The document describes the current process for creating a new course at DePaul University. It involves an instructor generating a proposal, which is then reviewed by program and curriculum committees. The process takes an average of 10-15 weeks. It also describes how course knowledge is currently transferred from one instructor to another, which takes around 5-7 days. The document proposes standardizing forms and templates to streamline the processes and incorporating multiple instructors' input into course materials.
1. FINAL PROJECT
IS 435, Organizational Modeling
Winter Quarter, 2009
Th 5:45PM - 9:00PM
Section 801
Class# 22687
Section 810, Online Learning
Class# 22688
Roy Hoppe
“Hey! I got this idea for a new …”
or
“What module are we on?”
2. Final Project. Roy Hoppe
IS 435, Organizational Modeling
EXECUTIVE
SUMMARY
Executive Summary
DePaul University’s School of Computing and Digital
Media has a current process that focuses on the
steps it takes to create a new course. Although the
procedure for doing this is quite evident to
instructors that have been at DePaul for a while, new
instructors are unclear on how to approach this
process. Even after a new course is created, how
does the original instructor transfer his knowledge to
another instructor who has to teach the course for
the first time? The purpose of this project is to
establish written procedures and guidelines to aide
instructors in creating new courses and transferring
course knowledge to new instructors.
INTRODUCTIO
N
About the organization
DePaul University – With more than 24, 300
students, DePaul University is the only one of the
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nation’s 10 largest private universities where the
faculty priority is teaching. Founded on the
Vincentian principle of access for everyone, DePaul
remains committed to providing a quality education
through personal attention to students from a wide
range of backgrounds.
At the school of CDM, they are the College of
Computing and Digital Media - and much more. As
one of the largest schools of technology and digital
media in the Midwest, DePaul CDM offers 27
undergraduate and graduate programs in a wide and
diverse range of fields within computing, cinema and
interactive arts.
About me
My name is Roy Hoppe and I am a returning adult
student in the Bachelor of Science Information
Systems Combined Degree. I am currently in my
senior year, as an undergraduate with ambitions of
finishing in July 2009. My career goal is to become
a Business Analyst.
CURRENT
PROCESS
Current Process Description
A single instructor or a group of instructors come up
with an idea for a class. They initiate the process by
doing research on the idea and then they create
syllabi from scratch or use existing syllabi from
another accredited university. Then they generate a
written proposal that includes the course title,
course description, course objectives, syllabus and
any prerequisites that might be required. Then the
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proposal is submitted to the appropriate Program
Committee that the proposed course falls under.
The Program Committee is comprised of volunteer
professors, who teach courses in that particular
program. The Program Committee reviews all the
necessary information, makes suggestions and then
forwards it to the Curriculum Committee. Once the
instructor(s) makes the necessary changes the
proposal is presented to the Curriculum Committee.
The Curriculum Committee reviews the proposal and
determines if the course is worthy of adding it to the
current curriculum. Once approved, the new course
will be added to the current list of active courses and
scheduled to be included in a future quarter.
Duration Analysis Results
See recording for discussion – The time commitment
for this whole process varies due to several factors
which includes but is not limited to time management
skills of the instructor(s) in regards to research,
knowledge of the requirements, satisfying the
suggestions of the Program Committee and
Curriculum Committee. The average time it takes to
complete the process of creating a new course is
10-15 weeks and to transfer course knowledge is 5-7
days.
Information Gathering
How you did it, what you learned, whom you
interviewed (anonymous, no names but titles ok),
include notes as an appendix where appropriate.
I interviewed several faculty members who provided
valuable insight into how the current process
operates. The faculty members that I had the
privilege of interviewing were Dr. Dettori, Dr.
Steinbach, Dr. Mittleman, Dr. Settle, Dr. Sutcliffe, Dr.
Furst and Dr. Burns. I initially had a series of seven
questions for them to answer and then try to
expound on the answers that they gave me that I
thought could produce further insight. When I was
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aware that the instructors were involved in a
committee, I presented further questions to gain
insight from the committee perspective.
Leverage Points
I have identified three leverage points for this process.
The first leverage point is process workflow design
(actors, steps and flow). For creating a new course, it is
the step where the instructor does the research. If there
were standardized forms to use and a list of suggested
research references, this would definitely reduce the
amount of time it takes to perform research. The second
leverage point is application of information technology
(databases). This leverage point involves creating the
written proposal that is submitted to the committees for
approval. If you had a template for the written proposal,
it would standardize the instructors approach to
gathering the appropriate information and the forms
required for submission to make the process run
smoother. If the instructor knows what information is
needed, the required format and a direction to start in,
the time management piece would become streamlined
and efficient. The third leverage point is when the
teacher creates modules for the course. Currently it is
usually done by one instructor and you might get a
marrow approach to the course material. If you had a
pool of instructors, creating modules for the course, your
modules will be more dynamic and inspirational for the
students. The students will get the best from every
instructor and make the course exciting and the students
will naturally respond favorably.
