Commit 3cba88b1 authored by Ellie's avatar Ellie

hugo update, take hci out of draft mode

parent 1f4bc76f
......@@ -21,7 +21,7 @@ menu:
parent: "Teaching"
cascade:
tentative: true
tentative: false
quarter: 202001
type: "class"
date: 2019-11-01
......
......@@ -21,9 +21,15 @@ You will also complete two graded assignments at the start and end of the term i
### Start of Term Survey/Intro
Add here.
In the first week of the term, you should complete a brief survey to help me understand your background and goals for the class.
#### Logistics (STS)
**Assigned & Discussed in Class:** Week 1
**Due:** Sunday, January 12, 11:59pm
**Turn In Directions:** Fill it out at this link: <https://portlandstate.qualtrics.com/jfe/form/SV_3kH2FR8nxeay7WJ>
### IR: Individual Reflection
......
......@@ -86,7 +86,11 @@ This is an informal 4-6 minute presentation in which you will share your researc
**Due:** Noon, day of presentation: Week 6, Meeting 1
**Turn In:** (1) Upload a `.pptx` or `.pdf` file to Canvas by noon. (2) Give your presentation in class.
**Turn In:** (1) Upload a `.ppt` or `.pptx` or `.pdf` file to Canvas by noon. (2) Give your presentation in class.
Your slides MUST be in PDF or PowerPoint format. No, you absolutely may NOT present from Google Slides or Prezi or any other online service.
Everyone will present off of the computer in the room. It does not support dual displays.
### D1P: Specification
......@@ -156,7 +160,7 @@ You may take field notes in a medium of your choice (e.g., on your phone, laptop
- Field notes should total **at least 4 pages** in length. I should see things like time stamps, written notes, small sketches or maps of the location. You can see examples of my own field notes in the lecture slides from the first course meeting.
#### Part II: Interviews
#### Part 2: Interviews
- At least 3 of your interviews must be at least 15 minutes long. (You can have one failure! But after that, you need to redo them if they aren't lasting at least 15 minutes.)
- Prepare an interview guide with at least 10 questions on it before the first interviews.
......@@ -166,7 +170,7 @@ You may take field notes in a medium of your choice (e.g., on your phone, laptop
- At least 1 interviewee must be someone who is NOT a computer science major.
#### Part IV: Diagramming
#### Part 3: Diagramming
You should create three diagrams for this project. At least one diagram must be focused on the _who_ of your project and one must focus on the _what_ of your project. We will discuss options in class in Week 6. Here is a list of resources:
......@@ -177,11 +181,11 @@ You should create three diagrams for this project. At least one diagram must be
- Universal Methods of Design: [Thematic Networks](http://ellieharmon.com/wp-content/uploads/UMD-Thematic-Networks.pdf)
- Universal Methods of Design: [Stakeholder Maps](http://ellieharmon.com/wp-content/uploads/UMD-Stakeholder-Maps.pdf)
- EMPATHY MAPS in the d.school [Understand Mixtape](https://drive.google.com/open?id=1lMoG9lVgkGAyJrSyu2N4cs3bHeWwrb98)
- Personas <!-- TODO: links -->
- Personas [LUMA INSTITUTE](https://drive.google.com/file/d/1IgjGxy3iFfysnCKJMfpTj2h0aVcpXB6V/view?usp=sharing) + [bolt|peters](https://speakerdeck.com/boltpeters/avoiding-bullshit-personas)
#### Part V: Problem
#### Part 4: Problem Statement
After
After exploring your data, refine your topic area into a clear problem statement that explains the problem that you will tackle in your project. We will discuss problem statements in week 4 and 6. Please refer to the readings in week 4, in particular, for guidance on _how_ to create good problem statements.
### D1: Document Specification:
......@@ -200,9 +204,7 @@ You should turn in a single document which includes, in an organized fashion:
- Integrate photos or digital versions of the three diagrams/maps/representations you made to analyze your data and/or communicate your findings. Caption them appropriately.
3. **Problem Statement (1-2 paragraphs)**
- Refine your topic area into a clear problem statement that explains the problem that you will tackle in your project. This should be 1-2 paragraphs long, and meet the criteria discussed in weeks 4 & 6.
- This problem statement should be clearly grounded in your research summary.
- Your problem statement clearly state whether you are embarking on a traditional user-centered design project or a critical design project.
- This should be 1-2 paragraphs long, and meet the criteria discussed in weeks 4 & 6.
