CSC 260: Introduction to Self Directed Learning: 1 hour

Description

The very dynamic nature of the field of computing requires specialized lifelong learning skills. Students will learn and experience how to be productive when learning about new technology on their own. This includes an understanding of the strengths and weaknesses of different types of resources, understanding of how to maximize the learning a given resource provides, and learning to create a plan for their own learning. The concurrent CSC 261 or CSC 266 course will be used as an example. Students will create a learning plan for CSC 463.

Goals for CSC 260 are:

1. Teach students different skills for life long learning
2. Prepare students to create an acceptable learning plan for 463

Course outcomes for CSC 260 are:

• Upon complete of CSC 260, students will:
  • know how to choose the right resource for the learning objective
  • know how to maximize the learning using a given resource
  • have created a learning plan for CSC 463.

Program outcomes for CSC 260 are:

1. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
2. Learn new areas of technology. (Computing student learning outcome 6)

Integration

1. Self-learning at the application level by
   • having discussions about how to get the most out of online lessons
   • demonstrating how to establish education goals, outcomes, and tasks to learn specific tasks.
2. Note taking at the application level by grading the notes students take while in class and grading the notes
3. Professionalism at the application level by holding discussions different ways to learn and the advantages of each

Details

• Professor: Dr. Cathy Bareiss
• Office SB 31
• Class Time: 2:00-2:50 W
• Class Location: S 025
• Textbook: Student membership in ACM. Resources from ACM Learning Center that will be used include:

Course Content

Policies

• Use of Internet Resources
• Integrity
• LatePolicy

Assignments

1. Learning journal, plan
   1. HTML/css learning journal
   2. Javascript learning journal
   3. php learning journal
   4. Professionalism learning journal
   5. Learning plan
2. Exams
   • two exams on the learning

There are two additional assignments involving reactions to current events. Announcements will not be made in class. You are responsible to track these yourself. Standard late policy will apply to these assignments.
You are to react to current events/publications. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include a summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in as a hard copy in class within one week of the item being published. You may pick when. Each one does have a deadline. The ones you pick must be unique to this course

1. Write a reaction to one article in the ACM TechNews. It must be programming related. This needs to be completed by midterm.
2. Write a reaction to one article in XRDS. It must be programming related. This needs to be completed before the final.

Extra credit

• Extra credit will only be made available based on the entire class needs. Such as an exam that most people did poorly on despite a good effort.

Grades

Your grades are made up of:

1. Each exam is worth 10%
2. The two ACM assignments are worth (combined 5%)
3. Each learning journal is worth 15%
4. First draft of the learning plan is 10%
5. Final draft of the learning plan is worth 20%

• Grade scale
  • 93% <= average <= 100% -> A
  • 90% <= average < 93% -> A-
  • 87% <= average < 90% -> B+
  • 83% <= average < 87% -> B
  • 80% <= average < 83% -> B-
  • 77% <= average < 80% -> C+
  • 73% <= average < 77% -> C
  • 70% <= average < 73% -> C-
  • 67% <= average < 70% -> D+
  • 63% <= average < 67% -> D
  • 60% <= average < 63% -> D-
  • 0% <= average < 60% -> F

Tentative Schedule (needs fixing)

Wednesday
1/10: Tracking Learning
1/17: Learning Levels
1/24:
1/31:
2/7:
2/14:
2/21:
2/28:
3/6: Spring Break
3/13:
3/20:
3/27:
4/3:
4/10:
4/17:
4/24: Classes
5/1: Finals Week

Campus Integrity Policy

The student handbook (p. 156) states: “Any act of deceit, falsehood or stealing by unethically copying or using someone else’s work in an academic situation is strictly prohibited.

1. A student found guilty of plagiarism or cheating will receive an “F”(zero) for that particular paper, assignment or exam. Should this occur, the professor will have an interview with the student and will submit a written report of the incident to the academic dean.
2. If a second offense should occur, the student will be asked to appear before the professor, the academic dean and the vice president for student development.
   
   

The student should realize that at this point continuation in a course and even his/her academic career may be in jeopardy. In the event of a recommendation for dismissal, the matter shall be referred to the Student Development Committee.”

Services

The Americans with Disabilities Act (ADA) is a law which provides civil rights protection for people with disabilities. Bethel University, in compliance with equal access laws, requests that students with disabilities seeking to acquire accommodations make an appointment with the Center for Academic Success—Disability Services. It is located in the Miller-Moore Academic Center, 033. You may also phone 574-807-7460 or email rachel.kennedy@betheluniversity.edu for an appointment.

Education Majors:

Please use the link below to review all appropriate standards. Standards