Department of Accounting and Business Analytics

BTM 413 613 (Section A1)

Systems Analysis and Design
Syllabus - Fall 2023

Instructor: Robb Sombach Date and Time: TR 12:30 – 13:50

Office: 3-20B Business Building In-person Classroom: BUS 3-05
Online Classroom: Google Meet

Office hours: WR 11:00 – 12:00 Course Website: University of Alberta eClass

Online (Google Meet) https://eclass.srv.ualberta.ca
In-person (3-20B)
Or by appointment Email: [email protected]

A. COURSE DESCRIPTION AND OBJECTIVES

This course is an exploration of the context, concepts and practical application of systems analysis and systems
design. The traditional systems development life cycle and the object-oriented model will provide the framework for
the majority of the content and assignments. The methods and techniques covered are intended to provide a basis
for delivering high quality system designs.

The primary objectives of this course are as follows:

• Understand and analyze business problems to identify opportunities for information systems and collect
information around various options and the associated risks
• Exposure to practical systems thinking and quantitative analysis
• Understand the value in designing a system solution based on business requirements
• Understand why stakeholder identification is important in systems analysis and design
• Design and communicate a moderately complex technology-enabled solution to a business problem using
standard business process notations for process design
• Application of software development methodologies including lifecycle, usability, in-house vs. off-the-shelf and
total cost of ownership
• Understand the value of testing at all stages of the lifecycle (requirements through software)

At the end of this course, you will have developed the following course specific skills or knowledge:
• Demonstrated knowledge of the various contexts in which systems analysis and systems design are applied.
• Demonstrated ability to apply the early critical stages of the traditional systems development life cycle to solve a
large and complex problem.
• Demonstrated application of software engineering methods, techniques, and skills.
• Demonstrated ability to determine information systems requirements.
• Demonstrated ability to translating systems requirements into detailed design specifications.

B. COURSE PRE-REQUISITES
Undergraduate participants are expected to have a basic level of knowledge of information systems gained through
BTM 311. Graduate students have no prerequisites.

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C. LEARNING GOALS
This course incorporates the Learning Goals of the BCom Program, in particular:

Business Concepts Entrepreneurial Thinking Ethical Awareness Business Communication

and Theories
Students will be able to Students will develop their Students will incorporate Students will communicate
understand and apply ability to think ethical and social principles effectively both orally and in
concepts and theories entrepreneurially in order in making business writing. Students will be able to
from the main functional to identify new decisions. Students will deliver a clear, well-organized
areas in business and opportunities and develop recognize common ethical presentation on a business topic
use analytical and innovative solutions. dilemmas, understand the and create a well-written
quantitative tools to applicable ethical codes, business document.
identify, evaluate and and will be aware of the
solve business tools to reduce unethical
problems. behaviour.

These outcomes are measured by the following assessments:

Individual Assignments
• Business Concepts and Theories, Entrepreneurial Thinking and Business Communication skills will
be applied to individual assignments, in-class discussions and questions.
• Assesses Business Concepts and Theories and the grasp of quantitative material by applying
conceptual lecture materials throughout the entire course.
• Assesses Ethical Awareness related to interpretation of different ethical viewpoints.

Group Assignments
• Business Concepts and Theories, Entrepreneurial Thinking and Business Communication skills will
be applied to group deliverables which include a written report and oral presentation.

Exams
• Covers high level knowledge of all the in class lectures through the semester
• Assesses Business Concepts and Theories, Entrepreneurial Thinking, Business Communication,
Ethical Awareness related to interpretation of different viewpoints and how it applies to different
organizations.

D. COURSE MATERIALS

D1. Textbook (Optional)

● Satzinger, John W., Robert B. Jackson, and Stephen D. Burd, 2016, Systems Analysis & Design in a
Changing World, Cengage Learning, Boston, 7th Edition.

D2. eClass
You will be able to obtain lecture notes and related materials from eClass at: https://eclass.srv.ualberta.ca/

Other than information provided in class, eClass will be where announcements and other information regarding the
course will be made. Please plan to check this site regularly and/or make sure your settings in eClass will send you
emails when there are updates.