4. **Reflection (3-5 paragraphs)**: As a team, reflect on your experience conducting and analyzing user research. This reflection should include answers to questions such as:
- Research
......@@ -242,22 +244,22 @@ You should turn in a single document which includes, in an organized fashion:
### D1: Grading
- **+2.75 points: Mechanics** Evidence of completing the basic requirements
- Cover page
- **+2 points: Mechanics** Evidence of completing the basic requirements
- Compiled into a single document, with required cover page.
- 4 15-minute interviews.
- 2 20-minute observations.
- 3 diagrams.
- All materials are in a single document.
- **+2 points: Research presentation**
- Clear identification of 3-5 key findings.
- Findings are backed up with concrete evidence from your research.
- Findings are backed up with concrete evidence (e.g., quotes, anecdotes) from your research.
- Diagrams are well-integrated in the findings narrative.
- Diagrams are sufficiently detailed and help to communicate some aspect of your research process and/or findings.
- **+2.25 points: Problem Statement** - Problem statement is complete, and _meets criteria discussed in Week 4_:
- Grounded in data and/or research
- **+3 points: Problem Statement** - Problem statement is complete, and _meets criteria discussed in Week 4_:
- Grounded in data, clearly connected to research summary
- Framed in a way that _invites creative solutions_
- Specific about where/when/why/how a problem is occurring
- Includes criteria for judging the validity of a proposed response/solution
- Specifies whether you are embarking on a traditional user-centered design project or a critical design project.
- **Does not propose a solution**
- **+1.5 points: Reflection**
- Meets length requirement (at least 3 paragraphs)
......@@ -269,16 +271,15 @@ You should turn in a single document which includes, in an organized fashion:
3. Wow-factor: Goes above and beyond in some way. Exemplary work.
----
Everything below this line is still under significant revision
<!-- TODO: FINISH D2/D3 -->
<!-- TODO: FINISH D2/D3 -->
<!-- TODO: FINISH D2/D3 -->
## D2: Design Proposal
<p class = "warning">
This milestone is still under revision, and directions are subject to change.
</p>
Brainstorm changes / new designs.
Storyboard one radical, one incremental, one in between.
......@@ -295,6 +296,7 @@ Pick one you want to move forward with.
**Turn In Directions:** You should upload a _**single**_, **_well-organized_** `.docx` or `.pdf` file to Canvas, containing all required components. **Just one file per group**
### D2: Directions
**Part 1: Brainstorming**
......@@ -388,6 +390,12 @@ Turn in a single, well-organized file, with all of the following sections:
## D3: Design Case Study
<p class = "warning">
This milestone is still under revision, and directions are subject to change.
</p>
Create a Prototype
Try Some Simple Evaluation Techniques / Reflect on the quality of your design
......@@ -491,6 +499,12 @@ Turn in A SINGLE well-organized file containing:
## D3P: Final Presentation
<p class = "warning">
This milestone is still under revision, and directions are subject to change.
</p>
During the Finals time slot, each team will give a short (5-10 minute) presentation on their design project.
This assignment is worth 5 points.
......@@ -499,7 +513,10 @@ This assignment is worth 5 points.
**Assigned & Discussed in Class:** Week 9
**Due:** Slides must be turned in 24 hours before your presentation time. Presentations will take place during the final exam meeting.
**Due:**
- **MW Section**: Presentations will be on Wednesday, March 18. Slides due by 10:15am.
- **TR Section**: Presentations will be on Monday, March 16. Slides due by 8:15am.
**Turn In Directions:**
_Upload a `.ppt`, `.pptx`, or `.pdf` file with your presentation in it to Canvas._
......@@ -514,7 +531,7 @@ You should prepare your presentation as a human-centered design case study.
Do not feel compelled to focus on every single thing you did, instead tell us a story about your _process_, how you arrived at your final _result_, and what decisions you made along the way.
You should review [Designing Case Studies: Showcasing a Human-Centered Design Process](https://www.smashingmagazine.com/2015/02/designing-case-studies-human-centered-design-process/) for inspiration.
You should review [Designing Case Studies: Showcasing a Human-Centered Design Process](https://www.smashingmagazine.com/2015/02/designing-case-studies-human-centered-design-process/) for guidance.
**All team members should participate in the presentation.**
......