Process Disablers for current
The process disablers for either the current create a
new course process or the transfer of course
knowledge to a new instructor is how long it takes to
gather information process workflow design (actors, steps and flow)
and put it into a standardized format application of
information technology (databases). One other process
disabler is the reliance of one instructor to create
the course material because then the material will
become stagnant and, eventually, the students will
stop taking the course.
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Process Enablers
The answer to this is presented as a threefold
solution. The first is to supply a list of preformatted
forms that instructors can use to process their new
course proposal. The second is to supply a list of
useful research resources that an instructor can use
to launch their research. The third is to incorporate
a pool of instructors input, for the course material,
and then to submit it to the Teaching Learning and
Excellence committee for course material review
and suggestions.
METRICS &
OTHER INFO
Metrics
With the current process of creating a new
course proposal, if the instructor(s) are unaware of
the process in regards to what research resources
are most beneficial, what items need to be included
in the proposal, the proper format of the proposal
then time is wasted on how and what I need to
submit as opposed to spending time on research
and generating the proposal package. This can be
summed up in the metric title of time management.
Instructors are people, just like everyone else, with a
personal life as well as an academic life. They have
to balance the two so as to prevent one from
overtaking the other. If they get bogged down with
just the preliminary information of how and what of
the proposal process then they might not feel that
they have enough time for proposing a new course
and may scrape the idea for future consideration.
So, if instructors had a document explaining how
the process works, what material is needed for the
process, how to format the material and possible or
suggested research resources then process would
have a more controlled time management tool that
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the instructors would view as tolerable. This would
help them to balance their current class load,
personal life and new course proposal process
easier.
In regards to replicating course material, if the
responsibility of creating course modules is placed
on one instructor, then you are adding to the already
delicate balance that the instructor has to maintain
(personal, academic...) and the modules will contain
material from only one source and quite possibly be
outdated. This would effect the learning
environment and prevent the students from
experiencing modules that are fresh and innovative.
If the instructor had a pool of instructors to work
with, in conjunction with the input from the Teaching
Learning and Excellence committee, the course
modules would be more dynamic and pertinent that
the students would thoroughly benefit from this
experience and this would reflect in their knowledge
gained, grade and course and module evaluations.
WHAT’S NEXT
Anticipated Implementation Barriers
And what you can do to overcome them?
I believe that the implementation barriers might
come from the fact that you have a vast numbers of
instructors employed at DePaul that range in
personality and work ethic. One of the first barriers
is if they are willing to share their research
resources with other instructors. They might feel
that their research resources might be considered a
private matter and would be unwilling to share any
information. To further this thought, office politics
might come into play when asked to share their
personal research resources. This may occur
because of varying personalities that they might not
appreciate another instructor as well as others do.
So the sharing of knowledge may hinge on affiliations
or clichés.
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To overcome the barrier, you might want to
approach certain individuals with the aspect of
making their life easier if they were exposed to wider
range of research resources and teaching modules.
This would help them to transform their teaching
style into a more receptive toll and the fruits of their
efforts would be reflected in improved course
evaluations and possible pay increases.
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9. APPENDIX A Swimlane Diagram(s) for As Is Process.
Level 1 Deliver New Course As Is
Level 1 Deliver New Cour se As Is
Source Instructor(s)
Receives Prepares New
Generates Approved New Material & Teaches New
Gathers Presents
New Course Course Teaching Best Course
Prep Proposal Sends Proposal Practices
Receives New
ommittee
Program
Course Prep
Forwards
Written
Proposal
Returns
C
Updates
Undergraduate
Curriculum
Committee
Receives
Recommendation
from PC
Team Services
Store New
Material
Retrieves
Recipient Instructors
Requests New
Presents Teaches New
Course
Course
Material
Level 2 Propose New Course As Is
Level 2 Pr opose New Cour se As Is
Investigate Create
Source Instructor(s)
Generates websites Course Tit le Sends New
New Course Research Generates
Investigate Course Prep
Prep Idea Interview Create New Course
textbook Course Written
employers Description Prep Proposal Revises New
Proposal
Investigate Create
Course Prep
Written No
fellow Course
university Objectives Proposal
courses Create Syllabi
No
Resubmits
ommittee
Receives New Ensures all Investigates
Program
Approves New
Course Prep necessary New Course
Yes Course Prep
Written paperwork is Prep Written
Proposal
Proposal present Proposal
C
Yes
Curri cul um Committee
Receives
Recommendation
Undergraduate
from PC
Level 2 Prepare Course Materials As Is
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Level 2 Pr epar es Cour se Mater ial As Is
Prepare
Teaches New
Source Instructor(s)
Module lecture Present s
Course
Review Review Prepare Retrieves
Divide Course Module lab
New Course New Course
into Modules exercise
Proposal Textbook Updates
Prepare
Module
homework
exercise
Team Services
Stores New
Material
Level 2 Replicate Course Delivery As Is
Level 2 Replicate Cour se Deliver y As Is
Prepare
Module lecture
Prepare
Source Instructor(s)
Gather Review Review Divide Course Module lab Teaches New
New Course New Course Presents
New Course into Modules exercise Course
Material Proposal Textbook
Prepare
Module
homework
exercise
Uploads
Team Services
Store New
Material
Modify Module
lecture
Recipient Instructors
Retrieve Review Review Modify Module Teaches New
New Course Review Course Presents
New Course New Course lab exercise Course
Proposal Modules
Material Textbook
Modify Module
homework
exercise
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APPENDIX B Swimlane Diagram(s) for Proposed Process.
