Department of Computer Science CSI 300z



Key Topics Books Writing Across the Curriculum Writing Assignments Peer Review Verbal Skills Grades IIntegrity Logistics Computer Science Department University at Albany	Syllabus Purpose In the Preface to his 1976 book, Computer Power and Human Reason: From Judgment to Calculation, Joseph Weizenbaum warned his readers that This book is only nominally about computers. In an important sense, the computer is used here merely as a vehicle for moving certain ideas that are much more important than computers. The reader who looks at a few of this book's pages and turns away in fright because he spots an equation or a bit of computer jargon here and there should reconsider. He may think that he does not know anything about computers, indeed, that computers are too complicated for ordinary people to understand. But a major point of this book is that we, all of us, have made the world too much into a computer, and that this remaking of the world in the image of the computer started long before there were any electronic computers. Now that we have computers, it becomes somewhat easier to see this imaginative transformation we have worked on the world. Now we can use the computer itself--that is the idea of the computer--as a metaphor to help us understand what we have done and are doing. Substitute the word book and replace it with course and my motives are revealed too. This course is nominally about computers, but it is about ideas too: important ideas like ethics, values, privacy, property, responsibility, accountability, respect, work and even freedom. These ideas enter this course's discussion because the computer is, in fact, seen as a ubiquitous, pervasive agent of change or, more precisely, it has been used as an agent of change! Similarly, this course uses the idea of the computer to help us focus on "what we have done and are doing." Accordingly, the focus is, and ought to be, on the ideas, not the computer itself. Key Topics The overall subject matter examined in this course is broad, varied, and growing. In fact, "the social impact of the computer" is probably too big a theme to fit in its one semester setting. In addition, this course has to meet the University's "writing intensive" objectives as well. Finally, this class typically enrolls Computer Science majors who are looking to enter the "professional" field of Information Technology. Given this, the key topics that comprise this course are clustered as follows. Ethics & Professional Responsibility Internet Opportunities & Problems Privacy, Security & Other Risks of Computing Copyright & Fair Use Computer Usability, Ergonomics, Identity & Culture Computers in Education & at Work Students are polled early in the semester to determine additional topics of interest and--given adequate time and research--the topic list can be expanded from the above cluster. Books Clifford Stoll, The Cuckoo's Egg (Pocket Books, paper). Required reading. Also see New York Times Book Review. Strunk & White, Elements of Style (Macmillan, paper, any edition). Recommended reading. There is no textbook for this course, but students who prefer to read along with the class lectures and discusions may find either of two textbooks instructive here: Michael Quinn, Ethics for the Information Age, 4th edition (Addison Wesley, paper) or Sara Baase, A Gift of Fire: Social, legal, and ethical issues for computers and the Internet, 4th edition (Prentice Hall, paper). Required books are available at the Campus bookstore and may be available at Mary Jane's bookstore. Writing Across the Curriculum As a "Writing Intensive" course, this class seeks to meet yet additional requirements beyond those noted in the course description. Specifically, it is also designed to fulfill the Writing Intensive requirements noted in the 2009-10 Undergraduate Bulletin: Students must satisfactorily complete with grades of C or higher or S ... a Writing Intensive course at or above the 300 level, normally completed within the student’s major. These courses use writing as an important tool in the discipline studied and are not designed primarily to teach the technical aspects of writing. The emphasis is on using writing as a means of sharpening critical thinking in and understanding of the subject. Approved courses must meet each of the following four criteria: 1. A Substantial Body of Finished Work: This is generally expected to be a total of 20+ double-spaced pages in at least two, preferably more, submissions. It may be in a variety of forms—journal, reports, essays, research papers, etc.—not all of which need to be graded. 2. Opportunity for Students to Receive Assistance in Progress: Such assistance may take several forms, from visits to the Writing Center (HU-140) to conferences with the instructor. 