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E. COURSE ACTIVITIES AND EVALUATION

BTM 413 613

Component Weight
Assignments (15%)
Individual Assignment 1 8%
Individual Assignment 2 7%
Exams (45%)
Midterm 15%
Final 30%
System Design Project (30%)
Project Plan 10%
Design Deliverables 15%
Project Presentation 5%
Class Participation (10%)
Peer Assessment 5%
Discussion, In-class Activities, Attendance 5%
Total 100%

These grades represent the only marks available to students. No additional work or extra credit is available.

E1. Assignments
Assignments are designed to develop your knowledge of Systems Analysis and Design techniques and principles,
which are critical thinking techniques. Thus, assignments are an assessment of the development of the critical
thinking skills techniques and principles embedded in Systems Analysis and Design.

Except for extenuating circumstances, all assignments will be penalized 2% for every 60 minutes past the due date
and due time.

E2. In-class Activities

Occasionally, the instructor may assign exercises in eClass during class time which students will be required to
complete within a specified time limit. These activities may be completed individually or in a small group.

E3. Participation
Participation for this course involves three components: attendance, frequency of participation, and quality of
participation. All students are expected to participate in class discussions and activities as these represent an
opportunity for students to develop their understanding of the material. Students should note that pre-class
preparation has a significant impact on the quality of participation.

E4. Exams (Midterm and Final)

• There are two Exams in this course.
• Each exam will be based on the lecture, notes and readings in the course.
• Generally, the Exams will not be cumulative but your understanding of previous concepts may be applied to
material in the Final Exam

E5. System Design Project (Group Project)

• You will be assigned to a project team with ~3 to 5 members.
• Each team member is responsible for the effectiveness and success of the project team.
• The project team may choose to assign specific roles to individual members.
• If unforeseen difficulties arise, such as an injury or illness or the disappearance of a team member, please
contact the instructor as soon as possible.
• Undergraduate students will be required to assess your fellow Undergrad Team Members using the Peer
Assessment process described in a later section of this Syllabus.

The following are required activities for the System Design Project:
• Conduct a literature search using various types of information resources to determine the data,
processes and rules used in the business function you have chosen.
• Use software tools (MS Word, MS Excel, etc …) to produce the appropriate design diagrams and
supporting documentation for the deliverables.

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 The following are the minimum required deliverables for the term project:
• A project plan, including the following at a minimum:
o An initial definition of the expected scope, subject to change.
o A schedule of assigned tasks and the relationships between them (project plan) for all team
members and deliverables in BTM 413 613.

● A requirements specification for the Analysis component of the group project, including the following at
a minimum:
○ Detailed itemized description of both functional and non-functional requirements.
○ A process model describing the context and scope of the project.
○ A conceptual data model.
○ Summarizations of all activities undertaken as part of the requirements analysis.

● A detailed design specification for the Design component of the group project, including the following at
a minimum:
○ A data flow diagram.
○ A logical data model.
○ A function hierarchy or a structure chart.
○ Form, report, interface, and dialogue designs, including specific processing rules.
○ Summarizations of all activities undertaken as part of the detailed design.

● A project review, summarizing the efficacy of the approaches used, and identifying areas or approaches
that could be improved.

E6. Peer and Self Assessment

A Peer Assessment grade will be based on peer performance during the group assignments and is worth 5% of your
total grade.

You will evaluate the members of your Team for the specified course components, including yourself, in terms of the
relative amount of effort / contribution made by your peers towards the group project. You should take into account
such factors as Meeting Attendance, Quantity and Quality of Work, Ability to meet group deadlines and
Attitude/cooperation. You will assign a grade to each team member based on the scale below in order to assess each
team members’ performance using a rating from 1 = Strongly Disagree to 5 = Strongly Agree.

Once the Peer Assessment scores are compiled for each student, the Peer Assessment mark may be adjusted to
reflect a students’ course engagement. Efforts to get to know your instructor is indicative of engagement.

E7. Excused Absences

Occasionally life events occur that require a student to miss term work, term examinations, or final examinations.
“Excused absences are not granted automatically and will be considered only for acceptable reasons such as
incapacitating mental and/or physical illness, severe domestic affliction, or for circumstances as described in the
University's Discrimination, Harassment and Duty to Accommodate Policy.” (see University of Alberta Calendar –
Academic Regulations – Attendance)

Unacceptable reasons include, but are not limited to, personal events such as vacations, weddings, or travel
arrangements. When a student is absent without an acceptable excuse, a final grade will be computed using a raw
score of zero for the work missed. Any student who applies for or obtains an excused absence by making false
statements will be liable under the Code of Student Behaviour.