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......@@ -37,11 +37,11 @@ Although no longer in a survey form, parts of this syllabus are adapted from the
I am a Senior Instructor in the [Department of Computer Science](http://cs.pdx.edu) at Portland State University. I also teach in the [Freedom, Privacy, and Technology](http://sinq-clusters.unst.pdx.edu/cluster/freedom-privacy-and-technology) cluster for [University Studies](https://www.pdx.edu/unst/unst-introduction).
I [teach](./classes/) courses in introductory computer science, human-computer interaction, and computing & society.
I [teach](../classes/) courses in introductory computer science, human-computer interaction, and computing & society.
I conduct [research](./research/) about the promises, threats, and impacts of contemporary computing. I've studied: labor and the future of work, philanthropy and social change, microbial science, suburban family life, and possibilities for disconnection on the Pacific Crest Trail.
I conduct [research](../research/) about the promises, threats, and impacts of contemporary computing. I've studied: labor and the future of work, philanthropy and social change, microbial science, suburban family life, and possibilities for disconnection on the Pacific Crest Trail.
I work to make computer science more broadly accessible, relevant, and welcoming. I am developing [a new intro CS class](./classes/cs199/) at PSU; I am co-director of [CyberPDX](http://cyberpdx.org), a summer camp for broadening participation in cybersecurity; and I am the faculty advisor for the PSU [We in Computer Science (WiCS)](http://wics.cs.pdx.edu) student organization.
I work to make computer science more broadly accessible, relevant, and welcoming. I am developing [a new intro CS class](../classes/cs199/) at PSU; I am co-director of [CyberPDX](http://cyberpdx.org), a summer camp for broadening participation in cybersecurity; and I am the faculty advisor for the PSU [We in Computer Science (WiCS)](http://wics.cs.pdx.edu) student organization.
I use she/her pronouns and I thru-hiked the PCT in 2013.
......@@ -125,7 +125,6 @@ I expect reading assignments to take you roughly 1-3 hours, leaving you ~6 hours
This class involves both individual and group assignments. Below is a brief sketch of the assignments we will complete in this class. All due dates are noted in the [course schedule](../schedule/) and on Canvas along with links to detailed assignment directions.
| Assignment | Due | Quantity | Points Each | Total |
|:---|:---|---:|---:|---:|
| Intro Survey | Jan 12 | 1 | 4 | 4|
......@@ -143,10 +142,9 @@ This class involves both individual and group assignments. Below is a brief sket
| Attendance | See below | 1 | 2 | 2 |
| **Maximum Possible** | | | | **105**|
Note that there are 105 points that you can earn in this class, though final grades will be calculated out of 100. You can use these extra points as you see fit, for example, to cover a missed sketch entry, missed reading response, etc.
Note that there are 105 points that you can earn in this class, though final grades will be calculated out of 100. You can use these extra points as you see fit, for example, to cover an absence from class.
Due to the fact that there are several extra credit points built in, and that attendance and participation is solely extra credit, there will be no excused absences from class or makeup work, barring [exceptional circumstances](#exceptional-circumstances). Please note that any days missed at the start of the term due to late registration fall under this same policy.
Due to the fact that there are several extra credit points built in, and that attendance is extra credit, there will be no excused absences from class or makeup work, barring [exceptional circumstances](#exceptional-circumstances). Please note that any days missed at the start of the term due to late registration fall under this same policy.
......@@ -229,6 +227,43 @@ You will always receive partial credit for work that is partially complete.
Please turn in whatever you have finished at the deadline.
### Group Work
In the professional world, you will almost never work alone; you will always be part of teams. In order to help prepare you for this, portions of this class will involve group work. Major group projects will include a peer evaluation component in which you will fill out a team-assessment and a self-assessment. These assessments will be used to determine students’ grades for the group assignment. It is important that you act professionally and make meaningful contributions to these projects. You should communicate early and often with your group regarding expectations.
#### Some strategies for successful group work
- Communicate early and often with your team during class meetings and via
email.
- Follow the course code of conduct. Treat your peers with the respect with
which you would like to be treated.
- Meet regularly outside of class to work in a co-located space, to share
updates, and to coordinate any individual contributions.
- Plan ahead and create a **_reasonable_** timeline for team deliverables.
Establish a clear set of expectations for your own and others’
contributions. Consider putting these in writing (email is good for
keeping a record of everyone's agreement!).
- Familiarize yourself with the skills and work of each individual student
in your team. Be honest about your own strengths and weaknesses as well.
