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  1. OverviewIS 101Y/CMSC 101Computational Thinking and DesignThursday, August 29, 2013Carolyn SeamanSusan MartinUniversity of Maryland, Baltimore County

  2. Class Rules • Minimize laptop (or tablet) multi-tasking • We will be using them frequently for in-class activities, so it’s ok to have them open • Use them to participate in class exercises, to take notes, to follow examples and lecture slides, etc. • OK to check for messages once, maybe twice during class • No other uses are appropriate • Nothing on your screen should be distracting to the people around you • No Cell Phones • Please keep your phones turned off and put away. Please resist the temptation to check for texts during class • Food is OK... • if it doesn’t make too much noise or make a mess or smell too much! Thank you for keeping this class a distraction-free place for learning!

  3. What is Computing/IT? • <Your Answers Here>

  4. Why Are You Considering IT? • <Your Answers Here>

  5. Course Objectives • After this course, students should be able to: • Discuss the characteristics and challenges of key areas of the computing disciplines. • Analyze and present data to support informed decision making. • Write basic programs using variables, conditional logic, and loops. • Demonstrate the skills necessary to succeed as a computing student and professional. • Work effectively in a team to solve a complex technological challenge.

  6. This Course • Experimental course (funded by NSF) for freshmen computing majors • Goals • Survey breadth, nature, challenges, and potential of computing disciplines • Clarify differences between computing majors at UMBC (BTA, IS, CMSC, CMPE) • Build experience working productively in teams • Develop key skills important to academic and professional success • Assessment of impact and effectiveness • Survey • Focus group and end-of-semester interview • Review of assignments

  7. Consent Forms • We need your consent to collect data that will help us evaluate the course • Evaluating the course is different from evaluating your work in the course • Signing the consent form says that: • You understand that this class is part of a research study • No one is forcing you to participate in the research part of the course • You understand that the data we collect from you to evaluate the course is confidential

  8. Course Staff • This section: • Instructors • Dr. Carolyn Seaman (TTh 1-2:15) • OH: Mon 12-2pm, Thu 2:30-4pm • Dr. Susan Martin (F 2-3) • OH: Tue 11:30-12:30pm, Thu 8:45-9:45am • Teaching Fellows • BhuvanaBellala (CS) • OH: Thu 5-6pm, Fri 1:30-2:30pm • Amanda Mancuso (IS) • OH: Tue 2:30-3:30pm, Wed 1-2pm • Peer Mentors • Austin Cole (IS) • Nicole Dawson (IS) • Brandon Walsh(CS) • Max Weinberg (CS) The “other” section: • Instructors • Dr. Marie desJardins (TTh 10-11:15) • OH: Wed 2-3pm, Th 3:30-4:30pm • Dr. Susan Martin (F 2-3) • OH: Tue 11:30-12:30pm, Thu 8:45-9:45am • Teaching Fellows • Alec Pulianas(CE) • OH: Mon 2:30-3:30pm, Wed 11am-12pm • Emily Scheerer(CE) • OH: Tue 5:30-6:30pm, Thu 11:30am-12:30pm • Peer Mentors • Mark Cirincione (CS) • Gloria Diederich (CS/Math) • Catherine Liou (IS) • John Swank (CS) NOTE: Teaching fellows hold office hours in ITE 470.

  9. Computational Thinking • Coined by Jeannette Wing, 2006 • Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science.

  10. CT Principles • Connecting computing: Understanding how computing connects people and helps us to solve meaningful problems • Developing computational artifacts: Designing and implementing artifacts with a practical, personal, or societal intent • Abstracting: Identifying a computational problem to be solved; representing data, information, and knowledge for computational use • Analyzing problems and artifacts: Evaluating and justifying the quality of solutions; locating and correcting errors

  11. CT Principles (cont.) • Communicating: Explaining the purpose of an artifact and the meaning of a result in context, using accurate and precise language, notation, or visualizations • Working effectively in teams: Effective teamwork and collaboration, producing artifacts that depend on active contributions from multiple participants