Level 1 Deliver New Course To Be
Level 1 Deliver New Cour se To Be
Source Instructor(s)
Prepares
Receives Course
Request s Evaluates Modifies New
Approved New Material & Teaches New
Gathers Presents Student st udent Material
Course Teaching Best Course
Generates feedback feedback
Proposal Practice
New Course Sends
Prep Proposal Document
Receives New
ommittee
Program
Course Prep
Written Forwards
Proposal
C
Returns Updates
Updates Retrieves
Undergraduate
Curricul um
Committee
Receives
Recommendation
from PC
Team Services
Updates New
Store New Course
Material Material
Retrieves Updates
Recipient Instructors
Requests New Requests Evaluates
Presents Teaches New Modifies New
Course Student student
Course Material
Material feedback feedback
Provides
Student
course &
modular
feedback
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Level 2 Propose New Course To Be
Level 2 Pr opose New Cour se To Be
Investigate Create
Source Instructor(s)
Generates websites Course Tit le Sends New
Generates
New Course Begin Research Investigate Create New Course
Course Prep
Interview
Prep Idea textbook Course Written
employers Description Prep Proposal Revises New
Proposal
Investigate Create
Course Prep
fellow Course Written
university
Objectives No Proposal
Retrieve Submits
courses Create Syllabi
Resubmits
Research
Best
Practices
Team Services
Proposal
Best
No
Practices
Proposal
Template
Uploads
Update
Research
Best
Practices
Instructor(s)
Update
Proposal
Best
Practices
Update
Proposal
Template
Committee
Receives New Ensures all Investigates
Program
Approves New
Course Prep necessary New Course
Yes Course Prep
Written paperwork is Prep Written
Proposal
Proposal present Proposal
Yes
Receives
Undergraduate
Recommendation
Curricul um
Committee
from PC
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Level 2 Prepare Course Materials To Be
Level 2 Pr epar es Cour se Mater ial To Be
Prepares
Module lecture Teaches New
Presents
Course
Prepares Offers suggestions
Review Review
Source Instructor(s)
Divide Course Module lab
New Course New Course
into Modules exercise
Proposal Textbook
Submits New Material for Approval
Prepares
Module
homework
exercise
Updates
Team Services
Stores New
Material
Teachi ng Learning and
Receives Reviews
Excell ence
New Course New Course
Material Material
Submits Modified Course Material for Approval
Offers suggestions
Prepares
Recipient Instructor(s)
Module lecture
Prepares
Module lab Teaches New
Retrieves exercise Presents
Course
Prepares
Module
homework
exercise
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Level 2 Replicate Course Delivery To Be
Level 2 Replicate Cour se Deliver y To Be
Prepare
Module lecture
Reviews
Updates
New Course
Source Instructor(s)
Prepare
Review Review Course
Gather Divide Course Module lab Teaches New Evaluation
New Course New Course Presents
New Course into Modules exercise Course Reviews
Material Proposal Textbook New Course Updates
Prepare Course
Module Modules
Modules
homework Evaluation
exercise
Uploads
Team Services
Store New Store Course
Course Material
Material
Request evaluation
Modify Module
lecture
Recipient Instructors
Reviews Updates
New Course Course
Retrieve Review Review Modify Module Teaches New
Review Course Presents Evaluation
New Course New Course New Course lab exercise Course
Proposal Modules Reviews
Material Textbook Updates
New Course Course
Modify Module Modules Modules
homework Evaluation
exercise
Evaluates
Students
New Course
Request evaluation Evaluates
New Course
Modules
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APPENDIX C
Project Description from Professor
The major component of your grade is a Business
Process Modeling project. This is an individual
project. A group of two will be entertained under
certain conditions. This is a quarter-long project and
the primary vehicle for learning. Below is a
preliminary schedule of milestones:
Week Project milestone
1
2 Proposal
3 Interview design
4
5 Interview results
6 Preliminary process models
7 Validated as-is process model
8 Idea generation for improvement
9 Preliminary to-be process model
10 Validated to-be process model
11 Final writeup
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