If you are unable to attend a lecture for an academically acceptable reason, you may request an excused absence
from your Instructor in writing (e.g. email) 24 hours before the date of absence.

The Attendance – Absence from Final Exam Section of the Calendar provides the University Regulations regarding
procedures in the case of a missed final examination. Students who miss the final exam must apply through the
Undergraduate Office for an alternate final exam. For additional details regarding absence from exams, please see
the university’s calendar.

E8. Exams Remarking Policy

For information regarding applying for a reappraisal of your final exam please see the Examinations – Exam section
of the Calendar.

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E9. Link to official U of A Academic Regulations documents
https://calendar.ualberta.ca/content.php?catoid=33&navoid=9816

E10. Conversion of Course Marks to Final Grade Letter

Letter grades will be assigned to the percentage marks in accordance with University Regulations [Evaluation
Procedures and Grading System of the University Calendar]. Grades in this course will be based on a combination of
absolute achievement and relative performance.

After the above assignments and exams are marked, they will be weighted according to the above chart and the
weighted scores will then be added together to produce a total “raw” achievement score (total weighting = 100%) for
each student over the entire course.

Then, within each section, these “raw” scores will then be sorted (from high to low), producing an ordered list of the
achievements of that section’s students.

Then, these lists of “raw” scores will be examined for natural “break points” that distinguish one or a group of students
from another. By looking at these natural break points, as well as possibly considering: students’ relative examination
scores on major examinations; any special circumstances in the technical delivery of the course for that specific
section; and an instructor-assessment of where each student fits in the “Description of Grade Distribution Levels”
(shown below), break points will ultimately be established and students’ achievements will be clustered into grade-
levels. Instructor judgments in this area are based on a combination of absolute achievement and relative
performance in a class.

Then, each section will be examined both independently and in aggregate with all sections combined to confirm or
else adjust the cutoffs for each section. Every attempt will be made to apply a single curve that is appropriate for all
sections, but ultimately each section is graded independently. Since the material and testing is identical for all
sections, expectations are that a single cut-off will be able to be applied to all sections, but this is not guaranteed.

In prior years, the night class has typically scored lower on average than the day classes. The most likely reason for
this is because the night class meets once per week, rather than twice per week. However, if you are in the night
class, you are expected to know that attending class once per week, compared to twice per week, makes
comprehension and learning more difficult. Please be very mindful of this additional burden and spread your study
time for the course throughout the week, perhaps even studying more than you normally would for a course that
meets twice per week.

Grades of any graduate students (BTM 613) are established separately from those of undergraduate students (BTM
413).

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E11. Description of Grade Distribution Levels used in BTM 413 613
The following is for your general guidance as to how the official University of Alberta grading scale is applied in this
course.

The approximate percentage of students who get grades in each major grading category is subject to change
depending on the overall quality of students in the class and the difficulty of course material.
The instructors would be prepared to give a higher proportion of A grades (for example) to a class where the students
demonstrated they had reached the standard we look for in assigning an A. The same would apply in the other
categories.

No one fails without demonstrating a failure to grasp the material at the most basic level. The lowest person in the
class will not automatically get an F or even a D. It will depend on the level of knowledge the student displays.

Grade General Descriptor Grade Detailed Description

A Excellent A+ Outstanding grasp of concepts of course in addition to outstanding performance on examinations and papers.
Outstanding written communication skills in both papers and examinations. Top 5 - 8% of class.
Top 37% of class A Excellent grasp of concepts of course in addition to excellent performance on examinations and papers. Excellent
(approximately) written communication skills in both papers and examinations. Top 5% of class.
A- As in A above with some weaknesses in conceptual understanding or in written communications skills in papers
and examinations.
B Good B+ Very good grasp of concepts of course in addition to very good performance on examinations and papers. Very
good written communication skills in both papers and examinations. Student may have outstanding abilities on one
Next 44% of students portion of the course, with weaknesses in some other areas.
(approximately) B As in B+ above with more substantial weaknesses in one or more areas of the course.
B- As in B above with more marked weaknesses particularly in the area of communication of understanding.
C Satisfactory C+ Satisfactory grasp of concepts of course in addition to satisfactory performance on examinations and papers.
Acceptable communication skills in both papers and examinations. Student may have good abilities on one portion
Next 15% of the course, with major weaknesses in some other areas. Understanding may be good but the ability to
(approximately) communicate understanding lacking.
C As in C+ above with more substantial weaknesses in one or more areas of the course. Usually an inability to
adequately display understanding of concepts.
C- As in C above with more marked weaknesses particularly in the area of communication of understanding.
D Poor D+ Minimally acceptable basic understanding of course concepts. Minimal ability to demonstrate understanding
through examinations or papers. Could also include some major gaps in understanding.
Bottom 3% (approximately) D Minimal pass. Minimally acceptable understanding of course material and poor ability to communicate
understanding.
F Failure F Failure to adequately grasp course material and/or failure to communicate a minimal level of understanding through
Not necessarily anyone examinations or papers.

