INF1341H – System Analysis and Process Innovation Fall 2023

INF1341H1 – System Analysis and Process Innovation

Basic Course Information
Instructor Prof. Nada Almasri
Email Nada.almasri@utoronto.ca
Office Hours & 12:30 to 2:30 or by appointment
Office Location BL 649
Class Time & Lec. 101 Monday 9:00am-12:00pm
Location Lec. 102 Tuesday 12:00-3:00pm
WW 126, Woodsworth College, 117/119 St. George Street
Platforms Quercus, Teams, Visio

Statement of Acknowledgement of Traditional Land

We wish to acknowledge this land on which the University of Toronto operates. For thousands of years it
has been the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas of the Credit. Today,
this meeting place is still the home to many Indigenous people from across Turtle Island and we are
grateful to have the opportunity to work on this land.

Course Description
There are numerous ways in which information technology can be used in any particular setting, with very
different results. It can be used to reduce costs and improve efficiency simply by taking advantage of the
power of automation. But the increasingly diverse capabilities of IT systems can also stimulate innovative
rethinking of business processes, reorganizing and simplifying work relationships and roles. Even more
radically, strategic use of IT can lead to transformations in entire industries, changing the rules and
business models within which customers, suppliers, partners and other stakeholders operate.

In the information systems world, the systems analyst acts as the intermediary between technical system
developers on the one hand, and business managers and users on the other. Techniques have been
developed to enable them to analyze business situations and communicate requirements to technical
developers. With the rapidly changing role of IT in today's organizations, there is also need to rethink the
methods and techniques used in systems analysis. This course will cover conventional systems analysis
methods as well as recent developments. Modeling approaches considered will include process modeling,
data modeling, object modeling, strategic modeling, and value network modeling. Strengths and
limitations of various techniques will be examined.

Course Learning Outcomes

At the end of this course, students will be able to:

• describe and explain the activities and contexts of systems analysis (Assignments 1, 2, 3)
• describe the changing nature of systems analysis, where information systems can be used to achieve
varying degrees of change to existing processes (Assignments 1, 2, 3)
• approach an organization to study its activities and processes from the perspective of systems
analysis (Assignments 1, 2)
• map processes using modeling techniques for analysis (Assignments 1, 2)

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• analyze the processes and data in an organization, and to explore alternative options for redesigning
or improving processes, taking advantage of information technology systems (Assignment 2)
• use modeling techniques to explore more fundamental changes, including those involving
reconfigurations of relationships among stakeholders inside and outside the organization
(Assignments 2, 3)
• discuss the strengths and limitations of various techniques for systems analysis (Assignments 2, 3).

Course Learning Objectives

The course aims to provide an understanding of the concepts and practices of systems analysis. Emphasis
is placed on the evolving context of systems analysis, ranging from automating existing processes, to
innovative redesign of processes, to radical transformation. Modeling techniques used to support analysis
in these diverse contexts are explored.

Relation to Program Learning Outcomes

This course exposes students to a wide range of concepts and techniques for analyzing information
systems in organizational contexts. Knowledge of systems analysis is fundamental for many information
professionals (Outcome 1). Through a practical project, students develop knowledge and values that will
prepare them for future professional practice, recognizing a multiplicity of needs arising from diverse
organizational context and individuals of many kinds of backgrounds (Outcome 2). With an understanding
of the historical development and evolution of a series of techniques, students are equipped to learn and
critique new techniques that they may encounter in their future careers (Outcome 6). (Learning outcomes
Master of Information)

Assessments
Assessments Due Date Weight
Class participation During class 10%
Assignment 1 (Individual) Week 3 20%
Initial exploratory study; process modeling Sep. 29, 11:59pm
Assignment 2 (Project based - Group work) Week 8 24%
Process automation & innovation; process & data modeling Nov. 3, 11:59pm
A2 - Project presentation Week 11 6%
Assignment 3 (Research based - Group work) Week 10 24%
Exploring the social dimension in process innovation and Nov. 24, 9:00am
transformation
A3- Paper presentation Week 12 6%
Peers assessment and questions Week 11 10%
Assignments
Assignment 1 is an initial exploration of an organizational setting that you have chosen to study.
Assignments 2 and 3 are group work and can be done in parallel. Assignment 2 is project-based, where
the group will use process and data modeling to analyze and propose information systems solutions
that respond to problems and opportunities, mainly from the "process automation" and "process
innovation" perspectives. Assignment 3 is research-based, where the group will research a topic of
their choice addressing the social dimension of process innovation and transformation. Strategic
modeling, goal modeling, as well as other mechanisms are considered. In Week 9, all groups should

