I: Administrative Information II: Course Details
III: Topical Outline(s) Printable Version
|Section I: Administrative Information
Total hours: 21.0
Credit Value: 1.5
Credit Value Notes: N/A
Effective: Spring/Summer 2015
Pre/Co/Equiv Notes: N/A
Course Leader or Contact: Multiple Course Leaders
Status: Approved (APPR)
Section I Notes:
This course is offered in a classroom version and an online version.
In the classroom version, classes are conducted on campus, and
students engage in classroom instruction. The online version is a
web-based course offered entirely online. Students taking this course
will need reliable access to the internet, and should have a basic
level of comfort using computers as well as the self-discipline to
| Section II: Course Details
Students examine multiple aspects of Agile methodologies with a focus
on practices that have evolved since the creation of the Agile values
and principles, published in 2001 as the Manifesto for Agile Software
Development. Students begin with an overview of the history of Agile
methodologies in order to gain an understanding of where these
practices originated and how they are being applied today. A variety
of learning tools such as hands-on exercises and group collaboration
as well as case studies that examine how organizations have applied
Agile methodologies in different settings.
This is an elective course in
the Business Analysis
Certificate program offered by
the Faculty of Continuing and
||Program Coordinator: Jonathan Nituch
Course Critical Performance and Learning Outcomes
By the end of the course, students will be able to choose which Agile
practices to apply in specific situations. Students will have a basic
understanding of Agile and how to dispel typical myths people have
with respect to Agile practices.
To achieve the critical performance, students will have demonstrated
the ability to:
1. Explain the difference in approach between Agile and traditional
methods with respect to software requirements related to software
testing or the development approach.
2. Describe the underlying values and principles of Agile.
3. Explain the difference between common Agile methods such as Scrum
and Kanban to understand when to apply each approach.
4. Facilitate Agile retrospectives to incrementally improve practices
used within the team.
5. Determine when to refer to Agile methodologies versus applying
Agile methodologies in a stealth manner when faced with resistance
6. Evaluate a project to determine whether or not Agile approaches
7. Create Agile project plans using the Scrum methodology.
8. Create light-weight requirements artifacts and documents for Agile
9. Identify tactical Agile practices for decomposing business
requirements at the strategic and implementation level.
Students demonstrate their learning in the following ways:
Students demonstrate their learning in the following ways:
Quizzes [(4x5%) + (1x10%)] 30%
Group Assignments [(1x15%) + (2x10%)] 35%
Peer-evaluation Activity 5%
Graded Discussion [(1x20%) + (1x10%)] 30%
The course meets the following Ministry of Advanced Education and Skills Development requirements:
Essential Employability Skills emphasized in the course:
||Critical Thinking & Problem Solving
Prior Learning Assessment and Recognition
PLAR Contact: Registrar’s Office
Students may apply to receive credit by demonstrating achievement
of the course learning outcomes through previous life and work experiences.
This course is eligible for challenge through the following
||Not Eligible for PLAR
| Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Effective term: Spring/Summer 2015
Professor: Multiple Professors
Textbook(s): References to multiple books will be used throughout
this course as supporting material. There will be no need for
students to purchase books as the course material will not be tied
directly to a specific book. Any readings will be provided via online
Recommended Reading: Articles will be provided.
Applicable student group(s): In-Class and Online Students in Continuing and Professional Studies.
Module 1: Agile Fundamentals
History of Agile (roots in Lean manufacturing, Dr. William Deming)
Agile Manifesto (Agile Values and Principles)
Learning Outcome: #2
Presto manifesto game
Pocket principles exercise
Quiz (1 x 5%)
Online Assignment and Discussion (1 x 10%)
Module 2: Agile Methods
Picking a process to match the work
Brief introduction to other methods and tools
Learning Outcomes: #3, #7
Quiz (2 x 5%)
Group Assignment (1 x 15%)
Module 3: The Human Side of Agile
Kerths prime directive and Agile retrospectives
Agile myth busting (i.e., Agile means no documentation)
Understanding and nourishing cross-functional teams
Learning Outcomes: #1, #4
Hands-on retrospective facilitation
Moving motivator exercise
Group Assignment: (1 x 10%)
Peer Reviewed Individual Assignment (1 x 5%)
Module 4: The Agile Product Lifecycle
How the product lifecycle fits with Scrum
Light-weight strategic planning tools
Light-weight tactical tools for decomposing requirements
User stories and acceptance criteria
Test-first requirements management
Learning Outcomes: #5, #6, #7, #8
Plan a fictitious product (group)
User story writing workshop (group)
Quiz (1 x 10%)
Graded Discussion (1 x 10%)
Module 5: Bridging the Gap Between Traditional and Agile Methods
Bridge to agility - how traditional requirements gathering changes in
an Agile world
When to use Agile vs traditional tools and why
How to use Agile tools without using the Agile word
Learning Objectives: #5, #9
Group exercise to map traditional tools to Agile tools
Quiz (1 x 5%)
Graded Discussion (1 x 20%)
The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student’s own violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.
Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan’s policy on Harassment and Discrimination, Academic Integrity, and other academic policies are available on the Sheridan policy website.
Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added
The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.
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