  12. Computing Content Units • Big Ideas • Computational thinking • Algorithmic problem solving • Design and abstraction • History and careers • Data • Data representations and data structures • Big data and knowledge discovery • Visualization • Hardware and Systems • Computer architectures and operating systems • Networks • Software systems • People • Requirements analysis • Usability and accessibility • Social and ethical implications • Applications • Graphics and games • Intelligence • Security

  13. Academic andProfessional Skills • Working effectively • As a student • As a team member • As a future professional • Soft skills • Oral presentation • Technical communication • Microsoft Office software • Networking • Study habits and time management • Career planning

  14. Administrivia • Late policy • Academic honesty • Tentative schedule • All handouts and assignments will be linked in the “Handouts” column on the date they are distributed • Slides will be linked from the “Topic” column • All assignments are due on the date indicated in the “Due” column • Assignments are always due at or before the beginning of class, either electronically or in hardcopy, as specified in the assignment • If not officially registered, see me after class • If you do not meet the course requirements (first-year freshman intending a computing major), you must drop the class

  15. Laptop Laboratories • On many days, we will use student laptops for Processing labs and other online activities • How many students own their own laptops? • Note: If you do not yet own a laptop but are thinking of purchasing one, it will be a very useful resource in the future as a computing major!

  16. Readings/Videos • Primary Textbook: “Computing for Ordinary Mortals” by Robert St. Amant • Processing Reference: “Getting Started with Processing” by Casey Reas and Ben Fry • Professional Development Textbook: “Making Your Mark” • Online articles and videos • Mix of general and technical • Some will be challenging (strategy) • All reading is to be completed before class on the day listed in syllabus • Unannounced team and/or individual quizzes to assess preparation and readiness for further learning • Followed by discussion of unclear concepts

  17. Assignments • Professional development assignments • Surveys, journal entries, cover letter, and resume • Processing assignments • Data analysis assignment • Group peer evaluation • Quizzes • Team project • Midterm and final

  18. Team Project • Teams design, develop, demonstrate, evaluate, and present a system to simulate and explore the process of student progression -- the “semester game” • Phases • Design • Prototype Demo • Prototype Evaluation • Poster • Presentation

  19. Experiences with Teams • Who has had experiences with team/group projects? • What was good about team projects? • <YOUR THOUGHTS HERE> • What was frustrating? • <YOUR THOUGHTS HERE>

  20. Why Teams? • Working on highly functioning teams is fun • Students learn more and perform better on teams • Working on teams helps students develop a network that will be useful in later classes • Working on teams is a key skill required for success in computing careers

  21. How to Work on Teams? • What might minimize negative aspects? • Peer assessment • Prevent loafing • Think about your personal behavior • Effective communication • Keep an open mind • Come prepared!!

  22. Team Structure • Initial teams for first few weeks • Permanent teams formed a few weeks into the semester • Team members receive the same grade on team quizzes/assignments/projects, except under extraordinary circumstances • Peer evaluation as part of final grade

  23. Form Teams • Sort yourselves by birthdate (month and day) • Do any two students have the same birthdate? • Did the answer surprise you? • Count off into eight groups • Call out 1, 2, 3, ... 8, 1, 2, 3... along the line of students by birthdate • Sit with your numbered team for the next activity

  24. Meet with Team • Introduce yourselves to each other! • Syllabus review exercise • Grade weight activity • Pick a catchy team name! • Make a team roster: • Team name • Members’ names • Members’ email addresses • Turn in the team roster, and make a copy for each member!

  25. Reminders • You have assigned reading for tomorrow! • Making Your Mark, Chapter 1 • You have assigned reading for Tuesday (9/3)! • St. Amant, Chapter 1; Blown to Bits (online link), Chapter 1 • NOTE: It is YOUR RESPONSIBILITY from now on to check the schedule page and complete the reading before class. • Your first assignment (completing the Assessment Survey and Student Background Questionnaire) is due next Tuesday, September 3! • A link for the Assessment Survey will be sent to you by email. If you do not get the link, you must ask about it! • The link to the Student Background Questionnaire is posted on the online course schedule. • Start early (how about this weekend?!) on the upcoming assignments: • Friday 9/6: Journal Entry #1, StrengthsQuest • Tuesday 9/10: Processing Assignment #0, install and test

  26. See You Next Week(and tomorrow!!) Have a Great Holiday Weekend!