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submit their work for Assignment 2, and one day after, the groups will be assigned to assess each
other's work (peer assessment) by providing written feedback as well as asking oral questions during
the project presentation day on Week 12.
Teamwork
Each team report should contain a brief description of the division of responsibilities among team
members. Each team is responsible for ensuring equitable division of work and of learning
opportunities amongst its members. Each team member will be asked about the contributions of
other team members. If a team member drops the course, he/she should immediately notify his/her
fellow team member(s) and the instructor, so that a new team can be reconfigured. Here is a quick
guide Group Work to effective group work.
Presentations
A systems analyst will typically have to present (and defend) his/her findings and recommendations
many times during a real-life project. The in-class presentations in this course provide opportunities
to share and discuss experiences across teams. Informal class presentations will be regularly done by
the end of each topic. These informal presentations are not graded, and they mainly serve as a way
to get feedback on your work progress for the assignments. By the end of the semester, each team
will prepare two formal presentations, project presentation and paper presentation. In the project
presentation, teams present the practical part of their project. In the paper presentation, teams
present the topic they searched and relate it to their project. Other teams will be explicitly assigned
to assess other teams’ work and provide critical and constructive feedback both in writing and during
the presentations.
Use of Generative AI in Assignments
Students may choose to use generative artificial intelligence tools as they work through the
assignments in this course; this use must be documented in an appendix for each assignment. The
documentation should include what tool(s) were used, how they were used, and how the results from
the AI were incorporated into the submitted work.

Missed Assessments Policy

Effective learning requires consistent effort and engagement. This policy is designed to promote
responsibility, communication, and fairness while accommodating genuine circumstances that might
prevent timely submission of assignments. Please review and understand this policy at the beginning of
the course.
Submission Deadlines
All assignments have specific due dates and times clearly stated in the course syllabus. Assignments
will not be accepted after the deadline unless an extension is granted based on exceptional
circumstances.
Extension Requests
If you anticipate difficulty in meeting an assignment deadline due to unforeseen circumstances, you
may request an extension. Extension requests must be submitted at least two days before the
assignment deadline, explaining the reason and providing supporting documentation where possible.
In case of medical emergencies or other serious circumstances, contact the instructor as soon as
possible to discuss options.

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Consistency and Fairness:

The policy will be applied consistently to all students to ensure fairness and maintain the integrity of
the learning process.
Remember, the purpose of this policy is not to penalize, but to encourage responsibility and effective
time management. Regular engagement and submission of assignments on time will contribute to
your success in this course. If you have any questions or concerns about this policy, feel free to discuss
them with the instructor at any time during the course.

Grading Policies
Please consult the Faculty of Information’s resources that will form the basis for grading in the course.

1. Grade Interpretation Guidelines (PDF)

2. University Assessment and Grading Practices Policy
3. Guidelines on the Use of Incomplete (INC), Standing Deferred (SDF), & Withdrawal (WDR)
Grading Scale
Numerical Grade Letter Grade
90 ‐ 100% A+
85 ‐ 89% A
80 ‐ 84% A‐
77 ‐ 79% B+
73 ‐ 76% B
70 ‐ 72% B‐
0 ‐ 69% FZ**
**FZ = Fail

Communication Policy
• The best way to contact me is via email.
• Only use your university email, no other personal ones.
• Always start the subject line with the [INF1341].
• Always mention your name at the end of your message.
• Observation of “Netiquette”: All your online communications need to be composed with
fairness, honesty and tact.