Articulate these to your teammates. Ask for help when you need it. Show
a mature and professional attitude in sharing responsibility.
- Pay attention to details without losing the big picture in your group
work. Practice professional communication within your planning,
documentation, and deliverables.
- If major conflicts arise, and students are not able to solve these
conflicts, the whole group must meet with me to devise a working
strategy. You should alert me to any major issues in a timely manner
(i.e. no later than when the assignment in question is turned in).
#### Things to avoid
- Meeting with your group only at the last minute before class (or the
same day) to patch things up and quickly integrate material and
deliverables. This typically results in low quality deliverables, poor
work integration within the team, clear evidence of disorganization and
lack of coordination, unprofessional work, and lower grade.
- Alerting me to major team issues at the very end of the term or after
grades are released.
### Communication
......
......@@ -168,7 +168,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
<li><a href="#attendance--participation">Attendance + Participation</a>
<ul>
<li><a href="#grading1">Grading</a></li>
<li><a href="#grading-1">Grading</a></li>
<li><a href="#deadlines">Deadlines</a></li>
<li><a href="#exceptional-circumstances">Exceptional Circumstances</a></li>
</ul>
......@@ -320,7 +320,7 @@ responsible for:</em></p>
<li>Initiating a plan to catch up on any missed course material</li>
<li>Initiating a plan for any missed assignments</li>
</ul>
<h4 id="grading1">Grading</h4>
<h4 id="grading-1">Grading</h4>
<p>Each class period, you will fill out a short worksheet that will be used
for tracking your attendance and participation. You are fully in control
of this portion of your grade. These sheets should be dropped off at the
......@@ -395,13 +395,13 @@ pdx.edu inbox <strong><em>at least once each business day</em></strong>.</p>
environment to many newcomers <sup id="fnref:1"><a href="#fn:1" class="footnote-ref" role="doc-noteref">1</a></sup>. Research shows that members of
underrepresented groups (e.g., women, people of color, first generation college
students) leave computer science programs and the tech industry at higher
rates, and that this attrition is a result of environmental conditions<sup id="fnref:4"><a href="#fn:4" class="footnote-ref" role="doc-noteref">4</a></sup>.<br>
rates, and that this attrition is a result of environmental conditions<sup id="fnref:2"><a href="#fn:2" class="footnote-ref" role="doc-noteref">2</a></sup>.<br>
Many open source projects, professional societies, and businesses have
recognized that the lack of diversity amongst contributors is a problem since
they miss out on ideas, perspectives, and contributions from underrepresented
groups<sup id="fnref:2"><a href="#fn:2" class="footnote-ref" role="doc-noteref">2</a></sup>. Moreover, the history and prevalence of exclusionary practices and
groups<sup id="fnref:3"><a href="#fn:3" class="footnote-ref" role="doc-noteref">3</a></sup>. Moreover, the history and prevalence of exclusionary practices and
cultures is an ethical problem that limits the intellectual, personal, and
financial opportunities of members of underrepresented groups<sup id="fnref:3"><a href="#fn:3" class="footnote-ref" role="doc-noteref">3</a></sup>.</p>
financial opportunities of members of underrepresented groups<sup id="fnref:4"><a href="#fn:4" class="footnote-ref" role="doc-noteref">4</a></sup>.</p>
<p>To address this, many organizations and events have established community
guidelines and codes of conduct to support communities that are more welcoming
to new and diverse contributors. For example:</p>
......@@ -783,34 +783,34 @@ the required student module Creating a Safe Campus in your D2L
<hr>
<ol>
<li id="fn:1" role="doc-endnote">
<p>See, for example, the recent news about Linus Torvalds stepping away from maintenance of Linux as he seeks help for improving his interpersonal skills. Cohen, Noam. 2018. &ldquo;After Years of Abusive E-mails, the Creator of Linux Steps Aside,&rdquo; <em>The New Yorker</em>, September 29, 2018. <a href="https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside">https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside</a><a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
<p>See, for example, the recent news about Linus Torvalds stepping away from maintenance of Linux as he seeks help for improving his interpersonal skills. Cohen, Noam. 2018. &ldquo;After Years of Abusive E-mails, the Creator of Linux Steps Aside,&rdquo; <em>The New Yorker</em>, September 29, 2018. <a href="https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside">https://www.newyorker.com/science/elements/after-years-of-abusive-e-mails-the-creator-of-linux-steps-aside</a> <a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:2" role="doc-endnote">
<p>See, e.g., J. McGrath Cohoon. 2001. Toward improving female
retention in the computer science major. <em>Commun. ACM</em> 44, 5 (May
2001), 108-114.
