Cheating. As a policy for this course, plagiarism or cheating will result in a failing grade for the assignment, is very likely to result in a failing grade in the course, and may result in other actions (including suspension or expulsion) pursuant to UB’s Academic Integrity Policies and Procedures and Student Grievance Procedures.
More of my views on Academic Honesty.
Due to the nature of this course, I expect (and hope) students will interact — discuss course content, ideas, and readings — outside of the scheduled classes. However, unless otherwise explicitly stated, all assignments are expected to reflect individual effort. For such assignments you should neither give nor receive assistance from anyone. Unless otherwise stated, treat all assignments as if they were in-class tests.
This is an important matter; if you have questions about this policy, you should ask the instructor for clarification. As a general rule, if the idea is not your own, cite the source (even if it is a classmate). If you suddenly realize you have received more help on an assignment than appropriate (from someone other than the instructor), use a footnote or a cite to clarify the nature of the help received and the portion of the work that reflects your individual effort. If you over-cite, I will let you know; err on the side of caution.
When calculating the final grade,
the instructor reserves the right to include (not drop)
or exclude (drop) the grade from any assignment(s)
that violate the University’s Academic Integrity Policy.
| |
| |
| |
| |
| |
| |
|