Resources
Recommended Texts
• Dumas, Marlon, Marcello La Rosa, Jan Mendling, and Hajo A. Reijers. Fundamentals of business
process management. Heidelberg: Springer (2018). ISBN: 978-3-662-56509-4 (Online)
https://doi-org.myaccess.library.utoronto.ca/10.1007/978-3-662-56509-4
(Referred to as DLMR in the course schedule.)
• Kendall, K. E. and Kendall, J.E. Systems Analysis and Design. 11th ed. Pearson Prentice Hall, 2023.
[Check availability (9th ed) okay] 004.21 K33S9 (STL). (Referred to as KK in the course schedule.).
Supplementary Texts
• Satzinger, J., Jackson, R., Burn S. Systems Analysis and Design in a Changing World, 7th ed. (2016)
ISBN-10: 1305117204. Thomson Course Technology. 6th ed., 2012. ISBN: 9781111972264. [check

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availability] 004.21 S254S6 (STL) – see also [Check availability] 004.2 S253I6 (STL) (Referred to as
SJB in the course schedule.)
• Hoffer, J. A., George, J. F. and Valacich, J. S. Modern Systems Analysis and Design. 7th ed., Pearson
Prentice Hall, 2014. [Check availability] 005.12 H698M7 (STL)
• Whitten, J. L., Bentley, L. D. Systems Analysis and Design Methods,7th edition, Irwin McGraw-Hill
(2007) ISBN 0073052337 [Check availability] 005.1 W624S7 (STL, 2 copies), and 6th Edition,
(2004) [Check availability] 005.1 .W624S6 (Referred to as WB in the course schedule.)
Software Tools
• Students are expected to use software tools such as Microsoft Visio, Lucidchart, or Signavio to
construct models. You may access Visio here.
Further Readings
• Weske, Mathias. Business Process Management: Concepts, Languages, Architectures, 2nd Ed.,
Springer, 2012.
• vom Brocke, Jan & Michael Rosemann (Eds.) Handbook on Business Process Management 1:
Introduction, Methods, and Information Systems, 2nd Ed., Springer, 2015.
• Wohed, Petia, Wil MP van der Aalst, Marlon Dumas, Arthur HM ter Hofstede, and Nick Russell.
On the suitability of BPMN for business process modelling. Business Process Management, 4th
Int. Conf., LNCS Vol. 4102, 2006, pp 161-176 . Springer, 2006.
• Paul Harmon (2007). Business Process Change: A Guide for Business Managers and BPM and Six
Sigma Professionals. Amsterdam: Elsevier. [e-book] http://go.utlib.ca/cat/7853701
• Venkatraman, N. "IT-enabled business transformation: from automation to business scope
redefinition." Sloan management review 35(2), (1994): 73-87.
• Thomas Davenport. Process innovation – reengineering work through information technology.
Harvard Business School Press, 1993. [Check availability] 338.064 D247P (STL)
• H.J. Harrington. Business process improvement: the breakthrough strategy for total quality,
productivity, and competitiveness / sponsored by the American Society for Quality Control. New
York: McGrawHill, c1991. [Check availability] T5156 .H338 1991X ENGI
• Podeswa, Howard. The Business Analyst's Handbook. Cengage Learning, 2009. Available at Safari
Books Online through Toronto Public Library.
• International Institute of Business Analysis. IIBA Business Analysis Competency Model Version 3.
2012.
• The i* wiki http://istarwiki.org The i* homepage. www.cs.toronto.edu/km/istar
• Yu, Eric, Paolo Giorgini, Neil Maiden, John Mylopoulos. Social Modeling for Requirements
Engineering. MIT Press. 2011.
• Axel van Lamsweerde. Requirements Engineering in the Year 00: A Research Perspective. 22nd
International Conference on Software Engineering (ICSE 2000), Limerick, ACM Press, 2000.
• Zowghi, Didar and Chad Coulin (2005) Requirements Elicitation: A Survey of Techniques,
Approaches, and Tools. In: Aurum, A., Wohlin, C. (eds.) Engineering and Managing Software
Requirements, Part 1, Pages 19-46.
• Hickey, Ann M., Alan M. Davis: Elicitation Technique Selection: How Do Experts Do It? 11th IEEE
Int. Conference on Requirements Engineering (RE 2003), Monterey Bay, CA, USA. IEEE Computer
Society 2003, 169-179.
• Gartner Group.
• Forrester Research Inc.