F. STATEMENT ON ARTIFICAL INTELLIGENCE TOOLS

BTM 413 613 supports the use of AI tools. Learning to use AI tools well will take time and practice, so be proactive and set aside
some time to ‘play’ with AI tools. Since AI Literacy is an emerging skill (for instructor and student), we will experiment together to
discover how best to use them for our academic work and learning.

Any and all use of AI and AI tools in assessment tasks must be transparently and honestly identified and referenced as directed. AI
use will, however, be dependent on assignment and assessment requirements. Please follow all assessment task-specific directions
and guidance as provided. If you have any questions or concerns, please do not hesitate to ask during office hours or after class.
Important: AI is a tool, but one that you need to transparently and honestly acknowledge using. In addition to standard reference and
citation expectations (APA, MLA, etc.), please always include a reflective paragraph at the end of any assignment that uses AI.
Explain what you used the AI for and what prompts you used to get the results. Failure to do so may be considered an act of
cheating and a violation as outlined in the relevant sections of University of Alberta (November 2022) Code of Student Behaviour 1.

Familiarize yourself with their strengths and weaknesses. Since many of these tools are prone to fabrication (factual inaccuracies),
don’t trust its outputs. Assume they may contain errors unless you either know the answer or can confirm it using another source.
You will be responsible for any errors or omissions provided by the tool that you fail to identify and resolve.

Words of advice: Be thoughtful about when and how you use AI tools for your learning. Don’t use them if it isn’t appropriate for the
use case or circumstance. Don’t use them to shortcut the work you need to do to achieve your learning goals.

1 https://www.ualberta.ca/governance/media-library/documents/resources/policies-standards-and-codes-of-

conduct/cosb-updated-december-05-2022.pdf

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G. BLENDED LEARNING
The COVID-19 pandemic has forced the re-thinking of the traditional learning environment. The University of Alberta
is interested in supporting different kinds of digital learning and as a result, some courses, including this one, will be
using an approach called ‘blended learning’.

What is blended learning?

Blended learning can mean different things to different people, but basically, it just means that your course will be
combining online activities with some face-to-face components. In general, blended learning allows for more student
control over the time, place, content, and pace of learning because some of the instruction occurs online.

Why are universities moving towards blended learning approaches?

Universities are increasingly moving towards a blended learning model for course instruction for many reasons. Some
of these include:
• Ongoing uncertainty of the COVID-19 pandemic;
• Recognizing the value and investment of online learning models developed during the 2020-2021 school
year;
• Greater flexibility for students in scheduling;
• More efficient use of classroom space;
• Changing student demographics – i.e. more students who work, live farther away and are more
technologically competent;
• The opportunities that blended learning offers with respect to increasing student engagement in the
classroom (Cavanagh, 2011; Dziuban, Hartman, Juge, Moskal, & Sorg, 2006).

In general, it has been shown that students tend to prefer blended learning over completely online or completely face-
to-face classes and that blended learning provides students with increased access to course resources.

What are some strategies I can use to help me be successful in a blended learning course?
The following are some general strategies that you might want to consider as you approach your blended learning
course. However, these strategies can be useful in all of your university courses, so feel free to use them in all areas
of your learning! For more specific strategies that apply to your course, see the course specific information below.

