SDLC of superior university(swl campus)

Superior University Lahore

Sahiwal Campus

Department:	Information Technology
Programme:	Bs(IT)
Course:	FIT
Topic:	SDLC of superior university(swl campus)
Submitted to:	Sir Saleem Mirza
Submitted by:	Farah Afzal

                              

Acknowledgement

I would like to express my special thanks of gratitude to my   teacher “Sir Saleem Mirza” as well as our principal ”Professor Muhammad Ali” who gave me the golden opportunity to do this wonderful project on the topic “SDLC of superior university(Swl campus)” which also helped me in doing a lot of Research and i came to know about so many new things I am really thankful to them.

Secondly i would also like to thank my parents and friends who helped me a lot in finalizing this project within the limited time frame.

Farah Afzal

Program: B.S (I.T)

Roll no

BITM-F14-016

Introduction:

       Our History

BeginningIn the year 2000 when the world was moving towards a new millennium, South Asian Education Promotional Network was looking for a leader who could lead an innovative team to teach the lahorities the basics of personal and professional development.DreamCh Abdul Rehman- A young dynamic enthusiastic and passionate person who had a dream to facilitate the young generation through education. His dream was second by his parents’ prayers who believed that their son can achieve his dreams.PatronageCh Abdul Rehman’s dream was patronized by the late Malik Meraj Khalid (Ex-Prime Minister of Pakistan. He motivated the young dreamer to become a mentor who will guide the youth to achieve their targets. Mr. Malik Meraj Khalid’s personality, kindness and vision created a difference in Superior’s Success. He was destined to build the nation through education. His love for the country has made Superior a blue eyed of his ideology.

General Introduction:

Superior University or Superior Group of Colleges is a chain of colleges and universities in Pakistan. It opened its branches in other cities of Pakistan after opening in Lahore.
The Superior College, Lahore is included in the list of Higher Education Commission of Pakistan under the head of Recognized Universities and Degree Awarding Institutions. College got Charter by Govt. of the Punjab as degree awarding institute after having passed Superior College Bill from the Punjab Provincial Assembly on May 31, 2003. Superior University is also listed with the United Nations Educational, Scientific and Cultural Organization (UNESCO)'s International Association of Universities. It is the biggest achievement of Superior University that it wins yearly competitions between different universities at national level.

                                                                                                                    

                                                                                                    

Vision and Mission:

Vision:

"Facilitating Superior Human Beings"

Mission:

We are committed to enhance the potentials of students, faculty, staff and all segments of the society by bringing a positive change in their personal and career lives, motivating them for self-enlightenment through Quality Education, Personality Development, True Professionalism and Career Planning; thus, adding value to our nation, and ultimately to humanity.


May ALLAH Almighty help us!

SUPERIOR FACULTY…

Our principal professor muhammad ali university coordinator sir sajjid salman and our respectable teacher sir saleem mirza

The all staff of SUPERIOR UNIVERSITY is trying to make the Superior’s level more Superior.

BE SUPERIOR..

Sdlc of superior university (sahiwal campus)

Ø  Mission:

The superior university (sahiwal campus) shares the University’s overall mission of being a centre of academic excellence, by integrating training, research and service. It is also committed to promoting the advancement of knowledge through teaching, research and community services in the areas of business and economics. The College also shares the University’s unique philosophy of Community Based Education (CBE) that aims at developing students understanding of the real and prevailing problems of the society in which they live in. This programme is designed in a manner that enables students to be more oriented in identifying the problems of society through research and at the same time developing action plans and projects that enable intervention programs, hence equipping them with problem solving skills.

Ø  University Planning

                        The college conducts the teaching and learning process in well equipped classrooms with computers and LCDs. In each classroom, internet facilities are available to support the teaching-learning process. Besides this, all computers in the classrooms are networked with computers in offices so that instructors can easily access their data in the classroom.  Students also have access to internet facilities and library services

·         To produce qualified and well-equipped professionals in the fields of accounting, economics, management, and banking and finance

·         To conduct research in business

·         To provide consultancy services to the local community, governmental and non-governmental organizations and other social organizations

To providing short-term and long-term training

Ø  Major Activities:

·         Basic teaching-learning activities

·         Student research projects for graduating students, aimed at enhancing their methodological skills and problem identification and solving capabilities.