&lt;<a href="http://dx.doi.org/10.1145/374308.374367">dx.doi.org/10.1145/374308.374367</a>&gt;;
Tracey Lien. 2015. “Why are women leaving the tech industry in
droves?” <em>LA Times.
&lt;</em><a href="http://www.latimes.com/business/la-fi-women-tech-20150222-story.html">latimes.com/business/la-fi-women-tech-20150222-story.html</a><em>&gt;</em> <a href="#fnref:2" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:3" role="doc-endnote">
<p>See, e.g., Vivian Hunt et al. 2018. “Delivering through Diversity”
Report by <em>McKenzie and Co.</em> January 2018.
&lt;<a href="https://www.mckinsey.com/business-functions/organization/our-insights/delivering-through-diversity">mckinsey.com/business-functions/organization/our-insights/delivering-through-diversity</a>&gt;<a href="#fnref:2" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
&lt;<a href="https://www.mckinsey.com/business-functions/organization/our-insights/delivering-through-diversity">mckinsey.com/business-functions/organization/our-insights/delivering-through-diversity</a>&gt; <a href="#fnref:3" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:3" role="doc-endnote">
<li id="fn:4" role="doc-endnote">
<p>See, e.g., Jane Margollis et al. 2008. <em>Stuck in the Shallow End:
Education, Race and Computing.</em> MIT Press.; Steve Henn. 2014. &ldquo;When
Women Stopped Coding&rdquo; <em>Planet Money, NPR.
&lt;</em><a href="https://www.npr.org/sections/money/2014/10/21/357629765/when-women-stopped-coding">https://www.npr.org/sections/money/2014/10/21/357629765/when-women-stopped-coding</a>*&gt;*;
Michelle Kim. 2018. &ldquo;Why focusing on the “business case” for
diversity is a red flag&rdquo; *Quartz at WORK,* 29 March 2018.
*&lt;*<a href="https://work.qz.com/1240213/focusing-on-the-business-case-for-diversity-is-a-red-flag/">https://work.qz.com/1240213/focusing-on-the-business-case-for-diversity-is-a-red-flag/</a>*&gt;.*<a href="#fnref:3" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
</li>
<li id="fn:4" role="doc-endnote">
<p>See, e.g., J. McGrath Cohoon. 2001. Toward improving female
retention in the computer science major. <em>Commun. ACM</em> 44, 5 (May
2001), 108-114.
&lt;<a href="http://dx.doi.org/10.1145/374308.374367">dx.doi.org/10.1145/374308.374367</a>&gt;;
Tracey Lien. 2015. “Why are women leaving the tech industry in
droves?” <em>LA Times.
&lt;</em><a href="http://www.latimes.com/business/la-fi-women-tech-20150222-story.html">latimes.com/business/la-fi-women-tech-20150222-story.html</a><em>&gt;</em><a href="#fnref:4" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
*&lt;*<a href="https://work.qz.com/1240213/focusing-on-the-business-case-for-diversity-is-a-red-flag/">https://work.qz.com/1240213/focusing-on-the-business-case-for-diversity-is-a-red-flag/</a>*&gt;.* <a href="#fnref:4" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:5" role="doc-endnote">
<p>PSU Student Code of Conduct:
<a href="https://www.pdx.edu/dos/psu-student-code-conduct">https://www.pdx.edu/dos/psu-student-code-conduct</a><a href="#fnref:5" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
<a href="https://www.pdx.edu/dos/psu-student-code-conduct">https://www.pdx.edu/dos/psu-student-code-conduct</a> <a href="#fnref:5" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
</ol>
</section>
......