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Weekly Schedule*

Week 1 (Sep 11-12)

Systems Analysis and Organizational Change
Contents 1. Course overview.
2. Systems analysis in today's world.
3. Business processes.
4. Tutorial exercise: Business Processes.
Readings DLMR Ch 1 pp. 1-7, 16-27. Business processes.
Supplementary  KK Ch 1, 2 (or WB Ch 1, 2, 3, 5). Context for systems analysis.
Readings  SJB Ch 1 and 2. System analysis activities.
Week 2 (Sep 18-19)
System Development Principles
Contents 1. System Development Principles - methods, models, and tools.
2. IT/IS disciplines and skills. Enterprise architecture.
3. Selecting IT topic and research paper
Readings  KK Ch 6. Agile modeling
 Beck, K., Boehm, B. Agility Through Discipline: A Debate. IEEE Computer, 36(6)
June 2003. pp. 44-46.
 Carr, N. IT doesn't matter. Harvard Business Review, 81(5), May 2003. pp. 41-49.
 Brown, John Seely, et al. Does IT Matter? An HBR debate. June, 2003.
http://www.johnseelybrown.com/Web_Letters.pdf
Supplementary  Davenport, T.E. The Coming Commoditization of Processes. Harvard Business Review,
Readings 83(6), June 2005.
Week 3 (Sep 25-26)
Modeling and Analyzing Processes – BPMN;
Contents 1. Systems analysis in the Context of System Development; Approaches to process
modeling and analysis.
2. Tutorial exercise: BPMN.
3. Information gathering techniques and requirements discovery.
4. Professional ethics in systems analysis and research ethics for the course
assignments.
Readings DLMR Ch 2 pp. 35-45. Process identification, process architecture. DLMR Ch 5
pp. 159-194. Process discovery.
Supplementary  KK Ch 4, 5 (or SJB Ch 2 or WB Ch 6). Requirements discovery.
Readings  BPMN 2.0 Poster
 http://www.bpmn.org/
 Silver, Bruce. BPMN Method and Style: A levels-based methodology for BPM process
modeling and improvement using BPMN 2.0. Cody-Cassidy Press. 2nd Edition, 2011. [Check
availability] 650.0113 S587B2 (STL).  BPMN Quick Guide

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Week 4 (Oct 2-3)