·         Practical Training Program would be given for selective courses like operation management and project planning, aimed at acquainting students to the real working environment and enabling students to convert theories and models learned in classes to practical tasks.

·         Undertaking Community Based Training Program (CBTP)

·         Establishing links with sister institutions

·         Exchanging memorandum of understanding with universities, federal and regional bureaus, and research institutes to share experiences and work together for better results

·         Undertaking research and publication activities

·         Educational tours to different manufacturing firms by graduating students

·         Establishing links with overseas universities

·         Developing proceedings of selected research work

Providing counseling service to students on their academic and social problems

Ø  Analysis:

Definition of an Analysis:

The word analysis usually implies at least two elements: (a) a breakdown of something into parts or ideas, and (b) a discussion or description of those parts using a point of view or a method. If, for example, you were asked to analyze the text of a reading, you would choose several main or important ideas from it, then discuss each in turn using some kind of special point of view, theory, or method. An analysis in its purest form differs from other types of writing in that its primary concern simply is to explain something in greater or newer detail using a unique point of view, whereas the main purposes of many kinds of papers may be to argue or to evaluate. In fact, some assignments may require you to use analysis to argue a point or to evaluate something. However, if you are required to do nothing but a simple analysis, then your primary goal is to explain something from a unique point of view.

Writer's Goal or Assignment:

The goal of writing an analysis is to read an argumentative essay that you can understand easily and then to analyze its parts step by step, using one or more differing viewpoints or theories.  At a beginning level, you can accomplish this by analyzing the text's ideas by using the three differing viewpoints of three very different people.   For example, if the essay argues that war is good, you might analyze the essay's contents from the viewpoints of an older conservative politician, an eighteen-year-old draft dodger, and a liberal religious leader.  At a more advanced level, usually an analysis examines a text using one to three particular theories that you have studied.  For example, you might be asked in a philosophy class to examine a text or concept using the belief systems of Plato, Aristotle, and/or St. Augustine.

If you need an online text, go to the chapter in "Section D" called "Resources & Readings."  If your instructor requests it, you may have a brief first section, after the introduction, that summarizes the text.  Then you should write the body of your analysis by analyzing several of your text's points or ideas. Depending on what your instructor expects, you may organize your paper in three or four topic sections or as several point-by-point discussions.  In the beginning of each topic section or point, first offer a sentence summarizing the overall subject of the entire section, and explain it briefly, if necessary.  Then support your analytical statements with quotations from your text/source and other details.  Your other details may include one or more of the following: personal-experience examples and stories; the experiences of others you know; and facts, details, and/or experiences from documented sources.  In your introduction and conclusion, clearly indicate the type of paper you are writing (an analysis), your overall analytical method, and interesting quotations, stories, and/or facts from the text of your reading itself.   

            If you are writing a research paper, each body section must include quotations and/or paraphrases from additional sources.  These quotations and/or paraphrases should support your own points of analysis, should be  substantial in quality and quantity, and should come from authoritative sources.  Also attach a bibliography appropriate to your field, discipline, or profession.

v  UIS Strengths:

·         U of I name

·         affordable

·         location in state capital

·         small size

·         full-time faculty teach most classes, and there is a strong bond and a high level of interaction between faculty and students

·         expertise in teaching non-traditional students

·         comprehensiveness, quality, and growth of online education

·         accessibility – day, night, online formats

·         interdisciplinary and experiential education at both the undergraduate and graduate levels

·         Capital Scholars Honors Program as a model of an integrated honors curriculum in a living-learning community

Faculty service to the university and the larger community

 

v  UIS Weaknesses:

·         underfunding in many departments and programs

·         lack of financial support for faculty Scholarship

·         thin on cultural/racial/ethnic diversity

·         declining enrollment from the mid- to late-1990s, followed by uneven patterns of growth

·         understaffing at many levels

·         inadequate resources for recruitment, retention, advising, and marketing – all the things needed to recruit and retain students

·         lack of infrastructure – including physical, financial, and human resources; inadequate capital funds to support all that we want to do

·         underdeveloped campus life and facilities

·         not enough undergraduate degree programs

 

v  UIS Opportunities:

·         continuing education for intellectual enrichment and for people of all ages

·         online opportunities worldwide

·         downtown presence – for classes and a residential center for graduate students/interns

·         opportunity to build an undergraduate experience using the best practices from throughout the country

·         tap into the health care industry, which is growing in Springfield with two major hospitals, a medical school, and only the second state-created Medical District in Illinois

·         more conversations and partnerships with local employers – those in the private, nonprofit, and public sectors – so that our students are more appealing to them

·         partner with the University of Illinois in “unlimited university” online initiative

·         educational opportunities related to Lincoln and tourism

·         international and off-campus study and exchange programs

·         becoming a leader in interdisciplinary and integrated learning

Ø  Designing of university curriculum:

The curriculum is the heart of a student's college experience. The curriculum is a college's or universities primary means of changing students in directions valued by the faculty. Curricula should be reviewed and, if necessary, revised on a regular basis, better to serve the changing needs of both students and society broadly. Today, however, we are being urged to reassess especially carefully the quality of our curricula.
Faculties are responding to this challenge by turning their attention to what are in many cases long neglected curricular matters. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.

Some principles:

A number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.

1.      A philosophy. A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.

1.      Clear purposes and goals. A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose – what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).

1.      A theoretically sound process. Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.

1.      A rational sequence. Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.

1.      Continuous assessment and improvement of quality. Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals. In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be – and, as judged from some of the current research, are – quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes.

1.      High-quality academic advising. An effective curriculum – one that produces the results it claims in all of a college's diverse students – depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and no curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.

Defining curricular outcomes

Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control – manage – learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.
Specifically, curricular outcome goals and objectives:

1.      Provide the solid foundation of intended outcomes.

1.      Provide specific direction for the continuous monitoring – assessment and evaluation – of the actual outcomes the curriculum produces.

1.      Reduce the potential for untoward teaching to the test – the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.

1.      Obviate the dumping down of curricula in response to increased student diversity and under preparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.

1.      Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.

1.      Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.

1.      Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.

1.      Help everyone involved – faculty members, students, administrators, trustees, parents, legislators – understand the institution or program and the results it claims to produce.

Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders

Testing Phase:

During the test phase all aspects of the system are tested for functionality and performance. The system is tested for integration with other products as well as any previous versions with which it needs to communicate. Essentially, the key elements of the testing phase are to verify that the system contains all the end user requirements laid out in the analysis phase, that all the functions are accurately processing data, that the new system works with all other systems or prior systems, and that the new system meets the quality standards of the company and the customers.

Testing Phase of university:

The college conducts the teaching and learning process in well equipped classrooms with computers and LCDs. In each classroom, internet facilities are available to support the teaching-learning process. Besides this, all computers in the classrooms are networked with computers in offices so that instructors can easily access their data in the classroom.  Students also have access to internet facilities and library services

Implementation:

The implementation stage of any project is a true display of the defining moments that make a project a success or a failure. The implementation stage is defined as "the system or system modifications being installed and made operational in a production environment. The phase is initiated after the system has been tested and accepted by the user. This phase continues until the system is operating in production in accordance with the defined user requirements". While all of the planning that takes place in preparation of the implementation phase is critical, I am of the opinion that the implementation itself is equally as important.

Maintenance Phase

The developed hypermedia should be maintained satisfactorily till it has been decommissioned. The end

Users feedbacks should be taken care in this phase. Necessary analysis shall be conducted for updates and

Maintenance. During the maintenance phase, the project has to be checked for errors