......@@ -155,38 +155,38 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li><a href="#unit-1-microbits">Unit 1: Microbits</a>
<ul>
<li><a href="#mon-24sep">Mon 24-Sep</a></li>
<li><a href="#wed-26sep">Wed 26-Sep</a></li>
<li><a href="#mon-1oct">Mon 1-Oct</a></li>
<li><a href="#wed-3oct">Wed 3-Oct</a></li>
<li><a href="#mon-24-sep">Mon 24-Sep</a></li>
<li><a href="#wed-26-sep">Wed 26-Sep</a></li>
<li><a href="#mon-1-oct">Mon 1-Oct</a></li>
<li><a href="#wed-3-oct">Wed 3-Oct</a></li>
</ul>
</li>
<li><a href="#unit-2-graphics-with-javascript">Unit 2: Graphics with Javascript</a>
<ul>
<li><a href="#mon-8oct">Mon 8-Oct</a></li>
<li><a href="#wed-10oct">Wed 10-Oct</a></li>
<li><a href="#mon-15oct">Mon 15-Oct</a></li>
<li><a href="#wed-17oct">Wed 17-Oct</a></li>
<li><a href="#mon-22oct">Mon 22-Oct</a></li>
<li><a href="#wed-24oct">Wed 24-Oct</a></li>
<li><a href="#mon-8-oct">Mon 8-Oct</a></li>
<li><a href="#wed-10-oct">Wed 10-Oct</a></li>
<li><a href="#mon-15-oct">Mon 15-Oct</a></li>
<li><a href="#wed-17-oct">Wed 17-Oct</a></li>
<li><a href="#mon-22-oct">Mon 22-Oct</a></li>
<li><a href="#wed-24-oct">Wed 24-Oct</a></li>
</ul>
</li>
<li><a href="#unit-3-python-i">Unit 3: Python I</a>
<ul>
<li><a href="#mon-29oct">Mon 29-Oct</a></li>
<li><a href="#wed-31oct">Wed 31-Oct</a></li>
<li><a href="#mon-5nov">Mon 5-Nov</a></li>
<li><a href="#wed-7nov">Wed 7-Nov</a></li>
<li><a href="#mon-12nov--no-class">Mon 12-Nov - NO CLASS</a></li>
<li><a href="#mon-29-oct">Mon 29-Oct</a></li>
<li><a href="#wed-31-oct">Wed 31-Oct</a></li>
<li><a href="#mon-5-nov">Mon 5-Nov</a></li>
<li><a href="#wed-7-nov">Wed 7-Nov</a></li>
<li><a href="#mon-12-nov---no-class">Mon 12-Nov - NO CLASS</a></li>
</ul>
</li>
<li><a href="#unit-4-python-ii">Unit 4: Python II</a>
<ul>
<li><a href="#wed-14nov">Wed 14-Nov</a></li>
<li><a href="#mon-19nov">Mon 19-Nov</a></li>
<li><a href="#wed-21nov">Wed 21-Nov</a></li>
<li><a href="#mon-26nov">Mon 26-Nov</a></li>
<li><a href="#wed-28nov">Wed 28-Nov</a></li>
<li><a href="#wed-14-nov">Wed 14-Nov</a></li>
<li><a href="#mon-19-nov">Mon 19-Nov</a></li>
<li><a href="#wed-21-nov">Wed 21-Nov</a></li>
<li><a href="#mon-26-nov">Mon 26-Nov</a></li>
<li><a href="#wed-28-nov">Wed 28-Nov</a></li>
<li><a href="#final-exam">Final Exam</a></li>
</ul>
</li>
......@@ -202,7 +202,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<h2>Schedule</h2>
<h3 id="unit-1-microbits">Unit 1: Microbits</h3>
<h4 id="mon-24sep">Mon 24-Sep</h4>
<h4 id="mon-24-sep">Mon 24-Sep</h4>
<p>Course Introduction, Microbit Introduction</p>
<ul>
<li>In Class:
......@@ -219,7 +219,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-26sep">Wed 26-Sep</h4>
<h4 id="wed-26-sep">Wed 26-Sep</h4>
<p><strong>NO CLASS MEETING</strong>: Continue exploring microbits. Be prepared to demo something to your group next Monday.</p>
<ul>
<li><strong>Due:</strong>
......@@ -228,7 +228,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-1oct">Mon 1-Oct</h4>
<h4 id="mon-1-oct">Mon 1-Oct</h4>
<p>Microbits: Output, Variables, Sprites, Coordinate Grid, On Start Loop, Forever Loop, Random Numbers</p>
<ul>
<li>In class:
......@@ -243,7 +243,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-3oct">Wed 3-Oct</h4>
<h4 id="wed-3-oct">Wed 3-Oct</h4>
<p>Microbits: Events (Input), Conditionals, Keeping Score, Functions</p>
<ul>
<li>In class:
......@@ -261,7 +261,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
</ul>