Modeling and Analyzing Processes – UML Activity Diagrams
Contents 1. Varying degrees of process change – automation, innovation, transformation.
2. Tutorial: Assignment 1 discussion.
3. BP redesign, heuristics, reference models.
4. UML Activity Diagrams.
Readings  Hammer, M. Reengineering Work - Don't Automate, Obliterate. Harvard Business
Review, 68(4), July-August 1990. pp. 104-112.
 DLMR Ch 3 pp. 75-108. Essential process modeling (BPMN).
 DLMR Ch 8 pp. 297-325. Process redesign heuristics; Appendix A (skim).
 DLMR Ch2 pp. 45-47. Reference models
Supplementary  Davidson, W.H. Beyond re-engineering: The three phases of business transformation. IBM
Readings Systems Journal 38(3/4), 1999, pp. 485-499.
 Clifford A. Lynch. From Automation to Transformation: Forty Years of Libraries and
Information Technology in Higher Education. Educause Review 35(1), January/February
2000, pp. 60-68.
 KK Ch 10 (or WB Ch 10). UML Activity Diagrams section.
 Industry-specific reference models (e.g., SCOR, eTOM, ACORD)
 Chui, W., Manyika, J., et al. Ten IT-enabled Business Trends for the Decade Ahead.
McKinsey Global Institute, 2013.
 DLMR Ch 6, 7. Process analysis – qualitative and quantitative (skim).
Week 5 (Oct 9-10)
Thanksgiving: both class sections do not meet, In Place of the Class meeting, watch these Videos
Contents 1. Eric Yu video describing i* for modeling strategic interests (32 minutes)
2. Alee Verna Videos on the Value Network for Intangibles
Video 1 [2 mins], Video 2 [4 mins],Video 3 [3 mins],Video 4 [4 mins]
Readings  Allee, V. A value network approach for modeling and measuring intangibles.
White paper presented at the Transparent Enterprise Conference, Madrid, 2002.
 Yu, E. Social Modeling and i*. In: Conceptual Modeling: Foundations and
Applications - Essays in Honor of John Mylopoulos. A. T. Borgida, V. Chaudhri, P.
Giorgini, E. S. Yu (Eds). LNCS volume 5600. Springer, 2009.
pp. 99-121.
 F. Dalpiaz, X. Franch, J. Horkoff. iStar 2.0 Language Guide. 2016
Supplementary  Allee, Verna. Reconfiguring the Value Network. Journal of Business Strategy 21(2), Jul/Aug
Readings 2000, pp. 36-39.
 Allee, V. Value Network Analysis and value conversion of tangible and intangible assets.
Journal of Intellectual Capital. 9(1), 2008, pp. 5-24.
 Yu, E. and Mylopoulos, J., Towards Modelling Strategic Actor Relationships for Information
Systems Development - With Examples from Business Process Reengineering, Proc. 4th
Workshop on Information Technologies and Systems, 1994.
 Yu, E. Towards Modelling and Reasoning Support for Early-Phase Requirements
Engineering. Proc. 3rd IEEE Int. Symp. on Requirements Engineering (RE'97), Washington
D.C., USA. 1997. pp. 226-235.
 Alexander, I. and Robertson, S. Understanding Project Sociology by Modeling
Stakeholders. IEEE Software 21(1), 2004, pp. 23-27.

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Week 6 (Oct 16-17)

Modeling and Analyzing Processes – DFDs
Contents 1. System development methods.
2. Tutorial exercise: DFD.
3. Data flow modeling.
Readings KK Ch 7 (or WB Ch 9). Process modeling - DFDs.
Supplementary  Yourdon, E. Just Enough Structured Analysis. 2006. (Updated, condensed version of:
Readings Yourdon, E. Modern Structured Analysis, Yourdon Press, 1989. [Check availability] 004.21
Y81M (STL)).
 KK Ch 9. Process specification & structured decision analysis
 KK Ch 8. Data dictionary
 IDEF0 Method Report. (Skim). Registration required.
 Lewis, Mark, Brett Young, Lars Mathiassen, Arun Rai, and Richard Welke. Business process
innovation based on stakeholder perceptions. Information, Knowledge, Systems
Management 6(1), 2007, pp. 7-27.
Week 7 (Oct 23-24)
Modeling and Analyzing Data – ER Diagram
Contents 1. Project assignments (A2 Q&A).
2. Tutorial exercise: ERD.
3. Entity-Relationships Diagrams;
Readings KK Ch 2 42-45, Ch 10 269-271, 275-280 (or SJB Ch 4 or Hoffer Ch 4 or WB Ch 8, 10).
Data modeling.
Supplementary  Fowler, M. (2004) UML Distilled – A Brief Guide to the Standard Modeling Language. 3rd
Readings ed., Addison-Wesley. [Check availability] QA76.9.O35 F694 2004. NOTE: The book is also
available at Safari Books Online through Toronto Public Library.
 Dobing, B., Parsons, J. How UML is used. Comm. ACM 49, 2006, pp. 109-113.
Week 8 (Oct 30 – 31)
Data Modeling (Cont’d); UML Class Diagram; Feasibility Analysis
Contents 1. Data modeling. UML Class Diagram
2. Tutorial: Assignment 2 discussions.
3. Feasibility analysis.
Readings KK Ch 3 (or WB Ch 11). Feasibility Analysis section.
Supplementary N/A
Readings

----------------------------------------------------- Reading Week (Nov 6-7)-----------------------------------------------------

Week 9 (Nov 13-14)

Requirements Definition; Object-Oriented Analysis
Contents 1. Business goal and system requirements. Requirements management.
2. Functional and non-functional requirements. Early vs. late requirements
engineering activities.
3. Object-Oriented Modeling and Analysis; Use cases.