• Strategy 1 – Know the schedule! Make sure that you are aware of where you need to be and when, and that
you know the due dates for assignments, quizzes, discussions, and other required components.
• Strategy 2 - Set aside time in your schedule to do your online work. Make sure that you give yourself plenty
of time, and do not leave things to the last minute. Do your online work before your lecture sessions each
week.
• Strategy 3 – Do not write down every single word during note taking. It is tempting when watching a video
for example, to start and stop it, and copy down everything that is being said. However, this is very time
consuming and not particularly useful. Make notes of the key topics, words, and ideas while watching the
video or sitting in a lecture, and then try and fill in the notes later. This will help you to assess whether or not
you understand the content or if you need to look over things more.
• Strategy 4 – Participate and contribute! One of the benefits of a blended learning strategy is the potential for
greater student engagement. Greater student engagement can lead to greater success in the course, but
this can only happen if you participate in what is happening both in class and online.

How to be successful in BTM 413 / 613?

• Before each week begins, familiarize yourself with the schedule and develop a plan as to where you need to
be and what activities that you need to complete for the week.
• Prior to lectures, spend 10 minutes previewing the appropriate lecture notes in eClass.
• Participate in the online and seminar discussions. Some of these activities are for grades but they will also
help you to develop skills needed for learning the material in this and in future courses.
• Don’t be afraid to approach your instructor or TA. Your instructor posts office hours, but you can also send
an email to make an appointment if that is a better fit with your schedule.
• Stay on top of things! Try not to get behind and, if you do, set aside some time during term break to get
caught up. Assignments and online activities are spread fairly evenly throughout the term and once you’re
behind it is very hard to catch up.

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H. COURSE DELIVERY

Summary of Course Delivery Plans

Section: A01
Calendar Format: In-person
Delivery Format: Hybrid
Instructor: Robb Sombach

• Students will be able to successfully complete this course either in-person, online, or using a blended approach (a
combination of both in-person and online)
o Lectures will be delivered in-person, in the classroom
o In-person lectures will be streamed over Google Meet during scheduled class time
o In-person lectures will be recorded and published to YouTube within 24 hours of lecture
• Weather warnings, alerts, or unsafe driving conditions will result in the lecture being conducted online
• In-class exercises will be completed online through eClass
• Exams will be written online (no proctoring service will be used) and details will be shared throughout semester
• I will make all efforts to keep you informed as to how any changes will affect the successful completion of the
semester
• Be prepared for changes, be flexible, adaptable
• Discuss any questions or concerns with your instructor throughout the semester
• These plans are subject to change based on guidance from the University of Alberta

The lectures will establish the framework and expectations for the course and provide the introductory information
necessary to be able to manage a project successfully. Students are expected to build on these basics to be able to
successfully deliver the team’s project. Later classes will also allow project teams to present interim deliverables from
their project case studies, as well as provide updates on project status.

H1. Classroom Etiquette

Showing courtesy and professionalism to the instructor and other students is an important part of every class. It is
expected that students:

a) for attending in-person synchronous classes:

i) will arrive in the classroom before it begins and will stay until it is over
b) for attending streamed synchronous classes:
i) will have their camera activated and microphone muted
ii) will use the chat function of the virtual classroom to ask any questions
iii) will use their microphone when called upon to engage in discussion
c) will view any asynchronous materials (i.e. recorded lectures) prior to synchronous classes
d) will respect all view points and opinions

Please inform the instructor in advance if you need to arrive late or leave early on a specific day.

Audio or video recording of lectures by students is allowed only with the prior written consent of the instructor or as a
part of an approved accommodation plan. Recorded material is to be used solely for personal study and is not to be
used or distributed for any other purpose.

H2. Class Attendance

It is your responsibility to attend the classes. If you miss class for any reason, you are still responsible for all materials
covered, announcements made, and information provided. Online classes WILL be recorded and made available
after the class.

H3. Privacy Considerations

Regarding live, interactive, classroom sessions: the instructor will endeavor to inform the students and get consent
and will notify the class that recording is taking place (either verbally in class, via eClass, e-mail, or any reasonable
method at the instructor’s discretion).

Regarding pre-recorded lecture presentations and demonstrations: since students do not participate, recordings of
these will be stored and shared as YouTube videos and will not impact student privacy.

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Students should not normally record any classroom sessions, including any Breakout-sessions for which they are the
host. If circumstances warrant the creation/storage/sharing of such recordings, the student must in advance get
informed consent from all invitees. Permission for such recordings is granted solely for the personal use of the
student(s) and to enhance their understanding of the lecture material.