<h3 id="unit-2-graphics-with-javascript">Unit 2: Graphics with Javascript</h3>
<h4 id="mon-8oct">Mon 8-Oct</h4>
<h4 id="mon-8-oct">Mon 8-Oct</h4>
<p>Introduction to JavaScript and text-based programming, using <a href="http://repl.it">http://repl.it</a>, using the processing library, drawing shapes, coordinate grids.</p>
<ul>
<li>Before class:
......@@ -270,7 +270,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-10oct">Wed 10-Oct</h4>
<h4 id="wed-10-oct">Wed 10-Oct</h4>
<p>Drawing with processing, using the documentation.</p>
<ul>
<li>Before Class:
......@@ -281,7 +281,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-15oct">Mon 15-Oct</h4>
<h4 id="mon-15-oct">Mon 15-Oct</h4>
<p>Variables, random numbers, animation + timer (on start vs. forever loops)</p>
<ul>
<li>Before Class:
......@@ -295,7 +295,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-17oct">Wed 17-Oct</h4>
<h4 id="wed-17-oct">Wed 17-Oct</h4>
<p>Functions, functions with parameters.</p>
<ul>
<li>Before Class:
......@@ -324,7 +324,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-22oct">Mon 22-Oct</h4>
<h4 id="mon-22-oct">Mon 22-Oct</h4>
<ul>
<li>In Class:
<ul>
......@@ -338,7 +338,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-24oct">Wed 24-Oct</h4>
<h4 id="wed-24-oct">Wed 24-Oct</h4>
<ul>
<li>In class:
<ul>
......@@ -355,7 +355,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
</ul>
<h3 id="unit-3-python-i">Unit 3: Python I</h3>
<h4 id="mon-29oct">Mon 29-Oct</h4>
<h4 id="mon-29-oct">Mon 29-Oct</h4>
<p>Input, output, variables, conditionals</p>
<ul>
<li>Before Class:
......@@ -364,7 +364,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-31oct">Wed 31-Oct</h4>
<h4 id="wed-31-oct">Wed 31-Oct</h4>
<p>Functions, without and with parameters</p>
<ul>
<li>Before Class:
......@@ -398,7 +398,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-5nov">Mon 5-Nov</h4>
<h4 id="mon-5-nov">Mon 5-Nov</h4>
<ul>
<li>In Class:
<ul>
......@@ -411,7 +411,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-7nov">Wed 7-Nov</h4>
<h4 id="wed-7-nov">Wed 7-Nov</h4>
<ul>
<li>In Class:
<ul>
......@@ -419,7 +419,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-12nov--no-class">Mon 12-Nov - <strong>NO CLASS</strong></h4>
<h4 id="mon-12-nov---no-class">Mon 12-Nov - <strong>NO CLASS</strong></h4>
<p>Veteran's Day. Entire university is closed!</p>
<h4 class="deadline-only">Tuesday 13-Nov</h4>
<ul>
......@@ -431,7 +431,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
</ul>
<h3 id="unit-4-python-ii">Unit 4: Python II</h3>
<h4 id="wed-14nov">Wed 14-Nov</h4>
<h4 id="wed-14-nov">Wed 14-Nov</h4>
<p>Loops (while, for), Strings (for each)</p>
<ul>
<li>Before Class:
......@@ -440,7 +440,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-19nov">Mon 19-Nov</h4>
<h4 id="mon-19-nov">Mon 19-Nov</h4>
<p>CSV files, Data sources, Files in python, Lists</p>
<ul>
<li>Before Class:
......@@ -449,7 +449,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-21nov">Wed 21-Nov</h4>
<h4 id="wed-21-nov">Wed 21-Nov</h4>
<p>Catchup, or working locally</p>
<ul>
<li><em>Assigned:</em>
......@@ -474,7 +474,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="mon-26nov">Mon 26-Nov</h4>
<h4 id="mon-26-nov">Mon 26-Nov</h4>
<ul>
<li>In Class:
<ul>
......@@ -488,7 +488,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</ul>
</li>
</ul>
<h4 id="wed-28nov">Wed 28-Nov</h4>
<h4 id="wed-28-nov">Wed 28-Nov</h4>
<p>Final Exam Review</p>
<ul>
<li><em>Assigned:</em>
......