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Readings  ISO/IEC/IEEE 29148:2011. Systems and software engineering -- Life cycle

processes -- Requirements engineering.
 Volere - Requirements Resources.
 KK Ch 10 (or WB Ch 11 or SJB Ch 3). Object-Oriented Modeling and Analysis; Use
Cases.
Supplementary  IEEE Standard 830-1998. Recommended practice for software requirements specifications.
Readings (Superseded by ISO/IEC/IEEE 29148:2011).
 Wiegers, K.E., and J.Beatty. Software requirements, 3rd ed. Microsoft Press, 2013. [Check
availability] 005.1 W645S3 (STL).

Week 10 (Nov 20-21)

Business Model Innovation
Contents 1. E-business, business model innovation.
2. Business Modeling
Readings  Chesbrough, H. Business model innovation: it's not just about technology
anymore. Strategy & Leadership, 35(6), 2007, pp. 12-17.
 Johnson, M. W., Christensen, C. M., & Kagermann, H. Reinventing your business
model. Harvard business review, 86(12), 2008, pp. 57-68.
 From Osterwalder, A. and Pigneur, Y. Business Model Generation, Wiley, 2010:
- Canvas – your business model on one page.
- Book excerpt (72 p).
Supplementary  Teece, D. J. Business models, business strategy and innovation. Long range planning,
Readings 43(2), 2010, pp. 172-194.
 Osterwalder, A., Pigneur, Y. (2010) Business Model Generation: A Handbook For
Visionaries, Game Changers, And Challengers. Wiley. 288pp. 658.4012 O85B (STL) [Check
availability].
Week 11 (Nov. 27-28)
Information Systems Design Topics – Paper presentations
Contents Paper Presentations
Q&A
Week 12 (Dec. 4-5)
Process Modeling Final project presentations
Contents Final project presentations.
Q&A
*The order of topics (and consequently the assignment due dates) are tentative. If an adjustment is done
to this schedule, it will be announced to the students.

Acknowledgment
I would like to acknowledge the tremendous help and support that professor Eric Yu provided to ensure
the smooth delivery of this course. The course structure and materials were provided by professor Eric Yu
and adapted by myself as well as other colleagues in the Faculty of Information who taught previous
offerings of this course.

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Accommodations
Students with diverse learning styles and/or accessibility needs are welcome in this course. In particular,
if you have a disability/health consideration that may require accommodations, please feel free to
approach me, student services and/or the Accessibility Services Office as soon as possible. Students who
believe they require accommodations and are unsure where to begin can speak to an academic advisor in
student services for guidance and referrals.

Accessibility Services staff are available by appointment to assess specific needs, provide referrals to
supportive services and arrange appropriate accommodations. The sooner you let us know your needs,
the quicker we can assist you in achieving your learning goals in this course. Once you have obtained an
accommodation plan from Accessibility Services, please share your accommodation letter with your
instructor and student services.

Students who have already obtained accommodations from the Accessibility Services Office are
encouraged to share their letter with their instructor and with student services in the first week of class.
Students should discuss potential accommodations in consultation with their Accessibility Advisor and
instructor to understand what may be possible and how the instructor wishes to be informed when an
accommodation needs to be actioned. It is the student’s responsibility to discuss any extension requests,
where possible, in advance of course deadlines.

To book an appointment with an Accessibility Advisor, please connect with the Accessibility Services front
desk via email at accessibility.services@utoronto.ca or call (416) 978-8060. Consultation appointments
are available to discuss any questions about the Accessibility Services registration process and/or
potential accommodation support. The on-location Accessibility Advisor at the Faculty of Information is
Michael Mercer.

Weekly drop-in appointments are available with Michael for registered students. For more information,
visit Accessibility Services and find his name under the Contacts section.