H4. Virtual Classroom

The software used to host the Virtual Classroom will be Google Meet: https://meet.google.com/

I. WRITTEN REPORT EXPECTATIONS

The importance of the written word in business correspondence is of paramount importance in any industry. This
course expects you to apply professional writing principles throughout the semester. You are expected to write with
clarity, precision, and brevity for any deliverable throughout the semester including: emails, assignments, in-class
exercises, and exam(s).

IMPORTANT: Any writing that is not your own must be referenced and cited (see Writing Resources below –
the APA format with inline footnotes is highly recommended). Any writing you submit for grades will be spot
checked for plagiarism and failure to reference sources will result in a penalty and other sanctions as
outlined in Academic Integrity section of this rubric.

In general all writing for course assignments and exams:

• Is expected to be well-written, well-organization and easy to follow. Writing should flow easily from one point
to the next.
• Should have proper sentence structure, spelling, vocabulary and grammar. Each point should be articulated
clearly and completely without being overly verbose.
• Should demonstrate your understanding of the topics you are studying in the course and your confidence in
using the terms, techniques and issues you have learned.

The main point, thesis or debate in the writing to be clearly stated and well argued. There should be a suitable
number of points or arguments made and they should be presented in a logical order. For writing that include a
debate, it should be clear which side of the discussion you (the writer) are taking and you should provide evidence to
support your reasons for taking that side. For other arguments or points you are making, the background research
you reference should sufficiently support the arguments put forward.

It is expected that, where applicable, that sections will be included and sufficient detail provided for the reader to
understand the information being reported.

In general, you should be creative, critical, bold, provocative, strong and confident in your ability to make your
point(s), sufficiently argue your point(s), and generally in your ability to contribute to the learning and engagement of
your readers. The best way to gain confidence in your ability to make a point, argue it sufficiently, and make a
contribution with your writing is to practice and then practice again. An excellent place to practice is in courses like
this one.

Writing Resources
Use the links below for a general understanding of the formatting technical business reports:
• University of Alberta Centre for Writers (C4W)
o https://www.ualberta.ca/current-students/centre-for-writers/index.html
• University of Alberta Academic Writing Resources
o https://www.ualberta.ca/current-students/academic-resources/writing.html
• University of Alberta Citation Guides
o https://guides.library.ualberta.ca/citing
• Perdue Online Writing Lab (OWL): Writing Engineering Reports
o https://owl.purdue.edu/owl/subject_specific_writing/writing_in_engineering/writing_engineering_reports.html

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J. ACADEMIC INTEGRITY
Because we regard this class as we would any job responsibility, it seems prudent to clarify, in advance, the policy on
academic integrity. Given the professional nature of the BCom program, it is unlikely that a student in this class would
turn in work which is not their own. However, if we determine that the work is not entirely that of the student(s) whose
name(s) appear on the work, the student(s) involved may not pass this course and be further subject to program-level
discipline. Specifically, in order to protect the integrity of the BCom degree, the University may expel, suspend,
reprimand, or reduce a course mark of any student who breaches the Code of Student Behavior (online at
https://www.ualberta.ca/governance/resources/policies-standards-and-codes-of-conduct/code-of-student-
behaviour.html).

Absolute and complete academic honesty is expected of you in this course. It is important for you as a student to
behave in an ethical manner. The University of Alberta is committed to the highest standards of academic integrity
and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold
the policies of the University in this respect.

Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online
at http://www.governance.ualberta.ca/StudentAppeals.aspx) and avoid any behaviour that could potentially result in
suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty
is a serious offence and can result in suspension or expulsion from the University.

K. ACADEMIC SUPPORTS
The Academic Success Centre provides professional academic support to help students maximize their academic
success and achieve their academic goals. The Centre offers appointments, advising, group workshops, online
courses, and specialized programming year-round to students in all university programs, and at all levels of
achievement and study.

Location: Website: Phone: 780-492-2682

1-80 Students' Union Building https://www.ualberta.ca/current- Email: [email protected]
University of Alberta, North Campus students/academic-success-centre

L. COURSE SCHEDULE
A tentative course schedule has been published in eClass in Microsoft Excel format. Please note that the schedule is
subject to change in order to accommodate any unforeseen circumstances.

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