......@@ -153,16 +153,16 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<ul>
<li>
<ul>
<li><a href="#start-of-term-selfassessment">Start of Term Self-Assessment</a>
<li><a href="#start-of-term-self-assessment">Start of Term Self-Assessment</a>
<ul>
<li><a href="#logistics">Logistics</a></li>
<li><a href="#specification">Specification</a></li>
<li><a href="#grading">Grading</a></li>
</ul>
</li>
<li><a href="#end-of-term-selfassessment">End of Term Self-Assessment</a>
<li><a href="#end-of-term-self-assessment">End of Term Self-Assessment</a>
<ul>
<li><a href="#logistics1">Logistics</a></li>
<li><a href="#logistics-1">Logistics</a></li>
</ul>
</li>
</ul>
......@@ -177,7 +177,7 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<h2>Self-Assessments</h2>
<p>Two self-assessments will bookend the course, offering you an opportunity to set your own personal goals for the class, and reflect on how well you have been able to achieve them. These self-assessments also offer you an opportunity to communicate directly with me about what you hope to learn in the class, so that I might take that into account as the quarter progresses, <em>and</em> what went well and what could be improved in future offerings. I appreciate your honesty and forthrightness.</p>
<h3 id="start-of-term-selfassessment">Start of Term Self-Assessment</h3>
<h3 id="start-of-term-self-assessment">Start of Term Self-Assessment</h3>
<p>A short written document to help me get to know you and adjust the class to meet your needs, and to also help you start of the course with a clear set of goals in mind. We will refer back to this document at the end of the term.</p>
<h4 id="logistics">Logistics</h4>
<ul>
......@@ -239,9 +239,9 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
</li>
</ul>
<p>No grades will be assigned between 0 and 3.5; nor between 3.5 and 4. Grades between 4 and 5 may be given for assignments that exceed the minimum requirements but do not meet all criteria for a 100%.</p>
<h3 id="end-of-term-selfassessment">End of Term Self-Assessment</h3>
<h3 id="end-of-term-self-assessment">End of Term Self-Assessment</h3>
<p>The end of term self-assessment will be conducted through a simple online survey.</p>
<h4 id="logistics1">Logistics</h4>
<h4 id="logistics-1">Logistics</h4>
<ul>
<li><strong>Available</strong>: Wednesday, November 28</li>
<li><strong>Deadline</strong>: Thursday, December 6, 8:00pm</li>
......
......@@ -495,13 +495,13 @@ time to ask questions.</p>
environment to many newcomers <sup id="fnref:2"><a href="#fn:2" class="footnote-ref" role="doc-noteref">2</a></sup>. Research shows that members of
underrepresented groups (e.g., women, people of color, first generation college
students) leave computer science programs and the tech industry at higher
rates, and that this attrition is a result of environmental conditions<sup id="fnref:5"><a href="#fn:5" class="footnote-ref" role="doc-noteref">5</a></sup>.<br>
rates, and that this attrition is a result of environmental conditions<sup id="fnref:3"><a href="#fn:3" class="footnote-ref" role="doc-noteref">3</a></sup>.<br>
Many open source projects, professional societies, and businesses have
recognized that the lack of diversity amongst contributors is a problem since
they miss out on ideas, perspectives, and contributions from underrepresented
groups<sup id="fnref:3"><a href="#fn:3" class="footnote-ref" role="doc-noteref">3</a></sup>. Moreover, the history and prevalence of exclusionary practices and
groups<sup id="fnref:4"><a href="#fn:4" class="footnote-ref" role="doc-noteref">4</a></sup>. Moreover, the history and prevalence of exclusionary practices and
cultures is an ethical problem that limits the intellectual, personal, and
financial opportunities of members of underrepresented groups<sup id="fnref:4"><a href="#fn:4" class="footnote-ref" role="doc-noteref">4</a></sup>.</p>
financial opportunities of members of underrepresented groups<sup id="fnref:5"><a href="#fn:5" class="footnote-ref" role="doc-noteref">5</a></sup>.</p>
<p>To address this, many organizations and events have established community
guidelines and codes of conduct to support communities that are more welcoming
to new and diverse contributors. For example:</p>
......@@ -885,37 +885,37 @@ the required student module Creating a Safe Campus in your D2L
<hr>
<ol>
<li id="fn:1" role="doc-endnote">
<p><a href="https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/">https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/</a><a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#8617;</a></p>
<p><a href="https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/">https://jenniferolive.com/gender-identity-inclusive-classroom-best-practices/</a> <a href="#fnref:1" class="footnote-backref" role="doc-backlink">&#x21a9;&#xfe0e;</a></p>
</li>
<li id="fn:2" role="doc-endnote">