Academic Integrity
Please consult the University’s site on Academic Integrity. The Faculty of Information has a zero-tolerance
policy on plagiarism as defined in section B.I.1.(d) of the University’s Code of Behaviour on Academic
Matters (PDF). You should acquaint yourself with the Code. Please review the material in Cite it Right and
if you require further clarification, consult the resource How Not to Plagiarize (PDF).

Cite it Right covers relevant parts of the U of T Code of Behaviour on Academic Matters (1995). It is
expected that all Faculty of Information students complete the Cite it Right module and the online quiz
prior to the second week of classes their first term.

Declaring an Absence in Acorn

Students who miss an academic obligation and wish to seek academic consideration in a course may
declare an absence using the ACORN Absence Declaration Tool. Students who declare an absence in
ACORN should expect to receive reasonable academic consideration from their instructor without the
need to present additional supporting documentation. Students can only use the ACORN Absence
Declaration Tool once per academic term (e.g., the fall term) for a maximum period of 7 consecutive
calendar days.

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The ACORN Absence Declaration Tool requires students to select the course(s) they wish to have academic
consideration granted, as well as provide the email address(es) to whom their course syllabus identifies
as the contact (e.g., instructor, advisor). A record of the absence is sent to the self-provided email(s) at
the time of submission, and a receipt of the absence declaration is also sent to the student’s University of
Toronto email address.

Submitting an absence declaration does not initiate the process of academic consideration. It is the
student’s responsibility to arrange for academic consideration by contacting the course instructor using
the contact information provided in the syllabus.

Students who have already used one absence declaration in a term will be restricted from declaring any
further absences using the ACORN Absence Declaration Tool. Students are required to arrange any further
academic consideration directly with their instructor and / or student services advisor. Students may be
asked to provide supporting documentation as evidence of their absences such as the University approved
verification of illness form (VOI).

Academic Dates & Deadlines

Please check the important Academic Dates & Deadlines on the Faculty of Information’s website.

Conflicts with religious observances should be brought to the attention of the course instructor and the
Office of the Registrar and Student Services no later than the second week of classes. For more
information, please see the Policy on Scheduling of Classes and Examinations and Other Accommodations
for Religious Observances.

Learning Hub
The Faculty of Information Learning Hub can support your learning in this course in a range of ways. They
offer programs, workshops, and services, as well as a physical place – on the 4th floor of Bissell – for
gathering, seeking help, finding resources, studying, creative making, relaxing, playing and collaborating.
Additionally, they provide a Virtual Learning Hub that provides resources and sign-ups for services and
events. Below is an abbreviated list of their services:

- Tutors: The Learning Hub offers one-on-one tutoring services to support writing, research, and
technical skills. You can learn more about our tutors’ specific areas of expertise, how they can
support you, and sign up for individual tutoring on their Writing, Research & Technical Skills
Support page. They can help you with assignments for this course at any stage – conceptualizing
and planning, drafting, refining, and even after you have received your mark, to help you
understand your instructor’s comments and plan for your next assignment.
- iSkills workshops: The iSkills co-curricular workshop series is an expansive program that addresses
scholarly, professional, and technical competencies aligned with Faculty of Information academic
programs. Visit the iSkills information to view the current roster of workshops and learn more
about the program.
- Tech Loans: They offer an extensive list of technology that you can check out on a temporary basis
for academic purposes.
- Sandbox: Look for activities, games, and mindfulness resources in the Sandbox area of the
Learning Hub. We hope these provide a productive and rejuvenating distraction, when you need
a break from your work!

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- Library Support: The University of Toronto Libraries (UTL) provides a liaison to the Faculty of
Information, who is familiar with the specific needs of our students. Yoonhee Lee can connect you
to UTL resources, services, and tools, as well as support you with research projects, citation
management, and other research-related tasks.
- Cite it Right: All incoming students must complete the Cite it Right online workshop and quiz
within the month of September. Cite it Right, with its focus on academic integrity, was designed
to familiarize students with the University's Code of Behaviour on Academic Matters and, more
generally, help them build confidence as they work with sources. Both the workshop and quiz are
located in the Virtual Learning Hub. Please note that the Dean's Office monitors the completion
of these modules, as well as quiz scores.

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