3. Opportunity to Revise Some Pieces: As revision is an essential characteristic of good writing, students should be able to revise some portion of their work. 4. Response to Student Writing: Such response may take several forms—from extended comments from the instructor to peer evaluation in student groups. It is expected, however, that the instructor will respond in detail to some extended work of the student. Writing Assignments Students will submit a number of papers of varying length, typically (but not always) including Class Expectations (1-2 pages) / Ungraded Critique of "Favorite" or Familiar Software (5-7 pages) Spontaneous writing assignment (1-2 pages) Review of Web Site (4-5 page review plus 1 page summary) Final Paper Proposal (3 pages) / Ungraded Final Paper (8-12 pages) See class schedule for due dates. Actual assignments will be handed out in class and/or posted on the class website. Peer Reviews Selected papers will be reviewed twice: first, by a "peer reviewer" and, after revision, by the instructor. I want to emphasize that most professional writing is "peer reviewed" and creates reciprocal responsibilities for both parties. I hope to show that editing someone else's text also makes us more conscious of our own writing strengths and weaknesses. See Editing Guidelines for doing a peer review. Verbal Skills The Computer Science curriculum has been criticized for not sufficiently promoting the development and application of oral communication skills. To address this, students are encouraged to participate in class room discussions and, occasionally, to make short presentations when time and opportunities allow. Grades Grades are derived from the sum of work (and commitment) that a student exhibits via the following outlets: primarily writing assignments and quizzes, but also classroom participation, peer reviews, and even attendance. Writing Assignments. Much of the final grade results from writing assignments. The exact amount varies semester by semester, depending on the assignments given that term. Regardless, the exact weights given to particular assignments are discussed in class each term. Assignments submitted after the assigned date are subject to a late penalty. Papers submitted within two class dates of the due date are penalized by a "marginal" letter grade; for example, a B+ would be reduced to a B. Papers submitted after two class dates are penalized by a full letter grade; for example, a B+ would be reduced to a C+. Quizzes (announced and unannounced) are used on occasion. Typically, they are take home style to prompt greater reflection and investigation. to ensure learning by providing visible "feedback" on comprehension of class materials; to ensure attentiveness (and taking notes) during discussions; to ensure that readings are actually read; and to counter balance reliance on written assignments. Exams. Since this is a writing intensive class, I emphasize the production of texts as a formal exercise that requires a set regimen, starting with brainstorming, outlining, multiple drafting, and final / finished copy. Mid term and final exams, in this context, do not promote this regimen since they are hurried, stressful exercises resulting in unpolished first drafts. Given this, a "comprehensive" writing assignment will serve as "final" exam equivalent. Other Grade Factors Attendance. Attendance is expected at every class. On occasion, absences occur for any number of reasons (some acceptable, most not). Since there are typically twenty four classes per term (or eleven or fewer in the Summer), missing one third of the course (i.e., eight classes in Fall or Spring or four in Summer) without sufficient cause or warning will mean that you have missed too much class time to merit a passing grade. Similarly, missing six classes in the Fall or Spring (or three in the Summer) will result in a full letter grade penalty. I do not want to apply either rule, but have. Class Discussion. Only a few classes are conducted as formal lectures, most are planned to foster discussion and participation from all attendees. Please contribute here. Peer Reviews. Professional writing (as distinct from student writing) involves writing and editing for colleagues (as well as supervisors or subordinates). Providing encouraging "feedback" to colleagues is appreciated and, like participating in class discussions, contributes to the overall grade. Academic Integrity Students are responsible for planning and completing their assignments. They are encouraged to invite peer review and comments; they should not collaborate on writing papers. In addition, the availability of relevant texts on the Web should not tempt students to "cut and paste" without attribution. Both of these practices are wrong-headed in any context and especially troublesome in a class that attempts to foster professional responsibility. University rules are quite strict on plagiarism. Any student caught violating these norms will receive a failing grade for the course. Logistics Class sessions: ~~Fall: Tuesday and Thursday, 7:15-8:35 p.m.~~ Spring: Tuesday and Thursday, 7:15-8:35 p.m. Summer: Mon, Tues, & Thurs, 5:00-8:35 p.m. Classroom: See the University Schedule of Classes each term Contact Hours: after class or by appointment Phone Numbers: DG (Home): 489-5674 CSI Dept.: 442-4270 E-Mail: goodall AT cs.albany.edu CSI 300z Home Page: http://www.albany.edu/~goodall
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Last updated: 1/6/11